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Evaluation of the First Prototype Version of AGnovel. 2015.","bibtex":"@book{Schneider_2015, place={Granada, Spain}, title={Evaluation of the first Prototype version of AGnovel}, author={Schneider, Jennifer Nicole}, year={2015} }"},"language":[{"iso":"eng"}],"_id":"48235","date_updated":"2024-02-19T09:49:06Z","department":[{"_id":"210"}],"author":[{"id":"49590","last_name":"Schneider","full_name":"Schneider, Jennifer Nicole","first_name":"Jennifer Nicole"}],"date_created":"2023-10-18T06:56:57Z","status":"public","place":"Granada, Spain","title":"Evaluation of the first Prototype version of AGnovel","user_id":"14931"},{"language":[{"iso":"eng"}],"citation":{"apa":"Schneider, J. N. (2015). Evaluation.","ama":"Schneider JN. Evaluation.; 2015.","chicago":"Schneider, Jennifer Nicole. Evaluation. Granada, Spain , 2015.","bibtex":"@book{Schneider_2015, place={Granada, Spain }, title={Evaluation}, author={Schneider, Jennifer Nicole}, year={2015} }","mla":"Schneider, Jennifer Nicole. Evaluation. 2015.","short":"J.N. Schneider, Evaluation, Granada, Spain , 2015.","ieee":"J. N. Schneider, Evaluation. Granada, Spain , 2015."},"year":"2015","type":"misc","date_updated":"2024-02-19T09:49:27Z","_id":"48236","date_created":"2023-10-18T06:59:47Z","status":"public","department":[{"_id":"210"}],"author":[{"full_name":"Schneider, Jennifer Nicole","first_name":"Jennifer Nicole","id":"49590","last_name":"Schneider"}],"user_id":"14931","title":"Evaluation","place":"Granada, Spain "},{"_id":"4423","intvolume":" 43","type":"journal_article","citation":{"chicago":"Brahm, Taiga, and Tobias Jenert. “On the Assessment of Attitudes towards Studying—Development and Validation of a Questionnaire.” Learning and Individual Differences : Journal of Psychology and Education 43 (2015): 233–42.","apa":"Brahm, T., & Jenert, T. (2015). On the assessment of attitudes towards studying—development and validation of a questionnaire. Learning and Individual Differences : Journal of Psychology and Education, 43, 233–242.","ama":"Brahm T, Jenert T. On the assessment of attitudes towards studying—development and validation of a questionnaire. Learning and individual differences : journal of psychology and education. 2015;43:233-242.","bibtex":"@article{Brahm_Jenert_2015, title={On the assessment of attitudes towards studying—development and validation of a questionnaire}, volume={43}, journal={Learning and individual differences : journal of psychology and education}, publisher={Elsevier}, author={Brahm, Taiga and Jenert, Tobias}, year={2015}, pages={233–242} }","mla":"Brahm, Taiga, and Tobias Jenert. “On the Assessment of Attitudes towards Studying—Development and Validation of a Questionnaire.” Learning and Individual Differences : Journal of Psychology and Education, vol. 43, Elsevier, 2015, pp. 233–42.","short":"T. Brahm, T. Jenert, Learning and Individual Differences : Journal of Psychology and Education 43 (2015) 233–242.","ieee":"T. Brahm and T. Jenert, “On the assessment of attitudes towards studying—development and validation of a questionnaire,” Learning and individual differences : journal of psychology and education, vol. 43, pp. 233–242, 2015."},"year":"2015","page":"233 - 242","user_id":"71994","extern":"1","abstract":[{"lang":"eng","text":"This research aims to develop and validate an instrument for the assessment of attitudes towards two particular objects: the Higher Education Institution (HEI) and the process of studying. Investigating attitudes towards studying at a HEI in a comprehensive way addresses an important research gap. It connects students' perception of the institution with teaching and learning. To validate the Assessment of Students' Attitudes towards Studying (ASAtS) Questionnaire, data was gathered at three different universities in Switzerland (820 students), Sweden (167) and Germany (133). Overall, the results show the internal consistency of the ASAtS. Its nomological validity is also supported by correlations with other constructs, such as intrinsic motivation and study performance. The ASAtS contributes to the theory on students learning by broadening the scope of research beyond learning in a narrow sense. From a practical point of view, it provides a tool for HE management to monitor students' perception of their HEI."}],"volume":43,"status":"public","date_created":"2018-09-18T09:07:26Z","author":[{"first_name":"Taiga","full_name":"Brahm, Taiga","last_name":"Brahm"},{"first_name":"Tobias","full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","id":"71994"}],"quality_controlled":"1","publisher":"Elsevier","publication":"Learning and individual differences : journal of psychology and education","keyword":["Attitude","Student learning","Higher Education Institution","university","student experience"],"date_updated":"2024-03-21T14:43:34Z","language":[{"iso":"eng"}],"title":"On the assessment of attitudes towards studying—development and validation of a questionnaire","publication_identifier":{"issn":["1041-6080"]},"department":[{"_id":"208"},{"_id":"282"}]},{"user_id":"74378","title":"Design Research zur individuellen Förderung in der beruflichen Rehabilitation","author":[{"full_name":"Kremer, H.-Hugo","first_name":"H.-Hugo","id":"15280","last_name":"Kremer"},{"last_name":"Zoyke","full_name":"Zoyke, A.","first_name":"A."}],"department":[{"_id":"211"}],"publication":"Zeitschrift für Berufs- und Wirtschaftspädagogik","status":"public","date_created":"2019-01-02T08:51:00Z","date_updated":"2022-01-06T07:03:04Z","_id":"6439","issue":"27","language":[{"iso":"ger"}],"year":"2014","type":"journal_article","citation":{"bibtex":"@article{Kremer_Zoyke_2014, title={Design Research zur individuellen Förderung in der beruflichen Rehabilitation}, number={27}, journal={Zeitschrift für Berufs- und Wirtschaftspädagogik}, author={Kremer, H.-Hugo and Zoyke, A.}, year={2014}, pages={197–214} }","mla":"Kremer, H. Hugo, and A. Zoyke. “Design Research zur individuellen Förderung in der beruflichen Rehabilitation.” Zeitschrift für Berufs- und Wirtschaftspädagogik, no. 27, 2014, pp. 197–214.","chicago":"Kremer, H.