1,721,024 research outputs found
Using online modules to build capacity for teacher resilience
No full textTeacher resilience is regarded as a complex, multidimensional, dynamic construct. Enhancing teacher resilience can potentially increase teacher commitment, yet interventions to build resilience in pre-service programmes are scarce. This chapter examines the effectiveness of the BRiTE (Building Resilience in Teacher Education) online modules to develop pre-service teachers’ capacity for resilience in Australia. The modules are briefly described. Perceptions of 146 final year pre-service teachers were gathered regarding resilience, self-efficacy, commitment and coping before completing the BRiTE modules and their final professional experience school placement. Both pre- and post-school placement measures were completed by 49 participants. To determine the impact of using the modules, matched data sets were divided with “users” (n = 32) scoring significantly higher scores than “non-users” (n = 17) on five post-placement survey scales. Despite some limitations, there was an indication that using the online modules assisted pre-service teachers develop their capacity for resilience. Adapting the modules for use with in-service teachers and other professionals is an avenue for future research. This study has significance, given the importance of teacher professional resilience, and suggests that interventions developed for pre-service contexts can make a difference
Einführung eines kooperativen (dualen) Berufsbildungssystems in Äthiopien : eine qualitative Analyse der konstitutiven Merkmale einer dualen Berufsausbildung
No full textThe subject of the dissertation deals with the introduction of a cooperative (dual) vocational training system in Ethiopia. In terms of the research question and the related interest in knowledge, it deals about the transferability of the German model of dual vocational training to other countries such as Ethiopia. It is particularly important to examine the extent to which the German dual vocational training system can be used as a training model in developing countries. In a successful ('transfer') approach, the theoretical knowledge of a profession is combined with the practical experience in the company in order to provide the industry with practically trained skilled workers and to make the change from school desk to the world of work seamless and successful (Euler 2013: 3ff .).A triangulation of methods will in a first step evaluate secondary material (document analysis, source analysis according to Mayring 2002: 47), the vocational training strategy from 2008, the national five-year plan for the education sector (ESDP V, 2015-2019), the vocational training law from 2016 and the national five-year development plan (GTP II, 2016-2020) systematically processed and interpreted using qualitative content analysis (Mayring 2002: 47). For this purpose, 11 deductive categories are formed, which are derived from a study according to Euler (Euler 2013). In a second step, 24 experts from four different interview groups (government representatives, school leaders, teachers and industry representatives) are interviewed using a guideline (according to Breuer 1996: 128ff, Meuser & Nagel 1991: 442), which is based on the 11 deductive categories formed. The results of the document analysis are then compared and interpreted in a further assessment with the results of the expert interviews. Against this theoretical background and with the results of the study, the following can be said: (1) The German dual training system was transferred in a modified form, but under the given conditions and in the present context, training with all the important features of the German dual training system is difficult to achieve. (2) The adaptation made requires further adjustments and efforts by all those involved to ensure the sustainability and success of the transfer. (3) Following the element-oriented approach according to Euler (Euler 2013), the following can be stated: Not only individual elements were selected and adapted; thus, a new vocational training system was developed in Ethiopia. In contrast to the system-oriented approach (Bliem et al. 2014), the newly established vocational training system is a new model with significant differences from the dual origin vocational training system in Germany. Dual vocational training in Germany is a model of vocational training that cannot be transferred directly to other countries, but individual elements can be adopted in a customized manner. Employers' commitment to training, the existence or level of development of chambers, the institutional ability to monitor and evaluate the quality of training in the workplace, the reputation of vocational training and the ability to reach agreements between stakeholders for an effective transfer of the dual vocational training for Ethiopia are of enormous importance and require further efforts. The goal when transferring the German dual vocational training system to Ethiopia is not only to create a system in which professional competences are transferred to trainees, but also the "principle of the professional constitution of work" (Münk 2017: 6) and the work culture are established, manifested through a training contract between employer and trainee. The use of the Euler study was expedient, since these suitable results made it possible to use both the document analysis and the evaluation of the expert interviews. According to the author, the 11 categories rendering from the study of Euler are comprehensive enough to depict or record all details of the German dual vocational training system. A discussion of the results takes into account the systemic changes made and the recommendations for the further procedure
Internships in dual higher education – learning and working tasks at the workplace
No full textDual higher education programs combine studies at universities/colleges with in-company work experiences. Many of these programs promise graduates who are well prepared to enter the labor market. Especially the practical periods embedded in the structure of these programs are regarded as a crucial factor in preparing students for the requirements of the labor markets. At the current state of research, little is known about the effects and benefits of workplace learning in higher education and its influence on the development of the students´ competencies. Hence, we analyze workplace learning during internships of a dual bachelor program by documenting job tasks with the help of learning diaries. Furthermore, we survey additional factors such as the students´ prerequisites and expectations (at the beginning of the internship), working and learning conditions at the workplace, and the perceived development of the students´ competencies (evaluation at the end of the internship). First results show that the students mostly observe colleagues at the beginning of their internship. Although observing colleagues was dominant, the share of self-performed tasks increased slowly during the duration of the internship. Both observations and self-performances are ascribed a high learning potential, although the results indicate a higher learning potential in cases of self-performances. While several task characteristics influence the perceived learning potential, the strongest predictor for both observations and self-performances is the interestingness of the task
