
@incollection{pfannstiel_edv-_2018,
	address = {Wiesbaden},
	title = {{EDV}- gestützte {Patientendokumentation} in der {Intensivpflege} – {Aspekte} des {Qualitäts}- und {Risikomanagements} sowie {Zukunftspotentiale}},
	isbn = {978-3-658-13643-7 978-3-658-13644-4},
	url = {http://link.springer.com/10.1007/978-3-658-13644-4_17},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {IV}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Dorfmeister, Günter and Rabe, Johannes and Jürgens, Simon and Bechtold, Paul},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2018},
	doi = {10.1007/978-3-658-13644-4_17},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {277--291},
	file = {Dorfmeister et al. - 2018 - EDV- gestützte Patientendokumentation in der Inten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LUVL5L8X/Dorfmeister et al. - 2018 - EDV- gestützte Patientendokumentation in der Inten.pdf:application/pdf;Dorfmeister et al. - 2018 - EDV- gestützte Patientendokumentation in der Inten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T42JIYY9/Dorfmeister et al. - 2018 - EDV- gestützte Patientendokumentation in der Inten.pdf:application/pdf},
}

@incollection{pfannstiel_game_2018,
	address = {Wiesbaden},
	title = {Game {Based} {Learning} in {Nursing} – didaktische und technische {Perspektiven} zum {Lernen} in authentischen, digitalen {Fallsimulationen}},
	isbn = {978-3-658-13643-7 978-3-658-13644-4},
	url = {http://link.springer.com/10.1007/978-3-658-13644-4_5},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {IV}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Dütthorn, Nadin and Hülsken-Giesler, Manfred and Pechuel, Rasmus},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2018},
	doi = {10.1007/978-3-658-13644-4_5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {83--101},
	file = {Dütthorn et al. - 2018 - Game Based Learning in Nursing – didaktische und t.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9MCK857I/Dütthorn et al. - 2018 - Game Based Learning in Nursing – didaktische und t.pdf:application/pdf;Dütthorn et al. - 2018 - Game Based Learning in Nursing – didaktische und t.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FMDG7JMJ/Dütthorn et al. - 2018 - Game Based Learning in Nursing – didaktische und t.pdf:application/pdf},
}

@incollection{pfannstiel_sekundarnutzen_2018,
	address = {Wiesbaden},
	title = {Sekundärnutzen von {Pflegedaten} für ökonomische {Nachhaltigkeit} durch automatisierte {Ermittlung} hochaufwändiger {Pflegefälle} aus der {Patientendokumentation}},
	isbn = {978-3-658-13643-7 978-3-658-13644-4},
	url = {http://link.springer.com/10.1007/978-3-658-13644-4_4},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {IV}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Frick, Yvonne and Baumberger, Dieter},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2018},
	doi = {10.1007/978-3-658-13644-4_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {69--82},
	file = {Frick und Baumberger - 2018 - Sekundärnutzen von Pflegedaten für ökonomische Nac.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NVGIN4IV/Frick und Baumberger - 2018 - Sekundärnutzen von Pflegedaten für ökonomische Nac.pdf:application/pdf;Frick und Baumberger - 2018 - Sekundärnutzen von Pflegedaten für ökonomische Nac.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LDNNYLY2/Frick und Baumberger - 2018 - Sekundärnutzen von Pflegedaten für ökonomische Nac.pdf:application/pdf},
}

@incollection{pfannstiel_digitale_2018,
	address = {Wiesbaden},
	title = {Die digitale {Zukunft} der {Pflege} – {Chancen} und {Risiken}: {Erste} {Erfahrungen} mit {Mobility} am {Universitätsspital} {Zürich}},
	isbn = {978-3-658-13643-7 978-3-658-13644-4},
	shorttitle = {Die digitale {Zukunft} der {Pflege} – {Chancen} und {Risiken}},
	url = {http://link.springer.com/10.1007/978-3-658-13644-4_1},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {IV}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Göttelmann, Pamina and Meier, Mirjam and Maurer, Andreas and Staudacher, Diana and Spirig, Rebecca},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2018},
	doi = {10.1007/978-3-658-13644-4_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--23},
	file = {Göttelmann et al. - 2018 - Die digitale Zukunft der Pflege – Chancen und Risi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3NTK7USM/Göttelmann et al. - 2018 - Die digitale Zukunft der Pflege – Chancen und Risi.pdf:application/pdf;Göttelmann et al. - 2018 - Die digitale Zukunft der Pflege – Chancen und Risi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6BKSUFD2/Göttelmann et al. - 2018 - Die digitale Zukunft der Pflege – Chancen und Risi.pdf:application/pdf},
}

@incollection{pfannstiel_entwicklung_2018,
	address = {Wiesbaden},
	title = {Entwicklung eines intelligenten {Pflegewagens} zur {Unterstützung} des {Personals} stationärer {Pflegeeinrichtungen}},
	isbn = {978-3-658-13643-7 978-3-658-13644-4},
	url = {http://link.springer.com/10.1007/978-3-658-13644-4_2},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {IV}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Graf, Birgit and King, Ralf Simon and Rößner, Andrea and Schiller, Christian and Ganz, Walter and Bläsing, Dominic and Fischbach, Johannes and Warner, Nora and Bornewasser, Manfred},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2018},
	doi = {10.1007/978-3-658-13644-4_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {25--49},
	file = {Graf et al. - 2018 - Entwicklung eines intelligenten Pflegewagens zur U.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9EUU3RKA/Graf et al. - 2018 - Entwicklung eines intelligenten Pflegewagens zur U.pdf:application/pdf;Graf et al. - 2018 - Entwicklung eines intelligenten Pflegewagens zur U.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VD7D8EX2/Graf et al. - 2018 - Entwicklung eines intelligenten Pflegewagens zur U.pdf:application/pdf},
}

@incollection{pfannstiel_patientenorientierter_2018,
	address = {Wiesbaden},
	title = {Patientenorientierter {Pflegeprozess} – {Digitalisierung} als {Herausforderung} und {Chance}},
	isbn = {978-3-658-13643-7 978-3-658-13644-4},
	url = {http://link.springer.com/10.1007/978-3-658-13644-4_14},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {IV}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Haas-Wippel, Waltraud and Frießnegg, Andrea},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2018},
	doi = {10.1007/978-3-658-13644-4_14},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {231--240},
	file = {Haas-Wippel und Frießnegg - 2018 - Patientenorientierter Pflegeprozess – Digitalisier.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VC7AL5R4/Haas-Wippel und Frießnegg - 2018 - Patientenorientierter Pflegeprozess – Digitalisier.pdf:application/pdf;Haas-Wippel und Frießnegg - 2018 - Patientenorientierter Pflegeprozess – Digitalisier.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3CURNLVM/Haas-Wippel und Frießnegg - 2018 - Patientenorientierter Pflegeprozess – Digitalisier.pdf:application/pdf},
}

@incollection{pfannstiel_digitalisierung_2018,
	address = {Wiesbaden},
	title = {Digitalisierung und {Sorgeverhältnisse} – ein unauflöslicher {Widerspruch}?},
	isbn = {978-3-658-13643-7 978-3-658-13644-4},
	url = {http://link.springer.com/10.1007/978-3-658-13644-4_7},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {IV}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hellige, Barbara and Meilwes, Michael and Seidel, Sabine},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2018},
	doi = {10.1007/978-3-658-13644-4_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {113--133},
	file = {Hellige et al. - 2018 - Digitalisierung und Sorgeverhältnisse – ein unaufl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MR2PCF48/Hellige et al. - 2018 - Digitalisierung und Sorgeverhältnisse – ein unaufl.pdf:application/pdf;Hellige et al. - 2018 - Digitalisierung und Sorgeverhältnisse – ein unaufl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LIPGRA3V/Hellige et al. - 2018 - Digitalisierung und Sorgeverhältnisse – ein unaufl.pdf:application/pdf},
}

@incollection{pfannstiel_simulierte_2018,
	address = {Wiesbaden},
	title = {Simulierte {Patientenreisen} für {Service} {Design} im {Gesundheitswesen} – {Patient} {Journey} meets {Simulation}},
	isbn = {978-3-658-13643-7 978-3-658-13644-4},
	url = {http://link.springer.com/10.1007/978-3-658-13644-4_13},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {IV}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lindner, Hans-Günter},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2018},
	doi = {10.1007/978-3-658-13644-4_13},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {213--229},
	file = {Lindner - 2018 - Simulierte Patientenreisen für Service Design im G.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/37CQG977/Lindner - 2018 - Simulierte Patientenreisen für Service Design im G.pdf:application/pdf;Lindner - 2018 - Simulierte Patientenreisen für Service Design im G.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XS43SINA/Lindner - 2018 - Simulierte Patientenreisen für Service Design im G.pdf:application/pdf},
}

@incollection{pfannstiel_vernetztes_2018,
	address = {Wiesbaden},
	title = {Vernetztes {Schmerzmanagement} durch {E}-{Health} in der {Pflege}},
	isbn = {978-3-658-13643-7 978-3-658-13644-4},
	url = {http://link.springer.com/10.1007/978-3-658-13644-4_10},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {IV}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lux, Thomas},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2018},
	doi = {10.1007/978-3-658-13644-4_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {165--183},
	file = {Lux - 2018 - Vernetztes Schmerzmanagement durch E-Health in der.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5U4PG9QT/Lux - 2018 - Vernetztes Schmerzmanagement durch E-Health in der.pdf:application/pdf;Lux - 2018 - Vernetztes Schmerzmanagement durch E-Health in der.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E76FDYC6/Lux - 2018 - Vernetztes Schmerzmanagement durch E-Health in der.pdf:application/pdf},
}

@incollection{pfannstiel_digitalisierung_2018-1,
	address = {Wiesbaden},
	title = {Digitalisierung von {Papier}: {Vorteile} für die {Prozesse}},
	isbn = {978-3-658-13643-7 978-3-658-13644-4},
	shorttitle = {Digitalisierung von {Papier}},
	url = {http://link.springer.com/10.1007/978-3-658-13644-4_16},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {IV}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Müller-Mielitz, Stefan},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2018},
	doi = {10.1007/978-3-658-13644-4_16},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {257--275},
	file = {Müller-Mielitz - 2018 - Digitalisierung von Papier Vorteile für die Proze.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/29UBW82W/Müller-Mielitz - 2018 - Digitalisierung von Papier Vorteile für die Proze.pdf:application/pdf;Müller-Mielitz - 2018 - Digitalisierung von Papier Vorteile für die Proze.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YCTAJEZQ/Müller-Mielitz - 2018 - Digitalisierung von Papier Vorteile für die Proze.pdf:application/pdf},
}

@book{pfannstiel_digitale_2018-1,
	address = {Wiesbaden},
	title = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {IV}: {Impulse} für die {Pflegeorganisation}},
	isbn = {978-3-658-13643-7 978-3-658-13644-4},
	shorttitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {IV}},
	url = {http://link.springer.com/10.1007/978-3-658-13644-4},
	language = {de-DE},
	urldate = {2021-07-18},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2018},
	doi = {10.1007/978-3-658-13644-4},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Pfannstiel et al. - 2018 - Digitale Transformation von Dienstleistungen im Ge.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R7K48UBF/Pfannstiel et al. - 2018 - Digitale Transformation von Dienstleistungen im Ge.pdf:application/pdf;Pfannstiel et al. - 2018 - Digitale Transformation von Dienstleistungen im Ge.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/57YCSRNM/Pfannstiel et al. - 2018 - Digitale Transformation von Dienstleistungen im Ge.pdf:application/pdf},
}

@incollection{pfannstiel_akzeptanz_2018,
	address = {Wiesbaden},
	title = {Die {Akzeptanz} von digitalen {Lösungen} im ambulanten {Pflegebereich}},
	isbn = {978-3-658-13643-7 978-3-658-13644-4},
	url = {http://link.springer.com/10.1007/978-3-658-13644-4_3},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {IV}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Roth, Monika and Groß, Richard},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2018},
	doi = {10.1007/978-3-658-13644-4_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {51--67},
	file = {Roth und Groß - 2018 - Die Akzeptanz von digitalen Lösungen im ambulanten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HFFHQPKK/Roth und Groß - 2018 - Die Akzeptanz von digitalen Lösungen im ambulanten.pdf:application/pdf;Roth und Groß - 2018 - Die Akzeptanz von digitalen Lösungen im ambulanten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YHDSVDPH/Roth und Groß - 2018 - Die Akzeptanz von digitalen Lösungen im ambulanten.pdf:application/pdf},
}

@incollection{pfannstiel_konzepte_2018,
	address = {Wiesbaden},
	title = {Konzepte für sensorbasierte {Mobilisierungsunterstützung} und motivierendes {Feedback} in der {Mobilen} {Rehabilitation}},
	isbn = {978-3-658-13643-7 978-3-658-13644-4},
	url = {http://link.springer.com/10.1007/978-3-658-13644-4_19},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {IV}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schumacher, Kinga and Ruß, Aaron and Reithinger, Norbert},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2018},
	doi = {10.1007/978-3-658-13644-4_19},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {317--331},
	file = {Schumacher et al. - 2018 - Konzepte für sensorbasierte Mobilisierungsunterstü.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7HFLWW3E/Schumacher et al. - 2018 - Konzepte für sensorbasierte Mobilisierungsunterstü.pdf:application/pdf;Schumacher et al. - 2018 - Konzepte für sensorbasierte Mobilisierungsunterstü.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BAIGCYLA/Schumacher et al. - 2018 - Konzepte für sensorbasierte Mobilisierungsunterstü.pdf:application/pdf},
}

@incollection{pfannstiel_technikeinsatz_2018,
	address = {Wiesbaden},
	title = {Technikeinsatz für ambulante {Dienste} – eine {Hilfsorganisation} geht innovative {Wege}},
	isbn = {978-3-658-13643-7 978-3-658-13644-4},
	url = {http://link.springer.com/10.1007/978-3-658-13644-4_15},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {IV}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Siemer, Maraike and Kolozis, Alexandra and Tietjen-Müller, Carmen and Schwarz, Marie-Luise and Timmermanns, Simon and Jüptner, Alexander and Felscher, Andreas},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2018},
	doi = {10.1007/978-3-658-13644-4_15},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {241--255},
	file = {Siemer et al. - 2018 - Technikeinsatz für ambulante Dienste – eine Hilfso.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SFPHZD7H/Siemer et al. - 2018 - Technikeinsatz für ambulante Dienste – eine Hilfso.pdf:application/pdf;Siemer et al. - 2018 - Technikeinsatz für ambulante Dienste – eine Hilfso.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WL5GD4DS/Siemer et al. - 2018 - Technikeinsatz für ambulante Dienste – eine Hilfso.pdf:application/pdf},
}

@incollection{pfannstiel_dorfgemeinschaft_2018,
	address = {Wiesbaden},
	title = {Dorfgemeinschaft 2.0 – {Altern} und {Digitalisierung} im ländlichen {Raum}. {Zur} {Entwicklung} eines {Instruments} zur ethischen {Fallbesprechung} in der ambulanten {Gesundheitsversorgung}},
	isbn = {978-3-658-13643-7 978-3-658-13644-4},
	url = {http://link.springer.com/10.1007/978-3-658-13644-4_18},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {IV}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Simon, Roland and Garthaus, Marcus and Koppenburger, Anne and Remmers, Hartmut},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2018},
	doi = {10.1007/978-3-658-13644-4_18},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {293--315},
	file = {Simon et al. - 2018 - Dorfgemeinschaft 2.0 – Altern und Digitalisierung .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S445BWRE/Simon et al. - 2018 - Dorfgemeinschaft 2.0 – Altern und Digitalisierung .pdf:application/pdf;Simon et al. - 2018 - Dorfgemeinschaft 2.0 – Altern und Digitalisierung .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UW6N2TL3/Simon et al. - 2018 - Dorfgemeinschaft 2.0 – Altern und Digitalisierung .pdf:application/pdf},
}

@incollection{pfannstiel_kunden_2018,
	address = {Wiesbaden},
	title = {Kunden und {Unterstützungsstrukturen} anders denken – {Digitalisierung} als neue {Unternehmensdimension} eines {Komplexdienstleisters} der {Sozialbranche}},
	isbn = {978-3-658-13643-7 978-3-658-13644-4},
	url = {http://link.springer.com/10.1007/978-3-658-13644-4_9},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {IV}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Steiner, Barbara and Joos-Braun, Gerburg and Pfister, Verena},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2018},
	doi = {10.1007/978-3-658-13644-4_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {149--163},
	file = {Steiner et al. - 2018 - Kunden und Unterstützungsstrukturen anders denken .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W2ABH2SU/Steiner et al. - 2018 - Kunden und Unterstützungsstrukturen anders denken .pdf:application/pdf;Steiner et al. - 2018 - Kunden und Unterstützungsstrukturen anders denken .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R5GS3AYK/Steiner et al. - 2018 - Kunden und Unterstützungsstrukturen anders denken .pdf:application/pdf},
}

@incollection{pfannstiel_app_2018,
	address = {Wiesbaden},
	title = {An app a day keeps the doctor away? {Der} {Einsatz} von {mHealth} in der kommunalen {Prävention} von kardiovaskulären {Erkrankungen}},
	isbn = {978-3-658-13643-7 978-3-658-13644-4},
	shorttitle = {An app a day keeps the doctor away?},
	url = {http://link.springer.com/10.1007/978-3-658-13644-4_11},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {IV}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Unterweger, Sarah},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2018},
	doi = {10.1007/978-3-658-13644-4_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {185--195},
	file = {Unterweger - 2018 - An app a day keeps the doctor away Der Einsatz vo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IRB8YPRH/Unterweger - 2018 - An app a day keeps the doctor away Der Einsatz vo.pdf:application/pdf;Unterweger - 2018 - An app a day keeps the doctor away Der Einsatz vo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CLYT8WI2/Unterweger - 2018 - An app a day keeps the doctor away Der Einsatz vo.pdf:application/pdf},
}

@incollection{pfannstiel_telemonitoring_2018,
	address = {Wiesbaden},
	title = {Telemonitoring in der {Pflege} – {Chancen} für eine bedarfsgerechte {Versorgung}},
	isbn = {978-3-658-13643-7 978-3-658-13644-4},
	url = {http://link.springer.com/10.1007/978-3-658-13644-4_6},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {IV}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wahl, Michael and Schönijahn, Laura and Jankowski, Natalie},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2018},
	doi = {10.1007/978-3-658-13644-4_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {103--111},
	file = {Wahl et al. - 2018 - Telemonitoring in der Pflege – Chancen für eine be.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4A5PISXM/Wahl et al. - 2018 - Telemonitoring in der Pflege – Chancen für eine be.pdf:application/pdf;Wahl et al. - 2018 - Telemonitoring in der Pflege – Chancen für eine be.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9H6DKY39/Wahl et al. - 2018 - Telemonitoring in der Pflege – Chancen für eine be.pdf:application/pdf},
}

@incollection{pfannstiel_marvin_2017,
	address = {Wiesbaden},
	title = {Marvin, ein {Assistenzroboter} für {Menschen} mit körperlicher {Behinderung} im praktischen {Einsatz}},
	isbn = {978-3-658-13641-3 978-3-658-13642-0},
	url = {http://link.springer.com/10.1007/978-3-658-13642-0_17},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {III}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Weber-Fiori, Barbara and Stähle, Benjamin and Pfiffner, Steffen and Reiner, Benjamin and Ertel, Wolfgang and Winter, Maik H. -J.},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2017},
	doi = {10.1007/978-3-658-13642-0_17},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {269--285},
	file = {Weber-Fiori et al. - 2017 - Marvin, ein Assistenzroboter für Menschen mit körp.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B2FH8U8Q/Weber-Fiori et al. - 2017 - Marvin, ein Assistenzroboter für Menschen mit körp.pdf:application/pdf},
}

@incollection{pfannstiel_automatisierte_2017,
	address = {Wiesbaden},
	title = {Automatisierte {Erfassung} von {Vitalparametern} im {Zusammenhang} mit elektronischen {Fieberkurven} zur {Effizienzsteigerung} von {Pflege}- und {Behandlungsprozessen}},
	isbn = {978-3-658-13641-3 978-3-658-13642-0},
	url = {http://link.springer.com/10.1007/978-3-658-13642-0_6},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {III}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Mischak, Robert and Ranegger, Renate},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2017},
	doi = {10.1007/978-3-658-13642-0_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {87--99},
	file = {Mischak und Ranegger - 2017 - Automatisierte Erfassung von Vitalparametern im Zu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G6E66V8E/Mischak und Ranegger - 2017 - Automatisierte Erfassung von Vitalparametern im Zu.pdf:application/pdf},
}

@incollection{pfannstiel_moglichkeiten_2017,
	address = {Wiesbaden},
	title = {Möglichkeiten und {Grenzen} der {Digitalisierung} des {Medikamentenmanagements} in stationären {Pflegeeinrichtungen}},
	isbn = {978-3-658-13641-3 978-3-658-13642-0},
	url = {http://link.springer.com/10.1007/978-3-658-13642-0_2},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {III}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Heuberger, Matthias and Vilain, Michael},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2017},
	doi = {10.1007/978-3-658-13642-0_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {15--32},
	file = {Heuberger und Vilain - 2017 - Möglichkeiten und Grenzen der Digitalisierung des .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6BWH73R6/Heuberger und Vilain - 2017 - Möglichkeiten und Grenzen der Digitalisierung des .pdf:application/pdf},
}

@incollection{pfannstiel_mehrwert_2017,
	address = {Wiesbaden},
	title = {Mehrwert in der häuslichen {Pflege} durch vernetzte {Ambient}-{Assisted}-{Living}-{Systeme}},
	isbn = {978-3-658-13641-3 978-3-658-13642-0},
	url = {http://link.springer.com/10.1007/978-3-658-13642-0_4},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {III}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Grünendahl, Martin and Leonhardt, Sven and Teich, Tobias},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2017},
	doi = {10.1007/978-3-658-13642-0_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {55--69},
	file = {Grünendahl et al. - 2017 - Mehrwert in der häuslichen Pflege durch vernetzte .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NI7LR8IX/Grünendahl et al. - 2017 - Mehrwert in der häuslichen Pflege durch vernetzte .pdf:application/pdf},
}

@incollection{pfannstiel_personen_2017,
	address = {Wiesbaden},
	title = {Personen mit {Demenz} und {Telepräsenzroboter}: {Virtuelle} {Begegnungen} in {Alltagssituationen}},
	isbn = {978-3-658-13641-3 978-3-658-13642-0},
	shorttitle = {Personen mit {Demenz} und {Telepräsenzroboter}},
	url = {http://link.springer.com/10.1007/978-3-658-13642-0_14},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {III}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bleses, Helma M. and Ziegler, Sven and Füller, Matthias and Beer, Thomas},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2017},
	doi = {10.1007/978-3-658-13642-0_14},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {221--231},
	file = {Bleses et al. - 2017 - Personen mit Demenz und Telepräsenzroboter Virtue.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YI27IW4Q/Bleses et al. - 2017 - Personen mit Demenz und Telepräsenzroboter Virtue.pdf:application/pdf},
}

@incollection{pfannstiel_individualisierung_2017,
	address = {Wiesbaden},
	title = {Individualisierung durch {Digitalisierung} am {Beispiel} der stationären {Pflegeversorgung} – {Organisations}- und informationsökonomische {Aspekte}},
	isbn = {978-3-658-12392-5 978-3-658-12393-2},
	url = {http://link.springer.com/10.1007/978-3-658-12393-2_14},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {II}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schneider, Michael and Besser, Jürgen and Zerth, Jürgen},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12393-2_14},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {205--226},
	file = {Schneider et al. - 2017 - Individualisierung durch Digitalisierung am Beispi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EF3MDZGH/Schneider et al. - 2017 - Individualisierung durch Digitalisierung am Beispi.pdf:application/pdf},
}

@incollection{pfannstiel_klinik-patientenservice_2017,
	address = {Wiesbaden},
	title = {Klinik-{Patientenservice} {Online} – {Eine} {Analyse} der {Patientenorientierung} am {Beispiel} des {Awards} „{Deutschlands} {Beste} {Klinik}-{Website}“},
	isbn = {978-3-658-12392-5 978-3-658-12393-2},
	url = {http://link.springer.com/10.1007/978-3-658-12393-2_9},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {II}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Elste, Frank and Weis, Thorsten},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12393-2_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {129--139},
	file = {Elste und Weis - 2017 - Klinik-Patientenservice Online – Eine Analyse der .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D7GFWMGX/Elste und Weis - 2017 - Klinik-Patientenservice Online – Eine Analyse der .pdf:application/pdf},
}

@incollection{bohndick_sotl_2025,
	address = {Wiesbaden},
	title = {{SoTL} und {Forschung} im {Software} {Engineering}: {Digitalisierung} und {Vermittlung} im {Wandel}},
	isbn = {978-3-658-47907-7 978-3-658-47908-4},
	shorttitle = {{SoTL} und {Forschung} im {Software} {Engineering}},
	url = {https://link.springer.com/10.1007/978-3-658-47908-4_4},
	language = {de},
	urldate = {2025-07-06},
	booktitle = {Scholarship of {Teaching} and {Learning} und disziplinäre {Forschung}: {Eine} komplexe {Beziehung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ondrusch, Nicole},
	editor = {Bohndick, Carla and Kordts, Robert and Leschke, Jonas and Vöing, Nerea},
	year = {2025},
	doi = {10.1007/978-3-658-47908-4_4},
	note = {Series Title: Doing Higher Education},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {21--26},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/JW76PZ6W/Ondrusch - 2025 - SoTL und Forschung im Software Engineering Digitalisierung und Vermittlung im Wandel.pdf:application/pdf},
}

@book{wilmers_bildung_2023,
	title = {Bildung im digitalen {Wandel}. {Die} {Bedeutung} digitaler {Medien} für soziales {Lernen} und {Teilhabe}},
	copyright = {https://creativecommons.org/licenses/by/4.0/},
	isbn = {978-3-8309-4846-9},
	url = {https://www.waxmann.com/buch4846},
	abstract = {Digitalisierungsprozesse bieten die Chance, Teilhabe in der Gesellschaft zu erweitern, indem Bildungsangebote besser zugänglich gemacht oder auf verschiedene Personengruppen individuell zugeschnitten werden. Ebenso erweitern neue Formen der digitalen Interaktionen und Kommunikation den Spielraum für Partizipation und die Gestaltung gesellschaftlicher Prozesse. Damit entstehen neue Potenziale für Teilhabe und Inklusion, aber auch neue Exklusionsrisiken, wie sie beispielsweise mit dem Phänomen des Digital Divide beschrieben werden. Die in diesem Band vertretenen Bildungssektoren, die von der frühen Bildung bis zur Erwachsenenbildung reichen und formale, non-formale und informelle Bildungskontexte abdecken, beschäftigen sich jeweils mit spezifischen Fragestellungen aus dem Themenfeld Soziales Lernen, Teilhabe und Digitalisierung. Die fünf Forschungssynthesen und eine Darstellung der methodischen Vorgehensweise bilden den vierten Teil der Reihe „Digitalisierung in der Bildung. Forschungsstand und -perspektiven“, deren Anliegen es ist, aktuelles Forschungswissen zu Fragestellungen der Bildung in der digitalen Welt aufzubereiten und zu synthetisieren.},
	language = {de},
	urldate = {2025-07-06},
	publisher = {Waxmann Verlag GmbH},
	editor = {Wilmers, Annika and Achenbach, Michaela and Keller, Carolin},
	month = dec,
	year = {2023},
	doi = {10.31244/9783830998464},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/G6N9GTD9/Wilmers et al. - 2023 - Bildung im digitalen Wandel. Die Bedeutung digitaler Medien für soziales Lernen und Teilhabe.pdf:application/pdf},
}

@article{chen_role_2024,
	title = {The role of individual preparation before collaboration: {An} exploratory study on students’ computer-supported collaborative argumentation in a primary classroom},
	issn = {1050-8406, 1532-7809},
	shorttitle = {The role of individual preparation before collaboration},
	url = {https://www.tandfonline.com/doi/full/10.1080/10508406.2024.2397761},
	doi = {10.1080/10508406.2024.2397761},
	abstract = {Background: Collaborative learning is widely applied in real-world classrooms while young learners still have challenges engaging in high-quality knowledge co-construction processes. Researchers suggested an individual preparation activity before collaboration. However, there remains a limited understanding of the role of individual preparation on students’ colla­ borative learning.},
	language = {en-GB},
	urldate = {2024-09-13},
	journal = {Journal of the Learning Sciences},
	author = {Chen, Wenli and Lyu, Qianru and Su, Junzhu},
	month = sep,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration},
	pages = {1--42},
	file = {Chen et al. - 2024 - The role of individual preparation before collabor.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T5DUTPUN/Chen et al. - 2024 - The role of individual preparation before collabor.pdf:application/pdf},
}

@incollection{panreck_politische_2025,
	address = {Wiesbaden},
	title = {Politische {Bildung} im {Kontext} gesellschaftlicher {Transformationen}. {Zur} {Bedeutung} sprachlicher {Teilhabe} unter den {Bedingungen} der {Digitalität}},
	isbn = {978-3-658-47648-9 978-3-658-47649-6},
	url = {https://link.springer.com/10.1007/978-3-658-47649-6_7},
	language = {de},
	urldate = {2025-06-13},
	booktitle = {Von der {Krise} zur {Innovation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gutenberg, Janna and Maahs, Ina-Maria},
	editor = {Panreck, Isabelle-Christine and Girnus, Luisa and Partetzke, Marc},
	year = {2025},
	doi = {10.1007/978-3-658-47649-6_7},
	note = {Series Title: Politische Bildung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {111--127},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/MZFW9QZ9/Gutenberg und Maahs - 2025 - Politische Bildung im Kontext gesellschaftlicher Transformationen. Zur Bedeutung sprachlicher Teilha.pdf:application/pdf},
}

@article{nasim_assessing_2024,
	title = {Assessing the pedagogical effectiveness of the web-based cooperative integrated reading composition ({CIRC}) technique to enhance {EFL} reading comprehension skills},
	volume = {11},
	issn = {2331-186X},
	url = {https://www.tandfonline.com/doi/full/10.1080/2331186X.2024.2401667},
	doi = {10.1080/2331186X.2024.2401667},
	abstract = {This study investigates the efficacy of the web-based Cooperative Integrated Reading Composition (CIRC) technique in developing English as a Foreign Language (EFL) reading comprehension skills among first-year prep Experimental Language School learners. The research aims to address the low performance of students in EFL reading comprehension skills (creative, critical, and literal comprehension). The study utilized a pre-post one-group design, collecting data from thirty Egyptian female learners with an average age of 12.5 years. The research instruments included a pre-integrated reading test, a post-integrated reading test, and a scoring rubric. The researchers analyzed the data using a paired sample t-test after the eight-week CIRC intervention. Results indicate that the web-based CIRC technique significantly improves overall reading comprehension skills, including creative, critical, and literal comprehension. The outcomes of the study emphasize that web-based CIRC is useful in language education, particularly in improving reading comprehension skills. The study emphasizes the importance of incorporating authentic materials and employing cooperative learning strategies to enhance reading comprehension skills. The findings provide valuable information for decision-making and offer practical implications for EFL reading comprehension.},
	language = {en-GB},
	number = {1},
	urldate = {2024-09-15},
	journal = {Cogent Education},
	author = {Nasim, Saleem Mohd and Mohamed, Sherif Mohammad Sayed and Anwar, Muhammad Nadeem and Ishtiaq, Muhammad and Mujeeba, Syeda},
	month = dec,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Systemanpassung},
	pages = {2401667},
	file = {Nasim et al. - 2024 - Assessing the pedagogical effectiveness of the web.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YT3YUHN8/Nasim et al. - 2024 - Assessing the pedagogical effectiveness of the web.pdf:application/pdf},
}

@article{vuorenmaa_how_2024,
	title = {How do social interaction and group-level regulation shape task perceptions in collaborative learning task?},
	issn = {0031-3831, 1470-1170},
	url = {https://www.tandfonline.com/doi/full/10.1080/00313831.2024.2394409},
	doi = {10.1080/00313831.2024.2394409},
	abstract = {This study explored patterns of social interaction and group-level regulation in terms of co- and socially shared regulation in collaborative learning and their relation to learners’ metacognitive task perceptions. 72 secondary school students performed collaborative physics tasks in small groups over multiple 90-minute sessions. Video recordings (∼148.5 h) of collaborative interactions and pre- and post- situated selfreports of learners’ task perceptions were collected. The collaborative sessions were clustered and collaborative interaction patterns were examined. Finally, learners’ task perceptions in the clusters were investigated. The results showed different collaborative interaction patterns and differences in learners’ task perceptions between the clusters. The main finding is that continuous active participation in socioemotional interactions alongside cognitive-focused interactions and appropriate group-level regulation of learning positively influence learners’ perceived task understanding. These findings add to current understanding of collaborative interactions as temporal processes and contribute to practical implications for supporting collaborative interactions to enhance metacognitive skills.},
	language = {en-GB},
	urldate = {2024-08-31},
	journal = {Scandinavian Journal of Educational Research},
	author = {Vuorenmaa, Eija and Nguyen, Andy and Järvelä, Sanna},
	month = aug,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Bildungstheorien},
	pages = {1--17},
	file = {Vuorenmaa et al. - 2024 - How do social interaction and group-level regulati.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BZ3FHKER/Vuorenmaa et al. - 2024 - How do social interaction and group-level regulati.pdf:application/pdf},
}

@article{wang_when_2024,
	title = {When {Tutors} {Simultaneously} {Instruct} {Students} from the {Primary}, {Middle}, and {High} {School} {Levels} in {Online} {One}-on-{One} {Tutoring}: {Investigating} the {Interaction} {Dynamics} {Using} {AI}, {ENA}, and {LSA} {Methods}},
	issn = {1059-0145, 1573-1839},
	shorttitle = {When {Tutors} {Simultaneously} {Instruct} {Students} from the {Primary}, {Middle}, and {High} {School} {Levels} in {Online} {One}-on-{One} {Tutoring}},
	url = {https://link.springer.com/10.1007/s10956-024-10154-4},
	doi = {10.1007/s10956-024-10154-4},
	abstract = {Online one-on-one tutoring serves as a personalized approach to supplement classroom instruction. However, with the growing tutoring market, a single tutor often handles inquiries from students across primary, middle, and high school levels. Consequently, the extent of tutors’ interactions with students of varying grades and their use of tutoring strategies to enhance student learning remains unclear. To address this gap, we collected and analyzed 1500 tutoring dialogues from amateur mathematics tutors concurrently instructing students from primary, middle, and high school levels. These dialogues were annotated using a coding scheme and a well-trained powerful artificial intelligence (AI) model. The interaction dynamics were subsequently examined using epistemic network analysis and lag sequential analysis, yielding findings on the occurrences, co-occurrences, and sequential patterns of dialogic strategies. First, the results reveal that tutors frequently engaged in off-topic behaviors and direct instruction, regardless of students’ educational level. Second, tutors’ constructive questions and knowledge sharing and instruction were more associated with greater constructive expressions from students at higher educational levels, while primary students primarily demonstrated simple acknowledgment. Third, tutors exhibited limited sequential patterns of dialogic strategies when tutoring primary and middle school students, mainly focusing on questionasking behaviors and evaluation and feedback. In contrast, tutors displayed diverse patterns across various categories of dialogic strategies when instructing high school students, emphasizing the facilitation of students’ reasoning and metacognition. These findings underscore the importance of training tutors to develop dialogic skills and adopt tailored pedagogical approaches for different educational levels, ensuring effective and efficient online one-on-one mathematics tutoring.},
	language = {en-GB},
	urldate = {2024-09-15},
	journal = {Journal of Science Education and Technology},
	author = {Wang, Deliang and Gao, Lei and Shan, Dapeng and Chen, Gaowei and Zhang, Chenwei and Kao, Ben},
	month = sep,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:FU2a, Bildungstheorien, Promotion:Argumentation, Promotion:Relevanz:4},
	file = {Wang et al. - 2024 - When Tutors Simultaneously Instruct Students from .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WDZ7IGV2/Wang et al. - 2024 - When Tutors Simultaneously Instruct Students from .pdf:application/pdf},
}

@article{rademacher_technologie_2025,
	title = {Technologie trifft {Elementarpädagogik}: {Medienkompetenz} von pädagogischen {Fachkräften} als {Schlüssel} zur frühen digitalen {Förderung}},
	volume = {57},
	copyright = {https://creativecommons.org/licenses/by/4.0},
	issn = {0049-8637, 2190-6262},
	shorttitle = {Technologie trifft {Elementarpädagogik}},
	url = {https://econtent.hogrefe.com/doi/10.1026/0049-8637/a000308},
	doi = {10.1026/0049-8637/a000308},
	abstract = {Technology is playing an increasingly significant role in early childhood education, particularly in the promotion of language literacy and social-emotional skills. This study examines the use of educational technology in early childhood education centers and analyzes the factors that influence its implementation. We employed an online survey to assess the technological resources, professional development, media literacy, and attitude toward educational technology of 247 early childhood educators. The results indicate that the use of educational technology is largely dependent on the educators’ media literacy and attitude toward technology. An indirect effect via media literacy additionally explains the association between educators’ professional development and the application of educational technology. The study highlights the importance of targeting training programs and improving technological infrastructure to facilitate the effective implementation of educational technology in early childhood education.},
	language = {de},
	number = {1},
	urldate = {2025-07-04},
	journal = {Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie},
	author = {Rademacher, Annika and Bäker, Neele and Jungmann, Tanja and Von Düring, Ute and Zumbach-Basu, Jelena and Goagoses, Naska},
	month = jan,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {24--34},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/4TV975SR/Rademacher et al. - 2025 - Technologie trifft Elementarpädagogik Medienkompetenz von pädagogischen Fachkräften als Schlüssel z.pdf:application/pdf},
}

@article{andrayani_role_2025,
	title = {The {Role} of {Collaborative} {Wiki} and {KWL} {Framework} in {Advancing} {Cognitive} {Development} and {Learning} {Motivation} in {Elementary} {Schools}},
	volume = {8},
	issn = {2621-2080},
	doi = {https://doi.org/10.31537/jeti.v8i1.2471},
	abstract = {Abstrak The integration of technology in elementary education is vital to support students' cognitive development and motivation. Despite its potential, effective synergy between collaborative digital tools and reflective learning strategies remains underexplored in classroom practice. This study investigates the effects of integrating collaborative wikis and the Know–Want–Learn (KWL) framework on cognitive development and learning motivation among fifth-grade students in Jember, Indonesia. Using a quasiexperimental design with a mixed-method approach, the study involved 120 students assigned to experimental and control groups. Data were collected via pre- and post-tests, motivation questionnaires based on the ARCS model, classroom observations, and interviews. ANCOVA results revealed a significant increase in cognitive scores in the experimental group (F(1,117) = 28.59, p {\textless} 0.001), with motivational improvements noted across all four ARCS components. These findings demonstrate that the integration of wikis and KWL promotes reflective, collaborative, and engaging learning. The study contributes to the development of context-sensitive pedagogical models, particularly valuable for under-resourced primary education settings.},
	language = {en-GB},
	number = {1},
	journal = {Journal of Educational Technology and Innovation},
	author = {Andrayani, Lupi and Furqon, Ali and Priawasana, Endra},
	month = jun,
	year = {2025},
	keywords = {\#0:Zeitschriftenartikel:digital:learning, Bildungstheorien, Charité:Promotion, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU2a, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:5, Technologieintegration},
	pages = {106--114},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/KXCZVHJQ/Andrayani et al. - The Role of Collaborative Wiki and KWL Framework in Advancing Cognitive Development and Learning Mot.pdf:application/pdf},
}

@article{pfannenstiel_are_nodate,
	title = {Are {You} {Seeing} {What} {I} {Am} {Talking} {About}? {Joint} {Attention} {Instruction} for {Collaborative} {Learners} at {A} {Digital} {Whiteboard}},
	abstract = {Joint attention is a crucial element in collaborative learning, often facilitated by group awareness tools highlighting the partner’s visual focus. Little is known, however, to what extent joint attention can also be differentially instructed guiding shared and mutual gaze. To determine if joint attention can be effectively instructed for, we conducted a 2×2 experimental laboratory study with the factors shared gaze instruction (with versus without) and dyadic gaze instruction (with versus without), consisting of 47 dyads (n = 94). Participants discussed the impact of social media use supported with a concept map on a digital whiteboard. We built on a multi-modal learning analytics framework to analyze participants’ behavioral responses via EDA and gaze tracking measurements. The results revealed that instructing for dyadic gaze reduces shared attention. Furthermore, there are differential correlations between shared moments of arousal and joint attention. Overall, joint attention instruction can guide learners’ focus in CSCL settings.},
	language = {en},
	author = {Pfannenstiel, William and Grajcevci, Albulene and Korbach, Andreas and Weinberger, Armin},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/6LURAAA2/Pfannenstiel et al. - Are You Seeing What I Am Talking About Joint Attention Instruction for Collaborative Learners at A.pdf:application/pdf},
}

@article{kaliisa_understanding_nodate,
	title = {Understanding the {Impact} of {Physical}, {Online}, and {Hybrid} {Modalities} on {Self} and {Co}-{Regulation} during {Collaborative} {Problem} {Solving}},
	abstract = {Despite substantial research on self-regulated learning (SRL) and co-regulated learning, the interplay of these behaviors across different modes of presence is understudied. Using data from six groups with meetings across three modalities (physical, online, and hybrid), we used Epistemic Network Analysis (ENA) to model regulation behaviors and how they vary based on modalities. Preliminary findings reveal significant differences in self and co-regulation patterns across the modalities, emphasizing the need for modality-specific support strategies and tools in computer-supported collaborative learning (CSCL) environments to address the unique challenges of each modality.},
	language = {en},
	author = {Kaliisa, Rogers and Damsa, Crina and Misiejuk, Kamila and Eagan, Brendan},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/57FBS4DE/Kaliisa et al. - Understanding the Impact of Physical, Online, and Hybrid Modalities on Self and Co-Regulation during.pdf:application/pdf},
}

@article{khazaie_extending_2024,
	title = {Extending embodied cognition through robot's augmented reality in {English} for medical purposes classrooms},
	volume = {75},
	issn = {08894906},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S0889490624000152},
	doi = {10.1016/j.esp.2024.03.001},
	abstract = {Researchers have indicated that integrating augmented reality into robot-assisted language learning modules could visually represent the students’ learning needs and extend their embodied cognition of comprehension. To examine the potential of robots through extended embodied cognition, this quasi-experimental study was conducted in the English for Medical Purposes classrooms at the Isfahan University of Medical Sciences. In the 2022 academic year, 526 male and female participants, whose ﬁrst language is not English, were selected. Students were sorted into three English proﬁciency levels: pre-intermediate (n ¼ 176), intermediate (n ¼ 175), and upper-intermediate (n ¼ 175), then semirandomly divided into three-member teams, subsequently, randomly assigned to control (n ¼ 370) or experimental (n ¼ 156) groups. Students in the control group learned English for Medical Purposes listening and reading through online classrooms, while those in the experimental group learned the skills in robot (augmented reality)-assisted classrooms. In the control and experimental groups, ﬂipped classrooms were conducted under the supervision of the teachers. The primary data sources included formative assessments of the participants’ English for Medical Purposes listening and reading, as well as interviews. The ﬁndings showed that the participants in the robot’s augmented reality group achieved signiﬁcantly higher results, when compared with robot-only and control groups, in English for Medical Purposes listening and reading in academia and the healthcare ﬁelds. The positive perception participants had of robot’s augmented reality was clear, based on interview results. The outcomes are discussed in detail.},
	language = {en-GB},
	urldate = {2025-06-07},
	journal = {English for Specific Purposes},
	author = {Khazaie, Saeed and Derakhshan, Ali},
	month = jul,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, Systemanpassung, Promotion:Weiterführung},
	pages = {15--36},
	file = {Khazaie und Derakhshan - 2024 - Extending embodied cognition through robot's augmented reality in English for medical purposes class:/Users/jochenhanisch-johannsen/Zotero/storage/6B5R5A2Z/Khazaie und Derakhshan - 2024 - Extending embodied cognition through robot's augmented reality in English for medical purposes class.pdf:application/pdf},
}

@article{grobner_ich_2025,
	title = {„{Ich} seh’, ich seh’, was du nicht siehst!“: {Eye}-{Tracking}-{Technologie} in der {Leseforschung}},
	copyright = {https://creativecommons.org/licenses/by-nc-nd/4.0},
	issn = {2791-4046, 2791-4046},
	shorttitle = {„{Ich} seh’, ich seh’, was du nicht siehst!“},
	url = {https://schule-verantworten.education/journal/index.php/sv/article/view/524},
	doi = {10.53349/schuleverantworten.2025.i2.a524},
	abstract = {Lesen ist eine grundlegende Kompetenz, die die Möglichkeit zur Bildung und gesellschaftlicher Partizipation ermöglicht. In den letzten Jahren hat sich Eye-Tracking als eine innovative Methode zur Analyse von Leseprozessen etabliert. Dabei werden die Augenbewegungen der Lesenden verfolgt, um Einblicke in ihre kognitiven Prozesse zu erlangen. Diese Technologie erfasst Fixationen, Sakkaden und Regressionen, die Rückschlüsse auf Textverständnis und Lesestrategien zulassen. Eye-Tracking wird in der Leseforschung verwendet, um individuelles Leseverhalten zu untersuchen und zu verstehen, wie Textstrukturen wahrgenommen und verarbeitet werden. Die Technologie hilft dabei, frühzeitig Lernrückstände oder Beeinträchtigungen, wie Leseschwäche oder ADHS zu erkennen. In der praktischen Leseförderung können Lehrkräfte mit dieser Forschungsmethode gezielt Lesestrategien beobachten und fördern. Insgesamt bietet diese Methode eine wertvolle Unterstützung, um das Leseverständnis zu verbessern und die Lesekompetenz individuell zu fördern.},
	language = {de},
	number = {2},
	urldate = {2025-07-04},
	journal = {\#schuleverantworten},
	author = {Grobner, Marie-Christin and Wittmann, Astrid},
	month = jun,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU5},
	pages = {40--49},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/AK9GTYZV/Grobner und Wittmann - 2025 - „Ich seh’, ich seh’, was du nicht siehst!“ Eye-Tracking-Technologie in der Leseforschung.pdf:application/pdf},
}

@article{singh_wearable_2025,
	title = {Wearable {IoT} (w-{IoT}) artificial intelligence ({AI}) solution for sustainable smart-healthcare},
	volume = {5},
	issn = {26670968},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2667096824000806},
	doi = {10.1016/j.jjimei.2024.100291},
	abstract = {Smart technologies, specifically wearables are cutting edge innovation of design science with an emerging Artificial Intelligence (AI) capability for sustainable healthcare. Wearable IoT (w-IoT) applications, solutions and systems can promote early warning measures for physiological parameter monitoring and other vital health observation while addressing, streamlining and enhancing emergency response procedures in the provision and deliverance of healthcare services. These solutions exhibit real-time responses with underlying machine-learning (ML) methodologies alongside ubiquitous, context-aware, pervasive and advance software features. AI frameworks, for the development and implementation of solutions are well covered in this study adopting design science (DS) principles for new product development (NPD), comprising various healthcare scenarios for distributed numbers and environments. Physiological or health activity-related data produced by embedded optical smartwatch sensors can instigate sustainable and economical health-oriented solutions for continuous monitoring, semantic predictions for constrained, intractable and autonomous environments to address cardiac disorders. This paper addresses, the practical implementation of the w-IoT health technology solution prototype for real-time applicability, covering problem identification and utilizing design science guidelines, evaluation and contribution by emphasizing on the experimental stage in general and with specificity. It covers performance results rendering research science communication on machine learning models for time series analysis, regression and classification to implement defined and adaptive thresholds, adopting standard deviation and moving average, computing mean square error (MSE), root mean square error (RSME) and mean absolute error (MAE) values, utilizing exponential moving average results on multiple features, prominently targeting resting heartrate data. Machine Learning algorithms for classification with higher F-score or performance metrics adopted are Decision Trees (DT), K-Nearest Neighbours (KNN), XGboost, One-class SVM and Logistic Regression. In Binary classification, KNN achieved F-score of 91 \%, followed by DT at 81 \% which seems an effective algorithm with flexibility on overfitting with high accuracy result. This study will cover all stages of design science methodology, guidelines for w-IoT healthcare solution development, by presenting experimental prototype towards pipeline implementation to address healthcare needs, alleviating previously prevalent Body Area Networks (BANs) solutions precision with advancing w-IoT smart technologies or Wireless Body Sensor Networks (WBSNs).},
	language = {en-GB},
	number = {1},
	urldate = {2025-06-12},
	journal = {International Journal of Information Management Data Insights},
	author = {Singh, Gurdeep},
	month = jun,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit, Promotion:FU7},
	pages = {100291},
	file = {Singh - 2025 - Wearable IoT (w-IoT) artificial intelligence (AI) solution for sustainable smart-healthcare:/Users/jochenhanisch-johannsen/Zotero/storage/RQYGTMGU/Singh - 2025 - Wearable IoT (w-IoT) artificial intelligence (AI) solution for sustainable smart-healthcare.pdf:application/pdf},
}

@book{ilg-muller_digitalisierung_2025,
	address = {Wiesbaden},
	title = {Digitalisierung als {Handlungsfeld} {Nachhaltiger} {Entwicklung} in der {Verpackungsindustrie}},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-3-658-48669-3 978-3-658-48670-9},
	url = {https://link.springer.com/10.1007/978-3-658-48670-9},
	language = {de},
	urldate = {2025-07-04},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ilg-Müller, Christina},
	year = {2025},
	doi = {10.1007/978-3-658-48670-9},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/GWJJDBRF/Ilg-Müller - 2025 - Digitalisierung als Handlungsfeld Nachhaltiger Entwicklung in der Verpackungsindustrie.pdf:application/pdf},
}

@incollection{haas-kotzegger_markenaktivismus_2025,
	address = {Wiesbaden},
	title = {Markenaktivismus: {Wenn} {Marken} {Stellung} beziehen und {Verbraucher} negativ reagieren},
	isbn = {978-3-658-47827-8 978-3-658-47828-5},
	shorttitle = {Markenaktivismus},
	url = {https://link.springer.com/10.1007/978-3-658-47828-5_1},
	language = {de},
	urldate = {2025-07-04},
	booktitle = {Digital {Economy}: {Die} neuen {Spielregeln} für {Unternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Haas-Kotzegger, Ursula and Wibmer, Elena and Kerschbaumer, René Hubert and Kappel, Dietmar},
	editor = {Haas-Kotzegger, Ursula},
	year = {2025},
	doi = {10.1007/978-3-658-47828-5_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--22},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/VQL5AKCI/Haas-Kotzegger et al. - 2025 - Markenaktivismus Wenn Marken Stellung beziehen und Verbraucher negativ reagieren.pdf:application/pdf},
}

@book{schmidt-lauff_transformative_2025,
	address = {Erscheinungsort nicht ermittelbar},
	edition = {1. Auflage},
	series = {Innovative {Hochschule}: digital - international - transformativ},
	title = {Transformative {Digitale} {Kompetenzen}: {Entwicklungen} für {Hochschule}, {Studium} und {Gesellschaft}},
	isbn = {978-3-7639-7862-5},
	shorttitle = {Transformative {Digitale} {Kompetenzen}},
	abstract = {Der Sammelband präsentiert die Beiträge, Produktdarstellungen und Erkenntnisse des DigiTaKS*-Projekts. Ziel des Projekts ist es, Studierende zu befähigen, Transformationsprozesse als Digital Change Agents proaktiv, medienkompetent und zukunftsorientiert mitzugestalten. Angesichts der vielfältigen Herausforderungen der Digitalisierung gewinnen digitale Schlüsselkompetenzen zunehmend an Bedeutung. Diese Kompetenzen entwickeln sich durch den praktischen Umgang mit digitalen Technologien, das erforderliche Wissen über digitale Medien sowie eine neugierige und zugleich kritische Gestaltung mit Blick auf globale bis individuelle Auswirkungen. Um die Rahmenbedingungen dafür zu schaffen, sind grundlegende Reformen im Bildungssystem wie auch im Hochschulstudium notwendig. Dies alles sind die Ausgangspunkte des Forschungs- und Entwicklungsprojekts Digitale Schlüsselkompetenzen für Studium und Beruf (DigiTaKS*)},
	language = {de},
	publisher = {wbv Publikation},
	editor = {Schmidt-Lauff, Sabine and {ZayDesign}},
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buch:Bildung:Technologie},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/Z977Q7AS/Schmidt-Lauff und ZayDesign - 2025 - Transformative Digitale Kompetenzen Entwicklungen für Hochschule, Studium und Gesellschaft.pdf:application/pdf},
}

@incollection{smith_development_2025,
	address = {Cham},
	title = {Development of a {Living} {Lab} {Model} {Driven} by {Artificial} {Intelligence} and {Sustainability}: {DETAILLs} {Project}},
	volume = {15807},
	isbn = {978-3-031-93566-4 978-3-031-93567-1},
	shorttitle = {Development of a {Living} {Lab} {Model} {Driven} by {Artificial} {Intelligence} and {Sustainability}},
	url = {https://link.springer.com/10.1007/978-3-031-93567-1_17},
	abstract = {Addressing the pressing global challenges of sustainability requires innovative approaches that integrate environmental, social, and governance (ESG) principles into real-world problem-solving. This paper presents a project that serves as a model for exploring and implementing sustainable solutions to realworld challenges. DETAILLs fosters a co-creative ecosystem where researchers, students, businesses, and end-users collaborate on real-world challenges integrating artiﬁcial intelligence with Living Labs. This model innovates by shifting the focus from product development to design methodologies, incorporating AI-driven decision-making tools, and embedding sustainability principles across environmental, social, and governance (ESG) dimensions. The project equips higher education students with essential green, digital, and entrepreneurial skills through challenge-based learning and digital tools. Additionally, DETAILLs strengthens university-industry networks, ensuring the transferability of AI-driven sustainable design methods. By bridging academia and industry, the project fosters innovation and promotes a new generation of professionals capable of leading sustainable transformations in diverse sectors.},
	language = {en},
	urldate = {2025-06-05},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Garcia-Holgado, Alicia and Garcia-Holgado, Lucia and Vázquez-Ingelmo, Andrea and Therón, Roberto and Chiarello, Filippo and Štorga, Mario and Isaksson, Ola},
	editor = {Smith, Brian K. and Borge, Marcela},
	year = {2025},
	doi = {10.1007/978-3-031-93567-1_17},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {247--256},
	file = {Garcia-Holgado et al. - 2025 - Development of a Living Lab Model Driven by Artificial Intelligence and Sustainability DETAILLs Pro:/Users/jochenhanisch-johannsen/Zotero/storage/62LP7WR7/Garcia-Holgado et al. - 2025 - Development of a Living Lab Model Driven by Artificial Intelligence and Sustainability DETAILLs Pro.pdf:application/pdf},
}

@incollection{smith_artificial_2025,
	address = {Cham},
	title = {Artificial {Human} {Lecturers}: {Initial} {Findings} from {Asia}’s {First} {AI} {Lecturers} in {Class} to {Promote} {Innovation} in {Education}},
	volume = {15807},
	isbn = {978-3-031-93566-4 978-3-031-93567-1},
	shorttitle = {Artificial {Human} {Lecturers}},
	url = {https://link.springer.com/10.1007/978-3-031-93567-1_8},
	abstract = {In recent years, artiﬁcial intelligence (AI) has become increasingly integrated into education, reshaping traditional learning environments. Despite this, there has been limited investigation into fully operational artiﬁcial human lecturers. To the best of our knowledge, our paper presents the world’s ﬁrst study examining their deployment in a real-world educational setting. Speciﬁcally, we investigate the use of “digital teachers,” AI-powered virtual lecturers, in a postgraduate course at the Hong Kong University of Science and Technology (HKUST). Our study explores how features such as appearance, non-verbal cues, voice, and verbal expression impact students’ learning experiences. Findings suggest that students highly value naturalness, authenticity , and interactivity in digital teachers, highlighting areas for improvement, such as increased responsiveness, personalized avatars , and integration with larger learning platforms. We conclude that digital teachers have signiﬁcant potential to enhance education by providing a more ﬂexible, engaging, personalized , and accessible learning experience for students.},
	language = {en},
	urldate = {2025-06-05},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Pang, Ching Christie and Zhao, Yawei and Yin, Zhizhuo and Sun, Jia and Hadi Mogavi, Reza and Hui, Pan},
	editor = {Smith, Brian K. and Borge, Marcela},
	year = {2025},
	doi = {10.1007/978-3-031-93567-1_8},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {105--124},
	file = {Pang et al. - 2025 - Artificial Human Lecturers Initial Findings from Asia’s First AI Lecturers in Class to Promote Inno:/Users/jochenhanisch-johannsen/Zotero/storage/ELWDGUMZ/Pang et al. - 2025 - Artificial Human Lecturers Initial Findings from Asia’s First AI Lecturers in Class to Promote Inno.pdf:application/pdf},
}