-Hugo, and A. Zoyke. “Design Research zur individuellen Förderung in der beruflichen Rehabilitation.” Zeitschrift für Berufs- und Wirtschaftspädagogik, no. 27 (2014): 197–214.","apa":"Kremer, H.-H., & Zoyke, A. (2014). Design Research zur individuellen Förderung in der beruflichen Rehabilitation. Zeitschrift für Berufs- und Wirtschaftspädagogik, (27), 197–214.","ama":"Kremer H-H, Zoyke A. Design Research zur individuellen Förderung in der beruflichen Rehabilitation. Zeitschrift für Berufs- und Wirtschaftspädagogik. 2014;(27):197-214.","ieee":"H.-H. Kremer and A. Zoyke, “Design Research zur individuellen Förderung in der beruflichen Rehabilitation,” Zeitschrift für Berufs- und Wirtschaftspädagogik, no. 27, pp. 197–214, 2014.","short":"H.-H. Kremer, A. 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Geburtstag}, author={Braukmann, U. and Dilger, B. and Kremer, H.-Hugo}, editor={Braukmann, U. and Dilger, B. and Kremer, H.-H.Editors}, year={2014}, pages={7–12} }","ama":"Braukmann U, Dilger B, Kremer H-H. Ordnungsversuche als Alternative zur Einleitung. In: Braukmann U, Dilger B, Kremer H-H, eds. Wirtschaftspädagogische Handlungsfelder.Festschrift für Peter F. E. Sloane zum 60. Geburtstag. Detmold; 2014:7-12.","apa":"Braukmann, U., Dilger, B., & Kremer, H.-H. (2014). Ordnungsversuche als Alternative zur Einleitung. In U. Braukmann, B. Dilger, & H.-H. Kremer (Eds.), Wirtschaftspädagogische Handlungsfelder.Festschrift für Peter F. E. Sloane zum 60. Geburtstag (pp. 7–12). Detmold.","chicago":"Braukmann, U., B. Dilger, and H.-Hugo Kremer. “Ordnungsversuche als Alternative zur Einleitung.” In Wirtschaftspädagogische Handlungsfelder.Festschrift für Peter F. E. Sloane zum 60. Geburtstag, edited by U. Braukmann, B. Dilger, and H.-H. Kremer, 7–12. Detmold, 2014.","ieee":"U. Braukmann, B. Dilger, and H.-H. Kremer, “Ordnungsversuche als Alternative zur Einleitung,” in Wirtschaftspädagogische Handlungsfelder.Festschrift für Peter F. E. Sloane zum 60. Geburtstag, U. Braukmann, B. Dilger, and H.-H. Kremer, Eds. Detmold, 2014, pp. 7–12.","short":"U. Braukmann, B. Dilger, H.-H. Kremer, in: U. Braukmann, B. Dilger, H.-H. Kremer (Eds.), Wirtschaftspädagogische Handlungsfelder.Festschrift für Peter F. E. Sloane zum 60. Geburtstag, Detmold, 2014, pp. 7–12."},"page":"7-12"},{"page":"339-362","year":"2014","citation":{"chicago":"Kremer, H.-Hugo. “Forschung in Innovationsarenen - Überlegungen zu einem Paradigma im Spannungsfeld von Erkenntnis und Gestaltung.” In Wirtschaftspädagogische Handlungsfelder. Festschrift für Peter F. E. Sloane zum 60. Geburtstag, edited by U. Braukmann, B. Dilger, and H.-H. Kremer, 339–62. Detmold, 2014.","ama":"Kremer H-H. Forschung in Innovationsarenen - Überlegungen zu einem Paradigma im Spannungsfeld von Erkenntnis und Gestaltung. 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Zoyke, bwp@ Berufs- und Wirtschaftspädagogik - online (2014) 1–7.","bibtex":"@article{Büchter_Kremer_Zoyke_2014, title={Editorial zur Ausgabe 27: Berufsorientierung}, number={26}, journal={bwp@ Berufs- und Wirtschaftspädagogik - online}, author={Büchter, K. and Kremer, H.-Hugo and Zoyke, A.}, year={2014}, pages={1–7} }","mla":"Büchter, K., et al. “Editorial zur Ausgabe 27: Berufsorientierung.” bwp@ Berufs- und Wirtschaftspädagogik - online, no. 26, 2014, pp. 1–7.","chicago":"Büchter, K., H.-Hugo Kremer, and A. Zoyke. “Editorial zur Ausgabe 27: Berufsorientierung.” bwp@ Berufs- und Wirtschaftspädagogik - online, no. 26 (2014): 1–7.","apa":"Büchter, K., Kremer, H.-H., & Zoyke, A. (2014). Editorial zur Ausgabe 27: Berufsorientierung. bwp@ Berufs- und Wirtschaftspädagogik - online, (26), 1–7.","ama":"Büchter K, Kremer H-H, Zoyke A. 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Sloane, “„...Lehrer sein dagegen sehr!“ - Überlegungen im Kontext einer reflexiven Professionalisierung,” bwp@ Berufs- und Wirtschaftspädagogik - online, no. 3, pp. 1–19, 2014.","apa":"Kremer, H.-H., & Sloane, P. F. E. (2014). „...Lehrer sein dagegen sehr!“ - Überlegungen im Kontext einer reflexiven Professionalisierung. bwp@ Berufs- und Wirtschaftspädagogik - online, (3), 1–19.","ama":"Kremer H-H, Sloane PFE. „...Lehrer sein dagegen sehr!“ - Überlegungen im Kontext einer reflexiven Professionalisierung. bwp@ Berufs- und Wirtschaftspädagogik - online. 2014;(3):1-19.","chicago":"Kremer, H.-Hugo, and Peter F. E. Sloane. “„...Lehrer sein dagegen sehr!“ - Überlegungen im Kontext einer reflexiven Professionalisierung.” bwp@ Berufs- und Wirtschaftspädagogik - online, no. 3 (2014): 1–19.","mla":"Kremer, H. Hugo, and Peter F. E. Sloane. “„...Lehrer sein dagegen sehr!“ - Überlegungen im Kontext einer reflexiven Professionalisierung.” bwp@ Berufs- und Wirtschaftspädagogik - online, no. 3, 2014, pp. 1–19.","bibtex":"@article{Kremer_Sloane_2014, title={„...Lehrer sein dagegen sehr!“ - Überlegungen im Kontext einer reflexiven Professionalisierung}, number={3}, journal={bwp@ Berufs- und Wirtschaftspädagogik - online}, author={Kremer, H.-Hugo and Sloane, Peter F. E.}, year={2014}, pages={1–19} }"},"year":"2014","page":"1-19","language":[{"iso":"ger"}],"main_file_link":[{"url":"http://www.bwpat.de/profil3/kremer_sloane_profil3.pdf"}],"issue":"3","date_updated":"2022-01-06T07:03:05Z","_id":"6443","status":"public","date_created":"2019-01-02T09:12:54Z","author":[{"full_name":"Kremer, H.-Hugo","first_name":"H.-Hugo","id":"15280","last_name":"Kremer"},{"first_name":"Peter F. E.","full_name":"Sloane, Peter F. E.","last_name":"Sloane","id":"503"}],"department":[{"_id":"211"}],"publication":"bwp@ Berufs- und Wirtschaftspädagogik - online","title":"„...Lehrer sein dagegen sehr!“ - Überlegungen im Kontext einer reflexiven Professionalisierung","user_id":"74378"},{"user_id":"74378","title":"‚Übergänge mit System?!‘ - Eine Betrachtung des Übergangs- und Berufsorientierungsprozesses aus der Perspektive von Jugendlichen","author":[{"first_name":"A.","full_name":"Eickhoff, A.","last_name":"Eickhoff"},{"full_name":"Kremer, H.-Hugo","first_name":"H.-Hugo","id":"15280","last_name":"Kremer"},{"last_name":"Zoyke","first_name":"A.","full_name":"Zoyke, A."