Fehler als Stationen im Lernprozess : eine kognitionswissenschaftliche Untersuchung am Beispiel Rechnungswesen
No full textEffective design of blended MOOC environments in higher education
No full textOver the past five years, Massive Open Online Courses (MOOCs) have a remarkable ability to expand access to a large scale of participants worldwide to attend free online courses, beyond the formality of the higher education systems. MOOCs have unique features that support a movement toward a vision of lifelong and on-demand learning for those who are working full time or have taken a break from formal education. Despite their popularity and the large scale participation, a variety of concerns and criticism in the use of MOOCs have been raised. The original concept of MOOCs that aims at breaking down obstacles to education for anyone, anywhere and at any time is far away from the reality. In fact, most MOOC implementations so far still follow a top-down, controlled, teacher-centered, and centralized learning model. Endeavors to implement bottom-up, student-centered, truly open, decentralized, and distributed forms of MOOCs are exceptions rather than the rule. Moreover, the lack of human interaction is the major limitation of the existing MOOCs. Other limitations of MOOCs include pedagogical problems concerning assessment and feedback, the lack of interactivity around the video content, as well as the complexity and diversity of MOOC participants. Furthermore, a major problem with MOOCs is the ignorance of the importance and benefits of face-to-face communication. These limitations raise some serious concerns on what role MOOCs should play, or how they should fit into the higher education landscape as an alternative model of teaching and learning and a substantial supplement.Therefore, the aim of this dissertation is to shine new light to address these limitations. The new design paradigm of blended MOOCs (bMOOCs) that aim at bringing in-class (i.e. face-to-face) interactions and online learning components together as a blended environment can resolve some of the hurdles facing standalone MOOCs. In fact, the bMOOCs model has the potential to foster student-centered learning, provide effective assessment and feedback, support the interactive design of the video lectures, consider the different patterns of participants in the MOOC, as well as bring the benefits of face-to-face interactions into the MOOC environment.This dissertation followed the case study research methodology and the user-centered design approach, in order to design, implement, and evaluate the L²P-bMOOC platform. The main contributions are: a theoretical framework that compile and analyze the accumulated literature that has been conducted on Video-Based Learning and MOOCs between 2008 and 2015, a cluster of different patterns of MOOC stakeholders to build a deeper and better understanding of their behaviors, a design dimension and criteria catalogue for effective bMOOC environments, the conceptualization and implementation of the L²P-bMOOC platform, an evaluation procedure for usability and effectiveness of bMOOCs, and opportunities for future work in the area of bMOOCs
Responsibility in the school context - exploring the interplay of students', parents' and teachers' perspectives : [Kumulative Dissertation]
No full textResponsibility in the school context - exploring the interplay of students', parents' and teachers' perspectives : [Kumulative Dissertation]
No full textStudentisches Erleben und Studienabbruchneigung : Entwicklung und Überprüfung eines multikausalen und multiperspektivischen Erklärungsmodells im Hochschulkontext
No full text„How are you feeling in your studies?“ There are numerous answers to this question that can entail satisfaction as well as an intention to drop out of university. The main goal of this study is to systematically structure and to empirically analyse, which of these potential answers are important factors of the student experience for the explanation of drop-out intentions and how they are related. The model development is based on a system-theoretical description of functions of the educational system, the organisation university, and the degree programme as interaction system as well as on the discussion of expectancy-x-value concepts. In connection with the revision of the current state of research, study satisfaction and the evaluation criteria ‘achievement’, ‘job perspective’, and ‘intellectual development’ are deduced as the main predictors of drop-out intention. This basic model is extended by factors from the areas ‚university resources‘, ‚individual resources‘, ‚motivation‘ , ‘internal roles’, ‘external roles’ and ‘value commitment’. The empirical investigation of the models is conducted in three questionnaire-based studies. In study I (N=261) the instruments are exploratively validated. The theoretically deduced models are tested in study II (N=675) while taking educational background into account. Study III (N=1162) as a replication study examines the stability of the identified explanatory patterns differentiated by gender and field of study. The specified structural equation models of study II fit the data well and considerably contribute to the explained variance of study satisfaction (40 to 66 percent) and drop-out intention (40 to 63 percent). The model structures can to a great extent be replicated in study III with increased explained variance in the basic model. A main conclusion of the studies is, that study satisfaction and drop-out intention are two distinguishable constructs that are grounded in different expectational structures. In addition, some models differ in regard to gender, field of study, and educational background, in particular concerning the explanation and the impact of the mentioned evaluation criteria. Regardless of this, the model of motivation contributes the most to the explained variance of study satisfaction and drop-out intentions. Furthermore, it is shown that bivariate linear explanations in complex models partially fall short, because the effect of certain factors on drop-out intentions is both positive and negative depending on the path (suppression effect). The consideration of this empirical complexity in the theoretical development and empirical investigations is a challenge succeeding this work. The results of this study can provide the basis for the determination of goals, potential side effects, and suitable indicators of effectiveness concerning measures taken in university practice
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