@incollection{smith_towards_2025,
	address = {Cham},
	title = {Towards a {GenAI}-{Driven} {Architecture} for {Generating} {Personalized} {Embodiments} of {Intelligent} {Learning} {Assistants}},
	volume = {15807},
	isbn = {978-3-031-93566-4 978-3-031-93567-1},
	url = {https://link.springer.com/10.1007/978-3-031-93567-1_11},
	abstract = {This paper introduces a novel architecture, the Great Individual TuTor Embodiment (GITTE) architecture, designed to generate highly personalized embodiments of Intelligent Learning Assistants (ILAs) through an iterative, participative approach. By leveraging Generative Artiﬁcial Intelligence (GenAI) models, the system dynamically adapts design features based on individual preferences, including those that are unconscious or explicitly rejected. The Pedagogical Agents-Level of Design (PALD) model serves as a structured taxonomy to collect and analyze design features at multiple levels, supporting systematic tracking of potential biases and hallucinations that may arise during image generation. To ensure compliance with the General Data Protection Regulation (GDPR), the GITTE architecture emphasizes local data processing, and pseudonymization, thus protecting student privacy while enabling real-time, dialogue-based exploration of embodiment preferences. The architecture’s modular design supports ﬂexible integration of GenAI components, demonstrated by the seamless transition from one version of a Large Language Model to another without compromising functionality. A technical proof of concept validates the feasibility of creating ILAs that reﬂect the diverse design requirements of students, highlighting the system’s ability to account for age, gender, and other attributes. Iterative feedback loops further reﬁne each embodiment, leading to continuously improved personalization. Nevertheless, ongoing challenges remain, including mitigating bias and improving scalability. Future research aims to expand the dataset for bias detection, optimize feedback processing mechanisms, and reﬁne the PALD model to better collect nuanced design features, thereby improving the personalization and effectiveness of GenAI-driven ILAs. This approach holds promise for more inclusive, effective and adaptive digital learning experiences.},
	language = {en},
	urldate = {2025-06-05},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Schelter, Nicole and Veiel, Dirk},
	editor = {Smith, Brian K. and Borge, Marcela},
	year = {2025},
	doi = {10.1007/978-3-031-93567-1_11},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {154--172},
	file = {Schelter und Veiel - 2025 - Towards a GenAI-Driven Architecture for Generating Personalized Embodiments of Intelligent Learning:/Users/jochenhanisch-johannsen/Zotero/storage/UZS3XP5G/Schelter und Veiel - 2025 - Towards a GenAI-Driven Architecture for Generating Personalized Embodiments of Intelligent Learning.pdf:application/pdf},
}

@incollection{smith_generative_2025,
	address = {Cham},
	title = {Generative {AI} {Tools} for {Systematic} {Approaches} to {Literature} {Review}: {Insights} from {Danish} {Librarians}},
	volume = {15807},
	isbn = {978-3-031-93566-4 978-3-031-93567-1},
	shorttitle = {Generative {AI} {Tools} for {Systematic} {Approaches} to {Literature} {Review}},
	url = {https://link.springer.com/10.1007/978-3-031-93567-1_20},
	abstract = {This work-in-progress mixed-methods study, set in the context of Danish research libraries, investigates the functionalities, perceptions, and adoption of generative AI (GenAI) tools that interact with scientiﬁc digital libraries to enhance the literature review process. The study focuses on identifying the names and functionalities of GenAI tools, as well as librarians’ perceptions and experiences in providing training and applying these tools for literature reviews. Data were collected through semi-structured interviews and a survey involving six librarians, desk research to map the functionalities of GenAI tools, and analysis of GenAI training content from a Danish university library. The open and axial coding methods were applied to analyze the interview data. Key barriers identiﬁed include lack of funding, technical expertise, data protection compliance, and trialability. Future research should focus on developing a literature review workﬂow journey map supported by GenAI tools, creating a GenAI evaluation instrument, and establishing an impact assessment framework.},
	language = {en},
	urldate = {2025-06-05},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Khalid, Md Saifuddin and El-Haj Moussa, Ali Marwan and Wu, Jiayan and Ekstrøm, Jeannette},
	editor = {Smith, Brian K. and Borge, Marcela},
	year = {2025},
	doi = {10.1007/978-3-031-93567-1_20},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {284--303},
	file = {Khalid et al. - 2025 - Generative AI Tools for Systematic Approaches to Literature Review Insights from Danish Librarians:/Users/jochenhanisch-johannsen/Zotero/storage/GYCRAPA2/Khalid et al. - 2025 - Generative AI Tools for Systematic Approaches to Literature Review Insights from Danish Librarians.pdf:application/pdf},
}

@incollection{smith_smart_2025,
	address = {Cham},
	title = {Smart {Learning} {Platforms}: {Personalization}, {Adaptability}, and {Accessibility} for {Truly} {Inclusive} {Education}},
	volume = {15807},
	isbn = {978-3-031-93566-4 978-3-031-93567-1},
	shorttitle = {Smart {Learning} {Platforms}},
	url = {https://link.springer.com/10.1007/978-3-031-93567-1_24},
	abstract = {The progress of information technologies, particularly artiﬁcial intelligence, has led to the development of smart learning platforms designed to enhance the learning experience. These tools oﬀer adaptive and personalized content but often struggle to meet the requirements of digital accessibility-a concept that ensures platforms are usable by individuals with diverse abilities. Nevertheless, achieving accessibility in smart learning environments is a complex challenge that demands the integration of inclusive design principles.},
	language = {en},
	urldate = {2025-06-05},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Real-Fernández, Alberto and Fernández-Gil, José María and Molina-Carmona, Rafael and Llorens-Largo, Faraón},
	editor = {Smith, Brian K. and Borge, Marcela},
	year = {2025},
	doi = {10.1007/978-3-031-93567-1_24},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {353--364},
	file = {Real-Fernández et al. - 2025 - Smart Learning Platforms Personalization, Adaptability, and Accessibility for Truly Inclusive Educa:/Users/jochenhanisch-johannsen/Zotero/storage/9VI838R4/Real-Fernández et al. - 2025 - Smart Learning Platforms Personalization, Adaptability, and Accessibility for Truly Inclusive Educa.pdf:application/pdf},
}

@incollection{smith_ai_2025,
	address = {Cham},
	title = {{AI} {Literacy} and {Integration} {Practices} {Among} {Digital} {Education} {Teachers}: {A} {Survey} {Study} of {Knowledge}, {Attitudes}, and {Professional} {Development} {Needs}},
	volume = {15807},
	isbn = {978-3-031-93566-4 978-3-031-93567-1},
	shorttitle = {{AI} {Literacy} and {Integration} {Practices} {Among} {Digital} {Education} {Teachers}},
	url = {https://link.springer.com/10.1007/978-3-031-93567-1_10},
	abstract = {This study investigates Artiﬁcial Intelligence (AI) experiences and strategies among 48 in-service teachers of the school subject “Digital Basic Education”, examining their knowledge, practices, and perceptions of AI in educational contexts. An anonymous online questionnaire, explored the teachers’ self-reported AI tool usage, current literacy levels, existing knowledge, pedagogical strategies, and professional development needs. Results indicate high adoption rates of AI chatbots for lesson preparation ({\textgreater}80\%) and predominantly positive attitudes toward AI integration in education. Analysis revealed that 68\% of spontaneously mentioned AI applications related to generative AI tools, suggesting strong inﬂuence of recent technological developments on teachers’ AI conceptualization. While 78\% of participants reported teaching AI-related content, focusing primarily on fundamental concepts, risks, and ethical considerations, they also expressed substantial interest in professional development, particularly regarding practical teaching examples and AI application methods. The teachers demonstrated professional discretion by completely avoiding AI tools for student assessment.},
	language = {en},
	urldate = {2025-06-05},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Robinig, Wolfgang and Burgsteiner, Harald and Steinbauer-Wagner, Gerald},
	editor = {Smith, Brian K. and Borge, Marcela},
	year = {2025},
	doi = {10.1007/978-3-031-93567-1_10},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {141--153},
	file = {Robinig et al. - 2025 - AI Literacy and Integration Practices Among Digital Education Teachers A Survey Study of Knowledge,:/Users/jochenhanisch-johannsen/Zotero/storage/PH7ZMMYH/Robinig et al. - 2025 - AI Literacy and Integration Practices Among Digital Education Teachers A Survey Study of Knowledge,.pdf:application/pdf},
}

@incollection{smith_hybrid_2025,
	address = {Cham},
	title = {Hybrid {Deep} {Learning}-{Based} {Framework} for {Students}’ {Cognitive} {Analysis} in {Online} {Learning}},
	volume = {15807},
	isbn = {978-3-031-93566-4 978-3-031-93567-1},
	url = {https://link.springer.com/10.1007/978-3-031-93567-1_19},
	abstract = {This paper presents a framework for categorizing students’ discussion posts into different cognitive levels to gain insights into student engagement and enhance their online learning experience. The proposed approach investigates various hybrid deep learning models, which include CNN-BiLSTM, ANN-BiLSTM, and BERT-BiLSTM, within an educational framework called Interactive, Constructive, Active , and Passive (ICAP). These models classify students’ posts into interactive, constructive, active , and passive categories, which also quantify the cognitive engagement levels from highest to lowest accordingly. We analyzed textual attributes such as sentiment polarity, subjectivity, n-grams, and named entity recognition within the above hybrid models to extract deeper insights into the cognitive content of the forum posts. These features are also further reﬁned using pre-trained BERT embeddings to enhance the classiﬁcation accuracy. In addition to cognitive analysis, we employ Latent Dirichlet Allocation (LDA) based visualization to uncover the underlying themes and topics within the discussion posts. By using hybrid deep learning models for students’ cognitive analysis and LDAbased visualization of discussion topics, this study demonstrates the effectiveness of the proposed framework in improving students’ engagement in online learning.},
	language = {en},
	urldate = {2025-06-05},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Kannan, Kavya and Dewan, M. Ali Akber and Murshed, Mahbub},
	editor = {Smith, Brian K. and Borge, Marcela},
	year = {2025},
	doi = {10.1007/978-3-031-93567-1_19},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {271--283},
	file = {Kannan et al. - 2025 - Hybrid Deep Learning-Based Framework for Students’ Cognitive Analysis in Online Learning:/Users/jochenhanisch-johannsen/Zotero/storage/3EH8XTDA/Kannan et al. - 2025 - Hybrid Deep Learning-Based Framework for Students’ Cognitive Analysis in Online Learning.pdf:application/pdf},
}

@incollection{smith_synthetic_2025,
	address = {Cham},
	title = {Synthetic {Educators}: {Analyzing} {AI}-{Driven} {Avatars} in {Digital} {Learning} {Environments}},
	volume = {15807},
	isbn = {978-3-031-93566-4 978-3-031-93567-1},
	shorttitle = {Synthetic {Educators}},
	url = {https://link.springer.com/10.1007/978-3-031-93567-1_13},
	abstract = {Videos can be used in a variety of ways in learning environments today. With advances in generative AI technologies, tools such as HeyGen and ElevenLabs make it easy to create synthetic teachers, promising eﬃciency and accessibility. This study investigates the impact of AI-generated teaching video avatars on learners’ emotional responses. A mixed-method approach was adopted, in which 55 participants were shown AI-generated videos and videos with real instructors. Emotional engagement was measured using FaceReader Online, along with quiz questions and follow-up interviews to gauge knowledge retention and perceptions of this educational technology. Results indicate that AI avatars eﬀectively convey content and weakly elicit better recall rates and positive emotional responses comparable to those of real instructors. However, concerns were raised about emotional authenticity and engagement, highlighting the need for improved avatar design. The study concludes with a discussion of the potential and limitations of AI avatars and argues for their thoughtful integration to improve educational equity and learning outcomes.},
	language = {en},
	urldate = {2025-06-05},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Struger, Patrick and Brünner, Benedikt and Ebner, Martin},
	editor = {Smith, Brian K. and Borge, Marcela},
	year = {2025},
	doi = {10.1007/978-3-031-93567-1_13},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {187--199},
	file = {Struger et al. - 2025 - Synthetic Educators Analyzing AI-Driven Avatars in Digital Learning Environments:/Users/jochenhanisch-johannsen/Zotero/storage/4LR8Q44G/Struger et al. - 2025 - Synthetic Educators Analyzing AI-Driven Avatars in Digital Learning Environments.pdf:application/pdf},
}

@incollection{smith_development_2025-1,
	address = {Cham},
	title = {Development of {Group} {Formation} {System} for {Collaborative} {Learning} {Using} {Genetic} {Algorithm} with {Multimodal} {Affect} {Estimation}},
	volume = {15807},
	isbn = {978-3-031-93566-4 978-3-031-93567-1},
	url = {https://link.springer.com/10.1007/978-3-031-93567-1_27},
	abstract = {This research develops a group formulation method to maximize the eﬀectiveness of online collaborative learning by incorporating “emotions” as a primary metric. Aﬀects are multidimensionally recognized from learners’ voice and facial expressions during a greeting session immediately prior to group work. The multidimensional data are compressed into two dimensions to facilitate eﬃcient integration with other metrics in the group formation process. These two aﬀective metrics, derived from voice and facial expressions, are then combined with traditional metrics such as knowledge level, communication skills, and leadership abilities, resulting in ﬁve metrics that ensure diversity within groups during the grouping process. In a validation experiment involving 34 university students, the validity of recognizing aﬀects from both voice and facial expressions and the extent of information loss during dimensionality reduction are examined. The proposed method is one of the few group formation approaches that take emotional diversity into account, signiﬁcantly contributing to the ﬁeld of Computer-Supported Collaborative Learning.},
	language = {en},
	urldate = {2025-06-05},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Tada, Haruka and Xie, Chun and Kitahara, Itaru},
	editor = {Smith, Brian K. and Borge, Marcela},
	year = {2025},
	doi = {10.1007/978-3-031-93567-1_27},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {392--408},
	file = {Tada et al. - 2025 - Development of Group Formation System for Collaborative Learning Using Genetic Algorithm with Multim:/Users/jochenhanisch-johannsen/Zotero/storage/G9R57E5T/Tada et al. - 2025 - Development of Group Formation System for Collaborative Learning Using Genetic Algorithm with Multim.pdf:application/pdf},
}

@incollection{koul_research_2025,
	address = {Paris},
	title = {Research on the {Innovation} of {Blended} {Teaching} of {Aviation} {Maintenance} {Management} {Course} {Based} on {CSCL}},
	volume = {924},
	isbn = {978-2-38476-399-3 978-2-38476-400-6},
	url = {https://www.atlantis-press.com/doi/10.2991/978-2-38476-400-6_83},
	abstract = {Aviation maintenance management plays a crucial role in ensuring aviation safety and utilization efficiency. As the core link in cultivating relevant professionals, the Aviation Maintenance Management course has high requirements for practicality and comprehensiveness and is a compulsory main course in various directions of aviation maintenance specialty. To address the pain points in course teaching, the course team adopts the teaching concept of "student-centered, problem-driven, ability-oriented, and continuous improvement". In the blended teaching reform of the course, the theory of Computer Supported Cooperative Learning (CSCL) is introduced. By analyzing the connotation and advantages of CSCL, the CSCL technology is deeply integrated with course teaching to create an autonomous, cooperative, and inquiry-based learning environment for students, realizing the interconnection between online and offline, as well as inside and outside the classroom. It can provide a practical reference path for the teaching reform of similar courses to improve teaching effectiveness and the quality of talent cultivation.},
	language = {en},
	urldate = {2025-05-21},
	booktitle = {Proceedings of the 2nd {International} {Conference} on {Educational} {Development} and {Social} {Sciences} ({EDSS} 2025)},
	publisher = {Atlantis Press SARL},
	author = {Wang, Lingzhi},
	editor = {Koul, Rekha and Roslan, Samsilah and Bin Abdul Rahman, Mohd Nazri and Cheng Ean, Catherine Lee},
	year = {2025},
	doi = {10.2991/978-2-38476-400-6_83},
	note = {Series Title: Advances in Social Science, Education and Humanities Research},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#8:Buchteil:blended:learning},
	pages = {717--723},
	file = {Wang - 2025 - Research on the Innovation of Blended Teaching of Aviation Maintenance Management Course Based on CS:/Users/jochenhanisch-johannsen/Zotero/storage/7B7YFQ6H/Wang - 2025 - Research on the Innovation of Blended Teaching of Aviation Maintenance Management Course Based on CS.pdf:application/pdf},
}

@incollection{smith_development_2025-2,
	address = {Cham},
	title = {Development of an {Artificial} {Intelligence}-{Based} {Smart} {Education} {Framework}},
	volume = {15807},
	isbn = {978-3-031-93566-4 978-3-031-93567-1},
	url = {https://link.springer.com/10.1007/978-3-031-93567-1_26},
	abstract = {Smart education has become essential for efﬁcient learning and effective teaching in higher education institutions. The study attempted to develop a modular framework for an artiﬁcial intelligence-based smart educational system. Relevant research studies were reviewed accordingly. Analytical Hierarchy Process (AHP) was also done. Relevant studies recommended that educational data mining and machine learning algorithms would help in generating an optimized dossier of content for enhanced learning and effective teaching. Therefore, the proposed Artiﬁcial Intelligence-based smart education system encompasses various subsystems such as the modular framework for the blended system, smart pedagogy, decision support systems, social networking platforms, crowdfunding/ crowdsourcing, computers/ television/ radio transmission, and easy access to internet services for efﬁcient percolation of education and satisfaction of the stakeholders. This study can pave the foundation for the effective implementation of Artiﬁcial Intelligence into efﬁcient educational systems.},
	language = {en},
	urldate = {2025-06-05},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Sengupta, Sarthak and Vaish, Anurika and Bose, Anindya and Fonseca, David and Garcia-Penalvo, Francisco Jose and Moreira, Fernando},
	editor = {Smith, Brian K. and Borge, Marcela},
	year = {2025},
	doi = {10.1007/978-3-031-93567-1_26},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#8:Buchteil:blended:learning},
	pages = {380--391},
	file = {Sengupta et al. - 2025 - Development of an Artificial Intelligence-Based Smart Education Framework:/Users/jochenhanisch-johannsen/Zotero/storage/ZI2UXUCZ/Sengupta et al. - 2025 - Development of an Artificial Intelligence-Based Smart Education Framework.pdf:application/pdf},
}

@incollection{kohne_new_2024,
	address = {Wiesbaden},
	title = {New {Work} – {Neue} {Arbeitswelten}: {Rahmenbedingungen} einer sich ändernden digitalen {Arbeitswelt}},
	isbn = {978-3-658-43268-3 978-3-658-43269-0},
	shorttitle = {New {Work} – {Neue} {Arbeitswelten}},
	url = {https://link.springer.com/10.1007/978-3-658-43269-0_8},
	language = {de},
	urldate = {2025-06-11},
	booktitle = {Moderne {Unternehmensführung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bremer, Olaf},
	editor = {Kohne, Andreas},
	year = {2024},
	doi = {10.1007/978-3-658-43269-0_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {195--226},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/GJZYFN34/Bremer - 2024 - New Work – Neue Arbeitswelten Rahmenbedingungen einer sich ändernden digitalen Arbeitswelt.pdf:application/pdf},
}

@incollection{leibniz-institut_fur_bildungsforschung_und_bildungsinformation_dipf_editorial_2012,
	title = {Editorial – eine leser/innen/orientierte {Einführung}},
	copyright = {Deutsches Urheberrecht},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=8289},
	abstract = {Einen wesentlichen und nicht mehr wegzudenkenden Beitrag zu Qualität und Exzellenz in Forschung und Lehre können digitalen Medien dann leisten, wenn sie richtig eingesetzt werden. Provozieren sie darüber hinaus auch einen Paradigmenwechsel in den betreffenden Prozessen und Organisationsformen? Einhundertvierzig engagierte WissenschaftlerInnen und PraktikerInnen aus Deutschland, Österreich und der Schweiz thematisieren in sechzig Beiträgen die technologisch induzierten Änderungen an Universitäten und Hochschulen und evaluieren ihren Beitrag zur Qualität: Welchen Nutzen bringen digitale Medien für die Optimierung nicht nur der Prozesse, sondern auch der Ergebnisse von Forschung und Lehre? Der bloße Einsatz digitaler Medien ist sicher keine hinreichende Bedingung für Exzellenz. Kann aber jemand, der die Potenziale der aktuellen Technologien ignoriert bzw. auf die Optimierung ihres Einsatzes verzichtet, überhaupt nur in deren Nähe gelangen? Dies darf angesichts des aktuellen Informationsstandes bezweifelt werden. Die hier abgedruckten Papers und die Auseinandersetzung damit während der GMW 2012 sind wertvolle Beiträge zur Aufklärung dieses komplexen Zusammenhangs. Nicht mehr, aber auch nicht weniger. Denn die Auseinandersetzung damit ist noch lange nicht abgeschlossen. Im Grunde beginnt sie jetzt erst so richtig - in der GMW und darüber hinaus. (DIPF/Verlag)},
	language = {de-DE},
	urldate = {2023-10-10},
	booktitle = {Digitale {Medien} - {Werkzeuge} für exzellente {Forschung} und {Lehre}},
	editor = {{Leibniz-Institut für Bildungsforschung und Bildungsinformation (DIPF)}},
	collaborator = {Csanyi, Gottfried and Reichl, Franz and Steiner, Andreas},
	year = {2012},
	note = {Artwork Size: 507 pages
Publisher: Waxmann : Münster u.a.},
	keywords = {Forschung, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Deployment of media, Digitale Bildung, Hochschullehre, Medieneinsatz, University lecturing, University teaching, Use of media, Virtual learning, Learning, \#6:Buchteil:Bildung:Technologie, Assessment, Bewertung, Community education, Curriculum, Educational Materials, Elektronische Medien, Gemeinschaft, Gemeinschaftserziehung, Higher education lecturing, Judgement, Judgment, Lehrmittel, Meeting, Research, Social Software, Soziale Software, Tagung, Teaching aids, Training aid, zu bearbeiten},
	file = {null - 2012 - Digitale Medien - Werkzeuge für exzellente Forschu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ART5I326/null - 2012 - Digitale Medien - Werkzeuge für exzellente Forschu.pdf:application/pdf},
}

@book{kolhoff_digitale_2025,
	address = {Wiesbaden},
	series = {essentials},
	title = {Digitale {Bildungsangebote} für die {Qualifizierung} schwerbehinderter {Menschen}},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-3-658-47876-6 978-3-658-47877-3},
	url = {https://link.springer.com/10.1007/978-3-658-47877-3},
	language = {de-DE},
	urldate = {2025-06-03},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kolhoff, Ludger},
	year = {2025},
	doi = {10.1007/978-3-658-47877-3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Kolhoff - 2025 - Digitale Bildungsangebote für die Qualifizierung schwerbehinderter Menschen:/Users/jochenhanisch-johannsen/Zotero/storage/3B8VJKI7/Kolhoff - 2025 - Digitale Bildungsangebote für die Qualifizierung schwerbehinderter Menschen.pdf:application/pdf},
}

@book{koppel_digitale_2025,
	address = {Bielefeld},
	edition = {1. Auflage},
	title = {Digitale {Medien} in der {Grundbildung} {Erwachsener}: {Einsatzmöglichkeiten} und {Gelingensbedingungen}},
	isbn = {978-3-7639-7816-8},
	shorttitle = {Digitale {Medien} in der {Grundbildung} {Erwachsener}},
	language = {de-DE},
	publisher = {wbv Publikation},
	editor = {Koppel, Ilka and Langer, Sandra and David, Lisa Maria},
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Koppel et al. - 2025 - Digitale Medien in der Grundbildung Erwachsener Einsatzmöglichkeiten und Gelingensbedingungen:/Users/jochenhanisch-johannsen/Zotero/storage/V553QL37/Koppel et al. - 2025 - Digitale Medien in der Grundbildung Erwachsener Einsatzmöglichkeiten und Gelingensbedingungen.pdf:application/pdf},
}

@book{nagel_digital_2025,
	address = {Wiesbaden},
	title = {Digital {Literacy} im {Projektmanagement}: {Entwicklung} eines {Kompetenzstrukturmodells} für das digital strukturierte {Projektmanagement}},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-3-658-48281-7 978-3-658-48282-4},
	shorttitle = {Digital {Literacy} im {Projektmanagement}},
	url = {https://link.springer.com/10.1007/978-3-658-48282-4},
	language = {de-DE},
	urldate = {2025-05-31},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Nagel, Jessica},
	year = {2025},
	doi = {10.1007/978-3-658-48282-4},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Nagel - 2025 - Digital Literacy im Projektmanagement Entwicklung eines Kompetenzstrukturmodells für das digital st:/Users/jochenhanisch-johannsen/Zotero/storage/S5N2LWAH/Nagel - 2025 - Digital Literacy im Projektmanagement Entwicklung eines Kompetenzstrukturmodells für das digital st.pdf:application/pdf},
}

@book{krieg_fuhrungskompetenz_2024,
	address = {Wiesbaden},
	series = {{BestMasters}},
	title = {Führungskompetenz im {Zeitalter} der {Digitalen} {Transformation}},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-3-658-46001-3 978-3-658-46002-0},
	url = {https://link.springer.com/10.1007/978-3-658-46002-0},
	language = {de},
	urldate = {2025-06-11},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Krieg, Vanessa},
	year = {2024},
	doi = {10.1007/978-3-658-46002-0},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/DTYGFSCW/Krieg - 2024 - Führungskompetenz im Zeitalter der Digitalen Transformation.pdf:application/pdf},
}

@incollection{smith_infofit_2025,
	address = {Cham},
	title = {{InfoFit} and {Beyond}: {AI} {Chatbots} as {EdTech} {Tools} for {Self}-{Regulated} {Learning} in {MOOCs}},
	volume = {15807},
	isbn = {978-3-031-93566-4 978-3-031-93567-1},
	shorttitle = {{InfoFit} and {Beyond}},
	url = {https://link.springer.com/10.1007/978-3-031-93567-1_4},
	abstract = {Massive Open Online Courses (MOOCs) have become essential for the democratization of education by providing accessible learning opportunities to broad audiences. However, their asynchronous and open structure is challenging for learning, especially in terms of maintaining engagement, and self-regulated learning (SRL) is necessary. This study investigates the integration of a retrieval-augmented-generation (RAG) chatbot into a MOOC and uses generative AI (genAI) to enhance learners’ SRL processes. The chatbot is based on Zimmermann’s SRL framework and is prepared for the MOOC content, basics of computer science. It is designed to support learners in the forethought, performance, and self-reﬂection phases by providing concise, context-speciﬁc responses. A mixed-method evaluation with 79 participants revealed high levels of satisfaction, with over 98\% of respondents recommending the chatbot for future courses. The chatbot proved eﬀective in supporting tasks such as summarization and concept clariﬁcation; however, its role in maintaining motivation emerged as a key area for further investigation. These ﬁndings underscore the transformative potential of AI chatbots in asynchronous learning environments, while also highlighting the importance of incorporating multimodal and motivational features to maximize educational technology (EdTech) impact.},
	language = {en},
	urldate = {2025-06-05},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Brünner, Benedikt and Ebner, Martin},
	editor = {Smith, Brian K. and Borge, Marcela},
	year = {2025},
	doi = {10.1007/978-3-031-93567-1_4},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buchteil:MOOC},
	pages = {45--60},
	file = {Brünner und Ebner - 2025 - InfoFit and Beyond AI Chatbots as EdTech Tools for Self-Regulated Learning in MOOCs:/Users/jochenhanisch-johannsen/Zotero/storage/A9Q7C6LY/Brünner und Ebner - 2025 - InfoFit and Beyond AI Chatbots as EdTech Tools for Self-Regulated Learning in MOOCs.pdf:application/pdf},
}

@incollection{smith_semi-automatic_2025,
	address = {Cham},
	title = {Semi-{Automatic} {Labeling} of {Online} {Course} {Discussion} {Posts}},
	volume = {15807},
	isbn = {978-3-031-93566-4 978-3-031-93567-1},
	url = {https://link.springer.com/10.1007/978-3-031-93567-1_22},
	abstract = {Automatic text labeling is essential in diverse text analysis applications, which require high precision. This paper presents a semi-automatic approach for text labeling by combining deep learning methods with human interventions. We employ bidirectional long short-term memory (Bi-LSTM) and convolutional neural network (CNN) to generate initial labels of online course discussion posts, which we then reﬁne through a structured human-in-the-loop feedback mechanism. This semi-automatic and iterative process of labeling the forum posts reduces time for the labeling task and enhances the reliability of the training data to be used in real application of text classiﬁcation. We evaluated our framework on a MOOC course dataset, demonstrating signiﬁcant improvement in model performance. The results underscore the potential of integrating human expertise to complement and augment machine learning in automating the labeling tasks, paving the way for more reliable and robust applications of text analysis, especially in education.},
	language = {en},
	urldate = {2025-06-05},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Parmar, Dharamjit and Dewan, M. Ali Akber and Wen, Dunwei and Lin, Fuhua},
	editor = {Smith, Brian K. and Borge, Marcela},
	year = {2025},
	doi = {10.1007/978-3-031-93567-1_22},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buchteil:MOOC},
	pages = {324--335},
	file = {Parmar et al. - 2025 - Semi-Automatic Labeling of Online Course Discussion Posts:/Users/jochenhanisch-johannsen/Zotero/storage/YSTQQ78F/Parmar et al. - 2025 - Semi-Automatic Labeling of Online Course Discussion Posts.pdf:application/pdf},
}

@incollection{smith_enhancing_2025,
	address = {Cham},
	title = {Enhancing {Learning} {Assistant} {Quality} {Through} {Automated} {Feedback} {Analysis} and {Systematic} {Testing} in the {LAMB} {Framework}},
	volume = {15807},
	isbn = {978-3-031-93566-4 978-3-031-93567-1},
	url = {https://link.springer.com/10.1007/978-3-031-93567-1_1},
	abstract = {The Learning Assistant Manager and Builder (LAMB) is an opensource software framework that lets educators build and deploy AI learning assistants within institutional Learning Management Systems (LMS) without coding expertise. It addresses critical challenges in educational AI by providing privacy-focused integration, controlled knowledge bases, and seamless deployment through standard protocols. This paper presents major enhancements that enable systematic quality assurance and continuous improvement of these learning assistants.},
	language = {en},
	urldate = {2025-06-05},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Alier-Forment, Marc and Pereira-Valera, Juanan and Casañ-Guerrero, Maria Jose and Garcia-Penalvo, Francisco Jose},
	editor = {Smith, Brian K. and Borge, Marcela},
	year = {2025},
	doi = {10.1007/978-3-031-93567-1_1},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Bildungstheorien, Datenschutz und IT-Sicherheit, Promotion:FU4b, Lernsystemarchitektur, \#1:Buchteil:learning:management:system},
	pages = {3--12},
	file = {Alier-Forment et al. - 2025 - Enhancing Learning Assistant Quality Through Automated Feedback Analysis and Systematic Testing in t:/Users/jochenhanisch-johannsen/Zotero/storage/V6LCQIDD/Alier-Forment et al. - 2025 - Enhancing Learning Assistant Quality Through Automated Feedback Analysis and Systematic Testing in t.pdf:application/pdf},
}

@incollection{danby_childrens_2018,
	address = {Singapore},
	title = {Children’s {Collaborative} {Learning} in {Science} {Scaffolded} by {Tablets}},
	volume = {22},
	isbn = {978-981-10-6483-8 978-981-10-6484-5},
	url = {http://link.springer.com/10.1007/978-981-10-6484-5_7},
	language = {en-GB},
	urldate = {2024-08-16},
	booktitle = {Digital {Childhoods}},
	publisher = {Springer Singapore},
	author = {Fridberg, Marie and Redfors, Andreas},
	editor = {Danby, Susan J. and Fleer, Marilyn and Davidson, Christina and Hatzigianni, Maria},
	year = {2018},
	doi = {10.1007/978-981-10-6484-5_7},
	note = {Series Title: International Perspectives on Early Childhood Education and Development},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {101--115},
	file = {Fridberg und Redfors - 2018 - Children’s Collaborative Learning in Science Scaff.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DY2Q3WFL/Fridberg und Redfors - 2018 - Children’s Collaborative Learning in Science Scaff.pdf:application/pdf},
}

@incollection{danby_digital_2018,
	address = {Singapore},
	title = {Digital {Play} and {Learning} in the {Home}: {Families}’ {Perspective}},
	volume = {22},
	isbn = {978-981-10-6483-8 978-981-10-6484-5},
	shorttitle = {Digital {Play} and {Learning} in the {Home}},
	url = {http://link.springer.com/10.1007/978-981-10-6484-5_8},
	language = {en-GB},
	urldate = {2024-08-16},
	booktitle = {Digital {Childhoods}},
	publisher = {Springer Singapore},
	author = {Kervin, Lisa and Verenikina, Irina and Rivera, Clara},
	editor = {Danby, Susan J. and Fleer, Marilyn and Davidson, Christina and Hatzigianni, Maria},
	year = {2018},
	doi = {10.1007/978-981-10-6484-5_8},
	note = {Series Title: International Perspectives on Early Childhood Education and Development},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {117--130},
	file = {Kervin et al. - 2018 - Digital Play and Learning in the Home Families’ P.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PWD2Q2A8/Kervin et al. - 2018 - Digital Play and Learning in the Home Families’ P.pdf:application/pdf},
}

@incollection{danby_learning_2018,
	address = {Singapore},
	title = {Learning {Literacy}: {Engaging} with {Print} and {Digital} {Texts} in the {First} {Year} of {School}},
	volume = {22},
	isbn = {978-981-10-6483-8 978-981-10-6484-5},
	shorttitle = {Learning {Literacy}},
	url = {http://link.springer.com/10.1007/978-981-10-6484-5_14},
	language = {en-GB},
	urldate = {2024-08-16},
	booktitle = {Digital {Childhoods}},
	publisher = {Springer Singapore},
	author = {Doyle, Katherine and Woods, Annette},
	editor = {Danby, Susan J. and Fleer, Marilyn and Davidson, Christina and Hatzigianni, Maria},
	year = {2018},
	doi = {10.1007/978-981-10-6484-5_14},
	note = {Series Title: International Perspectives on Early Childhood Education and Development},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {215--234},
	file = {Doyle und Woods - 2018 - Learning Literacy Engaging with Print and Digital.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FAPV62FL/Doyle und Woods - 2018 - Learning Literacy Engaging with Print and Digital.pdf:application/pdf},
}

@article{looi_charting_2024,
	title = {Charting the uncertain future of {AI} and education: promises, challenges and opportunities},
	volume = {19},
	issn = {1554-480X, 1554-4818},
	shorttitle = {Charting the uncertain future of {AI} and education},
	url = {https://www.tandfonline.com/doi/full/10.1080/1554480X.2024.2379776},
	doi = {10.1080/1554480X.2024.2379776},
	abstract = {As we navigate through the twenty-first century, the realm of technology innovation is undergoing an unprecedented transfor­ mation. Artificial intelligence (AI), the result of combining human ingenuity, computing capacity, and technical know-how, is at the vanguard of this revolution. AI has developed from a theoretical vision of making machines think to a practical reality with a wide range of applications. Its transformation represents a paradigm change in human interaction, cognition, and learning, going beyond simple technological improvement. Within the realm of education, the potential for transformative change through AI is immense, presenting exciting prospects to revolutionize teaching and learning. However, it is crucial to know or at least acknowledge the accompanying risks. In this article, we embark on an exploration of the future of AI and education delving into its implications, promises and challenges for the education sector.},
	language = {en-GB},
	number = {3},
	urldate = {2024-09-13},
	journal = {Pedagogies: An International Journal},
	author = {Looi, Chee-Kit},
	month = jul,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {477--486},
	file = {Looi - 2024 - Charting the uncertain future of AI and education.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G5CSF5NV/Looi - 2024 - Charting the uncertain future of AI and education.pdf:application/pdf},
}

@article{tang_dialogic_2024,
	title = {A dialogic approach to transform teaching, learning \& assessment with generative {AI} in secondary education: a proof of concept},
	volume = {19},
	issn = {1554-480X, 1554-4818},
	shorttitle = {A dialogic approach to transform teaching, learning \& assessment with generative {AI} in secondary education},
	url = {https://www.tandfonline.com/doi/full/10.1080/1554480X.2024.2379774},
	doi = {10.1080/1554480X.2024.2379774},
	abstract = {This paper explores the pedagogical potential of Generative Artificial Intelligence (GenAI) in secondary education through a dialogic approach to teaching, learning and assessment. It pre­ sents an ongoing action research project in collaboration with a high school in Western Australia, involving four teachers to inte­ grate GenAI in their classrooms. The study aims to develop and evaluate innovative pedagogies for leveraging GenAI to enhance educational practices and student learning outcomes across three action research teams focusing on critical questioning, assessment and differentiation. Drawing on Bakhtin’s concept of heteroglossia, the study conceptualizes GenAI not as a definitive knowledge provider but as a dialogic agent that facilitates collaborative dialo­ gue and co-construction of knowledge among students. This per­ spective aims to encourage students to critically engage with AIgenerated content and integrate multiple viewpoints into their learning, thus fostering key epistemic skills. Initial findings demon­ strate active student engagement in dialogues with GenAI, high­ lighting the use of follow-up questions that indicate critical thinking and creativity. These findings underscore the significance of inte­ grating multiple perspectives and fostering epistemic skills among students, promoting a comprehensive and ethical approach to AI use in education. The research calls for further exploration of GenAI’s pedagogic potential and its broader implications for edu­ cational practices, suggesting a promising avenue for pedagogical innovation and the development of critical thinking skills in the digital age.},
	language = {en-GB},
	number = {3},
	urldate = {2024-09-13},
	journal = {Pedagogies: An International Journal},
	author = {Tang, Kok-Sing and Cooper, Grant and Rappa, Natasha and Cooper, Martin and Sims, Craig and Nonis, Karen},
	month = jul,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {493--503},
	file = {Tang et al. - 2024 - A dialogic approach to transform teaching, learnin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RYB2WYGP/Tang et al. - 2024 - A dialogic approach to transform teaching, learnin.pdf:application/pdf},
}

@incollection{tan_confidence-guided_2024,
	address = {Singapore},
	title = {Confidence-{Guided} {Online} {Knowledge} {Distillation} for {Semi}-supervised {Medical} {Image} {Classification}},
	volume = {14789},
	isbn = {978-981-97-7183-7 978-981-97-7184-4},
	url = {https://link.springer.com/10.1007/978-981-97-7184-4_21},
	abstract = {In medical image analysis, semi-supervised learning (SSL) classiﬁcation algorithms are crucial due to the time-consuming and expensive nature of acquiring annotated medical images compared to readily available unlabeled images. In this paper, we propose conﬁdence-guided online knowledge distillation for SSL to enhance model performance through a single-stage reliable mutual learning process. Speciﬁcally, we set two SSL models to focus on pseudo-labeling and consistency learning, respectively. Leveraging online knowledge distillation, we orchestrate collaborative learning between two models, facilitating mutual enhancement. In addition, we introduce dynamic model conﬁdence to guide the independent and mutual learning of these models, encouraging the models to learn more reliable information from unlabeled data. Extensive experiments on publicly available datasets for blood cell and skin disease classiﬁcation show signiﬁcant performance improvements with our proposed framework.},
	language = {en-GB},
	urldate = {2024-08-26},
	booktitle = {Advances in {Swarm} {Intelligence}},
	publisher = {Springer Nature Singapore},
	author = {Qu, Aixi and Wu, Qiang and Yu, Luyue and Liu, Ju},
	editor = {Tan, Ying and Shi, Yuhui},
	year = {2024},
	doi = {10.1007/978-981-97-7184-4_21},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {245--257},
	file = {Qu et al. - 2024 - Confidence-Guided Online Knowledge Distillation fo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W8LAR6TF/Qu et al. - 2024 - Confidence-Guided Online Knowledge Distillation fo.pdf:application/pdf},
}

@incollection{tan_offline_2024,
	address = {Singapore},
	title = {An {Offline} {Modeling} {Approach} to {Air} {Combat} {Maneuvering} {Policy}},
	volume = {14789},
	isbn = {978-981-97-7183-7 978-981-97-7184-4},
	url = {https://link.springer.com/10.1007/978-981-97-7184-4_32},
	abstract = {To address the issues of high environment exploration cost and low utilization of empirical data in the online Reinforcement Learning (RL) based air combat maneuver policy design, the ofﬂine modeling method of maneuver policy is investigated, and the policy-guided implicit Q-learning algorithm (PIQL) is proposed. According to the Minimax Theory, the policy model is designed as a guidance network and an execution network, the guidance network predicts the current situation and outputs the predicted disadvantageous situation, and the execution network selects the optimal maneuvering behaviors based on the predicted situation and self-state, which improves the model’s out-of-distribution generalizability through decoupling of the situations and behaviors. Updating the parameters based on the implicit Q-learning algorithm (IQL) during training improves the model performance by utilizing the in-distribution data. Simulations are based on the data sampled from suboptimal policy, and the results show that the algorithm improves the episode returns, and the generated policy model presents better intelligence.},
	language = {en-GB},
	urldate = {2024-08-26},
	booktitle = {Advances in {Swarm} {Intelligence}},
	publisher = {Springer Nature Singapore},
	author = {Ziqiang, Zhu and Yupeng, Fu and Xiangyang, Deng and Tao, Xu},
	editor = {Tan, Ying and Shi, Yuhui},
	year = {2024},
	doi = {10.1007/978-981-97-7184-4_32},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {380--389},
	file = {Ziqiang et al. - 2024 - An Offline Modeling Approach to Air Combat Maneuve.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SQ648SHI/Ziqiang et al. - 2024 - An Offline Modeling Approach to Air Combat Maneuve.pdf:application/pdf},
}

@article{mueller_group_2024,
	title = {Group formation based on extraversion and prior knowledge: a randomized controlled study in higher education online},
	issn = {1042-1726, 1867-1233},
	shorttitle = {Group formation based on extraversion and prior knowledge},
	url = {https://link.springer.com/10.1007/s12528-024-09406-4},
	doi = {10.1007/s12528-024-09406-4},
	abstract = {The study investigates how the 2×2 configuration of homogeneous and heterogeneous distributions of extraversion and prior knowledge influences group outcomes, including satisfaction, performance, and stability. Based on the standard deviation of extraversion and prior knowledge, groups were established to test experimentally, what form of grouping leads to best outcomes. The randomized controlled trial took place in the context of an online course with 355 prospective students, working in 82 groups. The two characteristics extraversion and prior knowledge were distributed algorithmically, either homogeneously or heterogeneously. Results showed no superiority of heterogeneous formation, yet there were systematic interaction effects by the experimental group formation on satisfaction and performance. Due to the increasing relevance of online groupwork, explorative results are reported and integrated. Ideas for future research on group formation as an important influencing factor are discussed. Findings supports knowledge about cooperative online learning by optimizing the selection of group members using a therefore implemented algorithm.},
	language = {en-GB},
	urldate = {2024-08-24},
	journal = {Journal of Computing in Higher Education},
	author = {Mueller, Adrienne and Konert, Johannes and Röpke, René and Genc, Ömer and Bellhäuser, Henrik},
	month = aug,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Promotion:Argumentation},
	file = {Mueller et al. - 2024 - Group formation based on extraversion and prior kn.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7HCSFEAU/Mueller et al. - 2024 - Group formation based on extraversion and prior kn.pdf:application/pdf},
}

@article{munoz-carril_factores_2024,
	title = {Factores clave para el éxito del aprendizaje colaborativo en línea en la educación superior: percepciones del alumnado},
	volume = {27},
	copyright = {https://creativecommons.org/licenses/by/4.0},
	issn = {1390-3306, 1138-2783},
	shorttitle = {Factores clave para el éxito del aprendizaje colaborativo en línea en la educación superior},
	url = {https://revistas.uned.es/index.php/ried/article/view/39093},
	doi = {10.5944/ried.27.2.39093},
	abstract = {Online collaborative learning (CSCL) has expanded considerably following the restrictions imposed during the pandemic, leading to a need to analyse its foundations and the conditions that affect how well it is delivered. The aim of this study was to develop a model in order to analyse the key factors affecting purposeful online collaborative learning. The participants in the study were 799 students in higher education who had experienced this type of methodology. A questionnaire was created, organized into 7 constructs. This was used to produce a research model with reflective variables using the Partial Least Squares (PLS) technique, which demonstrated good predictive ability (R2=0.712). The 10 hypotheses underpinning the model were confirmed. The results indicate that variables such as satisfaction, perceptions of use and enjoyment, and group dynamics had a significant, positive influence on students’ perceptions of online collaborative learning. Mediating variables of interest were also identified, such as intra-group emotional support (R2=0.595)—with its link to perceived enjoyment—and the importance of online tools and group dynamics as fundamental elements for developing proper emotional support within the framework of CSCL processes. Finally, the results are discussed, along with their impact on improving teaching in higher education when implementing CSCL.},
	language = {en-GB},
	number = {2},
	urldate = {2024-08-24},
	journal = {RIED-Revista Iberoamericana de Educación a Distancia},
	author = {Muñoz-Carril, Pablo César and Hernández-Sellés, Núria and González-Sanmamed, Mercedes},
	month = apr,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration},
	file = {Muñoz-Carril et al. - 2024 - Factores clave para el éxito del aprendizaje colab.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KW336YZB/Muñoz-Carril et al. - 2024 - Factores clave para el éxito del aprendizaje colab.pdf:application/pdf},
}

@article{chairuddin_utilization_2024,
	title = {Utilization of {Quiz} {Kreator} in {Student} {Achievement} {Assessment} in {Elementary} {School}},
	volume = {2},
	copyright = {https://creativecommons.org/licenses/by-sa/4.0},
	issn = {3030-8372, 3026-7102},
	url = {https://journal.ypidathu.or.id/index.php/ijlul/article/view/975},
	doi = {10.70177/ijlul.v2i2.975},
	abstract = {Background. The world of education is inseparable from various learning components. The utilization of technology cannot be separated from the world of education. One of them is the use of Quiz Kreator for student achievement assessment in elementary schools. Quiz Kreator is one of the online applications used to create quizzes, including multiple choice quizzes and true false quizzes.
Purpose. This study aims to determine how student achievement in elementary schools after using the Quiz Kreator application in the learning process.
Method. The researcher used quantitative research methods, namely by distributing questionnaires to elementary school students. The questionnaire was distributed online.
Results. The results showed that the use of Quiz Kreator in assessing student achievement in elementary schools has a positive impact on students. The use of Quiz Kreator as an assessment tool that is well designed and relevant to the material being taught, can improve student achievement. Quiz Kreator can provide assessment results automatically and accurately. This can also help teachers in assessing student achievement more objectively.
Conclusion. the use of Quiz Kreator in assessing student achievement in elementary schools can be utilized well. The use of this Quiz Kreator application can improve student achievement in the learning process.},
	language = {en-GB},
	number = {2},
	urldate = {2024-08-24},
	journal = {International Journal of Language and Ubiquitous Learning},
	author = {Chairuddin, Chairuddin and Hidayat, Rahmat and Nasruddin, Nasruddin and Kadayloding, Kamaruddeen and Toepak, Erwin Prasetya},
	month = aug,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU3},
	pages = {314--326},
	file = {Chairuddin et al. - 2024 - Utilization of Quiz Kreator in Student Achievement.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LHBUYTYH/Chairuddin et al. - 2024 - Utilization of Quiz Kreator in Student Achievement.pdf:application/pdf},
}

@article{martinez_de_miguel_lopez_alisis_2024,
	title = {Análisis retrospectivo de la percepción sobre herramientas para el desarrollo de actividades colaborativas en entornos virtuales},
	volume = {27},
	copyright = {https://creativecommons.org/licenses/by/4.0},
	issn = {1390-3306, 1138-2783},
	url = {https://revistas.uned.es/index.php/ried/article/view/38983},
	doi = {10.5944/ried.27.2.38983},
	abstract = {Virtual learning environments are technological systems designed to use electronic media to enable nonface-to-face education and interaction between students to take place. The research presented here considered six academic years and was carried out against the backdrop of the impact that these environments are having on higher education. It used a non-experimental, retrospective, cross-sectional approach, and was conducted within the qualitative phenomenological paradigm. The participants were 211 students who were engaged in an online postgraduate course. The aim was to identify the benefits and difficulties the students encountered when they used collaborative tools in their learning process, and the group dynamics that were established. Portfolios, forums and focus groups were the mechanisms used for data collection. The results showed a great diversity in how digital tools were used, how they were adapted to the complexity of the virtual classroom and the multi-professional profile of the participants. However, in general, the participants displayed a strong need for connection in order to share their concerns, develop bonds and build collective knowledge. There was greater emphasis on collaborative tasks during and after the pandemic than in previous periods. It was concluded that the integration of online collaboration tools among postgraduate students to carry out academic activities reflected the key role that virtual environments play in the shaping of meaningful interdisciplinary and socialisation educational experiences. In addition, the role of the group's own self-regulation in terms of maturity, networking, chronological adjustments and understanding of the task at hand was essential in the participants’ ability to overcome the challenges they encountered.},
	language = {en-GB},
	number = {2},
	urldate = {2024-08-24},
	journal = {RIED-Revista Iberoamericana de Educación a Distancia},
	author = {Martínez De Miguel López, Silvia and Bernárdez-Gómez, Abraham and Salmeron Aroca, Juan Antonio},
	month = apr,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation},
	file = {Martínez De Miguel López et al. - 2024 - Análisis retrospectivo de la percepción sobre herr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9Y79PH98/Martínez De Miguel López et al. - 2024 - Análisis retrospectivo de la percepción sobre herr.pdf:application/pdf},
}

@incollection{santos_motivational_2024,
	address = {Cham},
	title = {Motivational {Dynamics} and {Platform} {Design} in {Online} {Communities} of {Teachers}: {A} {Multi}-case {Study}},
	volume = {14890},
	isbn = {978-3-031-67997-1 978-3-031-67998-8},
	shorttitle = {Motivational {Dynamics} and {Platform} {Design} in {Online} {Communities} of {Teachers}},
	url = {https://link.springer.com/10.1007/978-3-031-67998-8_3},
	abstract = {A multi-case study with three online communities that use customized instantiations of the Integrated Learning Design Environment (ILDE) platform is presented to explore and understand how teachers’ motivations to participate in OCs are related to their perceptions about incentives and features implemented in OC supporting platforms. Data was collected following a mixed-method approach. A cross-case analysis, including a correlation analysis of teachers’ motivations and their perception about different incentive mechanisms, suggests that there is a relationship between these factors. Teachers’ main motivation is to gain knowledge, and they perceive recommendation systems, tutorials, news sections and social features as the most interesting features to be implemented in an OC of teachers. In contrast, they consider reputation as the least important motivator, and they do not perceive features such as users’ rankings or contributors’ acknowledgement sections as important. These results contribute to the improvement of the supporting platforms for OC of teachers and the integration in teaching practice.},
	language = {en-GB},
	urldate = {2024-08-24},
	booktitle = {Collaboration {Technologies} and {Social} {Computing}},
	publisher = {Springer Nature Switzerland},
	author = {Santos, Patricia and Gutierrez-Paez, Nicolas and Hernández-Leo, Davinia and Michos, Konstantinos and Carrió, Mar},
	editor = {Santos, Patricia and Álvarez, Claudio and Hernández-Leo, Davinia and Kobayashi, Minoru and Zurita, Gustavo},
	year = {2024},
	doi = {10.1007/978-3-031-67998-8_3},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {29--44},
	file = {Santos et al. - 2024 - Motivational Dynamics and Platform Design in Onlin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R7GCG8T7/Santos et al. - 2024 - Motivational Dynamics and Platform Design in Onlin.pdf:application/pdf},
}

@incollection{santos_exploratory_2024,
	address = {Cham},
	title = {An {Exploratory} {Study} on {Empathy} and {Online} {Discussions} in {Computer} {Supported} {Collaborative} {Learning}},
	volume = {14890},
	isbn = {978-3-031-67997-1 978-3-031-67998-8},
	url = {https://link.springer.com/10.1007/978-3-031-67998-8_9},
	abstract = {Empathy, the ability to understand and share the feelings of others, is integral to effective communication and social interaction. In collaborative learning environments, empathy assumes even greater signiﬁcance as it facilitates idea exchange and problem-solving among students. While previous studies have explored the role of empathy in collaboration, research focusing speciﬁcally on its impact on Computer-Supported Collaborative Learning (CSCL) remains limited. Therefore, this study aims to investigate the relationship between students’ levels of affective and cognitive empathy and their chat discussion behavior within a CSCL environment. An exploratory descriptive study with 188 students from Spain (N = 133) and Brazil (N = 55) (Mage = 15.7 years) examined how affective and cognitive empathy inﬂuence student’s online discussion within a CSCL environment. This study provides initial insights into the relationship between empathy and online collaboration. The ﬁndings indicate a positive correlation between students’ levels of Perspective Taking and messages oriented to socialization. While, groups with higher max values under cognitive and affective empathy demonstrated a positive correlation with task-oriented messages. This study provides novel insights into the emergence of empathy within CSCL environments and has implications for the design of online collaborative learning platforms and educational technologies.},
	language = {en-GB},
	urldate = {2024-08-24},
	booktitle = {Collaboration {Technologies} and {Social} {Computing}},
	publisher = {Springer Nature Switzerland},
	author = {Theophilou, Emily and Sánchez-Reina, J. Roberto and Odakura, Valguima and Hernández-Leo, Davinia},
	editor = {Santos, Patricia and Álvarez, Claudio and Hernández-Leo, Davinia and Kobayashi, Minoru and Zurita, Gustavo},
	year = {2024},
	doi = {10.1007/978-3-031-67998-8_9},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {129--143},
	file = {Theophilou et al. - 2024 - An Exploratory Study on Empathy and Online Discuss.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UP7JLPX5/Theophilou et al. - 2024 - An Exploratory Study on Empathy and Online Discuss.pdf:application/pdf},
}

@incollection{santos_generative_2024,
	address = {Cham},
	title = {Generative {AI} {Chatbot} in {PyramidApp}: {Students}’ {Behaviors} and {Design} {Principles}},
	volume = {14890},
	isbn = {978-3-031-67997-1 978-3-031-67998-8},
	shorttitle = {Generative {AI} {Chatbot} in {PyramidApp}},
	url = {https://link.springer.com/10.1007/978-3-031-67998-8_19},
	abstract = {Generative Artiﬁcial Intelligence (GenAI) offers new opportunities to implement useful features within Computer Supported Collaborative Learning (CSCL) environments. Despite these growing prospects, there is still limited research concerning the application of GenAI in learning environments. This work in progress aims to evaluate the mediation of a masked GenAI chatbot in the setting of the CSCL web application PyramidApp. A quasi-experimental within-subjects study was designed to assess the effect of GenAI chatbot intervention within the environment of PyramidApp. In the setting of 9 online activities, we evaluated the effect of the GenAI chatbot activity in 105 conversational chat rooms. The ﬁndings revealed that the GenAI chatbot provides useful feedback as students rate the chatbot’s answers higher than their peers’ answers (MChatbot = 4.11, MStudents = 3.91). The presence of the chatbot has an effect on group communication with the length of messages increased in chat rooms where the chatbot was present. Moreover, chatbot behavior to rate the students’ answers was correlated with the students’ behavior. The present study offers valuable insights into the optimal strategies for integrating a GenAI Large Language Model into educational tools and computer supported learning.},
	language = {en-GB},
	urldate = {2024-08-24},
	booktitle = {Collaboration {Technologies} and {Social} {Computing}},
	publisher = {Springer Nature Switzerland},
	author = {Gutiérrez-Ferré, Aldric and Hernández-Leo, Davinia and Sánchez-Reina, J. Roberto},
	editor = {Santos, Patricia and Álvarez, Claudio and Hernández-Leo, Davinia and Kobayashi, Minoru and Zurita, Gustavo},
	year = {2024},
	doi = {10.1007/978-3-031-67998-8_19},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {248--256},
	file = {Gutiérrez-Ferré et al. - 2024 - Generative AI Chatbot in PyramidApp Students’ Beh.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IZXIIVPM/Gutiérrez-Ferré et al. - 2024 - Generative AI Chatbot in PyramidApp Students’ Beh.pdf:application/pdf},
}

@incollection{santos_active_2024,
	address = {Cham},
	title = {Active {Participation} vs. {Directed} {Observation} in {Collaborative} {3D} {Virtual} {Museums}},
	volume = {14890},
	isbn = {978-3-031-67997-1 978-3-031-67998-8},
	url = {https://link.springer.com/10.1007/978-3-031-67998-8_18},
	abstract = {This study examines the effects of active participation versus directed observation in collaborative 3D virtual museums on collaboration, learning, and usability. Using a virtual reality setup, 11 engineering students from the Universidad de Chile interacted with digital replicas of Armenian khachkars. Participants either manipulated the objects directly or observed as one member manipulated them. The experiment assessed teamwork quality, usability, and learning outcomes through questionnaires. Results showed that directed observation led to higher teamwork quality and slightly better usability scores, suggesting it provided a more structured and predictable environment. Both modalities achieved high levels of detail attention and personal reﬂection in learning outcomes, though active participation encouraged slightly greater understanding and engagement. The ﬁndings underscore the potential of collaborative virtual 3D museums to enhance educational experiences, indicating that structured observation can facilitate teamwork and usability. Active participation may boost personal engagement with content. Further research with larger samples is needed to conﬁrm these results and optimize collaborative activities in virtual settings.},
	language = {en-GB},
	urldate = {2024-08-24},
	booktitle = {Collaboration {Technologies} and {Social} {Computing}},
	publisher = {Springer Nature Switzerland},
	author = {Zurita, Gustavo and Uribe, Joaquín and Baloian, Nelson and Aravena, Valentina},
	editor = {Santos, Patricia and Álvarez, Claudio and Hernández-Leo, Davinia and Kobayashi, Minoru and Zurita, Gustavo},
	year = {2024},
	doi = {10.1007/978-3-031-67998-8_18},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {237--247},
	file = {Zurita et al. - 2024 - Active Participation vs. Directed Observation in C.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JUK2CN9P/Zurita et al. - 2024 - Active Participation vs. Directed Observation in C.pdf:application/pdf},
}

@article{kanaris_how_2024,
	title = {How {Trust} {Shapes} {Learners}’ {Online} {Social} {Relationships}?},
	abstract = {This article focuses on the role of trust in shaping learners’ online social relationships with implications for learning outcomes. This research used snowball sampling to solicit 30 online participants of various higher education institutions for qualitative interviews. The learners’ stories were then analyzed using qualitative analysis to identify key themes among them and to build a theory of how learners viewed the role of trust in online social learning. The findings revealed that the learners found themselves in either trusting or trust-compromised social learning groups which positively or negatively impacted their learning outcomes, respectively. We discovered that the interdependence among learners necessitates trust; that trust is universally breached in all social learning contexts but is reconstructed only within trusting groups, and that learners inevitably reach out for help to complete assignments; regardless of their group trust. Implications, limitations, and future research recommendations are provided.},
	language = {en-GB},
	author = {Kanaris, Margarida E and Mujtaba, Bahaudin G},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5},
	file = {Kanaris und Mujtaba - 2024 - How Trust Shapes Learners’ Online Social Relations.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YCNG34HW/Kanaris und Mujtaba - 2024 - How Trust Shapes Learners’ Online Social Relations.pdf:application/pdf},
}