}],"department":[{"_id":"211"}],"publication":"Zeitschrift für Berufs- und Wirtschaftspädagogik","status":"public","date_created":"2019-01-02T09:17:08Z","volume":1,"intvolume":" 1","_id":"6444","date_updated":"2022-01-06T07:03:05Z","language":[{"iso":"ger"}],"type":"journal_article","year":"2014","citation":{"apa":"Eickhoff, A., Kremer, H.-H., & Zoyke, A. (2014). ‚Übergänge mit System?!‘ - Eine Betrachtung des Übergangs- und Berufsorientierungsprozesses aus der Perspektive von Jugendlichen. Zeitschrift für Berufs- und Wirtschaftspädagogik, 1, 37–56.","ama":"Eickhoff A, Kremer H-H, Zoyke A. ‚Übergänge mit System?!‘ - Eine Betrachtung des Übergangs- und Berufsorientierungsprozesses aus der Perspektive von Jugendlichen. Zeitschrift für Berufs- und Wirtschaftspädagogik. 2014;1:37-56.","chicago":"Eickhoff, A., H.-Hugo Kremer, and A. Zoyke. “‚Übergänge mit System?!‘ - Eine Betrachtung des Übergangs- und Berufsorientierungsprozesses aus der Perspektive von Jugendlichen.” Zeitschrift für Berufs- und Wirtschaftspädagogik 1 (2014): 37–56.","mla":"Eickhoff, A., et al. “‚Übergänge mit System?!‘ - Eine Betrachtung des Übergangs- und Berufsorientierungsprozesses aus der Perspektive von Jugendlichen.” Zeitschrift für Berufs- und Wirtschaftspädagogik, vol. 1, 2014, pp. 37–56.","bibtex":"@article{Eickhoff_Kremer_Zoyke_2014, title={‚Übergänge mit System?!‘ - Eine Betrachtung des Übergangs- und Berufsorientierungsprozesses aus der Perspektive von Jugendlichen}, volume={1}, journal={Zeitschrift für Berufs- und Wirtschaftspädagogik}, author={Eickhoff, A. and Kremer, H.-Hugo and Zoyke, A.}, year={2014}, pages={37–56} }","short":"A. Eickhoff, H.-H. Kremer, A. Zoyke, Zeitschrift für Berufs- und Wirtschaftspädagogik 1 (2014) 37–56.","ieee":"A. Eickhoff, H.-H. Kremer, and A. Zoyke, “‚Übergänge mit System?!‘ - Eine Betrachtung des Übergangs- und Berufsorientierungsprozesses aus der Perspektive von Jugendlichen,” Zeitschrift für Berufs- und Wirtschaftspädagogik, vol. 1, pp. 37–56, 2014."},"page":"37-56"},{"_id":"6445","intvolume":" 9","date_updated":"2022-01-06T07:03:05Z","issue":"2","main_file_link":[{"url":"http://www.zfhe.at/index.php/zfhe/article/viewFile/639/604"}],"language":[{"iso":"ger"}],"citation":{"ieee":"H.-H. Kremer and E. Rüschen, “Den Übergang erleben: Übergangshandeln an der Fakultät für Wirtschaftswissenschaften (Wissenschaftlicher Beitrag),” Zeitschrift für Hochschulentwicklung, vol. 9, no. 2, 2014.","short":"H.-H. Kremer, E. Rüschen, Zeitschrift für Hochschulentwicklung 9 (2014).","bibtex":"@article{Kremer_Rüschen_2014, title={Den Übergang erleben: Übergangshandeln an der Fakultät für Wirtschaftswissenschaften (Wissenschaftlicher Beitrag)}, volume={9}, number={2}, journal={Zeitschrift für Hochschulentwicklung}, author={Kremer, H.-Hugo and Rüschen, E.}, year={2014} }","mla":"Kremer, H. Hugo, and E. Rüschen. “Den Übergang erleben: Übergangshandeln an der Fakultät für Wirtschaftswissenschaften (Wissenschaftlicher Beitrag).” Zeitschrift für Hochschulentwicklung, vol. 9, no. 2, 2014.","chicago":"Kremer, H.-Hugo, and E. Rüschen. “Den Übergang erleben: Übergangshandeln an der Fakultät für Wirtschaftswissenschaften (Wissenschaftlicher Beitrag).” Zeitschrift für Hochschulentwicklung 9, no. 2 (2014).","apa":"Kremer, H.-H., & Rüschen, E. (2014). Den Übergang erleben: Übergangshandeln an der Fakultät für Wirtschaftswissenschaften (Wissenschaftlicher Beitrag). Zeitschrift für Hochschulentwicklung, 9(2).","ama":"Kremer H-H, Rüschen E. Den Übergang erleben: Übergangshandeln an der Fakultät für Wirtschaftswissenschaften (Wissenschaftlicher Beitrag). Zeitschrift für Hochschulentwicklung. 2014;9(2)."},"year":"2014","type":"journal_article","user_id":"74378","title":"Den Übergang erleben: Übergangshandeln an der Fakultät für Wirtschaftswissenschaften (Wissenschaftlicher Beitrag)","department":[{"_id":"211"}],"publication":"Zeitschrift für Hochschulentwicklung","author":[{"full_name":"Kremer, H.-Hugo","first_name":"H.-Hugo","id":"15280","last_name":"Kremer"},{"last_name":"Rüschen","full_name":"Rüschen, E.","first_name":"E."}],"date_created":"2019-01-02T09:21:27Z","status":"public","volume":9},{"date_updated":"2022-01-06T07:03:05Z","_id":"6446","language":[{"iso":"ger"}],"year":"2014","citation":{"chicago":"Kremer, H.-Hugo, T. Tramm, and K. Wilbers. “Einleitung.” In Kaufmännische Bildung. Sondierungen zu einer vernachlässigten Sinndimension, Vol. 7–9. Berlin, 2014.","ama":"Kremer H-H, Tramm T, Wilbers K. Einleitung. In: Kaufmännische Bildung. Sondierungen zu einer vernachlässigten Sinndimension. Vol 7-9. Berlin; 2014.","apa":"Kremer, H.-H., Tramm, T., & Wilbers, K. (2014). Einleitung. In Kaufmännische Bildung. Sondierungen zu einer vernachlässigten Sinndimension (Vol. 7–9). Berlin.","mla":"Kremer, H. Hugo, et al. “Einleitung.” Kaufmännische Bildung. Sondierungen zu einer vernachlässigten Sinndimension, vol. 7–9, 2014.","bibtex":"@inbook{Kremer_Tramm_Wilbers_2014, place={Berlin}, title={Einleitung}, volume={7–9}, booktitle={Kaufmännische Bildung. Sondierungen zu einer vernachlässigten Sinndimension}, author={Kremer, H.-Hugo and Tramm, T. and Wilbers, K.}, year={2014} }","short":"H.-H. Kremer, T. Tramm, K. Wilbers, in: Kaufmännische Bildung. Sondierungen zu einer vernachlässigten Sinndimension, Berlin, 2014.","ieee":"H.-H. Kremer, T. Tramm, and K. Wilbers, “Einleitung,” in Kaufmännische Bildung. Sondierungen zu einer vernachlässigten Sinndimension, vol. 7–9, Berlin, 2014."},"type":"book_chapter","place":"Berlin","user_id":"74378","title":"Einleitung","author":[{"first_name":"H.-Hugo","full_name":"Kremer, H.-Hugo","last_name":"Kremer","id":"15280"},{"last_name":"Tramm","full_name":"Tramm, T.","first_name":"T."},{"last_name":"Wilbers","first_name":"K.","full_name":"Wilbers, K."}],"department":[{"_id":"211"}],"publication":"Kaufmännische Bildung. Sondierungen zu einer vernachlässigten Sinndimension","status":"public","date_created":"2019-01-02T09:28:35Z","volume":"7-9"},{"status":"public","date_created":"2019-01-02T09:39:18Z","author":[{"id":"15280","last_name":"Kremer","full_name":"Kremer, H.-Hugo","first_name":"H.-Hugo"},{"last_name":"Kallenbach","full_name":"Kallenbach, G.","first_name":"G."},{"last_name":"Sprey","full_name":"Sprey, M.","first_name":"M."