[{"language":[{"iso":"eng"}],"keyword":["Robot learning","Interactive learning systems","Human-robot interaction","Human-in-the-loop machine learning","Teaching and learning"],"article_type":"original","user_id":"50995","_id":"61327","project":[{"name":"TRR 318 - Subproject B5","_id":"123"}],"status":"public","abstract":[{"lang":"eng","text":"Robot learning from humans has been proposed and researched for several decades as a means to enable robots to learn new skills or\r\nadapt existing ones to new situations. Recent advances in artificial intelligence, including learning approaches like reinforcement\r\nlearning and architectures like transformers and foundation models, combined with access to massive datasets, has created attractive\r\nopportunities to apply those data-hungry techniques to this problem. We argue that the focus on massive amounts of pre-collected\r\ndata, and the resulting learning paradigm, where humans demonstrate and robots learn in isolation, is overshadowing a specialized\r\narea of work we term Human-Interactive-Robot-Learning (HIRL). This paradigm, wherein robots and humans interact during the\r\nlearning process, is at the intersection of multiple fields (artificial intelligence, robotics, human-computer interaction, design and others)\r\nand holds unique promise. Using HIRL, robots can achieve greater sample efficiency (as humans can provide task knowledge through\r\ninteraction), align with human preferences (as humans can guide the robot behavior towards their expectations), and explore more\r\nmeaningfully and safely (as humans can utilize domain knowledge to guide learning and prevent catastrophic failures). This can result\r\nin robotic systems that can more quickly and easily adapt to new tasks in human environments. The objective of this paper is to\r\nprovide a broad and consistent overview of HIRL research and to guide researchers toward understanding the scope of HIRL, and\r\ncurrent open or underexplored challenges related to four themes — namely, human, robot learning, interaction, and broader context.\r\nThe paper includes concrete use cases to illustrate the interaction between these challenges and inspire further research according to\r\nbroad recommendations and a call for action for the growing HIRL community"}],"publication":"Transactions on Human-Robot Interaction","type":"journal_article","title":"Human-Interactive Robot Learning: Definition, Challenges, and Recommendations","author":[{"first_name":"Kim ","last_name":"Baraka","full_name":"Baraka, Kim "},{"first_name":"Ifrah","full_name":"Idrees, Ifrah","last_name":"Idrees"},{"first_name":"Taylor Kessler","full_name":"Faulkner, Taylor Kessler","last_name":"Faulkner"},{"full_name":"Biyik, Erdem","last_name":"Biyik","first_name":"Erdem"},{"last_name":"Booth","full_name":"Booth, Serena","first_name":"Serena"},{"last_name":"Chetouani","full_name":"Chetouani, Mohamed","first_name":"Mohamed"},{"first_name":"Daniel H.","last_name":"Grollman","full_name":"Grollman, Daniel H."},{"last_name":"Saran","full_name":"Saran, Akanksha","first_name":"Akanksha"},{"first_name":"Emmanuel","full_name":"Senft, Emmanuel","last_name":"Senft"},{"full_name":"Tulli, Silvia","last_name":"Tulli","first_name":"Silvia"},{"first_name":"Anna-Lisa","last_name":"Vollmer","full_name":"Vollmer, Anna-Lisa"},{"first_name":"Antonio","full_name":"Andriella, Antonio","last_name":"Andriella"},{"last_name":"Beierling","full_name":"Beierling, Helen","first_name":"Helen"},{"full_name":"Horter, Tiffany","last_name":"Horter","first_name":"Tiffany"},{"last_name":"Kober","full_name":"Kober, Jens","first_name":"Jens"},{"full_name":"Sheidlower, Isaac","last_name":"Sheidlower","first_name":"Isaac"},{"last_name":"Taylor","full_name":"Taylor, Matthew E.","first_name":"Matthew E."},{"full_name":"van Waveren, Sanne","last_name":"van Waveren","first_name":"Sanne"},{"first_name":"Xuesu","full_name":"Xiao, Xuesu","last_name":"Xiao"}],"date_created":"2025-09-17T12:42:45Z","date_updated":"2025-09-17T13:40:16Z","citation":{"apa":"Baraka, K., Idrees, I., Faulkner, T. K., Biyik, E., Booth, S., Chetouani, M., Grollman, D. H., Saran, A., Senft, E., Tulli, S., Vollmer, A.-L., Andriella, A., Beierling, H., Horter, T., Kober, J., Sheidlower, I., Taylor, M. E., van Waveren, S., &#38; Xiao, X. (n.d.). Human-Interactive Robot Learning: Definition, Challenges, and Recommendations. <i>Transactions on Human-Robot Interaction</i>.","bibtex":"@article{Baraka_Idrees_Faulkner_Biyik_Booth_Chetouani_Grollman_Saran_Senft_Tulli_et al., title={Human-Interactive Robot Learning: Definition, Challenges, and Recommendations}, journal={Transactions on Human-Robot Interaction}, author={Baraka, Kim  and Idrees, Ifrah and Faulkner, Taylor Kessler and Biyik, Erdem and Booth, Serena and Chetouani, Mohamed and Grollman, Daniel H. and Saran, Akanksha and Senft, Emmanuel and Tulli, Silvia and et al.} }","mla":"Baraka, Kim, et al. “Human-Interactive Robot Learning: Definition, Challenges, and Recommendations.” <i>Transactions on Human-Robot Interaction</i>.","short":"K. Baraka, I. Idrees, T.K. Faulkner, E. Biyik, S. Booth, M. Chetouani, D.H. Grollman, A. Saran, E. Senft, S. Tulli, A.-L. Vollmer, A. Andriella, H. Beierling, T. Horter, J. Kober, I. Sheidlower, M.E. Taylor, S. van Waveren, X. Xiao, Transactions on Human-Robot Interaction (n.d.).","ama":"Baraka K, Idrees I, Faulkner TK, et al. Human-Interactive Robot Learning: Definition, Challenges, and Recommendations. <i>Transactions on Human-Robot Interaction</i>.","ieee":"K. Baraka <i>et al.</i>, “Human-Interactive Robot Learning: Definition, Challenges, and Recommendations,” <i>Transactions on Human-Robot Interaction</i>.","chicago":"Baraka, Kim , Ifrah Idrees, Taylor Kessler Faulkner, Erdem Biyik, Serena Booth, Mohamed Chetouani, Daniel H. Grollman, et al. “Human-Interactive Robot Learning: Definition, Challenges, and Recommendations.” <i>Transactions on Human-Robot Interaction</i>, n.d."},"year":"2025","publication_status":"submitted"},{"file_date_updated":"2025-01-02T10:42:21Z","_id":"57895","department":[{"_id":"97"},{"_id":"643"}],"user_id":"32202","editor":[{"last_name":"González-Martín","full_name":"González-Martín, Alejandro S.","first_name":"Alejandro S."},{"full_name":"Gueudet, Ghislaine","last_name":"Gueudet","first_name":"Ghislaine"},{"full_name":"Florensa, Ignasi","last_name":"Florensa","first_name":"Ignasi"},{"full_name":"Lombard, Nathan","last_name":"Lombard","first_name":"Nathan"}],"status":"public","type":"conference","main_file_link":[{"url":"https://indrum2024.sciencesconf.org/data/pages/Proceedings_INDRUM2024.pdf","open_access":"1"}],"date_updated":"2025-01-02T10:45:59Z","oa":"1","author":[{"last_name":"Hoffmann","orcid":"0000-0002-6964-7123","full_name":"Hoffmann, Max","id":"32202","first_name":"Max"},{"first_name":"Sarah","full_name":"Schlüter, Sarah","last_name":"Schlüter"}],"place":"Barcelona","citation":{"ieee":"M. Hoffmann and S. Schlüter, “How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?,” in <i>Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)</i>, 2024.","chicago":"Hoffmann, Max, and Sarah Schlüter. “How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?” In <i>Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)</i>, edited by Alejandro S. González-Martín, Ghislaine Gueudet, Ignasi Florensa, and Nathan Lombard. Barcelona: Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM, 2024.","apa":"Hoffmann, M., &#38; Schlüter, S. (2024). How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals? In A. S. González-Martín, G. Gueudet, I. Florensa, &#38; N. Lombard (Eds.), <i>Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)</i>. Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM.","ama":"Hoffmann M, Schlüter S. How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals? In: González-Martín AS, Gueudet G, Florensa I, Lombard N, eds. <i>Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)</i>. Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM; 2024.","bibtex":"@inproceedings{Hoffmann_Schlüter_2024, place={Barcelona}, title={How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?}, booktitle={Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)}, publisher={Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM}, author={Hoffmann, Max and Schlüter, Sarah}, editor={González-Martín, Alejandro S. and Gueudet, Ghislaine and Florensa, Ignasi and Lombard, Nathan}, year={2024} }","mla":"Hoffmann, Max, and Sarah Schlüter. “How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?” <i>Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)</i>, edited by Alejandro S. González-Martín et al., Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM, 2024.","short":"M. Hoffmann, S. Schlüter, in: A.S. González-Martín, G. Gueudet, I. Florensa, N. Lombard (Eds.), Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024), Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM, Barcelona, 2024."},"has_accepted_license":"1","publication_status":"published","keyword":["Teachers’ and students’ practices at university level","Transition to","across and from university mathematics","Teaching and learning of specific topics in university mathematics","Congruence","Quadrilaterals"],"ddc":["370","510"],"language":[{"iso":"eng"}],"abstract":[{"lang":"eng","text":"In our paper, we present a study in which we investigate which strategies pre-service teachers (PSTs) use to find and, if necessary, reject possible candidates for congruence theorems for quadrilaterals. This study was conducted before the PTSs attended a university geometry course. In this way, statements about learning prerequisites can be made. For the study, we analyzed group discussions of PSTs to identify typical approaches and evaluate them from a mathematical perspective. The results can be considered for the further development of courses for PSTs and generate hypotheses\r\nfor further research."}],"file":[{"relation":"main_file","success":1,"content_type":"application/pdf","file_name":"2024_Hoffmann_Schlueter_CongruenceQuadrilaterals.pdf","access_level":"closed","file_id":"57896","file_size":315111,"creator":"maxh","date_created":"2025-01-02T10:42:21Z","date_updated":"2025-01-02T10:42:21Z"}],"publication":"Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)","title":"How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?","publisher":"Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM","date_created":"2025-01-02T10:45:53Z","year":"2024","quality_controlled":"1"},{"title":"Métodos de la mediación de cultura en el entrenamiento práctico de futuros/as profesores/as de Alemán como Lengua Extranjera","date_created":"2024-02-08T08:12:25Z","publisher":"Universidad Autónoma del Estado de Hidalgo, Mexico","year":"2024","issue":"10","quality_controlled":"1","language":[{"iso":"spa"}],"keyword":["cultural mediation","teacher training","foreign language teaching","teaching methods","teaching practice"],"abstract":[{"lang":"eng","text":"This study investigates the teaching methods that future teachers of German as a foreign language use in cultural mediation. Utilizing a qualitative and hermeneutic approach, it analyzes data from a teacher-training module of the International Master's in German as a Foreign/Second Language that Friedrich Schiller University Jena in Germany offers. Participants taught an online course to students from a Japanese university, which focused on cultural learning. Within the teacher training module, the participants discussed their lesson plans, conducted classes, and subsequently reflected on their teaching practices by exploring and critiquing the practical application of their teaching skills. The analysis, which was conducted using qualitative evaluative content analysis following Kuckartz's (2018) approach, revealed a preference for distributive/instructive methods, with some recognition of interactive and collaborative methods. A tendency towards both repetitive and reflective practices was evident, with a predominant focus on content that was specific to a supposed target culture rather than intercultural or transcultural content. The study highlights the need to balance knowledge transmission with the development of critical and reflective skills in cultural mediation. It emphasizes the importance of incorporating collaborative and interactive methods, which promote a critical attitude that is necessary in language teachers and learners. In conclusion, this study advocates adaptive and reflective teaching as an essential component in the training of future language teachers in globalized contexts."