Accessible Elements: Teaching Science Online and at a Distance

doi:10.15215/aupress/9781897425473.01

Cited by 16 publications

References 220 publications

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The current state and impact of Covid‐19 on digital higher education in Germany

Zawacki‐Richter

2020

Human Behav and Emerg Tech

157

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This case study looks at the effects of the Covid‐19 pandemic on teaching and learning at universities in Germany. It examines the question of whether the current practice of Emergency Remote Teaching in the online term 2020 will lead to an acceleration of the digitalization of teaching and learning, and on what we can build upon in this development. In the light of the state of digital higher education in Germany and international experience in the field of distance education, as well as organizational support structures, the results of a longitudinal study on the media use behavior of students will be presented. While the acceptance of e‐learning tools was slightly declining before the Covid‐19 outbreak, it is to be assumed that the demand for digital offers will rather increase. Despite some reluctant reactions, it can be assumed that the current situation will have a positive effect on digital innovations in university teaching in Germany due to the pressure of the crisis, the great commitment of many teachers, and raised expectations.

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The current state and impact of Covid‐19 on digital higher education in Germany

Zawacki‐Richter

2020

Human Behav and Emerg Tech

157

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Online Learning Based on Essential Concepts and Formative Assessment

Lawton

Vye

Bransford

et al. 2012

J of Engineering Edu

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Background Engineers are increasingly learning from online courses, in school and the workplace, using online social and informational networks for instruction and to access expertise. Small effective changes in online learning can have large cumulative impact through‐out an organization. Purpose (Hypothesis) This study is a part of a research effort between industry and learning scientists to develop an evidence‐based methodology for online learning. We investigate how learning outcomes are impacted by online courses designed to support feedback and formative assessment during learning. Design/Method We compared two versions of an online course derived from identical resources. The new course (treatment) used integrated formative assessments to provide feedback to students during learning; focused video resources to anchor the formative assessments; and an instructional design process based on essential concepts to organize the overall design. The course was implemented with a freely available Learning Management System (LMS). Results Treatment course participants learned more overall than did control course participants, with more positive attitudes towards the course content and their future learning. Learning had less dependence on initial knowledge. The collaboration capabilities of the LMS supported course development, but had limited spontaneous use by students during the experiment. Conclusions The paper demonstrates that formative feedback and design methods which stress essential concepts can make significant differences in learning outcomes in online courses, a straightforward format for implementation, and ways of measuring effectiveness. Areas for further work are integrating feedback with authentic tasks and mining the data produced by student's online activities.

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