Bibliothek

@article{Venable2021,

title = {Gender Differences in Online Learning: Insights from recent graduates},

author = {Melissa Venable},

url = {https://doi.org/10.1145/3473344.3460821

https://elearnmag.acm.org/archive.cfm?aid=3460821&doi=10.1145%2F3473344.3460821},

doi = {10.1145/3473344.3460821},

issn = {1535-394X},

year  = {2021},

date = {2021-07-30},

journal = {eLearn},

volume = {2021},

number = {6},

abstract = {How might the online learning experience, and the support required for success, differ for men and women? New survey research captures insights from 505 participants, including 295 women, who graduated from online programs between 2015 and 2020. This article provides an overview of the characteristics of online students, highlighting the challenges female students face and considerations for supporting their success. Differences in demographic characteristics across gender were found in the areas of degree level and academic major, income, age, and ethnic diversity. More men chose computer and information sciences majors, while more women were in healthcare and education. Female students were also younger and at lower income levels than their male counterparts when they were enrolled in their online programs. And while the majority of study participants were White, women represented more ethnic diversity than men. Recommendations include the review and revision of curricula and support programs with specific learner characteristics in mind, addressing potential biases with culturally responsive strategies leading to greater representation. Future research should continue to track trends related to online student needs and perspectives and expand descriptions of gender beyond binary categories.},

keywords = {A, Diversity, Gender, online learning, online studying},

pubstate = {published},

tppubtype = {article}

}

@article{Toth2021,

title = {Lernkulturen und Persönlichkeit: Warum MOOCs doch nicht die Bildungsungleichheit auflösen konnten},

author = {Christian Toth},

url = {https://www.medienpaed.com/article/view/1074

https://doi.org/10.21240/mpaed/42/2021.04.08.X},

doi = {10.21240/mpaed/42/2021.04.08.X},

isbn = {1424-3636},

year  = {2021},

date = {2021-04-01},

journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},

volume = {42},

number = {Optimierung},

pages = {134–151},

abstract = {Digitale Medien sind in der modernen Bildungslandschaft stetiger Hoffnungsträger für die Aufhebung der Bildungsungleichheit. Im Fokus der 2010er Jahre standen Massive Open Online Courses (MOOCs), die spätestens seit dem grossen MOOC-Hype 2012 kontinuierlich und in stetig wechselnder Gestalt als Optimierungen der Hochschulbildung gehandelt werden und selbst in den vergangenen sieben Jahren zahlreiche Veränderungen durchlaufen haben. MOOCs haben in der deutschen Hochschulbildung zu kontroversen Diskussionen geführt, bisweilen nehmen MOOCs an deutschen Hochschulen jedoch keinen besonderen Stellenwert ein. Dabei gäbees durchaus Potenziale zur Weiterentwicklung (und damit auch Optimierung) der Hochschullehre, wenn man an internationale Entwicklungen der MOOC-Forschung anknüpfen würde. Dieser Beitrag bilanziert, ob MOOCs den Ansprüchen der Digitalisierung in Hochschulen und den gesellschaftlichen Erwartungen, der Bildungsungleichheit entgegenzuwirken, gerecht werden und stützt sich in der kritischen Einschätzung auf die Ergebnisse einer gross angelegten (N > 1000) und abgeschlossenen quantitativen Studie über vier internationale MOOCs. Die Forschungsergebnisse begründen, warum MOOCs in ihrer traditionellen Form nicht zwingend zu einer Optimierung der Hochschulbildung führen, geben jedoch Hinweise darauf, wie dies nach wie vor gelingen könnte.},

keywords = {A, massive open online course (MOOC), Optimierung},

pubstate = {published},

tppubtype = {article}

}

@article{Reinmann2021,

title = {Hybride Lehre – Ein Begriff und seine Zukunft für Forschung und Praxis},

author = {Gabi Reinmann},

url = {https://gabi-reinmann.de/wp-content/uploads/2021/02/Impact_Free_35.pdf},

year  = {2021},

date = {2021-02-01},

journal = {Impact Free: Journal für freie Bildungswissenschaftler},

volume = {35},

keywords = {A, Begriffsfindung, Blended Learning, Corona, hybride Lehre},

pubstate = {published},

tppubtype = {article}

}

@article{Schmölz2020,

title = {Digitale Kluft: Teilhabebarrieren für Studierende durch universitäres home learning?},

author = {Alexander Schmölz and Corinna Geppert and Alessandro Barberi},

url = {https://doi.org/10.21243/mi-02-20-31

https://journals.univie.ac.at/index.php/mp/article/view/3644},

doi = {10.21243/mi-02-20-31},

issn = {2307-3187},

year  = {2020},

date = {2020-06-20},

journal = {Medienimpulse},

volume = {58},

number = {2},

pages = {26},

abstract = {Die Nutzung von digitalen Medien zur Teilhabe an gesellschaftlichen und wirtschaftlichen Prozessen sowie die Teilhabebarrieren und die digitale Kluft sind seit dem Aufkommen der Computertechnologie ein zentrales Phänomen sozialer (Un-)Gleichheit. Dieser Artikel gilt der Untersuchung der digitalen Kluft im Zuge der Umstellung des Studienbetriebs auf „home-learning“ an den österreichischen Universitäten Anfang März 2020. Diese notwendige Umstellung der Lehre zielte auf die Verminderung der Kontaktmöglichkeiten und damit auf die Reduzierung der Ansteckungsgefahr mit COVID-19 ab. Dieser Artikel beleuchtet – auch im Sinne partizipatorischer Fragestellungen – die Herausforderungen, denen sich Studierende in Zeiten des „home-learning“ gegenübersahen, um an der digitalen Lehre teilhaben zu können. Im Rahmen der zugrundeliegenden Studie wurde untersucht, inwieweit die universitären Maßnahmen bezüglich „home-learning“ sowie weitere (nationale) Regelungen zu Teilhabebarrieren für Studierende wurden. Im Folgenden werden die Ergebnisse dieser Befragung (n=412) unter Studierenden der Bildungswissenschaft der Universität Wien zusammengefasst. Die Ergebnisse zeigen, dass nicht so sehr der technische Zugang zu Computer und Internet hinderlich ist, sondern vielmehr die Kompetenzanforderungen bestimmter Technologien, die Organisation von Tages- und Wochenabläufen sowie des eigenen Lernens und der Umgang der Lehrenden mit der Situation. Auch steigende Kursanforderungen, der Zugang zur Bibliothek, zunehmende Betreuungspflichten und der (drohende) Verlust des Arbeitsplatzes haben die Teilnahme am „home-learning“ erheblich beeinträchtigt.},