}],"publication":"Revista Lengua y Cultura","main_file_link":[{"open_access":"1","url":"https://repository.uaeh.edu.mx/revistas/index.php/lc/article/view/12379/11161"}],"doi":"https://doi.org/10.29057/lc.v5i10.12379","author":[{"full_name":"Treder, Alexandra","id":"95412","orcid":"0009-0003-9045-5964","last_name":"Treder","first_name":"Alexandra"}],"volume":5,"oa":"1","date_updated":"2025-02-07T13:44:53Z","citation":{"short":"A. Treder, Revista Lengua y Cultura 5 (2024) 56–68.","bibtex":"@article{Treder_2024, title={Métodos de la mediación de cultura en el entrenamiento práctico de futuros/as profesores/as de Alemán como Lengua Extranjera}, volume={5}, DOI={<a href=\"https://doi.org/10.29057/lc.v5i10.12379\">https://doi.org/10.29057/lc.v5i10.12379</a>}, number={10}, journal={Revista Lengua y Cultura}, publisher={Universidad Autónoma del Estado de Hidalgo, Mexico}, author={Treder, Alexandra}, year={2024}, pages={56–68} }","mla":"Treder, Alexandra. “Métodos de la mediación de cultura en el entrenamiento práctico de futuros/as profesores/as de Alemán como Lengua Extranjera.” <i>Revista Lengua y Cultura</i>, vol. 5, no. 10, Universidad Autónoma del Estado de Hidalgo, Mexico, 2024, pp. 56–68, doi:<a href=\"https://doi.org/10.29057/lc.v5i10.12379\">https://doi.org/10.29057/lc.v5i10.12379</a>.","apa":"Treder, A. (2024). Métodos de la mediación de cultura en el entrenamiento práctico de futuros/as profesores/as de Alemán como Lengua Extranjera. <i>Revista Lengua y Cultura</i>, <i>5</i>(10), 56–68. <a href=\"https://doi.org/10.29057/lc.v5i10.12379\">https://doi.org/10.29057/lc.v5i10.12379</a>","ieee":"A. Treder, “Métodos de la mediación de cultura en el entrenamiento práctico de futuros/as profesores/as de Alemán como Lengua Extranjera,” <i>Revista Lengua y Cultura</i>, vol. 5, no. 10, pp. 56–68, 2024, doi: <a href=\"https://doi.org/10.29057/lc.v5i10.12379\">https://doi.org/10.29057/lc.v5i10.12379</a>.","chicago":"Treder, Alexandra. “Métodos de la mediación de cultura en el entrenamiento práctico de futuros/as profesores/as de Alemán como Lengua Extranjera.” <i>Revista Lengua y Cultura</i> 5, no. 10 (2024): 56–68. <a href=\"https://doi.org/10.29057/lc.v5i10.12379\">https://doi.org/10.29057/lc.v5i10.12379</a>.","ama":"Treder A. Métodos de la mediación de cultura en el entrenamiento práctico de futuros/as profesores/as de Alemán como Lengua Extranjera. <i>Revista Lengua y Cultura</i>. 2024;5(10):56–68. doi:<a href=\"https://doi.org/10.29057/lc.v5i10.12379\">https://doi.org/10.29057/lc.v5i10.12379</a>"},"page":"56–68","intvolume":"         5","publication_status":"published","alternative_title":["Methods of cultural mediation in the practical training of fute teachers of German as a Foreign Language"],"article_type":"original","user_id":"95412","department":[{"_id":"937"}],"_id":"51270","status":"public","type":"journal_article"},{"keyword":["Teaching and learning of specific topics in university mathematics","Transition to","across and from university mathematics","Student Teachers","Geometry","Congruence","Double Discontinuity."],"ddc":["370","510"],"language":[{"iso":"eng"}],"publication":"Proceedings of the Fourth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2022, 19-22 October 2022)","file":[{"file_size":201942,"file_name":"HoffmannBiehler2022_indrum_congruence.pdf","access_level":"closed","file_id":"43096","date_updated":"2023-03-25T10:01:03Z","creator":"maxh","date_created":"2023-03-25T10:01:03Z","success":1,"relation":"main_file","content_type":"application/pdf"}],"publisher":"University of Hannover and INDRUM.","date_created":"2022-06-12T11:07:34Z","title":"Student Teachers ’ Knowledge of Congruence before a University Course on Geometry","quality_controlled":"1","year":"2023","_id":"31849","department":[{"_id":"97"}],"user_id":"32202","file_date_updated":"2023-03-25T10:01:03Z","type":"conference","editor":[{"first_name":"Marı́a","full_name":"Trigueros, Marı́a","last_name":"Trigueros"},{"first_name":"Berta","full_name":"Barquero, Berta","last_name":"Barquero"},{"last_name":"Hochmuth","full_name":"Hochmuth, Reinhard","first_name":"Reinhard"},{"full_name":"Peters, Jana","last_name":"Peters","first_name":"Jana"}],"status":"public","oa":"1","date_updated":"2023-03-25T10:11:35Z","author":[{"last_name":"Hoffmann","orcid":"0000-0002-6964-7123","id":"32202","full_name":"Hoffmann, Max","first_name":"Max"},{"first_name":"Rolf","last_name":"Biehler","full_name":"Biehler, Rolf","id":"16274"}],"main_file_link":[{"url":"https://hal.univ-reims.fr/INDRUM2022/","open_access":"1"}],"has_accepted_license":"1","publication_status":"published","place":"Hannover","citation":{"ama":"Hoffmann M, Biehler R. Student Teachers ’ Knowledge of Congruence before a University Course on Geometry. In: Trigueros M, Barquero B, Hochmuth R, Peters J, eds. <i>Proceedings of the Fourth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2022, 19-22 October 2022)</i>. University of Hannover and INDRUM.; 2023.","ieee":"M. Hoffmann and R. Biehler, “Student Teachers ’ Knowledge of Congruence before a University Course on Geometry,” in <i>Proceedings of the Fourth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2022, 19-22 October 2022)</i>, 2023.","chicago":"Hoffmann, Max, and Rolf Biehler. “Student Teachers ’ Knowledge of Congruence before a University Course on Geometry.” In <i>Proceedings of the Fourth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2022, 19-22 October 2022)</i>, edited by Marı́a Trigueros, Berta Barquero, Reinhard Hochmuth, and Jana Peters. Hannover: University of Hannover and INDRUM., 2023.","apa":"Hoffmann, M., &#38; Biehler, R. (2023). Student Teachers ’ Knowledge of Congruence before a University Course on Geometry. In M. Trigueros, B. Barquero, R. Hochmuth, &#38; J. Peters (Eds.), <i>Proceedings of the Fourth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2022, 19-22 October 2022)</i>. University of Hannover and INDRUM.","mla":"Hoffmann, Max, and Rolf Biehler. “Student Teachers ’ Knowledge of Congruence before a University Course on Geometry.” <i>Proceedings of the Fourth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2022, 19-22 October 2022)</i>, edited by Marı́a Trigueros et al., University of Hannover and INDRUM., 2023.","short":"M. Hoffmann, R. Biehler, in: M. Trigueros, B. Barquero, R. Hochmuth, J. Peters (Eds.), Proceedings of the Fourth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2022, 19-22 October 2022), University of Hannover and INDRUM., Hannover, 2023.","bibtex":"@inproceedings{Hoffmann_Biehler_2023, place={Hannover}, title={Student Teachers ’ Knowledge of Congruence before a University Course on Geometry}, booktitle={Proceedings of the Fourth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2022, 19-22 October 2022)}, publisher={University of Hannover and INDRUM.}, author={Hoffmann, Max and Biehler, Rolf}, editor={Trigueros, Marı́a and Barquero, Berta and Hochmuth, Reinhard and Peters, Jana}, year={2023} }"}},{"title":"Von der Not zur Tugend!?","date_created":"2023-01-06T11:22:04Z","publisher":"wbv","year":"2022","language":[{"iso":"ger"}],"keyword":["Hochschullehre","Lehrer:innenausbildung","Medienkompetenz / teacher education","teaching at university","media literacy"],"abstract":[{"text":"Der Begriff der „Zwangsdigitalisierung“ beschreibt, dass als eine Folge der Corona-Pandemie Präsenzformate durch digital gestützte Settings ersetzt werden sowie Alter- nativen zur Kommunikation und für das gemeinsame Arbeiten und Lernen in Präsenz gefunden werden mussten. Digital gestützte Lehr-Lernsettings scheinen seit dem ersten Lockdown sowohl an Schulen als auch an Hochschulen eine Möglichkeit dafür darzustellen, die Lern- und Entwicklungsprozesse (z. B. von Schülerinnen und Schülern, angehenden Lehrkräften) trotz physischer Distanz weiterzuführen. In diesem Beitrag werden die mit der Zwangsdigitalisierung an den Hochschulen verbundenen Chancen und Grenzen für die Entwicklung digitalisierungsbezogener Kompetenzen angehender Lehrkräfte herausgearbeitet. Dabei richtet sich der Blick auf den Wert von Erfahrungen für Lernen und Entwicklung. Zudem wird, gemäß der den Angebots-Nutzungs-Modellen inhärenten Logik einer „Wirkkette“, Bezug genommen auf Perspektiven von Studierenden, deren prospektiven Schülerinnen und Schülern sowie von Dozierenden.","lang":"ger"},{"text":"The term forced digitization describes the fact that, as a consequence of the corona pandemic, face-to-face formats had to be replaced by digitally supported settings within a very short period of time, and alternatives had to be found for communication and for working and learning together in the classroom. Digitally supported instructional settings seem to be an important way to continue learning and development processes (e.g., of students, prospective teachers) despite physical distance in both schools and universities since the first lockdown. This paper elaborates on the opportunities and limitations of forced digitization in university teaching on the development of digitizationrelated competencies in prospective teachers. The article focuses on two theoretical conceptions: firstly, the value of experience for learning and development, secondly, the logic of supply-use models and their assumptions about learning and development. The article addresses the perspectives of students, their future pupils, and lecturers.\r\n","lang":"eng"}],"publication":"Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern","doi":"10.3278/9783763972579","author":[{"last_name":"Caruso","full_name":"Caruso, Carina","id":"23123","first_name":"Carina"},{"full_name":"Bruns, Marike","last_name":"Bruns","first_name":"Marike"},{"last_name":"Harteis","orcid":"https://orcid.org/0000-0002-3570-7626","id":"27503","full_name":"Harteis, Christian","first_name":"Christian"}],"volume":65,"date_updated":"2023-01-06T12:15:31Z","citation":{"ieee":"C. Caruso, M. Bruns, and C. Harteis, “Von der Not zur Tugend!?,” in <i>Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern</i>, vol. 65, D. Heisler and J. Meier, Eds. Bielefeld: wbv, 2022, pp. 137–157.","chicago":"Caruso, Carina, Marike Bruns, and Christian Harteis. “Von der Not zur Tugend!?” In <i>Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern</i>, edited by Dietmar Heisler and Jörg Meier, 65:137–157. Berufsbildung, Arbeit und Innovation. Bielefeld: wbv, 2022. <a href=\"https://doi.org/10.3278/9783763972579\">https://doi.org/10.3278/9783763972579</a>.","ama":"Caruso C, Bruns M, Harteis C. Von der Not zur Tugend!? In: Heisler D, Meier J, eds. <i>Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern</i>. Vol 65. Berufsbildung, Arbeit und Innovation. wbv; 2022:137–157. doi:<a href=\"https://doi.org/10.3278/9783763972579\">10.3278/9783763972579</a>","mla":"Caruso, Carina, et al. “Von der Not zur Tugend!?” <i>Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern</i>, edited by Dietmar Heisler and Jörg Meier, vol. 65, wbv, 2022, pp. 137–157, doi:<a href=\"https://doi.org/10.3278/9783763972579\">10.3278/9783763972579</a>.","short":"C. Caruso, M. Bruns, C. Harteis, in: D. Heisler, J. Meier (Eds.), Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern, wbv, Bielefeld, 2022, pp. 137–157.","bibtex":"@inbook{Caruso_Bruns_Harteis_2022, place={Bielefeld}, series={Berufsbildung, Arbeit und Innovation}, title={Von der Not zur Tugend!?