@incollection{isaias_sorcerers_2024,
	address = {Cham},
	title = {Sorcerer’s {Apprentice}? {Exploring} an {AI}-{Driven} {Tool} to {Analyze} {Academic} {Texts}},
	isbn = {978-3-031-66461-8 978-3-031-66462-5},
	shorttitle = {Sorcerer’s {Apprentice}?},
	url = {https://link.springer.com/10.1007/978-3-031-66462-5_3},
	abstract = {The exponential growth of scholarly publications in recent years has presented a daunting challenge for researchers to keep track of relevant articles within their research field. To address this issue, we examined the capabilities of InfraNodus, an AI-Powered text network analysis platform. InfraNodus promises to provide insights into any discourse, uncover blind spots, and enhance a scholar’s perspective by representing text as a network graph with relevant topical clusters and their relations. To explore the tool’s effectiveness in analyzing scholarly articles, we embarked on an AI-assisted review of research papers, initially using a set of 15 abstracts and 15 full papers. It transpired that InfraNodus could indeed create plausible topical clusters and apparently meaningful patterns from abstracts, but its generated questions and summaries lacked both relevance to and coherence with the articles’ contents, sometimes misconstruing concepts and constructs. A deeper understanding of how the AI operates within the tool would benefit researchers seeking to optimize their literature review processes, as well as to understand the grave risks AI-generated plausibility and appearance present to academic ethics and intellectual integrity.},
	language = {en-GB},
	urldate = {2024-08-17},
	booktitle = {Artificial {Intelligence} for {Supporting} {Human} {Cognition} and {Exploratory} {Learning} in the {Digital} {Age}},
	publisher = {Springer Nature Switzerland},
	author = {Tursunkulova, Irina and De Castell, Suzanne and Jenson, Jennifer},
	editor = {Isaias, Pedro and Sampson, Demetrios G. and Ifenthaler, Dirk},
	year = {2024},
	doi = {10.1007/978-3-031-66462-5_3},
	note = {Series Title: Cognition and Exploratory Learning in the Digital Age},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {41--63},
	file = {Tursunkulova et al. - 2024 - Sorcerer’s Apprentice Exploring an AI-Driven Tool.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/57WMP7U2/Tursunkulova et al. - 2024 - Sorcerer’s Apprentice Exploring an AI-Driven Tool.pdf:application/pdf},
}

@incollection{isaias_anchoring_2024,
	address = {Cham},
	title = {Anchoring {Concepts}: {Conceptual} {Structure} and {Test} {Performance}},
	isbn = {978-3-031-66461-8 978-3-031-66462-5},
	shorttitle = {Anchoring {Concepts}},
	url = {https://link.springer.com/10.1007/978-3-031-66462-5_5},
	abstract = {How do anchoring concepts in writing prompts influence essays? Undergraduate students (n = 90) read an assigned textbook chapter and attended lectures and labs, and then were asked to write a 300-word summary of the lesson content. Data consisted of the essays converted to networks and the end-of-unit multiple choice test. Comparing similarity to the expert network benchmark, the essay networks of those who received anchoring concepts were not significantly different from those who did not. However, those who received the anchoring concepts were significantly more like their peers’ essay networks (mental model convergence) and were more like the networks of the two PowerPoint lectures. Furthermore, those receiving the anchoring concepts performed significantly better on the end-of-unit test than those who did not. Term frequency analysis shows that the most network-central concepts had the greatest frequency in the essays, the other terms’ frequencies were remarkably the same for both the anchoring concepts and no concepts groups, suggesting a similar group-level underlying conceptual mental model of this lesson content. To further explore the influence of anchoring concepts in writing prompts, essays were generated with the same two writing prompts using OpenAI (ChatGPT) and Google Bard (i.e., Gemini). The quality of the essay networks for both AI systems were equivalent to the students’ essay networks. More research is needed to understand how including anchoring concepts in a writing prompt (i.e., prompt engineering) influences students’ essay conceptual structure and subsequent test performance.},
	language = {en-GB},
	urldate = {2024-08-17},
	booktitle = {Artificial {Intelligence} for {Supporting} {Human} {Cognition} and {Exploratory} {Learning} in the {Digital} {Age}},
	publisher = {Springer Nature Switzerland},
	author = {Clariana, Roy B. and Solnosky, Ryan L.},
	editor = {Isaias, Pedro and Sampson, Demetrios G. and Ifenthaler, Dirk},
	year = {2024},
	doi = {10.1007/978-3-031-66462-5_5},
	note = {Series Title: Cognition and Exploratory Learning in the Digital Age},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {87--100},
	file = {Clariana und Solnosky - 2024 - Anchoring Concepts Conceptual Structure and Test .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A8DZNH82/Clariana und Solnosky - 2024 - Anchoring Concepts Conceptual Structure and Test .pdf:application/pdf},
}

@incollection{isaias_learning_2024,
	address = {Cham},
	title = {Learning with {Conversational} {AI}: {ChatGPT} and {Bard}/{Gemini} in {Education}},
	isbn = {978-3-031-66461-8 978-3-031-66462-5},
	shorttitle = {Learning with {Conversational} {AI}},
	url = {https://link.springer.com/10.1007/978-3-031-66462-5_6},
	abstract = {The integration of conversational Artificial Intelligence (AI) in educational settings marks a transformative era in teaching and learning. Within this scope, this chapter presents a comparative exploration of the role and impact of generative AI tools, specifically ChatGPT and the initially named Bard, now updated to Gemini, in the educational sector. Utilizing a scoping review, we delve into the nuances of AI-mediated learning by analyzing publications focused on Bard before its rebranding to Gemini, thus providing a pre-update baseline. The findings reveal ChatGPT and Bard’s significant potential in customizing learning, aiding pedagogical activities, and fostering student engagement, while also noting concerns over academic integrity and the ethical use of AI. The tools show promise in medical education and other scholarly practices, but their anthropomorphic qualities and the difficulty in distinguishing AI-generated content raise concerns about the need for critical engagement from students. The work emphasizes the importance of balancing technological advancement with traditional learning skills and addressing the potential exacerbation of disparities in research fields. It suggests the importance of inclusive discussions on AI governance and the future exploration of domain-­ specific LLMs for enhanced performance in specialized fields.},
	language = {en-GB},
	urldate = {2024-08-17},
	booktitle = {Artificial {Intelligence} for {Supporting} {Human} {Cognition} and {Exploratory} {Learning} in the {Digital} {Age}},
	publisher = {Springer Nature Switzerland},
	author = {Da Silva, Gustavo Simas and Ulbricht, Vânia Ribas},
	editor = {Isaias, Pedro and Sampson, Demetrios G. and Ifenthaler, Dirk},
	year = {2024},
	doi = {10.1007/978-3-031-66462-5_6},
	note = {Series Title: Cognition and Exploratory Learning in the Digital Age},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {101--117},
	file = {Da Silva und Ulbricht - 2024 - Learning with Conversational AI ChatGPT and Bard.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UYIWGCLZ/Da Silva und Ulbricht - 2024 - Learning with Conversational AI ChatGPT and Bard.pdf:application/pdf},
}

@incollection{isaias_knowledge_2024,
	address = {Cham},
	title = {Knowledge {Engagement} in {Art} and {Design} {Education}: {About} the {Role} of {AI} in {Creativity} {Education}},
	isbn = {978-3-031-66461-8 978-3-031-66462-5},
	shorttitle = {Knowledge {Engagement} in {Art} and {Design} {Education}},
	url = {https://link.springer.com/10.1007/978-3-031-66462-5_1},
	abstract = {This chapter outlines some of the possibilities offered by recent developments in artificial intelligence in modelling and supporting creativity in educational environments. It investigates the issues concerning the integration of Large Language Models into the creative process, by exploiting AI’s linguistic and knowledge-­based skills. The proposed approach envisages a mediated interaction with a semantic space constructed from an extensive catalogue of artistic and critical content. The investigation outlines how the use of AI in the creative cycle can trigger divergent forms of conceptualization, and how these appear as divergent paths in the semantic space. This opens the possibility to qualify the creative process through the traces produced by the interaction with the AI. Since many of the parameters that are relevant in the experimental setting, such as the nature and the arrangement of the knowledge base, the arrangement of the tasks, the conversational traces, and the related semantic paths are, to our knowledge, novel in this form to the scientific investigation, the preliminary results reported here concern mainly the outline of the methodological framework through preliminary experimental results. Furthermore, the research is limited to conceptual processes, neglecting other fundamental domains such as perceptual and kinesthetic processes, as well as social aspects.},
	language = {en-GB},
	urldate = {2024-08-17},
	booktitle = {Artificial {Intelligence} for {Supporting} {Human} {Cognition} and {Exploratory} {Learning} in the {Digital} {Age}},
	publisher = {Springer Nature Switzerland},
	author = {Giretti, Alberto and Durmus, Dilan and Lemma, Massimo and Vaccarini, Massimo and Zambelli, Matteo and Guidi, Andrea and Di Meana, Franco Ripa},
	editor = {Isaias, Pedro and Sampson, Demetrios G. and Ifenthaler, Dirk},
	year = {2024},
	doi = {10.1007/978-3-031-66462-5_1},
	note = {Series Title: Cognition and Exploratory Learning in the Digital Age},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {3--24},
	file = {Giretti et al. - 2024 - Knowledge Engagement in Art and Design Education .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PWCVXKUG/Giretti et al. - 2024 - Knowledge Engagement in Art and Design Education .pdf:application/pdf},
}

@incollection{isaias_first-year_2024,
	address = {Cham},
	title = {First-{Year} {Students}’ {Usage} of and {Attitudes} {Towards} {Mindless} and {Mindful} {AI}-{Technology}},
	isbn = {978-3-031-66461-8 978-3-031-66462-5},
	url = {https://link.springer.com/10.1007/978-3-031-66462-5_2},
	language = {en-GB},
	urldate = {2024-08-17},
	booktitle = {Artificial {Intelligence} for {Supporting} {Human} {Cognition} and {Exploratory} {Learning} in the {Digital} {Age}},
	publisher = {Springer Nature Switzerland},
	author = {Delcker, Jan and Heil, Joana and Ifenthaler, Dirk and Seufert, Sabine and Spirgi, Lukas},
	editor = {Isaias, Pedro and Sampson, Demetrios G. and Ifenthaler, Dirk},
	year = {2024},
	doi = {10.1007/978-3-031-66462-5_2},
	note = {Series Title: Cognition and Exploratory Learning in the Digital Age},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {25--40},
	file = {Delcker et al. - 2024 - First-Year Students’ Usage of and Attitudes Toward.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IC7RT433/Delcker et al. - 2024 - First-Year Students’ Usage of and Attitudes Toward.pdf:application/pdf},
}

@incollection{isaias_mining_2024,
	address = {Cham},
	title = {Mining and {Modeling} the {Cognitive} {Strategies} {Used} to {Construct} {Argument} {Versus} {Causal} {Maps} in {Computer}-{Aided} {Diagramming} {Tools}},
	isbn = {978-3-031-66461-8 978-3-031-66462-5},
	url = {https://link.springer.com/10.1007/978-3-031-66462-5_7},
	language = {en-GB},
	urldate = {2024-08-17},
	booktitle = {Artificial {Intelligence} for {Supporting} {Human} {Cognition} and {Exploratory} {Learning} in the {Digital} {Age}},
	publisher = {Springer Nature Switzerland},
	author = {Jeong, Allan and Shin, Hyoung Seok},
	editor = {Isaias, Pedro and Sampson, Demetrios G. and Ifenthaler, Dirk},
	year = {2024},
	doi = {10.1007/978-3-031-66462-5_7},
	note = {Series Title: Cognition and Exploratory Learning in the Digital Age},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {121--137},
	file = {Jeong und Shin - 2024 - Mining and Modeling the Cognitive Strategies Used .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3TBVNC9S/Jeong und Shin - 2024 - Mining and Modeling the Cognitive Strategies Used .pdf:application/pdf},
}

@incollection{isaias_impacts_2024,
	address = {Cham},
	title = {Impacts of an {Engaging} and {Multifaceted} {Future} {Narrative}: {Immersive} {Science}-{Fiction} {Prototyping}},
	isbn = {978-3-031-66461-8 978-3-031-66462-5},
	shorttitle = {Impacts of an {Engaging} and {Multifaceted} {Future} {Narrative}},
	url = {https://link.springer.com/10.1007/978-3-031-66462-5_9},
	abstract = {This chapter introduces an instructional framework centered on an immersive, multilinear narrative within virtual reality to portray human existence teetering on the brink of technological singularity. The focus is on examining the potential of narrative scenarios to prompt user-driven discussions, using Affective Computing as a case study. Affective Computing, a subfield of AI, is dedicated to recognizing, comprehending, and appropriately responding to human emotions. Its objective is to enhance human-machine interactions by fostering more personalized and emotionally resonant experiences. To envision a scenario where an emotionally intelligent AI becomes a close companion, a multilinear narrative unfolds. This narrative guides the audience through various phases of the protagonist’s life, starting from the initial day of secondary school to the poignant moment of losing a loved one in midlife. The chapter outlines a systematic approach employed to craft and validate this multilinear interactive scenario, followed by the presentation of experimental results involving 164 participants. The overarching aim is to apply this methodology for educational purposes, particularly in fostering ethical contemplation and responsible innovations.},
	language = {en-GB},
	urldate = {2024-08-17},
	booktitle = {Artificial {Intelligence} for {Supporting} {Human} {Cognition} and {Exploratory} {Learning} in the {Digital} {Age}},
	publisher = {Springer Nature Switzerland},
	author = {Keller, Thomas and Hilber, Flurina and Brucker-Kley, Elke},
	editor = {Isaias, Pedro and Sampson, Demetrios G. and Ifenthaler, Dirk},
	year = {2024},
	doi = {10.1007/978-3-031-66462-5_9},
	note = {Series Title: Cognition and Exploratory Learning in the Digital Age},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {161--177},
	file = {Keller et al. - 2024 - Impacts of an Engaging and Multifaceted Future Nar.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/55LATE39/Keller et al. - 2024 - Impacts of an Engaging and Multifaceted Future Nar.pdf:application/pdf},
}

@incollection{isaias_predictors_2024,
	address = {Cham},
	title = {On the {Predictors} of {Computational} {Thinking} and {Its} {Relationship} with {Artificial} {Intelligence}},
	isbn = {978-3-031-66461-8 978-3-031-66462-5},
	url = {https://link.springer.com/10.1007/978-3-031-66462-5_10},
	abstract = {Computational thinking (CT) is an important twenty-first-century skill. Since the edited volume at hand aims to look at artificial intelligence, the relationship between CT and artificial intelligence is first discussed. CT comprises computational concepts, computational practices, and computational perspectives. This chapter aims to investigate the predictors of computational perspectives among high-school students. The hypothesized predictors are grouped into three areas: (1) student characteristics, (2) home environment, and (3) learning opportunities. Computational perspectives are captured with the Computational Thinking Scale (CTS) that comprises five dimensions: creativity, algorithmic thinking, cooperativity, critical thinking, and problem solving. N = 202 high-school students act as the sample, and linear regression is the analysis method used. The best in-sample prediction is possible for algorithmic thinking (R2 = .511). For cooperativity, the explanatory power of our model is rather weak (R2 = .146). Across all five CTS dimensions, CT self-concept is the best predictor for computational perspectives. There are also findings that contradict the developed hypotheses. Mathematics skills negatively predicted creativity. The association between reasoning ability and cooperativity was negative, contrary to evidence that more intelligent individuals are better at cooperating. Moreover, critical thinking was negatively associated with the duration of computer use. The results are compared with findings from a study that relies on a performance test to measure CT.},
	language = {en-GB},
	urldate = {2024-08-17},
	booktitle = {Artificial {Intelligence} for {Supporting} {Human} {Cognition} and {Exploratory} {Learning} in the {Digital} {Age}},
	publisher = {Springer Nature Switzerland},
	author = {Guggemos, Josef},
	editor = {Isaias, Pedro and Sampson, Demetrios G. and Ifenthaler, Dirk},
	year = {2024},
	doi = {10.1007/978-3-031-66462-5_10},
	note = {Series Title: Cognition and Exploratory Learning in the Digital Age},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {179--201},
	file = {Guggemos - 2024 - On the Predictors of Computational Thinking and It.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XD2IC46P/Guggemos - 2024 - On the Predictors of Computational Thinking and It.pdf:application/pdf},
}

@incollection{isaias_exploring_2024,
	address = {Cham},
	title = {Exploring {Metacognitive} {Strategies} {Through} {Storytelling} for {Preschoolers}’ {Listening} {Comprehension} {Skills}},
	isbn = {978-3-031-66461-8 978-3-031-66462-5},
	url = {https://link.springer.com/10.1007/978-3-031-66462-5_12},
	abstract = {Listening comprehension is an essential skill for effective learning and communication in today’s digital era. Research indicates that early exposure to listening activities significantly influences the development of these skills, particularly in preschool-aged children, given their rapidly evolving cognitive and linguistic capacities. This qualitative study investigates the efficacy of employing metacognitive strategies within storytelling sessions to enhance listening comprehension among preschoolers in Kepong, Malaysia. Data collection involved a combination of interview, checklist and anecdotal observations across three storytelling sessions, capturing the engagement of six participating children. The study was structured in two phases: Phase 1 encompassed the collection of baseline data regarding teaching methodologies and encountered challenges, while Phase 2 focused on the implementation of tailored metacognitive strategies to assess English listening comprehension skills among the children. The findings reveal that the integration of metacognitive techniques positively impacts preschoolers’ listening comprehension abilities. This research contributes to the existing literature by offering insights into the specific application of metacognition within storytelling contexts, highlighting its potential to foster enhanced comprehension skills among young learners. By addressing this gap in the literature, this study underscores the significance of metacognitive approaches in early childhood education, particularly within multicultural settings such as those found in Kepong, Malaysia.},
	language = {en-GB},
	urldate = {2024-08-17},
	booktitle = {Artificial {Intelligence} for {Supporting} {Human} {Cognition} and {Exploratory} {Learning} in the {Digital} {Age}},
	publisher = {Springer Nature Switzerland},
	author = {Abdul Malik, Mahani},
	editor = {Isaias, Pedro and Sampson, Demetrios G. and Ifenthaler, Dirk},
	year = {2024},
	doi = {10.1007/978-3-031-66462-5_12},
	note = {Series Title: Cognition and Exploratory Learning in the Digital Age},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {221--238},
	file = {Abdul Malik - 2024 - Exploring Metacognitive Strategies Through Storyte.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QYW6CICL/Abdul Malik - 2024 - Exploring Metacognitive Strategies Through Storyte.pdf:application/pdf},
}

@incollection{isaias_systematic_2024,
	address = {Cham},
	title = {A {Systematic} {Review} of {Literature} on the {Use} of {Extended} {Reality} in {Preservice} {Teacher} {Preparation}},
	isbn = {978-3-031-66461-8 978-3-031-66462-5},
	url = {https://link.springer.com/10.1007/978-3-031-66462-5_14},
	abstract = {The field of education is facing critical shortages of qualified teachers. Preservice students are limited in field experience by their teacher preparation location and proximity to diverse populations. Many colleges and universities tasked with teacher preparation are seeking post-pandemic solutions to teacher preparation which potentially involve virtual experiences. This study investigates literature (N = 176) related to the use of virtual reality and augmented reality in teacher preparation. This literature review seeks to examine 11 years of empirical work as a foundation for current and future teacher preparation practice. Studies surveyed vacillate between the use of extended reality (augmented reality, virtual reality or mixed reality) either related to specific content delivery or attitudes toward the use of augmented or virtual reality. A key finding is that preservice teachers who are exposed to extended reality as part of their preparation programs develop skills, acceptance and comfort with such technological innovation. Implications are discussed for increased low risk, experiential learning opportunities which serve to support increased teacher self-efficacy and educator retention.},
	language = {en-GB},
	urldate = {2024-08-17},
	booktitle = {Artificial {Intelligence} for {Supporting} {Human} {Cognition} and {Exploratory} {Learning} in the {Digital} {Age}},
	publisher = {Springer Nature Switzerland},
	author = {Swanson, Joan Ann},
	editor = {Isaias, Pedro and Sampson, Demetrios G. and Ifenthaler, Dirk},
	year = {2024},
	doi = {10.1007/978-3-031-66462-5_14},
	note = {Series Title: Cognition and Exploratory Learning in the Digital Age},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {257--273},
	file = {Swanson - 2024 - A Systematic Review of Literature on the Use of Ex.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TNYL4Q38/Swanson - 2024 - A Systematic Review of Literature on the Use of Ex.pdf:application/pdf},
}

@incollection{isaias_supporting_2024,
	address = {Cham},
	title = {Supporting {Students}’ {Mathematical} {Problem} {Solving} {Through} {Computational} {Thinking} and {Programming}: {A} {Use}-{Modify}-{Create} {Approach}},
	isbn = {978-3-031-66461-8 978-3-031-66462-5},
	shorttitle = {Supporting {Students}’ {Mathematical} {Problem} {Solving} {Through} {Computational} {Thinking} and {Programming}},
	url = {https://link.springer.com/10.1007/978-3-031-66462-5_11},
	abstract = {This chapter explores a Use-Modify-Create approach in assisting students’ mathematical problem-solving skills through mathematical thinking (MT), computational thinking (CT), and programming activities. The approach aims to gradually introduce students to new challenges and concepts through three stages of learning: Use, modify and create, within a mathematical educational context. The research design is a case study conducted in the context of a first-year undergraduate course on programming with applications in mathematics. Data collection involves participant observation of students’ mathematical problem solving, wherein the researcher assumes the roles of teacher and group activity facilitator. The observations are carried out in eight separate sessions with students at the undergraduate level, solving a mathematical task. Data analysis adopts an inductive strategy based on the interplay between the Use-Modify-Create framework and the empirical data. The main findings of the study are threefold. Firstly, the connections between MT, CT, and programming prove weak for most students. Secondly, while some students claim that the Use-Modify-Create approach has supported their understanding to some extent, its overall impact remains unclear. Thirdly, the teacher’s role as a mediator and facilitator is crucial to students’ progress. Implications drawn from the results aim to enhance students’ mathematical problem-solving skills through better design and implementation of the Use-Modify-Create approach, particularly in integrating MT, CT, and programming.},
	language = {en-GB},
	urldate = {2024-08-17},
	booktitle = {Artificial {Intelligence} for {Supporting} {Human} {Cognition} and {Exploratory} {Learning} in the {Digital} {Age}},
	publisher = {Springer Nature Switzerland},
	author = {Hadjerrouit, Said and Hansen, Nils Kristian},
	editor = {Isaias, Pedro and Sampson, Demetrios G. and Ifenthaler, Dirk},
	year = {2024},
	doi = {10.1007/978-3-031-66462-5_11},
	note = {Series Title: Cognition and Exploratory Learning in the Digital Age},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {203--219},
	file = {Hadjerrouit und Hansen - 2024 - Supporting Students’ Mathematical Problem Solving .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C7XXAGPU/Hadjerrouit und Hansen - 2024 - Supporting Students’ Mathematical Problem Solving .pdf:application/pdf},
}

@article{hull_use_2024,
	title = {The {Use} of a {Multimedia}-{Enabled}, {Serialized} {Worked}-{Example} {Artifact} in an {Online} {Environment} for {Secondary} {Education}},
	issn = {0738-0569, 1528-7033},
	url = {https://www.tandfonline.com/doi/full/10.1080/07380569.2024.2390396},
	doi = {10.1080/07380569.2024.2390396},
	abstract = {High school students in rural and semi-rural areas are disadvantaged because their schools struggle to attract and retain instructors who are qualified to teach career and technology courses that ready students for the knowledge economy. The effects of the pandemic moved much knowledge-economy work online by adopting study-from-home (SFH) models; however, educational institutions have been slow to validate corresponding study-from-home instructional models. In response, the current study developed study-from-home instruction using a multimedia-enabled, serialized worked-example artifact to teach financial accounting and modeling for high school students. The study featured grounded theories that inform the design of SFH instruction and online facilitation for a yearlong study. The instruction aimed to promote the far transfer of domain-specific, career-development knowledge regarding financial accounting and modeling. To do so, authors conducted a quasi-experiment with 50 students from five public high schools in rural and semi-rural East Texas. The result shows that socially situated SFH instruction whose design follows the principles of cognitive load theory, situated learning, and cognitive apprenticeship promoted mastery-of-learning outcomes over the course of an academic year. Our findings indicate a promising new direction in the design of remote instruction that delivers complex content to small-screen mobile devices for high school students.},
	language = {en-GB},
	urldate = {2024-08-17},
	journal = {Computers in the Schools},
	author = {Hull, David Michael and Sung, Woonhee},
	month = aug,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU4b, Lernsystemarchitektur},
	pages = {1--19},
	file = {Hull und Sung - 2024 - The Use of a Multimedia-Enabled, Serialized Worked.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5PS3GAUE/Hull und Sung - 2024 - The Use of a Multimedia-Enabled, Serialized Worked.pdf:application/pdf},
}

@article{grassinger_durch_2024,
	title = {Durch ein {Online}-{Self}-{Assessment} angeregte {Selbstreflexion} von {Lernerfahrungen} im {Praktikum}: {Eine} {Studie} zum {Zusammenhang} der {Selbstreflexion} mit motivationalen {Zielen}, dem {Erleben} motivationaler {Erwartungsdiskrepanz} und der {Verunsicherung} ob der {Studienwahl}},
	copyright = {https://creativecommons.org/licenses/by-nc-nd/4.0},
	issn = {1010-0652, 1664-2910},
	shorttitle = {Durch ein {Online}-{Self}-{Assessment} angeregte {Selbstreflexion} von {Lernerfahrungen} im {Praktikum}},
	url = {https://econtent.hogrefe.com/doi/10.1024/1010-0652/a000376},
	doi = {10.1024/1010-0652/a000376},
	abstract = {Online self-assessments are discussed as an instrument to support self-regulated learning behavior of students. Online self-assessments can stimulate self-reflection on current learning experiences, a phase of self-regulated learning behavior, and can manifest itself in more elaborate self-reflection knowledge. It was hypothesized that self-reflection knowledge stimulated by an online self-assessment is relat­ ed to individual mastery and work avoidance goals (H1) and is associated with experiencing motivational expectancy discrepancy as well as uncertainty about the appropriate study choice (H2). These two hypotheses were tested on a sample of 299 student teachers. The findings showed that mastery goals favored self-knowledge about the learning situation through an online self-assessment, but work avoidance goals were not related to it. An increased self-reflection knowledge stimulated by an online self-assessment was also associated with the experience of a positive motivational expectation discrepancy, but not with uncertainty about the appropriate study choice.},
	language = {de-DE},
	urldate = {2024-02-10},
	journal = {Zeitschrift für Pädagogische Psychologie},
	author = {Grassinger, Robert and Schnebel, Stefanie},
	month = feb,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, Promotion:FU5},
	pages = {1010--0652/a000376},
	file = {Grassinger und Schnebel - 2024 - Durch ein Online-Self-Assessment angeregte Selbstr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XUAWZSXF/Grassinger und Schnebel - 2024 - Durch ein Online-Self-Assessment angeregte Selbstr.pdf:application/pdf},
}

@incollection{isaias_predicting_2024,
	address = {Cham},
	title = {Predicting the {Academic} {Performance} of {Programming} {Students} {Using} {Logs} from an {Online} {Learning} {System}: {Toward} {Providing} {Timely} {Guidance} and {Feedback} to {Students}},
	isbn = {978-3-031-66461-8 978-3-031-66462-5},
	shorttitle = {Predicting the {Academic} {Performance} of {Programming} {Students} {Using} {Logs} from an {Online} {Learning} {System}},
	url = {https://link.springer.com/10.1007/978-3-031-66462-5_8},
	abstract = {In this study, we developed a programming learning system that presents instructors with the trends of an entire class and the coding status of individual students in programming practice classes. A survey filled by faculty members confirmed that the “understand students’ coding status” objective was sufficiently satisfied, and that the system helped faculty members provide appropriate guidance and timely advice to students. In addition, we created and evaluated a multiple regression analysis model using the operation logs from the programming exercise system for predictions and effective feedback provision to students. With the model, we could predict final exam scores using system operation logs from the early-­ stages of the course. Additionally, we could update the score predictions based on each week’s class logs and provide feedback to students. This predictive model has implications for educational practice and allows for timely interventions for learner success. Furthermore, we confirmed the model’s good performance by comparing the scores predicted using past data with the actual scores. The study is particularly strong in identifying key variables and presenting detailed statistical analyses. This makes its conclusions both valuable and actionable for educators. We believe that this system be instrumental in improving the performance of students in programming classes.},
	language = {en-GB},
	urldate = {2024-08-17},
	booktitle = {Artificial {Intelligence} for {Supporting} {Human} {Cognition} and {Exploratory} {Learning} in the {Digital} {Age}},
	publisher = {Springer Nature Switzerland},
	author = {Tanaka, Tetsuo and Ueda, Mari},
	editor = {Isaias, Pedro and Sampson, Demetrios G. and Ifenthaler, Dirk},
	year = {2024},
	doi = {10.1007/978-3-031-66462-5_8},
	note = {Series Title: Cognition and Exploratory Learning in the Digital Age},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {139--157},
	file = {Tanaka und Ueda - 2024 - Predicting the Academic Performance of Programming.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6UA5W9E8/Tanaka und Ueda - 2024 - Predicting the Academic Performance of Programming.pdf:application/pdf},
}

@article{weinhandl_employing_2024,
	title = {Employing a multi-layered approach for validating mathematics student personas in technology-enhanced learning environments},
	volume = {11},
	issn = {2331-186X},
	url = {https://www.tandfonline.com/doi/full/10.1080/2331186X.2024.2389361},
	doi = {10.1080/2331186X.2024.2389361},
	abstract = {One goal of mathematics education is to adapt features of digital learning materials to students’ characteristics. This paper presents a multi-layered research approach to identify key aspects of mathematics students within the persona approach. Data for this research was collected from 5,624 mathematics students using an instrument focusing on 15 scales addressing psychological constructs. The data was analysed using factor analysis. The results of our study show that mathematical self-confidence, aspiration towards mathematics, performance orientation, intra- and interpersonal aspects of learning mathematics, and actions and reactions are the most pronounced persona dimensions of mathematics students. The dimensions of student personas identified in this research – specifically aspiration towards mathematics, and intra- and interpersonal aspects of learning mathematics – are the most critical novelty brought by this study.},
	language = {en-GB},
	number = {1},
	urldate = {2024-08-17},
	journal = {Cogent Education},
	author = {Weinhandl, Robert and Mayerhofer, Martin and Große, Cornelia S. and Anđić, Branko},
	month = dec,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:FU4b},
	pages = {2389361},
	file = {Weinhandl et al. - 2024 - Employing a multi-layered approach for validating .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LANSL4VA/Weinhandl et al. - 2024 - Employing a multi-layered approach for validating .pdf:application/pdf},
}

@article{sedawi_toward_2024,
	title = {Toward epistemic justice in socio-scientific decision-making: {How} youth make sense of lively {COVID}-19 and vaccines data},
	issn = {1050-8406, 1532-7809},
	shorttitle = {Toward epistemic justice in socio-scientific decision-making},
	url = {https://www.tandfonline.com/doi/full/10.1080/10508406.2024.2381205},
	doi = {10.1080/10508406.2024.2381205},
	abstract = {Background: Studies of socio-scientific decisionmaking in times of crisis are in their infancy. This study investigates how minoritized youth engage and make sense of newly developed COVID-19 vac­ cines and their intersections with the evolving multipandemic. Guided by theories of lively data, data sense and epistemic injustice, we center the experi­ ence of four Palestinian Arab minority youth in Israel context throughout the ongoing pandemic.},
	language = {en-GB},
	urldate = {2024-08-17},
	journal = {Journal of the Learning Sciences},
	author = {Sedawi, Wisam and Calabrese Barton, Angela},
	month = aug,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Systemanpassung, Bildungstheorien, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU5, Krisenreaktion im Bildungsbereich},
	pages = {1--52},
	file = {Sedawi und Calabrese Barton - 2024 - Toward epistemic justice in socio-scientific decis.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SJ2WLEUE/Sedawi und Calabrese Barton - 2024 - Toward epistemic justice in socio-scientific decis.pdf:application/pdf},
}

@article{moore_using_2023,
	title = {Using a {Telehealth} {Simulation} to {Prepare} {Nursing} {Students} for {Intraprofessional} {Collaboration}},
	volume = {78},
	issn = {18761399},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S1876139923000130},
	doi = {10.1016/j.ecns.2023.02.007},
	abstract = {Background: This pilot study measured the effect of a telehealth simulation-based learning experience on undergraduate (BSN) and graduate (NP) nursing students’ readiness for intraprofessional collaboration. Facilitators organized a sample of 66 on-campus BSN and eight online NP students into groups of 1NP student : 6-9 BSN students.
Method: During the simulation, the “school nurse” (BSN student) collaborated with a telehealth provider (NP student) to provide patient care. The Teamwork and Collaboration Subscale (TCS) of the Readiness for Interprofessional Learning Scale (RIPLS) measured the students’ intraprofessional collaboration. Results were analyzed using descriptive and inferential strategies. Responses to an open-ended question were content analyzed.
Results: TCS scores increased from pre- to post-simulation suggesting the simulation increased learner’s readiness for intraprofessional collaboration. Students expressed enthusiastic appreciation for the simulation experience and the importance of developing intraprofessional collaboration skills.
Conclusion: Study findings support the use of telehealth simulations to develop nursing students’ intraprofessional collaboration skills.},
	language = {en-GB},
	urldate = {2024-08-17},
	journal = {Clinical Simulation in Nursing},
	author = {Moore, Jeanne and Jairath, Nalini and Montejo, Leigh and O'Brien, Sandra and Want, David},
	month = may,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Telemedizin},
	pages = {1--6},
	file = {Moore et al. - 2023 - Using a Telehealth Simulation to Prepare Nursing S.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RLWSKAUV/Moore et al. - 2023 - Using a Telehealth Simulation to Prepare Nursing S.pdf:application/pdf},
}

@incollection{pattnaik_young_2022,
	address = {Cham},
	title = {Young {Children}’s {Online} {Learning} and {Teaching}: {Challenges} and {Effective} {Approaches}},
	volume = {18},
	isbn = {978-3-030-96976-9 978-3-030-96977-6},
	shorttitle = {Young {Children}’s {Online} {Learning} and {Teaching}},
	url = {https://link.springer.com/10.1007/978-3-030-96977-6_20},
	language = {en-GB},
	urldate = {2024-08-16},
	booktitle = {The {Impact} of {COVID}-19 on {Early} {Childhood} {Education} and {Care}},
	publisher = {Springer International Publishing},
	author = {Pittas, Evdokia and Bravo, Inmaculada Fajardo and Gómez-Merino, Nadina},
	editor = {Pattnaik, Jyotsna and Renck Jalongo, Mary},
	year = {2022},
	doi = {10.1007/978-3-030-96977-6_20},
	note = {Series Title: Educating the Young Child},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {397--419},
	file = {Pittas et al. - 2022 - Young Children’s Online Learning and Teaching Cha.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FG8GDTGK/Pittas et al. - 2022 - Young Children’s Online Learning and Teaching Cha.pdf:application/pdf},
}

@article{mccafferty_positioning_2014,
	title = {Positioning for {Success} in the {Higher} {Education} {Online} {Learning} {Environment}},
	issn = {23250585},
	url = {http://www.ipsonet.org/publications/open-access/internet-learning/volume-3-number-2-fall-2014},
	doi = {10.18278/il.3.2.2},
	abstract = {As colleges and universities explore how to approach online learning in a manner appropriate for their own specific objectives, they face an evolving environment shaped by a variety of demographic, technological, economic, and competitive factors that add opportunity, uncertainty, and complexity. This paper examines many of those factors and what institutions interested in developing and expanding their online learning can do and are doing to be successful, however they define success, in this environment. Analysis of the current online learning and higher education markets is provided as well as recommended questions that institutions should address when forming their online strategy.},
	language = {en-GB},
	urldate = {2024-07-08},
	journal = {Internet Learning},
	author = {McCafferty, Jeffrey},
	year = {2014},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Promotion:Relevanz:4, Promotion:FU5},
	file = {McCafferty - 2014 - Positioning for Success in the Higher Education On.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WVXI9YFZ/McCafferty - 2014 - Positioning for Success in the Higher Education On.pdf:application/pdf},
}

@article{ong_immersive_2021,
	title = {Immersive {Experience} during {Covid}-19: {The} {Mediator} {Role} of {Alternative} {Assessment} in {Online} {Learning} {Environment}},
	volume = {15},
	issn = {1865-7923},
	shorttitle = {Immersive {Experience} during {Covid}-19},
	url = {https://online-journals.org/index.php/i-jim/article/view/24541},
	doi = {10.3991/ijim.v15i18.24541},
	abstract = {The Covid-19 epidemic has transformed the educational scene, hence altering the learning experience of students. The traditional face-to-face classroom has evolved into a synchronous online mode that requires minimum technology literacy. Their capability for absorption of information may be compromised under massive scenarios encountered throughout the acquisition of information. This article examines the function of alternative assessment in structured learning activities with the goal of deconstructing their learning competence and fostering complex interaction. The research focuses on the relationship between numerous aspects and students’ online learning experiences, notably during the pandemic. An online survey was performed with 312 respondents who utilised the Blackboard online learning platform and a PLS-SEM analysis indicated that an alternative assessment mediated the relationship of learning readiness, student engagement, and student motivation toward student learning experience simultaneously. In conclusion, our study reinforces the vital need of addressing the mediator role of alternative assessment to enhance the learning experience and, hence, success in online classes.},
	language = {en-GB},
	number = {18},
	urldate = {2024-07-08},
	journal = {International Journal of Interactive Mobile Technologies (iJIM)},
	author = {Ong, Mohd Hanafi Azman and Yasin, Norazlina Mohd and Ibrahim, Nur Syafikah},
	month = sep,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU5},
	pages = {16},
	file = {Ong et al. - 2021 - Immersive Experience during Covid-19 The Mediator.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YHKKHXWB/Ong et al. - 2021 - Immersive Experience during Covid-19 The Mediator.pdf:application/pdf},
}

@article{abuhassna_development_2020,
	title = {Development of a new model on utilizing online learning platforms to improve students’ academic achievements and satisfaction},
	volume = {17},
	issn = {2365-9440},
	url = {https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-020-00216-z},
	doi = {10.1186/s41239-020-00216-z},
	abstract = {This research aims to explore and investigate potential factors influencing students’ academic achievements and satisfaction with using online learning platforms. This study was constructed based on Transactional Distance Theory (TDT) and Bloom’s Taxonomy Theory (BTT). This study was conducted on 243 students using online learning platforms in higher education. This research utilized a quantitative research method. The model of this research illustrates eleven factors on using online learning platforms to improve students’ academic achievements and satisfaction. The findings showed that the students’ background, experience, collaborations, interactions, and autonomy positively affected students’ satisfaction. Moreover, effects of the students’ application, remembering, understanding, analyzing, and satisfaction was positively aligned with students’ academic achievements. Consequently, the empirical findings present a strong support to the integrative association between TDT and BTT theories in relation to using online learning platforms to improve students’ academic achievements and satisfaction, which could help decision makers in universities and higher education and colleges to plan, evaluate, and implement online learning platforms in their institutions.},
	language = {en-GB},
	number = {1},
	urldate = {2024-07-08},
	journal = {International Journal of Educational Technology in Higher Education},
	author = {Abuhassna, Hassan and Al-Rahmi, Waleed Mugahed and Yahya, Noraffandy and Zakaria, Megat Aman Zahiri Megat and Kosnin, Azlina Bt. Mohd and Darwish, Mohamad},
	month = dec,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU6},
	pages = {38},
	file = {Abuhassna et al. - 2020 - Development of a new model on utilizing online lea.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MDC27QMF/Abuhassna et al. - 2020 - Development of a new model on utilizing online lea.pdf:application/pdf},
}

@article{lan_unveiling_2024,
	title = {Unveiling the silent struggle: {Investigating} the effects of flipped classroom instruction models on business {English} oral presentation development through online learning: {A} case of learner engagement, emotions, and anxiety},
	issn = {1360-2357, 1573-7608},
	shorttitle = {Unveiling the silent struggle},
	url = {https://link.springer.com/10.1007/s10639-024-12746-4},
	doi = {10.1007/s10639-024-12746-4},
	language = {en-GB},
	urldate = {2024-05-30},
	journal = {Education and Information Technologies},
	author = {Lan, En-Minh},
	month = may,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung},
	file = {Lan - 2024 - Unveiling the silent struggle Investigating the e.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/796DVRGJ/Lan - 2024 - Unveiling the silent struggle Investigating the e.pdf:application/pdf},
}

@article{bong_dual-process_2024,
	title = {A dual-process motivation mediation model to explain female high school students' cognitive engagement and disengagement in emergency remote teaching and online learning in {South} {Korea}},
	volume = {55},
	issn = {1467-8535},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13415},
	doi = {10.1111/bjet.13415},
	abstract = {High attrition/dropout rates and low engagement have been major concerns of online educators. This study examined female high school students' cognitive engagement and disengagement in an online learning context during the COVID-19 pandemic through the lens of self-determination theory's basic psychological needs. We investigated an extended dual-process motivation mediation model that emphasizes the mediating role of the need for competence, including an additional factor, technology self-efficacy, in a South Korean high school context (n = 235). Results from structural equation modelling provided evidence for the proposed model. Our findings indicated that the exogenous variables (ie, perceived autonomy support, perceived teacher control and technology self-efficacy) predicted cognitive engagement and disengagement with the mediating role of competence need satisfaction and competence need frustration. We found distinct processes including (a) “autonomy support-competence need satisfaction-cognitive engagement”, (b) “teacher control-competence need frustration-cognitive disengagement”, (c) “technology self-efficacy-competence need satisfaction-cognitive engagement” and (d) “technology self-efficacy-competence need frustration (negative effect)-cognitive disengagement”. This study suggests using autonomy support strategies to fulfil students' competence needs in online learning contexts. We also found a possible role of technology self-efficacy in influencing psychological competence needs, cognitive engagement and cognitive disengagement in online learning contexts. Implications of the findings are discussed. Practitioner notes What is already known about this topic High attrition/dropout rates and low engagement have been major concerns of online educators. Emergency remote teaching (ERT) has implications for online teaching beyond the ERT paradigm. Self-determination theory (SDT) has been adopted and adapted with the goal of determining how to achieve need satisfaction, optimize learner motivation and enhance student engagement in classroom settings. What this paper adds This study applied a dual-process motivation mediation model to investigate both cognitive engagement and disengagement among female high school students in an ERT online learning environment. The extended dual-process motivation mediation model examined the role of an additional factor, technology self-efficacy in cognitive engagement and disengagement in online learning. This study examined the role of direct, indirect and cross-over effects focusing on both bright and dark aspects of the dual-process motivation mediation model in online learning in a South Korean girls' high school during ERT. Implications for practice and/or policy This study proposes the use of autonomy support strategies in online learning contexts. Teachers should understand their students and provide support that addresses competence need satisfaction to enhance student cognitive engagement in online learning contexts. More efforts should be made to prepare teachers for designing online learning experiences that increase students' competence need satisfaction and decrease competence need frustration.},
	language = {en-GB},
	number = {3},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Bong, Ji Yae and Cho, Kyunghwa and Liu, Zhichun and He, Dan},
	year = {2024},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13415},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, cognitive disengagement, cognitive engagement, emergency remote teaching, online learning, self-determination theory, technology self-efficacy},
	pages = {1020--1040},
	file = {Bong et al. - 2024 - A dual-process motivation mediation model to expla.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5C527UA8/Bong et al. - 2024 - A dual-process motivation mediation model to expla.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/QXM6FT9E/bjet.html:text/html},
}

@article{bakir-yalcin_investigating_2024,
	title = {Investigating the antecedents of engagement in online learning: do achievement emotions matter?},
	volume = {29},
	issn = {1360-2357, 1573-7608},
	shorttitle = {Investigating the antecedents of engagement in online learning},
	url = {https://link.springer.com/10.1007/s10639-023-11995-z},
	doi = {10.1007/s10639-023-11995-z},
	abstract = {Student engagement is a multidimensional construct, indicates actual learning experiences and is affected by emotions. Negative and positive achievement emotions play an important role in engagement. In the light of Control-Value Theory and the Extended Process Model of Emotion Regulation, a model was developed and tested to investigate the relationship between student engagement and the antecedents of emotions. Participants consisted of 1450 pre-service teachers who were enrolled in degree programs at Faculties of Education in Turkey. The structural equation modeling method was used to test two research models developed for positive and negative achievement emotions. In the negative achievement emotions model, student engagement was influenced by control of learning beliefs, task value, negative achievement emotions, and reappraisal strategy, and these variables together explained 83.1\% of the total variance in engagement. In the positive achievement emotions model, results revealed the effect of control of learning beliefs, task value, positive achievement emotions, and reappraisal strategy on student engagement, and these variables together explained 97.3\% of the total variance in engagement. The findings have implications for expanding the theoretical knowledge about emotions and emotion regulation strategies to improve student engagement in online learning environments. This study suggests that it is important to pay attention to task value and emotions when designing online instruction and online learning materials and courses.},
	language = {en-GB},
	number = {4},
	urldate = {2024-03-23},
	journal = {Education and Information Technologies},
	author = {Bakır-Yalçın, Eda and Usluel, Yasemin Koçak},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Systemanpassung, Promotion:FU1},
	pages = {3759--3791},
	file = {Bakır-Yalçın und Usluel - 2024 - Investigating the antecedents of engagement in onl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8FCZVFB7/Bakır-Yalçın und Usluel - 2024 - Investigating the antecedents of engagement in onl.pdf:application/pdf},
}

@article{khanal_shifting_2024,
	title = {Shifting identities: an examination of student perceptions and experiences in face-to-face and online learning in {Nepal}},
	volume = {29},
	issn = {1360-2357, 1573-7608},
	shorttitle = {Shifting identities},
	url = {https://link.springer.com/10.1007/s10639-023-12020-z},
	doi = {10.1007/s10639-023-12020-z},
	abstract = {The transition from traditional, in-person classrooms to technology-based models like online learning is a significant challenge. This change is not only brought on by the COVID-19 pandemic, but it also presents difficulties for low-income and developing countries that have adopted online education for students who are spread out over a wide area. Students from low-income and developing countries, where the teaching and learning process is limited to a classroom environment, are struggling to adjust to online learning. This study aims to shed light on the multifaceted dimensions of the students’ educational journey, their adaptation to alternative learning environments, and the intricate interplay between sociocultural factors and individual identity trajectories within the Nepalese context. Based on indepth interviews with 15 graduate students who were also school teachers, the study found that student’s identities underwent some instability as tension arose between their self-perception in face-to-face and online learning. The students experienced changes in who they were in the face-to-face classroom and who they are in online learning, as well as changes in how society viewed them as online learners.},
	language = {en-GB},
	number = {4},
	urldate = {2024-03-23},
	journal = {Education and Information Technologies},
	author = {Khanal, Jeevan},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung},
	pages = {4287--4315},
	file = {Khanal - 2024 - Shifting identities an examination of student per.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NCI4WIFL/Khanal - 2024 - Shifting identities an examination of student per.pdf:application/pdf},
}

@article{chathuranga_unveiling_2024,
	title = {Unveiling the perceived benefits of online learning among management undergraduates: a study in a {Sri} {Lankan} government-owned university},
	volume = {29},
	issn = {1360-2357, 1573-7608},
	shorttitle = {Unveiling the perceived benefits of online learning among management undergraduates},
	url = {https://link.springer.com/10.1007/s10639-023-12355-7},
	doi = {10.1007/s10639-023-12355-7},
	abstract = {The purpose of this study is to determine the benefits of online learning among undergraduate students at a specific university and to investigate whether there are any differences in perception based on gender. A total of 477 participants completed structured questionnaires, and descriptive statistics were used to analyze the data. The Mann-Whitney U test was used to test the hypotheses, which does not require normality or homogeneity of variance assumptions. Results suggest that online learning, particularly the use of recorded lectures, offers several benefits for management undergraduates, including improved learning outcomes, flexibility and control, and access to a wider range of learning resources. The study also found that there is no significant difference in perceived benefits between male and female management undergraduates. These findings highlight the potential of online learning to enhance student learning outcomes and improve education quality in management. To enhance the effectiveness of online learning, educators should focus on creating engaging and interactive courses that promote active learning and student engagement. Additionally, institutions should invest in educator training and support to ensure that they are equipped with the necessary skills and knowledge to deliver effective online courses.},
	language = {en-GB},
	number = {1},
	urldate = {2024-01-10},
	journal = {Education and Information Technologies},
	author = {Chathuranga, Nirmal and Dissanayake, Pasindu and Gunawardane, Naduni},
	month = jan,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:FU1},
	pages = {881--893},
	file = {Chathuranga et al. - 2024 - Unveiling the perceived benefits of online learnin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/F9R5LG6A/Chathuranga et al. - 2024 - Unveiling the perceived benefits of online learnin.pdf:application/pdf},
}

@article{fidan_emotions_2024,
	title = {Emotions, metacognition and online learning readiness are powerful predictors of online student engagement: {A} moderated mediation analysis},
	volume = {29},
	issn = {1360-2357, 1573-7608},
	shorttitle = {Emotions, metacognition and online learning readiness are powerful predictors of online student engagement},
	url = {https://link.springer.com/10.1007/s10639-023-12259-6},
	doi = {10.1007/s10639-023-12259-6},
	abstract = {It is pointed out that one of the main problems of online learning environments is determining whether students engage or not. As engagement is a complex and multifaceted concept, researchers have stated that engagement is effected by many factors (environmental conditions and learner characteristics) and changes according to the context. Among these factors, discovering the effects of emotions experienced in learning processes on engagement has drawn attention recently. It is stated that there is an effect of emotions on engagement. However, the mechanisms underlying the effect of emotions experienced in online learning environment on student engagement have not yet been discovered, and what potential mediator and/or moderator variables might explain this effect. Therefore, this study aims to establish whether emotions predicted student engagement through their effect on the online learning readiness, and whether the strength of this effect was a function of metacognition. The study group includes 1601 university students. Data were gathered via online survey. The moderated mediation models were analyzed with PROCESS macro. The results displayed that emotions are powerful predictors of online learning readiness. Online readiness mediated the effect of emotions on student engagement in three models. Metacognition moderated the positive emotions and negative emotions model but did not moderate the exploratory emotions model. As a result; the direct effect of emotions on both readiness and engagement reveal the need for strategies to enable students to experience positive and exploratory emotions and to reduce negative emotions in learning environments. This study reveals that increasing students’ positive and exploratory emotions and reducing their negative emotions, ensuring their online learning readiness and high metacognition have an impact on online student engagement. Therefore, with the results of this study, it can be stated that taking into account students’ emotions, readiness and metacognition in the design of online learning environment and activities may have a positive effect on student engagement.},
	language = {en-GB},
	number = {1},
	urldate = {2024-01-10},
	journal = {Education and Information Technologies},
	author = {Fidan, Ayça and Koçak Usluel, Yasemin},
	month = jan,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU1},
	pages = {459--481},
	file = {Fidan und Koçak Usluel - 2024 - Emotions, metacognition and online learning readin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8CR6Z6YQ/Fidan und Koçak Usluel - 2024 - Emotions, metacognition and online learning readin.pdf:application/pdf},
}

@article{koh_adaptiveness_2023,
	title = {Adaptiveness for {Online} {Learning}: {Conceptualising} ‘{Online} {Learning} {Dexterity}’ from {Higher} {Education} {Students}’ {Experiences}},
	volume = {58},
	issn = {0028-8276, 2199-4714},
	shorttitle = {Adaptiveness for {Online} {Learning}},
	url = {https://link.springer.com/10.1007/s40841-023-00287-2},
	doi = {10.1007/s40841-023-00287-2},
	abstract = {Online learning dexterity, or the ability to effortlessly adapt to online learning situations, has become critical since the COVID-19 pandemic, but its processes are not well-understood. Using grounded theory, this study develops a paradigm model of online learning dexterity from semi-structured interviews with 32 undergraduate and postgraduate students from a university in New Zealand. Through students’ online learning experiences during the pandemic from 2020 to 2021, online learning dexterity is found to be how students make online learning ‘just as good’ as face-to-face learning by creating and adjusting five learning manoeuvres according to developing online learning circumstances. Undergraduates and postgraduates re-use familiar study strategies as deep learning manoeuvres, but undergraduates restrict supportseeking manoeuvres to lecturers. Technical problems with online systems and poor course organisation by lecturers affected learning productivity, resulting in the need for more time optimisation manoeuvres. Social support helped students activate persistence manoeuvres to sustain online class attendance. However, undergraduates had more problems sustaining interest and engagement during class as they were not as proficient with using learning presence manoeuvres as postgraduates enrolled in distance learning programmes. The theoretical and practical significance of online learning dexterity for post-pandemic higher education is discussed.},
	language = {en-GB},
	number = {2},
	urldate = {2023-11-22},
	journal = {New Zealand Journal of Educational Studies},
	author = {Koh, Joyce Hwee Ling and Daniel, Ben Kei and Greenman, Angela C.},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:FU1},
	pages = {379--397},
	file = {Koh et al. - 2023 - Adaptiveness for Online Learning Conceptualising .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JTF6MJ8S/Koh et al. - 2023 - Adaptiveness for Online Learning Conceptualising .pdf:application/pdf},
}

@article{bravo_students_2024,
	title = {Students’ {Learning} {Gains} in {Extracurricular} {Challenge}-{Based} {Learning} {Teams}},
	issn = {0304-3797, 1469-5898},
	url = {https://www.tandfonline.com/doi/full/10.1080/03043797.2024.2386108},
	doi = {10.1080/03043797.2024.2386108},
	abstract = {This study aims to gain insights into what students learn in engineeringoriented extracurricular student teams. With these insights we can further students’ development of their professional identity and employability. The study involved conducting semi-structured interviews with twelve selected members of two student teams and analyzing the reported outcomes by means of deductive thematic analysis. The results of the analysis revealed that students acknowledged experiencing learning gains through their participation in the teams. Students reported acquiring fundamental engineering knowledge, along with personal and professional skills, interpersonal skills, insights into the innovation process, and leadership in engineering endeavours. These learning gains were facilitated by interactions within the diverse elements of the student teams’ ecosystem.},
	language = {en-GB},
	urldate = {2024-08-08},
	journal = {European Journal of Engineering Education},
	author = {Bravo, Eugenio and Bayram, Dury and Van Der Veen, Jan T. and Reymen, Isabelle},
	month = aug,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU1},
	pages = {1--18},
	file = {Bravo et al. - 2024 - Students’ Learning Gains in Extracurricular Challe.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2VGWKX93/Bravo et al. - 2024 - Students’ Learning Gains in Extracurricular Challe.pdf:application/pdf},
}

@article{heidig_instructor_2024,
	title = {Instructor presence in instructional videos in higher education: three field experiments in university courses},
	issn = {1042-1629, 1556-6501},
	shorttitle = {Instructor presence in instructional videos in higher education},
	url = {https://link.springer.com/10.1007/s11423-024-10391-9},
	doi = {10.1007/s11423-024-10391-9},
	abstract = {In formal educational settings, such as online university lectures, instructional videos often consist of PowerPoint slides accompanied by a video or audio explanation from the instructor. It has been assumed that the social cues provided by the instructor’s video may facilitate affective processes and affect learning outcomes. Research on instructor presence in instructional videos has focused primarily on laboratory and online studies that are not embedded in the courses in which learners are enrolled. Therefore, we present three field studies examining instructor presence in instructional videos embedded in higher education courses to strengthen external validity (exam-relevant topic, {\textgreater} 30 min long, personally known instructor). The results of these studies show positive effects of a visible instructor compared to no visible instructor on some affective measures: social presence in Study 1 (n = 18, d = .85) and well-being in Study 3 (n = 38, d = 1.01), but not on others (well-being in Studies 1 \& 2 (n = 53); motivation in Studies 1–3, social presence in Studies 2 \& 3). They also show no effects on extraneous processing or learning outcomes (Studies 1–3). Thus, no general effect of instructor presence can be shown for instructional videos embedded in university courses in higher education, but there are also no detrimental effects. This leads to implications for future research, teaching, and design practice.},
	language = {en-GB},
	urldate = {2024-08-02},
	journal = {Educational technology research and development},
	author = {Heidig, Steffi and Beege, Maik and Rey, Günter Daniel and Schneider, Sascha},
	month = jul,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	file = {Heidig et al. - 2024 - Instructor presence in instructional videos in hig.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XGC3EXKM/Heidig et al. - 2024 - Instructor presence in instructional videos in hig.pdf:application/pdf},
}