keywords = {A, Corona, Digitale Kluft, Digitale Medien, distance learning},

pubstate = {published},

tppubtype = {article}

}

@article{Frick2020,

title = {Publikationskosten für Zeitschriftenartikel abseits von Open-Access-Publikationsfonds – Lost in Transformation?},

author = {Claudia Frick and Christian Kaier},

url = {https://doi.org/10.5282/o-bib/5586},

doi = {10.5282/o-bib/5586},

issn = {2363-9814},

year  = {2020},

date = {2020-05-05},

urldate = {2020-05-28},

journal = {O-Bib. Das Offene Bibliotheksjournal},

volume = {7},

number = {2},

pages = {1–15},

organization = {VDB},

abstract = {Mit der Etablierung von Open Access als Standardmodell des wissenschaftlichen Publizierens verlagert sich der Fokus von Subskriptions- auf Publikationskosten. Die zuverlässige und vollständige Erfassung dieser Kosten stellt eine große Herausforderung für Bibliotheken und Institutionen dar. Gründe dafür sind dezentrale Rechnungsworkflows, unterschiedliche Kostenmodelle, Nebengebühren, ein Nebeneinander von Einzel- und Pauschalgebühren und die Vermischung von Subskriptions- und Publikationskosten. Der vorliegende Beitrag analysiert zunächst die Vielfalt der unterschiedlichen Ausgaben für Artikel in wissenschaftlichen Zeitschriften. Im Anschluss zeigt er zwei Ansätze der Erfassung von dezentralen Publikationskosten auf, die zu einer besseren Steuerung und mehr Transparenz der Ausgaben für das Publizieren beitragen.},

keywords = {A, Buchhaltung, Controlling, Monitoring, open access, Publikationsgebühren, Publikationskosten},

pubstate = {published},

tppubtype = {article}

}

@article{Aufenager2020,

title = {Handschriftliche versus digitale Mitschriften in akademischen Vorlesungen},

author = {Stefan Aufenanger and Jasmin Bastian},

editor = {Sandra Hofhues and Mandy Schiefner-Rohs and Sandra Aßmann and Taiga Brahm},

url = {https://zfhe.at/index.php/zfhe/article/view/1324},

isbn = {2219-6994},

year  = {2020},

date = {2020-03-01},

journal = {Zeitschrift für Hochschulentwicklung},

volume = {15},

number = {1},

pages = {103–125},

abstract = {Die Diskussion um das Mitschreiben in Vorlesungen wurde durch einen Aufsatz von MUELLER & OPPENHEIMER (2014) besonders aufgeheizt. Darin geben die Autoren auf der Grundlage dreier eigener Experimente der handschriftlichen Mitschrift den Vorrang für das Lernen. In einer eigenen Studie überprüfen die Autorin und der Autor das Ergebnis. Eine Onlineerhebung bei Studierenden der Bildungswissenschaften zeigt auf, dass die Art und Weise der Mitschriften sowie die Gründe dafür recht unterschiedlich sind. In einer weiteren Studie wurde die Qualität der Mitschriften – handschriftlich und digital – untersucht, wobei Unterschiede in ausgewählten Bereichen deutlich werden. Die Autorin und der Autor diskutieren abschließend die Ergebnisse und geben Empfehlungen für Hochschulen ab.},

keywords = {A, Computer, Handschrift, Hochschule, Mitschrift, Vorlesung},

pubstate = {published},

tppubtype = {article}

}

@article{Aikina2020,

title = {Moodle-Based Learning: Motivating and Demotivating Factors},

author = {Tatiana Yurievna Aikina and Liudmila Mikhailovna Bolsunovskaya},

url = {https://online-journals.org/index.php/i-jet/article/view/11297},

issn = {1863-0383},

year  = {2020},

date = {2020-01-01},

journal = {International Journal of Emerging Technologies in Learning (iJET)},

volume = {15},

number = {02},

pages = {239–248},

abstract = {Over the past 10 years, a lot of universities worldwide have designed different online courses available to their students. The emergence of online courses makes Higher Education a more flexible and elastic concept. The present paper documents a qualitative study that examines motivating and demotivating factors in using Moodle for English language learning in higher schools. The survey encompasses data collected from 137 students and 20 teachers in a higher technical school (Russia) with a focus on students’ and teachers’ perception of Moodle-based learning. Analysis of the obtained data reveals a set of factors concerning pedagogical, technical, management approaches towards Moodle implementation. The results suggest further development of positive experiences and minimizing demotivating factors in online learning environment.},

keywords = {A, collaborative learning, e-learning, English language learning, innovative approach, Moodle},

pubstate = {published},

tppubtype = {article}

}

@article{Bellinger2019,

title = {Nach wie vor glücklich trotz Prekariat? Eine Umfragen-Neuauflage zur Lage von Qualifikandinnen und Qualifikanden in der Medienpädagogik},

author = {Franziska Bellinger and Ricarda Bolten and Nina Grünberger and Wolfgang B. Ruge},

