Aktivierung von Studierenden im Inverted Classroom Neue Möglichkeiten für die Lehre der Friedens- und Konfliktforschung

Lambach, Daniel; Kärger, Caroline

doi:10.5771/2192-1741-2016-2-263

Cited by 12 publications

(5 citation statements)

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“…The differing results may be explained by the design of the case study-course, which was pivotal for supporting (sustainability) knowledge and competences (Altomonte et al , 2016; Diamond and Irwin, 2013), particularly in its theoretical phase, which was designed in the inverted classroom format, promoting the above mentioned individual asynchronous learning (Strelan et al , 2020), as all students studied the textbook on their own. However, social presence and an active exchange of perspectives, thoughts and ideas with fellow students and instructors are also cored cognitive skills and competencies in both, political science and EfS in HE and crucial for a positive educational experience (Bromley, 2013; Diamond and Irwin, 2013; Lambach and Kärger, 2016). Hence, the importance of “exchange with tutors” was assessed approximately two times greater by students of the synchronous than the asynchronous group, as the synchronous learning mode included more live virtual classrooms with tutors and fellow students than the asynchronous learning path did.…”

Section: Discussionmentioning

confidence: 99%

“…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). Also, some studies discuss effective methods for maintaining consistent online communication with students, to encourage participation and impart knowledge, e.g.…”

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%

Section: Literature Reviewmentioning

confidence: 99%

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

Perbandt

Heinelt

Nicolau

et al. 2021

IJSHE

View full text Add to dashboard Cite

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“…When studying sustainability issues, students need both theoretical knowledge and the ability to discover and solve problems [78]. Given the limitations of traditional classroom lectures, Lambach proposed that the flipped classroom model may be a more suitable choice for students to pursue analysis and complex knowledge acquisition [79]. Students are supposed to develop the skills of communication, leadership, product design, and business model development and presentation.…”

Section: Sustainability Efficacymentioning

confidence: 99%

The Impact of E-Learning Technologies on Entrepreneurial and Sustainability Performance

Liu,

Sun,

Zhuang

et al. 2023

Sustainability

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After the pandemic, education will not go back to a 100% offline mode since the application of e-learning technologies (ELTs) cannot be avoided. Therefore, their impact should be studied for future education development. Most future entrepreneurs are attending school today. Therefore, universities need to supply necessary education to encourage students to cope with future conditions and development. At the same time, due to the increasing attention being paid to the harmony between ecology and prosperity, the sustainability aspect of entrepreneurship education needs to be emphasized as well. This study investigates the impact of ELTs on entrepreneurial education performance (including personal skills, product skills, and business skills), sustainability efficacy, and their impact on sustainability awareness. Data were collected from a master’s degree class on entrepreneurship at a Hong Kong university and SmartPLS was used to analyze the data. It was found that ELTs have a significant relationship with entrepreneurial performance and sustainability efficacy. Meanwhile, sustainability efficacy also has a significant relationship with sustainability awareness. However, no significant relationship between entrepreneurial skills and sustainability awareness was identified. The results indicate that ELTs can improve students’ entrepreneurial skills and sustainability awareness, which proves the effectiveness of ELTs and provides support for their application in future entrepreneurship education.

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“…den Inverted Classroom verwende, um Raum für aktives Lernen zu schaffen. 62 Eine beispielhafte Übung, die ich in einer Einführungsveranstaltung in die Internationalen Beziehungen mit großem Erfolg einsetze, verlangt von Studierenden, Erklärungen für den sogenannten »empirischen Doppelbefund« 63 des Demokratischen Friedens zu erarbeiten. Dies tun sie zunächst individuell, dann diskutieren sie ihre Ideen in kleinen Gruppen, die jeweils ihre beste Hypothese nominieren und in einen Etherpad eintragen.…”

Section: Aktives Lernen Und Demokratiekompetenzunclassified

Aktivierung von Studierenden im Inverted Classroom Neue Möglichkeiten für die Lehre der Friedens- und Konfliktforschung

Cited by 12 publications

References 0 publications

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

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

The Impact of E-Learning Technologies on Entrepreneurial and Sustainability Performance

Alte Ziele, neue Methoden: Aktives Lernen als Mittel zur Demokratieerziehung in der politikwissenschaftlichen Hochschullehre

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