}, volume={65}, DOI={<a href=\"https://doi.org/10.3278/9783763972579\">10.3278/9783763972579</a>}, booktitle={Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern}, publisher={wbv}, author={Caruso, Carina and Bruns, Marike and Harteis, Christian}, editor={Heisler, Dietmar and Meier, Jörg}, year={2022}, pages={137–157}, collection={Berufsbildung, Arbeit und Innovation} }","apa":"Caruso, C., Bruns, M., &#38; Harteis, C. (2022). Von der Not zur Tugend!? In D. Heisler &#38; J. Meier (Eds.), <i>Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern</i> (Vol. 65, pp. 137–157). wbv. <a href=\"https://doi.org/10.3278/9783763972579\">https://doi.org/10.3278/9783763972579</a>"},"page":"137–157","intvolume":"        65","place":"Bielefeld","publication_status":"published","publication_identifier":{"isbn":["978-3-7639-7146-6"],"eisbn":["978-3-7639-7257-9"]},"alternative_title":["Zwangsdigitalisierung durch die Corona-Pandemie als Impulsgeberin für die Gestaltung digital gestützter Hochschullehre in den Lehramtsstudiengängen"],"user_id":"86519","series_title":"Berufsbildung, Arbeit und Innovation","_id":"35323","status":"public","editor":[{"first_name":"Dietmar","full_name":"Heisler, Dietmar","last_name":"Heisler"},{"first_name":"Jörg","full_name":"Meier, Jörg","last_name":"Meier"}],"type":"book_chapter"},{"article_type":"original","_id":"44529","user_id":"49071","department":[{"_id":"178"},{"_id":"184"}],"status":"public","type":"journal_article","main_file_link":[{"url":"https://die-hochschullehre.de/articles/abstract/10.3278/HSL2248W/#downloads","open_access":"1"}],"doi":"http://doi.org/10.3278/HSL2248W","oa":"1","date_updated":"2023-11-23T08:06:46Z","author":[{"first_name":"Thorsten Fabian","last_name":"Auer","full_name":"Auer, Thorsten Fabian","id":"49071"}],"volume":8,"citation":{"apa":"Auer, T. F. (2022). Die Wirksamkeit von Lernzielen für Studienleistungen – eine experimentelle Studie. <i>die hochschullehre</i>, <i>8</i>(1), 662–675. <a href=\"https://doi.org/10.3278/HSL2248W\">https://doi.org/10.3278/HSL2248W</a>","mla":"Auer, Thorsten Fabian. “Die Wirksamkeit von Lernzielen für Studienleistungen – eine experimentelle Studie.” <i>die hochschullehre</i>, vol. 8, no. 1, 2022, pp. 662–75, doi:<a href=\"http://doi.org/10.3278/HSL2248W\">http://doi.org/10.3278/HSL2248W</a>.","short":"T.F. Auer, die hochschullehre 8 (2022) 662–675.","bibtex":"@article{Auer_2022, title={Die Wirksamkeit von Lernzielen für Studienleistungen – eine experimentelle Studie}, volume={8}, DOI={<a href=\"http://doi.org/10.3278/HSL2248W\">http://doi.org/10.3278/HSL2248W</a>}, number={1}, journal={die hochschullehre}, author={Auer, Thorsten Fabian}, year={2022}, pages={662–675} }","ama":"Auer TF. Die Wirksamkeit von Lernzielen für Studienleistungen – eine experimentelle Studie. <i>die hochschullehre</i>. 2022;8(1):662-675. doi:<a href=\"http://doi.org/10.3278/HSL2248W\">http://doi.org/10.3278/HSL2248W</a>","chicago":"Auer, Thorsten Fabian. “Die Wirksamkeit von Lernzielen für Studienleistungen – eine experimentelle Studie.” <i>die hochschullehre</i> 8, no. 1 (2022): 662–75. <a href=\"https://doi.org/10.3278/HSL2248W\">https://doi.org/10.3278/HSL2248W</a>.","ieee":"T. F. Auer, “Die Wirksamkeit von Lernzielen für Studienleistungen – eine experimentelle Studie,” <i>die hochschullehre</i>, vol. 8, no. 1, pp. 662–675, 2022, doi: <a href=\"http://doi.org/10.3278/HSL2248W\">http://doi.org/10.3278/HSL2248W</a>."},"intvolume":"         8","page":"662-675","publication_status":"published","publication_identifier":{"issn":["2199-8825"]},"keyword":["learning objectives","academic performance","perception","teaching methods","experiment"],"language":[{"iso":"ger"}],"abstract":[{"lang":"eng","text":"According to the German Rectors’ Conference (HRK), German higher education teaching fails to\r\nmeet the demand to integrate competence-oriented learning objectives. Despite a wide-ranging debate on the use of learning objectives, empirical research on their effectiveness is scarce. The present study uses the features of digital teaching platforms to investigate the perception and effectiveness of learning objectives applying a randomised controlled experiment followed by a survey in a course for undergraduate economics students (N = 30). Controlling group preconditions and the treatment effect allows to draw conclusions about the different learning outcomes of the student groups. The specification of behaviour-oriented learning objectives in the online course system leads to significantly better performance in the treatment group. A stronger perception of the learning objectives in the treatment group supports this effect that remains significant in a regression analysis. Thus, the study provides an empirical justification to integrate learning objectives in university teaching."}],"publication":"die hochschullehre","title":"Die Wirksamkeit von Lernzielen für Studienleistungen – eine experimentelle Studie","date_created":"2023-05-05T17:19:24Z","year":"2022","quality_controlled":"1","issue":"1"},{"_id":"34819","department":[{"_id":"611"},{"_id":"97"}],"user_id":"49063","article_type":"original","isi":"1","type":"journal_article","status":"public","date_updated":"2023-06-20T19:10:11Z","volume":25,"author":[{"last_name":"Hagena","full_name":"Hagena, Maike","first_name":"Maike"},{"first_name":"Julia","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","full_name":"Bruns, Julia","id":"72183"},{"full_name":"Gasteiger, Hedwig","last_name":"Gasteiger","first_name":"Hedwig"}],"doi":"10.1007/s11618-022-01122-y","publication_identifier":{"eissn":["1862-5215"],"issn":["1434-663X"]},"publication_status":"published","page":"1455–1480","intvolume":"        25","citation":{"apa":"Hagena, M., Bruns, J., &#38; Gasteiger, H. (2022). Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft. <i>Zeitschrift für Erziehungswissenschaft</i>, <i>25</i>(6), 1455–1480. <a href=\"https://doi.org/10.1007/s11618-022-01122-y\">https://doi.org/10.1007/s11618-022-01122-y</a>","short":"M. Hagena, J. Bruns, H. Gasteiger, Zeitschrift für Erziehungswissenschaft 25 (2022) 1455–1480.","bibtex":"@article{Hagena_Bruns_Gasteiger_2022, title={Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft}, volume={25}, DOI={<a href=\"https://doi.org/10.1007/s11618-022-01122-y\">10.1007/s11618-022-01122-y</a>}, number={6}, journal={Zeitschrift für Erziehungswissenschaft}, publisher={Springer Vieweg-springer Fachmedien Wiesbaden Gmbh}, author={Hagena, Maike and Bruns, Julia and Gasteiger, Hedwig}, year={2022}, pages={1455–1480} }","mla":"Hagena, Maike, et al. “Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft.” <i>Zeitschrift für Erziehungswissenschaft</i>, vol. 25, no. 6, Springer Vieweg-springer Fachmedien Wiesbaden Gmbh, 2022, pp. 1455–1480, doi:<a href=\"https://doi.org/10.1007/s11618-022-01122-y\">10.1007/s11618-022-01122-y</a>.","ieee":"M. Hagena, J. Bruns, and H. Gasteiger, “Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft,” <i>Zeitschrift für Erziehungswissenschaft</i>, vol. 25, no. 6, pp. 1455–1480, 2022, doi: <a href=\"https://doi.org/10.1007/s11618-022-01122-y\">10.1007/s11618-022-01122-y</a>.","chicago":"Hagena, Maike, Julia Bruns, and Hedwig Gasteiger. “Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft.” <i>Zeitschrift für Erziehungswissenschaft</i> 25, no. 6 (2022): 1455–1480. <a href=\"https://doi.org/10.1007/s11618-022-01122-y\">https://doi.org/10.1007/s11618-022-01122-y</a>.","ama":"Hagena M, Bruns J, Gasteiger H. Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft. <i>Zeitschrift für Erziehungswissenschaft</i>. 2022;25(6):1455–1480. doi:<a href=\"https://doi.org/10.1007/s11618-022-01122-y\">10.1007/s11618-022-01122-y</a>"},"external_id":{"isi":["000852117800001"]},"keyword":["Facilitator professional development","Early childhood teachers","Teaching","experience","Early mathematics education"],"language":[{"iso":"ger"}],"publication":"Zeitschrift für Erziehungswissenschaft","abstract":[{"text":"Teachers expect facilitators to have own teaching experience as a teacher in order to be able to carry out effective teacher professional development programs. As part of the project EmMa(M), it is investigated, to which extent the teaching experience of facilitators influences the development of early childhood teachers' (n = 83) mathematical pedagogical content knowledge (MPCK) and early childhood teachers' enjoyment of mathematics in the context of a teacher professional development program. It turns out that the teaching experience of the facilitators has no influence on the development of early childhood teachers' MPCK, but favors the development of early childhood teachers' enjoyment of mathematics. Controlling for this increased enjoyment an influence of teaching experience on the development of early childhood teachers' MPCK emerges, but in favor of the participating facilitators who have no teaching experience but have a university degree.","lang":"eng"}],"publisher":"Springer Vieweg-springer Fachmedien Wiesbaden Gmbh","date_created":"2022-12-22T09:22:45Z","title":"Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft","quality_controlled":"1","issue":"6","year":"2022"},{"publication":"Informationen Deutsch als Fremdsprache","abstract":[{"lang":"ger","text":"Das Auftreten der COVID-19-Pandemie stellt Fremdsprachenkurse vielerorts vor Herausforderungen. Unter Zuhilfenahme diverser digitaler Tools werden nicht nur Lernmaterialien online geteilt, sondern auch die Interaktion zwischen Lehrenden und Lernenden sowie der Lernenden untereinander in den virtuellen Raum verlagert. Qualitative Interviews mit den Beteiligten erfassen, wie diese mit den Herausforderungen videogestützten Sprachunterrichts umgehen und welche Strategien sie wählen, um Sprachenlernen zu ermöglichen. Die Ergebnisse zeigen auf, wo seitens der Kursorganisation und -durchführung Handlungsbedarf besteht.\r\n-----\r\nThe rise of the COVID-19 pandemic challenges the teaching and learning of foreign languages at many institutions. The implementation of various digital tools aids not only the online sharing of learning materials, but also shifts teacher-learner and learner-learner interaction to the virtual space. Via qualitative interviews, this study examines how both teachers and learners handle the challenges of language instruction based on videoconferences, and what strategies they employ to enable language learning. The results highlight areas in need of improvement in terms of course organization and facilitation."}],"keyword":["German language courses at university","interaction","digital space","language learning/teaching via videoconference"],"language":[{"iso":"ger"}],"issue":"5","year":"2021","date_created":"2021-12-07T10:32:28Z","title":"Digitale Räume geben und nehmen: Unterrichtsinteraktion in DSH-Kursen während der COVID-19-Pandemie","type":"journal_article","status":"public","_id":"28349","user_id":"71540","department":[{"_id":"468"}],"article_type":"original","publication_status":"published","publication_identifier":{"issn":["2511-0853","0724-9616"]},"citation":{"ieee":"S. Drumm, M. Müller, and N. Stenzel, “Digitale Räume geben und nehmen: Unterrichtsinteraktion in DSH-Kursen während der COVID-19-Pandemie,” <i>Informationen Deutsch als Fremdsprache</i>, vol. 48, no. 5, pp. 496–515, 2021, doi: <a href=\"https://doi.org/10.1515/infodaf-2021-0069\">10.1515/infodaf-2021-0069</a>.","chicago":"Drumm, Sandra, Mareike Müller, and Nadja Stenzel. “Digitale Räume geben und nehmen: Unterrichtsinteraktion in DSH-Kursen während der COVID-19-Pandemie.” <i>Informationen Deutsch als Fremdsprache</i> 48, no. 5 (2021): 496–515. <a href=\"https://doi.org/10.1515/infodaf-2021-0069\">https://doi.org/10.1515/infodaf-2021-0069</a>.","ama":"Drumm S, Müller M, Stenzel N. Digitale Räume geben und nehmen: Unterrichtsinteraktion in DSH-Kursen während der COVID-19-Pandemie. <i>Informationen Deutsch als Fremdsprache</i>. 