@article{quattrini_design_2024,
	title = {The design and implementation of a novel music-based curriculum for dementia care professionals: {The} experience of {SOUND} in {Italy}, {Portugal} and {Romania}},
	volume = {24},
	issn = {1472-6920},
	shorttitle = {The design and implementation of a novel music-based curriculum for dementia care professionals},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-024-05651-4},
	doi = {10.1186/s12909-024-05651-4},
	abstract = {Background  The positive effects of active and passive music activities on older people with dementia are well and largely documented by the literature. Nevertheless, the use of music as a non-pharmacological intervention is not so common both in private and public older people care facilities because in-home staff have no competencies for delivering such activities. Conversely, the realization and implementation of a co-designed music-based curriculum for dementia care professionals may help the diffusion of music in the older people care facilities. This study was aimed at evaluating the learning outcomes of the SOUND training, based on an original co-designed musicbased curriculum for dementia care professionals and implemented in Italy, Portugal and Romania.
Methods  The SOUND training study was developed through three phases: a) the co-design of the music-based curriculum for dementia care professionals, involving 55 people in the three participating countries; b) the teaching of the training curriculum to 63 dementia care professionals (29 in Italy, 17 in Portugal and 17 in Romania), delivered both in person and via a Moodle platform named Virtual Music Circle; c) the learning outcomes assessment, carried out by means of 13 self-evaluation tests, and a practical test, and the trainees’ course evaluation by a questionnaire.
Results  Most of the trainees reached the highest score in the evaluation of the theoretical competencies in the three study countries. Conversely, some practical competencies in the facilitation of music activities need to be fine-tuned. The SOUND training course was evaluated very positively in the overall structure, theoretical contents, and practical workshops by the trainees. Nevertheless, they preferred the face-to-face compared to the distance learning methodology in the three countries.
Conclusions  The SOUND training curriculum was effective in teaching music techniques and neurocognitive knowledge to dementia care professionals. Nevertheless, future courses should be differentiated for dementia care professionals with or without previous music knowledge and competencies. Moreover, the course is fully sustainable, because it does not require additional costs given that the curriculum is fully accessible online and it is also replicable because it trains professionals who can continue to apply the method in their working routine.},
	language = {en-GB},
	number = {1},
	urldate = {2024-08-02},
	journal = {BMC Medical Education},
	author = {Quattrini, Sabrina and Merizzi, Alessandra and Caciula, Ioana and Napradean, Lena and Azevedo, Maria João and Costa, Sandra and Santini, Sara},
	month = jun,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {668},
	file = {Quattrini et al. - 2024 - The design and implementation of a novel music-bas.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MA2U85S9/Quattrini et al. - 2024 - The design and implementation of a novel music-bas.pdf:application/pdf},
}

@article{voltmer_using_2024,
	title = {Using {Topic} {Modeling} to {Research} {Student} {Diversity} in {Higher} {Education}},
	volume = {232},
	copyright = {https://creativecommons.org/licenses/by/4.0},
	issn = {2190-8370, 2151-2604},
	url = {https://econtent.hogrefe.com/doi/10.1027/2151-2604/a000561},
	doi = {10.1027/2151-2604/a000561},
	abstract = {Groups in computer-supported collaborative learning (CSCL) are characterized by diversity regarding several sociodemographic and task-related features (e.g., students differ with respect to their first language and their prior experience with online learning simultaneously). Understanding the effect of this multiattributional diversity on CSCL groups is necessary to inform the design of interventions aimed at managing CSCL group diversity. We used topic modeling to investigate how multiattributional diversity affects discussion topics and subsequent group performance. Twenty topics were derived by Latent Dirichlet Allocation and assigned to 17,720 forum posts by 342 groups of psychology freshmen. Multiattributional sociodemographic diversity was negatively related to the number of posts in two topics concerned with time management and feedback mechanisms in groups where multiattributional task-related diversity was also high. These topics were positively related to subsequent group performance ratings. Findings suggest that this combination of diversity presents a risk for group communication, potentially negatively impacting performance.},
	language = {en-GB},
	number = {3},
	urldate = {2024-08-02},
	journal = {Zeitschrift für Psychologie},
	author = {Voltmer, Jan-Bennet and Fisseler, Björn and Raimann, Jennifer and Stürmer, Stefan},
	month = jul,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {160--170},
	file = {Voltmer et al. - 2024 - Using Topic Modeling to Research Student Diversity.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4H6TZ34A/Voltmer et al. - 2024 - Using Topic Modeling to Research Student Diversity.pdf:application/pdf},
}

@article{zhang_factors_2024,
	title = {Factors impacting college students’ collaborative learning intention: a social cognitive theory perspective},
	issn = {1049-4820, 1744-5191},
	shorttitle = {Factors impacting college students’ collaborative learning intention},
	url = {https://www.tandfonline.com/doi/full/10.1080/10494820.2024.2372642},
	doi = {10.1080/10494820.2024.2372642},
	abstract = {Understanding students’ intentions towards collaborative learning (CL) is crucial for efficiently using related learning activities inside and outside the classroom. Based on social cognitive theory (SCT), we propose a framework to explore the impact of contextual and individual factors on students’ intent to engage in CL. We performed structural equation modelling (SEM) to examine the relationships among three environmental factors (fairness, innovation, and social relationships), two intrinsic motivational factors (self-efficacy, outcome expectations), and students’ intent to engage in CL. The findings indicate that building a collaborative climate where students perceive fairness, innovation, and warm social relationships in the classroom facilitates their intention to engage in CL. In addition, students’ intent is influenced by their belief in their ability to engage in CL activities (selfefficacy) and their outcome expectations. The findings have several implications for developing the theory of CL and educational policymaking.},
	language = {en-GB},
	urldate = {2024-08-02},
	journal = {Interactive Learning Environments},
	author = {Zhang, Qiannan and Lin, Sheng and Liu, Jinlan},
	month = jul,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {1--15},
	file = {Zhang et al. - 2024 - Factors impacting college students’ collaborative .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KG92T9I6/Zhang et al. - 2024 - Factors impacting college students’ collaborative .pdf:application/pdf},
}

@article{jamaludin_media_2024,
	title = {Media and {Context} of {Science} {Education} in {TPACK}: {A} {Systematic} {Review}},
	issn = {20377924, 20377932},
	shorttitle = {Media and {Context} of {Science} {Education} in {TPACK}},
	url = {https://www.ledonline.it/index.php/ECPS-Journal/article/view/5608},
	doi = {10.7358/ecps-2024-029-jama},
	abstract = {MEDIA E CONTESTO DELL’EDUCAZIONE SCIENTIFICA IN TPACK: UNA REVISIONE SISTEMATICA Abstract The development of media and context within the framework of Technological Pedagogical and Content Knowledge (TPACK) is important in science education. The purpose of the systematic review is to find out the media and context used in the TPACK framework for the development of science learning. Media is related to learning technology such as technology in communication, collaboration, assessment, visualization, and online learning. The use of science learning media in developing TPACK consists of two types, the first using a single type of media and the second using multiple types of learning technology media. The learning context includes micro in the form of classes, meso in the form of schools, and macro in the form of the wider community, as well as the context of teachers and pre-service teachers. The context of science education in TPACK relates to the type of research such as micro-level using mixed research methods, experimental, qualitative, research and development, and macro level usually using survey research. The TPACK framework is an approach to explaining effectiveness, evaluation, and reflection in the use of learning technology.},
	language = {en-GB},
	number = {29},
	urldate = {2024-08-02},
	journal = {Journal of Educational, Cultural and Psychological Studies (ECPS Journal)},
	author = {Jamaludin, Didi and Rusilowati, Ani and Widiyatmoko, Arif and Cahyono, Adi and Saptono, Sigit and Marianti, Aditya},
	month = jul,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {1},
	file = {Jamaludin et al. - 2024 - Media and Context of Science Education in TPACK A.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ACLUKF5P/Jamaludin et al. - 2024 - Media and Context of Science Education in TPACK A.pdf:application/pdf},
}

@article{hakami_investigating_2024,
	title = {Investigating teacher orchestration load in scripted {CSCL}: {A} multimodal data analysis perspective},
	issn = {0007-1013, 1467-8535},
	shorttitle = {Investigating teacher orchestration load in scripted {CSCL}},
	url = {https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13500},
	doi = {10.1111/bjet.13500},
	abstract = {Abstract
            Despite the growing interest in using multimodal data to analyse students' actions in Computers‐Supported Collaborative Learning (CSCL) settings, studying teacher's orchestration load in such settings remains overlooked. The notion of classroom orchestration, and orchestration load, offer a lens to study the implications of increasingly complex technology‐supported learning environments on teacher performance. A combination of multimodal data may aid in understanding teachers' orchestration actions and, as a result, gain insights regarding the orchestration load teachers perceive in scripted CSCL situations. Studying teacher orchestration load in CSCL helps understand the workload teachers experience while facilitating student collaboration and assists in informing design decisions for teacher supporting tools. In this paper, we collect and analyse data from different modalities (i.e. electrodermal activity, observation notes, log data, dashboard screen recordings and responses to self‐reported questionnaires) to study teachers' orchestration load in scripted CSCL. A tool called PyramidApp was used to deploy CSCL activities and a teacher‐facing dashboard was used to facilitate teachers in managing collaboration in real time. The findings of the study show the potential of multimodal data analysis in investigating and estimating the orchestration load experienced by teachers in scripted CSCL activities. Study findings further demonstrate factors emerging from multimodal data such as task type, activity duration, and number of students influenced teachers' orchestration load.},
	language = {en-GB},
	urldate = {2024-08-02},
	journal = {British Journal of Educational Technology},
	author = {Hakami, Lubna and Hernández‐Leo, Davinia and Amarasinghe, Ishari and Sayis, Batuhan},
	month = jun,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {bjet.13500},
	file = {Hakami et al. - 2024 - Investigating teacher orchestration load in script.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W6H5X6QE/Hakami et al. - 2024 - Investigating teacher orchestration load in script.pdf:application/pdf},
}

@article{zainal_hubungan_2024,
	title = {Hubungan antara {Kemahiran} {Sosial} dan {Pembelajaran} {Secara} {Kolaboratif} dalam {Talian} di {Kalangan} {Pelajar} {UTHM}},
	volume = {5},
	abstract = {Online learning has evolved into a transformative approach, offering benefits such as enhanced accessibility and a flexible learning experience. Educational institutions welcome this innovative method for teaching and learning (PdP) purposes. However, there are some issues that result from the lack of in-person engagement, which hinders the growth of interpersonal skills, and technological obstacles, which cause disparities, underline the limitations of the method, emerge as an urgent problem statement. The challenge lies in finding a harmonious balance between the advantages of online learning, such as enhanced accessibility and flexible learning experiences, and the critical need for face-to-face interaction that fosters interpersonal skills. Additionally, addressing technological barriers becomes essential to ensure a more equitable and inclusive educational landscape. Despite these obstacles, the adaptability of online learning is particularly evident in times of crisis, requiring a balanced perspective to fully exploit its potential for effective and inclusive education. Therefore, The purpose of this study is to determine the social skills and online collaborative learning usage levels of UTHM students, as well as to investigate the correlation between these factors. Using online surveys and questionnaires, Universiti Tun Hussein Onn Malaysia (UTHM) obtained data from 203 respondents for quantitative study. Using the Statistical Package for Social Science (SPSS), the quantitative data will be analysed and the results will be presented as frequency, percentage, mean, and standard deviation. Notably, there is a substantial link between all the factors with social skills, with the highest correlation coefficient observed in the interaction aspect, reaching 0.904.},
	language = {ms-MY},
	number = {1},
	journal = {Research in management of technology and business},
	author = {Zainal, Nur Sabrina and Salim, Siti Aisyah},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a},
	file = {Zainal und Salim - 2024 - Hubungan antara Kemahiran Sosial dan Pembelajaran .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2R5C4GPF/Zainal und Salim - 2024 - Hubungan antara Kemahiran Sosial dan Pembelajaran .pdf:application/pdf},
}

@article{egloffstein_evidence-based_2024,
	title = {Evidence-based development of online learning resources on {Artificial} {Intelligence} in vocational education and training: {Stakeholder} perspectives and implementation},
	volume = {38},
	issn = {09315020},
	shorttitle = {Evidence-based development of online learning resources on {Artificial} {Intelligence} in vocational education and training},
	url = {https://www.vep-landau.de/produkt/empirische-paedagogik-2024-38-1-kap-5-digital/},
	doi = {10.62350/DGOP8196},
	abstract = {This article describes the evidence-based development of online learning resources on Artificial Intelligence (AI) in vocational education and training. Within the target group and context analysis of the AI\_VET project, guided interviews with N = 48 stakeholders from vocational education and training were conducted and analyzed. The results reveal an ambiguous and rather superficial understanding of AI within the target group as well as a limited incorporation of AI into vocational practice despite a broad consensus regarding its increasing relevance. Recommendations for the design of online learning resources include a focus on AI basics to promote a foundational understanding, consideration of opportunities, risks and limitations in professional contexts, and the use of specific application examples. Building on this, the AI\_VET course series was implemented through a participatory approach. Initial evaluation results suggest differentiated usage of the course modules and acceptance among learners. The article concludes with a discussion of implications for the further integration of AI in vocational education and training, as well as the positioning of the developed offerings in AI education.
          , 
            Künstliche Intelligenz (KI) in der beruflichen Bildung. Im Rahmen der Zielgruppen- und Kontextanalyse des Projekts AI\_VET wurden leitfadengestützte Interviews mit N = 48 Stakeholder*innen aus der beruflichen Bildung durchgeführt und ausgewertet. Die Ergebnisse zeigen ein diffuses und eher oberflächliches Verständnis von KI innerhalb der Zielgruppe sowie eine mangelnde Verankerung von KI in der beruflichen Praxis, trotz eines breiten Konsenses hinsichtlich ihrer zunehmenden Relevanz. Konkrete Impulse für die Gestaltung von onlinebasierten Lernangeboten sind die Ausrichtung auf KI-Grundlagen, die Auseinandersetzung mit Chancen, Risiken und Limitationen in beruflichen Kontexten sowie die Nutzung konkreter Anwendungsbeispiele. Auf dieser Basis wurde die Kursreihe AI\_VET in einem partizipativen Ansatz implementiert. Erste Evaluationsergebnisse deuten auf eine differenzierte Nutzung der Kursbausteine sowie auf Akzeptanz von Seiten der Lernenden hin. Implikationen für die weitere Verankerung von KI in der beruflichen Bildung sowie die Einordnung der Angebote in den Kontext der KI-Bildung werden diskutiert.},
	language = {de-DE},
	number = {1},
	urldate = {2024-07-31},
	journal = {Empirische Pädagogik},
	author = {Egloffstein, Marc and Kögler, Kristina and Ifenthaler, Dirk},
	month = jun,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Weiterführung, Promotion:FU4b},
	pages = {98--117},
	file = {Egloffstein et al. - 2024 - Evidence-based development of online learning reso.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UAM27IAS/Egloffstein et al. - 2024 - Evidence-based development of online learning reso.pdf:application/pdf},
}

@article{mat_effectiveness_2024,
	title = {Effectiveness of digital learning on students’ higher order thinking skills},
	volume = {13},
	copyright = {http://creativecommons.org/licenses/by-nc/4.0},
	issn = {2620-5440, 2252-8822},
	url = {https://ijere.iaescore.com/index.php/IJERE/article/view/29449},
	doi = {10.11591/ijere.v13i5.29449},
	abstract = {In the realm of education, learning and instructional activities play a crucial role in cultivating lasting and meaningful comprehension among science students. This research aims to evaluate the effectiveness of the i-Genius module in enhancing students’ performance in science. The i-Genius module’s development adhered to the ADDIE model, and two specific research questions were formulated: i) is there a statistically significant difference in mean scores between the experimental and control groups? and ii) to what extent can i-Genius contribute to students’ conceptual evolution compared to traditional methods? To address these questions, a sequential mixed-method approach involving interviews, pre-tests, and post-tests was implemented in two distinct schools in the Seremban District. The experimental group comprised 35 participants, and the control group also included 35 students with similar characteristics. Student performance, assessed through pre-test and post-test mean scores, revealed that students exposed to i-Genius achieved significantly higher scores than those exposed to traditional methods in the post-test (t(68)=8.37, p{\textless}0.05). This study’s implications lie in its practical application within the school context, offering an alternative instructional tool for teaching science and presenting an instructional model to guide teachers in formulating strategies that encourage problem-posing within the science curriculum.},
	language = {en-GB},
	number = {5},
	urldate = {2024-07-29},
	journal = {International Journal of Evaluation and Research in Education (IJERE)},
	author = {Mat, Hamidah and Mustakim, Siti Salina and Razali, Fazilah and Ghazali, Norliza and Minghat, Asnul Dahar},
	month = oct,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {2817},
	file = {Mat et al. - 2024 - Effectiveness of digital learning on students’ hig.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QK332DB7/Mat et al. - 2024 - Effectiveness of digital learning on students’ hig.pdf:application/pdf},
}

@article{hedqvist_bracing_2024,
	title = {Bracing for the next wave: {A} critical incident study of frontline decision‐making, adaptation and learning in ambulance care during {\textless}span style="font-variant:small-caps;"{\textgreater}{COVID}{\textless}/span{\textgreater} ‐19},
	issn = {0309-2402, 1365-2648},
	shorttitle = {Bracing for the next wave},
	url = {https://onlinelibrary.wiley.com/doi/10.1111/jan.16340},
	doi = {10.1111/jan.16340},
	abstract = {Methods: Twenty-­eight registered nurses from the Swedish ambulance services described 56 critical incidents during the COVID-­19 pandemic through free-­text questionnaires. The material was analysed using the Critical Incident Technique and Interpretive Description through the lens of potential for resilient performance.
Results: The findings were synthesized into four themes: ‘Navigating uncharted waters under never-­ending pressure’, ‘Balancing on the brink of an abyss’, ‘Sacrificing the few to save the many’ and ‘Bracing for the next wave’. Frontline decision-­making during a pandemic contribute to ethical dilemmas while necessitating difficult prioritizations to adapt and respond to limited resources. Learning was manifested through effective information sharing and the identification of successful adaptations as compared to maladaptations.
Conclusions: During pandemics or under other extreme conditions, decisions must be made promptly, even amidst emerging chaos, potentially necessitating the use of untested methods and ad-h­ oc solutions due to initial lack of knowledge and guidelines. Within ambulance care, dynamic leadership becomes imperative, combining autonomous frontline decision-­making with support from management. Strengthening ethical competence and fostering ethical discourse may enhance confidence in decision-­making, particularly under ethically challenging circumstances.},
	language = {en-GB},
	urldate = {2024-07-29},
	journal = {Journal of Advanced Nursing},
	author = {Hedqvist, Ann‐Therese and Holmberg, Mats and Bjurling‐Sjöberg, Petronella and Ekstedt, Mirjam},
	month = jul,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {jan.16340},
	file = {Hedqvist et al. - 2024 - Bracing for the next wave A critical incident stu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YVF9TBCK/Hedqvist et al. - 2024 - Bracing for the next wave A critical incident stu.pdf:application/pdf},
}

@article{cai_efficiency_2024,
	title = {On the efficiency of adaptive collaborative scripts in learning: a systematic literature review on fading-out scripts, adaptive scripts, and self-adaptive scripts},
	issn = {1049-4820, 1744-5191},
	shorttitle = {On the efficiency of adaptive collaborative scripts in learning},
	url = {https://www.tandfonline.com/doi/full/10.1080/10494820.2024.2371931},
	doi = {10.1080/10494820.2024.2371931},
	abstract = {In an endeavor to tackle the limitations of fixed collaborative scripts and to further support collaborative learning practices, adaptive collaborative scripts have been implemented within the educational domain. However, the divergent findings surrounding the efficacy of adaptive collaborative scripts engendered a compelling need for a comprehensive understanding of the adaptive scripts. This study explored the effectiveness of adaptive scripts through a systematic analysis of 11 meticulously chosen studies and demonstrated the distinct contributions offered by varying types of adaptive collaborative scripts (namely, fading-out scripts, adaptable scripts, and self-adaptive scripts). The results underscored adaptive scripts yielded a favorable impact on the caliber of collaboration and on learners’ psychological contentment. Nonetheless, the ramifications on learning outcomes were inconclusive. Under the guidance of activity theory, this review uncovered the optimal application conditions of each variant of adaptive script. The fading-out scripts necessitated supplementary consistent support to ensure satisfactory learning outcomes. Adaptable scripts demonstrated stable efficacy when employed for students with good self-regulation ability. The self-adaptive scripts yielded optimal results in learning activities with higher-level educational objectives. Distributed roles within learning groups and perceived adaptivity also influenced the efficacy of self-adaptive scripts. Implications, limitations, and future directions were also provided.},
	language = {en-GB},
	urldate = {2024-07-29},
	journal = {Interactive Learning Environments},
	author = {Cai, Rongzhen and Wu, Chenggang and Jin, Hui},
	month = jul,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {1--25},
	file = {Cai et al. - 2024 - On the efficiency of adaptive collaborative script.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KNM8FKBQ/Cai et al. - 2024 - On the efficiency of adaptive collaborative script.pdf:application/pdf},
}

@article{niu_how_2024,
	title = {How learners’ achievement goal motivation influences their metacognitive skills in online social annotations context?},
	issn = {1470-3297, 1470-3300},
	url = {https://www.tandfonline.com/doi/full/10.1080/14703297.2024.2382849},
	doi = {10.1080/14703297.2024.2382849},
	abstract = {Online learning requires high self-regulated abilities facilitated by metacognitive skills. Achievement goal motivation impacts meta­ cognition, but their relationship in online learning contexts lacks consensus. One of the components of achievement goal orienta­ tion is mastery goal orientation which focuses on learning and selfimprovement. The other component, performance goal orientation, emphasises demonstrating competence. This quantitative study collected questionnaire and behavioural log data from 39 learners and examined the interplay between achievement goal motivation and metacognitive skills within an online social annotation envir­ onment. Findings revealed that mastery goal orientation positively correlated with metacognitive planning and regulation, while per­ formance goal orientation was predominantly associated with metacognitive regulation. Neither goals significantly correlated with metacognitive monitoring. Cluster analysis indicated that ‘balanced achievers’ with higher performance goal orientation may play a pivotal role in promoting social cognition. These insights deepen understanding of motivating learners and creating effec­ tive online learning approaches by leveraging the influence of achievement goal motivation on metacognitive strategies.},
	language = {en-GB},
	urldate = {2024-07-29},
	journal = {Innovations in Education and Teaching International},
	author = {Niu, Xiaojie and Chen, Weijia and Li, Luyue and Zhang, Wenmei and Gao, Shurui and He, Chun and Zhang, Jingjing},
	month = jul,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {1--17},
	file = {Niu et al. - 2024 - How learners’ achievement goal motivation influenc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G5L2J2KZ/Niu et al. - 2024 - How learners’ achievement goal motivation influenc.pdf:application/pdf},
}

@article{hoppe_nutzen_2024,
	title = {Nutzen und {Herausforderungen} von selbstgesteuertem {Lernen} für die {Gestaltung} von {Onlinekursen}},
	volume = {62},
	language = {de-DE},
	number = {1},
	journal = {Medienimpulse},
	author = {Hoppe, Marie and Chruszczyk, Claudia and Schönsleben, Oliver},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:FU6, \#a:Zeitschriftenartikel:online:lernen},
	pages = {1--27},
	file = {Hoppe et al. - 2024 - Nutzen und Herausforderungen von selbstgesteuertem.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4KCJZE6T/Hoppe et al. - 2024 - Nutzen und Herausforderungen von selbstgesteuertem.pdf:application/pdf},
}

@article{charton_impact_2023,
	title = {Impact of an online learning by concordance program on reflection},
	volume = {23},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04799-9},
	doi = {10/gs566k},
	abstract = {Background  Learning by concordance (LbC) is a recent approach that introduces learners to the complexity and uncertainty of clinical practice. Some data on LbC suggest that it stimulates reflection in future clinicians. We developed an online LbC training program on electrocardiogram (ECG) interpretation in general practice at the University of Strasbourg, France, and conducted an exploratory qualitative study to document the impact of this ECG learning-by-concordance training program on reflection in participants.
Methods  We created 18 clinical vignettes on ECG interpretation based on a review of the literature on frequent and serious cardiovascular diseases that can be identified using an ECG in general practice. The training program was delivered online to postgraduate general practice students in two faculties of medicine. We conducted a qualitative study based on thematic analysis of two focus groups and six individual interviews. Inductive and deductive coding were performed. The five major components of reflection in the Nguyen model were used in the deductive coding: (i) thoughts and actions, (ii) attentive, critical, exploratory, and iterative processes (ACEI), (iii) underlying conceptual frame, (iv) change and (v) self.
Results  Two focus groups and six individual interviews were conducted. The qualitative analysis indicated 203 codes in the focus groups and 206 codes in the individual interviews, which were divided into five groups based on the components of reflection in the Nguyen model: (i) the self; (ii) attentive, critical, exploratory, and iterative interactions with (iii) one’s thoughts and actions; and (iv) a view on both the change itself and (v) the underlying conceptual frame. Inductive coding revealed interesting insights into the impact of the identity of the panel members, the absence of a scoring system and the question of uncertainty in ECG reading.
Conclusions  This study supports the claim that the use of LbC in the context of ECG interpretation could foster reflection in future general practitioners. We discuss future research avenues on instructional design of LbC and reflection.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Charton, Léa and Lahmar, Abdelkader and Hernandez, Elodie and Rougerie, Fabien and Lorenzo, Mathieu},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Bewertungsmethoden, Bildungstheorien, Promotion:FU6},
	pages = {822},
	file = {Charton et al. - 2023 - Impact of an online learning by concordance progra.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TJKYEMIR/Charton et al. - 2023 - Impact of an online learning by concordance progra.pdf:application/pdf},
}

@article{pan_online_2023,
	title = {Online {Learning} {Environments}, {Learners}’ {Empowerment}, and {Learning} {Behavioral} {Engagement}: {The} {Mediating} {Role} of {Learning} {Motivation}},
	volume = {13},
	issn = {2158-2440, 2158-2440},
	shorttitle = {Online {Learning} {Environments}, {Learners}’ {Empowerment}, and {Learning} {Behavioral} {Engagement}},
	url = {http://journals.sagepub.com/doi/10.1177/21582440231205098},
	doi = {10/gs3qfq},
	abstract = {This study aimed to explore the influence of online learning environments on learners’ empowerment, learning behavioral engagement and learning motivation and examine the mediating role of learning motivation. A total of 398 (132 male and 266 female) students from a comprehensive university in China participated in questionnaire survey and reported on their perceived online learning environments, learners’ empowerment, learning behavioral engagement, and learning motivation. Results showed that online learning environments significantly and positively influenced learners’ empowerment, learning behavioral engagement, and learning motivation; learners’ empowerment is positively associated with learning behavioral engagement. Furthermore, learning motivation mediated the relation between online learning environments and learning behavioral engagement. These findings unraveled the associations of both the external factors (e.g., online learning environments) and the internal factors (e.g., learning motivation; learners’ empowerment) of affecting students’ online learning behavioral engagement, thereby contributing to our further understanding and exploration of the imperatives of the joint inherent and extrinsic driving mechanisms. This study highlighted the importance of constructing appropriate online learning environments in accelerating students’ learning behavioral engagement, and would suggest focusing on teachers’ conscientious behaviors of enhancing the awareness of online learning community and stimulating students’ learning motivation.},
	language = {en-GB},
	number = {4},
	urldate = {2023-11-04},
	journal = {SAGE Open},
	author = {Pan, Xiaoquan},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Systemanpassung, Bildungstheorien, Promotion:FU6},
	pages = {21582440231205098},
	file = {Pan - 2023 - Online Learning Environments, Learners’ Empowermen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/66N9ZYDR/Pan - 2023 - Online Learning Environments, Learners’ Empowermen.pdf:application/pdf},
}

@inproceedings{university_of_latvia_latvia_learning_2023,
	address = {Jelgava},
	title = {Learning culture or learning organization – approaches to implement changes at schools},
	url = {https://lbtufb.lbtu.lv/conference/REEP/2023/Latvia_REEP_2023_proceedings_No16_online-132-139.pdf},
	doi = {10/gsx9n2},
	abstract = {Currently, in Latvia, the improvement of the education process at the political and practical levels is based on the approach of the school as a learning organization, without critically analysing the advantages and disadvantages of the approach. Therefore, the aim of this theoretical study is to evaluate a different theoretical approach - the school as a learning organization and a learning culture to explore the practices taking place at school and to influence them by implementing changes in education. The analysis of the theoretical sources, documents and studies carried out in the research allows to conclude that the approach of the school as a learning organization, although it is widely used, does not sufficiently explain the processes taking place at school, ignoring the interaction of various structures and agents and the power given to them. Educational research is increasingly recognizing the pervasive influence of culture on teaching and learning. From a cultural perspective, changes in education and practices at schools is a complex and not always feasible process, as it is associated with tensions and conflicts. Using the theory of learning culture, it is possible to understand why students learn or do not engage in the learning process, why teachers change or do not change their practices, and how management can influence developments at a particular school. The study demonstrates the possibilities of the theoretical approaches of both sides to find out and improve the teaching and learning implemented at schools on the way to the knowledge society.},
	language = {en-GB},
	urldate = {2023-10-22},
	booktitle = {Rural environment. education. personality.},
	author = {{University of Latvia, Latvia} and Lazdina, Solvita},
	month = may,
	year = {2023},
	keywords = {\#1:Konferenz-Paper:learning:management:system, Bildungstheorien, Charité:Promotion, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:5},
	pages = {132--139},
	file = {University of Latvia, Latvia und Lazdina - 2023 - Learning culture or learning organization – approa.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5D4DKLKB/University of Latvia, Latvia und Lazdina - 2023 - Learning culture or learning organization – approa.pdf:application/pdf},
}

@article{center_for_education_accreditation_viet_nam_national_university_vnu-cea_hanoi_vietnam_personalized_2023,
	title = {Personalized {Learning} in the {Online} {Learning} from 2011 to 2021: {A} {Bibliometric} {Analysis}},
	volume = {13},
	issn = {20103689},
	shorttitle = {Personalized {Learning} in the {Online} {Learning} from 2011 to 2021},
	url = {http://www.ijiet.org/show-191-2533-1.html},
	doi = {10/gsnbk3},
	abstract = {From there, 55 articles with content unrelated to the topic were further excluded, such as Intellectual aptitude [31]; Supporting patients with diabetes [32]; Dropout prevention [33]; Philosophical education and cultural fit [34]; Driving status recognition [35]; Electronic investment for evaluation [36]; Medical education [37]; A guide for students with autism spectrum disorder [38]; Medical field—orthodontic wire bending [39].},
	language = {en-GB},
	number = {8},
	urldate = {2023-08-27},
	journal = {International Journal of Information and Education Technology},
	author = {{Center for Education Accreditation, Viet Nam National University (VNU-CEA), Hanoi, Vietnam} and Nguyen, Hoa-Huy and Nguyen, Viet Anh},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:Relevanz:4, Promotion:FU6, Promotion:04-04:4.4.4},
	pages = {1261--1272},
	file = {Center for Education Accreditation, Viet Nam National University (VNU-CEA), Hanoi, Vietnam et al. - 2023 - Personalized Learning in the Online Learning from .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SJQYMYC8/Center for Education Accreditation, Viet Nam National University (VNU-CEA), Hanoi, Vietnam et al. - 2023 - Personalized Learning in the Online Learning from .pdf:application/pdf},
}

@article{bovill_too_2023,
	title = {Too much information: exploring technology-mediated abuse in higher education online learning and teaching spaces resulting from {COVID}-19 and emergency remote education},
	volume = {86},
	issn = {0018-1560, 1573-174X},
	shorttitle = {Too much information},
	url = {https://link.springer.com/10.1007/s10734-022-00947-0},
	doi = {10/gr835h},
	abstract = {During COVID-19, universities across the globe experienced a rapid requirement to move to online learning and teaching provision. This rapid move has been explored as emergency remote education (ERE). This paper reviews and presents some emerging literature regarding ERE, demonstrating how this created an environment where technology-mediated abuse could arise within the university context. Intentional and unintentional forms of technology-mediated abuse, within a global context, are considered with account of how intersectional characteristics can impact. The paper concludes with a set of provocations explored within an example framework. The provocations are given to situate ways of thinking which are facilitative of safer and more respectful use of technological spaces. Both the provocations and example framework aim to be useful critical tools for program and module teams to adapt in higher education institutions within the online sphere. The phenomenon of ERE is an opportunity to consider what can be learned with regard to management of technology-mediated abuse. However, a focus on ERE presents limitations in the paper because of the smaller number of academic sources at this time, due to recency of the COVID-19 pandemic.},
	language = {en-GB},
	number = {2},
	urldate = {2023-07-25},
	journal = {Higher Education},
	author = {Bovill, Helen},
	month = aug,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:4, Promotion:FU5, Datenschutz und IT-Sicherheit, Krisenreaktion im Bildungsbereich},
	pages = {467--483},
	file = {Bovill - 2023 - Too much information exploring technology-mediate.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3PZ3X5JY/Bovill - 2023 - Too much information exploring technology-mediate.pdf:application/pdf},
}

@incollection{frasson_recommending_2023,
	address = {Cham},
	title = {Recommending {Mathematical} {Tasks} {Based} on {Reinforcement} {Learning} and {Item} {Response} {Theory}},
	volume = {13891},
	isbn = {978-3-031-32882-4 978-3-031-32883-1},
	url = {https://link.springer.com/10.1007/978-3-031-32883-1_2},
	abstract = {Recommending challenging and suitable exercises to students in an online learning environment is important, as it helps to stimulate their engagement and motivation. This requires considering their individual goals to improve learning eﬃciency on one side and on the other to provide tasks with an appropriate diﬃculty for the particular person. Apparently, this is not a trivial issue, and various approaches have been investigated in the areas of adaptive assessment and dynamic diﬃculty adjustment. Here, we present a solution for the domain of mathematics that rests on two pillars: Reinforcement Learning (RL) and Item Response Theory (IRT). Speciﬁcally, we investigated the eﬀectiveness of two RL algorithms in recommending mathematical tasks to a sample of 125 ﬁrst-year Bachelor’s students of computer science. Our recommendation was based on the Estimated Total Score (ETS) and item diﬃculty estimates derived from IRT. The results suggest that this method allowed for personalized and adaptive recommendations of items within the user-selected threshold while avoiding those with an already achieved target score. Experiments were performed on a real data set to demonstrate the potential of this approach in domains where task performance can be rigorously measured.},
	language = {en-GB},
	urldate = {2023-05-27},
	booktitle = {Augmented {Intelligence} and {Intelligent} {Tutoring} {Systems}},
	publisher = {Springer Nature Switzerland},
	author = {Orsoni, Matteo and Pögelt, Alexander and Duong-Trung, Nghia and Benassi, Mariagrazia and Kravcik, Milos and Grüttmüller, Martin},
	editor = {Frasson, Claude and Mylonas, Phivos and Troussas, Christos},
	year = {2023},
	doi = {10.1007/978-3-031-32883-1_2},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {16--28},
	file = {Orsoni et al. - 2023 - Recommending Mathematical Tasks Based on Reinforce.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5BDGGVT9/Orsoni et al. - 2023 - Recommending Mathematical Tasks Based on Reinforce.pdf:application/pdf},
}

@incollection{frasson_approach_2023,
	address = {Cham},
	title = {An {Approach} to {Generating} {Adaptive} {Feedback} for {Online} {Formative} {Assessment}},
	volume = {13891},
	isbn = {978-3-031-32882-4 978-3-031-32883-1},
	url = {https://link.springer.com/10.1007/978-3-031-32883-1_8},
	abstract = {In this paper, we propose a novel approach to generating adaptive feedback by identifying the chain of weakest learning objectives to a learner working in a domain. It combines the domain model based expert-driven model with questionanswering based data-driven model. The domain model is an AND/OR graph of domain knowledge structure based on the revised Bloom’s taxonomy, deﬁning the learning objectives of the domain and the corresponding pre-requisite relationships. The adaptive formative assessment process uses an improved Top-Two Thompson sampling algorithm for solving the best arm identiﬁcation problem in the multi-armed bandit framework. The simulation results show the feasibility and performance of the proposed approach.},
	language = {en-GB},
	urldate = {2023-05-27},
	booktitle = {Augmented {Intelligence} and {Intelligent} {Tutoring} {Systems}},
	publisher = {Springer Nature Switzerland},
	author = {Lin, Fuhua and De Silva, Supun},
	editor = {Frasson, Claude and Mylonas, Phivos and Troussas, Christos},
	year = {2023},
	doi = {10.1007/978-3-031-32883-1_8},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {88--99},
	file = {Lin und De Silva - 2023 - An Approach to Generating Adaptive Feedback for On.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MUBD3UW4/Lin und De Silva - 2023 - An Approach to Generating Adaptive Feedback for On.pdf:application/pdf},
}

@incollection{frasson_how_2023,
	address = {Cham},
	title = {How to {Generate} {Early} and {Accurate} {Alerts} of {At}-{Risk} of {Failure} {Learners}?},
	volume = {13891},
	isbn = {978-3-031-32882-4 978-3-031-32883-1},
	url = {https://link.springer.com/10.1007/978-3-031-32883-1_9},
	abstract = {The high failure rate is a common serious issue among online learning institutions. In order to deal with this problem, Early Warning Systems (EWS) based on Machine Learning (ML) models are widely adopted in the literature as a solution to help teachers in their pedagogical monitoring. As the name implies, alert generation is intended to be the purpose of an EWS. However, the proposed systems don’t go beyond the early prediction of at-risk of failure learners and don’t suggest automatic methods to generate alerts. In this paper, we propose an algorithm that automatically generates early and accurate alerts for teachers of atrisk of failure learners. This algorithm uses both an original concept of alert rule to deﬁne the alerting method and temporal evaluation metrics to identify the reliable starting time for generating alerts. As a proof of concept, we apply this algorithm on four diﬀerent EWS using real data of k-12 learners enrolled in online learning courses.},
	language = {en-GB},
	urldate = {2023-05-27},
	booktitle = {Augmented {Intelligence} and {Intelligent} {Tutoring} {Systems}},
	publisher = {Springer Nature Switzerland},
	author = {Ben Soussia, Amal and Roussanaly, Azim and Boyer, Anne},
	editor = {Frasson, Claude and Mylonas, Phivos and Troussas, Christos},
	year = {2023},
	doi = {10.1007/978-3-031-32883-1_9},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {100--111},
	file = {Ben Soussia et al. - 2023 - How to Generate Early and Accurate Alerts of At-Ri.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QZLN32EW/Ben Soussia et al. - 2023 - How to Generate Early and Accurate Alerts of At-Ri.pdf:application/pdf},
}

@incollection{frasson_iquiz_2023,
	address = {Cham},
	title = {{iQUIZ}!: {A} {Collaborative} {Online} {Learning} {System} that {Promotes} {Growth} {Mindset} {Using} {Persuasive} {Feedback}},
	volume = {13891},
	isbn = {978-3-031-32882-4 978-3-031-32883-1},
	shorttitle = {{iQUIZ}!},
	url = {https://link.springer.com/10.1007/978-3-031-32883-1_27},
	abstract = {Research has shown that learners learn best when they learn actively. In collaborative learning, students take charge of learning and work with others to achieve a common goal. It helps them experience seeking and synthesizing knowledge effectively by forming and planning their research and study strategies to reach their goals. Along with collaborative learning, a growth mindset helps them to believe that their effort and hard work can help them to succeed. To help students learn and adopt a growth mindset, we propose an online learning system called “iQUIZ!”, that uses persuasive strategies (praise, simulation, selfmonitoring, similarity, suggestion, and reminder) to give students feedback to foster a growth mindset and motivate the students to practice active participation in a collaborative learning environment.},
	language = {en-GB},
	urldate = {2023-05-27},
	booktitle = {Augmented {Intelligence} and {Intelligent} {Tutoring} {Systems}},
	publisher = {Springer Nature Switzerland},
	author = {Omar, Mehnuma Tabassum and Kiron, Nafisul and Vassileva, Julita},
	editor = {Frasson, Claude and Mylonas, Phivos and Troussas, Christos},
	year = {2023},
	doi = {10.1007/978-3-031-32883-1_27},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {307--314},
	file = {Omar et al. - 2023 - iQUIZ! A Collaborative Online Learning System tha.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6DD8AE8F/Omar et al. - 2023 - iQUIZ! A Collaborative Online Learning System tha.pdf:application/pdf},
}

@incollection{frasson_user-defined_2023,
	address = {Cham},
	title = {User-{Defined} {Hand} {Gesture} {Interface} to {Improve} {User} {Experience} of {Learning} {American} {Sign} {Language}},
	volume = {13891},
	isbn = {978-3-031-32882-4 978-3-031-32883-1},
	url = {https://link.springer.com/10.1007/978-3-031-32883-1_43},
	abstract = {Sign language can make possible eﬀective communication between hearing and deaf-mute people. Despite years of extensive pedagogical research, learning sign language remains a formidable task, with the majority of the current systems relying extensively on online learning resources, presuming that users would regularly access them; yet, this approach can feel monotonous and repetitious. Recently, gamiﬁcation has been proposed as a solution to the problem, however, the research focus is on game design, rather than user experience design. In this work, we present a system for user-deﬁned interaction for learning static American Sign Language (ASL), supporting gesture recognition for user experience design, and enabling users to actively learn through involvement with user-deﬁned gestures, rather than just passively absorbing knowledge. Early ﬁndings from a questionnaire-based survey show that users are more motivated to learn static ASL through user-deﬁned interactions.},
	language = {en-GB},
	urldate = {2023-05-27},
	booktitle = {Augmented {Intelligence} and {Intelligent} {Tutoring} {Systems}},
	publisher = {Springer Nature Switzerland},
	author = {Wang, Jindi and Ivrissimtzis, Ioannis and Li, Zhaoxing and Zhou, Yunzhan and Shi, Lei},
	editor = {Frasson, Claude and Mylonas, Phivos and Troussas, Christos},
	year = {2023},
	doi = {10.1007/978-3-031-32883-1_43},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {479--490},
	file = {Wang et al. - 2023 - User-Defined Hand Gesture Interface to Improve Use.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7W3G3NDZ/Wang et al. - 2023 - User-Defined Hand Gesture Interface to Improve Use.pdf:application/pdf},
}

@incollection{abraham_e-assessment_2023,
	address = {Cham},
	title = {E-{Assessment} in {Medical} {Education}: {From} {Paper} to {Platform}},
	volume = {649},
	isbn = {978-3-031-27498-5 978-3-031-27499-2},
	shorttitle = {E-{Assessment} in {Medical} {Education}},
	url = {https://link.springer.com/10.1007/978-3-031-27499-2_19},
	abstract = {Reliance on traditional orthodox methods of assessment has been shown to have poor engagement potential with students. As such, theorists in education are seeking alternatives that can be much more engaging with students. The integrated use of online assessments as a teaching and assessment tool in clinical chemistry is the subject of this case report. The study’s goal was to assess the student’s views of E-assessment quiz when utilized as part of a larger plan to support the subject’s overall teaching and learning. Students were required to engage in prior reading, watch an online lecture video, and then participate in an online quiz and a self-directed survey questionnaire soliciting their views. The high value students place on the usage of E-assessment quizzes in course instruction was also indicated by a survey that was completed at the conclusion of the e-quiz course. The outcomes of the pilot research employing online quizzes demonstrate that these assessments have a demonstrably favorable impact on students’ engagement, motivation, self-reﬂection. This study was of importance since assessment in the medical science ﬁeld impacts, the qualiﬁcation accreditation with the regulatory authorities; the qualiﬁcation throughput rates; the reputation of the university which impacts the future employability of its medical laboratory science graduates; and the government funding allocated to the university. Furthermore, this work has implications in the medical education pedagogical practice and forms a foundation for future works on this subject.},
	language = {en-GB},
	urldate = {2023-04-04},
	booktitle = {Innovations in {Bio}-{Inspired} {Computing} and {Applications}},
	publisher = {Springer Nature Switzerland},
	author = {Thembane, Nokukhanya},
	editor = {Abraham, Ajith and Bajaj, Anu and Gandhi, Niketa and Madureira, Ana Maria and Kahraman, Cengiz},
	year = {2023},
	doi = {10.1007/978-3-031-27499-2_19},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, DRK-Bildungszentrum Düsseldorf, \#b:Buchteil:online:learning, Assessment},
	pages = {199--209},
	file = {Thembane - 2023 - E-Assessment in Medical Education From Paper to P.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PAXSSF64/Thembane - 2023 - E-Assessment in Medical Education From Paper to P.pdf:application/pdf},
}

@article{paulus_aus_2021,
	title = {Aus der {Krise} für die {Zeit} ohne {Krise} lernen – wie agiles {Vorgehen} uns in {Zukunft} helfen kann…: {Chancen} agiler {Vorgehensweisen} in der {Pharma} {IT}},
	volume = {24},
	issn = {1436-2597, 1439-0663},
	shorttitle = {Aus der {Krise} für die {Zeit} ohne {Krise} lernen – wie agiles {Vorgehen} uns in {Zukunft} helfen kann…},
	url = {https://onlinelibrary.wiley.com/doi/10.1002/citp.202100904},
	doi = {10/grrndq},
	language = {de-DE},
	number = {9},
	urldate = {2023-02-10},
	journal = {CITplus},
	author = {Paulus, Gerd and Jeggle, Christoph and Meuten, Markus},
	month = sep,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Promotion:Relevanz:4, Promotion:Weiterführung, Promotion:FU5, Krisenreaktion im Bildungsbereich, Agilität, \#a:Zeitschriftenartikel:online:lernen},
	pages = {6--7},
	file = {Paulus et al. - 2021 - Aus der Krise für die Zeit ohne Krise lernen – wie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NICLX9FK/Paulus et al. - 2021 - Aus der Krise für die Zeit ohne Krise lernen – wie.pdf:application/pdf},
}

@incollection{beskopylny_online_2023,
	address = {Cham},
	title = {Online {Resources} in {Distance} {Learning} {Russian} as a {Foreign} {Language}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_102},
	abstract = {The article describes the features of distance learning for foreign citizens based on methodological tactics for submitting language material, implemented in online courses for the initial stage. Taking into account the fact that in conditions of non-contact learning and outside the linguistic environment it is much more difﬁcult to transfer to students new linguistic knowledge associated with the cultural characteristics of native speakers, their value orientations and world-view, the authors aim to ﬁnd such methods that will satisfy the needs of a modern educational institution, in which foreign citizens are also trained. To implement the goal set in the work, a range of issues is designated, focusing on the methodological features of the introduction of linguistic material at all language levels. In the course of the study, it is concluded that the ﬁlling of each lesson should correspond to the principle of authenticity and be structured: have a direction of assimilation from phoneme to syntaxes. This implies the creation of such teaching aids in the software system, which will include minimized material, organized according to the principle of complexity and eccentricity, sustained in lexical and grammatical dosage (for example, the introduction of exercises aimed not only at observing and ﬁxing linguistic phenomena, but also to create conditions for their communicative implementation).},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Nikolenko, Olga and Babakova, Larisa and Morenko, Boris},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_102},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {973--980},
	file = {Nikolenko et al. - 2023 - Online Resources in Distance Learning Russian as a.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JX4855PP/Nikolenko et al. - 2023 - Online Resources in Distance Learning Russian as a.pdf:application/pdf},
}

@article{bremer_virtuelles_nodate,
	title = {Virtuelles {Lernen} in {Gruppen}: {Rollenspiele} und {Online}-{Diskussionen} und die {Bedeutung} von {Lerntypen}},
	language = {de-DE},
	author = {Bremer, Claudia},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Promotion:Kerngedanke, Technologieintegration, Promotion:FU2a, Systemanpassung, Promotion:Relevanz:4, Bildung, Lerntypen nach Vester, \#a:Zeitschriftenartikel:online:lernen},
	pages = {15},
	file = {Bremer - Virtuelles Lernen in Gruppen Rollenspiele und Onl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4M6QP6L4/Bremer - Virtuelles Lernen in Gruppen Rollenspiele und Onl.pdf:application/pdf},
}

@article{kleinert_work-related_2021,
	title = {Work-related online learning during the {COVID}-19 pandemic in {Germany}},
	issn = {2364-0014, 2364-0022},
	url = {https://link.springer.com/10.1007/s40955-021-00192-5},
	doi = {10.1007/s40955-021-00192-5},
	abstract = {Abstract
            The COVID-19 pandemic has made access to face-to-face learning opportunities—the most common form of adult learning—impossible. Many firms have scaled back their training investments due to economic uncertainty. One way to fill these gaps is through self-directed learning via the Internet. Learning opportunities via apps and online videos are available flexibly in terms of time and location. But can online learning substitute for the lack of face-to-face courses, especially in the workplace where constant skill updating becomes ever more important? We wanted to know if online learning opportunities were used more in the first months of the pandemic, and if so, for which purposes and by which groups. Using data from the Adult Cohort of the German National Educational Panel Study (NEPS-SC6) and a supplementary web survey conducted in May and June 2020, we show that the work-related use of online learning was stronger in these months than before the crisis. At the same time, however, educational inequalities in the use of such opportunities were larger than before the pandemic. Thus, the expansion of online learning seems to benefit highly educated workers rather than educationally disadvantaged groups.
          , 
            Zusammenfassung
            Die COVID-19-Pandemie hat den Zugang zu Lerngelegenheiten in Präsenz – der häufigsten Form des Lernens im Erwachsenenalter – unmöglich gemacht. Viele Betriebe haben auf Grund der wirtschaftlichen Unsicherheit ihre Weiterbildungsinvestitionen heruntergefahren. Eine Möglichkeit, diese Lücken zu füllen, ist das selbstgesteuerte Lernen über das Internet. Lernangebote über Apps oder Online-Videos sind zeitlich und räumlich flexibel verfügbar. Aber können Onlineangebote das Lernen in Präsenz insbesondere in der Arbeitswelt, die von immer stärkeren Lernanforderungen geprägt ist, ersetzen? Wir wollten wissen, ob Online-Angebote in den ersten Monaten der Pandemie verstärkt genutzt wurden, und wenn ja, zu welchem Zweck und von welchen Gruppen. Mit den Daten der Erwachsenenkohorte des Nationalen Bildungspanels (NEPS-SC6) sowie einer Zusatzerhebung, die im Mai und Juni 2020 durchgeführt wurde, können wir zeigen, dass die berufliche Nutzung von Online-Lernangeboten während der ersten Monate tatsächlich stärker war. Gleichzeitig haben sich Bildungsungleichheiten in der Nutzung solcher Angebote jedoch verstärkt. Von der Ausweitung des Online-Lernens scheinen eher Hochgebildete zu profitieren und nicht „bildungsferne“ Gruppen.},
	language = {en-GB},
	urldate = {2021-11-28},
	journal = {Zeitschrift für Weiterbildungsforschung},
	author = {Kleinert, Corinna and Zoch, Gundula and Vicari, Basha and Ehlert, Martin},
	month = nov,
	year = {2021},
	note = {ZSCC: 0000000},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Promotion:Argumentation, Promotion:FU5, Krisenreaktion im Bildungsbereich, \#a:Zeitschriftenartikel:online:lernen},
	file = {Kleinert et al. - 2021 - Work-related online learning during the COVID-19 p.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/28GTQFV4/Kleinert et al. - 2021 - Work-related online learning during the COVID-19 p.pdf:application/pdf},
}

@incollection{luppold_beruhrende_2021,
	address = {Wiesbaden},
	title = {Berührende {Vorträge} bei einem {Online}-{Kongress} – {Referenten} informieren, qualifizieren und motivieren: {Fallbeispiel} virtuelle tekom-{Jahrestagung} 2020: {Herausforderungen}, {Umsetzung} und {Learnings}},
	isbn = {978-3-658-33917-3 978-3-658-33918-0},
	shorttitle = {Berührende {Vorträge} bei einem {Online}-{Kongress} – {Referenten} informieren, qualifizieren und motivieren},
	url = {https://link.springer.com/10.1007/978-3-658-33918-0_16},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Berührende {Online}-{Veranstaltungen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ilg, Cornelia},
	editor = {Luppold, Stefan and Himmel, Wolfgang and Frank, Hans-Jürgen},
	year = {2021},
	doi = {10.1007/978-3-658-33918-0_16},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {239--254},
	file = {Ilg - 2021 - Berührende Vorträge bei einem Online-Kongress – Re.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TRYKSKEC/Ilg - 2021 - Berührende Vorträge bei einem Online-Kongress – Re.pdf:application/pdf},
}

@article{porsch_emotionales_2020,
	title = {Emotionales {Erleben} von {Eltern} im {Fernunterricht}},
	volume = {Vol. 2 No. 6},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	url = {https://www.pflb-journal.de/index.php/pflb/article/view/3905},
	doi = {10/ghzqbc},
	abstract = {In diesem Beitrag wird die temporäre und unfreiwillige Situation des Fernunterrichts wegen der Schließung von Schulen aufgrund der Coro­navirus-Pandemie hinsichtlich seiner Ausgestaltung und des Erlebens von Eltern beleuchtet. Auf Grundlage einer Online-Befragung mit 3.995 Müttern und Vätern von Grundschulkindern soll im Besonderen der Frage nachgegangen werden, inwieweit Unterschiede im emotionalen Erleben beim Fernunterricht durch das berufliche didaktische Wissen und die Arbeitssituation der Eltern erklärt werden können. Dazu wurden vier Gruppen von Eltern vor ihrem beruflichen Hintergrund betrachtet. Die Ergebnisse zeigen, dass insbesondere Eltern, die als Lehrkräfte tätig sind, sich geringer beansprucht fühlen, weniger ängstlich sind und deutlich begeisterterer sind, ihre Kinder zuhause beim Lernen zu begleiten. Mit Blick auf diese Ergebnisse wird abschließend diskutiert, wie Eltern-Lehrer*innen-Beziehungen in Zukunft pädagogisch günstig für den Lernerfolg der Schüler*innen ausgestaltet werden können und welche Funktion dabei erweiterte hybride Unterrichtskonzepte erfüllen.},
	language = {de-DE},
	urldate = {2021-02-06},
	journal = {PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	author = {Porsch, Raphaela and Porsch, Torsten},
	month = dec,
	year = {2020},
	note = {Artwork Size: 155-174
Publisher: PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Promotion:Argumentation, Promotion:FU5, Krisenreaktion im Bildungsbereich, \#a:Zeitschriftenartikel:online:lernen},
	pages = {155--174},
	file = {porsch_porsch_2020_emotionales_erleben_von_eltern_im_fernunterricht.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/645FT49F/porsch_porsch_2020_emotionales_erleben_von_eltern_im_fernunterricht.pdf:application/pdf},
}

@article{haltaufderheide_medizinethik_2022,
	title = {Medizinethik und {Forschendes} {Lernen} in {Onlineformaten}},
	abstract = {Interdisciplinary research-based learning in medical ethics offers medical students the opportunity to gain practical research experience, to critically engage with their own traditions of medical science and to develop a normatively informed attitude. At the Ruhr-University Bochum, a researchbased learning course in medical ethics was established starting with the summer semester 2018. With the onset of the Corona pandemic, this concept had to be transformed to an online format. In this article, we describe the transformation into an online course. Three hypotheses were formulated for the conversion. These were concerned with 1) the didactic conception, 2) factors of a technical mediation, and 3) increasing complexity. According to these hypotheses, a didactic setting was developed and the course content was adapted. Based on the experiences of the implementation, we finally discuss essential factors for a successful transfer from the teachers’ point of view.},
	language = {de-DE},
	author = {Haltaufderheide, Joschka and Münter, Steffen and Vollmann, Jochen},
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Promotion:Relevanz:4, \#a:Zeitschriftenartikel:online:lernen},
	pages = {14},
	file = {Haltaufderheide et al. - 2022 - Medizinethik und Forschendes Lernen in Onlineforma.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PIVUYDMZ/Haltaufderheide et al. - 2022 - Medizinethik und Forschendes Lernen in Onlineforma.pdf:application/pdf},
}

@incollection{koopmans_fractal_2016,
	address = {Cham},
	title = {The {Fractal} {Dynamics} of {Early} {Childhood} {Play} {Development} and {Nonlinear} {Teaching} and {Learning}},
	isbn = {978-3-319-27575-8 978-3-319-27577-2},
	url = {http://link.springer.com/10.1007/978-3-319-27577-2_7},
	language = {en-GB},
	urldate = {2024-07-25},
	booktitle = {Complex {Dynamical} {Systems} in {Education}},
	publisher = {Springer International Publishing},
	author = {Fromberg, Doris Pronin},
	editor = {Koopmans, Matthijs and Stamovlasis, Dimitrios},
	year = {2016},
	doi = {10.1007/978-3-319-27577-2_7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning, Promotion:Fraktal},
	pages = {105--118},
	file = {Fromberg - 2016 - The Fractal Dynamics of Early Childhood Play Devel.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EHITNAKG/Fromberg - 2016 - The Fractal Dynamics of Early Childhood Play Devel.pdf:application/pdf},
}

@incollection{sahin_framework_2024,
	address = {Cham},
	title = {Framework of {Assessment} {Design} {Based} on {Evidence}-{Centered} {Design} for {Assessment} {Analytics}},
	isbn = {978-3-031-56364-5 978-3-031-56365-2},
	url = {https://link.springer.com/10.1007/978-3-031-56365-2_8},
	abstract = {Assessment is one of the essential components of effective learning and permeates the entire learning process. Although off-the-shelf and standardized tests are widely accepted for large-scale tests and classroom assessments, guiding learning and assessing learners’ progress is also needed. Advances in cognitive psychology have led to an in-depth understanding of how learners acquire and use knowledge. Researchers faced the challenges that determining how this information can be used following the purposes of the assessment although emerging technologies make it possible to capture complex performances. Frameworks include design principles to support educational assessments in online learning environments. In this context, there is a need for assessment designs that add the traces left by learners in technology-supported environments to the assessment process. The evidence-­ centered design (ECD) framework provides a conceptual design framework that supports a wide variety of assessment types. This study aims to: (a) provide an overview of the ECD and (b) provide an example of how the ECD is used for learning-­centered assessment design. This study’s purpose is to overcome the difficulties of designing new assessment forms, guide the emergence of new assessment approaches, mediate how assessment design should be suitable for the complex nature of learning, and use the data from learners in the context of assessment analytics holistically. A typical assessment design architecture will also require different experts to work collaboratively.},
	language = {en-GB},
	urldate = {2024-05-14},
	booktitle = {Assessment {Analytics} in {Education}},
	publisher = {Springer International Publishing},
	author = {Müftüoğlu, Cennet Terzi and Sahin, Muhittin},
	editor = {Sahin, Muhittin and Ifenthaler, Dirk},
	year = {2024},
	doi = {10.1007/978-3-031-56365-2_8},
	note = {Series Title: Advances in Analytics for Learning and Teaching},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {157--172},
	file = {Müftüoğlu und Sahin - 2024 - Framework of Assessment Design Based on Evidence-C.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/78ZMENXY/Müftüoğlu und Sahin - 2024 - Framework of Assessment Design Based on Evidence-C.pdf:application/pdf},
}