url = {https://www.medienpaed.com/article/view/826

https://doi.org/10.21240/mpaed/00/2019.12.23.X},

doi = {10.21240/mpaed/00/2019.12.23.X},

issn = {1424-3636},

year  = {2019},

date = {2019-12-23},

journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},

volume = {2019},

number = {Occasional Papers},

pages = {174–192},

abstract = {Die im Jahr 2016 von Dander et al. publizierten Ergebnisse zur Situation des wissenschaftlichen «Nachwuchses» sensibilisierten für eine zunehmende Prekarisierung der Beschäftigungsverhältnisse von Qualifikandinnen und Qualifikanden in der deutschsprachigen Medienpädagogik, die sich auch auf den privaten Kontext ausweitet. Die Kolleginnen und Kollegen wiesen damit auf Problemlagen von Wissenschaftlerinnen und Wissenschaftler in Qualifikationsphasen hin, um so eine kritische Diskussion und Reflexion in der eigenen Disziplin anzuregen. Knapp vier Jahre nach der ersten Erhebung wurde eine erneute Fragebogenuntersuchung zur Lage der Qualifikandinnen und Qualifikanden in der Medienpädagogik durchgeführt, die eine Vergleichsbasis zur Umfrage aus 2014 bieten soll. Neben den thematischen Schwerpunkten zur a) Zufriedenheit mit den Arbeits- und Beschäftigungsbedingungen, b) Zufriedenheit mit der Betreuungssituation und c) der Work-Life-Balance wird hierin auch den Aspekten d) Internationalisierung und Vernetzung Beachtung geschenkt. Die Ergebnisse zeigen, dass die Zufriedenheit im Vergleich zu von vor vier Jahren leicht abgenommen hat, obwohl der Arbeit an den Qualifikationsarbeiten auf den Stellen tendenziell mehr Zeit eingeräumt wird. Die mangelnde Planbarkeit der Karriere und oftmals fehlende berufliche Sicherheit zählt nach wie vor zu den problematischsten Aspekten für die Qualifikandinnen und Qualifikanden in der deutschsprachigen Medienpädagogik.},

keywords = {A, Germany, higher education, phd},

pubstate = {published},

tppubtype = {article}

}

@article{Cromley2019,

title = {Drawing-to-Learn: Does Meta-Analysis Show Differences Between Technology-Based Drawing and Paper-and-Pencil Drawing?},

author = {Jennifer G. Cromley and Yang Du and Aygul Parpucu Dane},

editor = {Drawing-to-Learn: Does Meta-Analysis Show Differences Between Technology-Based Drawing and Paper-and-Pencil Drawing?},

url = {https://doi.org/10.1007/s10956-019-09807-6},

doi = {10.1007/s10956-019-09807-6},

year  = {2019},

date = {2019-12-21},

journal = {Journal of Science Education and Technology},

volume = {29},

pages = {216–229},

abstract = {Drawing-to-learn is a specific learning/reading strategy studied across many domains. In response to gaps in our knowledge about drawing-to-learn, we conducted a systematic meta-analysis of the literature published since the influential 2005 Van Meter and Garner literature review. We analyzed the benefits of directed learner-generated visual representations such as sketching, drawing, or computer-assisted creation of a full or partial static image. Forty-one peer-reviewed articles were screened in, together with 9 dissertations and 2 other documents; published from 2005 to 2018, these included 53 studies and 166 effects based on 8111 participants. The overall effect of drawing-to-learn across all dependent variable types (factual, inferential, and transfer) and both types of effects—comparing different types of drawing and comparing drawing to non-drawing conditions—was a significant g = 0.69. The overall effect was significant but differed across outcomes (g = 0.85 for factual, g = 0.44 for inferential, and g = 0.22 for transfer). Analyses across 6 moderators are presented. Not only does the literature continue to show that drawing-to-learn is better than the status quo, but directed drawing improves factual as well as inferential and transfer learning. Finally, researchers have found ways to improve drawing-to-learn instruction so that it can be even more effective than the simple directive to make a drawing.},

keywords = {A, drawing to learn, mental models, STEM, strategies, visual representation},

pubstate = {published},

tppubtype = {article}

}

@article{Maciejewski2019,

title = {Let Your Students Cheat on Exams},

author = {Wes Maciejewski},

url = {https://doi.org/10.1080/10511970.2019.1705450},

doi = {10.1080/10511970.2019.1705450},

year  = {2019},

date = {2019-12-17},

journal = {PRIMUS},

pages = {1–13},

publisher = {Taylor & Francis},

abstract = {What if your students could access any resource during a test? How would they react? How would you react? This paper presents some results from a trial of allowing students access to notes, calculators, and any device connected to the internet, which occurred during a midterm in a second-year ordinary differential equations university course. This was generally well-received by the students and feedback informed a subsequent use of this approach in a mathematical reasoning course. I argue that this open-resource exam protocol affords the opportunity for less routine and possibly more conceptual engagement with mathematics.},

keywords = {A, differential equations education, digital resources, summative assessment, technology, undergraduate mathematics},

pubstate = {published},

tppubtype = {article}

}

@article{Schaefer2019,

title = {Open-label placebos reduce test anxiety and improve self-management skills: A randomized-controlled trial},

author = {Michael Schaefer and Claudia Denke and Rebecca Harke and Nina Olk and Merve Erkovan and Sören Enge},

url = {https://doi.org/10.1038/s41598-019-49466-6},

doi = {10.1038/s41598-019-49466-6},

issn = {2045-2322},

year  = {2019},

date = {2019-09-16},

urldate = {2019-12-18},

journal = {Nature Scientific Reports},

volume = {9},

number = {13317},

abstract = {Test anxiety is a condition in which people experience extreme distress and anxiety before and in test situations. It affects up to 40 percent of all students. Conventional treatment includes both medication and psychotherapy, but studies also demonstrated that placebos affect anxiety symptoms. Although in the traditional understanding placebos need to be administered in a concealed way, intriguing new studies report that open-label placebos can be effective. Since prescription of fake pills involves ethical problems, open-label placebos may provide important new treatment possibilities. Here we report results of a pilot study examining whether open-label placebos may reduce test anxiety and improve self-management skills. 58 students participated in a two-group randomized controlled trial. Two weeks before an exam at the university participants received open-label placebos or no pills (control group). Participant – provider relationship and amount of contact time was held similar for all groups. After two weeks we found that test anxiety and self-management abilities (skills and resources) of the open-label placebo group were more improved than in the control group. Thus, our results seems to indicate that open-label placebos may reduce test anxiety and enhance self-management skills in students.},

