Quo vadis? Perspektiven und Herausforderungen der politikwissenschaftlichen Hochschullehre

Hamenstädt, Ulrich

doi:10.1007/s41358-019-00197-0

Cited by 2 publications

(2 citation statements)

References 9 publications

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“…Digital formats offer students the opportunity for flexible time management, but studies have shown that time management itself becomes a challenge from an online learner’s point of view (Hamenstädt and Hellmann, 2015; Hamenstädt, 2019). This becomes clear by one student’s comment who stated “too much workload for a limited online seminar” in the questionnaire.…”

Section: Discussionmentioning

confidence: 99%

“…Nevertheless, only recently has the academic discussion been set-off to explore adequate applications of didactical methods for e-learning (AutorInnengruppe Didaktik, 2016; Busse and Bargel, 2017). The change to virtual lecture rooms offers new possibilities but also poses a higher demand for teachers to impart knowledge (Chod and Muck, 2015; Hamenstädt, 2019; Sloam, 2008). Some studies examine online or hybrid learning formats and specific e-learning tools more in-depth such as blogs (Arbia, 2014), use of video material (Hamenstädt and Hellmann, 2015) and podcasts (McMahon, 2019), inverted classrooms (Goerres et al , 2015; Lambach and Kärger, 2016; Lambach et al , 2017), simulations (Guasti et al , 2015; Lohmann, 2019; Plank et al , 2019) or project-oriented teaching (Best, 2017; Ruff et al , 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

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Towards effective e-learning on sustainability: a case study-course on participatory processes in environmental politics

Perbandt

Heinelt

Nicolau

et al. 2021

IJSHE

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Purpose Distance universities are of great importance for establishing sustainability literacy, as they operate as multipliers for thousands of students. However, despite several advantages of e-learning environments compared to traditional class-teaching, there are still challenges regarding suitable e-learning tools and didactical models. The purpose of this paper is to evaluate the effectiveness of several e-learning tools on students’ knowledge and skills growth and to compare two learning paths, synchronous vs asynchronous, exploring how each affects the level of students’ knowledge achievement and skills acquisition. Design/methodology/approach The empirical analysis is based on an online course “Participatory processes in environmental politics”. International MSc and PhD students who enrolled in the course were from FernUniversität in Hagen (Germany) and Aberta University (Portugal). The course was designed as the flipped classroom, applying different e-learning tools and activities, some synchronous and others asynchronous. A pre- and post-evaluation questionnaire was applied to evaluate students’ knowledge and skills. Descriptive statistical analyses were carried out on this data. Findings Results showed that in the synchronous group, knowledge about theoretical approaches to citizen participation and sustainable environmental governance improved to a greater extent, whereas the asynchronous group showed greater improvement in nearly all skills related to intercultural communication and e-learning. Also, in the synchronous path, students enhanced their knowledge on “research application” to a greater extent. Originality/value Evaluating the effectiveness of different e-learning tools on students’ sustainability knowledge and information and communication technologies skills is a fundamental issue. The study discusses these issues, contributing to enhancing the use of adequate and grounded e-learning models on sustainable development in higher education.

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Section: Discussionmentioning

confidence: 99%