@incollection{sahin_leveraging_2024,
	address = {Cham},
	title = {Leveraging {Online} {Formative} {Assessments} {Within} the {Evolving} {Landscape} of {Artificial} {Intelligence} in {Education}},
	isbn = {978-3-031-56364-5 978-3-031-56365-2},
	url = {https://link.springer.com/10.1007/978-3-031-56365-2_18},
	abstract = {As Artificial Intelligence (AI) continues to revolutionize education, the use of AI to complete online assessments poses a considerable challenge to assessment analytics. With a goal to support and improve the assessment process, assessment analytics involves deriving meaningful insights from assessment data related to student knowledge and instructional effectiveness. However, when students utilize machine learning to complete online assessments, the validity of assessment data as an accurate representation of student knowledge diminishes. This chapter explores the strategic use of online formative assessments to both enhance understanding of student knowledge and deter the inappropriate use of AI. While there is always a risk of academic dishonesty, online formative assessments offer a unique avenue for teachers to gather empirical evidence of student engagement, current comprehension, and critical thinking. By adopting the PICS framework for personalized, informal, constructivist, and short online formative assessments, educators can harness assessment analytics to gain valid and valuable insights into student knowledge. This approach facilitates proactive engagement with students who may be grappling with content and tempted to seek assistance from artificial intelligence, fostering meaningful conversations that aim to address learning challenges and promote academic integrity in online education.},
	language = {en-GB},
	urldate = {2024-05-14},
	booktitle = {Assessment {Analytics} in {Education}},
	publisher = {Springer International Publishing},
	author = {Riegel, Caitlin},
	editor = {Sahin, Muhittin and Ifenthaler, Dirk},
	year = {2024},
	doi = {10.1007/978-3-031-56365-2_18},
	note = {Series Title: Advances in Analytics for Learning and Teaching},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {355--371},
	file = {Riegel - 2024 - Leveraging Online Formative Assessments Within the.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LK4992WJ/Riegel - 2024 - Leveraging Online Formative Assessments Within the.pdf:application/pdf},
}

@incollection{al-worafi_continuous_2024,
	address = {Cham},
	title = {Continuous {Professional} {Development} in {Developing} {Countries}: {Physicians}},
	isbn = {978-3-030-74786-2},
	shorttitle = {Continuous {Professional} {Development} in {Developing} {Countries}},
	url = {https://link.springer.com/10.1007/978-3-030-74786-2_219-1},
	abstract = {Continuous professional development (CPD) is crucial for the ongoing learning and skill development of physicians in developing countries. This chapter explores the achievements, facilitators, barriers, challenges, and recommendations related to CPD in these contexts. The achievements of CPD in developing countries include increased access to resources, enhanced medical knowledge, and improved collaboration among healthcare professionals. Facilitators such as professional organizations, academic institutions, and online platforms have played a signiﬁcant role in supporting CPD initiatives. However, barriers and challenges persist, including limited resources, lack of awareness, time constraints, and language/cultural barriers. To address these challenges, recommendations such as government support, technology integration, localized content, ﬁnancial assistance, and collaborations with international organizations have been proposed. Implementing these recommendations can strengthen CPD programs for physicians in developing countries, enabling them to stay updated with medical advancements and provide high-quality healthcare services. This, in turn, contributes to improved patient outcomes and the overall development of healthcare systems in these regions.},
	language = {en-GB},
	urldate = {2024-05-05},
	booktitle = {Handbook of {Medical} and {Health} {Sciences} in {Developing} {Countries}},
	publisher = {Springer International Publishing},
	author = {Al-Worafi, Yaser Mohammed},
	editor = {Al-Worafi, Yaser Mohammed},
	year = {2024},
	doi = {10.1007/978-3-030-74786-2_219-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {1--16},
	file = {Al-Worafi - 2024 - Continuous Professional Development in Developing .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/67V57F5U/Al-Worafi - 2024 - Continuous Professional Development in Developing .pdf:application/pdf},
}

@incollection{al-worafi_dentistry_2024,
	address = {Cham},
	title = {Dentistry {Education}: {Comparison} {Between} the {Developing} {Countries}},
	isbn = {978-3-030-74786-2},
	shorttitle = {Dentistry {Education}},
	url = {https://link.springer.com/10.1007/978-3-030-74786-2_461-1},
	abstract = {Dentistry education is a critical component of healthcare systems globally, but its structure and quality vary signiﬁcantly across high-income, middle-income, and low-income developing countries. This chapter delves into the nuances of dentistry education within these three categories, exploring aspects such as history, admission requirements, curriculum, teaching strategies, assessment methods, practical experiences, accreditation, and more. The study also examines the impact of socioeconomic factors on students and faculty, workforce dynamics, access to education, online learning, and community engagement. In high-income countries, dentistry education has a long history with stringent admission requirements and comprehensive curricula. Teaching strategies blend traditional methods with advanced technologies, and a wide array of resources are available. However, high costs, oversupply of professionals, and disparities in access to care pose challenges. Middle-income countries have made strides in dental education, offering balanced curricula with a strong clinical focus. These nations strive for equitable access and invest in community outreach programs. Limited resources and faculty shortages remain challenges, but partnerships with high-income countries contribute to progress. Low-income developing countries face resource constraints but prioritize practical skills development and community-based training. Efforts are underway to enhance quality and achieve accreditation with international support. Dental education in these countries not only addresses workforce shortages but also promotes access to care among marginalized populations. Interprofessional education is gaining traction, emphasizing collaboration with other healthcare providers. Intraprofessional education promotes teamwork within the dental profession itself. This chapter underscores the need for international collaboration, resource allocation, and research capacity building. Achievements include producing competent dental professionals and addressing oral health disparities, while challenges encompass ﬁnancial constraints, access disparities, and faculty shortages. By promoting research, exploring innovative teaching methods, and bridging access gaps, dental education can continue to evolve and contribute to improved global oral health.},
	language = {en-GB},
	urldate = {2024-05-05},
	booktitle = {Handbook of {Medical} and {Health} {Sciences} in {Developing} {Countries}},
	publisher = {Springer International Publishing},
	author = {Al-Worafi, Yaser Mohammed},
	editor = {Al-Worafi, Yaser Mohammed},
	year = {2024},
	doi = {10.1007/978-3-030-74786-2_461-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {1--32},
	file = {Al-Worafi - 2024 - Dentistry Education Comparison Between the Develo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N3S7644I/Al-Worafi - 2024 - Dentistry Education Comparison Between the Develo.pdf:application/pdf},
}

@incollection{al-worafi_continuous_2024-1,
	address = {Cham},
	title = {Continuous {Professional} {Development} in {Developing} {Countries}: {Nurses}},
	isbn = {978-3-030-74786-2},
	shorttitle = {Continuous {Professional} {Development} in {Developing} {Countries}},
	url = {https://link.springer.com/10.1007/978-3-030-74786-2_222-1},
	abstract = {Continuous Professional Development (CPD) is crucial for the ongoing learning and skill development of nurses in developing countries. This chapter explores the achievements, facilitators, barriers, challenges, and recommendations related to CPD in these contexts. The achievements of CPD in developing countries include increased access to resources, enhanced medical knowledge, and improved collaboration among healthcare professionals. Facilitators such as professional organizations, academic institutions, and online platforms have played a signiﬁcant role in supporting CPD initiatives. However, barriers and challenges persist, including limited resources, lack of awareness, time constraints, and language/cultural barriers. To address these challenges, recommendations such as government support, technology integration, localized content, ﬁnancial assistance, and collaborations with international organizations have been proposed. Implementing these recommendations can strengthen CPD programs for nurses in developing countries, enabling them to stay updated with medical advancements and provide high-quality healthcare services. This, in turn, contributes to improved patient outcomes and the overall development of healthcare systems in these regions.},
	language = {en-GB},
	urldate = {2024-05-05},
	booktitle = {Handbook of {Medical} and {Health} {Sciences} in {Developing} {Countries}},
	publisher = {Springer International Publishing},
	author = {Al-Worafi, Yaser Mohammed},
	editor = {Al-Worafi, Yaser Mohammed},
	year = {2024},
	doi = {10.1007/978-3-030-74786-2_222-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {1--17},
	file = {Al-Worafi - 2024 - Continuous Professional Development in Developing .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W43XB27J/Al-Worafi - 2024 - Continuous Professional Development in Developing .pdf:application/pdf},
}

@incollection{al-worafi_continuous_2024-2,
	address = {Cham},
	title = {Continuous {Professional} {Development} in {Developing} {Countries}: {Dentists}},
	isbn = {978-3-030-74786-2},
	shorttitle = {Continuous {Professional} {Development} in {Developing} {Countries}},
	url = {https://link.springer.com/10.1007/978-3-030-74786-2_220-1},
	abstract = {Continuous professional development (CPD) is crucial for the ongoing learning and skill development of dentists in developing countries. This chapter explores the achievements, facilitators, barriers, challenges, and recommendations related to CPD in these contexts. The achievements of CPD in developing countries include increased access to resources, enhanced medical knowledge, and improved collaboration among healthcare professionals. Facilitators such as professional organizations, academic institutions, and online platforms have played a signiﬁcant role in supporting CPD initiatives. However, barriers and challenges persist, including limited resources, lack of awareness, time constraints, and language/cultural barriers. To address these challenges, recommendations such as government support, technology integration, localized content, ﬁnancial assistance, and collaborations with international organizations have been proposed. Implementing these recommendations can strengthen CPD programs for dentists in developing countries, enabling them to stay updated with medical advancements and provide high-quality healthcare services. This, in turn, contributes to improved patient outcomes and the overall development of healthcare systems in these regions.},
	language = {en-GB},
	urldate = {2024-05-05},
	booktitle = {Handbook of {Medical} and {Health} {Sciences} in {Developing} {Countries}},
	publisher = {Springer International Publishing},
	author = {Al-Worafi, Yaser Mohammed},
	editor = {Al-Worafi, Yaser Mohammed},
	year = {2024},
	doi = {10.1007/978-3-030-74786-2_220-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {1--17},
	file = {Al-Worafi - 2024 - Continuous Professional Development in Developing .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3M3UXGTE/Al-Worafi - 2024 - Continuous Professional Development in Developing .pdf:application/pdf},
}

@incollection{hiller_working_2024,
	address = {Wiesbaden},
	title = {“{Working} {Across} {Borders}” – {Interkulturelles} {Lernen} in virtuellen {Teams}},
	isbn = {978-3-658-40408-6 978-3-658-40409-3},
	url = {https://link.springer.com/10.1007/978-3-658-40409-3_9},
	language = {de-DE},
	urldate = {2024-03-07},
	booktitle = {Interkulturelle {Kompetenz} online vermitteln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Zschocke, Martina},
	editor = {Hiller, Gundula Gwenn and Zillmer-Tantan, Ulrike and Fattohi, Reema},
	year = {2024},
	doi = {10.1007/978-3-658-40409-3_9},
	note = {Series Title: Key Competences for Higher Education and Employability},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#a:Buchteil:online:lernen},
	pages = {143--153},
	file = {Zschocke - 2024 - “Working Across Borders” – Interkulturelles Lernen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AX8LVR7W/Zschocke - 2024 - “Working Across Borders” – Interkulturelles Lernen.pdf:application/pdf},
}

@incollection{hiller_sprachliches_2024,
	address = {Wiesbaden},
	title = {Sprachliches und kulturelles {Lernen} durch das {Erstellen} von {Kurzfilmen}},
	isbn = {978-3-658-40408-6 978-3-658-40409-3},
	url = {https://link.springer.com/10.1007/978-3-658-40409-3_8},
	language = {de-DE},
	urldate = {2024-03-07},
	booktitle = {Interkulturelle {Kompetenz} online vermitteln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rentel, Nadine},
	editor = {Hiller, Gundula Gwenn and Zillmer-Tantan, Ulrike and Fattohi, Reema},
	year = {2024},
	doi = {10.1007/978-3-658-40409-3_8},
	note = {Series Title: Key Competences for Higher Education and Employability},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#a:Buchteil:online:lernen},
	pages = {133--141},
	file = {Rentel - 2024 - Sprachliches und kulturelles Lernen durch das Erst.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3UD4P4PF/Rentel - 2024 - Sprachliches und kulturelles Lernen durch das Erst.pdf:application/pdf},
}

@incollection{hiller_zwischen_2024,
	address = {Wiesbaden},
	title = {Zwischen {Achtsamkeit} und {Impact} – {Emotionsorientierung} beim interkulturellen {E}- {Learning}},
	isbn = {978-3-658-40408-6 978-3-658-40409-3},
	url = {https://link.springer.com/10.1007/978-3-658-40409-3_3},
	language = {de-DE},
	urldate = {2024-03-07},
	booktitle = {Interkulturelle {Kompetenz} online vermitteln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Nazarkiewicz, Kirsten and Bäcker, Eva Maria},
	editor = {Hiller, Gundula Gwenn and Zillmer-Tantan, Ulrike and Fattohi, Reema},
	year = {2024},
	doi = {10.1007/978-3-658-40409-3_3},
	note = {Series Title: Key Competences for Higher Education and Employability},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {51--69},
	file = {Nazarkiewicz und Bäcker - 2024 - Zwischen Achtsamkeit und Impact – Emotionsorientie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R5C59LEK/Nazarkiewicz und Bäcker - 2024 - Zwischen Achtsamkeit und Impact – Emotionsorientie.pdf:application/pdf},
}

@incollection{iliadis_hierarchical_2023,
	address = {Cham},
	title = {Hierarchical {Contrastive} {Learning} for {CSI}-{Based} {Fingerprint} {Localization}},
	volume = {14261},
	isbn = {978-3-031-44197-4 978-3-031-44198-1},
	url = {https://link.springer.com/10.1007/978-3-031-44198-1_26},
	abstract = {Fingerprint localization based on Channel State Information (CSI) plays a crucial role in indoor location-based services. Due to the natural compatibility between oﬄine training and online localization of CSI-based ﬁngerprint localization and deep learning, recent studies have shown that introducing the latest deep learning techniques can provide higher localization accuracy. Most current research eﬀorts in localization have focused on leveraging deep learning advancements to enhance performance. However, these approaches typically rely on complex techniques and large model sizes, prioritizing model-driven methods over practicality and real-world deployment capabilities. In this paper, we aim to improve the localization performance of simple, general-purpose models (e.g., ResNet) through data-driven training paradigms, which align with the value proposition of real-world applications. Speciﬁcally, by constructing positive examples with diﬀerent signal-to-noise ratios (SNRs) for contrastive learning, ResNet can learn SNR-robust representations. Furthermore, we focus on antenna instances (physical components of CSI) at a smaller granularity to learn scale-invariant representations through hierarchical loss. In the ﬁnal location regression ﬁne-tuning process, only a pooling layer and a fully connected layer need to be added to perform position mapping. Experiments on real-world indoor and urban canyon datasets demonstrate that our method achieves positioning accuracies of 0.16 m and 0.54 m, respectively, signiﬁcantly outperforms stateof-the-art baseline models.},
	language = {en-GB},
	urldate = {2023-09-28},
	booktitle = {Artificial {Neural} {Networks} and {Machine} {Learning} – {ICANN} 2023},
	publisher = {Springer Nature Switzerland},
	author = {Meng, Xiangxu and Li, Wei and Zhao, Zheng and Liu, Zhihan and Wang, Huiqiang},
	editor = {Iliadis, Lazaros and Papaleonidas, Antonios and Angelov, Plamen and Jayne, Chrisina},
	year = {2023},
	doi = {10.1007/978-3-031-44198-1_26},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {306--318},
	file = {Meng et al. - 2023 - Hierarchical Contrastive Learning for CSI-Based Fi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RTBHDRTA/Meng et al. - 2023 - Hierarchical Contrastive Learning for CSI-Based Fi.pdf:application/pdf},
}

@incollection{iliadis_anchor_2023,
	address = {Cham},
	title = {Anchor {Link} {Prediction} {Based} on {Trusted} {Anchor} {Re}-identification},
	volume = {14261},
	isbn = {978-3-031-44197-4 978-3-031-44198-1},
	url = {https://link.springer.com/10.1007/978-3-031-44198-1_8},
	abstract = {Cross-social network anchor link prediction plays a pivotal role in downstream tasks, such as comprehensively portraying user characteristics, user friend recommendations, and online public opinion analysis, which aims to ﬁnd accounts that belong to the same natural person on diﬀerent social networks. It is a common method to use manually marked anchors or anchors inferred through autonomous learning as supervisory information to guide the prediction of subsequent anchor links. However, the credibility of the anchor is not discussed. In this paper, to address this problem, we propose a new framework that can simultaneously complete the identiﬁcation of trusted anchors and the prediction of anchor links across social networks under a uniﬁed framework. The proposed method can eﬀectively identify non-trusted anchor links and improve the accuracy of the anchor link prediction model through the reconstruction of trusted anchors. Extensive experiments have been conducted on two large-scale real-life social networks. The experimental results demonstrate that the proposed method outperforms the state-of-the-art models with a big margin.},
	language = {en-GB},
	urldate = {2023-09-28},
	booktitle = {Artificial {Neural} {Networks} and {Machine} {Learning} – {ICANN} 2023},
	publisher = {Springer Nature Switzerland},
	author = {Zhu, Dongwei and Xu, Yongxiu and Zhang, Lei and Tang, Minghao and Zhu, Wenhao and Xu, Hongbo},
	editor = {Iliadis, Lazaros and Papaleonidas, Antonios and Angelov, Plamen and Jayne, Chrisina},
	year = {2023},
	doi = {10.1007/978-3-031-44198-1_8},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {87--98},
	file = {Zhu et al. - 2023 - Anchor Link Prediction Based on Trusted Anchor Re-.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5JEHTZVU/Zhu et al. - 2023 - Anchor Link Prediction Based on Trusted Anchor Re-.pdf:application/pdf},
}

@incollection{iliadis_higher_2023,
	address = {Cham},
	title = {Higher {Education} {Programming} {Competencies}: {A} {Novel} {Dataset}},
	volume = {14261},
	isbn = {978-3-031-44197-4 978-3-031-44198-1},
	shorttitle = {Higher {Education} {Programming} {Competencies}},
	url = {https://link.springer.com/10.1007/978-3-031-44198-1_27},
	abstract = {Students’ challenges in introductory programming courses have long been subject to research. In fact, learners are faced with cognitively complex tasks, such as modeling and writing programs. At the same time, educators are known to experience challenges with the classiﬁcation of a competency’s cognitive complexity. In this paper, we present a text dataset with competency goals expected in basic programming courses. We then apply a deep learning approach to the dataset to classify the competency-based learning objectives as a use case. A manually annotated dataset of 35 German universities and their learning objectives in 129 introductory programming courses was processed into a machinereadable format to achieve these goals. It contains 1015 competency goals (both in German and English) and their classiﬁcation into dimensions of complexity. Diﬀerent state-of-the-art machine learning (ML) models, e.g., BERT, along with Natural Language Processing techniques, i.e., parts-of-speech-tagging, were combined to train a deep learning model in a supervised manner for the classiﬁcation of competencies. The proofof-concept shows that knowledge can be derived from the dataset. In the presented use case, the ML classiﬁcation achieved a maximum accuracy of 81.4\%. This work has several implications for educators, as it is the foundation for an application that classiﬁes competency goals according to their cognitive complexity. The dataset can further be used to test language models as a baseline performance task. Moreover, the dataset can be extended, e.g., with data from other countries and languages. The dataset is available online under a Creative Commons license (https:// github.com/nkiesler-cs/HEPComp-Dataset).},
	language = {en-GB},
	urldate = {2023-09-28},
	booktitle = {Artificial {Neural} {Networks} and {Machine} {Learning} – {ICANN} 2023},
	publisher = {Springer Nature Switzerland},
	author = {Kiesler, Natalie and Pfülb, Benedikt},
	editor = {Iliadis, Lazaros and Papaleonidas, Antonios and Angelov, Plamen and Jayne, Chrisina},
	year = {2023},
	doi = {10.1007/978-3-031-44198-1_27},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {319--330},
	file = {Kiesler und Pfülb - 2023 - Higher Education Programming Competencies A Novel.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HKHLXERB/Kiesler und Pfülb - 2023 - Higher Education Programming Competencies A Novel.pdf:application/pdf},
}

@incollection{iliadis_limited_2023,
	address = {Cham},
	title = {Limited {Information} {Opponent} {Modeling}},
	volume = {14261},
	isbn = {978-3-031-44197-4 978-3-031-44198-1},
	url = {https://link.springer.com/10.1007/978-3-031-44198-1_42},
	abstract = {The goal of opponent modeling is to model the opponent policy to maximize the reward of the main agent. Most prior works fail to eﬀectively handle scenarios where opponent information is limited. To this end, we propose a Limited Information Opponent Modeling (LIOM) approach that extracts opponent policy representations across episodes using only self-observations. LIOM introduces a novel policy-based data augmentation method that extracts opponent policy representations oﬄine via contrastive learning and incorporates them as additional inputs for training a general response policy. During online testing, LIOM dynamically responds to opponent policies by extracting opponent policy representations from recent historical trajectory data and combining them with the general policy. Moreover, LIOM ensures a lower bound on expected rewards through a balance between conservative and exploitation. Experimental results demonstrate that LIOM is able to accurately extract opponent policy representations even when the opponent’s information is limited, and has a certain degree of generalization ability for unknown policies, outperforming existing opponent modeling algorithms.},
	language = {en-GB},
	urldate = {2023-09-28},
	booktitle = {Artificial {Neural} {Networks} and {Machine} {Learning} – {ICANN} 2023},
	publisher = {Springer Nature Switzerland},
	author = {Lv, Yongliang and Yu, Yuanqiang and Zheng, Yan and Hao, Jianye and Wen, Yongming and Yu, Yue},
	editor = {Iliadis, Lazaros and Papaleonidas, Antonios and Angelov, Plamen and Jayne, Chrisina},
	year = {2023},
	doi = {10.1007/978-3-031-44198-1_42},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {511--522},
	file = {Lv et al. - 2023 - Limited Information Opponent Modeling.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BTZ5SEJ8/Lv et al. - 2023 - Limited Information Opponent Modeling.pdf:application/pdf},
}

@incollection{zaphiris_analysis_2023,
	address = {Cham},
	title = {Analysis of {Relationship} {Between} {Preparation} and {Classroom} {Activities} of {Flipped} {Classroom} {Using} {Worksheets}},
	volume = {14041},
	isbn = {978-3-031-34549-4 978-3-031-34550-0},
	url = {https://link.springer.com/10.1007/978-3-031-34550-0_36},
	abstract = {In this research, we examine the relationship between learners’ preparation for pre-class learning in ﬂipped classrooms and their participation in class activities and deliverables in online ﬂipped classrooms. In this research, worksheets were introduced into the online ﬂipped classroom to record and analyze learners’ learning logs. The analysis showed that in the early stages of the class, the amount of preparation for preclass learning was found by many groups to contribute to a better assessment of class activities and artifacts. However, as the class progressed and students became more familiar with the class, the diﬀerence in the amount of pre-class learning preparation and the amount of class activities between the high and low-scoring groups disappeared, suggesting that there was a diﬀerence in the activities during the group work itself.},
	language = {en-GB},
	urldate = {2023-06-13},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Kawakami, Tatsuya and Sumi, Yasuyuki and Yamaguchi, Taku and Oba, Michiko},
	editor = {Zaphiris, Panayiotis and Ioannou, Andri},
	year = {2023},
	doi = {10.1007/978-3-031-34550-0_36},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {501--519},
	file = {Kawakami et al. - 2023 - Analysis of Relationship Between Preparation and C.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GPWRGAPB/Kawakami et al. - 2023 - Analysis of Relationship Between Preparation and C.pdf:application/pdf},
}

@incollection{zaphiris_mobile_2023,
	address = {Cham},
	title = {Mobile {Device}-{Based} {Interactions} for {Collocated} {Direct} {Voting} in {Collaborative} {Scenarios}},
	volume = {14041},
	isbn = {978-3-031-34549-4 978-3-031-34550-0},
	url = {https://link.springer.com/10.1007/978-3-031-34550-0_37},
	abstract = {In collocated collaboration, group members frequently compare, discuss, and decide on ideas or partial solutions to reach an overall goal. To facilitate comparison, documentation as well as votes of the outcomes of such discussions, we apply mobile phones using mobile devicebased interaction techniques. Such interaction techniques provide eyesfree and easy input without interacting with the screen content directly. We present three mobile device-based interactions for direct voting in collaborative scenarios, namely Order, Shift, and Turn. In an online user survey with 30 participants, we investigated the proposed interactions concerning their usability and UX aspects as well as their suitability for collocated collaborative voting. We found that they are overall easy to use and playful which leads to a positive UX. Especially Order was assessed as clear and simple interaction technique. We received additional feedback that helps us to improve the proposed interactions further to support collocated collaboration extensively.},
	language = {en-GB},
	urldate = {2023-06-13},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Kühn, Romina and Kegel, Karl and Kallenbach, Felix and Korzetz, Mandy and Aßmann, Uwe and Schlegel, Thomas},
	editor = {Zaphiris, Panayiotis and Ioannou, Andri},
	year = {2023},
	doi = {10.1007/978-3-031-34550-0_37},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {520--537},
	file = {Kühn et al. - 2023 - Mobile Device-Based Interactions for Collocated Di.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UDFU2XIH/Kühn et al. - 2023 - Mobile Device-Based Interactions for Collocated Di.pdf:application/pdf},
}

@book{heinz-werner_hrsg_bildung_2021,
	title = {Bildung in der digitalen {Transformation}},
	copyright = {Creative Commons Namensnennung - Nicht-kommerziell - Weitergabe unter gleichen Bedingungen 4.0 International},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=23661},
	abstract = {Die Coronapandemie und der durch sie erzwungene zeitweise Übergang von Präsenz- zu Distanzlehre haben die Digitalisierung des Bildungswesens enorm vorangetrieben. Noch deutlicher als vorher traten dabei positive wie negative Aspekte dieser Entwicklung zum Vorschein. Während den Hochschulen der Wechsel mit vergleichsweise geringen Reibungsverlusten gelang, offenbarten sich diese an Schulen weitaus deutlicher. Trotz aller Widrigkeiten erscheint eines klar: Die zeitweisen Veränderungen werden Nachwirkungen zeigen. Eine völlige Rückkehr zum Status quo ante ist kaum noch vorstellbar. Zwei Fragen bestimmen vor diesem Hintergrund die Doppelgesichtigkeit des Themas der 29. Jahrestagung der Gesellschaft für Medien in der Wissenschaft (GMW). Erstens: Wie ‚funktioniert‘ Bildung in der sich derzeit ereignenden digitalen Transformation und welche Herausforderungen gibt es? Und zweitens: Befindet sich möglicherweise Bildung selbst in der Transformation? Beiträge zu diesen und weiteren Fragen vereint der vorliegende Tagungsband. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-02-17},
	publisher = {Waxmann},
	collaborator = {Heinz-Werner [Hrsg, Wollersheim and Marios [Hrsg, Karapanos and Norbert [Hrsg, Pengel and Anne [Mitarb, Martin},
	month = dec,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, Deutschland, Digitale Bildung, Digitalisierung, Digitalization, Germany, Hochschullehre, Technological development, Technologische Entwicklung, University lecturing, University teaching, Virtual learning, Hochschule, Learning, On line, Online, Kompetenz, Berufliche Bildung, Austria, Vocational training, COVID-19, Pandemie, Österreich, School development, Schulentwicklung, \#b:Buch:online:learning, Berichtsheft, Correspondence studies, Digitale Medien:Bildungsinformatik, Distance study, Fernunterricht, Lehr-Lern-System, Media competence, Media skills, Präsenzhochschule, Virtuelle Hochschule},
	file = {null - 2021 - Bildung in der digitalen Transformation.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CHC7TWV9/null - 2021 - Bildung in der digitalen Transformation.pdf:application/pdf},
}

@incollection{rickert_online-mediation_2023,
	address = {Wiesbaden},
	title = {Online-{Mediation} – was ist das?},
	isbn = {978-3-658-39414-1},
	url = {https://doi.org/10.1007/978-3-658-39414-1_1},
	abstract = {In diesem Kapitel erfahren Sie, was sich hinter dem Begriff „Online-Mediation“ verbirgt und welche Formen von Online-Mediation es gibt. Sie lernen außerdem in einem geschichtlichen Rückblick die Entwicklung des Fachgebiets Online Dispute Resolution (ODR), zu dem die Online-Mediation zählt, kennen. Ein Blick auf den heutigen Stand dieses insbesondere seit 2020 dynamischen Tätigkeitsfeldes rundet das Kapitel ab.},
	language = {de-DE},
	urldate = {2023-02-16},
	booktitle = {Online-{Mediation}: {Konfliktklärung} im virtuellen {Raum}},
	publisher = {Springer Fachmedien},
	author = {Rickert, Anne},
	editor = {Rickert, Anne},
	year = {2023},
	doi = {10.1007/978-3-658-39414-1_1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#a:Buchteil:online:lernen},
	pages = {1--10},
}

@incollection{straub_online-forschungslogbuch_2020,
	address = {Wiesbaden},
	title = {Das {Online}-{Forschungslogbuch} – {Eine} {Unterstützungsmaßnahme} beim {Erwerb} geistes- und sozialwissenschaftlicher {Forschungskompetenzen}},
	isbn = {978-3-658-30827-8 978-3-658-30828-5},
	url = {http://link.springer.com/10.1007/978-3-658-30828-5_8},
	language = {de-DE},
	urldate = {2022-09-26},
	booktitle = {Forschendes {Lernen} an {Universitäten}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Eberle, Julia and Krebs, Rebecca and Rummel, Nikol},
	editor = {Straub, Jürgen and Plontke, Sandra and Ruppel, Paul Sebastian and Frey, Birgit and Mehrabi, Flora and Ricken, Judith},
	year = {2020},
	doi = {10.1007/978-3-658-30828-5_8},
	keywords = {\#a:Buchteil:online:lernen, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {117--126},
	file = {Eberle et al. - 2020 - Das Online-Forschungslogbuch – Eine Unterstützungs.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/V7D4T4W3/Eberle et al. - 2020 - Das Online-Forschungslogbuch – Eine Unterstützungs.pdf:application/pdf},
}

@article{bockers_teaching_2021,
	title = {Teaching anatomy under {COVID}-19 conditions at {German} universities: recommendations of the teaching commission of the anatomical society},
	volume = {234},
	issn = {09409602},
	shorttitle = {Teaching anatomy under {COVID}-19 conditions at {German} universities},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S0940960220302132},
	doi = {10/gqrdh8},
	abstract = {Background: In this viewpoint representatives of the Teaching Commission of the Anatomical Society summarize their teaching experiences gained during the COVID-19 pandemic in the summer term of 2020 and derive ﬁrst recommendations concerning face-to-face and remote teaching of anatomy for the future.
Methods: Representatives of the Teaching Commission of the Anatomical Society met virtually, exchanged experiences and summarized them in writing and answered a short questionnaire.
Results: The required transition to remote learning during summer term of 2020 was possible, but revealed technical shortcomings and major deﬁcits concerning practical hands-on teaching.
Conclusion: The Teaching Commission of the Anatomical Society recommends that universities should follow the idea of as much face-to-face teaching as possible and as much online teaching as necessary for future terms.},
	language = {en-GB},
	urldate = {2022-09-03},
	journal = {Annals of Anatomy - Anatomischer Anzeiger},
	author = {Böckers, Anja and Claassen, Horst and Haastert-Talini, Kirsten and Westermann, Jürgen},
	month = mar,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {151669},
	file = {Böckers et al. - 2021 - Teaching anatomy under COVID-19 conditions at Germ.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FMCKQMW9/Böckers et al. - 2021 - Teaching anatomy under COVID-19 conditions at Germ.pdf:application/pdf},
}

@book{rumsey_statistik_2015,
	address = {Weinheim},
	edition = {3., aktualisierte Aufl},
	series = {für {Dummies}},
	title = {Statistik für {Dummies}: gut beraten bei den {Daten}; auf einen {Blick}: {Bias}, {Stichproben} und {Wahrscheinlichkeit} verständlich erklärt; mit {Median}, arithmetischem {Mittel} und {Korrelation} rechnen; die grafischen {Darstellungsmöglichkeiten} kennenlernen; mit Übungsaufgaben samt {Lösungen} online},
	isbn = {978-3-527-71156-7},
	shorttitle = {Statistik für {Dummies}},
	abstract = {Reihenüblich führt die Autorin Interessierte in die "Geheimnisse" bzw. die Grundlagen der Statistik ein. Rezension (ekz): Eingeführte Reihe. Die Vorauflage des Buches lag zum direkten Vergleich nicht vor. Die Veränderungen scheinen jedoch nicht tiefgreifender Art zu sein, sodass die Vorauflage auslaufen kann. Allerdings sind nun Übungen und deren Lösungen online abrufbar. Bei früheren Auflagen gab es ein separates Übungsbuch. Die Autorin, die weitere Titel in der Dummies-Reihe veröffentlicht hat, vermittelt allgemein verständlich und anhand vieler alltäglicher Beispiele Basiswissen zur Statistik, vor allem zur deskriptiven Statistik. Sie zeigt auf, wie Statistiken richtig gelesen und interpretiert werden können. Ganz ohne höhere Mathematik kommt auch sie nicht aus. Wer das Buch sinnvoll nutzen möchte, sollte schon solide mathematische Kenntnisse besitzen, z.B. Summenformeln kennen und auch Wahrscheinlichkeitsrechnung verstehen. Der Titel ist als 1. Einführung wie das Lehrbuch von Günter Buttler in vielen Bibliotheken denkbar. Die Autorin hat auch eine Fortsetzung geschrieben "Statistik II für Dummies" bzw. "Weiterführende Statistik für Dummies". (2 S)},
	language = {de-DE},
	publisher = {Wiley-VCH},
	author = {Rumsey, Deborah and Rumsey, Deborah},
	translator = {Majetschak, Beate and Engel, Reinhard},
	year = {2015},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#a:Buch:online:lernen},
	file = {Rumsey und Rumsey - 2015 - Statistik für Dummies gut beraten bei den Daten\; .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QAPQN8AQ/Rumsey und Rumsey - 2015 - Statistik für Dummies gut beraten bei den Daten\; .pdf:application/pdf},
}

@incollection{hattula_lehren_2021,
	address = {Wiesbaden},
	title = {Lehren und {Lernen} in der {Coronakrise}: {Empfehlungen} für die erfolgreiche {Umstellung} von der {Präsenz}- auf die {Online}-{Lehre}},
	isbn = {978-3-658-32392-9 978-3-658-32393-6},
	shorttitle = {Lehren und {Lernen} in der {Coronakrise}},
	url = {https://link.springer.com/10.1007/978-3-658-32393-6_31},
	language = {de-DE},
	urldate = {2022-05-21},
	booktitle = {Praxisorientierte {Hochschullehre}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rohde, Angela},
	editor = {Hattula, Cansu and Hilgers-Sekowsky, Julia and Schuster, Gabriele},
	year = {2021},
	doi = {10.1007/978-3-658-32393-6_31},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#a:Buchteil:online:lernen},
	pages = {363--377},
	file = {Rohde - 2021 - Lehren und Lernen in der Coronakrise Empfehlungen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CCNSLWW3/Rohde - 2021 - Lehren und Lernen in der Coronakrise Empfehlungen.pdf:application/pdf},
}

@article{liu_comparison_2024,
	title = {Comparison of blended learning and traditional lecture method on learning outcomes in the evidence-based medicine course: a comparative study},
	volume = {24},
	issn = {1472-6920},
	shorttitle = {Comparison of blended learning and traditional lecture method on learning outcomes in the evidence-based medicine course},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-024-05659-w},
	doi = {10.1186/s12909-024-05659-w},
	abstract = {Background  Blended learning comprised with flipped classroom (FC) and “internet plus” is a new learning strategy that reverses the position of teacher and students in class, and provides abundant learning resources before and after class. This study aimed to assess the impact of blended learning on learning outcomes in evidence-based medicine course, and compare with traditional learning method.
Methods  The participants of the two groups were from two difference cohorts in Air force medical university in China. The two groups toke the same pre-test before class and then were given the teaching of same chapters of evidence-based medicine with two different learning strategy. In the blended learning group, the participants were required to create a debriefing slide about their learning outcomes and the answers of questions given in advance after study the learning material sent by teacher a week before class, and the teacher gave a detailed summary based on the common problems, and distributed multimedia resources for review. After the experiment was carried out, learning outcomes including mastering knowledge, learning satisfaction, and self-evaluation were compared.
Results  37 and 39 participants were enrolled to blended learning and traditional learning groups, respectively, and no statistically significant difference were found in baseline information and pre-test grades. Statistically significant differences were found in learning outcomes including post-test score (t = 2.90, p = 0.005), changes of scores between pre-test and post-test (t = 2.49, p = 0.022), learning satisfaction (t = 12.41, p = 0.001), and self-evaluation of the two groups (t = 7.82, p = 0.001). Especially, the changes of scores between pre-test and post-test of blended learning and traditional learning groups were 4.05 (4.26), and 2.00 (2.85), respectively.
Conclusions  This study showed that compared with traditional learning strategy, blended learning can effectively enhanced participants’ acquisition of knowledge, learning satisfaction, and self-evaluation in evidence-based medicine. Using blended learning method including “internet plus” and flipped classroom is recommended in the teaching of evidence-based medicine course.},
	language = {en-GB},
	number = {1},
	urldate = {2024-08-02},
	journal = {BMC Medical Education},
	author = {Liu, Kui and Liu, Shuang and Ma, Yifei and Jiang, Jun and Liu, Zhenhua and Wan, Yi},
	month = jun,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:FU2a, Systemanpassung, Promotion:Relevanz:4, \#8:Zeitschriftenartikel:blended:learning},
	pages = {680},
	file = {Liu et al. - 2024 - Comparison of blended learning and traditional lec.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AQG8ZBA6/Liu et al. - 2024 - Comparison of blended learning and traditional lec.pdf:application/pdf},
}

@incollection{memmert_digitale_2024,
	address = {Berlin, Heidelberg},
	title = {Digitale {Technologien} zur {Förderung} der {Bildung} im und durch den {Sport}},
	isbn = {978-3-662-68241-8},
	url = {https://link.springer.com/10.1007/978-3-662-68241-8_9-1},
	language = {de-DE},
	urldate = {2024-08-02},
	booktitle = {Digitalisierung und {Innovation} im {Sport} und in der {Sportwissenschaft}},
	publisher = {Springer Berlin Heidelberg},
	author = {Wallnöfer, Elias and Schnack, Tjorven and Koller, Willi and Baca, Arnold},
	editor = {Memmert, Daniel},
	year = {2024},
	doi = {10.1007/978-3-662-68241-8_9-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {1--18},
	file = {Wallnöfer et al. - 2024 - Digitale Technologien zur Förderung der Bildung im.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XD777E4M/Wallnöfer et al. - 2024 - Digitale Technologien zur Förderung der Bildung im.pdf:application/pdf},
}

@article{ninaus_zwischen_2022,
	title = {Zwischen {Mensch} und {Maschine}: {Künstliche} {Intelligenz} zur {Förderung} von {Lernprozessen}},
	volume = {11},
	copyright = {https://creativecommons.org/licenses/by/4.0},
	issn = {2235-0977, 2235-0985},
	shorttitle = {Zwischen {Mensch} und {Maschine}},
	url = {https://econtent.hogrefe.com/doi/10.1024/2235-0977/a000386},
	doi = {10.1024/2235-0977/a000386},
	abstract = {Introduction: Since the recent digitalization offensive, the role and use of artificial intelligence (AI) and machine learning in the learning context has been the subject of discussion. These tools offer promising opportunities to better understand and subsequently optimize learning processes. The increase in data and metrics provided by new sensors and digital learning environments enables the use of AI and machine learning. Such methods are particularly promising, when human information processing is not able to efficiently process the complex and multimodal data just-in-time and draw necessary conclusions from it. Method: For the current article, a selective literature search was conducted in order to shed more light on the different steps in AI-supported learning systems. Discussion: Three central steps in the process of AI-supported learning can be identified: (i) data recording, (ii) pattern recognition, and (iii) adaptivity in digital learning environments. Humans play a crucial role in AI-supported learning systems that cannot be replaced by the “machine”, this role will be elaborated in the current article. In addition, further important aspects for the implementation of AI-supported learning systems such as the need for interdisciplinary collaboration, theory work, and closing of research gaps will be discussed.},
	language = {de-DE},
	number = {4},
	urldate = {2024-07-21},
	journal = {Lernen und Lernstörungen},
	author = {Ninaus, Manuel and Sailer, Michael},
	month = oct,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Relevanz:4, Promotion:Weiterführung, Datenschutz und IT-Sicherheit, Promotion:FU4b, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {2235--0977/a000386},
	file = {Ninaus und Sailer - 2022 - Zwischen Mensch und Maschine Künstliche Intellige.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6Q7AQUDA/Ninaus und Sailer - 2022 - Zwischen Mensch und Maschine Künstliche Intellige.pdf:application/pdf},
}

@incollection{yuliyanto_digital_2024,
	address = {Paris},
	title = {Digital {Literacy} {Management} {Based} {On} {Open} {Artificial} {Intelligence} ({Open} {AI}) {In} {PGMI} {Student} {Research} {Development}},
	volume = {850},
	isbn = {978-2-38476-266-8 978-2-38476-267-5},
	url = {https://www.atlantis-press.com/doi/10.2991/978-2-38476-267-5_25},
	abstract = {Digital literacy is an important approach in dealing with the rapid development of information technology. Digital literacy includes an understanding of the use, evaluation, and production of digital content. This study aims to determine the level of digital literacy of PGMI IAI Syarifuddin Lumajang students. This research is a qualitative study with a phenomenological research approach using triangulation design. Based on the results of the study, it can be concluded that the results of the use of Artificial Intelligence for students will depend on how they manage the use of this technology wisely. When used correctly, Artificial Intelligence can be a very useful tool to improve the quality of student learning, research, and skill development.},
	language = {en-GB},
	urldate = {2024-07-21},
	booktitle = {Proceedings of the 2nd {Lawang} {Sewu} {International} {Symposium} on {Humanities} and {Social} {Sciences} 2023 ({LEWIS} {HUSO} 2023)},
	publisher = {Atlantis Press SARL},
	author = {Ibad, Taqwa Nur and Wahidah, Finadatul and Ansori, Muhammad and Rofi’ah, Siti Hamidahtur and Hanisy, Asmad},
	editor = {Yuliyanto, Eko and Deni Wijayatiningsih, Testiana and Dwi Santoso, Heri and Tri Santosa, Budi},
	year = {2024},
	doi = {10.2991/978-2-38476-267-5_25},
	note = {Series Title: Advances in Social Science, Education and Humanities Research},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {316--328},
	file = {Ibad et al. - 2024 - Digital Literacy Management Based On Open Artifici.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L5SJ9Y7H/Ibad et al. - 2024 - Digital Literacy Management Based On Open Artifici.pdf:application/pdf},
}

@article{langemeyer_akademische_2022,
	title = {Akademische {Kultur} und {Wissenschaftsfreiheit} angesichts der {Digitalisierung} von {Lehren} und {Lernen}},
	language = {de-DE},
	number = {3},
	journal = {Zeitschrift für Hochschulentwicklung (ZFHE)},
	editor = {Langemeyer, Ines and Schraube, Ernst and Tremp, Peter},
	month = oct,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Technologieintegration, Bildungstheorien, Promotion:Relevanz:4, Promotion:Weiterführung, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {224},
	file = {Langemeyer et al. - Akademische Kultur und Wissenschaftsfreiheit anges.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RKPZWUAB/Langemeyer et al. - Akademische Kultur und Wissenschaftsfreiheit anges.pdf:application/pdf},
}

@article{george_online_2019,
	title = {Online {Digital} {Education} for {Postregistration} {Training} of {Medical} {Doctors}: {Systematic} {Review} by the {Digital} {Health} {Education} {Collaboration}},
	volume = {21},
	issn = {1438-8871},
	shorttitle = {Online {Digital} {Education} for {Postregistration} {Training} of {Medical} {Doctors}},
	url = {http://www.jmir.org/2019/2/e13269/},
	doi = {10.2196/13269},
	abstract = {Background: Globally, online and local area network–based (LAN) digital education (ODE) has grown in popularity. Blended learning is used by ODE along with traditional learning. Studies have shown the increasing potential of these technologies in training medical doctors; however, the evidence for its effectiveness and cost-effectiveness is unclear.},
	language = {en-GB},
	number = {2},
	urldate = {2021-12-12},
	journal = {Journal of Medical Internet Research},
	author = {George, Pradeep Paul and Zhabenko, Olena and Kyaw, Bhone Myint and Antoniou, Panagiotis and Posadzki, Pawel and Saxena, Nakul and Semwal, Monika and Tudor Car, Lorainne and Zary, Nabil and Lockwood, Craig and Car, Josip},
	month = feb,
	year = {2019},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, \#6:Zeitschriftenartikel:Bildung:Technologie, Bildung, Multimedia, Promotion:FU6, effectiveness, internet, medical education, randomized controlled trials, systematic review},
	pages = {e13269},
	file = {George et al. - 2019 - Online Digital Education for Postregistration Trai.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FTFLM57T/George et al. - 2019 - Online Digital Education for Postregistration Trai.pdf:application/pdf},
}

@article{kiesler_medienkompetenzforderung_2020,
	title = {Medienkompetenzförderung im {Lehramtsstudium} der {Goethe}-{Universität}: {Ein} {Projektbericht} zur erfolgreichen {Medienproduktion} am {Beispiel} studentischer {Erklärvideos}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Medienkompetenzförderung im {Lehramtsstudium} der {Goethe}-{Universität}},
	url = {10.21240/mpaed/jb17/2020.05.19.X},
	doi = {10/gg84h4},
	abstract = {In today’s connected and digital world, teachers face numerous challenges regarding the use of media in class. Children’s and teenager’s media consumption comprises social networks, messenger services, and most of all videos, movies and series. Goethe University addresses current policy-driven educational and social demands for media literacy by integrating the use of media into teacher education, particularly into educational sciences classes. It is, therefore, the goal of the seminar «Media Didactics in School» to instruct teacher students how to create explanatory videos using the «learning by teaching» (LdL) approach. While students elaborate content in groups and become content experts, they gain experience in the video production process and develop further mediarelated skills. With the integration of feedback loops and reflective tasks, students are prepared for a conscious use of videos in their later professional practice. The course was evaluated continuously, and conclusively by means of an online questionnaire. The results reveal the ongoing demand for instruction and support during media production, but above all student’s interest and motivation regarding digital media. Teachers can benefit from practical experience. They should receive further training regarding the use of digital technologies during their studies, as well as in the second and third phase of teacher training.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Kiesler, Natalie},
	month = aug,
	year = {2020},
	note = {ZSCC: 0000002},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU3},
	pages = {477--506},
	file = {Kiesler - 2020 - Medienkompetenzförderung im Lehramtsstudium der Go.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3QS3CSS5/Kiesler - 2020 - Medienkompetenzförderung im Lehramtsstudium der Go.pdf:application/pdf},
}

@article{koppel_gelingensbedingungen_2021,
	title = {Gelingensbedingungen für den {Einsatz} digitaler {Medien}: {Eine} qualitative {Studie} in der {Alphabetisierung} und {Grundbildung}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Gelingensbedingungen für den {Einsatz} digitaler {Medien}},
	url = {10.21240/mpaed/jb16/2021.01.12.X},
	doi = {10/gksnzf},
	abstract = {Based on a far-reaching mediatisation of society (cf. e.g. Couldry and Hepp 2016), participation in society requires not only literary and mathematical basic education but also digital basic education (BMBF and KMK 2016; Tröster and Schrader 2016). Accordingly, a stronger integration of digital technologies in adult education (European Commission 2015; Helbig and Hofhues 2018; Pietraß 2015) and a further education offensive (Deutscher Volkshochschulverband e.V. 2015) by the German Adult Education Association are called for. Even if the demand for digital basic education is high, a distanced attitude is postulated (Arnold 2014 157; Hartung-Griemberg 2017) towards adult education in relation to computer-based learning processes and their conceptual integration. This is particularly the case in the area of literacy (Helbig and Hofhues 2018, 12). But it is this target group in particular that can benefit from the use of digital media (cf. e.g. Koppel 2017; Wolf and Koppel 2017). In the area of literacy and basic education, however, there is hardly any knowledge to date about which factors contribute to the successful use of digital media. The aim of the “Geco” project presented here is therefore to identify key success factors for the use of computerbased learning programs in basic education. The findings presented in this paper were obtained through guideline-based interviews and are presented below.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Koppel, Ilka},
	month = jan,
	year = {2021},
	note = {ZSCC: 0000000},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU5, Promotion:Relevanz:2},
	pages = {51--78},
	file = {Koppel - 2021 - Gelingensbedingungen für den Einsatz digitaler Med.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ATXLK48V/Koppel - 2021 - Gelingensbedingungen für den Einsatz digitaler Med.pdf:application/pdf},
}

@article{schmid_technological_2020,
	title = {‹{Technological} {Pedagogical} {Content} {Knowledge}› als {Leitmodell} medienpädagogischer {Kompetenz}},
	issn = {1424-3636, 1424-3636},
	url = {10.21240/mpaed/jb17/2020.04.28.X},
	doi = {10/gksnzm},
	abstract = {Technological Pedagogical Content Knowledge (TPACK) is an internationally acclaimed framework that describes the most important teacher competencies for effectively using digital technologies for educational purposes. In recent years, TPACK has been mainly understood as a framework for teaching with technology, not teaching about technology. The article shows that TPACK can also serve as a model for teacher expertise with regard to media education and digital literacy education. Almost all existing perspectives on competence facets for media and digital literacy education can be integrated into the TPACK model. In other words, TPACK presents a framework encompassing competence models for interdisciplinary media and digital literacy education, for media and digital literacy education embedded in teaching and learning culture for media and digital literacy education as a subject in its own right, or contextually situated media and digital literacy education.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Schmid, Mirjam and Petko, Dominik},
	month = apr,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, \#6:Zeitschriftenartikel:Bildung:Technologie},
	pages = {121--140},
	file = {Schmid und Petko - 2020 - ‹Technological Pedagogical Content Knowledge› als .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8JXJLR7M/Schmid und Petko - 2020 - ‹Technological Pedagogical Content Knowledge› als .pdf:application/pdf},
}

@article{dreisiebner_kunstliche_2022,
	title = {Künstliche {Intelligenz} und ihr {Potenzial} in der {Erwachsenenbildung}. {Substitution} vs. {Augmentation} - zwischen {Möglichem} und {Erstrebenswertem}},
	copyright = {Creative Commons Namensnennung 4.0 International},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=24483},
	doi = {10/gp5kbc},
	abstract = {The article revolves around the question of to what extent it is possible and makes sense to expand didactic options for adult education (augmentation) or to replace adult educators (substitution) through the use of artificial intelligence. To answer this question, the article examines the tension between augmentation and substitution based on an introduction to the concept of artificial intelligence and its forms of expression. Specifically mentioned are the fields of application potentially relevant for adult education in the research area of artificial intelligence in education (AIED): intelligent tutoring systems, game-based learning and learning analytics. It appears that a good measure of augmentation of teaching-learning settings is possible and may make sense. Complete substitution cannot be effectively undertaken with the current state of technology. It must also be discussed whether substitution of the instructor represents a vision for the future of adult education that is worth striving for. (DIPF/Orig.)},
	language = {de-DE},
	number = {44-45},
	urldate = {2022-05-14},
	journal = {Magazin erwachsenenbildung.at: Das Fachmedium für Forschung, Praxis und Diskurs},
	author = {Dreisiebner, Gernot and Lipp, Silvia},
	month = may,
	year = {2022},
	note = {Publisher: Bundesministerium für Bildung, Wissenschaft und Forschung},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Bildung, Digitale Bildung, Technologie, Promotion:FU3, Promotion:Relevanz:3, Adult training, Erwachsenenbildung, Artificial intelligence, Learning Analytics, Erweiterung, Substitution},
	file = {Dreisiebner und Lipp - 2022 - Künstliche Intelligenz und ihr Potenzial in der Er.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M8JSI8TV/Dreisiebner und Lipp - 2022 - Künstliche Intelligenz und ihr Potenzial in der Er.pdf:application/pdf},
}

@article{assinger_philipp_digitalisierung_2022,
	title = {Digitalisierung und betriebliche {Bildung}. {Verflechtung} sozio-technischer {Prozesse} als {Referenz} für erwachsenenpädagogisches {Handeln}},
	copyright = {Creative Commons Namensnennung 4.0 International},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=24468},
	doi = {10/gp5j98},
	abstract = {The use of digital technologies increases the relevance of company training even without postulating revolutionary consequences. In their functions as work tools, learning tools and universal tools, digital technologies require and enable in-company training. The topic of this article is how these functions appear in companies and what implications this has for in-company training. An outline of problems is followed by a theoretical framework and its exploratory application to data from wood processing companies. The goal is to make visible starting points for science and practice. The findings suggest that adult education should support company staff trainers in acquiring the ability to reflect on education and act in its interest. For science in particular, it is necessary to improve ones focus on the interconnection of technical and social processes. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2022-05-14},
	author = {Assinger, Philipp and Webersink, Philip},
	month = may,
	year = {2022},
	note = {Publisher: Bundesministerium für Bildung, Wissenschaft und Forschung},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Bildung, Digitalisierung, Digitalization, Arbeitsprozess, Educational Environment, Learning, Learning environment, Sozialwissenschaft, Working process, Lernsystemarchitektur, Promotion:FU6, Adult training, Erwachsenenbildung, Berufliche Bildung, Austria, Österreich, Vocational pedagogics, In-service training, Arbeitsorganisation, Betriebliche Bildungsarbeit, Executive, Führungskraft, Holzwirtschaft, Learning conditions, Lernumgebung, Schulung, Work organization, Workshops},
	file = {Assinger, Philipp und Webersink, Philip - 2022 - Digitalisierung und betriebliche Bildung. Verflech.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9CV2LWSW/Assinger, Philipp und Webersink, Philip - 2022 - Digitalisierung und betriebliche Bildung. Verflech.pdf:application/pdf},
}

@incollection{bruns_denken_2024,
	address = {Wiesbaden},
	title = {Denken lernen},
	isbn = {978-3-658-44083-1 978-3-658-44084-8},
	url = {https://link.springer.com/10.1007/978-3-658-44084-8_1},
	language = {de-DE},
	urldate = {2024-07-29},
	booktitle = {Praxishandbuch {Kompetenzen} in der {Digitalen} {Transformation} der {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rücker, Nils},
	editor = {Bruns, Petra and Bruns, Werner},
	year = {2024},
	doi = {10.1007/978-3-658-44084-8_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {3--19},
	file = {Rücker - 2024 - Denken lernen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S6Q7Q6RF/Rücker - 2024 - Denken lernen.pdf:application/pdf},
}

@incollection{bruns_transformation_2024,
	address = {Wiesbaden},
	title = {Die {Transformation} vom {Human}-{Centered} zum {Life}-{Centered} {Mindset} – {Plan} {B} in {Ermangelung} eines {Planeten} {B}},
	isbn = {978-3-658-44083-1 978-3-658-44084-8},
	url = {https://link.springer.com/10.1007/978-3-658-44084-8_3},
	language = {de-DE},
	urldate = {2024-07-29},
	booktitle = {Praxishandbuch {Kompetenzen} in der {Digitalen} {Transformation} der {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Haltenhof, Volker},
	editor = {Bruns, Petra and Bruns, Werner},
	year = {2024},
	doi = {10.1007/978-3-658-44084-8_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {41--55},
	file = {Haltenhof - 2024 - Die Transformation vom Human-Centered zum Life-Cen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/65VGYWEN/Haltenhof - 2024 - Die Transformation vom Human-Centered zum Life-Cen.pdf:application/pdf},
}

@incollection{bruns_beschleunigung_2024,
	address = {Wiesbaden},
	title = {Beschleunigung als {Erfolgsfaktor} in der digitalen {Transformation}},
	isbn = {978-3-658-44083-1 978-3-658-44084-8},
	url = {https://link.springer.com/10.1007/978-3-658-44084-8_6},
	language = {de-DE},
	urldate = {2024-07-29},
	booktitle = {Praxishandbuch {Kompetenzen} in der {Digitalen} {Transformation} der {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schulz, Katharina},
	editor = {Bruns, Petra and Bruns, Werner},
	year = {2024},
	doi = {10.1007/978-3-658-44084-8_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {85--108},
	file = {Schulz - 2024 - Beschleunigung als Erfolgsfaktor in der digitalen .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FUF5SWXR/Schulz - 2024 - Beschleunigung als Erfolgsfaktor in der digitalen .pdf:application/pdf},
}

@incollection{bruns_alexa_2024,
	address = {Wiesbaden},
	title = {Alexa, programmiere mir eine {Software}: {Künstliche} {Intelligenz} und die {Auswirkungen} auf die {Softwareerstellung}},
	isbn = {978-3-658-44083-1 978-3-658-44084-8},
	shorttitle = {Alexa, programmiere mir eine {Software}},
	url = {https://link.springer.com/10.1007/978-3-658-44084-8_7},
	language = {de-DE},
	urldate = {2024-07-29},
	booktitle = {Praxishandbuch {Kompetenzen} in der {Digitalen} {Transformation} der {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Thomas, Philipp},
	editor = {Bruns, Petra and Bruns, Werner},
	year = {2024},
	doi = {10.1007/978-3-658-44084-8_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {109--120},
	file = {Thomas - 2024 - Alexa, programmiere mir eine Software Künstliche .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/F83E7ZFT/Thomas - 2024 - Alexa, programmiere mir eine Software Künstliche .pdf:application/pdf},
}

@incollection{bruns_einsatz_2024,
	address = {Wiesbaden},
	title = {Der {Einsatz} von {No}-{Code}-/{Low}-{Code}-{Plattformen} für die {Beschleunigung} und {Unterstützung} der {Digitalen} {Transformation}},
	isbn = {978-3-658-44083-1 978-3-658-44084-8},
	url = {https://link.springer.com/10.1007/978-3-658-44084-8_8},
	language = {de-DE},
	urldate = {2024-07-29},
	booktitle = {Praxishandbuch {Kompetenzen} in der {Digitalen} {Transformation} der {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Temiz, Fethi},
	editor = {Bruns, Petra and Bruns, Werner},
	year = {2024},
	doi = {10.1007/978-3-658-44084-8_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {121--131},
	file = {Temiz - 2024 - Der Einsatz von No-Code-Low-Code-Plattformen für .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/J9IMA7LQ/Temiz - 2024 - Der Einsatz von No-Code-Low-Code-Plattformen für .pdf:application/pdf},
}