keywords = {A, open label placebo, placebo effect, test anxiety},

pubstate = {published},

tppubtype = {article}

}

@article{Hilton2019,

title = {Open educational resources, student efficacy, and user perceptions: a synthesis of research published between 2015 and 2018},

author = {John Hilton},

url = {https://doi.org/10.1007/s11423-019-09700-4},

doi = {10.1007/s11423-019-09700-4},

issn = {1556-6501},

year  = {2019},

date = {2019-08-06},

journal = {Educational Technology Research and Development},

abstract = {Although textbooks are a traditional component in many higher education contexts, their increasing price have led many students to forgo purchasing them and some faculty to seek substitutes. One such alternative is open educational resources (OER). This present study synthesizes results from sixteen efficacy and twenty perceptions studies involving 121,168 students or faculty that examine either (1) OER and student efficacy in higher education settings or (2) the perceptions of college students and/or instructors who have used OER. Results across these studies suggest students achieve the same or better learning outcomes when using OER while saving significant amounts of money. The results also indicate that the majority of faculty and students who have used OER had a positive experience and would do so again.},

keywords = {A, Computers in education, Financing education, O, OER, open educational resources},

pubstate = {published},

tppubtype = {article}

}

@article{Lemke2019,

title = {“When You Use Social Media You Are Not Working”: Barriers for the Use of Metrics in Social Sciences},

author = {Steffen Lemke and Maryam Mehrazar and Athanasios Mazarakis and Isabella Peters},

url = {https://doi.org/10.3389/frma.2018.00039},

doi = {10.3389/frma.2018.00039},

issn = {2504–0537},

year  = {2019},

date = {2019-01-08},

journal = {Frontiers in Research Metrics and Analytics},

volume = {3},

pages = {39},

abstract = {The Social Sciences have long been struggling with quantitative forms of research assessment – insufficient coverage in prominent citation indices and overall lower citation counts than in STM subject areas have led to a widespread weariness regarding bibliometric evaluations among social scientists. Fueled by the rise of the social web, new hope is often placed on alternative metrics that measure the attention scholarly publications receive online, in particular on social media. But almost a decade after the coining of the term altmetrics for this new group of indicators, the uptake of the concept in the Social Sciences still seems to be low. Just like with traditional bibliometric indicators, one central problem hindering the applicability of altmetrics for the Social Sciences is the low coverage of social science publications on the respective data sources – which in the case of altmetrics are the various social media platforms on which interactions with scientific outputs can be measured. Another reason is that social scientists have strong opinions about the usefulness of metrics for research evaluation which may hinder broad acceptance of altmetrics too. 

We conducted qualitative interviews and online surveys with researchers to identify the concerns which inhibit the use of social media and the utilization of metrics for research evaluation in the Social Sciences. By analyzing the response data from the interviews in conjunction with the response data from the surveys, we identify the key concerns that inhibit social scientists from (1) applying social media for professional purposes and (2) making use of the wide array of metrics available. 

Our findings show that aspects of time consumption, privacy, dealing with information overload, and prevalent styles of communication are predominant concerns inhibiting Social Science researchers from using social media platforms for their work. Regarding indicators for research impact we identify a widespread lack of knowledge about existing metrics, their methodologies and meanings as a major hindrance for their uptake through social scientists. The results have implications for future developments of scholarly online tools and show that researchers could benefit considerably from additional formal training regarding the correct application and interpretation of metrics.},

keywords = {A, altmetrics, bibliometrics, concerns, interviews, online survey, research assessment, social media usage},

pubstate = {published},

tppubtype = {article}

}

@article{Hessler2018,

title = {Availability of cookies during an academic course session affects evaluation of teaching},

author = {Michael Hessler and Daniel M Pöpping and Hanna Hollstein and Hendrik Ohlenburg and Philip H Arnemann and Christina Massoth and Laura M Seidel and Alexander Zarbock and Manuel Wenk},

url = {https://doi.org/10.1111/medu.13627},

doi = {10.1111/medu.13627},

issn = {1365-2923},

year  = {2018},

date = {2018-06-29},

urldate = {2018-11-19},

journal = {Medical Education},

volume = {52},

number = {10},

pages = {1064–1072},

abstract = {Objectives Results from end-of-course student evaluations of teaching (SETs) are taken seriously by faculties and form part of a decision base for the recruitment of academic staff, the distribution of funds and changes to curricula. However, there is some doubt as to whether these evaluation instruments accurately measure the quality of course content, teaching and knowledge transfer. We investigated whether the provision of chocolate cookies as a content-unrelated intervention influences SET results. Methods We performed a randomised controlled trial in the setting of a curricular emergency medicine course. Participants were 118 third-year medical students. Participants were randomly allocated into 20 groups, 10 of which had free access to 500 g of chocolate cookies during an emergency medicine course session (cookie group) and 10 of which did not (control group). All groups were taught by the same teachers. Educational content and course material were the same for both groups. After the course, all students were asked to complete a 38-question evaluation form. Results A total of 112 students completed the evaluation form. The cookie group evaluated teachers significantly better than the control group (113.4 ± 4.9 versus 109.2 ± 7.3; p = 0.001, effect size 0.68). Course material was considered better (10.1 ± 2.3 versus 8.4 ± 2.8; p = 0.001, effect size 0.66) and summation scores evaluating the course overall were significantly higher (224.5 ± 12.5 versus 217.2 ± 16.1; p = 0.008, effect size 0.51) in the cookie group. Conclusions The provision of chocolate cookies had a significant effect on course evaluation. These findings question the validity of SETs and their use in making widespread decisions within a faculty.},