2021;48(5):496-515. doi:<a href=\"https://doi.org/10.1515/infodaf-2021-0069\">10.1515/infodaf-2021-0069</a>","apa":"Drumm, S., Müller, M., &#38; Stenzel, N. (2021). Digitale Räume geben und nehmen: Unterrichtsinteraktion in DSH-Kursen während der COVID-19-Pandemie. <i>Informationen Deutsch als Fremdsprache</i>, <i>48</i>(5), 496–515. <a href=\"https://doi.org/10.1515/infodaf-2021-0069\">https://doi.org/10.1515/infodaf-2021-0069</a>","bibtex":"@article{Drumm_Müller_Stenzel_2021, title={Digitale Räume geben und nehmen: Unterrichtsinteraktion in DSH-Kursen während der COVID-19-Pandemie}, volume={48}, DOI={<a href=\"https://doi.org/10.1515/infodaf-2021-0069\">10.1515/infodaf-2021-0069</a>}, number={5}, journal={Informationen Deutsch als Fremdsprache}, author={Drumm, Sandra and Müller, Mareike and Stenzel, Nadja}, year={2021}, pages={496–515} }","short":"S. Drumm, M. Müller, N. Stenzel, Informationen Deutsch als Fremdsprache 48 (2021) 496–515.","mla":"Drumm, Sandra, et al. “Digitale Räume geben und nehmen: Unterrichtsinteraktion in DSH-Kursen während der COVID-19-Pandemie.” <i>Informationen Deutsch als Fremdsprache</i>, vol. 48, no. 5, 2021, pp. 496–515, doi:<a href=\"https://doi.org/10.1515/infodaf-2021-0069\">10.1515/infodaf-2021-0069</a>."},"page":"496-515","intvolume":"        48","date_updated":"2022-01-06T06:58:02Z","author":[{"last_name":"Drumm","full_name":"Drumm, Sandra","first_name":"Sandra"},{"first_name":"Mareike","id":"71540","full_name":"Müller, Mareike","last_name":"Müller"},{"first_name":"Nadja","full_name":"Stenzel, Nadja","last_name":"Stenzel"}],"volume":48,"doi":"10.1515/infodaf-2021-0069"},{"user_id":"77750","series_title":"International Perspectives on Inclusive Education","department":[{"_id":"479"}],"_id":"34471","extern":"1","type":"book_chapter","status":"public","editor":[{"first_name":"Sarah","last_name":"Semon","full_name":"Semon, Sarah"},{"first_name":"Danielle","last_name":"Lane","full_name":"Lane, Danielle"},{"first_name":"Phyllis","full_name":"Jones, Phyllis","last_name":"Jones"}],"author":[{"first_name":"Phillip","full_name":"Neumann, Phillip","id":"95559","last_name":"Neumann"},{"last_name":"Lütje-Klose","full_name":"Lütje-Klose, Birgit","first_name":"Birgit"}],"volume":17,"date_updated":"2022-12-17T12:05:05Z","doi":"10.1108/s1479-363620210000017007","publication_status":"published","publication_identifier":{"isbn":["978-1-83982-999-4"]},"citation":{"bibtex":"@inbook{Neumann_Lütje-Klose_2021, place={Bingley}, series={International Perspectives on Inclusive Education}, title={Collaboration Is the Key – The Role of Special Educators in Inclusive Schools in Germany}, volume={17}, DOI={<a href=\"https://doi.org/10.1108/s1479-363620210000017007\">10.1108/s1479-363620210000017007</a>}, booktitle={International Perspectives on Inclusive Education}, publisher={Emerald Publishing Limited}, author={Neumann, Phillip and Lütje-Klose, Birgit}, editor={Semon, Sarah and Lane, Danielle and Jones, Phyllis}, year={2021}, pages={55–69}, collection={International Perspectives on Inclusive Education} }","mla":"Neumann, Phillip, and Birgit Lütje-Klose. “Collaboration Is the Key – The Role of Special Educators in Inclusive Schools in Germany.” <i>International Perspectives on Inclusive Education</i>, edited by Sarah Semon et al., vol. 17, Emerald Publishing Limited, 2021, pp. 55–69, doi:<a href=\"https://doi.org/10.1108/s1479-363620210000017007\">10.1108/s1479-363620210000017007</a>.","short":"P. Neumann, B. Lütje-Klose, in: S. Semon, D. Lane, P. Jones (Eds.), International Perspectives on Inclusive Education, Emerald Publishing Limited, Bingley, 2021, pp. 55–69.","apa":"Neumann, P., &#38; Lütje-Klose, B. (2021). Collaboration Is the Key – The Role of Special Educators in Inclusive Schools in Germany. In S. Semon, D. Lane, &#38; P. Jones (Eds.), <i>International Perspectives on Inclusive Education</i> (Vol. 17, pp. 55–69). Emerald Publishing Limited. <a href=\"https://doi.org/10.1108/s1479-363620210000017007\">https://doi.org/10.1108/s1479-363620210000017007</a>","ama":"Neumann P, Lütje-Klose B. Collaboration Is the Key – The Role of Special Educators in Inclusive Schools in Germany. In: Semon S, Lane D, Jones P, eds. <i>International Perspectives on Inclusive Education</i>. Vol 17. International Perspectives on Inclusive Education. Emerald Publishing Limited; 2021:55-69. doi:<a href=\"https://doi.org/10.1108/s1479-363620210000017007\">10.1108/s1479-363620210000017007</a>","ieee":"P. Neumann and B. Lütje-Klose, “Collaboration Is the Key – The Role of Special Educators in Inclusive Schools in Germany,” in <i>International Perspectives on Inclusive Education</i>, vol. 17, S. Semon, D. Lane, and P. Jones, Eds. Bingley: Emerald Publishing Limited, 2021, pp. 55–69.","chicago":"Neumann, Phillip, and Birgit Lütje-Klose. “Collaboration Is the Key – The Role of Special Educators in Inclusive Schools in Germany.” In <i>International Perspectives on Inclusive Education</i>, edited by Sarah Semon, Danielle Lane, and Phyllis Jones, 17:55–69. International Perspectives on Inclusive Education. Bingley: Emerald Publishing Limited, 2021. <a href=\"https://doi.org/10.1108/s1479-363620210000017007\">https://doi.org/10.1108/s1479-363620210000017007</a>."},"page":"55-69","intvolume":"        17","place":"Bingley","language":[{"iso":"eng"}],"keyword":["Kooperation","Inklusion","Sonderpädagogik","Schulentwicklung","Inclusion","Cooperation","Collaboration","Team-Teaching","International","Germany"],"publication":"International Perspectives on Inclusive Education","abstract":[{"text":"Inclusive education is about creating beneficial environments for all students (Booth & Ainscow, 2011). Within Germany, the role of special education within inclusive schools has been widely discussed in Germany (Powell et al., 2016). Educators worldwide consider collaborative teaching between special educators and general educators to be a fundamental precondition for inclusive education (Hoppey & McLeskey, 2014). The history of the German school system, however, is characterized by a rigorous division of special and regular schools that is reflective of broad divisions in teacher education. Since the ratification of the Convention on the Rights of Persons with Disabilities (CRPD) in Germany in 2009, more students with special educational needs, as well as special educators, have begun to attend and work in inclusive schools. While cooperation between general and special educators is a key to the development of inclusive schools, many teachers report that responsibilities are divided between special and general teachers, while various challenges exist regarding cooperation (Urban & Lütje-Klose, 2014). Nevertheless, dysfunctional cooperation can foster mechanisms of separation and exclusion even in “inclusive” settings (Idel et al., 2019). The present chapter offers a reflection on the different roles of special educators and the current state of research on interdisciplinary and multi professional cooperation in inclusive schools in Germany. It also provides a discussion of relevant implications for the development of inclusive schools and teacher training.\r\n","lang":"eng"}],"date_created":"2022-12-16T14:53:11Z","publisher":"Emerald Publishing Limited","title":"Collaboration Is the Key – The Role of Special Educators in Inclusive Schools in Germany","year":"2021"},{"date_created":"2021-11-03T13:01:53Z","author":[{"first_name":"Pedro","last_name":"Pineda","full_name":"Pineda, Pedro"},{"id":"90339","full_name":"Steinhardt, Isabel","last_name":"Steinhardt","orcid":"https://orcid.org/0000-0002-2590-6189","first_name":"Isabel"}],"date_updated":"2022-01-11T16:07:08Z","doi":"10.1080/13562517.2020.1863351","title":"The Debate on student evaluations of teaching: global convergence confronts higher education traditions","publication_identifier":{"issn":["1356-2517","1470-1294"]},"quality_controlled":"1","publication_status":"published","page":"1-21","citation":{"ama":"Pineda P, Steinhardt I. The Debate on student evaluations of teaching: global convergence confronts higher education traditions. <i>Teaching in Higher Education</i>. Published online 2020:1-21. doi:<a href=\"https://doi.org/10.1080/13562517.2020.1863351\">10.1080/13562517.2020.1863351</a>","chicago":"Pineda, Pedro, and Isabel Steinhardt. “The Debate on Student Evaluations of Teaching: Global Convergence Confronts Higher Education Traditions.” <i>Teaching in Higher Education</i>, 2020, 1–21. <a href=\"https://doi.org/10.1080/13562517.2020.1863351\">https://doi.org/10.1080/13562517.2020.1863351</a>.","ieee":"P. Pineda and I. Steinhardt, “The Debate on student evaluations of teaching: global convergence confronts higher education traditions,” <i>Teaching in Higher Education</i>, pp. 1–21, 2020, doi: <a href=\"https://doi.org/10.1080/13562517.2020.1863351\">10.1080/13562517.2020.1863351</a>.","mla":"Pineda, Pedro, and Isabel Steinhardt. “The Debate on Student Evaluations of Teaching: Global Convergence Confronts Higher Education Traditions.” <i>Teaching in Higher Education</i>, 2020, pp. 1–21, doi:<a href=\"https://doi.org/10.1080/13562517.2020.1863351\">10.1080/13562517.2020.1863351</a>.","short":"P. Pineda, I. Steinhardt, Teaching in Higher Education (2020) 1–21.","bibtex":"@article{Pineda_Steinhardt_2020, title={The Debate on student evaluations of teaching: global convergence confronts higher education traditions}, DOI={<a href=\"https://doi.org/10.1080/13562517.2020.1863351\">10.1080/13562517.2020.1863351</a>}, journal={Teaching in Higher Education}, author={Pineda, Pedro and Steinhardt, Isabel}, year={2020}, pages={1–21} }","apa":"Pineda, P., &#38; Steinhardt, I. (2020). The Debate on student evaluations of teaching: global convergence confronts higher education traditions. <i>Teaching in Higher Education</i>, 1–21. <a href=\"https://doi.org/10.1080/13562517.2020.1863351\">https://doi.org/10.1080/13562517.2020.1863351</a>"},"year":"2020","user_id":"90339","_id":"27117","extern":"1","language":[{"iso":"eng"}],"keyword":["academic discourse","bibliometric review","quality assurance","student evaluation of teaching","teaching evaluation"],"article_type":"original","publication":"Teaching in Higher Education","type":"journal_article","status":"public","abstract":[{"text":"Through co-occurrence analysis of 1139 documents (1964-2018) we identified trends in the discussions about the implementation of student teaching evaluation (SET). We found that: (1) Attention to SET originated in the US in the 1970s, spreading to German-speaking countries in the mid-1990s and continuing in China and Latin America in the early 2000s. (2) SET is commonly viewed as a control tool deserving methodological improvement, while bias is debated in the US. We also found local trajectories: (3) Whereas in the US and Latin America SET is primarily seen as a management tool, German-speaking and Chinese authors reflect more on improving teaching. Chinese scholars consider SET a valid instrument for state control associated with artificial intelligence. Also, (4) SET is commonly used in medical education in the US and the German-speaking region and in physical education in China. We conclude that SET is discussed cross-nationally but affected by national path dependencies.","lang":"eng"}]},{"conference":{"name":"20. Hochschultage Berufliche Bildung (HTBB) \"Digitale Welt - Bildung und Arbeit in Transformationsgesellschaften\".","start_date":"2019-03-11","end_date":"2019-03-13","location":"Siegen"},"doi":"https://doi.org/10.3278/6004722w","main_file_link":[{"url":"https://library.oapen.org/handle/20.500.12657/43933","open_access":"1"}],"date_updated":"2022-01-12T17:04:10Z","oa":"1","volume":55,"author":[{"last_name":"Opel","full_name":"Opel, Simone Anna","id":"72932","first_name":"Simone Anna"},{"id":"32312","full_name":"Schlichtig, Michael","last_name":"Schlichtig","first_name":"Michael"}],"place":"Bielefeld","intvolume":"        55","page":"176-194","citation":{"apa":"Opel, S. A., &#38; Schlichtig, M. (2020). Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II. In T. Vollmer, T. Karges, T. Richter, B. Schlömer, &#38; S. Schütt-Sayed (Eds.), <i>Sammelband der 27. Fachtagung der BAG Berufliche Bildung</i> (Vol. 55, pp. 176–194). wbv Media GmbH &#38; Co. KG. <a href=\"https://doi.org/10.3278/6004722w\">https://doi.org/10.3278/6004722w</a>","mla":"Opel, Simone Anna, and Michael Schlichtig. “Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II.” <i>Sammelband der 27. Fachtagung der BAG Berufliche Bildung</i>, edited by Thomas Vollmer et al., vol. 55, wbv Media GmbH &#38; Co. KG, 2020, pp. 176–94, doi:<a href=\"https://doi.org/10.3278/6004722w\">https://doi.org/10.3278/6004722w</a>.","bibtex":"@inproceedings{Opel_Schlichtig_2020, place={Bielefeld}, series={Berufsbildung, Arbeit und Innovation}, title={Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II}, volume={55}, DOI={<a href=\"https://doi.org/10.3278/6004722w\">https://doi.org/10.3278/6004722w</a>}, booktitle={Sammelband der 27. Fachtagung der BAG Berufliche Bildung}, publisher={wbv Media GmbH &#38; Co. KG}, author={Opel, Simone Anna and Schlichtig, Michael}, editor={Vollmer, Thomas and Karges, Torben and Richter, Tim and Schlömer, Britta and Schütt-Sayed, Sören}, year={2020}, pages={176–194}, collection={Berufsbildung, Arbeit und Innovation} }","short":"S.A. Opel, M. Schlichtig, in: T. Vollmer, T. Karges, T. Richter, B. Schlömer, S. Schütt-Sayed (Eds.), Sammelband der 27. Fachtagung der BAG Berufliche Bildung, wbv Media GmbH &#38; Co. KG, Bielefeld, 2020, pp. 176–194.","ama":"Opel SA, Schlichtig M. Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II. In: Vollmer T, Karges T, Richter T, Schlömer B, Schütt-Sayed S, eds. <i>Sammelband der 27. Fachtagung der BAG Berufliche Bildung</i>. Vol 55. Berufsbildung, Arbeit und Innovation. wbv Media GmbH &#38; Co. KG; 2020:176-194. doi:<a href=\"https://doi.org/10.3278/6004722w\">https://doi.org/10.3278/6004722w</a>","ieee":"S. A. Opel and M. Schlichtig, “Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II,” in <i>Sammelband der 27. Fachtagung der BAG Berufliche Bildung</i>, Siegen, 2020, vol. 55, pp. 176–194, doi: <a href=\"https://doi.org/10.3278/6004722w\">https://doi.org/10.3278/6004722w</a>.","chicago":"Opel, Simone Anna, and Michael Schlichtig. “Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II.” In <i>Sammelband der 27. Fachtagung der BAG Berufliche Bildung</i>, edited by Thomas Vollmer, Torben Karges, Tim Richter, Britta Schlömer, and Sören Schütt-Sayed, 55:176–94. Berufsbildung, Arbeit und Innovation. Bielefeld: wbv Media GmbH &#38; Co. KG, 2020. <a href=\"https://doi.org/10.3278/6004722w\">https://doi.org/10.3278/6004722w</a>."},"publication_status":"published","_id":"29298","department":[{"_id":"67"}],"series_title":"Berufsbildung, Arbeit und Innovation","user_id":"32312","editor":[{"full_name":"Vollmer, Thomas","last_name":"Vollmer","first_name":"Thomas"},{"last_name":"Karges","full_name":"Karges, Torben","first_name":"Torben"},{"last_name":"Richter","full_name":"Richter, Tim","first_name":"Tim"},{"first_name":"Britta","last_name":"Schlömer","full_name":"Schlömer, Britta"},{"first_name":"Sören","last_name":"Schütt-Sayed","full_name":"Schütt-Sayed, Sören"}],"status":"public","type":"conference","title":"Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II","publisher":"wbv Media GmbH & Co. KG","date_created":"2022-01-12T16:43:38Z","year":"2020","keyword":["Berufsbildung","vocational education","Ausbildung","training","berufliche Weiterbildung","advanced vocational education","Digitalisierung","digitalization","Unterricht","teaching","Lehrmethode","teaching method","Interdisziplinarität","interdisciplinarity","Fachdidaktik","subject didactics","Curriculum","curriculum","gewerblich-technischer Beruf","vocational/technical occupation","Fachkraft","specialist","Qualifikationsanforderungen","qualification requirements","Kompetenz","competence","Lehrerbildung","teacher training","Bundesrepublik Deutschland","Federal Republic of Germany"],"language":[{"iso":"ger"}],"abstract":[{"text":"Die Themen „Big Data“, „Künstliche Intelligenz und „Data Science“ werden seit einiger Zeit nicht nur in der breiten Öffentlichkeit kontrovers diskutiert, sondern stellen für die Ausbildung in den IT- und IT-nahen Berufen schon heute neue Herausforderungen dar, die in Zukunft durch die gesellschaftliche und technologische Weiterentwicklung hin zu einer Datengesellschaft noch größer werden.\r\nAn dieser Stelle stellt sich die Frage, welche Aspekte dieses großen Themenkomplexes für Schule und Ausbildung von Wichtigkeit sind und wie diese Themen sinnstiftend und gewinnbringend in die informatische Ausbildung in verschiedenen Bildungsgängen integriert werden können. Im Rahmen des von uns im Jahr 2017 organisierten Symposiums zum Thema „Data Science“ wurden für die Bildung relevante Aspekte erörtert, wodurch als Kernelemente für den Unterricht Algorithmen der Künstlichen Intelligenz und ihre Anwendung in Industrie und Gesellschaft, Explorationen von Big Data sowie der Umgang mit eigenen Daten in sozialen Netzwerken herausgearbeitet wurden. Ziel ist, aus diesen Themenbereichen sowohl ein umfassendes Curriculum als auch Module für verschiedene Unterrichtsszenarien zu entwickeln und zu erproben. Durch diese Materialien soll es Lehrkräften aus der Informatik, Mathematik oder Technik ermöglicht werden, diese Themen auf Basis des Curriculums und der erprobten Unterrichtskonzepte selbst zu unterrichten.\r\nHierfür wurde im Rahmen des Projekts ProDaBi (Projekt Data Science und Big Data in der Schule, https://www.prodabi.de), initiiert von der Telekom Stiftung, ein experimenteller Projektkurs entwickelt, den wir mit Schüler:innen der Sekundarstufe II an der Universität Paderborn im Schuljahr 2018/19 durchführten. Dieser Kurs enthält neben einem Modul zur Exploration von Big Data und einem weiteren Modul zum Maschinellen Lernen als Teil der Künstlichen Intelligenz auch eine Projektphase, die es in Zusammenarbeit mit lokalen Unternehmen den Schüler:innen\r\nermöglicht, das Erlernte in ein reales Data Science-Projekt einzubringen. Aus den Erfahrungen dieses Projektkurses sowie den parallel durchgeführten Erprobungen einzelner Bausteine auch mit beruflichen Schulen werden ab dem Schuljahr 2019/20 die hierfür verwendeten Materialien weiterentwickelt und weiteren Kooperationspartnern zur Erprobung zur Verfügung gestellt. Damit wurden zum Ende des Projekts nicht nur vollständige Unterrichtsmaterialien, sondern auch ein umfassendes Curriculum entwickelt.","lang":"ger"},{"text":"The topics ”Big Data”, “Artificial Intelligence” and “Data Science” are controversially discussed among the general public, but they present new challenges for training in IT and IT-related professions. These challenges will become more important in the future as a result of further social and technological development towards a data society.\r\nAt this point, the question arises as to which aspects of this large complex of topics are important for school and education, and how these topics can be integrated in a meaningful and profitable way into informatics education in vocational education. In 2017, we organized a symposium towards the topic “Data Science” and discussed relevant aspects for general and vocational education. Algorithms of artificial intelligence and their application in industry and society, explorations of Big Data as well as the handling of one's own data in social networks were worked out as core elements for teaching. For this reason, our aim is to develop a comprehensive curriculum on this topic from these subject areas and to develop and test modules for various teaching scenarios in order to enable teachers from computer science, mathematics or technology to teach these topics themselves.\r\nFor this purpose, an experimental project course was developed within the framework of the ProDaBi project (Project Data Science and Big Data at School, https://www.prodabi.de), which we conducted with students from upper secondary classes at the University of Paderborn in the school year 2018/19. In this course we try to address all these aspects. This course consists of several modules: One module has been designed to teach the exploration of Big Data. Another module encompasses aspects of machine learning as part of artificial intelligence. The course concludes in a project phase which, in cooperation with local companies, will enable the students to apply what they have learned into a real Data Science project. Based on the experiences of this project course and the parallel testing of individual modules with vocational schools, we will further develop the material and make it available to other cooperation partners for testing, so that not only complete teaching materials but also a comprehensive curriculum will have been developed until the end of the project.","lang":"eng"}],"publication":"Sammelband der 27. Fachtagung der BAG Berufliche Bildung"},{"status":"public","type":"journal_article","accept":"1","file_date_updated":"2019-10-17T06:51:18Z","project":[{"name":"SFB 901","_id":"1"},{"_id":"4","name":"SFB 901 - Project Area C"},{"name":"SFB 901 - Subproject C5","_id":"17"}],"_id":"9853","user_id":"16205","department":[{"_id":"276"}],"citation":{"apa":"Szopinski, D. (2019). Squaring the circle: Business model teaching in large classroom settings. <i>Journal of Business Models</i>, <i>7</i>(3), 90–100.","mla":"Szopinski, Daniel. “Squaring the Circle: Business Model Teaching in Large Classroom Settings.” <i>Journal of Business Models</i>, vol. 7, no. 3, 2019, pp. 90–100.","bibtex":"@article{Szopinski_2019, title={Squaring the circle: Business model teaching in large classroom settings}, volume={7}, number={3}, journal={Journal of Business Models}, author={Szopinski, Daniel}, year={2019}, pages={90–100} }","short":"D. Szopinski, Journal of Business Models 7 (2019) 90–100.","ama":"Szopinski D. Squaring the circle: Business model teaching in large classroom settings. <i>Journal of Business Models</i>. 2019;7(3):90-100.","chicago":"Szopinski, Daniel. “Squaring the Circle: Business Model Teaching in Large Classroom Settings.” <i>Journal of Business Models</i> 7, no. 3 (2019): 90–100.","ieee":"D. Szopinski, “Squaring the circle: Business model teaching in large classroom settings,” <i>Journal of Business Models</i>, vol. 7, no. 3, pp. 90–100, 2019."},"page":"90-100","intvolume":"         7","publication_status":"epub_ahead","date_updated":"2019-10-28T10:29:25Z","author":[{"last_name":"Szopinski","id":"36372","full_name":"Szopinski, Daniel","first_name":"Daniel"}],"volume":7,"abstract":[{"lang":"eng","text":"Business model innovation is typically taught in small seminars at universities. Teaching this intrinsically task-oriented subject to a large number of students is a challenge. In this paper we address this challenge by proposing an experiential and interactive approach to teaching business models in a large classroom setting."