}],"publication":"Kaufmännische Bildung. Sondierungen zu einer vernachlässigten Sinndimension","department":[{"_id":"211"}],"user_id":"74378","title":"Das Kaufmännische: Kaufmännische Bildung in der Ausbildungsvorbereitung ","place":"Berlin","language":[{"iso":"ger"}],"citation":{"ieee":"H.-H. Kremer, G. Kallenbach, and M. Sprey, “Das Kaufmännische: Kaufmännische Bildung in der Ausbildungsvorbereitung ,” in Kaufmännische Bildung. Sondierungen zu einer vernachlässigten Sinndimension, Berlin, 2014, pp. 118–134.","short":"H.-H. Kremer, G. Kallenbach, M. Sprey, in: Kaufmännische Bildung. Sondierungen zu einer vernachlässigten Sinndimension, Berlin, 2014, pp. 118–134.","bibtex":"@inbook{Kremer_Kallenbach_Sprey_2014, place={Berlin}, title={Das Kaufmännische: Kaufmännische Bildung in der Ausbildungsvorbereitung }, booktitle={Kaufmännische Bildung. Sondierungen zu einer vernachlässigten Sinndimension}, author={Kremer, H.-Hugo and Kallenbach, G. and Sprey, M.}, year={2014}, pages={118–134} }","mla":"Kremer, H. Hugo, et al. “Das Kaufmännische: Kaufmännische Bildung in der Ausbildungsvorbereitung .” Kaufmännische Bildung. Sondierungen zu einer vernachlässigten Sinndimension, 2014, pp. 118–34.","chicago":"Kremer, H.-Hugo, G. Kallenbach, and M. Sprey. “Das Kaufmännische: Kaufmännische Bildung in der Ausbildungsvorbereitung .” In Kaufmännische Bildung. Sondierungen zu einer vernachlässigten Sinndimension, 118–34. Berlin, 2014.","ama":"Kremer H-H, Kallenbach G, Sprey M. Das Kaufmännische: Kaufmännische Bildung in der Ausbildungsvorbereitung . In: Kaufmännische Bildung. Sondierungen zu einer vernachlässigten Sinndimension. Berlin; 2014:118-134.","apa":"Kremer, H.-H., Kallenbach, G., & Sprey, M. (2014). Das Kaufmännische: Kaufmännische Bildung in der Ausbildungsvorbereitung . In Kaufmännische Bildung. Sondierungen zu einer vernachlässigten Sinndimension (pp. 118–134). Berlin."},"year":"2014","type":"book_chapter","page":"118-134","date_updated":"2022-01-06T07:03:05Z","_id":"6447"},{"citation":{"short":"T. Jenert, Zeitschrift Für Hochschulentwicklung 9 (2014) 1–12.","ieee":"T. Jenert, “Implementing Outcome-Oriented Study Programmes at University: The Challenge of Academic Culture,” Zeitschrift für Hochschulentwicklung, vol. 9, no. 2, pp. 1–12, 2014.","ama":"Jenert T. Implementing Outcome-Oriented Study Programmes at University: The Challenge of Academic Culture. Zeitschrift für Hochschulentwicklung. 2014;9(2):1-12.","apa":"Jenert, T. (2014). Implementing Outcome-Oriented Study Programmes at University: The Challenge of Academic Culture. Zeitschrift Für Hochschulentwicklung, 9(2), 1–12.","chicago":"Jenert, Tobias. “Implementing Outcome-Oriented Study Programmes at University: The Challenge of Academic Culture.” Zeitschrift Für Hochschulentwicklung 9, no. 2 (2014): 1–12.","mla":"Jenert, Tobias. “Implementing Outcome-Oriented Study Programmes at University: The Challenge of Academic Culture.” Zeitschrift Für Hochschulentwicklung, vol. 9, no. 2, Forum Neue Medien in der Lehre Austria, 2014, pp. 1–12.","bibtex":"@article{Jenert_2014, title={Implementing Outcome-Oriented Study Programmes at University: The Challenge of Academic Culture}, volume={9}, number={2}, journal={Zeitschrift für Hochschulentwicklung}, publisher={Forum Neue Medien in der Lehre Austria}, author={Jenert, Tobias}, year={2014}, pages={1–12} }"},"year":"2014","type":"journal_article","page":"1-12","issue":"2","intvolume":" 9","_id":"4424","date_updated":"2022-01-06T07:01:03Z","volume":9,"status":"public","date_created":"2018-09-18T09:09:41Z","publisher":"Forum Neue Medien in der Lehre Austria","author":[{"last_name":"Jenert","first_name":"Tobias","full_name":"Jenert, Tobias"}],"keyword":["Programmentwicklung","Studienprogramme","program development","educational development","academic culture","disciplinary culture"],"publication":"Zeitschrift für Hochschulentwicklung","department":[{"_id":"208"},{"_id":"282"}],"title":"Implementing Outcome-Oriented Study Programmes at University: The Challenge of Academic Culture","user_id":"51057","extern":"1","abstract":[{"lang":"eng","text":"In recent years, the design of study programmes in Higher Education (HE) has been given considerable attention by HE practitioners and researchers. Today, a sound body of concepts and experiences on different realisations of Bologna-conforming study programmes is available. The same, however, does not hold true for questions concerning the processes of implementing and further developing programmes. This paper investigates the challenges related with implementation, particularly at universities. A first aim is to understand the specifics of academic culture and their significance for programme implementation and development. Elaborating on this analysis, a second aim is to outline the role of educational developers in this process, as well as the necessary competencies to perform such a role."}]},{"citation":{"short":"T. Brahm, F. Zellweger, T. Jenert, G. Thomann, in: 2014.","ieee":"T. Brahm, F. Zellweger, T. Jenert, and G. Thomann, “Developing study programs as a continuous task-the role of educational developers,” presented at the ICED 2014 : Educational Development in a Changing World, Stockholm, 2014.","ama":"Brahm T, Zellweger F, Jenert T, Thomann G. Developing study programs as a continuous task-the role of educational developers. In: ; 2014.","apa":"Brahm, T., Zellweger, F., Jenert, T., & Thomann, G. (2014). Developing study programs as a continuous task-the role of educational developers. Presented at the ICED 2014 : Educational Development in a Changing World, Stockholm.","chicago":"Brahm, Taiga, Franziska Zellweger, Tobias Jenert, and Geri Thomann. “Developing Study Programs as a Continuous Task-the Role of Educational Developers,” 2014.","bibtex":"@inproceedings{Brahm_Zellweger_Jenert_Thomann_2014, title={Developing study programs as a continuous task-the role of educational developers}, author={Brahm, Taiga and Zellweger, Franziska and Jenert, Tobias and Thomann, Geri}, year={2014} }","mla":"Brahm, Taiga, et al. Developing Study Programs as a Continuous Task-the Role of Educational Developers. 2014."