keywords = {A, cookies, evaluation, influence, teaching},

pubstate = {published},

tppubtype = {article}

}

@article{MacLeod2018,

title = {The mitigating effect of repeated memory reactivations on forgetting},

author = {Sydney MacLeod and Michael G. Reynolds and Hugo Lehmann},

url = {https://doi.org/10.1038/s41539-018-0025-x},

doi = {10.1038/s41539-018-0025-x},

issn = {2056-7936},

year  = {2018},

date = {2018-04-24},

urldate = {2018-06-12},

journal = {npj Science of Learning},

volume = {9},

number = {3},

abstract = {Memory reactivation is a process whereby cueing or recalling a long-term memory makes it enter a new active and labile state. Substantial evidence suggests that during this state the memory can be updated (e.g., adding information) and can become more vulnerable to disruption (e.g., brain insult). Memory reactivations can also prevent memory decay or forgetting. However, it is unclear whether cueing recall of a feature or component of the memory can benefit retention similarly to promoting recall of the entire memory. We examined this possibility by having participants view a series of neutral images and then randomly assigning them to one of four reactivation groups: control (no reactivation), distractor (reactivation of experimental procedures), component (image category reactivation), and descriptive (effortful description of the images). The experiment also included three retention intervals: 1 h, 9 days, and 28 days. Importantly, the participants received three reactivations equally spaced within their respective retention interval. At the end of the interval, all the participants were given an in-lab free-recall test in which they were asked to write down each image they remembered with as many details as possible. The data revealed that both the participants in the descriptive reactivation and component reactivation groups remembered significantly more than the participants in the control groups, with the effect being most pronounced in the 28-day retention interval condition. These findings suggest that memory reactivation, even component reactivation of a memory, makes memories more resistant to decay.},

keywords = {A, memory, psychology, recall, remember, repetition},

pubstate = {published},

tppubtype = {article}

}

@article{Friedrichs2018,

title = {Smartphones im Unterricht – Wollen das Schülerinnen und Schüler überhaupt?! Eine explorative Studie zum Smartphone-Einsatz an weiterführenden Schulen aus der Sicht von Schülerinnen und Schülern},

author = {Henrike Friedrichs-Liesenkötter and Philip Karsch},

url = {http://dx.doi.org/10.21240/mpaed/31/2018.03.30.X},

doi = {10.21240/mpaed/31/2018.03.30.X},

issn = {1424-3636},

year  = {2018},

date = {2018-03-28},

journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},

volume = {31},

number = {März},

pages = {107–124},

abstract = {Mit Blick auf empirische Studien zum Einsatz digitaler Medien in Schulen werden bisher vor allem die Haltungen von Lehrpersonen in den Blick genommen und die Haltungen von Schülerinnen und Schüler gegenüber digitalen Medien in der Schule kaum betrachtet. An diesem Forschungsdesiderat anknüpfend, wurde im Juni/Juli 2015 eine explorative qualitative Studie durchgeführt, in der zwei Gruppendiskussionen mit Schülerinnen und Schülern weiterführender Schulen in Nordrhein-Westfalen durchgeführt wurden. Mittels der dokumentarischen Methode nach Bohnsack (2013) wurden die medienbezogenen Haltungen der Schülerinnen und Schüler im Hinblick auf die Nutzung digitaler Medien und spezifisch des Smartphones in der Schule rekonstruiert. Ein zentrales Ergebnis der Studie ist eine kritisch-reflexive Haltung der Schülerinnen und Schüler und der Wunsch nach einem auf spezifische Unterrichtsphasen beschränkten Einsatz digitaler Medien.},

keywords = {A, classroom, digitalization, mobile learning, school, Smartphones, teaching},

pubstate = {published},

tppubtype = {article}

}

@article{Warm2018,

title = {Was macht Lehre „ausgezeichnet“? Merkmale und Handlungspraktiken exzellenter Lehrender aus Studierendensicht},

author = {Johanna Warm and Oliver Vettori},

url = {https://www.zfhe.at/index.php/zfhe/article/view/1100},

issn = {2219-6994},

year  = {2018},

date = {2018-03-07},

journal = {Zeitschrift für Hochschulentwicklung},

volume = {13},

number = {1},

abstract = {Dieser Beitrag befasst sich mit der Frage, wie Studierende Exzellenz in der Lehre fassen. Auf Basis von Begründungen, die Studierende an der Wirtschaftsuniversität Wien im Rahmen eines Lehrpreises für ausgezeichnete Lehrende abgegeben haben, wurden fünf Typen konstruiert, die Aufschluss darüber geben, welche Zugänge zum Thema Exzellenz die Studierenden wählen und anhand welcher Kriterien sie selbige beurteilen. Neben der eingehenden Vorstellung dieser fünf Typen diskutiert der Beitrag auch kritisch, welche Handlungsempfehlungen aus solchen Ergebnissen ableitbar sind – bzw. wo die Grenzen solcher Handlungsempfehlungen liegen.},

keywords = {A, evidenzorientierte Qualitätsentwicklung, Exzellente Lehre, Hochschullehre, Studierendenkonzeptionen},

pubstate = {published},

tppubtype = {article}

}

@article{Hahm2019,

title = {Das Potenzial administrativer Daten für das Qualitätsmanagement an Hochschulen},

author = {Sabrina Hahm and Johanna Storck},

url = {https://www.zfhe.at/index.php/zfhe/article/view/1113},

issn = {2219-6994},

year  = {2018},

date = {2018-03-07},

urldate = {2019-05-25},

journal = {Zeitschrift für Hochschulentwicklung},

volume = {13},

number = {1},

address = {Graz},

abstract = {Der Beitrag beschreibt verschiedene Möglichkeiten zur Analyse administrativer Daten der Studierenden- und Prüfungsverwaltung für die evidenzorientierte Qualitätsentwicklung in der Hochschullehre. Es werden sowohl Verfahren zur explorativen Datenanalyse als auch zur Kausalanalyse vorgestellt und am Beispiel von entsprechenden Untersuchungen an der Humboldt-Universität zu Berlin (HU Berlin) illustriert.},