}],"file":[{"content_type":"application/pdf","success":1,"relation":"main_file","date_updated":"2019-10-17T06:51:18Z","creator":"dsz","date_created":"2019-10-17T06:51:18Z","file_size":1068694,"access_level":"closed","file_id":"13898","file_name":"JoBM_SE_Teaching_2018_Squaring the circle_RevisedManuscript.pdf"}],"publication":"Journal of Business Models","ddc":["000"],"keyword":["Business model teaching","peer assessment","experiential learning"],"language":[{"iso":"eng"}],"year":"2019","issue":"3","title":"Squaring the circle: Business model teaching in large classroom settings","date_created":"2019-05-20T10:17:54Z"},{"date_updated":"2022-07-26T11:41:41Z","volume":12,"author":[{"id":"32312","full_name":"Schlichtig, Michael","last_name":"Schlichtig","orcid":"0000-0001-6600-6171","first_name":"Michael"},{"first_name":"Simone Anna","full_name":"Opel, Simone Anna","id":"72932","last_name":"Opel"},{"id":"32443","full_name":"Budde, Lea","last_name":"Budde","first_name":"Lea"},{"last_name":"Schulte","full_name":"Schulte, Carsten","id":"60311","first_name":"Carsten"}],"conference":{"location":"Lanarca","end_date":"2019-11-20","start_date":"2019-11-18","name":"ISSEP 2019 - 12th International conference on informatics in schools: Situation, evaluation and perspectives"},"main_file_link":[{"url":"http://cyprusconferences.org/issep2019/wp-content/uploads/2019/10/LocalISSEP-v5.pdf"}],"publication_identifier":{"isbn":["978-9925-553-27-3"]},"publication_status":"published","page":"65 - 73","intvolume":"        12","citation":{"mla":"Schlichtig, Michael, et al. “Understanding Artificial Intelligence – A Project for the Development of Comprehensive Teaching Material.” <i>ISSEP 2019 - 12th International Conference on Informatics in Schools: Situation, Evaluation and Perspectives, Local Proceedings</i>, edited by Eglė Jasutė and Sergei Pozdniakov, vol. 12, 2019, pp. 65–73.","bibtex":"@inproceedings{Schlichtig_Opel_Budde_Schulte_2019, title={Understanding Artificial Intelligence – A Project for the Development of Comprehensive Teaching Material}, volume={12}, booktitle={ISSEP 2019 - 12th International conference on informatics in schools: Situation, evaluation and perspectives, Local Proceedings}, author={Schlichtig, Michael and Opel, Simone Anna and Budde, Lea and Schulte, Carsten}, editor={Jasutė, Eglė and Pozdniakov, Sergei}, year={2019}, pages={65–73} }","short":"M. Schlichtig, S.A. Opel, L. Budde, C. Schulte, in: E. Jasutė, S. Pozdniakov (Eds.), ISSEP 2019 - 12th International Conference on Informatics in Schools: Situation, Evaluation and Perspectives, Local Proceedings, 2019, pp. 65–73.","apa":"Schlichtig, M., Opel, S. A., Budde, L., &#38; Schulte, C. (2019). Understanding Artificial Intelligence – A Project for the Development of Comprehensive Teaching Material. In E. Jasutė &#38; S. Pozdniakov (Eds.), <i>ISSEP 2019 - 12th International conference on informatics in schools: Situation, evaluation and perspectives, Local Proceedings</i> (Vol. 12, pp. 65–73).","chicago":"Schlichtig, Michael, Simone Anna Opel, Lea Budde, and Carsten Schulte. “Understanding Artificial Intelligence – A Project for the Development of Comprehensive Teaching Material.” In <i>ISSEP 2019 - 12th International Conference on Informatics in Schools: Situation, Evaluation and Perspectives, Local Proceedings</i>, edited by Eglė Jasutė and Sergei Pozdniakov, 12:65–73, 2019.","ieee":"M. Schlichtig, S. A. Opel, L. Budde, and C. Schulte, “Understanding Artificial Intelligence – A Project for the Development of Comprehensive Teaching Material,” in <i>ISSEP 2019 - 12th International conference on informatics in schools: Situation, evaluation and perspectives, Local Proceedings</i>, Lanarca, 2019, vol. 12, pp. 65–73.","ama":"Schlichtig M, Opel SA, Budde L, Schulte C. Understanding Artificial Intelligence – A Project for the Development of Comprehensive Teaching Material. In: Jasutė E, Pozdniakov S, eds. <i>ISSEP 2019 - 12th International Conference on Informatics in Schools: Situation, Evaluation and Perspectives, Local Proceedings</i>. Vol 12. ; 2019:65-73."},"_id":"15332","department":[{"_id":"67"}],"user_id":"32312","type":"conference","editor":[{"last_name":"Jasutė","full_name":"Jasutė, Eglė","first_name":"Eglė"},{"first_name":"Sergei","last_name":"Pozdniakov","full_name":"Pozdniakov, Sergei"}],"status":"public","date_created":"2019-12-16T17:50:08Z","title":"Understanding Artificial Intelligence – A Project for the Development of Comprehensive Teaching Material","quality_controlled":"1","year":"2019","keyword":["Artificial Intelligence","Machine Learning","Teaching Material","Societal Aspects","Ethics. Social Aspects","Science Year","Simulation Game"],"language":[{"iso":"eng"}],"publication":"ISSEP 2019 - 12th International conference on informatics in schools: Situation, evaluation and perspectives, Local Proceedings","abstract":[{"lang":"eng","text":"Artificial intelligence (AI) has the potential for far-reaching – in our opinion – irreversible changes.\r\nThey range from effects on the individual and society to new societal and social issues. The question arises\r\nas to how students can learn the basic functioning of AI systems, what areas of life and society are affected\r\nby these and – most important – how their own lives are affected by these changes. Therefore, we are developing and evaluating school materials for the German ”Science Year AI”. It can be used for students of all\r\nschool types from the seventh grade upwards and will be distributed to about 2000 schools in autumn with\r\nthe support of the Federal Ministry of Education and Research. The material deals with the following aspects\r\nof AI: Discussing everyday experiences with AI, how does machine learning work, historical development\r\nof AI concepts, difference between man and machine, future distribution of roles between man and machine,\r\nin which AI world do we want to live and how much AI would we like to have in our lives. Through an\r\naccompanying evaluation, high quality of the technical content and didactic preparation is achieved in order\r\nto guarantee the long-term applicability in the teaching context in the different age groups and school types.\r\nIn this paper, we describe the current state of the material development, the challenges arising, and the results\r\nof tests with different classes to date. We also present first ideas for evaluating the results."}]},{"year":"2018","quality_controlled":"1","title":"Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving","date_created":"2019-03-25T15:35:42Z","publisher":"INDRUM Network, University of Agder","abstract":[{"text":"The transition from high school to university mathematics has proven to be difficult for many students but especially for pre-service secondary teachers. To support these students at mastering this transition, various universities have introduced support measures of various kinds. The WiGeMath project developed a taxonomy that makes it possible to describe and compare these measures concerning their goals as well as their frame characteristics. We will exemplify the use of the taxonomy in the description of one specific innovative measure that was part of the WiGeMath evaluations. Moreover, we will present first results concerning the goal-fulfilment of this measure concerning affective characteristics of the student cohort and their predominant beliefs.","lang":"eng"}],"publication":"Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)","language":[{"iso":"eng"}],"keyword":["Beliefs.","Motivational developments","Novel approaches to teaching","Teacher education","Transition to and across university mathematics"],"citation":{"short":"C. Kuklinski, E. Leis, M. Liebendörfer, R. Hochmuth, R. Biehler, E. Lankeit, S. Neuhaus, N. Schaper, M. Schürmann, in: V. Durand-Guerrier, R. Hochmuth, S. Goodchild, N.M. Hogstad (Eds.), Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018), INDRUM Network, University of Agder, Kristiansand, Norway, 2018, pp. 527–536.","mla":"Kuklinski, Christiane, et al. “Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture Focused on Problem-Solving.” <i>Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)</i>, edited by V. Durand-Guerrier et al., INDRUM Network, University of Agder, 2018, pp. 527–36.","bibtex":"@inproceedings{Kuklinski_Leis_Liebendörfer_Hochmuth_Biehler_Lankeit_Neuhaus_Schaper_Schürmann_2018, place={Kristiansand, Norway}, title={Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving}, booktitle={Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)}, publisher={INDRUM Network, University of Agder}, author={Kuklinski, Christiane and Leis, Elena and Liebendörfer, Michael and Hochmuth, Reinhard and Biehler, Rolf and Lankeit, Elisa and Neuhaus, Silke and Schaper, Niclas and Schürmann, Mirko}, editor={Durand-Guerrier, V. and Hochmuth, R. and Goodchild, S. and Hogstad, N.M.}, year={2018}, pages={527–536} }","apa":"Kuklinski, C., Leis, E., Liebendörfer, M., Hochmuth, R., Biehler, R., Lankeit, E., Neuhaus, S., Schaper, N., &#38; Schürmann, M. (2018). Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving. In V. Durand-Guerrier, R. Hochmuth, S. Goodchild, &#38; N. M. Hogstad (Eds.), <i>Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)</i> (pp. 527–536). INDRUM Network, University of Agder.","ama":"Kuklinski C, Leis E, Liebendörfer M, et al. Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving. In: Durand-Guerrier V, Hochmuth R, Goodchild S, Hogstad NM, eds. <i>Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)</i>. INDRUM Network, University of Agder; 2018:527-536.","chicago":"Kuklinski, Christiane, Elena Leis, Michael Liebendörfer, Reinhard Hochmuth, Rolf Biehler, Elisa Lankeit, Silke Neuhaus, Niclas Schaper, and Mirko Schürmann. “Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture Focused on Problem-Solving.” In <i>Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)</i>, edited by V. Durand-Guerrier, R. Hochmuth, S. Goodchild, and N.M. Hogstad, 527–36. Kristiansand, Norway: INDRUM Network, University of Agder, 2018.","ieee":"C. Kuklinski <i>et al.</i>, “Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving,” in <i>Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)</i>, 2018, pp. 527–536."},"page":"527-536","place":"Kristiansand, Norway","main_file_link":[{"url":"https://hal.archives-ouvertes.fr/INDRUM2018/public/Indrum2018Proceedings.pdf","open_access":"1"}],"author":[{"last_name":"Kuklinski","full_name":"Kuklinski, Christiane","first_name":"Christiane"},{"first_name":"Elena","last_name":"Leis","full_name":"Leis, Elena"},{"id":"30933","full_name":"Liebendörfer, Michael","last_name":"Liebendörfer","orcid":"0000-0001-9887-2074","first_name":"Michael"},{"first_name":"Reinhard","last_name":"Hochmuth","full_name":"Hochmuth, Reinhard"},{"first_name":"Rolf","last_name":"Biehler","id":"16274","full_name":"Biehler, Rolf"},{"first_name":"Elisa","full_name":"Lankeit, Elisa","last_name":"Lankeit"},{"last_name":"Neuhaus","full_name":"Neuhaus, Silke","first_name":"Silke"},{"first_name":"Niclas","last_name":"Schaper","full_name":"Schaper, Niclas"},{"first_name":"Mirko","full_name":"Schürmann, Mirko","id":"59707","last_name":"Schürmann","orcid":"0000-0003-2646-085X"}],"oa":"1","date_updated":"2023-01-17T23:36:13Z","status":"public","editor":[{"full_name":"Durand-Guerrier, V.","last_name":"Durand-Guerrier","first_name":"V."},{"first_name":"R.","last_name":"Hochmuth","full_name":"Hochmuth, R."},{"last_name":"Goodchild","full_name":"Goodchild, S.","first_name":"S."