Zuhause statt Hörsaal

Neuber, Katharina; Göbel, Kerstin

doi:10.21240/mpaed/40/2021.11.10.x

Cited by 6 publications

(2 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Second, class membership was determined by three demographic and socio-professional variables, namely age, discipline, and prior experience in educational technology use. These findings are in line with empirical studies, stating that older lecturers, on the one hand, have lower self-efficacy beliefs, a lack of ICT competencies, and less experience in educational technology use [16,78,79]. Regarding prior experience, this finding broadly supports the work of other studies in this area.…”

Section: Discussionsupporting

confidence: 90%

A Latent Class Analysis of University Lecturers’ Switch to Online Teaching during the First COVID-19 Lockdown: The Role of Educational Technology, Self-Efficacy, and Institutional Support

et al. 2022

Self Cite

View full text Add to dashboard Cite

The switch to emergency remote teaching (ERT) due to the first COVID-19 lockdown demanded a lot from university lecturers yet did not pose the same challenge to all of them. This study sought to explain differences among lecturers (n = 796) from universities in France, Germany, Switzerland, and the UK in their use of educational technology for teaching, institutional support, and personal factors. Guided by the Social Cognitive Theory (SCT), lecturers’ behavior (educational technology use), environment (institutional support), and personal factors (ERT self-efficacy, continuance intentions, and demographics) were examined. Latent class analysis was employed to identify different types of lecturers in view of educational technology use, while multinomial regression and Wald chi-square test were used to distinguish classes. The largest latent class were Presenters (45.6%), who focused on content delivery, followed by Strivers (22.1%), who strived for social interaction, Routineers (19.6%), who were ready for online teaching, and Evaders (12.7%), who evaded using technology for educational purposes. Both personal factors and perceived institutional support explained class membership significantly. Accordingly, Evaders were older, less experienced, and rarely perceived institutional support as useful. Routineers, the Evaders’ counterparts, felt most self-efficient in ERT and held the highest continuance intentions for educational technology use. This research suggests that universities engage lecturers in evidence-based professional development that seeks shared visions of digital transformation, networks and communities, and design-based research.

show abstract

Section: Discussionsupporting

confidence: 90%

A Latent Class Analysis of University Lecturers’ Switch to Online Teaching during the First COVID-19 Lockdown: The Role of Educational Technology, Self-Efficacy, and Institutional Support

et al. 2022

Self Cite

View full text Add to dashboard Cite

show abstract

“…Infolge der Pandemie gerieten zwar medienbezogene bzw. digitalbezogene Einstellungen von Lehrenden in den Fokus, wodurch erste Studien zu den Einstellungen von Hochschullehrenden unternommen wurden(Hammerich & Krämer, 2021 ;Kaiser & Nonnenkamp, 2021 ;Neuber & Göbel, 2021). Der Fokus liegt dabei allerdings nicht auf der Lehrkraftausbildung dieser Fächer.…”

unclassified

Digitalisierung (nicht nur) im Dienst der Inklusion in der Lehramtsausbildung der sprachlichen Kernfächer

Blume

Marci-Boehncke

2023

QfI

View full text Add to dashboard Cite

Aufgrund der Relevanz der Medien- bzw. digitalen Kompetenz zur Teilhabe in der digital mediatisierten Gesellschaft sind das Wissen und die Einstellung von angehenden Lehrkräften in den sprachlichen Kernfächern diesbezüglich zentrale Fragen. In den wenigen vorhandenen Untersuchungen zur Medien- oder digitalen Kompetenz sind allerdings fachbezogene Unterschiede kaum repräsentiert. Ebenso fehlen empirische Analysen zur inklusiven Medienbildung und der wahrgenommenen Relevanz dieser Themen aus Sicht der Lehrenden. Anhand paralleler Befragungen von Lehramtsstudierenden und Lehrenden in den Fächern Deutsch und Englisch wird die selbstwahrgenommene (pädagogische) Medienkompetenz sowie die Relevanz von der Medien- bzw. digitalen Bildung für inklusive Schulsettings von Studierenden untersucht und mit der thematischen Vermittlung und Relevanzerkennung durch Lehrende verglichen. Es zeigt sich ein heterogenes Bild von Lehramtsstudierenden sowohl hinsichtlich der selbstwahrgenommenen (pädagogischen) Medienkompetenz als auch der Inklusionskompetenz. Bei einer hohen erkannten Relevanz identifizieren die Studierenden den Bedarf nach gezielten Lehr-/Lerngelegenheiten. Inwiefern diese flächendeckend angeboten werden, kann aufgrund einer limitierten Rücklaufquote der Lehrenden nur bedingt eruiert werden. Es drängt sich die Frage nach den Gründen für die niedrige Beteiligung auf und ob diese Tatsache mit den Einstellungen und Kompetenzen der Lehrenden in Verbindung gebracht werden muss. Diese Frage wird in diesem Artikel eruiert, bleibt allerdings unbeantwortet. AbstractDue to the relevance of media or digital competence for participation in digitally mediatized society, the knowledge and attitudes of prospective teachers in the core language subjects are central issues. In the few existing studies in this area, however, subject-related differences are rarely represented. Similarly, there is a lack of empirical analyses on inclusive media education and the perceived relevance of these topics from the perspective of their teachers, the university lecturers. Parallel surveys of pre-service teachers and university lecturers in the subjects German and English were conducted to examine students’ self-perceived media (pedagogical) competence as well as the perceived relevance of media or digital education for inclusive school settings. This was compared with how university lecturers addressed these topics and assessed their relevance for future teachers. It was found that pre-service teachers’ self-perceived media (pedagogical) competence and inclusive competence vary widely. Recognizing these topics as highly relevant, the pre-service teachers identify the need for targeted teaching/learning opportunities. The extent to which these are offered across the board can only be limitedly determined, due to a limited response rate from the lecturers. The question arises as to what attitudes and competences these lecturers hold.

show abstract

Der Übergang zur digitalen Lehre an den Universitäten Duisburg-Essen und Basel in Zeiten der Corona-Pandemie

Göbel¹,

Makarova²,

Neuber³

et al. 2023

Wie Corona Die Hochschullehre Verändert

View full text Add to dashboard Cite

Zuhause statt Hörsaal

Cited by 6 publications

References 29 publications

A Latent Class Analysis of University Lecturers’ Switch to Online Teaching during the First COVID-19 Lockdown: The Role of Educational Technology, Self-Efficacy, and Institutional Support

A Latent Class Analysis of University Lecturers’ Switch to Online Teaching during the First COVID-19 Lockdown: The Role of Educational Technology, Self-Efficacy, and Institutional Support

Digitalisierung (nicht nur) im Dienst der Inklusion in der Lehramtsausbildung der sprachlichen Kernfächer

Der Übergang zur digitalen Lehre an den Universitäten Duisburg-Essen und Basel in Zeiten der Corona-Pandemie

Contact Info

Product

Resources

About