keywords = {A, Administrative Daten, datengestütztes Qualitätsmanagement, Kausalanalysen, Studienverlaufsanalysen},

pubstate = {published},

tppubtype = {article}

}

@article{Wiemeyer2018jfhm,

title = {Die eigene Lehre erforschen – Lohnt sich der Aufwand?},

author = {Josef Wiemeyer},

url = {http://nbn-resolving.de/urn:nbn:de:0009-5-46586},

issn = {1860-7470},

year  = {2018},

date = {2018-03-01},

journal = {eleed},

volume = {12},

number = {2},

institution = {Fernuniversität in Hagen},

abstract = {Digitale Medien bieten nicht nur neue Optionen für Lehr-Lernprozesse. Vielmehr werden durch digitale Medien häufig auch Daten generiert, die wertvolle Informationen über das Lernverhalten liefern können, welche ohne Einsatz dieser Medien nicht verfügbar wären. Allerdings sind diese „Oberflächendaten“ schwer zu interpretieren. An vier Beispielen (Interaktivität, Selbstreguliertes Lernen, Audience-Response-System mit Lernspielen und Pädagogische Agenten) soll in diesem Beitrag die Ambivalenz mediendidaktischer Feldforschung aufgezeigt werden: Es zeigten sich einerseits die üblichen Beschränkungen dieser Art von Forschung (z. B. Bedingungskontrolle, fehlende Randomisierung, Selbstselektion und Konfundierungen), andererseits konnte die differenzielle Wirkung der oben erwähnten Medien offengelegt werden. Dem erhöhten Aufwand an Personal, Material und Zeit steht ein Erkenntnisgewinn bzgl. der Effekte des eigenen Lehrens gegenüber, der zur weiteren Verbesserung genutzt werden kann.},

howpublished = {Tagungsband des Jungen Forums für Medien und Hochschulentwicklung 2016},

type = {Keynote},

keywords = {A, Audience-Response-Systeme, e-learning, evaluation, Forschendes Lehren, Interaktivität, Pädagogische Agenten, Selbstgesteuertes Lernen, Sportwissenschaften, Studium},

pubstate = {published},

tppubtype = {article}

}

@article{Huynh2017,

title = {An Analysis of Winning Streak's Effects in Language Course of "Duolingo"},

author = {Duy Huynh and Hiroyuki Iida},

url = {http://ejournals.ukm.my/apjitm/article/view/18800/7040},

issn = {2289-2192},

year  = {2017},

date = {2017-12-01},

urldate = {2018-04-22},

journal = {Asia-Pacific Journal of Information Technology and Multimedia},

volume = {6},

number = {2},

pages = {23--29},

abstract = {This paper explores the effects of the winning streak on users' motivation and engagement in Duolingo's language course. The winning streak has been used in sport and video games to describe a consecutive number of successful actions and increase players' attention to complete their goal. Similarly, in gamified education system, the winning streak is employed as a game element to boost up motivation of learners. By applying game refinement theory as an assessment method, enjoyment of two user groups in Duolingo is measured to compare. The results indicate that the winning streak can boost up learners' motivation and attention to complete their goals. It also expressed that the winning streak is more significant for advanced learners who are in the high level of milestone than those who are in the low level of milestone.},

keywords = {A, Duolingo, game theory, gamification, language learning},

pubstate = {published},

tppubtype = {article}

}

@article{Zollo2017,

title = {Debunking in a world of tribes},

author = {Fabiana Zollo and Alessandro Bessi and Michela Del Vicario and Antonio Scala and Guido Caldarelli and Louis Shekhtman and Shlomo Havlin and Walter Quattrociocchi},

url = {https://doi.org/10.1371/journal.pone.0181821},

doi = {10.1371/journal.pone.0181821},

year  = {2017},

date = {2017-07-24},

journal = {PLOS ONE},

volume = {12},

number = {7},

abstract = {Social media aggregate people around common interests eliciting collective framing of narratives and worldviews. However, in such a disintermediated environment misinformation is pervasive and attempts to debunk are often undertaken to contrast this trend. In this work, we examine the effectiveness of debunking on Facebook through a quantitative analysis of 54 million users over a time span of five years (Jan 2010, Dec 2014). In particular, we compare how users usually consuming proven (scientific) and unsubstantiated (conspiracy-like) information on Facebook US interact with specific debunking posts. Our findings confirm the existence of echo chambers where users interact primarily with either conspiracy-like or scientific pages. However, both groups interact similarly with the information within their echo chamber. Then, we measure how users from both echo chambers interacted with 50,220 debunking posts accounting for both users consumption patterns and the sentiment expressed in their comments. Sentiment analysis reveals a dominant negativity in the comments to debunking posts. Furthermore, such posts remain mainly confined to the scientific echo chamber. Only few conspiracy users engage with corrections and their liking and commenting rates on conspiracy posts increases after the interaction.},

keywords = {A, echo chamber, filter bubble},

pubstate = {published},

tppubtype = {article}

}

@article{Finardi2016,

title = {Mobile Assisted Language Learning: Affordances and Limitations of Duolingo},

author = {Kyria Rebeca Finardi and Roberta Gomes Leao and Gabriel Brito Amorim},

url = {https://doi.org/10.5296/elr.v2i2.9842},

doi = {10.5296/elr.v2i2.9842},

issn = {2377-1356},

year  = {2016},

date = {2016-09-11},

urldate = {2018-04-22},

journal = {Education and Linguistics Research},

volume = {2},

number = {2},

abstract = {This study aimed at analyzing how mobile assisted language learning (MALL) may be used to aid second/foreign language (L2) learning. So as to reach this goal, the Duolingo platform, one of the most popular apps among L2 learners, was analyzed in terms of its possibilities and limitations for L2 learning as perceived by its users. With that aim, a study was carried out with 80 participants, 45 of whom were L2 learners who answered an online survey about their preferences for L2 learning, 25 MALL users and 10 L2 teachers who were interviewed. Data analysis used a mixed methods design with predominantly qualitative data. Results of the study showed that participants recognize the relevance of MALL for L2 learning and think that the Duolingo may aid L2 learning to a certain extent, but agree that a teacher is necessary to foster interaction and the development of production skills in L2. Based on these results the study concluded that L2 teachers should consider using blended approaches combining MALL in traditional classes.},