},{"first_name":"N.M.","full_name":"Hogstad, N.M.","last_name":"Hogstad"}],"type":"conference","extern":"1","user_id":"14931","department":[{"_id":"10"}],"_id":"8575"},{"abstract":[{"lang":"eng","text":"This article provides an insight into a qualitative research project concerning music educational practices with mobile music technologies. Based on social systems theory, this grounded-theory study observes how groups in two extracurricular music classes construct different technologies (e. g., iPads, mixers, ear phones) within the emergence of (reflexive) expectations as social structures. The results reveal five categories of technologies: technology as an instrument-toy-alternator that supports motivation, as a medium for knowledge and learning, as an adjusting device used for socio-aesthetic decision making, as a didactical tool for task-based situations, and as an isolator for inner differentiation by focusing aural perception. (DIPF/Orig.)"}],"publication":"Musikpädagogik und Kulturwissenschaft","language":[{"iso":"eng"}],"keyword":["Musical education","Musikpädagogik","Musikunterricht","Deployment of media","Medien","Medieneinsatz","Mobile Computing","Music lessons","Qualitative Forschung","Qualitative research","Teaching of music","Use of media"],"year":"2018","quality_controlled":"1","title":"Apps in der musikpädagogischen Praxis. Eine explorative Studie zur kommunikativen Konstruktion von mobilen Technologien im schulischen Nachmittagsbereich","date_created":"2024-12-30T14:43:51Z","publisher":"Waxmann","status":"public","editor":[{"first_name":"Alexander J.","last_name":"Cvetko","full_name":"Cvetko, Alexander J."},{"full_name":"Rolle, Christian","last_name":"Rolle","first_name":"Christian"}],"type":"book_chapter","extern":"1","series_title":"Musikpädagogische Forschung","user_id":"99991","department":[{"_id":"131"},{"_id":"36"},{"_id":"129"},{"_id":"540"}],"_id":"57891","citation":{"ieee":"M. Godau, “Apps in der musikpädagogischen Praxis. Eine explorative Studie zur kommunikativen Konstruktion von mobilen Technologien im schulischen Nachmittagsbereich,” in <i>Musikpädagogik und Kulturwissenschaft</i>, vol. 38, A. J. Cvetko and C. Rolle, Eds. Münster, New York: Waxmann, 2018, pp. 237–249.","chicago":"Godau, Marc. “Apps in Der Musikpädagogischen Praxis. Eine Explorative Studie Zur Kommunikativen Konstruktion von Mobilen Technologien Im Schulischen Nachmittagsbereich.” In <i>Musikpädagogik Und Kulturwissenschaft</i>, edited by Alexander J. Cvetko and Christian Rolle, 38:237–249. Musikpädagogische Forschung. Münster, New York: Waxmann, 2018.","ama":"Godau M. Apps in der musikpädagogischen Praxis. Eine explorative Studie zur kommunikativen Konstruktion von mobilen Technologien im schulischen Nachmittagsbereich. In: Cvetko AJ, Rolle C, eds. <i>Musikpädagogik Und Kulturwissenschaft</i>. Vol 38. Musikpädagogische Forschung. Waxmann; 2018:237–249.","apa":"Godau, M. (2018). Apps in der musikpädagogischen Praxis. Eine explorative Studie zur kommunikativen Konstruktion von mobilen Technologien im schulischen Nachmittagsbereich. In A. J. Cvetko &#38; C. Rolle (Eds.), <i>Musikpädagogik und Kulturwissenschaft</i> (Vol. 38, pp. 237–249). Waxmann.","bibtex":"@inbook{Godau_2018, place={Münster, New York}, series={Musikpädagogische Forschung}, title={Apps in der musikpädagogischen Praxis. Eine explorative Studie zur kommunikativen Konstruktion von mobilen Technologien im schulischen Nachmittagsbereich}, volume={38}, booktitle={Musikpädagogik und Kulturwissenschaft}, publisher={Waxmann}, author={Godau, Marc}, editor={Cvetko, Alexander J. and Rolle, Christian}, year={2018}, pages={237–249}, collection={Musikpädagogische Forschung} }","mla":"Godau, Marc. “Apps in Der Musikpädagogischen Praxis. Eine Explorative Studie Zur Kommunikativen Konstruktion von Mobilen Technologien Im Schulischen Nachmittagsbereich.” <i>Musikpädagogik Und Kulturwissenschaft</i>, edited by Alexander J. Cvetko and Christian Rolle, vol. 38, Waxmann, 2018, pp. 237–249.","short":"M. Godau, in: A.J. Cvetko, C. Rolle (Eds.), Musikpädagogik Und Kulturwissenschaft, Waxmann, Münster, New York, 2018, pp. 237–249."},"page":"237–249","intvolume":"        38","place":"Münster, New York","author":[{"first_name":"Marc","id":"98877","full_name":"Godau, Marc","last_name":"Godau"}],"volume":38,"date_updated":"2024-12-30T14:45:21Z"},{"publication":"Soziale Aspekte des Musiklernens","abstract":[{"lang":"eng","text":"During the past decade, there has been an increase of pedagogical research under conditions of posthuman theories, such as the Actor Network Theory or post-phenomenology. Yet, there has not been much research on the materiality of music pedagogical practices. This article introduces an ongoing grounded-theory study on the role of things (e.g., music instruments, black board, or digital devices) within the music classroom. Results from the analysis of group discussions and interviews with student teachers show tensions between personal preferences, school conventions, and material conventions within the process of introducing things into the classroom. (DIPF/Orig.)"}],"language":[{"iso":"eng"}],"keyword":["Interview","Lehrer","Musical education","Musikpädagogik","Musikunterricht","Teacher","Music lessons","Qualitative Forschung","Qualitative research","Teaching of music","Object","Objekt","Ding","Handlung","Practice","Praxis","Probationary teacher training","Referendariat"],"quality_controlled":"1","year":"2018","date_created":"2024-12-30T14:43:14Z","publisher":"Waxmann","title":"Wie kommen die Dinge in den Musikunterricht? Zur Materialität musikpädagogischer Praxis am Beispiel divergierender Orientierungen im Kontext unterrichtsbezogenen Handelns angehender Lehrkräfte","type":"book_chapter","status":"public","editor":[{"last_name":"Clausen","full_name":"Clausen, Bernd","first_name":"Bernd"},{"last_name":"Dreßler","full_name":"Dreßler, Susanne","first_name":"Susanne"}],"department":[{"_id":"131"},{"_id":"36"},{"_id":"129"},{"_id":"540"}],"user_id":"99991","series_title":"Musikpädagogische Forschung","_id":"57889","extern":"1","page":"43–55","citation":{"bibtex":"@inbook{Godau_2018, place={Münster, New York}, series={Musikpädagogische Forschung}, title={Wie kommen die Dinge in den Musikunterricht? Zur Materialität musikpädagogischer Praxis am Beispiel divergierender Orientierungen im Kontext unterrichtsbezogenen Handelns angehender Lehrkräfte}, booktitle={Soziale Aspekte des Musiklernens}, publisher={Waxmann}, author={Godau, Marc}, editor={Clausen, Bernd and Dreßler, Susanne}, year={2018}, pages={43–55}, collection={Musikpädagogische Forschung} }","short":"M. Godau, in: B. Clausen, S. Dreßler (Eds.), Soziale Aspekte Des Musiklernens, Waxmann, Münster, New York, 2018, pp. 43–55.","mla":"Godau, Marc. “Wie Kommen Die Dinge in Den Musikunterricht? Zur Materialität Musikpädagogischer Praxis Am Beispiel Divergierender Orientierungen Im Kontext Unterrichtsbezogenen Handelns Angehender Lehrkräfte.” <i>Soziale Aspekte Des Musiklernens</i>, edited by Bernd Clausen and Susanne Dreßler, Waxmann, 2018, pp. 43–55.","apa":"Godau, M. (2018). Wie kommen die Dinge in den Musikunterricht? Zur Materialität musikpädagogischer Praxis am Beispiel divergierender Orientierungen im Kontext unterrichtsbezogenen Handelns angehender Lehrkräfte. In B. Clausen &#38; S. Dreßler (Eds.), <i>Soziale Aspekte des Musiklernens</i> (pp. 43–55). Waxmann.","ama":"Godau M. Wie kommen die Dinge in den Musikunterricht? Zur Materialität musikpädagogischer Praxis am Beispiel divergierender Orientierungen im Kontext unterrichtsbezogenen Handelns angehender Lehrkräfte. In: Clausen B, Dreßler S, eds. <i>Soziale Aspekte Des Musiklernens</i>. Musikpädagogische Forschung. Waxmann; 2018:43–55.","chicago":"Godau, Marc. “Wie Kommen Die Dinge in Den Musikunterricht? Zur Materialität Musikpädagogischer Praxis Am Beispiel Divergierender Orientierungen Im Kontext Unterrichtsbezogenen Handelns Angehender Lehrkräfte.” In <i>Soziale Aspekte Des Musiklernens</i>, edited by Bernd Clausen and Susanne Dreßler, 43–55. Musikpädagogische Forschung. Münster, New York: Waxmann, 2018.","ieee":"M. Godau, “Wie kommen die Dinge in den Musikunterricht? Zur Materialität musikpädagogischer Praxis am Beispiel divergierender Orientierungen im Kontext unterrichtsbezogenen Handelns angehender Lehrkräfte,” in <i>Soziale Aspekte des Musiklernens</i>, B. Clausen and S. Dreßler, Eds. Münster, New York: Waxmann, 2018, pp. 43–55."},"place":"Münster, New York","author":[{"first_name":"Marc","id":"98877","full_name":"Godau, Marc","last_name":"Godau"}],"date_updated":"2025-02-06T10:52:25Z","oa":"1","main_file_link":[{"open_access":"1"}]},{"_id":"57890","user_id":"99991","series_title":"Musikpädagogische Forschung","department":[{"_id":"131"},{"_id":"36"},{"_id":"129"},{"_id":"540"}],"keyword":["Kollaboration","Musik","Learning","Lernen","Musical education","Musikpädagogik","Pop music","Popmusik","Popular Music","Studie","Musikunterricht","Music lessons","Qualitative Forschung","Qualitative research","Teaching of music","Constructivism","Cooperation","Cooperative learning","Gruppe","Klassenmusizieren","Konstruktivismus","Kooperation","Kooperatives Lernen","Learning psychology","Lernpsychologie","Psychology of learning"],"language":[{"iso":"eng"}],"extern":"1","type":"book_chapter","publication":"Soziale Aspekte des Musiklernens","editor":[{"last_name":"Clausen","full_name":"Clausen, Bernd","first_name":"Bernd"},{"full_name":"Dreßler, Susanne","last_name":"Dreßler","first_name":"Susanne"}],"abstract":[{"lang":"eng","text":"Within recent years, research on music learning in groups has increased. But the distinction between collaboration and cooperation is mostly unclear. This article aims to distinguish both concepts by presenting a study on popular music learning in groups (Godau, 2017) based on elements of the learning approach in Musical Futures (Green, 2008). As a result, the two concepts are seen as complementary. They form the poles of a continuum of collective learning: Collaboration characterizes the collective action toward the common goal. By contrast, cooperation occurs when group members act separately toward achieving the common goal. (DIPF/Orig.)"}],"status":"public","oa":"1","date_updated":"2025-02-06T10:52:47Z","publisher":"Waxmann","author":[{"first_name":"Marc","full_name":"Godau, Marc","id":"98877","last_name":"Godau"}],"date_created":"2024-12-30T14:43:32Z","title":"Kollaboration und Kooperation beim Klassenmusizieren mit Populärer Musik. Musikmachen in der Schule im Spannungsfeld von Lernen mit der Gruppe und für die Gruppe","main_file_link":[{"open_access":"1"}],"quality_controlled":"1","place":"Münster, New York","year":"2018","citation":{"mla":"Godau, Marc. “Kollaboration Und Kooperation Beim Klassenmusizieren Mit Populärer Musik. Musikmachen in Der Schule Im Spannungsfeld von Lernen Mit Der Gruppe Und Für Die Gruppe.” <i>Soziale Aspekte Des Musiklernens</i>, edited by Bernd Clausen and Susanne Dreßler, Waxmann, 2018, pp. 131–144.","bibtex":"@inbook{Godau_2018, place={Münster, New York}, series={Musikpädagogische Forschung}, title={Kollaboration und Kooperation beim Klassenmusizieren mit Populärer Musik. Musikmachen in der Schule im Spannungsfeld von Lernen mit der Gruppe und für die Gruppe}, booktitle={Soziale Aspekte des Musiklernens}, publisher={Waxmann}, author={Godau, Marc}, editor={Clausen, Bernd and Dreßler, Susanne}, year={2018}, pages={131–144}, collection={Musikpädagogische Forschung} }","short":"M. Godau, in: B. Clausen, S. Dreßler (Eds.), Soziale Aspekte Des Musiklernens, Waxmann, Münster, New York, 2018, pp. 131–144.","apa":"Godau, M. (2018). Kollaboration und Kooperation beim Klassenmusizieren mit Populärer Musik. Musikmachen in der Schule im Spannungsfeld von Lernen mit der Gruppe und für die Gruppe. In B. Clausen &#38; S. Dreßler (Eds.), <i>Soziale Aspekte des Musiklernens</i> (pp. 131–144). Waxmann.","chicago":"Godau, Marc. “Kollaboration Und Kooperation Beim Klassenmusizieren Mit Populärer Musik. Musikmachen in Der Schule Im Spannungsfeld von Lernen Mit Der Gruppe Und Für Die Gruppe.” In <i>Soziale Aspekte Des Musiklernens</i>, edited by Bernd Clausen and Susanne Dreßler, 131–144. Musikpädagogische Forschung. Münster, New York: Waxmann, 2018.","ieee":"M. Godau, “Kollaboration und Kooperation beim Klassenmusizieren mit Populärer Musik. Musikmachen in der Schule im Spannungsfeld von Lernen mit der Gruppe und für die Gruppe,” in <i>Soziale Aspekte des Musiklernens</i>, B. Clausen and S. Dreßler, Eds. Münster, New York: Waxmann, 2018, pp. 131–144.","ama":"Godau M. Kollaboration und Kooperation beim Klassenmusizieren mit Populärer Musik. Musikmachen in der Schule im Spannungsfeld von Lernen mit der Gruppe und für die Gruppe. In: Clausen B, Dreßler S, eds. <i>Soziale Aspekte Des Musiklernens</i>. Musikpädagogische Forschung. Waxmann; 2018:131–144."