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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>. 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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>.","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."},"publication":"die hochschullehre","related_material":{"link":[{"relation":"other","url":"http://www.hochschullehre.org/?p=699"}]},"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"}],"date_created":"2022-02-04T09:06:28Z","department":[{"_id":"452"}],"keyword":["Direkte Instruktion","Evaluation","Kooperatives Lernen","Methodenausbildung","Paderborn","Scholarship of Teaching and Learning"],"type":"journal_article","author":[{"last_name":"Goller","orcid":"0000-0002-2820-9178","first_name":"Michael","full_name":"Goller, Michael","id":"30984"}],"year":"2015","title":"Zum Einfluss des didaktischen Designs auf das (motivationale) Erleben von Lehrveranstaltungen: Eine quantitative Fallstudie im Rahmen der Methodeneinführung in den Bildungswissenschaften","status":"public","date_updated":"2022-02-04T09:06:34Z","publication_status":"published","_id":"29755","language":[{"iso":"ger"}],"user_id":"50788"},{"department":[{"_id":"276"}],"type":"conference_abstract","date_created":"2017-10-17T12:41:51Z","file":[{"success":1,"content_type":"application/pdf","file_id":"7241","date_updated":"2019-01-29T14:22:12Z","relation":"main_file","file_size":83968,"access_level":"closed","file_name":"Rating Variance_CIST_Abstract.pdf","date_created":"2019-01-29T14:22:12Z","creator":"abursig"}],"project":[{"name":"SFB 901","_id":"1"},{"_id":"8","name":"SFB 901 - Subprojekt A4"},{"name":"SFB 901 - Project Area A","_id":"2"}],"citation":{"ama":"Herrmann P, Kundisch D, Zimmermann S, Nault B. 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