},"year":"2014","type":"conference","date_updated":"2022-01-06T07:01:06Z","_id":"4470","conference":{"name":"ICED 2014 : Educational Development in a Changing World","start_date":"2014-06-16","location":"Stockholm","end_date":"2014-0618"},"alternative_title":["Educational Development in a Changing World"],"status":"public","date_created":"2018-09-18T13:30:30Z","author":[{"last_name":"Brahm","full_name":"Brahm, Taiga","first_name":"Taiga"},{"last_name":"Zellweger","full_name":"Zellweger, Franziska","first_name":"Franziska"},{"first_name":"Tobias","full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","id":"71994"},{"last_name":"Thomann","first_name":"Geri","full_name":"Thomann, Geri"}],"keyword":["curriculum development","study programs","Bologna","educational development","higher education"],"department":[{"_id":"208"},{"_id":"282"}],"title":"Developing study programs as a continuous task-the role of educational developers","user_id":"51057","extern":"1","abstract":[{"text":"Abstract Summary: Study programs are currently receiving more attention in Europe. In consequence, it can be observed that the roles of program development and management are professionalized. In the proposed round table, we would like to discuss the role of educational developers to support this professionalization via measures of training and process support in the light of recent developments in Switzerland.\r\n\r\nAbstract Text: Professionalization of program development as an institutional responsibility \r\nIn Switzerland, different developments in higher education have led to increased attention to the development and management of the study programs such as the Bologna process, an increasingly competitive environment, the tertiarisation of a number of professions formerly acquired through vocational education. Furthermore, the national qualification framework and in particular accreditation processes require HEI to demonstrate the effectiveness of their activities (e.g., Sursock & Smit, 2010). Many different actors have been involved in development processes on the program level but also within educational development units. However, so far a systematic discourse on key issues regarding the management and development of study programs is missing, not only in German-speaking Europe. The following main question will guide the round table session: How can educational development give vital impulses for program development?\r\nOur starting points are two approaches or frameworks from Swiss HEI: a) the definition of competencies for new program professionals at the Zurich University for Teacher Education and b) a process for the strategic development of didactically-aligned study programs at the University of St. Gallen.\r\n\r\nFramework 1: Competencies for program managers\r\nThe experiences with a training program for study program managers at the Zurich University for Teacher Education are reported. Over\r\na period of four years, a competency profile has been developed and refined. Insights into the challenges and struggles of this role\r\nwere gained. Despite diverse job characteristics of program managers (often resulting from an institution-specific history), there is a\r\ncommon set of competencies necessary to successfully cope with organizational complexity such as role competency (Schein, 1992)\r\nand lateral leadership (Kühl et al., 2005).\r\nFramework 2: Towards a systematic development of study programs\r\nThe second initiative concerns the strategic approach to program development implemented at the University of St. Gallen (Brahm &\r\nJenert, 2013; Jenert, 2011). In this structured process, the program goes through four process steps: process initiation, program\r\nanalysis, program development, evaluation of the process and results. A major challenge in this process is the role of program\r\nprofessionals. The goal is to establish them as change agents for a didactically-aligned study program.\r\nOutcome: Role of educational development\r\nAfter briefly introducing the two examples, the roles of program professionals and educational development in HEI will be discussed.\r\nThe questions guiding the discussion will be:\r\n• How can program development be established as a continuing task, closely tied to quality development?\r\n• How can the competencies of program professionals be developed and the local capacity and ownership be strengthened?\r\n• How can educational development support program development and provide vital impulses?\r\nAudience Engagement. Depending on the number of participants, first the questions will be discussed in groups. To put the results of\r\nthe discussion on record, it will be summarized and uploaded in our weblog for further discussion after the session.","lang":"eng"}]},{"date_updated":"2022-01-06T07:01:06Z","_id":"4472","conference":{"location":"Frankfurt am Main ","start_date":"2014-03-03","name":"2. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF)","end_date":"2014-03-05"},"citation":{"short":"T. Jenert, T. Brahm, in: 2014.","ieee":"T. Jenert and T. Brahm, “Entwicklung der Motivation von Studierenden der Wirtschafts-wissenschaften im ersten Studienjahr-eine Mixed-Methods-Studie,” presented at the 2. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Frankfurt am Main , 2014.","chicago":"Jenert, Tobias, and Taiga Brahm. “Entwicklung Der Motivation von Studierenden Der Wirtschafts-Wissenschaften Im Ersten Studienjahr-Eine Mixed-Methods-Studie,” 2014.","apa":"Jenert, T., & Brahm, T. (2014). Entwicklung der Motivation von Studierenden der Wirtschafts-wissenschaften im ersten Studienjahr-eine Mixed-Methods-Studie. Presented at the 2. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Frankfurt am Main .","ama":"Jenert T, Brahm T. Entwicklung der Motivation von Studierenden der Wirtschafts-wissenschaften im ersten Studienjahr-eine Mixed-Methods-Studie. In: ; 2014.","mla":"Jenert, Tobias, and Taiga Brahm. Entwicklung Der Motivation von Studierenden Der Wirtschafts-Wissenschaften Im Ersten Studienjahr-Eine Mixed-Methods-Studie. 