keywords = {A, Duolingo, evaluation, language learning, mobile learning},

pubstate = {published},

tppubtype = {article}

}

@article{Blackler2016,

title = {Life Is Too Short to RTFM: How Users Relate to Documentation and Excess Features in Consumer Products},

author = {Alethea L. Blackler and Rafael Gomez and Vesna Popovic and Helen M. Thompson},

url = {http://dx.doi.org/10.1093/iwc/iwu023},

doi = {10.1093/iwc/iwu023},

issn = {0953-5438},

year  = {2016},

date = {2016-01-01},

urldate = {2018-10-20},

journal = {Interacting with Computers},

volume = {28},

number = {1},

pages = {27–46},

abstract = {This paper addresses two common problems that users of various products and interfaces encounter—over-featured interfaces and product documentation. Over-featured interfaces are seen as a problem as they can confuse and over-complicate everyday interactions. Researchers also often claim that users do not read product documentation, although they are often exhorted to ‘RTFM’ (read the field manual). We conducted two sets of studies with users which looked at the issues of both manuals and excess features with common domestic and personal products. The quantitative set was a series of questionnaires administered to 170 people over 7 years. The qualitative set consisted of two 6-month longitudinal studies based on diaries and interviews with a total of 15 participants. We found that manuals are not read by the majority of people, and most do not use all the features of the products that they own and use regularly. Men are more likely to do both than women, and younger people are less likely to use manuals than middle-aged and older ones. More educated people are also less likely to read manuals. Over-featuring and being forced to consult manuals also appears to cause negative emotional experiences. Implications of these findings are discussed.},

keywords = {A, evaluation, features, Ig-Nobel-Preis, manuals, RTFM, Usability, user guides},

pubstate = {published},

tppubtype = {article}

}

@article{Wu2015,

title = {Climate change games as tools for education and engagement},

author = {Jason S. Wu and Joey J. Lee},

url = {https://dx.doi.org/10.1038/nclimate2566 },

doi = {10.1038/nclimate2566},

issn = {1758-6798},

year  = {2015},

date = {2015-04-23},

journal = {Nature Climate Change},

volume = {5},

pages = {413–418},

abstract = {Scientists, educators and policymakers continue to face challenges when it comes to finding effective strategies to engage the public on climate change. We argue that games on the subject of climate change are well-suited to address these challenges because they can serve as effective tools for education and engagement. Recently, there has been a dramatic increase in the development of such games, many featuring innovative designs that blur traditional boundaries (for example, those that involve social media, alternative reality games, or those that involve direct action upon the real world). Here, we present an overview of the types of climate change game currently available, the benefits and trade-offs of their use, and reasons why they hold such promise for education and engagement regarding climate change.},

keywords = {A, board games, Climate change education, climate literacy, games, serious games},

pubstate = {published},

tppubtype = {article}

}

@article{Garcia2013,

title = {Learning a Language for Free While Translating the Web. Does Duolingo Work?},

author = {Ignacio Garcia},

url = {http://dx.doi.org/10.5539/ijel.v3n1p19},

doi = {10.5539/ijel.v3n1p19},

issn = {1923-8703},

year  = {2013},

date = {2013-01-25},

urldate = {2018-04-22},

journal = {International Journal of English Linguistics},

volume = {3},

number = {1},

publisher = {Canadian Center of Science and Education},

abstract = {Duolingo, a free online language learning site, has as its mission to help users to learn a language while simultaneously using their learning exercises to translate the web. Language is learned through translation with, according to developers, Duolingo being as effective as any of the leading language learning software. For translating the web, machine translation is not good enough and relying only on professional translators, far too expensive. Duolingo, we are told, offers a third way, with translation as a by-product of its language learning. Translation which will be, if as promised, almost as cheap as if done by machines and almost as good as if by professionals. Launched in June 2012, Duolingo boasts already at the time of writing 300,000 active language learners ready for the task. This article independently assesses the extent to which Duolingo, at its current stage of development, meets those expectations.},

keywords = {A, Duolingo, language learning},

pubstate = {published},

tppubtype = {article}

}

@article{Döring2013,

title = {Zur Operationalisierung von Geschlecht im Fragebogen: Probleme und Lösungsansätze aus Sicht von Mess-, Umfrage-, Gender- und Queer-Theorie},

author = {Nicola Döring},

url = {https://nbn-resolving.org/urn:nbn:de:0168-ssoar-396603},

issn = {2196-4467},

year  = {2013},

date = {2013-01-01},

journal = {GENDER - Zeitschrift für Geschlecht, Kultur und Gesellschaft},

volume = {5},

number = {2},

pages = {94–113},

abstract = {Es existiert kaum ein Forschungsfragebogen in den Sozialwissenschaften, in dem nicht routinemäßig auch das Geschlecht abgefragt wird. Die entsprechende Frage samt Antwortalternativen scheint aus Sicht der Umfragepraxis simpel: Man lässt die Befragten einfach 'männlich' oder 'weiblich' ankreuzen. Der vorliegende Beitrag problematisiert diese Erfassung von Geschlecht in Forschungsfragebögen. Es werden unterschiedliche Operationalisierungsformen (Einzel-Items und psychometrische Skalen) vorgestellt und aus Sicht der Gender- und Queer-Theorie, aber auch der Mess- und Umfragetheorie sowie der Forschungsethik kritisch hinsichtlich ihrer Vor- und Nachteile diskutiert. Der Beitrag will dazu anregen, a) Geschlecht reflektierter zu operationalisieren, b) verschiedene Operationalisierungsformen in zukünftigen Methodenstudien zu prüfen und c) die Operationalisierungsprobleme beim Konstrukt "Geschlecht" im Rahmen der Methodenlehre ausdrücklich zu behandeln.},