@incollection{bruns_zukunftswissen_2024,
	address = {Wiesbaden},
	title = {Zukunftswissen: {Projekt}- und {Entscheidungsmanagement}},
	isbn = {978-3-658-44083-1 978-3-658-44084-8},
	shorttitle = {Zukunftswissen},
	url = {https://link.springer.com/10.1007/978-3-658-44084-8_9},
	language = {de-DE},
	urldate = {2024-07-29},
	booktitle = {Praxishandbuch {Kompetenzen} in der {Digitalen} {Transformation} der {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schönert, Silke},
	editor = {Bruns, Petra and Bruns, Werner},
	year = {2024},
	doi = {10.1007/978-3-658-44084-8_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {135--139},
	file = {Schönert - 2024 - Zukunftswissen Projekt- und Entscheidungsmanageme.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NBVD4XQU/Schönert - 2024 - Zukunftswissen Projekt- und Entscheidungsmanageme.pdf:application/pdf},
}

@incollection{bruns_wie_2024,
	address = {Wiesbaden},
	title = {Wie können kleinere, etablierte {Unternehmen} die {Chance} der digitalen {Transformation} nutzen?},
	isbn = {978-3-658-44083-1 978-3-658-44084-8},
	url = {https://link.springer.com/10.1007/978-3-658-44084-8_2},
	language = {de-DE},
	urldate = {2024-07-29},
	booktitle = {Praxishandbuch {Kompetenzen} in der {Digitalen} {Transformation} der {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Busch, Anne Maria and Eschenbach, Sebastian and Schulz, Ann-Christine},
	editor = {Bruns, Petra and Bruns, Werner},
	year = {2024},
	doi = {10.1007/978-3-658-44084-8_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {21--39},
	file = {Busch et al. - 2024 - Wie können kleinere, etablierte Unternehmen die Ch.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IJASEB75/Busch et al. - 2024 - Wie können kleinere, etablierte Unternehmen die Ch.pdf:application/pdf},
}

@incollection{bruns_vorstand_2024,
	address = {Wiesbaden},
	title = {Vorstand, {Aufsichtsrat} und {Task} {Force} als {Risiko} bei {Unternehmensentscheidungen}},
	isbn = {978-3-658-44083-1 978-3-658-44084-8},
	url = {https://link.springer.com/10.1007/978-3-658-44084-8_4},
	language = {de-DE},
	urldate = {2024-07-29},
	booktitle = {Praxishandbuch {Kompetenzen} in der {Digitalen} {Transformation} der {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bruns, Werner},
	editor = {Bruns, Petra and Bruns, Werner},
	year = {2024},
	doi = {10.1007/978-3-658-44084-8_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {57--66},
	file = {Bruns - 2024 - Vorstand, Aufsichtsrat und Task Force als Risiko b.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N4WF5GJW/Bruns - 2024 - Vorstand, Aufsichtsrat und Task Force als Risiko b.pdf:application/pdf},
}

@incollection{bruns_web3law_2024,
	address = {Wiesbaden},
	title = {{Web3Law} – {Gesellschaftsrechtliche} {Herausforderungen} der {Blockchain} {Technologien} – {Was} jetzt zu tun ist},
	isbn = {978-3-658-44083-1 978-3-658-44084-8},
	url = {https://link.springer.com/10.1007/978-3-658-44084-8_5},
	language = {de-DE},
	urldate = {2024-07-29},
	booktitle = {Praxishandbuch {Kompetenzen} in der {Digitalen} {Transformation} der {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Vieweg, Stefan},
	editor = {Bruns, Petra and Bruns, Werner},
	year = {2024},
	doi = {10.1007/978-3-658-44084-8_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {67--84},
	file = {Vieweg - 2024 - Web3Law – Gesellschaftsrechtliche Herausforderunge.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZLTRTVKU/Vieweg - 2024 - Web3Law – Gesellschaftsrechtliche Herausforderunge.pdf:application/pdf},
}

@incollection{bruns_wissensmanagement_2024,
	address = {Wiesbaden},
	title = {Wissensmanagement als {Instrument} für digitale {Transformationen}},
	isbn = {978-3-658-44083-1 978-3-658-44084-8},
	url = {https://link.springer.com/10.1007/978-3-658-44084-8_10},
	language = {de-DE},
	urldate = {2024-07-29},
	booktitle = {Praxishandbuch {Kompetenzen} in der {Digitalen} {Transformation} der {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wagner, Maik H.},
	editor = {Bruns, Petra and Bruns, Werner},
	year = {2024},
	doi = {10.1007/978-3-658-44084-8_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {141--153},
	file = {Wagner - 2024 - Wissensmanagement als Instrument für digitale Tran.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZAKQHHS8/Wagner - 2024 - Wissensmanagement als Instrument für digitale Tran.pdf:application/pdf},
}

@book{bruns_praxishandbuch_2024,
	address = {Wiesbaden},
	title = {Praxishandbuch {Kompetenzen} in der {Digitalen} {Transformation} der {Arbeit}},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-3-658-44083-1 978-3-658-44084-8},
	url = {https://link.springer.com/10.1007/978-3-658-44084-8},
	language = {de-DE},
	urldate = {2024-07-29},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Bruns, Petra and Bruns, Werner},
	year = {2024},
	doi = {10.1007/978-3-658-44084-8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Bruns und Bruns - 2024 - Praxishandbuch Kompetenzen in der Digitalen Transf.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YUZKHZGB/Bruns und Bruns - 2024 - Praxishandbuch Kompetenzen in der Digitalen Transf.pdf:application/pdf},
}

@incollection{bruns_agilitat_2024,
	address = {Wiesbaden},
	title = {Agilität in der digitalen {Transformation}: {Scrum} als {Schlüssel} zum {Erfolg}?},
	isbn = {978-3-658-44083-1 978-3-658-44084-8},
	shorttitle = {Agilität in der digitalen {Transformation}},
	url = {https://link.springer.com/10.1007/978-3-658-44084-8_11},
	language = {de-DE},
	urldate = {2024-07-29},
	booktitle = {Praxishandbuch {Kompetenzen} in der {Digitalen} {Transformation} der {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Jakoby, Pascal},
	editor = {Bruns, Petra and Bruns, Werner},
	year = {2024},
	doi = {10.1007/978-3-658-44084-8_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {155--188},
	file = {Jakoby - 2024 - Agilität in der digitalen Transformation Scrum al.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AH3DEQXT/Jakoby - 2024 - Agilität in der digitalen Transformation Scrum al.pdf:application/pdf},
}

@incollection{bruns_dritte_2024,
	address = {Wiesbaden},
	title = {Die {Dritte} {Hand}. {Verhandeln} als {Kernkompetenz} digitaler {Transformation}},
	isbn = {978-3-658-44083-1 978-3-658-44084-8},
	url = {https://link.springer.com/10.1007/978-3-658-44084-8_12},
	language = {de-DE},
	urldate = {2024-07-29},
	booktitle = {Praxishandbuch {Kompetenzen} in der {Digitalen} {Transformation} der {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Degirmenci, Cemil and Hoeppel, Alexander},
	editor = {Bruns, Petra and Bruns, Werner},
	year = {2024},
	doi = {10.1007/978-3-658-44084-8_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {191--205},
	file = {Degirmenci und Hoeppel - 2024 - Die Dritte Hand. Verhandeln als Kernkompetenz digi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LXQ5KRKS/Degirmenci und Hoeppel - 2024 - Die Dritte Hand. Verhandeln als Kernkompetenz digi.pdf:application/pdf},
}

@incollection{bruns_chatgpt-leadership_2024,
	address = {Wiesbaden},
	title = {{ChatGPT}-{Leadership} ist wie {Digital} {Leadership} – nur krasser: {Der} {Quantensprung} in {Führung} und {Führungskultur}?!},
	isbn = {978-3-658-44083-1 978-3-658-44084-8},
	shorttitle = {{ChatGPT}-{Leadership} ist wie {Digital} {Leadership} – nur krasser},
	url = {https://link.springer.com/10.1007/978-3-658-44084-8_13},
	language = {de-DE},
	urldate = {2024-07-29},
	booktitle = {Praxishandbuch {Kompetenzen} in der {Digitalen} {Transformation} der {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Merke, Patrick},
	editor = {Bruns, Petra and Bruns, Werner},
	year = {2024},
	doi = {10.1007/978-3-658-44084-8_13},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {207--246},
	file = {Merke - 2024 - ChatGPT-Leadership ist wie Digital Leadership – nu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YYQ9E9ZZ/Merke - 2024 - ChatGPT-Leadership ist wie Digital Leadership – nu.pdf:application/pdf},
}

@book{greefrath_digitalisierung_2024,
	address = {Berlin, Heidelberg},
	series = {Mathematik {Primarstufe} und {Sekundarstufe} {I} + {II}},
	title = {Digitalisierung im {Mathematikunterricht}: {Theorie} und {Praxis} digitaler {Medien} in der {Sekundarstufe} {I}},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-3-662-68681-2 978-3-662-68682-9},
	shorttitle = {Digitalisierung im {Mathematikunterricht}},
	url = {https://link.springer.com/10.1007/978-3-662-68682-9},
	language = {de-DE},
	urldate = {2024-07-29},
	publisher = {Springer Berlin Heidelberg},
	author = {Greefrath, Gilbert and Oldenburg, Reinhard and Siller, Hans-Stefan and Ulm, Volker and Weigand, Hans-Georg},
	year = {2024},
	doi = {10.1007/978-3-662-68682-9},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Greefrath et al. - 2024 - Digitalisierung im Mathematikunterricht Theorie u.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BGN6BNVV/Greefrath et al. - 2024 - Digitalisierung im Mathematikunterricht Theorie u.pdf:application/pdf},
}

@article{liu_explainable_2024,
	title = {Explainable {Analysis} of {AI}-{Generated} {Responses} in {Online} {Learning} {Discussions}},
	abstract = {Large Language Models (LLMs) have demonstrated significant potential in enhancing online learning through features like automated question-answering systems. These systems can identify and respond to prevalent learner queries, thereby personalizing and enriching the online educational experience. However, there remains a notable gap in research regarding the performance of different models in educational settings, particularly in evaluating AI-generated content using explainable metrics. This study evaluates two distinct language models, Llama3-8B and GPT-2 small, to determine which better supports educational objectives in online environments. We used a t-test to statistically assess differences in the Flesch-Kincaid readability scores between the two models and the results indicate that both models perform well in providing support for Massive Open Online Courses (MOOCs) learners regarding their readability. We further conducted an explainable analysis of the content generated by both models, the results show that although both models can generate certain support, there is still much improvement for the comprehension and accuracy of these generated contents. Our findings recommend that the selection of an AI model for educational use should be tailored to the specific learning goals and needs of the audience. Moreover, this study underscores the importance of applying explainable and transparent metrics for assessing AI-generated content to ensure its educational efficacy and ethical integrity.},
	language = {en-GB},
	author = {Liu, Zifeng and Xing, Wanli and Li, Chenglu},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, Promotion:Weiterführung, Promotion:FU4b, \#4:Zeitschriftenartikel:MOOC},
	file = {Liu et al. - Explainable Analysis of AI-Generated Responses in .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZTX3JNUK/Liu et al. - Explainable Analysis of AI-Generated Responses in .pdf:application/pdf},
}

@article{dahri_investigating_2024,
	title = {Investigating the motivating factors that influence the adoption of blended learning for teachers’ professional development},
	volume = {10},
	issn = {24058440},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2405844024109310},
	doi = {10.1016/j.heliyon.2024.e34900},
	abstract = {Blended learning (BL), a teaching method merging online and face-to-face learning, is lauded for its potential to enrich educational outcomes and tackle challenges entrenched in conventional teaching practices. In countries like Pakistan, where equitable access to quality professional development remains an obstacle, BL is a promising avenue to surmount training barriers. While BL adoption has evolved swiftly, research into its integration within teacher training remains limited. Notably, no comprehensive model exists describing the motivational factors influencing teachers’ perceptions and intentions regarding the blended mode of teacher training. This study aims to identify the motivational elements that motivate schoolteachers in teacher training in­ stitutions in Pakistan to incorporate blended learning into their programs. The motivational factors identified in BL literature have been employed to craft a motivation model grounded in their causal relationship. This quantitative study examines the interplay between multiple motivational factors and their impact on BL adoption within teacher training and the BL envi­ ronment. Surveying 350 schoolteachers (participants) from teacher training institutions, we employed Structural Equation Modeling (SEM) techniques with Smart PLS 4.0 for data analysis. Results reveal that extrinsic and intrinsic motivational factors significantly influence teachers’ motivation to adopt BL for training. Notably, "overall training quality" and "educational envi­ ronment" were non-influential. Overall, the findings underscore that considering a blend of extrinsic and intrinsic factors can wield a 65 \% influence on BL adoption. The study’s results provide practical guidance for educational leaders, curriculum designers, and faculty members aiming to cultivate a unified blended learning environment for teacher professional development. These insights also underscore the importance of incorporating essential motivational factors into forthcoming blended learning training programs.},
	language = {en-GB},
	number = {15},
	urldate = {2024-07-29},
	journal = {Heliyon},
	author = {Dahri, Nisar Ahmed and Yahaya, Noraffandy and Al-Rahmi, Waleed Mugahed and Noman, Haitham Ameen and Alblehai, Fahad and Kamin, Yusri Bin and Soomro, Rahim Bux and Shutaleva, Anna and Al-Adwan, Ahmad Samed},
	month = aug,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Lernsystemarchitektur, Promotion:FU1, \#8:Zeitschriftenartikel:blended:learning},
	pages = {e34900},
	file = {Dahri et al. - 2024 - Investigating the motivating factors that influenc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PHVS4PBP/Dahri et al. - 2024 - Investigating the motivating factors that influenc.pdf:application/pdf},
}

@incollection{buttner_circular_2024,
	address = {Wiesbaden},
	title = {Circular {Digital} {Economy} {Lab}},
	isbn = {978-3-658-43337-6 978-3-658-43338-3},
	url = {https://link.springer.com/10.1007/978-3-658-43338-3_8},
	language = {de-DE},
	urldate = {2024-07-21},
	booktitle = {Transformation zur {Circular} {Economy}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Handmann, Uwe and Freitas Seabra Da Rocha, Saulo H. and Büttner, Sabine},
	editor = {Büttner, Sabine and Handmann, Uwe and Irrek, Wolfgang},
	year = {2024},
	doi = {10.1007/978-3-658-43338-3_8},
	note = {Series Title: Sustainable Development Goals (SDG) – Umsetzung in Praxis, Lehre und Entscheidungsprozessen},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {113--117},
	file = {Handmann et al. - 2024 - Circular Digital Economy Lab.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TGKXCUCU/Handmann et al. - 2024 - Circular Digital Economy Lab.pdf:application/pdf},
}

@incollection{tokarski_leitfaden_2024,
	address = {Wiesbaden},
	title = {Leitfaden für die {Einführung} neuer {Arbeitswelten} am {Beispiel} eines {Schweizerischen} {Bundesamtes}},
	isbn = {978-3-658-42774-0 978-3-658-42775-7},
	url = {https://link.springer.com/10.1007/978-3-658-42775-7_13},
	abstract = {Zusammenfassung
            Viele Schweizer KMU und Großunternehmen sind bemüht, die Zusammenarbeit im Rahmen der Digitalisierung zwischen Mitarbeitenden und Arbeitgebenden zu fördern. Der Druck auf dem Arbeitsmarkt steigt, als ansprechende und innovative Arbeitgebende zu bestehen. Alte Hierarchien und Dienstwege, welche sich bewährt haben, werden zunehmend an agile Organisationsformen angepasst, was wiederum Flexibilität und eine Veränderung des Führungsverständnisses erfordert. Um den Herausforderungen des Wandels zu begegnen, wurde sich auf drei relevante Dimensionen, welche die Arbeitswelt 4.0 beeinflussen, fokussiert: People, Technology und Place. Diese Fokussierung soll den Unternehmen dabei helfen, die Transformation in die agile und digitale Welt zu erleichtern und die Resultate der Veränderung zu steuern. Zur Zielerreichung, welche Chancen bei der Einführung der neuen Arbeitswelt entstehen können, wurden Interviews durchgeführt, wobei die Teilnehmenden aus unterschiedlichen Branchen stammen. Zur Datenerhebung wurde ein teilstrukturierter Interviewleitfaden genutzt. Auf Basis der gewonnenen Erkenntnisse wurden anschließend Empfehlungen ausgearbeitet. Es konnte eruiert werden, dass die öffentliche Verwaltung vor allem Chancen im Bereich der Flexibilisierung der Arbeitsstrukturen aufweist, welche sich positiv auf die Positionierung am Arbeitsmarkt und die Mitarbeitendenbindung auswirkt. Zudem können durch unterschiedliche Raumzonen die Anforderungen an die verschiedenen Arbeitsweisen gedeckt werden. Die Technologie ist zwar ein wichtiger Enabler der neuen Arbeitswelt, birgt allerdings auch große Herausforderungen im Management der verschiedenen Tools. Zu guter Letzt spielt das Thema Führung eine wesentliche Rolle, ob die Transformation in die neue Arbeitswelt glückt oder nicht.},
	language = {de-DE},
	urldate = {2024-07-14},
	booktitle = {Transformationen gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Dellenbach, Christian and Rufer, Eric},
	editor = {Tokarski, Kim Oliver and Endrissat, Nada and Kissling-Näf, Ingrid},
	year = {2024},
	doi = {10.1007/978-3-658-42775-7_13},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {283--298},
	file = {Dellenbach und Rufer - 2024 - Leitfaden für die Einführung neuer Arbeitswelten a.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3WV5JK53/Dellenbach und Rufer - 2024 - Leitfaden für die Einführung neuer Arbeitswelten a.pdf:application/pdf},
}

@incollection{tokarski_omni-channel-strategien_2024,
	address = {Wiesbaden},
	title = {Omni-{Channel}-{Strategien} im {Non}-{Food}-{Detailhandel}: {Bestandsaufnahme}, {Trends} und {Gestaltungsperspektiven}},
	isbn = {978-3-658-42774-0 978-3-658-42775-7},
	shorttitle = {Omni-{Channel}-{Strategien} im {Non}-{Food}-{Detailhandel}},
	url = {https://link.springer.com/10.1007/978-3-658-42775-7_7},
	abstract = {Zusammenfassung
            Der Einzelhandel ist nicht erst seit der Corona-Pandemie starken Veränderungen unterworfen. Geändertes Konsumverhalten und die Digitalisierung erfordern, dass sich die Anbieter anpassen, um auch künftig noch erfolgreich zu sein. Neben den stationären Absatzkanälen werden Vertriebskanäle über das Internet immer wichtiger. Sind alle Kanäle übergreifend geführt, hoch vernetzt, stark kundenfokussiert und ermöglichen ein kanalübergreifendes Einkaufserlebnis, spricht man von einer Omni-Channel-Strategie. Im Beitrag erfolgt eine Analyse der Situation im Schweizer Non-Food-Detailhandel mit Fokus auf die Fragen, welche Strategien sich bei der Transformation der Vertriebsstrukturen und -aktivitäten etabliert haben, welche für die Zukunft zu erwarten sind, und welche Voraussetzungen für die erfolgreiche Umsetzung von Omni-Channel-Strategien nötig sind. Auf Basis einer empirischen Erhebung wird ein Modell entwickelt, das Unternehmen dabei helfen soll, eine solche Strategie generieren und implementieren zu können.},
	language = {de-DE},
	urldate = {2024-07-14},
	booktitle = {Transformationen gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bühlmann, Flurin and Schellinger, Jochen},
	editor = {Tokarski, Kim Oliver and Endrissat, Nada and Kissling-Näf, Ingrid},
	year = {2024},
	doi = {10.1007/978-3-658-42775-7_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {131--165},
	file = {Bühlmann und Schellinger - 2024 - Omni-Channel-Strategien im Non-Food-Detailhandel .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DC5D8B4Z/Bühlmann und Schellinger - 2024 - Omni-Channel-Strategien im Non-Food-Detailhandel .pdf:application/pdf},
}

@incollection{tokarski_hackathon_2024,
	address = {Wiesbaden},
	title = {Hackathon als {Open} {Innovation} in der öffentlichen {Verwaltung}: {Eine} qualitative {Untersuchung} am {Beispiel} der {Data} {Hackdays} {Bern}},
	isbn = {978-3-658-42774-0 978-3-658-42775-7},
	shorttitle = {Hackathon als {Open} {Innovation} in der öffentlichen {Verwaltung}},
	url = {https://link.springer.com/10.1007/978-3-658-42775-7_5},
	abstract = {Zusammenfassung
            Der vorliegende Beitrag diskutiert die Innovationsmetode „Hackathon“ im Anwendungskontext des öffentlichen Sektors. Abgeleitet aus den Konzepten Open Government und Open Innovation wird aus der Literatur ein Überblick gegeben werden, inwieweit Innovationswettbewerbe wie ein Hackathon geeignet sind, Innovationsideen aus der Gesellschaft in die Verwaltung zu bringen und die digitale Transformation des öffentlichen Sektors zu unterstützen. Anschließend werden die Ergebnisse präsentiert, welche im Nachgang zu den erstmals vom Kanton Bern initiierten Data Hackdays 2021 geführt worden waren. Der Hackathon hat insbesondere das Potenzial, dass in der Vorbereitung gewohnte Arbeitsweisen und Routinen verlassen werden und am Anlass selber eine Auseinandersetzung mit einer interessierten Community ermöglicht wird. Die Resultate zeigen auch Schwierigkeiten in der Vorbereitung auf, welche allerdings mit zunehmender Erfahrung zu bewältigen sind.},
	language = {de-DE},
	urldate = {2024-07-14},
	booktitle = {Transformationen gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Marquez, Alex Enrique and Gees, Thomas},
	editor = {Tokarski, Kim Oliver and Endrissat, Nada and Kissling-Näf, Ingrid},
	year = {2024},
	doi = {10.1007/978-3-658-42775-7_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {85--105},
	file = {Marquez und Gees - 2024 - Hackathon als Open Innovation in der öffentlichen .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XQCHPLMS/Marquez und Gees - 2024 - Hackathon als Open Innovation in der öffentlichen .pdf:application/pdf},
}

@incollection{tokarski_digitalisierung_2024,
	address = {Wiesbaden},
	title = {Digitalisierung der öffentlichen {Verwaltung}: {Eine} empirische {Untersuchung} von {Berner} {Gemeinden} zur {Formulierung} von {Handlungsempfehlungen}},
	isbn = {978-3-658-42774-0 978-3-658-42775-7},
	shorttitle = {Digitalisierung der öffentlichen {Verwaltung}},
	url = {https://link.springer.com/10.1007/978-3-658-42775-7_2},
	abstract = {Zusammenfassung
            Die Schweiz weist im internationalen Vergleich von digitalen Dienstleistungen der öffentlichen Verwaltung (e-Government) großes Verbesserungspotenzial auf. Insbesondere die Basisdienstleistungen sind vergleichsweise wenig digitalisiert. Ausgehend von der theoretischen Grundlage zur Verwaltungsdigitalisierung sowie zu Erfolgsfaktoren der Digitalisierung, ordnet der Beitrag den Stand der Schweiz im internationalen Vergleich ein. Darauf aufbauend wird anschließend der Digitalisierungsgrad aus personeller, technologischer und organisatorischer Perspektive in ausgewählten Berner Gemeinden empirisch untersucht. Die Forschungsergebnisse zeigen, dass insbesondere bei der Erarbeitung von strategischen Grundlagen, bei der Anpassung des Führungsstils, der Kommunikation sowie bei der Adaption von Aufbau- und Ablauforganisation Handlungsbedarf besteht.},
	language = {de-DE},
	urldate = {2024-07-14},
	booktitle = {Transformationen gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Perez, Luca and Zumstein, Joël and Schwarz, Daniel},
	editor = {Tokarski, Kim Oliver and Endrissat, Nada and Kissling-Näf, Ingrid},
	year = {2024},
	doi = {10.1007/978-3-658-42775-7_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {17--39},
	file = {Perez et al. - 2024 - Digitalisierung der öffentlichen Verwaltung Eine .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FR9ULEKL/Perez et al. - 2024 - Digitalisierung der öffentlichen Verwaltung Eine .pdf:application/pdf},
}

@incollection{tokarski_digitale_2024,
	address = {Wiesbaden},
	title = {Digitale {Transformation} = mehr {Nachhaltigkeit} in der {Logistik}?: {Die} digitale {Transformation} in der {Schweizer} {Logistikbranche} und ihre {Auswirkungen} auf die {Nachhaltigkeit}},
	isbn = {978-3-658-42774-0 978-3-658-42775-7},
	shorttitle = {Digitale {Transformation} = mehr {Nachhaltigkeit} in der {Logistik}?},
	url = {https://link.springer.com/10.1007/978-3-658-42775-7_6},
	abstract = {Zusammenfassung
            Im Zuge der Corona-Pandemie wurde ersichtlich, dass das Konzept der „Green Logistics“ an Bedeutung gewinnen wird, weil im E-Commerce Just-in-time-Bestellungen anhaltend bedeutend sein werden. Die Forderung nach Nachhaltigkeit setzt die Wirtschaft generell aber speziell die Logistikbranche vor die Herausforderung, ressourceneffizient zu produzieren oder Dienstleistungen zu erbringen. Kann mit dem Einsatz von digitalen Technologien die erforderliche Ressourceneffizienz verbessert werden? Der Beitrag geht am Beispiel der Transport- und Lagerungslogistik dem Zusammenhang von digitaler Transformation und Nachhaltigkeit nach und zeigt mit einer empirischen Untersuchung in der Schweizer Logistik auf, wie man den Effekt messen kann. Erste Erhebungen weisen auf Branchenebene darauf hin, dass es einen positiven Effekt vom Einsatz digitaler Technologien auf die die ökologische und ökonomische Nachhaltigkeit gibt.},
	language = {de-DE},
	urldate = {2024-07-14},
	booktitle = {Transformationen gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Grunder, Nils Lorenz and Pešková, Marie and Gees, Thomas},
	editor = {Tokarski, Kim Oliver and Endrissat, Nada and Kissling-Näf, Ingrid},
	year = {2024},
	doi = {10.1007/978-3-658-42775-7_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {107--130},
	file = {Grunder et al. - 2024 - Digitale Transformation = mehr Nachhaltigkeit in d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D7TP38VG/Grunder et al. - 2024 - Digitale Transformation = mehr Nachhaltigkeit in d.pdf:application/pdf},
}

@incollection{tokarski_blockchain-id_2024,
	address = {Wiesbaden},
	title = {Die {Blockchain}-{ID}: {Eine} mehrheitsfähige {Lösung} für den digitalen {Identitätsnachweis} innerhalb der schweizerischen {Demokratie}?: {Polit}-ökonomische {Evaluation} einer {Blockchain}-basierten {Identitätsnachweislösung}},
	isbn = {978-3-658-42774-0 978-3-658-42775-7},
	shorttitle = {Die {Blockchain}-{ID}},
	url = {https://link.springer.com/10.1007/978-3-658-42775-7_4},
	abstract = {Zusammenfassung
            Die digitale ID gilt als wichtige Voraussetzung zur Realisierung ökonomischer, sozialer und politischer Potenziale in einer digitalen Welt. Nach der Ablehnung der E-ID-Vorlage in einer Volksabstimmung am 7. März 2021 versucht die Schweizer Politik, im Rahmen der Konzeption neuer E-ID-Lösungen die Interessen von Wissenschaft, Wirtschaft und Zivilgesellschaft besser zu berücksichtigen. Der Beitrag befasst sich mit einem E-ID-Lösungsansatz auf der Basis von Blockchain-Technologie. Die Forschungsergebnisse einer quantitativ-empirischen Befragung unter 1730 Stimmberechtigten zeigen, dass die Bevölkerung einer derartigen Lösung positiv gegenüberstehen würde. Dieser Befund gilt sowohl geschlechter-, sprach- als auch annähernd parteiübergreifend. Ferner zeigt sich, dass die Bevölkerung dem Einsatz der Blockchain-Technologie auch in anderen Anwendungsbereichen nicht generell ablehnend gegenübersteht und die teils vorhandene Skepsis mittels allgemein verständlicher Erklärungen zu überwinden ist.},
	language = {de-DE},
	urldate = {2024-07-14},
	booktitle = {Transformationen gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wackernagel, Tim and Schwarz, Daniel},
	editor = {Tokarski, Kim Oliver and Endrissat, Nada and Kissling-Näf, Ingrid},
	year = {2024},
	doi = {10.1007/978-3-658-42775-7_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {59--84},
	file = {Wackernagel und Schwarz - 2024 - Die Blockchain-ID Eine mehrheitsfähige Lösung für.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LKWMN6DE/Wackernagel und Schwarz - 2024 - Die Blockchain-ID Eine mehrheitsfähige Lösung für.pdf:application/pdf},
}

@article{odenbach_erhohung_2024,
	title = {Erhöhung der {Studierenden}-{Aktivität} in inhaltsintensiven {Lehrveranstaltungen} – {Der} {Weg} zu einem {Blended}-{Learning}-{Format}},
	language = {de-DE},
	author = {Odenbach, Stefan and Schlegel, Beatrice},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Lernsystemarchitektur, Promotion:FU3, Kompetenz, \#8:Zeitschriftenartikel:blended:learning, Prüfung},
	file = {Odenbach und Schlegel - 2024 - Erhöhung der Studierenden-Aktivität in inhaltsinte.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AJVAGLJW/Odenbach und Schlegel - 2024 - Erhöhung der Studierenden-Aktivität in inhaltsinte.pdf:application/pdf},
}

@article{emma-okon_teaching_2024,
	title = {Teaching pre-clinical medical students remotely in {Nigeria} post {Covid}-19 pandemic: can past experiences shape future directions?},
	volume = {24},
	issn = {1472-6920},
	shorttitle = {Teaching pre-clinical medical students remotely in {Nigeria} post {Covid}-19 pandemic},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-024-05508-w},
	doi = {10.1186/s12909-024-05508-w},
	abstract = {Purpose  Online teaching has gained popularity in recent years, but changes have been slower to implement in Lower or Medium Income Countries (LMIC). The aim of this research was to build upon educators’ experiences of remote teaching during Covid-19 to inform the development of a blended learning approach for teaching pre-clinical subjects at the Faculty of Biomedical Sciences at Obafemi Awolowo University, Ile-Ife, Nigeria (OAU).
Methods  The Critical Incident Technique (CIT) was used in this exploratory study. Participants were invited to either complete an online qualitative questionnaire or take part in an online structured interview, which were hosted on Microsoft platforms. Data were obtained from eighteen educators and were analyzed using thematic analysis.
Results  Findings suggest that most educators (72\%) continued to engage with remote teaching post-pandemic. All lab-based practical topics returned to being in-person, and teachers’ experiences highlighted that a new blended learning approach should focus on asynchronized online teaching of didactic subjects. Five main themes captured educators’ experiences and lessons learned regarding online teaching including: skills and training, teachers’ motivation and attitudes, internet and connectivity, learners’ behaviors, and socio-economic constraints.
Conclusion  Findings provided additional evidence on the way in which educators in LMIC would like to build upon the positive aspects of online teaching and move towards a blended learning model. However, the implementation of such an approach should consider students’ and faculty’s needs and socio-economic constraints.},
	language = {en-GB},
	number = {1},
	urldate = {2024-05-14},
	journal = {BMC Medical Education},
	author = {Emma-Okon, Beatrice and Tombs, Michal and Akomolafe, Rufus and Ayannuga, Olugbenga},
	month = may,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:FU2a, Systemanpassung, Promotion:Relevanz:4, \#8:Zeitschriftenartikel:blended:learning},
	pages = {515},
	file = {Emma-Okon et al. - 2024 - Teaching pre-clinical medical students remotely in.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EIE36UM8/Emma-Okon et al. - 2024 - Teaching pre-clinical medical students remotely in.pdf:application/pdf},
}

@article{vedder_fortbildungen_2022,
	title = {Fortbildungen mit {Blended} {Learning}},
	language = {de-DE},
	number = {5},
	journal = {Pädagogik},
	author = {Vedder, Jan},
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Bildungstheorien, Promotion:Argumentation, Promotion:Relevanz:4, Bildung, Multimedia, Promotion:FU1, \#8:Zeitschriftenartikel:blended:learning},
	pages = {28--30},
	file = {Vedder - 2023 - Fortbildungen mit Blended Learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W7M2XY9P/Vedder - 2023 - Fortbildungen mit Blended Learning.pdf:application/pdf},
}

@article{futterer_teachers_2024,
	title = {Teachers’ trajectories of technology integration during participation in an online professional development program},
	volume = {27},
	issn = {1434-663X, 1862-5215},
	url = {https://link.springer.com/10.1007/s11618-024-01251-6},
	doi = {10.1007/s11618-024-01251-6},
	abstract = {Abstract
            Technology-related professional development (PD) is a crucial strategy to prepare and encourage teachers to integrate technology into their teaching in a high-quality way. During teachers’ participation in technology-related PD, change processes occur from a current to a desired status of technology-enhanced teaching (TET). A higher probability of disruption of TET can be assumed during these change processes. However, previous research on PD is mainly based on cross-sectional data that does not provide insight into such change processes (especially during PD participation). In this study, we examined teachers’ trajectories closely during their participation in a 3-month technology-related online PD (OPD). We conducted a concurrent explanatory mixed-methods approach to analyze longitudinal data from the first four weeks of the OPD, focusing on 23 teachers who completed weekly reflection diaries. Findings from a multilevel framework revealed that most of the variances in the development of teachers’ technology integration (i.e., frequency and quality) and motivation to use technology for teaching (i.e., self-efficacy and utility value) was due to contextual factors. Using linear mixed-effects models, we found a statistically significant decrease in teachers’ quality of TET over time. Analyses of reflections on TET of extreme cases allowed us to identify possible relevant contextual characteristics related to smoother TET: 1) the use of one generic technology across lessons and 2) the use of ready-to-use domain-specific technology. Implications for practice are discussed, such as attention to unintended side effects of teachers’ TET during instructional phases of technology-related OPD.
          , 
            Zusammenfassung
            Technologiebezogene Fortbildungen (PD) sind eine bedeutende Strategie, um Lehrkräfte darauf vorzubereiten und zu ermutigen, Technologie in ihren Unterricht lernwirksam zu integrieren. Während der Teilnahme von Lehrkräften an technologiebezogenen PD finden Veränderungsprozesse von einem aktuellen zu einem gewünschten Status technologiegestützten Unterrichts (TET) statt. Während dieser Veränderungsprozesse kann eine höhere Wahrscheinlichkeit für eine Disruption des TET angenommen werden. Die bisherige Forschung zu Fortbildungen basiert jedoch hauptsächlich auf Querschnittsdaten, die keinen Einblick in solche Veränderungsprozesse – insbesondere während der Teilnahme an Fortbildungen – geben. In dieser Studie haben wir Lehrkräfte während ihrer Teilnahme an einer 3‑monatigen technologiebezogenen Onlinefortbildung (OPD) eng begleitet. Wir nutzten einen erklärenden Mixed-Methods-Ansatz zur Auswertung von Längsschnittdaten von 23 Lehrkräften, die wöchentliche Lehrertagebücher anfertigten. Die Ergebnisse eines Mehrebenenmodells zeigten, dass die meiste Varianz in der Entwicklung der Technologieintegration von Lehrkräften (d. h. Häufigkeit und Reibungslosigkeit) und ihrer Motivation für den Einsatz von Technologie im Unterricht (d. h. Selbstwirksamkeit, Nutzenswahrnehmung) in erster Linie vom Kontext abhängen. Unter Verwendung von Modellen mit linearen gemischten Effekten fanden wir einen signifikanten Rückgang des reibungslosen Einsatzes von Technologie. Die Analyse der Reflexionen von Extremfällen über TET ermöglichte es uns, potenziell relevante kontextbezogene Merkmale zu identifizieren: 1) die Verwendung einer generischen Technologie im gesamten Unterricht und 2) die Verwendung einsatzbereiter domänenspezifischer Technologie. Es werden Implikationen für die Praxis erörtert, wie z. B. die Beachtung unbeabsichtigter Nebeneffekte bei der Integration von Technologie in den Unterricht in den Einstiegsphasen von technologiebezogenen Onlinefortbildungen.},
	language = {en-GB},
	number = {3},
	urldate = {2024-07-21},
	journal = {Zeitschrift für Erziehungswissenschaft},
	author = {Fütterer, Tim and Backfisch, Iris and Lachner, Andreas},
	month = jun,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU3},
	pages = {769--801},
	file = {Fütterer et al. - 2024 - Teachers’ trajectories of technology integration d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NAFUMDFY/Fütterer et al. - 2024 - Teachers’ trajectories of technology integration d.pdf:application/pdf},
}

@article{runge_lehrkraftefortbildungen_2024,
	title = {Lehrkräftefortbildungen im {Kontext} digitaler {Medien}: {Welche} {Bedeutung} haben digitalbezogene {Fortbildungsthemen} für selbsteingeschätzte digitale {Kompetenzen} und selbstberichtetes digital gestütztes {Unterrichtshandeln}?},
	volume = {27},
	issn = {1434-663X, 1862-5215},
	shorttitle = {Lehrkräftefortbildungen im {Kontext} digitaler {Medien}},
	url = {https://link.springer.com/10.1007/s11618-024-01227-6},
	doi = {10.1007/s11618-024-01227-6},
	abstract = {Teacher training is signiﬁcant for the further development of teachers’ professional competencies and for teaching quality. In the context of digital technology, studies point to the importance of training courses dealing with digital-related topics. Little is known, however, about whether teachers’ technology-enhanced instruction or digital competencies vary depending on the training attended. Against this background, the present study investigates relations between speciﬁc digitalrelated training topics, teachers’ digital competence-related beliefs, and technologyenhanced instructional quality. For this purpose, data from 219 teachers were analyzed from an online survey conducted at the beginning of 2023, in which they reported which training courses on digital-related topics they had attended. Crosssectional path models have been run in Mplus, which illustrate that teachers reported higher digital competencies and frequently used digital technology for cognitive activation and constructive support when they reported attending digital-related training topics that combined technological and pedagogical content. In addition, indirect effects were used to show that teachers’ digital competence-related beliefs mediated the relations between trainings on “active media work,” “computer-based student support,” and “subject-speciﬁc instructional development with digital media” and technology-enhanced instructional quality. Practical implications for teacher training in the area of digital technology are derived from the present results.},
	language = {de-DE},
	number = {3},
	urldate = {2024-07-21},
	journal = {Zeitschrift für Erziehungswissenschaft},
	author = {Runge, Isabell and Scheiter, Katharina and Rubach, Charlott and Richter, Dirk and Lazarides, Rebecca},
	month = jun,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU2b},
	pages = {637--660},
	file = {Runge et al. - 2024 - Lehrkräftefortbildungen im Kontext digitaler Medie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JLM4TN2G/Runge et al. - 2024 - Lehrkräftefortbildungen im Kontext digitaler Medie.pdf:application/pdf},
}

@article{alturki_empirical_2023,
	title = {An {Empirical} {Investigation} into {Students}’ {Actual} {Use} of {MOOCs} in {Saudi} {Arabia} {Higher} {Education}},
	volume = {15},
	copyright = {https://creativecommons.org/licenses/by/4.0/},
	issn = {2071-1050},
	url = {https://www.mdpi.com/2071-1050/15/8/6918},
	doi = {10.3390/su15086918},
	abstract = {Massive Open Online Courses, or MOOCs, are a type of educational innovation where enrollment in the courses given is free and available online. The MOOCs course selection is extensive and may accommodate hundreds or thousands of students at once. The current study, however, aims to look into how the academic self-efﬁcacy of real MOOC users affects learning engagement and perseverance in higher education in Saudi Arabia. This study added the Technology Acceptance Model (TAM) to social cognitive theory. Therefore, the primary goal is to create a new model by examining the variables that affect the perceived utility and perceived service quality, as well as the students’ general perceptions of MOOCs that are really used. Therefore, this research used a quantitative approach and distributed the questionnaire online through a Google Form. It collected data from 276 King Saud University students and used it to test the hypothesized correlations using structural equation modeling (SEM-PLS). The study’s ﬁndings showed that perceptions of perceived beneﬁts and service quality consistently had a signiﬁcant inﬂuence on social interaction, inﬂuence, networks of support, and social identity. A further ﬁnding was that reported utility and perceived service quality have always been signiﬁcantly inﬂuenced by academic self-efﬁcacy in actual MOOC use. Because of this, learning engagement and perseverance in Saudi Arabian higher education are signiﬁcantly impacted by the academic self-efﬁcacy of real MOOC users. According to the ﬁndings, MOOC programs generally have a positive inﬂuence on the kingdom’s higher education system. As a result, it is almost certain that this research model will assist university decision-makers in determining whether or not MOOC usage is prevalent at Saudi educational institutions.},
	language = {en-GB},
	number = {8},
	urldate = {2024-07-17},
	journal = {Sustainability},
	author = {Alturki, Uthman and Aldraiweesh, Ahmed},
	month = apr,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, \#4:Zeitschriftenartikel:MOOC},
	pages = {6918},
	file = {Alturki und Aldraiweesh - 2023 - An Empirical Investigation into Students’ Actual U.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XFGXGD29/Alturki und Aldraiweesh - 2023 - An Empirical Investigation into Students’ Actual U.pdf:application/pdf},
}

@book{konig_auf_2024,
	title = {Auf die {Lehrperson} und ihren {Unterricht} kommt es an. {Zehn} {Jahre} empirische {Professions}- und {Unterrichtsforschung} im {IZeF} der {Universität} zu {Köln}},
	isbn = {978-3-8309-4876-6},
	url = {https://www.waxmann.com/buch4876},
	abstract = {Die Professionalität von Lehrpersonen und die Qualität ihres Unterrichts als erklärungsmächtige Faktoren für das Lernen ihrer Schüler:innen rücken seit vielen Jahren zunehmend in den Aufmerksamkeitsfokus der nationalen wie internationalen empirischen Bildungsforschung. Vor diesem Hintergrund wurde im Jahr 2014 an der Universität zu Köln das Interdisziplinäre Zentrum für empirische Lehrer:innen- und Unterrichtsforschung (IZeF) gegründet. Als wissenschaftliche Einrichtung leistet es wichtige Beiträge zur empirischen Forschung in einschlägigen Themenfeldern. Im Jahr 2024 ist es anlässlich des zehnjährigen Jubiläums des Zentrums an der Zeit für eine Zusammenschau von Kernergebnissen aus diversen Forschungsprojekten.  Dieser Band gibt einen Überblick über Erreichtes, vertieft Exemplarisches und zeigt zugleich die zentralen Entwicklungsperspektiven des IZeF für die kommenden Jahre auf. Die thematischen Schwerpunkte des IZeF liegen in den Bereichen Kompetenzmessung und Wirksamkeit der Lehrer:innenbildung, Medien und Digitalisierung, Sprachliche Bildung, Persistenz und Wandel von Schule, Unterricht und Lehrer:innenberuf sowie Psychische Gesundheit in Bildungsinstitutionen. Aus jedem dieser fünf Bereiche werden im vorliegenden Band zwei Forschungsprojekte exemplarisch dargestellt. Zwei weitere Kapitel reflektieren und bilanzieren die bisher geleistete interdisziplinäre Forschung des IZeF aus sonderpädagogischer und fachdidaktischer Perspektive.},
	language = {de-DE},
	urldate = {2024-07-13},
	publisher = {Waxmann Verlag GmbH},
	editor = {König, Johannes and Hanisch, Charlotte and Hanke, Petra and Hennemann, Thomas and Kaspar, Kai and Martens, Matthias and Strauß, Sarah},
	month = jun,
	year = {2024},
	doi = {10.31244/9783830998761},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {König et al. - 2024 - Auf die Lehrperson und ihren Unterricht kommt es a.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/73VRITC2/König et al. - 2024 - Auf die Lehrperson und ihren Unterricht kommt es a.pdf:application/pdf;König et al. - 2024 - Auf die Lehrperson und ihren Unterricht kommt es a.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T62EQQAH/König et al. - 2024 - Auf die Lehrperson und ihren Unterricht kommt es a.pdf:application/pdf},
}

@article{murtonen_creating_2019,
	title = {Creating a {National} {Digital} {Learning} {Environment} for {Enhancing} {University} {Teachers}’ {Pedagogical} {Expertise} – {The} {Case} {UNIPS}},
	volume = {18},
	issn = {16942493, 16942116},
	url = {http://ijlter.org/index.php/ijlter/article/view/1922/pdf},
	doi = {10.26803/ijlter.18.13.2},
	language = {en-GB},
	number = {13},
	urldate = {2024-07-08},
	journal = {International Journal of Learning, Teaching and Educational Research},
	author = {Murtonen, Mari and Laato, Samuli and Lipponen, Emilia and Salmento, Heidi and Vilppu, Henna and Maikkola, Merja and Vaskuri, Paula and Mäkinen, Martti and Naukkarinen, Johanna and Virkki-Hatakka, Terhi and Pajarre, Eila and Selänne, Sara and Skaniakos, Terhi},
	month = dec,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU3},
	pages = {7--29},
	file = {Murtonen et al. - 2019 - Creating a National Digital Learning Environment f.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7NBLPSPC/Murtonen et al. - 2019 - Creating a National Digital Learning Environment f.pdf:application/pdf},
}

@article{maphalala_online_2021,
	title = {Online {Learning} as a {Catalyst} for {Self}-directed {Learning} in {Universities} during the {COVID}-19 {Pandemic}},
	volume = {6},
	issn = {2468-6891},
	url = {https://ressat.org/index.php/ressat/article/view/551},
	doi = {10.46303/ressat.2021.25},
	abstract = {The COVID-19 pandemic accelerated the use of online learning and self-directed learning to motivate and engage students. Therefore, this study sought to determine how online learning fostered self-directed learning at a South African university during this period. Higher education institutions worldwide had to shut down indefinitely following guidance from health experts to contain the spread of the COVID-19 pandemic. Since education is regarded as a pillar of development for all countries, some means had to be found to keep teaching and learning going irrespective of the ongoing health crisis. Hence, online learning made it possible for university students to continue learning during the emergency university closure. This was a period of reckoning, however, as many students began experiencing challenges related to poor internet connectivity and accessing digital learning devices. Despite these challenges, the solution was to reach out to all students to ensure that they were not excluded from the learning process. The sudden transition to online learning meant that students could no longer follow a well-coordinated, structured learning schedule that was guided and supervised on campus; rather, online learning meant they had to become more independent in their learning. Independent learning encourages students to be proactive and independent, a philosophy aligned to self-directed learning (SDL). This study explored the experiences of third-year student teachers in navigating SDL through online learning platforms. The study was underpinned by self-directed learning theory and adopted a qualitative case study research design, generating data from ten student teachers using a Zoom App focus group discussion. Data were analyzed using an inductive thematic analysis framework. The study found that although SDL is appropriate because it promotes learning independently, the majority of student teachers encountered several challenges when adopting online learning, catching them off guard because they were not formally introduced to it.},
	language = {en-GB},
	number = {2},
	urldate = {2024-07-08},
	journal = {Research in Social Sciences and Technology},
	author = {Maphalala, Mncedisi Christian and Mkhasibe, Rachel Gugu and Mncube, Dumisani Wilfred},
	month = sep,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, \#0:Zeitschriftenartikel:digital:learning},
	pages = {233--248},
	file = {Maphalala et al. - 2021 - Online Learning as a Catalyst for Self-directed Le.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X7LT5A94/Maphalala et al. - 2021 - Online Learning as a Catalyst for Self-directed Le.pdf:application/pdf},
}

@article{wuttke_technologiebasiertes_2024,
	title = {Technologiebasiertes und problemorientiertes {Prüfen} in kaufmännischen {Berufen}},
	volume = {Gestaltung und Diskussion},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	url = {https://www.herausforderung-lehrerinnenbildung.de/index.php/hlz/article/view/6733},
	doi = {10.11576/HLZ-6733},
	abstract = {Berufliche Anforderungen unterliegen aktuell – nicht zuletzt durch Digitalisierung – vielen Veränderungen. Einerseits wird ein größerer Teil beruflicher (Routine-)Tätigkeiten automatisiert, andererseits stellt die verbleibende Arbeit Beschäftigte vor komplexere Herausforderungen. Noch mehr als bisher haben diese Veränderungen der Arbeitswelt Einfluss auf die berufliche Ausbildung, weil dadurch auch die Anforderungen an Absolvent*innen steigen. Insbesondere wird erwartet, dass sie in der Lage sind, kaufmännische Probleme eigenständig und kompetent zu lösen. In kaufmännischen Curricula spiegelt sich dieses anspruchsvolle Ziel schon länger wider. Curriculare Vorgaben reichen jedoch nicht aus, es muss auch hinreichend Lerngelegenheiten in Betrieb und Berufsschule geben, um diese Kompetenz systematisch zu fördern. Zudem sollte in Abschlussprüfungen Problemlösekompetenz als Teil beruflicher Handlungskompetenz erfasst werden, um Aussagen darüber zu treffen, inwiefern dieses Ziel erreicht wurde. Eine Analyse von Aufgaben aus kaufmännischen Zwischen- und Abschlussprüfungen bei Industriekaufleuten (IK) und Kaufleuten für Büromanagement (KBM) zeigt jedoch, dass überwiegend einfaches (Handlungs-)Wissen abgefragt wird. Aufgaben, die berufliche Problemlösekompetenz erfassen, spielen nur eine untergeordnete Rolle. Ursachen dafür könnten u.a. eine unzureichende Kompetenz in der Entwicklung problemorientierter Aufgaben und fehlende Weiterbildungsangebote zur Förderung dieser Kompetenz bei Prüfenden sein. Daher wurde ein Training entwickelt, durchgeführt und evaluiert, das (angehende) Lehrkräfte und Ausbildende in kaufmännischen Berufen befähigen soll, problemhaltige technologiebasierte Aufgaben zu entwickeln und kritisch mit Blick auf die Messung von Problemlösekompetenz zu reflektieren. Die technologiebasierte Umsetzung wurde gewählt, weil sich damit berufliche Anforderungssituationen authentischer modellieren lassen.},
	language = {de-DE},
	urldate = {2024-07-04},
	journal = {Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption},
	author = {Wuttke, Eveline and Seeber, Susan and Meiners, Hanna and Hartmann, Philipp and Turhan, Lütfiye and Niegemann, Helmut and Schumann, Matthias and Geiser, Carolin},
	month = jul,
	year = {2024},
	note = {Publisher: Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion (HLZ)},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Promotion:Relevanz:4, Promotion:Weiterführung, \#6:Zeitschriftenartikel:Bildung:Technologie},
	pages = {Bd. 7 Nr. 1 (2024): Herausforderung Lehrer*innenbildungAusgabe 7},
	file = {Wuttke et al. - 2024 - Technologiebasiertes und problemorientiertes Prüfe.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WQ947UI4/Wuttke et al. - 2024 - Technologiebasiertes und problemorientiertes Prüfe.pdf:application/pdf},
}

@article{liu_exploring_2022,
	title = {Exploring the {Relationship} {Between} {Social} {Interaction}, {Cognitive} {Processing} and {Learning} {Achievements} in a {MOOC} {Discussion} {Forum}},
	volume = {60},
	issn = {0735-6331, 1541-4140},
	url = {http://journals.sagepub.com/doi/10.1177/07356331211027300},
	doi = {10.1177/07356331211027300},
	abstract = {In the field of learning analytics, mining the regularities of social interaction and cognitive processing have drawn increasing attention. Nevertheless, in MOOCs, there is a lack of investigations on the combination of social and cognitive behavioral patterns. To fill in this gap, this study aimed to uncover the relationship between social interaction, cognitive processing, and learning achievements in a MOOC discussion forum. Specifically, we collected the 3925 participants’ forum data throughout 16 weeks. Social network analysis and epistemic network analysis were jointly adopted to investigate differences in social interaction, cognitive processing between two achievement groups, and the differences in cognitive processing networks between two types of communities. Finally, moderation analysis was employed to examine the moderating effect of community types between cognitive processing and learning achievements. Results indicated that: (1) the high- and low-achieving groups presented significant differences in terms of degree, betweenness, and eigenvector centrality; (2) the stronger cognitive connections were found within the high-achieving group and the instructor-led community; (3) the cognitive processing indicators including insight, discrepancy, and tentative were significantly negative predictors of learning achievements, whereas inhibition and exclusive were significantly positive predictors; (4) the community type moderated the relationship between cognitive processing and learning achievements.},
	language = {en-GB},
	number = {1},
	urldate = {2024-06-15},
	journal = {Journal of Educational Computing Research},
	author = {Liu, Zhi and Zhang, Ning and Peng, Xian and Liu, Sannyuya and Yang, Zongkai and Peng, Jiyi and Su, Zhu and Chen, Jia},
	month = mar,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Promotion:FU2a, \#4:Zeitschriftenartikel:MOOC},
	pages = {132--169},
	file = {Liu et al. - 2022 - Exploring the Relationship Between Social Interact.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NY55PJ4V/Liu et al. - 2022 - Exploring the Relationship Between Social Interact.pdf:application/pdf},
}

@incollection{mrohs_lehrvideos_2023,
	address = {Wiesbaden},
	title = {Lehrvideos und virtuelle {Lernumgebungen} in der {Studieneingangsphase}: {Anforderungen} und {Wirkungen} im {Grenzbereich} {Schule}, {Hochschule} und {Gesellschaft}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Lehrvideos und virtuelle {Lernumgebungen} in der {Studieneingangsphase}},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_26},
	abstract = {Zusammenfassung
            In Schule, Hochschule und Gesellschaft gewinnen digitale Bildungsmaterialien an Bedeutung. Im Studieneingangsbereich chemischer Studiengänge wächst gleichzeitig der Bedarf, Erstsemestern mit zunehmend diversen Bildungshintergründen ein individuell nutzbares Selbstlernangebot zur Verfügung zu stellen, um ihnen eine realistische Einschätzung relevanter Handlungsfelder ihres Studiums zu ermöglichen und den Studieneinstieg zu erleichtern. Mit offenen Plattformen, wie YouTube, können solche Angebote über die eigentliche Zielgruppe hinaus bis in die Gesellschaft wirken. Zudem bieten virtuelle Lernwelten neue Möglichkeiten, Wissenschaft erlebbar zu machen. Damit können Unsicherheiten insbesondere im Studieneingangsbereich abgebaut und eine inhaltgetriebene Lernmotivation gefördert werden.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Burdinski, Dirk},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_26},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {369--392},
	file = {Burdinski - 2023 - Lehrvideos und virtuelle Lernumgebungen in der Stu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FA7XXQQ2/Burdinski - 2023 - Lehrvideos und virtuelle Lernumgebungen in der Stu.pdf:application/pdf},
}

@incollection{mrohs_systematische_2023,
	address = {Wiesbaden},
	title = {Systematische {Optimierung} der digitalen {Videoanalyseplattform} {ViviAn} für die {Lehrkräftebildung} – {Ein} {Design}-{Based} {Research} {Ansatz}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_27},
	abstract = {Zusammenfassung
            ViviAn (Videovignetten zur Analyse von Unterrichtsprozessen) ist eine Online-Lernplattform, die an vielen Standorten im deutschsprachigen Raum in der Lehrkräftebildung an Hochschulen und darüber hinaus (etwa in Studienseminaren) eingesetzt wird. ViviAn wird im Rahmen eines Forschungsprojekts im Design-Based Research Ansatz systematisch weiterentwickelt, um die Plattform dauerhaft an Bedürfnisse der Nutzer:innen sowie an technische Entwicklungen angepasst zu halten. Ein weiteres explizites Ziel besteht darin, die Feedbackoptionen innerhalb von ViviAn weiter zu elaborieren. In diesem Beitrag werden das Gesamtprojekt sowie ausgewählte Ergebnisse erster Mikrozyklen vorgestellt. Durch die Realisierung einer prozessbegleitenden Usability-Evaluation konnte bereits eine notwendige Anpassung an mobile Endgeräte identifiziert werden.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rieger, Marc Bastian and Scherb, Christian Alexander and Roth, Jürgen},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_27},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {393--413},
	file = {Rieger et al. - 2023 - Systematische Optimierung der digitalen Videoanaly.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/75CKKH9S/Rieger et al. - 2023 - Systematische Optimierung der digitalen Videoanaly.pdf:application/pdf},
}

@incollection{mrohs_lehre_2023,
	address = {Wiesbaden},
	title = {Lehre qualitativer {Forschungsmethoden} im digitalen {Raum} und ihre didaktische {Ausgestaltung}: {Zum} {Umgang} {Studierender} mit {Elementen} des {Digitalen}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Lehre qualitativer {Forschungsmethoden} im digitalen {Raum} und ihre didaktische {Ausgestaltung}},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_28},
	abstract = {Zusammenfassung
            In dem Beitrag werden zum einen Einblicke in eine mit dem didaktischen Konzept des flipped classrooms im digitalen Raum ausgebrachten Vorlesung zu qualitativen Forschungsmethoden gegeben. Es wird veranschaulicht, wie asynchrone und synchrone Phasen mit digitalen Elementen ausgestaltet und aufeinander bezogen werden. Zum anderen wird die Lehrveranstaltung empirisch in den Blick genommen und perspektiviert, wie Studierende mit den unterschiedlichen Elementen der im digitalen Raum ausgebrachten Vorlesung umgegangen sind und diese erfahren haben. Es wird aufgezeigt, dass Studierende zwischen Freiheiten, die mit dem didaktischen Konzept des flipped classrooms einhergehen, und dem Schaffen eigener Verbindlichkeiten changieren und die digitalen Elemente an ihren eigenen Lernbedarf ausrichten.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Epp, André},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_28},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {415--438},
	file = {Epp - 2023 - Lehre qualitativer Forschungsmethoden im digitalen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WQRNXFIV/Epp - 2023 - Lehre qualitativer Forschungsmethoden im digitalen.pdf:application/pdf},
}