2014.","bibtex":"@inproceedings{Jenert_Brahm_2014, title={Entwicklung der Motivation von Studierenden der Wirtschafts-wissenschaften im ersten Studienjahr-eine Mixed-Methods-Studie}, author={Jenert, Tobias and Brahm, Taiga}, year={2014} }"},"type":"conference","year":"2014","user_id":"51057","title":"Entwicklung der Motivation von Studierenden der Wirtschafts-wissenschaften im ersten Studienjahr-eine Mixed-Methods-Studie","abstract":[{"lang":"ger","text":"Das erste Studienjahr wird als wesentlicher Übergang von der Schule in die Hochschule angesehen. Im Vordergrund steht dabei häufig die Fragen der Identitätsfindung der Studierenden und das \"Ankommen\" im neuen Lebensabschnitt (Briggs, Clark, & Hall, 2012; Scanlon, Rowling, & Weber, 2007). In diesem Zusammenhang werden ganz unterschiedliche Aspekte untersucht, z. B. die vorhandenen Lernkompetenzen oder das Zeitmanagement der Studierenden (Barron & D'Annunzio-Green, 2009), vorhandene Einführungsprogramme an Hochschulen (z.B. Gale & Parker, 2012) oder dem ‚student engagement‘ während des ersten Jahres (Krause & Coates, 2008). Obwohl die Motivation der Studierenden als starker Prädiktor für die Leistung angesehen wird (z. B. Busato, Prins, Elshouta, & Hamaker, 2000), wurde die Motivationsentwicklung im ersten Studienjahr bis dato nur selten betrachtet. Die vorliegende Mixed Methods-Studie setzt an dieser Forschungslücke an und untersucht die Entwicklung der Studienmotivation von Wirtschaftsstudierenden im Verlauf des ersten Studienjahres. Im Rahmen einer quantitativen Längsschnittuntersuchung mit drei Messzeitpunkten wird dabei die Motivationsentwicklung über die gesamte Studierendenpopulation hinweg erfasst. Im Mittelpunkt steht die Frage, wie sich die intrinsische und extrinsische Studienmotivation sowie die studienbezogene Selbstwirksamkeit über das erste Studienjahr verändern. Zudem wird untersucht, inwiefern verschiedene studienbezogene Variablen (z. B. Angst) sich auf die Motivationsentwicklung auswirken. Um vertiefte Erkenntnisse über die Bedeutsamkeit verschiedener Gestaltungsmerkmale des ersten Studienjahres auf die Motivationsentwicklung der Studierenden zu gewinnen, wurde parallel zur quantitativen Untersuchung eine qualitative Längsschnittstudie durchgeführt mit dem Ziel, (1) verschiedene Verläufe der Motivationsentwicklung und (2) kritische Ereignisse im Eingangsjahr zu identifizieren. Das vorliegende Papier zeigt in den folgenden beiden Kapiteln den theoretischen Bezugsrahmen der Studie und die methodische Vorgehensweise. Daraufhin werden die Ergebnisse sowohl der quantitativen als auch der qualitativen Studie dargestellt und im Rahmen der Diskussion miteinander verbunden."}],"extern":"1","status":"public","date_created":"2018-09-18T13:38:33Z","author":[{"first_name":"Tobias","full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","id":"71994"},{"full_name":"Brahm, Taiga","first_name":"Taiga","last_name":"Brahm"}],"keyword":["Motivationsentwicklung","Hochschule","motivation","Längsschnitt","Mixed Methods"],"department":[{"_id":"208"},{"_id":"282"}]},{"status":"public","date_created":"2018-09-19T08:03:27Z","author":[{"full_name":"Fust, Alexander","first_name":"Alexander","last_name":"Fust"},{"last_name":"Jenert","id":"71994","first_name":"Tobias","full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646"}],"keyword":["Unternehmertum","lernen"],"department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057","title":"Self-Regulation and Entrepreneurial Learning","abstract":[{"text":"Research on entrepreneurial learning often stresses the role of experience and previous knowledge. We aim to advance this perspective by pointing out the prerequisites and limitations of experience-based forms of learning and by adapting findings from educational psychology to the entrepreneurial context. Developing a model of self-regulated entrepreneurial learning (SREL) we pursue a more process oriented view of entrepreneurial learning in order to explain how learning unfolds in contexts of uncertainty and novelty when relevant experience and knowledge are scarce. The model comprises a planning, a performance and a review phase in order to support entrepreneurs in their learning process. It is suggested how SREL is related to self-efficacy, emotions and cognitive biases.","lang":"eng"}],"extern":"1","year":"2014","citation":{"ieee":"A. Fust and T. Jenert, “Self-Regulation and Entrepreneurial Learning,” presented at the 59th World Conference of the International Council for Small Business (ICSB), Dublin , 2014.","short":"A. Fust, T. Jenert, in: 2014.","mla":"Fust, Alexander, and Tobias Jenert. Self-Regulation and Entrepreneurial Learning. 2014.","bibtex":"@inproceedings{Fust_Jenert_2014, title={Self-Regulation and Entrepreneurial Learning}, author={Fust, Alexander and Jenert, Tobias}, year={2014} }","chicago":"Fust, Alexander, and Tobias Jenert. “Self-Regulation and Entrepreneurial Learning,” 2014.","ama":"Fust A, Jenert T. Self-Regulation and Entrepreneurial Learning. In: ; 2014.","apa":"Fust, A., & Jenert, T. (2014). Self-Regulation and Entrepreneurial Learning. Presented at the 59th World Conference of the International Council for Small Business (ICSB), Dublin ."},"type":"conference","date_updated":"2022-01-06T07:01:06Z","_id":"4473","conference":{"name":"59th World Conference of the International Council for Small Business (ICSB)","start_date":"2014-06-11","location":"Dublin ","end_date":"2014-06-14"}},{"title":"The crucial first year: The development of students' motivation at a Business School-a Mixed Methods Study","user_id":"51057","extern":"1","abstract":[{"text":"The transition from school to university can be overwhelming for some students. While students' motivation is considered a strong predictor of performance, the development of motivation during students' transition from high school to university has rarely been investigated. Additionally, little is known about the relation of motivational aspects with other influences on study performance. The present mixed methods study addresses this research gap and examines the development of economics students' study motivation. The longitudinal mixed-method study included three waves of data collected using quantitative surveys and a series of five interviews conducted with 14 first-year students over eight months. Regarding students' development over time, the quantitative analysis showed a gradual decline in students' motivation. However, in the interviews, certain events