keywords = {A, Fragebogen, Gender-Theorie, Geschlecht, Messtheorie, Operationalisierung, Queer-Theorie},

pubstate = {published},

tppubtype = {article}

}

@article{Frieze2012,

title = {Diversity or Difference? New Research Supports the Case for a Cultural Perspective on Women in Computing},

author = {Carol FriezeEmail and Jeria L. Quesenberry and Elizabeth Kemp and Anthony Velázquez},

url = {https://doi.org/10.1007/s10956-011-9335-y

https://twitter.com/lauralindal/status/1098942462012338177 },

doi = {10.1007/s10956-011-9335-y},

issn = {1573-1839},

year  = {2011},

date = {2011-09-08},

urldate = {2019-03-20},

journal = {Journal of Science Education and Technology},

volume = {21},

number = {4},

pages = {423–439},

publisher = {SpringerLink},

abstract = {Gender difference approaches to the participation of women in computing have not provided adequate explanations for women’s declining interest in computer science (CS) and related technical fields. Indeed, the search for gender differences can work against diversity which we define as a cross-gender spectrum of characteristics, interests, abilities, experiences, beliefs and identities. Our ongoing case studies at Carnegie Mellon University (CMU) provide evidence to show that a focus on culture offers the most insightful and effective approach for investigating women’s participation in CS. In this paper, we illustrate this approach and show the significance of cultural factors by describing a new case study which examines the attitudes of CS majors at CMU. Our analysis found that most men and women felt comfortable in the school, believed they could be successful in the CS environment at CMU, and thought they fit in socially and academically. In brief, we did not see any evidence of a strong gender divide in student attitudes towards fitting in or feeling like they could be successful; indeed we found that the Women-CS fit remained strong from prior years. Hence, our research demonstrates that women, alongside their male peers, can fit successfully into a CS environment and help shape that environment and computing culture, for the benefit of everyone, without accommodating presumed gender differences or any compromises to academic integrity.},

keywords = {A, Computer science education, Culture, Diversity, Environment, Gender, Recruitment, Retention, Women, Women-CS fit},

pubstate = {published},

tppubtype = {article}

}

@article{Haidinger2008,

title = {Lernstrategien oder strategisches Lernen? Gender-abhängige Erfolgsstrategien im Medizinstudium an der Medizinischen Universität Wien},

author = {Gerald Haidinger and Lukas Mitterauer and Evelyne Rimroth and Oskar Frischenschlager},

url = {https://doi.org/10.1007/S00508-007-0923-Z

https://www.academia.edu/16252631/Lernstrategien_oder_strategisches_Lernen_Gender-abh{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306}C3{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306}A4ngige_Erfolgsstrategien_im_Medizinstudium_an_der_Medizinischen_Universit{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306}C3{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306}A4t_Wien?auto=download},

doi = {10.1007/s00508-007-0923-z},

issn = {1613-7671},

year  = {2007},

date = {2007-12-11},

journal = {Wiener klinische Wochenschrift},

volume = {120},

number = {1-2},

pages = {37–45},

abstract = {Ziel der Studie: Wir untersuchen die höheren Bestehensraten männlicher Studierender bei der summativ-integrativen Prüfung (SIP-1) am Ende des ersten Studienjahres des Medizinstudiums an der Medizinischen Universität Wien. Obwohl Schulleistungen (Mathematik, Chemie, Physik, Englisch) in allen unseren Untersuchungen als Erfolgsprädiktor bestätigt wurden und obwohl weibliche Studierende in diesen Fächern signifikant bessere Schulleistungen aufweisen, weisen weibliche Studierende geringere Erfolgsraten auf. Als Erklärung dafür nehmen wir geschlechtsspezifisch unterschiedliches und erfolgsrelevantes „strategisches Lernen“ an.



Methode: In einer prospektiven Studie an 726 Studierenden der Medizinischen Universität Wien wurde „strategisches Lernverhalten“ mit einem Fragebogen (45 Items) erhoben. Eine Faktorenanalyse ergibt 11 Faktoren, welche mit den Prüfungsergebnissen (bestanden/nicht bestanden) und dem Geschlecht in Beziehung gesetzt werden.



Ergebnisse: Acht der 11 Faktoren erwiesen sich als geschlechtsabhängig oder mit dem Prüfungserfolg verbunden, vier von diesen als sowohl geschlechtsabhängig als auch erfolgsrelevant („Erfolgssicherheit“, „laufend und viel mitlernen“, „hohe Lernkapazität“, „ängstlich/fleißig/strategielos“). Männliche Studierende zeigen eine deutlich strategischere Ausrichtung ihres Lernverhaltens. Interessant erscheint darüber hinaus, dass ein auf Verstehen ausgerichtetes Lernen für den Prüfungserfolg nicht relevant ist.



Schlussfolgerungen: Das Lernverhalten von Mädchen, das grosso modo in der Schule zu besseren Leistungen führt, erweist sich in der Situation der SIP-1 als nicht zielführend. Es wird zu überlegen sein, inwieweit auf Gender-bezogene Differenzen in der Planung von Curriculum und Prüfungswesen Bedacht genommen werden kann.},

keywords = {A, Gender, Geschlecht, learning strategies, Lernstrategien, medicine, Medizin, sex, strategic learning, strategisches Lernen, Studienerfolg, study success},

pubstate = {published},

tppubtype = {article}

}

@article{Strecker2019,

title = {Nutzung der Schattenbibliothek Sci-Hub in Deutschland},

author = {Dorothea Strecker},

url = {https://libreas.eu/ausgabe36/strecker/},

issn = {1860-7950},

journal = {LIBREAS. Library Ideas},

volume = {36},

keywords = {A, closed access, Germany, logfile analysis, publishers, Schattenbibliothek, Sci-Hub},

pubstate = {published},

tppubtype = {article}

}