39 Aspekte der Online-Lehre zur Förderung positiven Erlebens und/oder Motivation bei Lehramtsstudierenden: Mixed-Method Befunde zu Beginn von COVID-19 [39 aspects of online teaching to promote positive experience and/or motivation among teacher education students: mixed-method findings at the beginning of COVID-19]

Abstract

Die verordnete Umstellung aufgrund von COVID-19/SARS-CoV-2 im Sommersemester 2019/20 der gesamten Hochschullehre auf Online-Lehre bot die einzigartige Möglichkeit die Online-Lehre in der Lehramtsausbildung zu beforschen. Ziel der vorliegenden Studie war es Empfehlungen für Online-Lehre im Lehramt abgeben zu können. Deshalb haben wir förderlich/hinderlich erlebte Aspekte der Online-Lehre identifiziert (Studie 1) und deren Zusammenhang mit dem positiven/negativen Erleben durch Studierende und deren Lern- und Leistungsmotivation analysiert (Studie 2). In Studie 1 (n=75) wurden qualitativ Aspekte der Online-Lehre erhoben, die Lehramtsstudierende als förderlich bzw. hinderlich für den subjektiven Lernerfolg erlebt haben (offene Materialien: https://osf.io/7knhj/?view_only=6fdba64dadff4d7484c6306b45c301df). Die Studie wurde vor der Datenerhebung unter https://osf.io/438p6/?view_only=bcb6291b1dd548d89fe0570070b397fe präregistriert. Wir haben 39 Aspekte mittels qualitativer Inhaltsanalyse identifiziert. In Studie 2 (n=855) wurden diese Aspekte für positive & motivierende bzw. negative & demotivierende Lehrveranstaltungen erhoben und mit der situativen Lern- und Leistungsmotivation (SELLMO) der Lehramtsstudierenden in Bezug gesetzt (offene Materialien: https://osf.io/87v5y/?view_only=bca9dc18dd8847c5bcc96a17d6383ac7). Die Studie wurde vor der Datenerhebung unter https://osf.io/rj5f9/?view_only=7fbbdc1c3955472b83d1431357dedbe0 präregistriert. Analysen mit BEST zeigten sieben Aspekte mit sehr großen Unterschieden (|d|>3), 18 mit großen Unterschieden (3>|d|>0.8), sieben mit mittleren/kleinen Unterschieden (0.8>|d|>0.2), und sieben ohne Unterschiede (2>|d|) zwischen positiven & motivierenden bzw. negativen & demotivierenden Lehrveranstaltungen. Multigruppen-Pfadanalysen identifizierten 13 Aspekte, die mit der Lern- und Leistungsmotivation in Zusammenhang standen. Unsere Ergebnisse tragen zum Verstehen von Online-Lehre im Lehramtsstudium bei. Sie zeigen auf, dass Online-Lehre je nach Ziel – positives Erleben, Lern- und Leistungsmotivation, beides – optimiert und gesteuert werden kann. [In the summer semester 2019/20 it was degreed that universities switch to purely online learning due to COVID-19/SARS-CoV-2. This switch offered the unique opportunity to study online learning in teacher education. The aim of the present study was to give recommendations for online learning in teacher education. To this end, we identified aspects of online learning that students experienced beneficial/impeding (study 1) and analyzed their relation to the positive/negative experience of students and their goal orientation (study 2). In study 1 (n=75), we asked students for aspects of online learning that they experienced as beneficially/impeding for their perceived learning gain (open materials: https://osf.io/7knhj/?view_only=6fdba64dadff4d7484c6306b45c301df). The study was pre-registered before data collection (https://osf.io/438p6/?view_only=bcb6291b1dd548d89fe0570070b397fe). We identified 39 aspects by means of qualitative content analysis. In study 2 (n=855), these aspects were rated for positive & motivating or negative & demotivating courses and related to the situational goal achievement (SELLMO) of the teacher education students (open materials: https://osf.io/87v5y/?view_only=bca9dc18dd8847c5bcc96a17d6383ac7). The study was pre-registered before data collection (https://osf.io/rj5f9/?view_only=7fbbdc1c3955472b83d1431357dedbe0). Analyses with BEST showed seven aspects with very large differences (|d|>3), 18 with large differences (3>|d|>0.8), seven with medium/small differences (0.8>|d|>0.2), and seven without differences (2>|d|) between positive & motivating or negative & demotivating courses. Multigroup path analyses identified 13 aspects that were related to goal orientation. Our results contribute to the understanding of online learning in teacher education. They highlight that online learning can be optimized and steered depending on the objective – positive experience, goal orientation, or both.]

German University Students’ Perspective on Remote Learning During the COVID-19 Pandemic: A Quantitative Survey Study With Implications for Future Educational Interventions

“…However, the lecturers are also put to the test by the sudden switch to remote teaching, as there was no time for the required training and to gain the necessary experiences and skills. A study by Krammer et al (2020) investigated the perspective of university students on online courses and remote learning during the COVID-19 pandemic. Their results indicate that active involvement by lecturers, clearly structured tasks, and lecturers' feedback are positive factors for remote teaching and learning.…”

“…It must also be kept in mind that at the early time of the study, no pandemic-related educational research had been published, and many of the papers cited here were occurring concurrently. Since then, more and more literature addressing the students' perspective on remote learning was published (e.g., Krammer et al, 2020;Tejedor et al, 2020;Hamdan et al, 2021. Hawley et al, 2021.…”

“…Importantly, at the time the survey was designed and conducted in March and April 2020, there was no COVID-19-related literature on the topic of digital learning. However, multiple studies providing important insights into students' perspectives regarding digital learning during the pandemic have been published since then (e.g., Aristovnik et al, 2020;Krammer et al, 2020;Hamdan et al, 2021;Hawley et al, 2021). All these studies have in common that they have had to refer to research that predate the current pandemic.…”

Insights into postgraduate student behaviour, underpinned by motivational orientation, within an emergency remote teaching environment

“…Meta-analyses show that virtual learning environments are generally not superior to traditional teaching-learning environments in terms of cognitive, emotional, and motivational outcomes (Krammer et al, 2020). However, synchronous online settings, such as interactive virtual classes, question-and-answer sessions, and small group discussions are considered more supportive than asynchronous delivery (Chen et al, 2021;Gewin, 2020).…”