@incollection{mrohs_online_2023,
	address = {Wiesbaden},
	title = {Online {Educational} {Escape} {Rooms} – {Ein} {Fallbeispiel}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_15},
	abstract = {Zusammenfassung
            
              Aufgrund der Covid-19-Pandemie haben virtuelle Lernformate an Bedeutung gewonnen. Insbesondere in der Hochschullehre werden innovative Methoden gesucht, um die Motivation und interaktive Einbindung von Student:innen zu fördern. In diesem Beitrag wird eine Fallstudie zu einem edukativen Online Escape Room an der Universität Koblenz-Landau vorgestellt. Das Masterseminar „Management und Führung“ mit
              N
               = 18 Student:innen und der Webdienst „Gather“ dienten als Basis. Mittels eines Mixed-Methods Ansatzes wurde evaluiert, ob der Lernerfolg, die intrinsische Motivation und die Kollaboration der Student:innen durch den Einsatz des Escape Rooms gesteigert werden konnte und wie die UX bewertet wurde. Neben den Ergebnissen werden Limitationen sowie Implikationen für die Hochschullehre diskutiert.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hörsch, Hella and Von Korflesch, Harald F. O. and Krath, Jeanine and Köhler, Jessica},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_15},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {223--244},
	file = {Hörsch et al. - 2023 - Online Educational Escape Rooms – Ein Fallbeispiel.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T6RPPFNY/Hörsch et al. - 2023 - Online Educational Escape Rooms – Ein Fallbeispiel.pdf:application/pdf;Hörsch et al. - 2023 - Online Educational Escape Rooms – Ein Fallbeispiel.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R7JJFUHT/Hörsch et al. - 2023 - Online Educational Escape Rooms – Ein Fallbeispiel.pdf:application/pdf},
}

@incollection{mrohs_embedded_2023,
	address = {Wiesbaden},
	title = {Embedded {Micro} {Degree} an der {RWU} – {Umsetzung} eines {MATLAB}-{Grundlagenkurses} als {Best}-{Practice}-{Beispiel}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_17},
	abstract = {Zusammenfassung
            Mit dem Lehr-Lernformat Micro Degrees passt sich das Bildungssystem dem schnelllebigen, digitalen Wandel in der Gesellschaft und Arbeitswelt an. In diesem Beitrag wird der Aufbau eines Embedded Micro Degrees (MDs) anhand eines ersten Best-Practice-Beispiels zum Thema MATLAB-Grundlagen an der Hochschule Ravensburg-Weingarten (RWU) beschrieben. Besonders wird dabei auf die Umsetzung des MDs eingegangen und die dafür angewendeten Tools beschrieben. Eine wichtige Rolle spielen dabei Open Badges, die nach erfolgreichem Bestehen eines MDs vergeben werden.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Frey, Ilona and Kaufmann, Saara},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_17},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {251--257},
	file = {Frey und Kaufmann - 2023 - Embedded Micro Degree an der RWU – Umsetzung eines.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4MVL3XBG/Frey und Kaufmann - 2023 - Embedded Micro Degree an der RWU – Umsetzung eines.pdf:application/pdf;Frey und Kaufmann - 2023 - Embedded Micro Degree an der RWU – Umsetzung eines.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/447NF34M/Frey und Kaufmann - 2023 - Embedded Micro Degree an der RWU – Umsetzung eines.pdf:application/pdf},
}

@incollection{mrohs_feedback_2023,
	address = {Wiesbaden},
	title = {A feedback component that leverages counterfactual explanations for smart learning support},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_19},
	abstract = {The growing prevalence of digital learning in higher education is accompanied by challenges regarding students’ self-regulated learning. While there is a plethora of behavioral interventions that aim at supporting students’ selfregulated learning, they often do not consider the heterogeneity of students in their intervention design. This paper presents a novel feedback intervention that leverages the potential of machine learning and counterfactual explanations for providing personalized feedback to support students’ learning. Ultimately, this approach could automatically adapt to different courses and thereby empower scalable and effective feedback.},
	language = {en-GB},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Günther, Sebastian A. and Haag, Felix and Hopf, Konstantin and Handschuh, Philipp and Klose, Maria and Staake, Thorsten},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_19},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {285--291},
	file = {Günther et al. - 2023 - A feedback component that leverages counterfactual.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P6S73TPN/Günther et al. - 2023 - A feedback component that leverages counterfactual.pdf:application/pdf;Günther et al. - 2023 - A feedback component that leverages counterfactual.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FFNTAWHN/Günther et al. - 2023 - A feedback component that leverages counterfactual.pdf:application/pdf},
}

@incollection{mrohs_aufgabenbearbeitungen_2023,
	address = {Wiesbaden},
	title = {Aufgabenbearbeitungen von {Schüler}:innen multimedial erfassen: {Screencasts} als {Refexionsinstrument} in der {Lehrer}:innenbildung},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Aufgabenbearbeitungen von {Schüler}},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_22},
	abstract = {Zusammenfassung
            Grundschullehramtsstudierende der Martin-Luther-Universität Halle-Wittenberg erhalten im Rahmen eines wahlobligatorischen Lehr-Lernlabor-Seminars die Möglichkeit, theoriebasiert Lernaufgaben für den Rechtschreibunterricht zu entwickeln und diese mit Grundschüler:innen zu erproben. Um detaillierte Einblicke in die Bearbeitungs- und Kommunikationsprozesse der Schüler:innen zu erhalten, werden via Screencast (Bildschirmaufnahme) die Gespräche der Schüler:innen simultan mit ihren Bearbeitungen am Tablet-PC aufgezeichnet. Die Videovignetten dienen den Studierenden als Reflexionsgrundlage zur Identifikation von Problemstellen und Hürden in ihrer eigens entwickelten Aufgabe. Sie geben Anhaltspunkte zur gezielten Überarbeitung des Aufgabendesigns},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kunz, Saskia Jessica},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_22},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {309--315},
	file = {Kunz - 2023 - Aufgabenbearbeitungen von Schülerinnen multimedia.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QD65QM56/Kunz - 2023 - Aufgabenbearbeitungen von Schülerinnen multimedia.pdf:application/pdf},
}

@incollection{mrohs_storytelling_2023,
	address = {Wiesbaden},
	title = {Storytelling bei der {Vermittlung} von {Data} {Literacy} in der {Hochschullehre} – ein {Praxisbeispiel}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_16},
	abstract = {Zusammenfassung
            
              In diesem Beitrag wird der interaktive Online-Kurs
              Mit Emma durch den Datendschungel
              vorgestellt, welcher an der Fakultät für Erziehungswissenschaft der Universität Bielefeld im Rahmen der Förderlinie Curriculum 4.0.nrw entwickelt und erprobt wird. Ziel ist es, Data Literacy an Studierende der Erziehungswissenschaft und der Bildungswissenschaften zu vermitteln. Inhaltlich orientiert sich der Kurs an dem Datenlebenszyklus. Didaktisch liegt dem Kurs die Methode des Storytellings zugrunde.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Erhardt, Yvonne and Gausling, Pia and Böhm-Kasper, Oliver},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_16},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {245--250},
	file = {Erhardt et al. - 2023 - Storytelling bei der Vermittlung von Data Literacy.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U2SVUMZX/Erhardt et al. - 2023 - Storytelling bei der Vermittlung von Data Literacy.pdf:application/pdf;Erhardt et al. - 2023 - Storytelling bei der Vermittlung von Data Literacy.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/68PTRIYP/Erhardt et al. - 2023 - Storytelling bei der Vermittlung von Data Literacy.pdf:application/pdf},
}

@incollection{mrohs_smart_2023,
	address = {Wiesbaden},
	title = {Smart {Success}: {Der} {Einsatz} digitaler {Tools} zur {Stärkung} des {Beratungs}- und {Unterstützungssystems}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Smart {Success}},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_20},
	abstract = {Zusammenfassung
            Studienberatung und andere Unterstützungsstrukturen für Studierende sind wichtig, um Studienabbruch zu verhindern und Studienerfolg zu fördern. Häufig nutzen Studierende diese Angebote jedoch nicht. Digitale Tools können dabei helfen, Studienberatung und andere Unterstützungsstrukturen sichtbar zu machen und Studierende zu ihrer Nutzung zu motivieren. In diesem Artikel werden zwei digitale Tools vorgestellt, die zu diesem Zweck an der Hochschule Osnabrück entwickelt wurden.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lutz, Lukas},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_20},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {293--299},
	file = {Lutz - 2023 - Smart Success Der Einsatz digitaler Tools zur Stä.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I9RCC467/Lutz - 2023 - Smart Success Der Einsatz digitaler Tools zur Stä.pdf:application/pdf;Lutz - 2023 - Smart Success Der Einsatz digitaler Tools zur Stä.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6QRPL36N/Lutz - 2023 - Smart Success Der Einsatz digitaler Tools zur Stä.pdf:application/pdf},
}

@incollection{mrohs_digitale_2023,
	address = {Wiesbaden},
	title = {Das digitale {Feedback}-{Portfolio}: {Feedbackkultur} und professionelle {Kompetenzen} im {Lehramtsstudium} entwickeln},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Das digitale {Feedback}-{Portfolio}},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_21},
	abstract = {Zusammenfassung
            Das digitale Feedback-Portfolio unterstützt Studierende Verbindungslinien zwischen einzelnen Inhalten im Lehramtsstudium zu ziehen und diese nachhaltig zu verarbeiten. Um den Stand der Fähigkeiten und des Wissens sichtbar zu machen, werden Reflexionsprozesse innerhalb von Lehrveranstaltungen mithilfe von unterschiedlichen Aufgaben angestoßen, die von Studierenden im Rahmen von Portfolioeinträgen bearbeitet werden. Reflexion erfolgt dabei u. a. mittels Feedbackschleifen auf vier Ebenen: Feedback geben, Feedback nehmen, Feedback erfragen und Feedback verarbeiten.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Laube, Sebastian and Ohl, Franziska and Harring, Marius and Imhof, Margarete},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_21},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {301--307},
	file = {Laube et al. - 2023 - Das digitale Feedback-Portfolio Feedbackkultur un.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ATSX4U36/Laube et al. - 2023 - Das digitale Feedback-Portfolio Feedbackkultur un.pdf:application/pdf},
}

@incollection{mrohs_studie_2023,
	address = {Wiesbaden},
	title = {Studie zum {Nutzen} persönlicher {E}-{Mails} in der {Online}- und {Präsenzlehre}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_5},
	abstract = {Zusammenfassung
            In großen Onlinevorlesungen fehlt Studierenden manchmal die Motivation, sich mit den Kursinhalten auseinanderzusetzen. Die in diesem Beitrag vorgestellte Studie zeigt: regelmäßige persönliche E-Mails können die Lehr- und Lernkultur verbessern. In einer Online-Informatik-Grundlagenvorlesung im Sommersemester 2021 wurde dazu das Kommunikations- und Nutzungsverhalten von 473 Studierenden auf mehreren Lernplattformen ausgewertet. In einer Umfrage am Semesterende konnten die Studierenden darüber hinaus ihre subjektive Einschätzung zu den Kommunikationsangeboten abgeben. Die Auswertung zeigt, dass Studierende persönliche E-Mails von Lehrenden schätzen und dass diese einen signifikanten Einfluss auf das Kommunikationsverhalten haben, aber nicht unbedingt auf das Nutzungsverhalten von Lernangeboten.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Mühlhauser, Michael and Herrmann, Dominik},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_5},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {63--89},
	file = {Mühlhauser und Herrmann - 2023 - Studie zum Nutzen persönlicher E-Mails in der Onli.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZMIHYHUD/Mühlhauser und Herrmann - 2023 - Studie zum Nutzen persönlicher E-Mails in der Onli.pdf:application/pdf},
}

@incollection{mrohs_padagogik_2023,
	address = {Wiesbaden},
	title = {Pädagogik lost in {Code}: {Operative} {Fehlformen} des {Lehrens} im {Digitalsolipsismus}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Pädagogik lost in {Code}},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_6},
	abstract = {Zusammenfassung
            Der Beitrag argumentiert, dass die Handlungspraxis der Lehre operativ als idealtypische Form pädagogischer Zeigestruktur zu fassen ist. Im präsenzlosen Digitalsolipsismus an Universitäten während der coronapolitischen Schließungen kippte Lehre in operative Fehlformen des Lehrens. Diese Fehlformen sind keinesfalls harmlos, sondern zeitigen erheblich ungleichheitswirksame Effekte für Bildungsbiographien; ungleiche Lernvoraussetzungen werden erzeugt bzw. bereits vorhandene Differenzen im Chancengefüge verstärkt statt kompensiert. Dies bedeutet letztlich eine fatale pädagogische Regression in feudal-privatistische, neoliberalisierte Lehr-Lern-Verhältnisse, die aus ungleichheits-, vulnerabilitäts- und bildungsgerechtigkeitstheoretischer Überlegung aufs Schärfste zu verurteilen ist und künftig mit aller Kraft vereitelt werden muss.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Dobmeier, Florian},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_6},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {91--99},
	file = {Dobmeier - 2023 - Pädagogik lost in Code Operative Fehlformen des L.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PNFQAZCR/Dobmeier - 2023 - Pädagogik lost in Code Operative Fehlformen des L.pdf:application/pdf},
}

@incollection{mrohs_von_2023,
	address = {Wiesbaden},
	title = {Von der {Toolisierung} zur {Enkulturation} der {Digitälität}: {Förderung} einer neuen {Lernkultur} anhand des {Writing} {Lab} der {FHWien} der {WKW}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Von der {Toolisierung} zur {Enkulturation} der {Digitälität}},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_8},
	abstract = {Zusammenfassung
            Im Zuge aktueller gesellschaftlicher Veränderungen stehen Hochschulen und Universitäten vor der Aufgabe, eine neue Lernkultur zu entwickeln. Hierbei spielt die zunehmende Digitalisierung des Lehrens und Lernens eine wesentliche Rolle. Im vorliegenden Beitrag entwickeln wir die These, dass eine Reduktion mediendidaktischen Handelns auf den kompetenten Einsatz von Tools noch nicht zu der anvisierten neuen Lernkultur führt und pädagogisch problematisch ist. Daran anschließend wird am Beispiel des geförderten Projekts „Writing Lab @FHWien der WKW“ skizziert, wie wir an der eigenen Hochschule eine neue Lernkultur mitgestalten möchten.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ruge, Wolfgang B. and Schwaiger, Silke},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_8},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {117--132},
	file = {Ruge und Schwaiger - 2023 - Von der Toolisierung zur Enkulturation der Digitäl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PMWUV45M/Ruge und Schwaiger - 2023 - Von der Toolisierung zur Enkulturation der Digitäl.pdf:application/pdf},
}

@incollection{mrohs_social_2023,
	address = {Wiesbaden},
	title = {Social {Learning} – {Innovative} {Zusammenarbeit} im digitalen {Zeitalter} gestalten mit der {Methode} {Working} {Out} {Loud}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_12},
	abstract = {Zusammenfassung
            Der Beitrag stellt ein didaktisches Konzept für die Hochschullehre vor, bei dem selbstgesteuertes Lernen in Netzwerken und Kollaboration in besonderer Weise gefördert wird. Das Format hat sich in Evaluationen als äußerst positiv für das Lernen in Gruppen und die persönliche Entwicklung erwiesen. Es leistet einen wichtigen Beitrag zu einer neuen Lernkultur in der modernen und digitalen Hochschullehre. In diesem digitalen Lehrkonzept wurde das Format Working Out Loud (WOL) auf die Hochschullehre übertragen. Studierende arbeiten in Online-Teams, bauen Netzwerke auf und unterstützen sich als Peers. Der begleitete, kompetenzorientierte Selbstlernprozess führt zu intensiven Kommunikations-/Reflexionsprozessen und zeigt Studierenden für ihre Lern- und Arbeitsmethoden zukunftsweisende Formate auf.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Oelker, Birgit and Meißner, Anne},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_12},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {185--208},
	file = {Oelker und Meißner - 2023 - Social Learning – Innovative Zusammenarbeit im dig.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ML8KAFM2/Oelker und Meißner - 2023 - Social Learning – Innovative Zusammenarbeit im dig.pdf:application/pdf},
}

@incollection{mrohs_living_2023,
	address = {Wiesbaden},
	title = {Living {Learning} {Materials} im {Fokus} digitaler universitärer {Lehre}: {Zum} {Zusammenspiel} vom reflexiven {Lernen} über und gemeinsamem {Gestalten} von digitalen {Bildungsmaterialien}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Living {Learning} {Materials} im {Fokus} digitaler universitärer {Lehre}},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_14},
	abstract = {Zusammenfassung
            Die Idee der Living Learning Materials (LLM) bezieht sich auf einen reflexiven Umgang mit digitalen Bildungsmaterialien sowie entsprechenden OER-Plattformen hinsichtlich ihrer inklusionsförderlichen Potenziale und tut dies basierend auf einer Verschränkung der Lehre, Forschung und digitalen Communities of Practice. Den Ausgangspunkt universitärer Lehre bildet mit diesem Zuschnitt die kritische Beurteilung und Verbesserung von OER-Materialien basierend auf einem Kriterienkatalog zur Inklusionssensibilität und Qualität. Lehre wird damit in mehrfacher Hinsicht digital: Sie findet unter Hinzunahme digitaler Angebote statt und basiert zudem auf der kritischen gemeinsamen Reflexion über digitale Bildungsmaterialien. Hierdurch wird Studierenden die kritische und vielperspektivische Auseinandersetzung mit der Bildung in der „Kultur der Digitalität“ (Stalder 2016) ermöglicht.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pieper, Marlene and Vogt, Michaela and Bierschwale, Christoph},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_14},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {215--221},
	file = {Pieper et al. - 2023 - Living Learning Materials im Fokus digitaler unive.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/798UEZ5S/Pieper et al. - 2023 - Living Learning Materials im Fokus digitaler unive.pdf:application/pdf;Pieper et al. - 2023 - Living Learning Materials im Fokus digitaler unive.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BXP2C43G/Pieper et al. - 2023 - Living Learning Materials im Fokus digitaler unive.pdf:application/pdf},
}

@incollection{mrohs_corona-pandemie_2023,
	address = {Wiesbaden},
	title = {Die {Corona}-{Pandemie}: {Zeitenwende} oder nur ein kurzes {Intermezzo} in der {Prüfungskultur}?},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Die {Corona}-{Pandemie}},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_4},
	abstract = {Zusammenfassung
            Vor Beginn der Corona-Pandemie fanden an den meisten Universitäten und Hochschulen in Deutschland die Prüfungen fast ausschließlich analog und in Präsenz statt. Doch durch das Infektionsgeschehen mussten nahezu alle dieser Einrichtungen kurzfristig auf verschiedene Online-Prüfungsformate ausweichen. Da an der TU München im Rahmen eines Projekts zu diesem Zeitpunkt eine grundlegende Infrastruktur für automatisiert beaufsichtigte Prüfungen vorhanden war, wurde während der Corona-Semester eine große Anzahl von Prüfungen in diesem Format durchgeführt. Die Prüfungsevaluationen aus vier Semestern geben nun einen Einblick in die Veränderung der Wahrnehmung dieser Prüfungsform durch die Studierenden über die Zeit und tragen somit zur Beschreibung der aktuellen Prüfungskultur bei.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Baume, Matthias and Muris-Wendt, Nina},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_4},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {37--62},
	file = {Baume und Muris-Wendt - 2023 - Die Corona-Pandemie Zeitenwende oder nur ein kurz.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VXKY8Q3X/Baume und Muris-Wendt - 2023 - Die Corona-Pandemie Zeitenwende oder nur ein kurz.pdf:application/pdf},
}

@incollection{mrohs_innovativ_2023,
	address = {Wiesbaden},
	title = {Innovativ sein: {Verständnis} von innovativer {Lehre} in der {Lehrer}:innenbildung und {Implikationen} für die {Förderung} innovativer {Lehrkonzepte} im {Sinne} einer modernen {Hochschullehre}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Innovativ sein},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_9},
	abstract = {Zusammenfassung
            Innovationen in der Hochschullehre sichern deren Qualität und ermöglichen die Reaktion auf gesellschaftliche Entwicklungen. Angehende Lehrer:innen auf die Bedingungen der Digitalität vorzubereiten, bedingt die Weiterentwicklung von Lehrkonzepten in der Lehrer:innenbildung. Der Beitrag bietet Einblick in das Unterstützungsangebot „Vordenker:innen – Lehre neu gedacht“ an der MLU Halle-Wittenberg. Ziel des Programms ist es, Lehrende der Lehrer:innenbildung zum innovativen Handeln zu befähigen und Herausforderungen im Einsatz mit digitalen Medien zu bewältigen. In der Begleitforschung wurden das Verständnis zu innovativer Lehre sowie die Bedeutung struktureller und kultureller Bedingungen für innovative Lehrentwicklung aus Lehrendenperspektive ermittelt und Maßnahmen zur Förderung abgeleitet.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kofahl, Paula},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_9},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {133--153},
	file = {Kofahl - 2023 - Innovativ sein Verständnis von innovativer Lehre .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TFDDXQW3/Kofahl - 2023 - Innovativ sein Verständnis von innovativer Lehre .pdf:application/pdf},
}

@incollection{mrohs_digitalitat_2023,
	address = {Wiesbaden},
	title = {Digitalität und {Interkulturalität} {Hand} in {Hand}: {Ausbau} der {Technologieakzeptanz} und interkulturellen {Kompetenz} von {Lehramtsstudierenden}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Digitalität und {Interkulturalität} {Hand} in {Hand}},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_10},
	abstract = {Zusammenfassung
            
              Im Projekt
              Vis-à-vis
              arbeiten Lehramtsstudierende aus Deutschland, Israel und Österreich über fünf Wochen online in trinationalen Gruppen in Form des problembasierten Lernens zusammen. Durch dieses internationale und digitale Projekt konnte einerseits die interkulturelle Kompetenz und andererseits die Technologieakzeptanz der Studierenden gesteigert werden. Bei der Analyse der Daten wurde ein Mixed-Methods-Ansatz verfolgt. Hierzu wurden vor und nach der Intervention ausgefüllte Fragebögen quantitativ ausgewertet. Während des Projekts führten die Studierenden Lerntagebücher und arbeiteten an Concept-Maps, wobei erstere qualitativ untersucht wurden und letztere quantitativ.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Paffenholz, Andreas and Dähling, Christoph and Standop, Jutta and Weinberger, Alfred},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_10},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {155--161},
	file = {Paffenholz et al. - 2023 - Digitalität und Interkulturalität Hand in Hand Au.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SFJYQI38/Paffenholz et al. - 2023 - Digitalität und Interkulturalität Hand in Hand Au.pdf:application/pdf},
}

@incollection{mrohs_digitale_2023-1,
	address = {Wiesbaden},
	title = {Digitale {Kulturen} der {Lehre} entwickeln: {Einleitende} {Verortungen}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_1},
	abstract = {Zusammenfassung
            Der Beitrag führt vor dem Hintergrund der Theorie der Kultur der Digitalität (Felix Stalder) in den vorliegenden Sammelband ein und wendet diesen theoretischen Rahmen auf Hochschulen und die Entwicklung der Hochschullehre an. Es werden die zentralen Strukturbedingungen umrissen und davon ausgehend Erfordernisse für die Entwicklung einer Kultur der Digitalität an der Universität Bamberg skizziert, die im Rahmen des Projekts „Digitale Kulturen der Lehre entwickeln (DiKuLe)“ beforscht und entwickelt werden. Abschließend gibt der Beitrag einen Ausblick auf die Beiträge des Sammelbandes, die neue Konzepte, Gestaltungsmöglichkeiten und Evaluationsergebnisse digitaler Lehr-Lernarrangements vorstellen.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Mrohs, Lorenz and Herrmann, Dominik and Franz, Julia and Lindner, Konstantin and Staake, Thorsten},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_1},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--6},
	file = {Mrohs et al. - 2023 - Digitale Kulturen der Lehre entwickeln Einleitend.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9AH7DRDL/Mrohs et al. - 2023 - Digitale Kulturen der Lehre entwickeln Einleitend.pdf:application/pdf;Mrohs et al. - 2023 - Digitale Kulturen der Lehre entwickeln Einleitend.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M528H6IW/Mrohs et al. - 2023 - Digitale Kulturen der Lehre entwickeln Einleitend.pdf:application/pdf},
}

@incollection{mrohs_rolle_2023,
	address = {Wiesbaden},
	title = {Die {Rolle} der {Digitalisierungsstrategien} bei der {Implementierung} digitaler {Lehre}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_3},
	abstract = {Zusammenfassung
            Der Beitrag stellt die Ergebnisse einer empirischen Studie an acht europäischen Hochschulen mit insgesamt 68 Interviews vor und geht der Frage nach dem Verhältnis der jeweiligen Digitalisierungsstrategie zwischen Hochschulleitung, Fakultätsleitung und Lehrenden nach. Es zeigt sich, dass die Entwicklung von Digitalisierungsstrategien durch die Coronapandemie einen Aufschwung erfahren hat. Die Lehrenden waren allerdings selten über Digitalisierungsstrategien informiert und der Fakultät war die Umsetzung der Digitalisierungsstrategien überlassen. Zur Erklärung dieses Phänomens eignet sich die Theorie lose gekoppelter Systeme von Karl E. Weick, die sich auf Hochschulen übertragen lässt.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schäfer, Len Ole and Deacon, Bronwen and Laufer, Melissa},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_3},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {29--35},
	file = {Schäfer et al. - 2023 - Die Rolle der Digitalisierungsstrategien bei der I.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/58KDBMYJ/Schäfer et al. - 2023 - Die Rolle der Digitalisierungsstrategien bei der I.pdf:application/pdf;Schäfer et al. - 2023 - Die Rolle der Digitalisierungsstrategien bei der I.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/252U9TN3/Schäfer et al. - 2023 - Die Rolle der Digitalisierungsstrategien bei der I.pdf:application/pdf},
}

@article{belmar_taking_2023,
	title = {Taking advantage of asynchronous digital feedback: development of an at-home basic suture skills training program for undergraduate medical students that facilitates skills retention},
	volume = {2},
	issn = {2731-4588},
	shorttitle = {Taking advantage of asynchronous digital feedback},
	doi = {10.1007/s44186-023-00112-w},
	abstract = {PURPOSE: To date, there are no training programs for basic suturing that allow remote deliberate practice. This study seeks to evaluate the effectiveness of a basic suture skills training program and its 6-month skill retention applying unsupervised practice and remote digital feedback.
METHODS: Fourth-year medical-student trainees reviewed instructional videos from a digital platform and performed unsupervised practice as needed at their homes. When they felt competent, trainees uploaded a video of themselves practicing the skill. In {\textless} 72 h, they received expert asynchronous digital feedback. The course had two theoretical stages and five video-based assessments, where trainees performed different suturing exercises. For the assessment, a global (GRS) and specific rating scale (SRS) were used, with a passing score of 20 points (max:25) and 15 (max:20), respectively. Results were compared to previously published work with in-person expert feedback (EF) and video-guided learning without feedback (VGL). A subgroup of trainees underwent a 6-month skills retention assessment.
RESULTS: Two-hundred and forty-three trainees underwent the course between March and December 2021. A median GRS of 24 points was achieved in the final assessment, showing significantly higher scores (p {\textless} 0.001) than EF and VGL (20.5 and 15.5, respectively). Thirty-seven trainees underwent a 6-month skills retention assessment, improving in GRS (23.38 vs 24.03, p value = 0.06) and SRS (18.59 vs 19, p value = 0.07).
CONCLUSION: It is feasible to teach basic suture skills to undergraduate medical students using an unsupervised training course with remote and asynchronous feedback through a digital platform. This methodology allows continuous training with the repetition of quality practice, personalized feedback, and skills retention at 6 months.},
	language = {en-GB},
	number = {1},
	journal = {Global Surgical Education: Journal of the Association for Surgical Education},
	author = {Belmar, Francisca and Gaete, María Inés and Durán, Valentina and Chelebifski, Slavka and Jarry, Cristián and Ortiz, Catalina and Escalona, Gabriel and Villagrán, Ignacio and Alseidi, Adnan and Zamorano, Elga and Pimentel, Fernando and Crovari, Fernando and Varas, Julián},
	year = {2023},
	pmid = {38013870},
	pmcid = {PMC9900196},
	keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Basic suture skills, Distance-based simulation, Medicine students},
	pages = {32},
	file = {Belmar et al. - 2023 - Taking advantage of asynchronous digital feedback.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6FDNLQ6C/Belmar et al. - 2023 - Taking advantage of asynchronous digital feedback.pdf:application/pdf},
}

@incollection{alexander_empowering_2023,
	address = {New York},
	edition = {1},
	title = {Empowering {Faculty} to {Design} {TechnologyEnriched} {Student} {Learning}},
	isbn = {978-1-003-44833-4},
	url = {https://www.taylorfrancis.com/books/9781003448334/chapters/10.4324/9781003448334-5},
	language = {en-GB},
	urldate = {2024-07-08},
	booktitle = {Transforming {Digital} {Learning} and {Assessment}},
	publisher = {Routledge},
	author = {Sullivan, Roberta Robin and Van Putten, Cherie and Cole, Emily and Fulcher-Rood, Katrina and Kruger, Jessica and Sipley, Gina and Rigolino, Rachel and Herman, Jennifer H.},
	collaborator = {Alexander, Bryan and Maki, Peggy L. and Shea, Peter},
	month = jun,
	year = {2023},
	doi = {10.4324/9781003448334-5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {99--123},
	file = {Sullivan et al. - 2023 - Empowering Faculty to Design TechnologyEnriched St.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/84APC5ZG/Sullivan et al. - 2023 - Empowering Faculty to Design TechnologyEnriched St.pdf:application/pdf},
}

@incollection{mitterle_zur_2024,
	address = {Wiesbaden},
	title = {Zur {Rolle} der {Hochschulen} im {Prozess} der {Digitalisierung}: {Pfade} der {Genese} einer anwendungsorientierten {Informatik}},
	volume = {89},
	isbn = {978-3-658-43567-7 978-3-658-43568-4},
	shorttitle = {Zur {Rolle} der {Hochschulen} im {Prozess} der {Digitalisierung}},
	url = {https://link.springer.com/10.1007/978-3-658-43568-4_9},
	language = {de-DE},
	urldate = {2024-07-08},
	booktitle = {Akademisierung – {Professionalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Matthies, Annemarie},
	editor = {Mitterle, Alexander and Matthies, Annemarie and Maiwald, Annett and Schubert, Christoph},
	year = {2024},
	doi = {10.1007/978-3-658-43568-4_9},
	note = {Series Title: Studien zur Schul- und Bildungsforschung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {237--268},
	file = {Matthies - 2024 - Zur Rolle der Hochschulen im Prozess der Digitalis.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NT944BQG/Matthies - 2024 - Zur Rolle der Hochschulen im Prozess der Digitalis.pdf:application/pdf},
}

@incollection{rosbach_v1_2024,
	title = {V.1 {Das} ‚{Cancel} {Culture}‘-{Narrativ}},
	isbn = {978-3-7489-3003-7},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783748930037-545},
	abstract = {Der Beitrag zeigt in einer diskurshistorischen Herleitung auf, wie das ‚Cancel Culture‘Narrativ als Wiederauflage der Debatte um ‚Political Correctness‘ aus den 1990er Jahren unter den veränderten Medienbedingungen der Gegenwart fungiert. Beide Begriffe erfüllen eine stigmatisierende Funktion in Kontroversen um gesellschaftliche Ungleichheit in westlichen demokratischen Gesellschaften. Die eng an sie geknüpfte Zensurpolemik wird eingesetzt, um minoritäre und progressive Stimmen in den Kulturkämpfen multikultureller Gesellschaften zu delegitimieren, erscheint jedoch aufgrund der der ‚Cancel Culture‘ geziehenen aufmerksamkeitsgenerierenden aktivistischen Praktiken kaum haltbar. ‚Cancel Culture‘ erweist sich vielmehr als ein Narrativ, das Ausdruck krisenhaft erlebter Anpassungsschwierigkeiten tendenziell bessergestellter weißer, älterer und zumeist männlicher Sprecher:innen an die Diversifizierung von Gesellschaft und Medien in einem Zeitalter der Migration und Digitalisierung ist.},
	language = {de-DE},
	urldate = {2024-07-08},
	booktitle = {Zensur},
	publisher = {Nomos Verlagsgesellschaft mbH \& Co. KG},
	author = {Lorenz, Matthias N.},
	editor = {Roßbach, Nikola},
	year = {2024},
	doi = {10.5771/9783748930037-545},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {545--564},
	file = {Lorenz - 2024 - V.1 Das ‚Cancel Culture‘-Narrativ.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SHUD7USH/Lorenz - 2024 - V.1 Das ‚Cancel Culture‘-Narrativ.pdf:application/pdf},
}

@incollection{matusiewicz_digitale_2024,
	address = {Wiesbaden},
	title = {Digitale {Transformation} im {Apothekenwesen}: {Potenziale} und {Herausforderungen} für die pharmazeutische {Versorgung}},
	isbn = {978-3-658-42959-1 978-3-658-42960-7},
	shorttitle = {Digitale {Transformation} im {Apothekenwesen}},
	url = {https://link.springer.com/10.1007/978-3-658-42960-7_36},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Apotheke der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Sexauer, Hagen},
	editor = {Matusiewicz, David},
	year = {2024},
	doi = {10.1007/978-3-658-42960-7_36},
	note = {Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {333--340},
	file = {Sexauer - 2024 - Digitale Transformation im Apothekenwesen Potenzi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8ZA6RWTK/Sexauer - 2024 - Digitale Transformation im Apothekenwesen Potenzi.pdf:application/pdf},
}

@incollection{matusiewicz_rolle_2024,
	address = {Wiesbaden},
	title = {Die {Rolle} der modernen, digitalisierten {Apotheke}},
	isbn = {978-3-658-42959-1 978-3-658-42960-7},
	url = {https://link.springer.com/10.1007/978-3-658-42960-7_31},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Apotheke der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pförringer, Dominik},
	editor = {Matusiewicz, David},
	year = {2024},
	doi = {10.1007/978-3-658-42960-7_31},
	note = {Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {287--291},
	file = {Pförringer - 2024 - Die Rolle der modernen, digitalisierten Apotheke.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BWPVPWL7/Pförringer - 2024 - Die Rolle der modernen, digitalisierten Apotheke.pdf:application/pdf},
}

@incollection{matusiewicz_digitalstrategie_2024,
	address = {Wiesbaden},
	title = {Digitalstrategie zur {Positionierung} der {Apotheke} in {Wertschöpfungsnetzwerken} – {Erfahrungen} aus der {Schweiz}},
	isbn = {978-3-658-42959-1 978-3-658-42960-7},
	url = {https://link.springer.com/10.1007/978-3-658-42960-7_28},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Apotheke der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kansy, Simone and Sommerrock, Fabian},
	editor = {Matusiewicz, David},
	year = {2024},
	doi = {10.1007/978-3-658-42960-7_28},
	note = {Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {259--270},
	file = {Kansy und Sommerrock - 2024 - Digitalstrategie zur Positionierung der Apotheke i.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UKDVSFAX/Kansy und Sommerrock - 2024 - Digitalstrategie zur Positionierung der Apotheke i.pdf:application/pdf},
}

@incollection{matusiewicz_apotheken-plattformen_2024,
	address = {Wiesbaden},
	title = {Apotheken-{Plattformen}: {Was} wollen die digitalen {Konsumenten} wirklich?!},
	isbn = {978-3-658-42959-1 978-3-658-42960-7},
	shorttitle = {Apotheken-{Plattformen}},
	url = {https://link.springer.com/10.1007/978-3-658-42960-7_24},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Apotheke der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Odenbach-Wanner, Stefan},
	editor = {Matusiewicz, David},
	year = {2024},
	doi = {10.1007/978-3-658-42960-7_24},
	note = {Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {219--230},
	file = {Odenbach-Wanner - 2024 - Apotheken-Plattformen Was wollen die digitalen Ko.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IT72CVDM/Odenbach-Wanner - 2024 - Apotheken-Plattformen Was wollen die digitalen Ko.pdf:application/pdf},
}

@incollection{matusiewicz_unentdeckte_2024,
	address = {Wiesbaden},
	title = {Die unentdeckte {Ressource} – wie digitalbasierte {Apotheken} in der {Mangelwirtschaft} {Gesundheit} {Nutzen} stiften können},
	isbn = {978-3-658-42959-1 978-3-658-42960-7},
	url = {https://link.springer.com/10.1007/978-3-658-42960-7_34},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Apotheke der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Werner, Jochen A.},
	editor = {Matusiewicz, David},
	year = {2024},
	doi = {10.1007/978-3-658-42960-7_34},
	note = {Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {313--319},
	file = {Werner - 2024 - Die unentdeckte Ressource – wie digitalbasierte Ap.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CYEGKGI7/Werner - 2024 - Die unentdeckte Ressource – wie digitalbasierte Ap.pdf:application/pdf},
}

@incollection{matusiewicz_digitalisierung_2024,
	address = {Wiesbaden},
	title = {Digitalisierung der {Finanzbuchhaltung} in der {Apotheke}: {Digitale} {Transformation} im {Rechnungswesen} als {Grundlage} für {Controlling} und unternehmerisches {Handeln} in der {Apotheke}},
	isbn = {978-3-658-42959-1 978-3-658-42960-7},
	shorttitle = {Digitalisierung der {Finanzbuchhaltung} in der {Apotheke}},
	url = {https://link.springer.com/10.1007/978-3-658-42960-7_26},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Apotheke der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Berthold, Peggy and Grah, Thomas},
	editor = {Matusiewicz, David},
	year = {2024},
	doi = {10.1007/978-3-658-42960-7_26},
	note = {Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {239--249},
	file = {Berthold und Grah - 2024 - Digitalisierung der Finanzbuchhaltung in der Apoth.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WIB3YSVI/Berthold und Grah - 2024 - Digitalisierung der Finanzbuchhaltung in der Apoth.pdf:application/pdf},
}

@incollection{matusiewicz_digitale_2024-1,
	address = {Wiesbaden},
	title = {Digitale {Apothekentransformation} und {Ethik} – {Nicht} zu wenig, nicht zu viel, von beidem},
	isbn = {978-3-658-42959-1 978-3-658-42960-7},
	url = {https://link.springer.com/10.1007/978-3-658-42960-7_22},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Apotheke der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Heinemann, Stefan},
	editor = {Matusiewicz, David},
	year = {2024},
	doi = {10.1007/978-3-658-42960-7_22},
	note = {Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {193--200},
	file = {Heinemann - 2024 - Digitale Apothekentransformation und Ethik – Nicht.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/79Z5MJGM/Heinemann - 2024 - Digitale Apothekentransformation und Ethik – Nicht.pdf:application/pdf},
}

@incollection{matusiewicz_frag_2024,
	address = {Wiesbaden},
	title = {Frag nicht {Google}, frag die {Apotheke}! – {Apotheken} als digitale {Gesundheitsmanager} in einem vernetzten Ökosystem},
	isbn = {978-3-658-42959-1 978-3-658-42960-7},
	url = {https://link.springer.com/10.1007/978-3-658-42960-7_21},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Apotheke der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kuhnert, Steffen},
	editor = {Matusiewicz, David},
	year = {2024},
	doi = {10.1007/978-3-658-42960-7_21},
	note = {Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {185--192},
	file = {Kuhnert - 2024 - Frag nicht Google, frag die Apotheke! – Apotheken .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UQ9T4PV5/Kuhnert - 2024 - Frag nicht Google, frag die Apotheke! – Apotheken .pdf:application/pdf},
}

@incollection{matusiewicz_digitalisierung_2024-1,
	address = {Wiesbaden},
	title = {Digitalisierung in der pharmazeutischen {Aus}- und {Weiterbildung}},
	isbn = {978-3-658-42959-1 978-3-658-42960-7},
	url = {https://link.springer.com/10.1007/978-3-658-42960-7_19},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Apotheke der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Dikta, Tatiana},
	editor = {Matusiewicz, David},
	year = {2024},
	doi = {10.1007/978-3-658-42960-7_19},
	note = {Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {167--175},
	file = {Dikta - 2024 - Digitalisierung in der pharmazeutischen Aus- und W.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3368JT2D/Dikta - 2024 - Digitalisierung in der pharmazeutischen Aus- und W.pdf:application/pdf},
}

@incollection{matusiewicz_digitale_2024-2,
	address = {Wiesbaden},
	title = {Digitale {Transformation}: {Kulturelle} {Kompetenz} im {Apothekenwesen}},
	isbn = {978-3-658-42959-1 978-3-658-42960-7},
	shorttitle = {Digitale {Transformation}},
	url = {https://link.springer.com/10.1007/978-3-658-42960-7_17},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Apotheke der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Beck, Patricia and Herten, Benjamin and Matusiewicz, David},
	editor = {Matusiewicz, David},
	year = {2024},
	doi = {10.1007/978-3-658-42960-7_17},
	note = {Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {153--158},
	file = {Beck et al. - 2024 - Digitale Transformation Kulturelle Kompetenz im A.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8VT92MP6/Beck et al. - 2024 - Digitale Transformation Kulturelle Kompetenz im A.pdf:application/pdf},
}

@incollection{matusiewicz_eapotheker_2024,
	address = {Wiesbaden},
	title = {Der {eApotheker} im digitalen {Krankenhaus}},
	isbn = {978-3-658-42959-1 978-3-658-42960-7},
	url = {https://link.springer.com/10.1007/978-3-658-42960-7_10},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Apotheke der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schulte, Falko C. and Schulte, Melanie},
	editor = {Matusiewicz, David},
	year = {2024},
	doi = {10.1007/978-3-658-42960-7_10},
	note = {Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {87--98},
	file = {Schulte und Schulte - 2024 - Der eApotheker im digitalen Krankenhaus.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9U2523VL/Schulte und Schulte - 2024 - Der eApotheker im digitalen Krankenhaus.pdf:application/pdf},
}

@incollection{matusiewicz_apotheke_2024,
	address = {Wiesbaden},
	title = {Apotheke mit {Zukunft} – {Menschliches} im digitalen {Zeitalter}},
	isbn = {978-3-658-42959-1 978-3-658-42960-7},
	url = {https://link.springer.com/10.1007/978-3-658-42960-7_9},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Apotheke der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Salzmann, Elisabeth},
	editor = {Matusiewicz, David},
	year = {2024},
	doi = {10.1007/978-3-658-42960-7_9},
	note = {Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {79--86},
	file = {Salzmann - 2024 - Apotheke mit Zukunft – Menschliches im digitalen Z.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5USTTPCC/Salzmann - 2024 - Apotheke mit Zukunft – Menschliches im digitalen Z.pdf:application/pdf},
}

@incollection{matusiewicz_digitalisierung_2024-2,
	address = {Wiesbaden},
	title = {Digitalisierung zum {Schließen} der menschlichen {Versorgungslücke}},
	isbn = {978-3-658-42959-1 978-3-658-42960-7},
	url = {https://link.springer.com/10.1007/978-3-658-42960-7_6},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Apotheke der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Weidenauer, Uwe},
	editor = {Matusiewicz, David},
	year = {2024},
	doi = {10.1007/978-3-658-42960-7_6},
	note = {Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {47--55},
	file = {Weidenauer - 2024 - Digitalisierung zum Schließen der menschlichen Ver.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/F3LJNYEA/Weidenauer - 2024 - Digitalisierung zum Schließen der menschlichen Ver.pdf:application/pdf},
}

@incollection{matusiewicz_von_2024,
	address = {Wiesbaden},
	title = {Von der {Arzneimittelausgabe} zur digital-gestützten {Gesundheitsbegleitung}},
	isbn = {978-3-658-42959-1 978-3-658-42960-7},
	url = {https://link.springer.com/10.1007/978-3-658-42960-7_5},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Apotheke der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Popien, Christian and Wasilewski, Luisa},
	editor = {Matusiewicz, David},
	year = {2024},
	doi = {10.1007/978-3-658-42960-7_5},
	note = {Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {37--45},
	file = {Popien und Wasilewski - 2024 - Von der Arzneimittelausgabe zur digital-gestützten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/69PHV4VR/Popien und Wasilewski - 2024 - Von der Arzneimittelausgabe zur digital-gestützten.pdf:application/pdf},
}

@incollection{matusiewicz_optimierte_2024,
	address = {Wiesbaden},
	title = {Optimierte {Verordnungs}- und {Abrechnungsprozesse} für {Leistungserbringende} und {Kostenträger} durch digitale {Transformation}},
	isbn = {978-3-658-42959-1 978-3-658-42960-7},
	url = {https://link.springer.com/10.1007/978-3-658-42960-7_2},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Apotheke der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Böhme, Frank and Leu, Matthias},
	editor = {Matusiewicz, David},
	year = {2024},
	doi = {10.1007/978-3-658-42960-7_2},
	note = {Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {11--17},
	file = {Böhme und Leu - 2024 - Optimierte Verordnungs- und Abrechnungsprozesse fü.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9S73MM64/Böhme und Leu - 2024 - Optimierte Verordnungs- und Abrechnungsprozesse fü.pdf:application/pdf},
}

@incollection{schneider_online-lehrkraftefortbildung_2024,
	address = {Wiesbaden},
	title = {Online-{Lehrkräftefortbildung} „undime – {Unterrichten} mit digitalen {Medien}“. {Konzeption} und {Evaluationsergebnisse}},
	isbn = {978-3-658-44524-9 978-3-658-44525-6},
	url = {https://link.springer.com/10.1007/978-3-658-44525-6_7},
	language = {de-DE},
	urldate = {2024-06-08},
	booktitle = {Digitale {Transformation} in der {Bildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hoffmann, Lisette and Pluder, Michael and Liebold, Mariane and Schaarschmidt, Nadine and Stark, Lydia and Müller, Josefin and Dyrna, Jonathan and Friedrich, Christa and Schmidt, Diana and Hejazi, Seyed Sohrab and Roodsari, Sam Toorchi},
	editor = {Schneider, André and Scholz, Claudia},
	year = {2024},
	doi = {10.1007/978-3-658-44525-6_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {125--150},
	file = {Hoffmann et al. - 2024 - Online-Lehrkräftefortbildung „undime – Unterrichte.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4FZ7LFA2/Hoffmann et al. - 2024 - Online-Lehrkräftefortbildung „undime – Unterrichte.pdf:application/pdf},
}

@incollection{schneider_digitale_2024,
	address = {Wiesbaden},
	title = {Digitale {Erfahrungs}- und {Ermöglichungsräume} als didaktischer {Ansatz} für eine kompetenzorientiertere {Hochschullehre}},
	isbn = {978-3-658-44524-9 978-3-658-44525-6},
	url = {https://link.springer.com/10.1007/978-3-658-44525-6_2},
	language = {de-DE},
	urldate = {2024-06-08},
	booktitle = {Digitale {Transformation} in der {Bildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schneider, André},
	editor = {Schneider, André and Scholz, Claudia},
	year = {2024},
	doi = {10.1007/978-3-658-44525-6_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {41--57},
	file = {Schneider - 2024 - Digitale Erfahrungs- und Ermöglichungsräume als di.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WKM7WA8I/Schneider - 2024 - Digitale Erfahrungs- und Ermöglichungsräume als di.pdf:application/pdf},
}

@incollection{mrohs_welche_2023,
	address = {Wiesbaden},
	title = {Welche {Chancen} bietet der {Einsatz} von interaktiven {Unterrichtsvideos} in der {Lehrer}:innenbildung aus {Studierendensicht}?},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Welche {Chancen} bietet der {Einsatz} von interaktiven {Unterrichtsvideos} in der {Lehrer}},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_25},
	abstract = {Zusammenfassung
            Dem Einsatz von Unterrichtsvideos wird in der Lehrer:innenbildung grundsätzlich ein hohes Lernpotenzial zugesprochen, wobei groß angelegte Studien zur Frage, welcher Einsatz wie effektiv ist, noch ausstehen. Dieser Beitrag beschäftigt sich daher damit, wie Studierende die Arbeit mit interaktiven Unterrichtsvideos im Vergleich zu einer offenen, einer hoch und einer niedrig inferenten Beobachtungsmethode einschätzen. Im Rahmen eines Online-Seminars wurde die begründete Einschätzung von 103 Studierenden des Grundschullehramts erhoben. Die Ergebnisse legen nahe, dass aus Studierendensicht die interaktive Videoanalyse von den vier Beobachtungsmethoden am besten dafür geeignet ist, bei Studierenden die professionelle Wahrnehmung zu schulen. Inwiefern ein tatsächlicher Kompetenzzuwachs vorliegt, gilt es in weiteren Analysen zu überprüfen.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Zmiskol, Tabea and Hess, Miriam},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_25},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {345--368},
	file = {Zmiskol und Hess - 2023 - Welche Chancen bietet der Einsatz von interaktiven.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AIAUJGYZ/Zmiskol und Hess - 2023 - Welche Chancen bietet der Einsatz von interaktiven.pdf:application/pdf},
}

@incollection{mrohs_kompetenzen_2023,
	address = {Wiesbaden},
	title = {Kompetenzen für die digitale {Arbeitswelt} – {Ein} {Lehrprojekt} zu {Digital} {Health}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_23},
	abstract = {Zusammenfassung
            Ziel des Lehrprojekts ist es, Studierenden im Bachelorstudiengang Gesundheits- und Sozialmanagement mittels einer lernpfadbasierten Selbstlerneinheit einen Überblick zur Digitalisierung im Gesundheitswesen zu ermöglichen, ihnen aufzuzeigen, welche Kompetenzen die Berufspraxis in diesen Bereichen erfordert, und Ansätze zum individuellen überfachlichen Kompetenzaufbau zu vermitteln. Grundlage dafür ist der Ansatz der Future Skills nach Ulf-Daniel Ehlers (2020). Als Pilotprojekt soll die digitale Lerneinheit zur Entwicklung einer Kultur der Digitalität an der Hochschule beitragen, indem unterschiedliche Lehr- und Lernformate kombiniert und verschiedene Organisationseinheiten miteinander verknüpft werden.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stülb, Magdalena and Binder, Sven and Steinbrecher, Svenja},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_23},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {317--333},
	file = {Stülb et al. - 2023 - Kompetenzen für die digitale Arbeitswelt – Ein Leh.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UPIEK6FN/Stülb et al. - 2023 - Kompetenzen für die digitale Arbeitswelt – Ein Leh.pdf:application/pdf;Stülb et al. - 2023 - Kompetenzen für die digitale Arbeitswelt – Ein Leh.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/REKALMG8/Stülb et al. - 2023 - Kompetenzen für die digitale Arbeitswelt – Ein Leh.pdf:application/pdf},
}

@incollection{mrohs_lernen_2023,
	address = {Wiesbaden},
	title = {Lernen 4.0 für pflegerische {Berufsgruppen}: {Erfahrungen} aus dem wissenschaftlichen {Weiterbildungsangebot} „{T}.-{Nugd} –{Telenursing}-{Nursing} goes digital“},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Lernen 4.0 für pflegerische {Berufsgruppen}},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_24},
	abstract = {Zusammenfassung
            Digitale Anwendungen bieten vielfältige Potenziale, um die pflegeberufliche Arbeit effektiver zu gestalten. Für den Umgang mit digitalen Tools werden zusätzliche Kompetenzen benötigt. Allerdings fehlen Aus-, Fort- und Weiterbildungsangebote, um entsprechende Kompetenzen zu vermitteln. Das Projekt „T-Nugd – Telenursing – Nursing goes digital“ entwickelt, erprobt und evaluiert ein wissenschaftliches Weiterbildungsangebot für Pflegefachpersonen im Bereich der Telepflege/Telemedizin. Neben der Vermittlung von Fachwissen soll T-Nugd dazu beitragen, dass Pflegefachpersonen digitale Kompetenzen erwerben, damit sie die digitale Transition der beruflichen Pflege aktiv mitgestalten können. Im folgenden Beitrag werden die Konzeption und Ergebnisse des Weiterbildungsangebotes dargestellt.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Vogel, Jann Niklas and Treseler, Stina-Katharina and Schulze, Melanie and Stenzel, Frauke and Heitmann-Möller, André and Tschupke, Sandra and Hasseler, Martina},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_24},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {335--341},
	file = {Vogel et al. - 2023 - Lernen 4.0 für pflegerische Berufsgruppen Erfahru.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G75IUJI2/Vogel et al. - 2023 - Lernen 4.0 für pflegerische Berufsgruppen Erfahru.pdf:application/pdf;Vogel et al. - 2023 - Lernen 4.0 für pflegerische Berufsgruppen Erfahru.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5GAQ76V4/Vogel et al. - 2023 - Lernen 4.0 für pflegerische Berufsgruppen Erfahru.pdf:application/pdf},
}

@incollection{mrohs_rollenbeschreibungen_2023,
	address = {Wiesbaden},
	title = {Rollenbeschreibungen von {Hochschullehrenden} im {Kontext} der {Digitalisierung}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_7},
	abstract = {Zusammenfassung
            Hochschullehrende sehen sich, auch infolge der durch die COVID-19-Pandemie forcierten Digitalisierung der Hochschullehre, mit neuen Aufgaben und veränderten Erwartungen konfrontiert. Der Beitrag untersucht im Rahmen eines Scholarship-of-Academic-Development-Ansatzes Veränderungen in der Wahrnehmung von Lehrrollen durch die digital gestützte Lehre. In diesem Zusammenhang setzt er sich eingehend mit den Aufgaben und Kompetenzen von Lehrenden, den an sie gestellten Erwartungen und Herausforderungen sowie der arbeitsteiligen Zusammenarbeit zwischen Lehrenden und anderen Hochschulmitarbeitenden auseinander. Die Erhebung fand im Rahmen einer Veranstaltung zur Rollenvielfalt in der digital gestützten Hochschullehre des Projekts „Digitalisierung der Hochschulbildung“ in Sachsen statt.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Vogel, Anne and Riedel, Jana and Henschler, Julia},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_7},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {103--116},
	file = {Vogel et al. - 2023 - Rollenbeschreibungen von Hochschullehrenden im Kon.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Y55B4SN5/Vogel et al. - 2023 - Rollenbeschreibungen von Hochschullehrenden im Kon.pdf:application/pdf},
}

@incollection{mrohs_kollaborativ_2023,
	address = {Wiesbaden},
	title = {Kollaborativ, phasenübergreifend und digital: {Die} {Arbeit} in der {Community} of {Practice} {Inklusionssensible} {Lehrer}*innenbildung im {Projekt} {BiLinked}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Kollaborativ, phasenübergreifend und digital},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_13},
	abstract = {Zusammenfassung
            Die Community of Practice Inklusionssensible Lehrer*innenbildung im Projekt BiLinked setzt sich mit der Frage auseinander, welche Kompetenzen (zukünftige) Lehrkräfte benötigen, um Schüler:innen dabei unterstützen zu können, in einer digitalen Gesellschaft als mündige Bürger:innen zu agieren. Im Rahmen des Seminars Inklusionssensibler Unterricht in einer digitalen Welt planen Studierende gemeinsam mit Fachdidaktiker:innen und Lehrkräften in sogenannten Tridems Unterricht, in dem Digitalität in Form von Inhalten, -materialien und/oder -methoden eine Rolle spielt. Der Beitrag umreißt das Seminarkonzept sowie die Arbeit in den Tridems und benennt aktuelle Herausforderungen, die sich aus der phasenverbindenden Kollaboration ergeben.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Trapp, Anne and Wernicke, Anne},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_13},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {209--214},
	file = {Trapp und Wernicke - 2023 - Kollaborativ, phasenübergreifend und digital Die .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8MGZFKJM/Trapp und Wernicke - 2023 - Kollaborativ, phasenübergreifend und digital Die .pdf:application/pdf;Trapp und Wernicke - 2023 - Kollaborativ, phasenübergreifend und digital Die .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5XHGI3AD/Trapp und Wernicke - 2023 - Kollaborativ, phasenübergreifend und digital Die .pdf:application/pdf},
}

@incollection{mrohs_bedingungsfaktoren_2023,
	address = {Wiesbaden},
	title = {Bedingungsfaktoren eines erfolgreichen {Blended} {Learnings}: {Quantitative} und qualitative {Befragungsergebnisse}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Bedingungsfaktoren eines erfolgreichen {Blended} {Learnings}},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_2},
	abstract = {Zusammenfassung
            Im Zuge der Digitalisierung der Hochschullehre hat auch Blended Learning als Kombination aus Präsenz- und Onlinelehre zunehmende Verbreitung gefunden. Ziel des Beitrags ist es, die aktuellen Bedingungen der Anwendung zu analysieren und zu untersuchen, welche Faktoren für eine erfolgreiche Blended-Learning-Veranstaltung gegeben sein müssen. Hierfür wurden eine Fragebogenuntersuchung und qualitative Interviews mit Studierenden an zwei deutschen Universitäten durchgeführt. Die Ergebnisse zeigen, dass formale Faktoren wie Strukturierung und Unterstützung im Blended Learning bereits sehr gut gewährleistet werden. Verbesserungspotenziale bestehen in der Möglichkeit zur Kooperation der Studierenden untereinander. Aus Perspektive der Studierenden ist diese aktiv von den Dozierenden zu initiieren.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kastl, Pia and Stöckl, Andreas and Struck, Olaf},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_2},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {9--28},
	file = {Kastl et al. - 2023 - Bedingungsfaktoren eines erfolgreichen Blended Lea.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D46WEYPG/Kastl et al. - 2023 - Bedingungsfaktoren eines erfolgreichen Blended Lea.pdf:application/pdf},
}

