Sources of Auditory Verbal Education (SAVE) - Entwicklung und Implementierung eines Blended Learning Arrangements am Lehrstuhl für Audiopädagogik an der Universität zu Köln.

Autor/in	Dudek, Nikolas Jonathan
Titel	Sources of Auditory Verbal Education (SAVE) - Entwicklung und Implementierung eines Blended Learning Arrangements am Lehrstuhl für Audiopädagogik an der Universität zu Köln.
Quelle	Köln: Universitäts- und Stadtbibliothek Köln (2014), XIII, 230 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit Köln, Universität zu Köln, Diss., 2014.
Sprache	deutsch
Dokumenttyp	online; Monographie
URN	urn:nbn:de:hbz:38-55653
Schlagwörter	Dissertation; Blended Learning; Pädagogische Audiologie
Abstract	With recourse to considerations on lecture-based university courses and self-directed learning with multimedia, throughout this work a blended learning concept for an educational audiology course at university of Cologne is developed, implemented and evaluated. This concept combines elements of self-determined independent learning with face-to-face elements (question time). This new learning environment aims at allowing the students more self-directed learning and flexibility. Therefore interactive SAVE-Modules (Sources of Auditory Verbal Education) were developed as a knowledge base for the independent learning process. In addition, voluntary face-to-face elements, which consisted of meetings where students could address specific questions (question time), were offered. Following the design-based research paradigm, this didactical design was tested by certain design-hypotheses throughout three implementation cycles. Data from the three cycles were analyzed and used to continuously improve the learning environment and tailor it more to the target groups´ needs.Quantitative and qualitative analysis confirmed that the learning environment could enable university students to learn self-directedly and more flexible. The interactive learning modules (SAVE) also promoted learning. The use of the face-to-face elements revealed significant effects on learning outcomes and learning strategy use. Especially a combination of the given learning opportunities proved favorable in terms of self-directed learning. The use of face-to-face elements could be increased quantitatively by gradual modifications to the learning environment. However, useful elements of the learning environment were rarely used throughout the first two implementation cycles. In addition, students started to interact with the learning material at a later stage of the term than intended, and also a lack of contact to the lecturer was reported. The results are in line with general findings on E-Learning. Even though the learning environment was designed as a blended learning course, especially in the first two cycles, most of the students de facto completed a pure E-Learning course. Several design alternatives are discussed that are meant to lessen these effects without taking back all the freedom that enables learners to learn independently. (Orig.).
Erfasst von	Deutsche Nationalbibliothek, Frankfurt am Main
Update	2014/4