},"page":"131–144"},{"department":[{"_id":"452"}],"user_id":"50788","_id":"29755","language":[{"iso":"ger"}],"keyword":["Direkte Instruktion","Evaluation","Kooperatives Lernen","Methodenausbildung","Paderborn","Scholarship of Teaching and Learning"],"publication":"die hochschullehre","type":"journal_article","status":"public","abstract":[{"text":"Im Sinne eines Scholarship of Teaching and Learning wird in diesem Aufsatz die Neugestaltung einer eigenständig durchgeführten Lehrveranstaltung im Bereich der Forschungsmethoden empirisch untersucht. Die neugestaltete Lehrveranstaltung integriert sowohl direkt-instruktionale als auch kooperativ-offene Sitzungsformate und wird mit einer thematisch ähnlichen Lehrveranstaltung des Jahres 2012 verglichen, welche fast ausschließlich im Vorlesungsstil (direkt-instruktional) gehalten wurde. Im Mittelpunkt des Evaluationsvorhabens standen folgende Forschungsfragen: (1) Unterscheiden sich die summativen Evaluationen der Lehrveranstaltungen der Jahre 2012 und 2014 in den Variablen subjektiver Lernerfolg, Motivation zur selbstständigen Auseinandersetzung mit den Inhalten sowie Gesamteindruck des Seminars?, (2) Welchen Einfluss hat die Form der Sitzungsgestaltung (direkt-instruktional vs. kooperativ-offen) auf das Erleben von Kompetenz, Autonomie und sozialer Eingebundenheit?, (3) Welche Form der Sitzungsgestaltung wird von den Studierenden stärker akzeptiert? und (4) Welchen Einfluss hat die Form der Sitzungsgestaltung auf den subjektiven Lernerfolg der Studierenden? Empirisch zeigte sich, dass die neugestaltete Lehrveranstaltung des Jahres 2014 von den Studierenden in fast allen Variablen als lernwirksamer eingeschätzt wurde. Des Weiteren ergaben sich Hinweise, dass sich kooperativ-offene Sitzungsformate positiv auf motivationale Ausgangsbedingungen auswirken.","lang":"ger"}],"author":[{"orcid":"0000-0002-2820-9178","last_name":"Goller","id":"30984","full_name":"Goller, Michael","first_name":"Michael"}],"date_created":"2022-02-04T09:06:28Z","date_updated":"2022-02-04T09:06:34Z","title":"Zum Einfluss des didaktischen Designs auf das (motivationale) Erleben von Lehrveranstaltungen: Eine quantitative Fallstudie im Rahmen der Methodeneinführung in den Bildungswissenschaften","related_material":{"link":[{"url":"http://www.hochschullehre.org/?p=699","relation":"other"}]},"publication_status":"published","citation":{"ama":"Goller M. Zum Einfluss des didaktischen Designs auf das (motivationale) Erleben von Lehrveranstaltungen: Eine quantitative Fallstudie im Rahmen der Methodeneinführung in den Bildungswissenschaften. <i>die hochschullehre</i>. Published online 2015.","chicago":"Goller, Michael. “Zum Einfluss des didaktischen Designs auf das (motivationale) Erleben von Lehrveranstaltungen: Eine quantitative Fallstudie im Rahmen der Methodeneinführung in den Bildungswissenschaften.” <i>die hochschullehre</i>, 2015.","ieee":"M. Goller, “Zum Einfluss des didaktischen Designs auf das (motivationale) Erleben von Lehrveranstaltungen: Eine quantitative Fallstudie im Rahmen der Methodeneinführung in den Bildungswissenschaften,” <i>die hochschullehre</i>, 2015.","mla":"Goller, Michael. “Zum Einfluss des didaktischen Designs auf das (motivationale) Erleben von Lehrveranstaltungen: Eine quantitative Fallstudie im Rahmen der Methodeneinführung in den Bildungswissenschaften.” <i>die hochschullehre</i>, 2015.","short":"M. Goller, die hochschullehre (2015).","bibtex":"@article{Goller_2015, title={Zum Einfluss des didaktischen Designs auf das (motivationale) Erleben von Lehrveranstaltungen: Eine quantitative Fallstudie im Rahmen der Methodeneinführung in den Bildungswissenschaften}, journal={die hochschullehre}, author={Goller, Michael}, year={2015} }","apa":"Goller, M. (2015). Zum Einfluss des didaktischen Designs auf das (motivationale) Erleben von Lehrveranstaltungen: Eine quantitative Fallstudie im Rahmen der Methodeneinführung in den Bildungswissenschaften. <i>die hochschullehre</i>."},"year":"2015"},{"_id":"4478","user_id":"51057","department":[{"_id":"208"},{"_id":"282"}],"keyword":["attitudes","teaching and learning","studying","higher education institution","theory of planned behavior","instrument development"],"extern":"1","type":"conference","abstract":[{"text":"The purpose of the research was to develop and validate an instrument for the assessment of attitudes towards the study environment in higher education contexts. The questionnaire is designed to measure students' attitudes towards two particular objects: the university (or Higher Education Institution) and the process of studying. Five studies at two different universities were conducted to develop and validate the Attitudes towards the Study Environment Questionnaire (ASEQ). In total, 1640 students filled in the questionnaire. Reliability tests and exploratory factor analysis as well as confirmatory factor analysis showed satisfactory psychometric characteristics of the ASEQ. Each part of the questionnaire is internally consistent and construct validity of the scales is supported by correlations with other constructs as assumed by current theories: Positive attitudinal constructs (normative behavior, autonomy, joy, self-efficacy, and task value) are positively related to intrinsic motivation and the expected study performance while anxiety is negatively related to these constructs. \r\nSince attitudes towards the study situation are connected to student engagement and motivation, the study contributes to the theory of student learning by providing a validated instrument to assess attitudes. Thus, the ASEQ can support further research on student performance and development by providing an instrument for the hitherto neglected but nonetheless extremely relevant domain of attitudes. Also, the questionnaire can be used as a diagnostic instrument for higher education faculty and administration to trace students' attitudinal development over time - a factor of prime importance for student socialization during the introductory phase of studying.","lang":"eng"}],"status":"public","publisher":"EARLI European Association for Research on Learning and Instruction","date_updated":"2022-01-06T07:01:06Z","date_created":"2018-09-19T08:22:51Z","author":[{"first_name":"Taiga","full_name":"Brahm, Taiga","last_name":"Brahm"},{"full_name":"Jenert, Tobias","id":"71994","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","first_name":"Tobias"},{"first_name":"Dieter","last_name":"Euler","full_name":"Euler, Dieter"}],"title":"On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ)","conference":{"location":"München ","end_date":"2013-08-31","start_date":"2013-08-27","name":"15th Biennial EARLI Conference"},"year":"2013","citation":{"apa":"Brahm, T., Jenert, T., &#38; Euler, D. (2013). On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ). Presented at the 15th Biennial EARLI Conference, München : EARLI European Association for Research on Learning and Instruction.","mla":"Brahm, Taiga, et al. <i>On the Assessment of Attitudes towards the Study Process and the University: Attitudes towards the Study Environment Questionnaire (ASEQ)</i>. EARLI European Association for Research on Learning and Instruction, 2013.","short":"T. Brahm, T. Jenert, D. Euler, in: EARLI European Association for Research on Learning and Instruction, 2013.","bibtex":"@inproceedings{Brahm_Jenert_Euler_2013, title={On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ)}, publisher={EARLI European Association for Research on Learning and Instruction}, author={Brahm, Taiga and Jenert, Tobias and Euler, Dieter}, year={2013} }","ama":"Brahm T, Jenert T, Euler D. On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ). In: EARLI European Association for Research on Learning and Instruction; 2013.","ieee":"T. Brahm, T. Jenert, and D. Euler, “On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ),” presented at the 15th Biennial EARLI Conference, München , 2013.","chicago":"Brahm, Taiga, Tobias Jenert, and Dieter Euler. “On the Assessment of Attitudes towards the Study Process and the University: Attitudes towards the Study Environment Questionnaire (ASEQ).” EARLI European Association for Research on Learning and Instruction, 2013."}},{"title":"Lernkulturen an Hochschulen: Theoretische Überlegungen zur Betrachtung studentischen Lernens unter individueller, pädagogischer und organisationaler Perspektive","date_updated":"2022-01-06T07:01:05Z","author":[{"full_name":"Jenert, Tobias","id":"71994","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","first_name":"Tobias"},{"last_name":"Zellweger","full_name":"Zellweger, Franziska","first_name":"Franziska"},{"full_name":"Dommen, Jenny","last_name":"Dommen","first_name":"Jenny"},{"last_name":"Gebhardt","full_name":"Gebhardt, Anja","first_name":"Anja"}],"date_created":"2018-09-18T11:55:39Z","year":"2009","citation":{"mla":"Jenert, Tobias, et al. <i>Lernkulturen an Hochschulen: Theoretische Überlegungen Zur Betrachtung Studentischen Lernens Unter Individueller, Pädagogischer Und Organisationaler Perspektive</i>. 2009.","bibtex":"@book{Jenert_Zellweger_Dommen_Gebhardt_2009, title={Lernkulturen an Hochschulen: Theoretische Überlegungen zur Betrachtung studentischen Lernens unter individueller, pädagogischer und organisationaler Perspektive}, author={Jenert, Tobias and Zellweger, Franziska and Dommen, Jenny and Gebhardt, Anja}, year={2009} }","short":"T. Jenert, F. Zellweger, J. Dommen, A. Gebhardt, Lernkulturen an Hochschulen: Theoretische Überlegungen Zur Betrachtung Studentischen Lernens Unter Individueller, Pädagogischer Und Organisationaler Perspektive, 2009.","apa":"Jenert, T., Zellweger, F., Dommen, J., &#38; Gebhardt, A. (2009). <i>Lernkulturen an Hochschulen: Theoretische Überlegungen zur Betrachtung studentischen Lernens unter individueller, pädagogischer und organisationaler Perspektive</i>.","ieee":"T. Jenert, F. Zellweger, J. Dommen, and A. Gebhardt, <i>Lernkulturen an Hochschulen: Theoretische Überlegungen zur Betrachtung studentischen Lernens unter individueller, pädagogischer und organisationaler Perspektive</i>. 2009.","chicago":"Jenert, Tobias, Franziska Zellweger, Jenny Dommen, and Anja Gebhardt. <i>Lernkulturen an Hochschulen: Theoretische Überlegungen Zur Betrachtung Studentischen Lernens Unter Individueller, Pädagogischer Und Organisationaler Perspektive</i>, 2009.","ama":"Jenert T, Zellweger F, Dommen J, Gebhardt A. <i>Lernkulturen an Hochschulen: Theoretische Überlegungen Zur Betrachtung Studentischen Lernens Unter Individueller, Pädagogischer Und Organisationaler Perspektive</i>.; 2009."},"keyword":["Lernkultur","Hochschule","HEI","learning culture","higher education","teaching and learning","Hochschullehre"],"extern":"1","_id":"4450","user_id":"51057","department":[{"_id":"208"},{"_id":"282"}],"status":"public","type":"report"}]