during the first year were identified as critical incidents demotivating students. These insights into the development of students' motivation at a business school show that concrete incidents influence students' motivational development; thus, they could be transformed by structural changes.","lang":"eng"}],"status":"public","date_created":"2018-09-19T08:06:46Z","author":[{"last_name":"Brahm","full_name":"Brahm, Taiga","first_name":"Taiga"},{"id":"71994","last_name":"Jenert","full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias"}],"department":[{"_id":"208"},{"_id":"282"}],"keyword":["motivation","business school","higher education","latent growth curve model","longitudinal study","mixed methods","interview","students"],"_id":"4474","date_updated":"2022-01-06T07:01:06Z","conference":{"end_date":"2014-08-22","location":"Leuven","name":"SIG4 Higher Education & SIG17 Qualitative and Quantitative Approaches to Learning and Instruction Earli SIG Conference 2014","start_date":"2014-08-20"},"type":"conference","citation":{"mla":"Brahm, Taiga, and Tobias Jenert. The Crucial First Year: The Development of Students’ Motivation at a Business School-a Mixed Methods Study. 2014.","bibtex":"@inproceedings{Brahm_Jenert_2014, title={The crucial first year: The development of students’ motivation at a Business School-a Mixed Methods Study}, author={Brahm, Taiga and Jenert, Tobias}, year={2014} }","ama":"Brahm T, Jenert T. The crucial first year: The development of students’ motivation at a Business School-a Mixed Methods Study. In: ; 2014.","apa":"Brahm, T., & Jenert, T. (2014). The crucial first year: The development of students’ motivation at a Business School-a Mixed Methods Study. Presented at the SIG4 Higher Education & SIG17 Qualitative and Quantitative Approaches to Learning and Instruction Earli SIG Conference 2014, Leuven.","chicago":"Brahm, Taiga, and Tobias Jenert. “The Crucial First Year: The Development of Students’ Motivation at a Business School-a Mixed Methods Study,” 2014.","ieee":"T. Brahm and T. Jenert, “The crucial first year: The development of students’ motivation at a Business School-a Mixed Methods Study,” presented at the SIG4 Higher Education & SIG17 Qualitative and Quantitative Approaches to Learning and Instruction Earli SIG Conference 2014, Leuven, 2014.","short":"T. Brahm, T. Jenert, in: 2014."},"year":"2014"},{"date_updated":"2022-01-06T07:01:06Z","_id":"4475","conference":{"location":"Leuven","start_date":"2014-08-20","name":"SIG4 Higher Education & SIG17 Qualitative and Quantitative Approaches to Learning and Instruction Earli SIG Conference 2014","end_date":"2014-08-22"},"citation":{"apa":"Gebhardt, A., & Jenert, T. (2014). Transition within higher education institutions (HEI): Differences in learning culture (LC) between first-year, bachelor, and master students at a business school. Presented at the SIG4 Higher Education & SIG17 Qualitative and Quantitative Approaches to Learning and Instruction Earli SIG Conference 2014, Leuven.","ama":"Gebhardt A, Jenert T. Transition within higher education institutions (HEI): Differences in learning culture (LC) between first-year, bachelor, and master students at a business school. In: ; 2014.","chicago":"Gebhardt, Anja, and Tobias Jenert. “Transition within Higher Education Institutions (HEI): Differences in Learning Culture (LC) between First-Year, Bachelor, and Master Students at a Business School,” 2014.","mla":"Gebhardt, Anja, and Tobias Jenert. Transition within Higher Education Institutions (HEI): Differences in Learning Culture (LC) between First-Year, Bachelor, and Master Students at a Business School. 2014.","bibtex":"@inproceedings{Gebhardt_Jenert_2014, title={Transition within higher education institutions (HEI): Differences in learning culture (LC) between first-year, bachelor, and master students at a business school}, author={Gebhardt, Anja and Jenert, Tobias}, year={2014} }","short":"A. Gebhardt, T. Jenert, in: 2014.","ieee":"A. Gebhardt and T. Jenert, “Transition within higher education institutions (HEI): Differences in learning culture (LC) between first-year, bachelor, and master students at a business school,” presented at the SIG4 Higher Education & SIG17 Qualitative and Quantitative Approaches to Learning and Instruction Earli SIG Conference 2014, Leuven, 2014."},"year":"2014","type":"conference","title":"Transition within higher education institutions (HEI): Differences in learning culture (LC) between first-year, bachelor, and master students at a business school","user_id":"51057","extern":"1","abstract":[{"lang":"eng","text":"Tertiary education comprises at least two phases, undergraduate and graduate studies. Often, the first year is regarded another, crucial phase where students familiarize with the study environment. It can be hypothesized that students' individual perceptions of learning and studying as well as the pedagogies they experience differ depending on their current study phase. Yet, differences between the phases in HE have rarely been investigated. To capture differences in student experiences in HE comprehensively, Jenert and Gebhardt (2010) have developed a framework describing Learning Culture in HEI. LC comprises a number of constructs on the three levels of the individual student, pedagogical interactions and the organization.\r\nThe study first aims to quantitatively describe differences in LC between the phases of HE within a university. Based on this analysis, a second goal is to develop a deeper understanding of how students manage the transitions between different phases by applying qualitative research methods."