Students participate during service learning courses in a service project, which fits to a community need and has a link to curricular content. Students have a chance while engaged in the service project to apply curricular content in community practice, where they gain insights into civic engagement activities. Empirical studies revealed the effects of service learning, such as its influence on the self-concept, self-efficacy or attitudes to be engaged. However, a lack of research regarding the link between learning design patterns and the effectiveness of service learning can be found. Learning design patterns are teaching or methodical interventions to support the learning and service process of the students. This article presents a study on the experiences of students and charitable organizations in a service learning course concerning the learning design patterns. A mixed-methods design including questionnaires and interviews has been used. Significant effects regarding students' development of their self-efficacy, self-concept and attitude to being engaged were found. The qualitative results provide a deeper understanding of these changes, including the different perspectives from students and from charitable organizations. The results show differences in the learning design patterns perceived and its support for the service and learning process. Keywordsbusiness education, learning design patterns, mixed methods, service learning Conceptualization of service learningService learning is an educational approach combining academic knowledge acquisition with civic engagement (Bringle and Clayton, 2012;Bringle and Hatcher, 1996). It is embedded in the concept

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Selbstreguliertes Lernen in derHochschule fördern -Lernkulturen gestalten Zusammenfassung Die Programmatik des selbstregulierten Lernens wird seit einigen Jahren im Hochschuldiskurs postuliert. Gleichzeitig ist in universitären Lernumgebungen nur bedingt aktives und eigenverantwortliches Lernhandeln zu beobachten. Wie das selbstregulierte Lernen stärker gefördert werden kann und welche didaktischen Gestaltungsaspekte von Bedeutung sind, stellt den Fokus des vorliegenden Beitrags dar. Es geht um die Veränderung von Lernkulturen hin zu mehr Selbstregulation im Studienprozess. Dabei wird gezeigt, dass die hochschuldidaktische Planung von Lernumgebungen und die permanente Studiengangentwicklung bedeutsame Komponenten darstellen.

The digital transformation affects all aspects of the society, including educational and scientific areas. Regarding the educational area, digital devices as a part of vocational lessons seem to be promising a better support of the learning processes. In a given design research project (tabletBS.dual) in the field of vocational education, didactical prototypes for using tablets in a motivational and effective way are developed in different vocational schools. For this, four design cycles with the phases design application and evaluation are carried out. The article focuses on the description of the digital character of the design cycles. In the presented project, different digital devices and tools are used in the several phases of a design cycle (e.g. digital consultation hours for vocational teachers to plan lessons or to conduct digital interviews with their students in the evaluation phase). We will go into detail about the digital devices and technologies used to point out the potentials of digitization in regard to the design of design and evaluation processes.