}],"status":"public","date_created":"2018-09-19T08:10:09Z","author":[{"last_name":"Gebhardt","first_name":"Anja","full_name":"Gebhardt, Anja"},{"last_name":"Jenert","id":"71994","first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias"}],"keyword":["Higher Education","Transitions","Bachelor","Master"],"department":[{"_id":"208"},{"_id":"282"}]},{"extern":"1","abstract":[{"lang":"ger","text":"Auseinandersetzungen über Forschungsmethodologien haben in den Bildungswissenschaften lange Tradition. Sie werden häufig unversöhnlich und mit Profilierung der Gegensätze geführt. Für uns hängt die Sinnhaftigkeit einer Forschungskonzeption von der Problemstellung und dem Erkenntnisinteresse ab. Dies gilt auch für Design-Based Research (DBR). Dieser Ansatz entstand als Reaktion auf die Kritik an mangelnder praktischer Anwendung von Befunden aus der empirisch-analytischen Lehr-Lernforschung. Als Ergebnis werden Theorien angestrebt, die für die Praxis einen Nutzen bieten und zugleich über die Anwendung in einer singulären Situation hinausgehen. Wir wollen folgenden Fragen nachgehen: Wo liegen die Gemeinsamkeiten, wo die Spezifika von DBR gegenüber bestehenden Methodologien? Wie wird der Generalisierungsanspruch von Theorien innerhalb von DBR verstanden und umgesetzt? Für welche Erkenntnisinteressen eignet sich DBR? Welche Methoden sind für DBR sinnvoll und können wie angewendet werden?"}],"title":"Wie kann über DBR die wissenschaftliche und praktische Relevanz der Forschung gesichert werden?","user_id":"51057","author":[{"last_name":"Brahm","first_name":"Taiga","full_name":"Brahm, Taiga"},{"full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias","id":"71994","last_name":"Jenert"}],"publisher":"Humboldt-Universität","department":[{"_id":"208"},{"_id":"282"}],"keyword":["design-based research","gestatlungsbasierte Forschung","Erziehungswissenschaft","Design","Mixed Methods"],"status":"public","date_created":"2018-09-19T08:14:35Z","date_updated":"2022-01-06T07:01:06Z","_id":"4476","conference":{"location":"Berlin","start_date":"2014-03-09","name":"24. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE)","end_date":"2014-03-12"},"year":"2014","type":"conference","citation":{"mla":"Brahm, Taiga, and Tobias Jenert. Wie Kann Über DBR Die Wissenschaftliche Und Praktische Relevanz Der Forschung Gesichert Werden? Humboldt-Universität, 2014.","bibtex":"@inproceedings{Brahm_Jenert_2014, title={Wie kann über DBR die wissenschaftliche und praktische Relevanz der Forschung gesichert werden?}, publisher={Humboldt-Universität}, author={Brahm, Taiga and Jenert, Tobias}, year={2014} }","apa":"Brahm, T., & Jenert, T. (2014). Wie kann über DBR die wissenschaftliche und praktische Relevanz der Forschung gesichert werden? Presented at the 24. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE), Berlin: Humboldt-Universität.","ama":"Brahm T, Jenert T. Wie kann über DBR die wissenschaftliche und praktische Relevanz der Forschung gesichert werden? In: Humboldt-Universität; 2014.","chicago":"Brahm, Taiga, and Tobias Jenert. “Wie Kann Über DBR Die Wissenschaftliche Und Praktische Relevanz Der Forschung Gesichert Werden?” Humboldt-Universität, 2014.","ieee":"T. Brahm and T. Jenert, “Wie kann über DBR die wissenschaftliche und praktische Relevanz der Forschung gesichert werden?,” presented at the 24. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE), Berlin, 2014.","short":"T. Brahm, T. Jenert, in: Humboldt-Universität, 2014."}},{"series_title":"Medien in der Wissenschaft ","year":"2014","type":"book_chapter","citation":{"ieee":"T. Jenert, “Verändern Medien die Lernkultur? Mögliche Rollen von Technologie zwischen virtuellen und physischen Lernräumen,” in Lernumgebungen an der Hochschule. Auf dem Weg zum Campus von morgen , vol. Band 66, T. Škerlak, H. Kaufmann, and G. Bachmann, Eds. New York: Waxmann Verlag GmbH , 2014, pp. 159–175.","short":"T. Jenert, in: T. Škerlak, H. Kaufmann, G. Bachmann (Eds.), Lernumgebungen an Der Hochschule. Auf Dem Weg Zum Campus von Morgen , Waxmann Verlag GmbH , New York, 2014, pp. 159–175.","bibtex":"@inbook{Jenert_2014, place={New York}, series={Medien in der Wissenschaft }, title={Verändern Medien die Lernkultur? Mögliche Rollen von Technologie zwischen virtuellen und physischen Lernräumen}, volume={Band 66}, booktitle={Lernumgebungen an der Hochschule. Auf dem Weg zum Campus von morgen }, publisher={Waxmann Verlag GmbH }, author={Jenert, Tobias}, editor={Škerlak, Tina and Kaufmann, Helen and Bachmann, GudrunEditors}, year={2014}, pages={159–175}, collection={Medien in der Wissenschaft } }","mla":"Jenert, Tobias. “Verändern Medien Die Lernkultur? Mögliche Rollen von Technologie Zwischen Virtuellen Und Physischen Lernräumen.” Lernumgebungen an Der Hochschule. Auf Dem Weg Zum Campus von Morgen , edited by Tina Škerlak et al., vol. Band 66, Waxmann Verlag GmbH , 2014, pp. 159–75.","ama":"Jenert T. Verändern Medien die Lernkultur? Mögliche Rollen von Technologie zwischen virtuellen und physischen Lernräumen. In: Škerlak T, Kaufmann H, Bachmann G, eds. Lernumgebungen an Der Hochschule. Auf Dem Weg Zum Campus von Morgen . Vol Band 66. Medien in der Wissenschaft . New York: Waxmann Verlag GmbH ; 2014:159-175.","apa":"Jenert, T. (2014). Verändern Medien die Lernkultur? Mögliche Rollen von Technologie zwischen virtuellen und physischen Lernräumen. In T. Škerlak, H. Kaufmann, & G. Bachmann (Eds.), Lernumgebungen an der Hochschule. Auf dem Weg zum Campus von morgen (Vol. Band 66, pp. 159–175). New York: Waxmann Verlag GmbH .","chicago":"Jenert, Tobias. “Verändern Medien Die Lernkultur? Mögliche Rollen von Technologie Zwischen Virtuellen Und Physischen Lernräumen.” In Lernumgebungen an Der Hochschule. Auf Dem Weg Zum Campus von Morgen , edited by Tina Škerlak, Helen Kaufmann, and Gudrun Bachmann, Band 66:159–75. Medien in Der Wissenschaft . New York: Waxmann Verlag GmbH , 2014."},"page":"159-175","date_updated":"2022-01-06T07:01:07Z","_id":"4508","publisher":"Waxmann Verlag GmbH ","author":[{"full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias","id":"71994","last_name":"Jenert"}],"department":[{"_id":"208"},{"_id":"282"}],"publication":"Lernumgebungen an der Hochschule. Auf dem Weg zum Campus von morgen ","status":"public","date_created":"2018-09-19T11:39:06Z","editor":[{"last_name":"Škerlak","first_name":"Tina ","full_name":"Škerlak, Tina "},{"last_name":"Kaufmann","first_name":"Helen","full_name":"Kaufmann, Helen"},{"full_name":"Bachmann, Gudrun","first_name":"Gudrun","last_name":"Bachmann"}],"volume":"Band 66","publication_identifier":{"isbn":["978-3-8309-3056-3"]},"place":"New York","extern":"1","user_id":"51057","title":"Verändern Medien die Lernkultur? Mögliche Rollen von Technologie zwischen virtuellen und physischen Lernräumen"}]