@incollection{rott_karin_julia_medienkompetenz_2020,
	title = {Medienkompetenz im {Studium}: {Wie} gut ist die {Vorbereitung} für das spätere {Berufsfeld}?},
	copyright = {Deutsches Urheberrecht},
	shorttitle = {Medienkompetenz im {Studium}},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=18467},
	abstract = {Obwohl Medienkompetenz heute oft als berufliche Schlüsselkompetenz zählt, ist wenig über den Einsatz spezieller Medien in verschiedenen Berufsfeldern und die Entwicklung beruflich relevanter Medienkompetenz im Studium bekannt. In diesem Beitrag wird auf Basis von drei Interviews mit Personalverantwortlichen mittels qualitativer Inhaltsanalyse die Relevanz medialer Ressourcen in jeweils einem typischen Berufsfeld von Studierenden der Betriebswirtschaftslehre, der Erziehungswissenschaft und der Medizin eruiert. Anschließend werden die in diesen Berufsfeldern als wichtig herausgestellten Medienkenntnisse mit fachspezifischen Daten einer Studierendenbefragung an der Universität Tübingen verglichen. Dieser Vergleich zeigt sowohl höhere als auch geringere Passungen der Kenntnisse von den Studierenden mit den medialen Anforderungen in dem jeweiligen typischen Berufsfeld. Mithilfe dieser Daten soll ausgelotet werden, welche Inhalte zielgruppenadäquate mediale Angebote für Studierende verschiedener Fächer haben könnten. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-02-17},
	publisher = {Waxmann},
	author = {Rott, Karin Julia},
	collaborator = {Teaching Trends: Offen für neue Wege – Digitale Medien in der Hochschule (2014 : Oldenburg (Oldenburg))},
	month = feb,
	year = {2020},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Deutschland, Digitale Bildung, Germany, Kompetenz, Forschungsprojekt, Interview, Datenerhebung, Medizin, Academic sector, Academic studies, Male student, Student, Studium, Universität, University, Berufliche Bildung, Selbsteinschätzung, Self-rating, Occupation, Promotion:todo, Entwicklung, Experte, Mediennutzung, Utilisation of media, Utilization of media, Media competence, Media skills, Anforderung, Befragung, Berufsfeld, Betriebswirtschaftslehre, Computer Literacy, Computerkenntnisse, Medicine, Occupational field, Qualitative Analyse, Qualitative analysis, Studierender, Tübingen, Vergleich},
	file = {Rott, Karin Julia - 2020 - Medienkompetenz im Studium Wie gut ist die Vorber.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XEY7YVB5/Rott, Karin Julia - 2020 - Medienkompetenz im Studium Wie gut ist die Vorber.pdf:application/pdf},
}

@incollection{schneider_future_2024,
	address = {Wiesbaden},
	title = {Future {Learning} – {Ermöglichung} selbstorganisierter {Werte}- und {Kompetenzentwicklung} im {Prozess} der {Arbeit}},
	isbn = {978-3-658-44524-9 978-3-658-44525-6},
	url = {https://link.springer.com/10.1007/978-3-658-44525-6_1},
	language = {de-DE},
	urldate = {2024-06-08},
	booktitle = {Digitale {Transformation} in der {Bildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Sauter, Werner},
	editor = {Schneider, André and Scholz, Claudia},
	year = {2024},
	doi = {10.1007/978-3-658-44525-6_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--39},
	file = {Sauter - 2024 - Future Learning – Ermöglichung selbstorganisierter.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8LURMKY9/Sauter - 2024 - Future Learning – Ermöglichung selbstorganisierter.pdf:application/pdf},
}

@incollection{schneider_corona-pandemie_2024,
	address = {Wiesbaden},
	title = {Die {Corona}-{Pandemie} als {Game} {Changer} der ({Online}-){Lehre}. {Ein} {Erfahrungsbericht} aus der {Hochschule} {Ansbach}},
	isbn = {978-3-658-44524-9 978-3-658-44525-6},
	url = {https://link.springer.com/10.1007/978-3-658-44525-6_4},
	language = {de-DE},
	urldate = {2024-06-08},
	booktitle = {Digitale {Transformation} in der {Bildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Diener, Florian and Gerner, Verena and Kätzel, Charlotte},
	editor = {Schneider, André and Scholz, Claudia},
	year = {2024},
	doi = {10.1007/978-3-658-44525-6_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {75--92},
	file = {Diener et al. - 2024 - Die Corona-Pandemie als Game Changer der (Online-).pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BIPV486V/Diener et al. - 2024 - Die Corona-Pandemie als Game Changer der (Online-).pdf:application/pdf},
}

@incollection{schneider_e-assessment_2024,
	address = {Wiesbaden},
	title = {E-{Assessment} und individuelles {Feedback} für {Online}-{Praktika} mit der {Lernplattform} {OPAL}},
	isbn = {978-3-658-44524-9 978-3-658-44525-6},
	url = {https://link.springer.com/10.1007/978-3-658-44525-6_5},
	language = {de-DE},
	urldate = {2024-06-08},
	booktitle = {Digitale {Transformation} in der {Bildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wolf, Maik and Hund, Silvio and Rudolph, Mathias},
	editor = {Schneider, André and Scholz, Claudia},
	year = {2024},
	doi = {10.1007/978-3-658-44525-6_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {93--106},
	file = {Wolf et al. - 2024 - E-Assessment und individuelles Feedback für Online.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5N9ER3U4/Wolf et al. - 2024 - E-Assessment und individuelles Feedback für Online.pdf:application/pdf},
}

@incollection{schmidtke_digitalisierung_2024,
	address = {Wiesbaden},
	title = {Digitalisierung im {Sozialmanagement} – {Das} {Curriculum} zukunftsfähig machen},
	isbn = {978-3-658-42846-4 978-3-658-42847-1},
	url = {https://link.springer.com/10.1007/978-3-658-42847-1_3},
	language = {de-DE},
	urldate = {2024-06-08},
	booktitle = {Sozial - {Innovativ} - {Nachhaltig}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Aldendorff, Philipp and Löhe, Julian},
	editor = {Schmidtke, Birgit and Kolbinger, Martin Lu and Molzbichler, Daniela},
	year = {2024},
	doi = {10.1007/978-3-658-42847-1_3},
	note = {Series Title: Perspektiven Sozialwirtschaft und Sozialmanagement},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {31--51},
	file = {Aldendorff und Löhe - 2024 - Digitalisierung im Sozialmanagement – Das Curricul.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8PGYTMI5/Aldendorff und Löhe - 2024 - Digitalisierung im Sozialmanagement – Das Curricul.pdf:application/pdf},
}

@incollection{schneider_entrepreneurship_2024,
	address = {Wiesbaden},
	title = {Entrepreneurship {Education} im digitalen {Raum}: {Entwicklung} eines didaktischen {Rahmens} für eine neue Ära},
	isbn = {978-3-658-44524-9 978-3-658-44525-6},
	shorttitle = {Entrepreneurship {Education} im digitalen {Raum}},
	url = {https://link.springer.com/10.1007/978-3-658-44525-6_3},
	language = {de-DE},
	urldate = {2024-06-08},
	booktitle = {Digitale {Transformation} in der {Bildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Baierl, Ronny and Thamm, René},
	editor = {Schneider, André and Scholz, Claudia},
	year = {2024},
	doi = {10.1007/978-3-658-44525-6_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {59--73},
	file = {Baierl und Thamm - 2024 - Entrepreneurship Education im digitalen Raum Entw.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SY49T2HQ/Baierl und Thamm - 2024 - Entrepreneurship Education im digitalen Raum Entw.pdf:application/pdf},
}

@incollection{schmidtke_digital-soziale_2024,
	address = {Wiesbaden},
	title = {Digital-soziale {Kinder}- und {Jugendarbeit}: {Anforderungen} und {Weiterbildungsbedarfe}},
	isbn = {978-3-658-42846-4 978-3-658-42847-1},
	shorttitle = {Digital-soziale {Kinder}- und {Jugendarbeit}},
	url = {https://link.springer.com/10.1007/978-3-658-42847-1_4},
	language = {de-DE},
	urldate = {2024-06-08},
	booktitle = {Sozial - {Innovativ} - {Nachhaltig}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Reischl, Christiane and Kölbl, Max and Sagl, Marie-Therese},
	editor = {Schmidtke, Birgit and Kolbinger, Martin Lu and Molzbichler, Daniela},
	year = {2024},
	doi = {10.1007/978-3-658-42847-1_4},
	note = {Series Title: Perspektiven Sozialwirtschaft und Sozialmanagement},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {53--69},
	file = {Reischl et al. - 2024 - Digital-soziale Kinder- und Jugendarbeit Anforder.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8VNTXAJ7/Reischl et al. - 2024 - Digital-soziale Kinder- und Jugendarbeit Anforder.pdf:application/pdf},
}

@article{duffy_online_2023,
	title = {An online case-based teaching and assessment program on clinical history-taking skills and reasoning using simulated patients in response to the {COVID}-19 pandemic},
	volume = {23},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03950-2},
	doi = {10/gs569v},
	abstract = {Background:  The COVID-19 pandemic has created unprecedented challenges for medical students and educators worldwide. Groups 1, 2 and 3 of year 3, semester 2 medical students at the Royal College of Surgeons in Ireland (n = 275) had only completed 2, 5 and 7 weeks, respectively, of their scheduled 10-week clinical medicine and surgery attachments, prior to the Irish shutdown of all in-person non-essential activities, including medical student education.
Methods:  We developed and delivered an online case-based program, focused on history-taking skills and clinical reasoning, using simulated patients and video technologies. 12 tutorials were delivered over 6 weeks to 35 subgroups of 8 students in line with program learning outcomes. Both simulated patients (n = 36), and tutors (n = 45, from retired clinical professors to newly graduated physicians), were rapidly upskilled in Blackboard Collaborate and Microsoft Teams, and also in the provision of constructive feedback. We evaluated this newly developed program by the following three criteria: student attendance, achieved grades, and student feedback.
Results:  Attendance at the 12 tutorials was higher amongst group 1 and 2 students (75 and 73\%) by comparison with group 3 students (60\%) (p = {\textless} 0.001). Of the 273 students that sat the Year 3 Semester 2 online long case assessment, 93\% were successful. Despite group 1 students having the least prior clinical experience, results were similar to those of groups 2 and 3 (1st honors, 2nd honors, pass, and fail grades for group 1, 39\%, 33\%, 23\% and 6\%; group 2, 34\%, 41\%, 17\% and 8\%; group 3, 39\%, 25\%, 28\% and 7\%) (p = 0.48). An increased attendance rate at tutorials was associated with higher numbers of honors grades (p = {\textless} 0.001). Anonymous feedback from the students demonstrated considerable satisfaction with program: {\textgreater} 85\% agreed that the online program was interactive and very educational.
Conclusions:  Use of online video technology, tutors of varied experience, and simulated patients were demonstrated to replicate patient encounters, and to facilitate the development of clinical skills remotely during the COVID19 pandemic.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Duffy, Barbara and Tully, Roisin and Stanton, Alice V.},
	month = jan,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Weiterführung, Bildungstechnologie},
	pages = {4},
	file = {Duffy et al. - 2023 - An online case-based teaching and assessment progr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SXR6CIS9/Duffy et al. - 2023 - An online case-based teaching and assessment progr.pdf:application/pdf},
}

@article{goble_development_2023,
	title = {Development and evaluation of an online surgical elective for medical students},
	volume = {23},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04180-w},
	doi = {10/gs567f},
	abstract = {Background  Decreased experiential learning opportunities exacerbated by the COVID-19 pandemic have increased development of online surgical educational courses. To what extent may such courses provide exposure to broad and accessible surgical education?
Methods  Surge is a 6-week online surgical elective hosted within a virtual learning environment, covering all surgical specialties. Course content is mapped to the Royal College of Surgeons’ Undergraduate Curriculum in Surgery. Each week consultant surgeons discuss their specialty in short videos on anatomy, pathology and lifestyle of a surgeon. Students also engage with learning activities; further reading lists; formative quizzes and live sessions including suturing practice. Participants were medical students undertaking third-year electives at the University of Sheffield. Pre- and post-course questionnaires investigated student interest in surgery, understanding of steps required to pursue a surgical career and confidence in surgical environments. Qualitative data was collected via free-text responses and analysed with content analysis. Quantitative data was collected using 5-point Likert scales (1 = Strongly Disagree; 5 = Strongly Agree) and analysed using the Wilcoxon signed-rank test.
Results  Twenty-two students participated in Surge over five 6-week cohorts. Examination of free-text responses revealed students gained increased understanding of available surgical career options. Students felt better informed regarding different surgical specialties (median score 2.5 vs. 4, p = 0.000) and steps required to develop a surgical portfolio (median score 2 vs. 5, p = 0.000). Additionally, confidence in understanding of relevant intraoperative steps improved (median score 3 vs. 4, p = 0.000).
Conclusion  These data demonstrate Surge increased student confidence and understanding of surgical careers despite reduced in-person opportunities to engage with surgical education. Surge will continue to be developed and evaluated on a larger scale.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Goble, Mary and Chapman, Neil},
	month = apr,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, Promotion:Schlussfolgerung},
	pages = {254},
	file = {Goble und Chapman - 2023 - Development and evaluation of an online surgical e.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4BPBCQSZ/Goble und Chapman - 2023 - Development and evaluation of an online surgical e.pdf:application/pdf},
}

@article{husin_is_2023,
	title = {Is {There} a {Relationship} between all {Types} of {Presence} in {Online} {Group} {Work}?},
	volume = {13},
	issn = {2222-6990},
	url = {https://hrmars.com/journals/papers/IJARBSS/v13-i5/17037},
	doi = {10/gsbsx2},
	abstract = {This study is conducted to look at the relationship between all types of presence in online group work. Notably, this study is aimed at providing answers to the following questions: a) how do learners perceive cognitive presence in online group work?, b) how do learners perceive social presence in online group work?, c) how learners perceive teacher presence in online group work? and d) is there a relationship between different types of presence in online group work? The respondents of the quantitative study consisted of 331 ESL undergraduates from a public university. A four-part questionnaire was distributed via online. The 5-Likert scale survey instrument was extracted from Aderibigbe (2021) to reveal the association of cognitive, social and teaching presence in online group work. The findings from the study in general show a significantly strong relationship between all three types of presence during online group work. Statistics obtained from the questionnaire indicated impactful roles played by the presence of the three elements during online group work. Majority of the students collectively agree that the presence of cognitive, social and teacher presence have a positive role on their learning experience during online group work. This can provide insights for future educators, researchers as well as students on the importance of understanding the core elements needed during online group work; hence, improving the quality and productivity.},
	language = {en-GB},
	number = {5},
	urldate = {2023-06-08},
	journal = {International Journal of Academic Research in Business and Social Sciences},
	author = {Husin, Misyana Susanti and Md. Yusof, Mimihayu and Jaapar, Wan Effa and Abd Ghaffar, Siti Zuraina Ghaffar and Rahmat, Noor Hanim},
	month = may,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:4},
	pages = {Pages 2791--2805},
	file = {Husin et al. - 2023 - Is There a Relationship between all Types of Prese.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AS9I5NDJ/Husin et al. - 2023 - Is There a Relationship between all Types of Prese.pdf:application/pdf},
}

@article{pieper_empirische_2022,
	title = {Empirische {Arbeit}: {Prompts} im {Lerntagebuch} fördern die {Reflexion} von {Lehramtsstudierenden} im {Praxissemester}},
	volume = {69},
	issn = {0342-183X},
	shorttitle = {Empirische {Arbeit}},
	url = {https://reinhardt-journals.de/index.php/peu/article/view/154868},
	doi = {10/gqw4wg},
	abstract = {Practical phases in teacher training like the practical semester enable student teachers to reflect on their own teaching practice. Reflection is key to improving our teaching, as we notice our mistakes and can develop better ways of planning classroom activities for future teaching. This study’s aim is to investigate whether prompts in a learning journal exert beneficial effects on reflection in terms of Gibbs’ reflective cycle (1988). We tested the effects of prompts in a field experiment during the practical semester. Student teachers (N = 50; 43 female) wrote two learning journal entries about their own teaching on an online-platform and were randomly assigned to one of two conditions: (a) a learning journal with prompts (experimental condition, n = 27) and (b) a learning journal without prompts (control condition, n = 23). Prompts led to more reflections on feelings and activity planning in the learning journal, and better reflections on feelings and analyses. Prompts also promoted conceptual knowledge about reflection and application of reflective knowledge.},
	language = {de-DE},
	number = {4},
	urldate = {2022-09-30},
	journal = {Psychologie in Erziehung und Unterricht},
	author = {Pieper, Martin and Roelle, Julian and Vom Hofe, Rudolf and Salle, Alexander and Berthold, Kirsten},
	month = sep,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:FU6, Reflexion},
	pages = {262--277},
	file = {Pieper et al. - 2022 - Empirische Arbeit Prompts im Lerntagebuch fördern.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4564UQI7/Pieper et al. - 2022 - Empirische Arbeit Prompts im Lerntagebuch fördern.pdf:application/pdf},
}

@article{alalami_remote_2022,
	title = {Remote learning during {Covid}‐19 lockdown: {A} study on anatomy and histology education for pharmacy students in {Jordan}},
	volume = {15},
	issn = {1935-9772, 1935-9780},
	shorttitle = {Remote learning during {Covid}‐19 lockdown},
	url = {https://onlinelibrary.wiley.com/doi/10.1002/ase.2165},
	doi = {10/gqrdh9},
	abstract = {The Covid-­19 pandemic has changed almost all aspects of education. The anatomy and histology courses for pharmacy students focus heavily on the face-­to-­face communication of theory and practical knowledge, and due to the pandemic, only theory content was delivered in an online format. This brought up many concerns about pharmacy student preparedness. This work explores the effectiveness and student perspective of remote teaching of the theoretical anatomy and histology course in Jordanian universities from the perspective of pharmacy students. The objectives are to determine the strengths, challenges, and the effectiveness of remote delivery on student learning. An online-b­ ased validated questionnaire was distributed to students majoring in Pharmacy and enrolled in the course during the second semester of 2019–­ 2020 at 11 universities in Jordan. A total of 442 students participated in the study. Results showed that there were significant differences in perceptions of the social media platforms used in distance learning and remote delivery of the course. Most participants had positive perceptions of the educational process and studying via distance learning. There were many strengths noted including time flexibility and several challenges such as the lack of face-­to-­face interaction with instructors, inadequate internet connectivity, and technical issues. In conclusion, online-­taught anatomy and histology course during the Covid-­19 lockdown in Jordan was a success as perceived by students, but the course still possessed challenges need to be overcome in the future.},
	language = {en-GB},
	number = {2},
	urldate = {2022-09-03},
	journal = {Anatomical Sciences Education},
	author = {Al‐Alami, Zina M. and Adwan, Sofia W. and Alsous, Mervat},
	month = mar,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:FU5},
	pages = {249--260},
	file = {Al‐Alami et al. - 2022 - Remote learning during Covid‐19 lockdown A study .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YUZBNLGV/Al‐Alami et al. - 2022 - Remote learning during Covid‐19 lockdown A study .pdf:application/pdf},
}

@article{kim_maternal_2021,
	title = {Maternal {Nursing} {Online} {Practice} {Experience}},
	abstract = {This study was phenomenological analysis of maternal nursing of online practice experience. The study participants were students in between the ages of 20 to 25 who participated in the online practice of maternal nursing and conducted to a total of three interviews until the meaning were no longer derived. The data collection period was from May 26 to June 5, 2021, and analysis was conducted simultaneously with the datas have collected. The collected data were analyzed using the Giorgi's Phenomenological Analysis Method, and the study resulted in five categories (Opportunity to repeat, Systematic Scenarios, Immediate nursing intervention feedback, Beneficial hands-on experience, Different case experiences), 11 subcomponents, and 21 Semantic units. Based on the results of this study, the following conclusions were obtained. In maternal nursing, nursing students could experience more systematic and diverse case online than experiences throughout clinical practice, and achievement was also increased in theory learning for online practice. In other words, the online practice of maternal nursing was suitable for various content compositions that could not be experienced in clinical practice, but it is deemed urgent to have a program in Korean suitable for Korean culture. In future studies, this researcher hope to produce a maternal nursing practice program in Korean.},
	language = {en-GB},
	author = {Kim, Jungae},
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:4, Promotion:Weiterführung, Bildungstechnologie},
	pages = {7},
	file = {Kim - 2021 - Maternal Nursing Online Practice Experience.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LMZV4GU2/Kim - 2021 - Maternal Nursing Online Practice Experience.pdf:application/pdf},
}

@article{ye_enhancing_2025,
	title = {Enhancing {Collaborative} {Learning} {Environments}: {A} {Multi}-{Feature} {Fusion} {Model} for {Disruptive} {Talk} {Detection}},
	copyright = {https://creativecommons.org/licenses/by-nc-nd/4.0/},
	issn = {2169-3536},
	shorttitle = {Enhancing {Collaborative} {Learning} {Environments}},
	url = {https://ieeexplore.ieee.org/document/10945836/},
	doi = {10.1109/ACCESS.2025.3556369},
	abstract = {Effective detection and identification of disruptive talk is of significant practical value for improving collaborative learning quality and optimizing the online education environment. However, existing research on disruptive talk detection often relies on features from a single dimension, making it difficult to comprehensively capture the semantic information of talk and learner characteristics, which limits the detection effectiveness. To address this, we propose a multi-feature fusion model. Based on social cognitive theory, this model captures learner features from multiple dimensions, including the week of discussion, talk length, sentiment polarity of talk content, the speaker’s demographic factors and pre-test knowledge level. At the same time, the model integrates both Bidirectional Encoder Representations from Transformers (BERT) and Bidirectional Long Short-Term Memory (Bi-LSTM) models, achieving deep fusion of talk semantics and time-series features, thereby enabling more accurate identification of disruptive talk. Experimental results on real classroom datasets show that our method outperforms existing baseline models across multiple metrics, fully demonstrating its effectiveness and practical value. This research not only advances the development of disruptive talk detection but also provides feasible insights for optimizing collaborative learning environments. Future work will explore the scalability of this model in different educational settings and investigate its integration with real-time learning platforms.},
	language = {en-GB},
	urldate = {2025-04-04},
	journal = {IEEE Access},
	author = {Ye, Junmin and Yu, Shuang and Zhang, Chen and Luo, Sheng and Nan, Mengting and Xu, Qi and Yin, Xinghan and Liu, Qingtang},
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {1--1},
	file = {Ye et al. - 2025 - Enhancing Collaborative Learning Environments A Multi-Feature Fusion Model for Disruptive Talk Dete:/Users/jochenhanisch-johannsen/Zotero/storage/YGSUFIXB/Ye et al. - 2025 - Enhancing Collaborative Learning Environments A Multi-Feature Fusion Model for Disruptive Talk Dete.pdf:application/pdf},
}

@article{tang_design_2025,
	title = {Design group awareness tool for online community: could the aggregated social knowledge network facilitate social interaction?},
	issn = {1049-4820, 1744-5191},
	shorttitle = {Design group awareness tool for online community},
	url = {https://www.tandfonline.com/doi/full/10.1080/10494820.2025.2478442},
	doi = {10.1080/10494820.2025.2478442},
	abstract = {The quality of social interaction in online courses often falls short of expectations, probably due to learners’ difficulties in perceiving the sociality of online learning environments and accessing valid information about others. Group awareness tools (GATs) can address this issue; however, there is little research on GATs specifically designed for online learning communities. Furthermore, different types of awareness are typically provided without meaningful integration. This study introduced an aggregated group awareness tool named SKN in the form of a social knowledge network, which presents a systematic visualization of behavioral, social, and cognitive information about learners within the online community. A quasi-experimental design was employed to investigate SKN’s impact on learners’ perceptions of the online learning environment and social interactions. The experimental group (n = 21) utilized SKN, while the control group (n = 20) did not have access. Results revealed that the experimental group demonstrated significantly enhanced social perceptions of the online environment and engaged in more social interactions compared to the control group. Interviews indicated high levels of satisfaction with the SKN tool, confirming its positive influence on the online learning experience. These findings underscore the potential of aggregated group awareness approaches for enhancing the social attributes of the online learning environment.},
	language = {en-GB},
	urldate = {2025-04-04},
	journal = {Interactive Learning Environments},
	author = {Tang, Xiaoyu and Wang, Qi and Li, Ying and Yu, Shengquan},
	month = apr,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {1--20},
	file = {Tang et al. - 2025 - Design group awareness tool for online community could the aggregated social knowledge network faci:/Users/jochenhanisch-johannsen/Zotero/storage/S4PS99PL/Tang et al. - 2025 - Design group awareness tool for online community could the aggregated social knowledge network faci.pdf:application/pdf},
}

@article{slattery_experimenting_2025,
	title = {Experimenting with a {Multi}-{User} {Virtual} {Environment} for {Collaborative} {Online} {International} {Learning}: {A} {Case} {Study} from {Ireland} and {Norway}},
	volume = {9},
	copyright = {http://creativecommons.org/licenses/by/4.0},
	issn = {2535-4051},
	shorttitle = {Experimenting with a {Multi}-{User} {Virtual} {Environment} for {Collaborative} {Online} {International} {Learning}},
	url = {https://journals.oslomet.no/index.php/nordiccie/article/view/5936},
	doi = {10.7577/njcie.5936},
	abstract = {This study applies Computer Supported Collaborative Learning (CSCL) as an analytical lens to explore the extent to which a Multi-User Virtual Environment (MUVE) platform could facilitate collaboration within the context of the Collaborative Online International Learning (COIL) framework. Students from University of Limerick (UL) and Oslo Metropolitan University (OsloMet), used the OpenSimulator MUVE platform for collaboration. The students were divided into four groups comprising a mix of students from both universities. Methodologically, this case study is informed by pre- and post- survey data, screen recordings from two plenary sessions, as well as a final oral presentation and discussion in OpenSimulator. Findings show mixed experiences by the students and point to three pillars of project design that can facilitate CSCL: the platform, the international dimension, and opportunities for collaboration. While students reported that being represented as an avatar had some positive affordances over other video-based platforms, students also faced usability challenges with the platform. In terms of internationalisation and collaboration, students valued working with peers from another country, with their interactions mediated by a platform they otherwise would not have used. Overall, findings show that factors such as time, the usability of the MUVE platform, the assigned task, and the international dimension, are all essential considerations when using a MUVE to facilitate COIL projects.},
	language = {en-GB},
	number = {2},
	urldate = {2025-04-04},
	journal = {Nordic Journal of Comparative and International Education (NJCIE)},
	author = {Slattery, Darina M. and Cleary, Yvonne and Giæver, Tonje Hilde and Engen, Bård Ketil},
	month = apr,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	file = {Slattery et al. - 2025 - Experimenting with a Multi-User Virtual Environment for Collaborative Online International Learning:/Users/jochenhanisch-johannsen/Zotero/storage/ZTMVHU9X/Slattery et al. - 2025 - Experimenting with a Multi-User Virtual Environment for Collaborative Online International Learning.pdf:application/pdf},
}

@article{wu_impact_2025,
	title = {The impact of metacognitive scaffolding on deep learning in a {GenAI}-supported learning environment},
	issn = {1049-4820, 1744-5191},
	url = {https://www.tandfonline.com/doi/full/10.1080/10494820.2025.2479162},
	doi = {10.1080/10494820.2025.2479162},
	abstract = {Metacognitive scaffolding plays a pivotal role in fostering deep learning. However, the application of generative artificial intelligence (GenAI) in educational practice involves certain challenges, such as thought substitution, superficial cognitive processing, and impaired deep learning. Consequently, investigating the influence of metacognitive scaffolding on deep learning within the GenAI context was the central focus of this study. This study employed a quasi-experimental research design to investigate the impacts of metacognitive scaffolding on learners’ learning approaches, cognitive proficiency levels, and academic achievements in a GenAI learning environment, thereby elucidating the ability of metacognitive scaffolding to promote deep learning. The Mann‒Whitney U test was used to examine the disparities in learning methodologies and academic performance between the experimental and control groups. The SOLO cognitive level framework was used to code transcripts of the dialogs between learners and GenAI, and epistemic network analysis was employed to examine the distribution of cognitive levels between these two groups. These findings revealed that for the learners in the experimental group, the use of metacognitive scaffolding had a significantly positive deepening effect on their tendencies toward various learning approaches and on their cognitive hierarchy. Moreover, the experimental group exhibited better academic performance.},
	language = {en-GB},
	urldate = {2025-03-21},
	journal = {Interactive Learning Environments},
	author = {Wu, Junqi and Wang, Jiatong and Lei, Shuang and Wu, Feiyan and Gao, Xingyu},
	month = mar,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {1--18},
	file = {Wu et al. - 2025 - The impact of metacognitive scaffolding on deep learning in a GenAI-supported learning environment:/Users/jochenhanisch-johannsen/Zotero/storage/DC3C5FTX/Wu et al. - 2025 - The impact of metacognitive scaffolding on deep learning in a GenAI-supported learning environment.pdf:application/pdf},
}

@article{becher_flexibility_2025,
	title = {Flexibility as a form of inequity in emergency remote online learning: the perspective of {Israeli} university students},
	issn = {1042-1726, 1867-1233},
	shorttitle = {Flexibility as a form of inequity in emergency remote online learning},
	url = {https://link.springer.com/10.1007/s12528-025-09433-9},
	doi = {10.1007/s12528-025-09433-9},
	abstract = {Flexible online distance education enables students to interact with content and materials at their own pace and from any location. However, such individualization of students’ learning time and space masks differences between learners’ access to resources within their spatial environments and temporal contexts and, thus, might generate implicit forms of social inequity. This study examines how flexibility inherent to emergency remote online learning shapes how Israeli university students from different social groups experienced remote online learning during the Covid-19 pandemic. We thematically analyzed semi-structured interviews with 50 undergraduate and graduate students, representing diversity in terms of class, gender, and national categories. We found four spatial and temporal factors that shaped students’ ability to harness flexibility to benefit their emergency remote online learning: spatial capital, temporal capital, temporal agency, and temporal intensity. The analysis revealed how such factors were shaped by complex intersections between students’ social identities. This study suggests that higher education institutions should make flexibility inclusive and safeguard students from potential adverse effects by tailoring support to diverse student needs and ensuring consistent access to resources as needed.},
	language = {en-GB},
	urldate = {2025-03-15},
	journal = {Journal of Computing in Higher Education},
	author = {Becher, Ayelet and Slobodin, Ortal and Manevich-Malul, Gila and Abu-Kishk, Hama and Queder, Sarab Abu-Rabia and Pinson, Halleli},
	month = feb,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	file = {Becher et al. - 2025 - Flexibility as a form of inequity in emergency remote online learning the perspective of Israeli un:/Users/jochenhanisch-johannsen/Zotero/storage/SW3TAB4D/Becher et al. - 2025 - Flexibility as a form of inequity in emergency remote online learning the perspective of Israeli un.pdf:application/pdf},
}

@article{atas_shared_2025,
	title = {A shared metacognition-focused instructional design model for online collaborative learning environments},
	volume = {73},
	issn = {1042-1629, 1556-6501},
	url = {https://link.springer.com/10.1007/s11423-024-10423-4},
	doi = {10.1007/s11423-024-10423-4},
	abstract = {This study advances the emerging research on shared metacognition through the lens of the community of inquiry framework. It seeks components and utterances of the community of inquiry and shared metacognition in online collaborative learning environments to bring an instructional design model to the fore. A three-cycle design-based research method was followed in two cases of university students by triangulating the quantitative and qualitative data sources. A coding scheme, the shared metacognition questionnaire, the community of inquiry questionnaire and one-to-one and focus-group interview protocols were used as data collection tools. Quantitative data were interpreted through descriptive, inferential statistics, and an open/selective coding process interpreted qualitative data. The findings pointed out that the community of inquiry framework presented a powerful theoretical ground to investigate and distinguish cognitive, social, and teaching presence episodes from shared metacognition episodes. Orientation-planning, monitoring, and evaluationreflection were proved as three main components of the shared metacognition construct in online collaborative learning settings. This study further advances the specification of each shared metacognition component from the group-related regulative actions and taskrelated regulatory actions. Moreover, a set of six instructional design principles within an instructional design model that combines the components of shared metacognition were put forward. These guidelines are intended to aid practitioners and instructional designers in the development of online collaborative learning activities.},
	language = {en-GB},
	number = {1},
	urldate = {2025-03-15},
	journal = {Educational technology research and development},
	author = {Ataş, Amine Hatun and Yıldırım, Zahide},
	month = feb,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {567--613},
	file = {Ataş und Yıldırım - 2025 - A shared metacognition-focused instructional design model for online collaborative learning environm:/Users/jochenhanisch-johannsen/Zotero/storage/L9TXB9DL/Ataş und Yıldırım - 2025 - A shared metacognition-focused instructional design model for online collaborative learning environm.pdf:application/pdf},
}

@article{shank_motivation_2025,
	title = {Motivation in online course design using self-determination theory: an action research study in a secondary mathematics course},
	volume = {73},
	issn = {1042-1629, 1556-6501},
	shorttitle = {Motivation in online course design using self-determination theory},
	url = {https://link.springer.com/10.1007/s11423-024-10410-9},
	doi = {10.1007/s11423-024-10410-9},
	abstract = {With continued growth in online learning, motivation remains a key factor in persistence and achievement. Online mathematics students struggle with self-regulation and selfefficacy. As reported by Ryan and Deci (Self-determination theory: basic psychological needs in motivation, development, and wellness, Guilford Press, 2017, https://doi.org/10. 3233/EFI-2004-22201), in their well-established self-determination theory, contended that satisfying the psychological needs of autonomy (involving self-regulation), competence (involving self-efficacy), and relatedness (involving a sense of belonging) creates a suitable environment for integrated extrinsic and intrinsic motivation to thrive. The purpose of this action research was to implement a self-determination theory-based online unit for mathematics students to improve their motivation levels. A convergent mixed methods action research design was employed to identify changes in the levels of autonomy, competence, and relatedness of the participants in an Algebra 2 course (n = 50) at a fully online school in the northeastern United States. Results from the motivation questionnaire and student interviews indicated a significant increase in competence and relatedness after completing the intervention. While no significant increase in autonomy was evident in the quantitative results, the qualitative findings showed some support for improved autonomy. Recommendations for online mathematics course design to support increased motivation are provided.},
	language = {en-GB},
	number = {1},
	urldate = {2025-03-15},
	journal = {Educational technology research and development},
	author = {Shank, Emily and Tang, Hengtao and Morris, William},
	month = feb,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {415--441},
	file = {Shank et al. - 2025 - Motivation in online course design using self-determination theory an action research study in a se:/Users/jochenhanisch-johannsen/Zotero/storage/TUE9QAXM/Shank et al. - 2025 - Motivation in online course design using self-determination theory an action research study in a se.pdf:application/pdf},
}

@article{defeo_general_2025,
	title = {General education biology labs: a {Delphi} study of student learning outcomes},
	volume = {4},
	issn = {2731-5525},
	shorttitle = {General education biology labs},
	url = {https://link.springer.com/10.1007/s44217-025-00428-3},
	doi = {10.1007/s44217-025-00428-3},
	abstract = {Introductory biology courses at most colleges and universities have two components: a lecture and a lab. However, for students who are not majoring in biology and taking the introductory course as part of their general education requirements, the distinct role of the lab has not been clearly articulated. We performed an online modified-Delphi study of student learning outcomes (SLOs) for non-majors biology. We engaged 73 biology faculty experts from institutions across the US in four iterative rounds to identify, rate, discuss, and re-rate ten SLOs for non-majors biology labs on the dimensions of importance, feasibility, and distribution of responsibility between lab and lecture. On average, the panel achieved consensus around eight SLOs as “important.” All of the SLOs were rated as “feasible” under optimal teaching and learning contexts, but the panelists noted that current institutional constraints render some as less feasible. Our analysis suggests that labs share many SLOs with lectures, but there are also some SLOs that are unique to the lab. Our study provides recommendations for coordinated strategies and efforts between lecture and lab activities to promote more rigorous learning and better attainment of those outcomes.},
	language = {en-GB},
	number = {1},
	urldate = {2025-03-15},
	journal = {Discover Education},
	author = {DeFeo, Dayna Jean and Gerken, Sarah and Tran, Trang C. and Khodyakov, Dmitry and Fink, Arlene},
	month = mar,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {55},
	file = {DeFeo et al. - 2025 - General education biology labs a Delphi study of student learning outcomes:/Users/jochenhanisch-johannsen/Zotero/storage/MA3ZNV8H/DeFeo et al. - 2025 - General education biology labs a Delphi study of student learning outcomes.pdf:application/pdf},
}

@article{berger_crossing_2025,
	title = {Crossing the distance: {University} student newcomer socialization in online semesters—a case study},
	volume = {53},
	issn = {0340-4099, 2520-873X},
	shorttitle = {Crossing the distance},
	url = {https://link.springer.com/10.1007/s42010-024-00206-4},
	doi = {10.1007/s42010-024-00206-4},
	abstract = {Abstract
            During the COVID-19 pandemic, emergency online learning impeded the pursuit of in-person activities that usually foster successful socialization in higher education. To investigate the effects of online learning on socialization, we asked two exploratory research questions: (1) How and to what extent does the level of socialization change during the first online semester? and (2) To what extent does level of change predict course dropout and academic performance? In our case study, using a sample of new students at a large German university, we ran an autoregressive three-factorial model of socialization (role, relationships, organization) with three measurements taken during the new students’ first semester, which was the second semester in which emergency online learning took place. Our results show that the relationships component of socialization did not increase over the semester, while the role and organization components increased. Furthermore, our results support a negative effect of the organization component of socialization on course dropout and a positive effect of the relationship component of socialization on academic performance.
          , 
            Zusammenfassung
            Während der COVID-19-Pandemie beeinträchtigte der Notfallfernunterricht die Durchführung von Präsenzaktivitäten, die normalerweise die Sozialisierung im Hochschulbereich fördern. Wir untersuchten, wie sich die Sozialisierung während des ersten Online-Semesters verändert und inwieweit diese Veränderung den Kursabbruch und die akademische Leistung vorhersagt. In einer Fallstudie mit Studienanfängern einer deutschen Universität analysierten wir ein autoregressives Modell mit drei Faktoren der Sozialisierung (Rolle, Beziehungen, Organisation), basierend auf drei Messzeitpunkten. Die Ergebnisse zeigen, dass nur die Faktoren Rolle und Organisation anstiegen. Weiterhin ergab sich ein negativer Zusammenhang zwischen dem Faktor Organisation und Kursabbruch sowie ein positiver Zusammenhang zwischen der dem Faktor Beziehungen und der Studienleistung.},
	language = {en-GB},
	number = {1},
	urldate = {2025-03-15},
	journal = {Unterrichtswissenschaft},
	author = {Berger, Sonja and Stadler, Matthias and Sailer, Michael and Eberle, Julia and Cooper-Thomas, Helena D. and Stegmann, Karsten},
	month = mar,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {53--71},
	file = {Berger et al. - 2025 - Crossing the distance University student newcomer socialization in online semesters—a case study:/Users/jochenhanisch-johannsen/Zotero/storage/XR4ITEB4/Berger et al. - 2025 - Crossing the distance University student newcomer socialization in online semesters—a case study.pdf:application/pdf},
}

@article{amzalag_ultra-orthodox_2025,
	title = {Ultra-{Orthodox} parents’ perspectives on applying learningtechnologies in elementary schools},
	issn = {0141-6200, 1740-7931},
	url = {https://www.tandfonline.com/doi/full/10.1080/01416200.2025.2471105},
	doi = {10.1080/01416200.2025.2471105},
	abstract = {The ultra-Orthodox Jewish community in Israel is characterised by its strong cohesion, unique educational system, and limited adoption of technology. In this study, we examined the viewpoints and motivations of ultra-Orthodox parents regarding the implementation of various learning technologies in elementary schools. The study employed a mixedmethods approach, incorporating quantitative research to explore the viewpoints of ultra-Orthodox parents with children in elementary schools on the effectiveness of digital learning during emergency conditions. Additionally, qualitative research was conducted to examine parental perceptions of technology in general and its implementation within educational settings, encompassing both everyday routines and periods of crisis. The findings demonstrate that ultra-Orthodox parents’ expressed reservations about almost any form of technology adoption in their children’s elementary schools. There were reservations regarding screen addiction, possible harm to cognitive functions and reservation skills, and exposure to explicit content, violence and ideas that conflict with religious beliefs.},
	language = {en-GB},
	urldate = {2025-03-10},
	journal = {British Journal of Religious Education},
	author = {Amzalag, Meital and Gross, Zeev},
	month = mar,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {1--18},
	file = {Amzalag und Gross - 2025 - Ultra-Orthodox parents’ perspectives on applying learningtechnologies in elementary schools:/Users/jochenhanisch-johannsen/Zotero/storage/MTJHA3US/Amzalag und Gross - 2025 - Ultra-Orthodox parents’ perspectives on applying learningtechnologies in elementary schools.pdf:application/pdf},
}

@article{jiao_collaborative_2025,
	title = {Collaborative decision‐making for {UAV} swarm confrontation based on reinforcement learning},
	volume = {19},
	issn = {1751-8644, 1751-8652},
	url = {https://ietresearch.onlinelibrary.wiley.com/doi/10.1049/cth2.12781},
	doi = {10.1049/cth2.12781},
	abstract = {With the advancement of unmanned aerial vehicle (UAV) technology, research on adversarial interactions within UAV swarms has gained signiﬁcant attention domestically and internationally. However, the existing decision-making algorithms are primarily tailored to homogeneous UAV swarm adversarial scenarios, facing challenges such as complex reward function design and limited decision-making timeliness when applied to more intricate scenarios. This article investigates the real-time control decision-making issues in UAV swarm adversarial interactions. First, an adversarial simulation environment for UAV swarms is constructed, which effectively uniﬁes the environment and state representation, enhancing the response speed of our UAVs. Second, a distributed UAV swarm collaborative control algorithm based on multi-agent reinforcement learning is proposed, and an effective sparse reward function is designed to guide UAVs in adversarial gaming, making the UAV strategies more aggressive, enhancing the adversarial intensity, and further optimizing the control strategy to meet real-world demands better. Finally, the real-time performance and scalability of the proposed method are validated through simulations.},
	language = {en-GB},
	number = {1},
	urldate = {2025-02-26},
	journal = {IET Control Theory \& Applications},
	author = {Jiao, Yongkang and Fu, Wenxing and Cao, Xinying and Su, Qiangqing and Wang, Yusheng and Shen, Zixiang and Yu, Lanlin},
	month = jan,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {e12781},
	file = {Jiao et al. - 2025 - Collaborative decision‐making for UAV swarm confrontation based on reinforcement learning:/Users/jochenhanisch-johannsen/Zotero/storage/TTM6D9UG/Jiao et al. - 2025 - Collaborative decision‐making for UAV swarm confrontation based on reinforcement learning.pdf:application/pdf},
}

@article{khera_choose_2025,
	title = {To choose or not to choose? {Decision} making while selecting platforms for {MOOCs}: a hybrid {MADM} approach},
	issn = {0268-0513, 1469-9958},
	shorttitle = {To choose or not to choose?},
	url = {https://www.tandfonline.com/doi/full/10.1080/02680513.2025.2467032},
	doi = {10.1080/02680513.2025.2467032},
	abstract = {The optimal selection of massive open online course (MOOC) platforms is crucial for all new and prospective learners. A decisionmaking problem arises when similar choices are available for courses offering similar sets of skills. Evaluating different MOOCs’ attributes solely upon influence or gut feelings invokes bias and might not yield optimal results. Thus, to save time, money, and resources, developing a model for the rational selection of MOOC platforms is crucial. This study was set experimentally, and the aim was not only to elicit the most important MOOC attributes available on each website but also to differentiate between the decisionmaking process of selection and evaluation. Using a hybrid multiattribute decision-making (MADM) approach i.e. Decision-making Trial and Evaluation Laboratory and Analytic Network Process (DEMATEL-ANP) the study has ranked seven critical attributes of MOOCs in order of importance and established causal relations among them. The results also portray the importance of these attributes in selecting the most appropriate e-learning platform.},
	language = {en-GB},
	urldate = {2025-02-23},
	journal = {Open Learning: The Journal of Open, Distance and e-Learning},
	author = {Khera, Shikha N. and Pawar, Himanshu},
	month = feb,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {1--20},
	file = {Khera und Pawar - 2025 - To choose or not to choose Decision making while selecting platforms for MOOCs a hybrid MADM appro:/Users/jochenhanisch-johannsen/Zotero/storage/DZGNP3KP/Khera und Pawar - 2025 - To choose or not to choose Decision making while selecting platforms for MOOCs a hybrid MADM appro.pdf:application/pdf},
}

@article{das_comparative_nodate,
	title = {Comparative {Study} {Exploring} {Personality}- {Communication} {Correlation} in {Design} {Students} and {Its} {Impact} on {Offline}/{Online} {Collaborative} {Learning}},
	abstract = {Background: Collaborative learning is a common teaching strategy in design education. This study analyzes the correlation between personality types, communication styles and the learning outcomes of design students in collaborative learning in online and offline mode of teaching. The traditional approach of face-to-face learning had to be quickly adjusted with hybrid or online mode of teaching and learning process due to the onset of the pandemic COVID-19 during the last 3 years.
Methods: By comparing the data collected from two academic years, the study compares the different correlations in conducting online and offline collaborative learning environments. Students’ personality and communication style are analyzed through the Myers-Briggs Type Indicator (MBTI) and a four-type communication model.
Results: The findings indicate that students face different challenges in online and offline collaborative learning activities, and the correlation between personality types, personality styles and learning outcomes is different. In the offline environment, the personality traits of Thinking (T) and the personality temperament of intuitive-thinking (NT) are positively correlated with learning outcomes. Among the four communication styles, directors are positively correlated with learning outcomes. In an online environment, having the personality trait of extroversion (E) and the personality temperament of intuitivefeeling (NF) are positively connected with learning outcomes. Socializer is a communication style that is closely correlated to learning outcomes.
Conclusion: This study points out that when organizing online collaborative learning, students face challenges in building an intimate and comfortable group atmosphere, while offline learning requires more leadership-quality team members. The findings help educators understand student personalities, help teachers organize learning activities more effectively for better collaborative learning outcomes, and provide students with equal opportunities for learning success.},
	language = {en-GB},
	journal = {THE INTERNATIONAL JOURNAL OF DESIGN EDUCATION},
	author = {Das, Mohana and Lau, Newman and Zhang, Wenjing and Tang, Kelly and Leung, Dominic},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	file = {Das et al. - Comparative Study Exploring Personality- Communication Correlation in Design Students and Its Impact:/Users/jochenhanisch-johannsen/Zotero/storage/G9JSEY2S/Das et al. - Comparative Study Exploring Personality- Communication Correlation in Design Students and Its Impact.pdf:application/pdf},
}

@article{mao_capturing_2025,
	title = {Capturing patterns of argumentation elements, encountered challenges, and social regulation in collaborative argumentation: an epistemic network analysis study},
	issn = {1049-4820, 1744-5191},
	shorttitle = {Capturing patterns of argumentation elements, encountered challenges, and social regulation in collaborative argumentation},
	url = {https://www.tandfonline.com/doi/full/10.1080/10494820.2025.2460583},
	doi = {10.1080/10494820.2025.2460583},
	abstract = {Collaborative argumentation is a crucial learning activity affected by various factors, including the use of argumentation elements, encountered challenges, and social regulation. Few studies examined how these factors collectively impact argumentation outcomes based on fine-grained process data. This research employed Chi-squared tests and epistemic network analysis (ENA) to reveal the different frequencies and patterns of these factors in 4 high- and 4 low-performing groups. The data were derived from a 90-minute argumentation task involving 55 undergraduates. The Chi-squared test revealed the frequency differences, indicating that high-performing groups tended to use strong claims, whereas low-performing groups typically used weak counterclaims/rebuttals and encountered more socioemotional challenges. The ENA results further illustrated the differences in the cooccurrences of these factors. In low-performing groups, weak counterclaims/rebuttals intertwined with socioemotional and cognitive challenges. Although students attempted to use socioemotional regulations to address challenges, their efforts were ineffective due to the tense atmosphere. Conversely, high-performing groups successfully alternated between cognitive and socioemotional regulations to formulate strong claims and overcome challenges. These findings highlight the advantages of using ENA to analyze and compare patterns of factors and suggest the need to design educational tools to support effective social regulations.},
	language = {en-GB},
	urldate = {2025-02-14},
	journal = {Interactive Learning Environments},
	author = {Mao, Ziqi and Li, Xiaoran and Li, Yanyan and Shao, Jingjing and Bao, Haogang},
	month = feb,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {1--14},
	file = {Mao et al. - 2025 - Capturing patterns of argumentation elements, encountered challenges, and social regulation in colla:/Users/jochenhanisch-johannsen/Zotero/storage/6ZWKKWDZ/Mao et al. - 2025 - Capturing patterns of argumentation elements, encountered challenges, and social regulation in colla.pdf:application/pdf},
}

@article{ngugi_development_nodate,
	title = {Development of a {Digi}-{Face} {Cross}-{Platform} {Mobile} {App} for {Online} {Teaching}, {Learning}, and {Research}: {A} {Case} {Study} of {African} {Higher} {Education} {Communities}},
	volume = {5},
	abstract = {This project report examines the design, development, and implementation of a cross-platform mobile application designed to enhance online teaching, learning, and research within African higher education communities. The project builds on the existing Digi-Face platform, which is a foundational tool for online education, particularly for Centers of Excellence in East Africa. Although the Digi-Face website connects these centers effectively, it lacks a dedicated mobile application, creating barriers to seamless access to online and offline educational resources. This gap limits the platform’s ability to offer an integrated, user-friendly interface that fosters collaboration and enhances engagement.},
	language = {en-GB},
	number = {1},
	author = {Ngugi, Dr Jonathan and Janyan, Pawala},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	file = {Ngugi und Janyan - Development of a Digi-Face Cross-Platform Mobile App for Online Teaching, Learning, and Research A:/Users/jochenhanisch-johannsen/Zotero/storage/6XKYPGG8/Ngugi und Janyan - Development of a Digi-Face Cross-Platform Mobile App for Online Teaching, Learning, and Research A.pdf:application/pdf},
}

@article{sterman_system_nodate,
	title = {System dynamics: systems thinking and modeling for a complex world},
	abstract = {Today s problems often arise as unintended consequences of yesterday s solutions. Social systems often suffer from policy resistance, the tendency for well-intentioned interventions to be defeated by the response of the system to the intervention itself. The field of system dynamics, created at MIT in the 1950s by Jay Forrester, is designed to help us learn about the structure and dynamics of the complex systems in which we are embedded, design high-leverage policies for sustained improvement, and catalyze successful implementation and change. Drawing on engineering control theory and the modern theory of nonlinear dynamical systems, system dynamics often involves the development of formal models and management flight simulators to capture complex dynamics, and to create an environment for learning and policy design. Unlike pure engineering problems if any exist human systems present unique challenges, including long time horizons, issues that cross disciplinary boundaries, the need to develop reliable models of human behavior, and the great difficulty of experimental testing. Successful change in social systems also requires the active participation of a wide range of people in the modeling and policy design process, people who often lack technical training. In this paper I discuss requirements for the effective use of system dynamics and illustrate with a successful application to a difficult business issue.},
	language = {en-GB},
	author = {Sterman, John D},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	file = {Sterman - SYSTEM DYNAMICS SYSTEMS THINKING AND MODELING FOR A COMPLEX WORLD:/Users/jochenhanisch-johannsen/Zotero/storage/V2PJZBMA/Sterman - SYSTEM DYNAMICS SYSTEMS THINKING AND MODELING FOR A COMPLEX WORLD.pdf:application/pdf},
}

@article{sellberg_learning_2025,
	title = {Learning from simulation: pedagogical principles and presuppositions in nursing and nautical education},
	issn = {1363-6820, 1747-5090},
	shorttitle = {Learning from simulation},
	url = {https://www.tandfonline.com/doi/full/10.1080/13636820.2025.2462960},
	doi = {10.1080/13636820.2025.2462960},
	abstract = {In current simulation research, post-simulation discussions, so called debriefings, have been shown to be an effective means to learn from simulated experience. However, there is less consensus about which educational methods would guarantee successful debriefing outcomes. This article conducts a comparative study of post-simulation discussions in two professions with a longstanding history of simulation training: nursing and nautical education. We combine a literature review with a survey-based investigation (N = 168) to understand how instructors and facilitators implement their pedagogical ideas in debriefing practice. The results reveal consensus on the importance of debriefings, a shared emphasis on creating a space for self-reflection on practice in groups across practice areas. At the same time, differences emerge between nursing and nautical education in relation to the role of facilitators, focus on learning objectives, and views on instructional feedback and storytelling, both between and within educational fields.},
	language = {en-GB},
	urldate = {2025-02-09},
	journal = {Journal of Vocational Education \& Training},
	author = {Sellberg, Charlott and Fanneløb Giskeødegård, Marte},
	month = feb,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {1--15},
	file = {Sellberg und Fanneløb Giskeødegård - 2025 - Learning from simulation pedagogical principles and presuppositions in nursing and nautical educati:/Users/jochenhanisch-johannsen/Zotero/storage/QITKT2CG/Sellberg und Fanneløb Giskeødegård - 2025 - Learning from simulation pedagogical principles and presuppositions in nursing and nautical educati.pdf:application/pdf},
}

@article{kucirkova_business_2011,
	title = {Business english courses online support},
	volume = {4},
	abstract = {The paper deals with the project called Online Study Support for the Subject of Business English within the Fund of Higher Education Development of the Czech Republic. It will be created in the form of a twelve-module course in the Moodle Learning Management System (LMS) on the B1 level of the Common European Framework of References for Languages. Moodle is an open source Virtual Learning Environment which is free, developed by a worldwide community and is used for study purposes. It allows the teachers to create online courses and the students to enrol in them. The course is focused on the development of business and economic terminology, on reading comprehension, listening comprehension and the work with up-to-date authentic audio-visual materials. The course comprises the topics such as business and its basic terms, business letters, business organizations, macroeconomics and microeconomics, personnel management, marketing, email, accounting and finance etc.},
	language = {en-GB},
	number = {4},
	journal = {Journal on Efficiency and Responsibility in Education and Science},
	author = {Kučírková, Lenka and Vogeltanzová, Tereza and Jarkovská, Martina},
	year = {2011},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	file = {Kučírková et al. - BUSINESS ENGLISH COURSES ONLINE SUPPORT:/Users/jochenhanisch-johannsen/Zotero/storage/C2EVLV2U/Kučírková et al. - BUSINESS ENGLISH COURSES ONLINE SUPPORT.pdf:application/pdf},
}

@article{polackova_innovative_2010,
	title = {Innovative approach to education and teaching of statistics},
	volume = {3},
	abstract = {Educational and tutorial programs are being developed together, with the changing world of information technology it is a necessary course to adapt to and accept new possibilities and needs. Use of online learning tools can amplify our teaching resources and create new types of learning opportunities that did not exist in the pre-Internet age. The world is full of information, which needs to be constantly updated. Virtualisation of studying materials enables us to update and manage them quickly and easily. As an advantage, we see an asynchronous approach towards learning materials that can be tailored for the students´ needs and adjusted according to their time and availability.},
	language = {en-GB},
	number = {1},
	journal = {Journal on Efficiency and Responsibility in Education and Science},
	author = {Poláčková, Julie and Jindrová, Andrea},
	year = {2010},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	file = {Poláčková und Jindrová - INNOVATIVE APPROACH TO EDUCATION AND TEACHING OF STATISTICS:/Users/jochenhanisch-johannsen/Zotero/storage/BFJW7XVE/Poláčková und Jindrová - INNOVATIVE APPROACH TO EDUCATION AND TEACHING OF STATISTICS.pdf:application/pdf},
}

@article{davies_knowledge_2024,
	title = {Knowledge creation through maker practices and the role of teacher and peer support in collaborative invention projects},
	volume = {19},
	issn = {1556-1607, 1556-1615},
	url = {https://link.springer.com/10.1007/s11412-024-09427-2},
	doi = {10.1007/s11412-024-09427-2},
	abstract = {This study analyzed collaborative invention projects by teams of lower-secondary (13–14-year-old) Finnish students. In invention projects, student teams design and make materially embodied collaborative inventions using traditional and digital fabrication technologies. This investigation focused on the student teams’ knowledge creation processes by examining how they applied maker practices (i.e., design process, computer engineering, product design, and science practices) in their co-invention projects and the effects of teacher and peer support. In our investigations, we relied on video data and on-site observations, utilizing and further developing visual data analysis methods. Our findings assist in expanding the scope of computer-supported collaborative learning (CSCL) research toward sociomaterially mediated knowledge creation, revealing the open-ended, nonlinear, and self-organized flow of the co-invention projects that take place around digital devices. Our findings demonstrate the practice-based, knowledge-creating nature of these processes, where computer engineering, product design, and science are deeply entangled with design practices. Furthermore, embodied design practices of sketching, practical experimenting, and working with concrete materials were found to be of the essence to inspire and deepen knowledge creation and advancement of epistemic objects. Our findings also reveal how teachers and peer tutor students can support knowledge creation through co-invention.},
	language = {en-GB},
	number = {3},
	urldate = {2025-01-01},
	journal = {International Journal of Computer-Supported Collaborative Learning},
	author = {Davies, Sini and Seitamaa-Hakkarainen, Pirita and Hakkarainen, Kai},
	month = sep,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {283--310},
	file = {Davies et al. - 2024 - Knowledge creation through maker practices and the role of teacher and peer support in collaborative:/Users/jochenhanisch-johannsen/Zotero/storage/VEMS466A/Davies et al. - 2024 - Knowledge creation through maker practices and the role of teacher and peer support in collaborative.pdf:application/pdf},
}

@article{steffen_unlocking_2025,
	title = {Unlocking the potential of student teachers: a practical approach to promote competence development through competence standards},
	volume = {12},
	issn = {2331-186X},
	shorttitle = {Unlocking the potential of student teachers},
	url = {https://www.tandfonline.com/doi/full/10.1080/2331186X.2024.2443994},
	doi = {10.1080/2331186X.2024.2443994},
	abstract = {Educational science competences are considered one of the most important topics in teacher training. They also play an important role in various areas of effective teaching. Even though professional competences of student teachers have already been widely discussed based on several theoretical models, no study to date examines the promotion of student teachers’ competence development in practice. As part of this framework, we established a competence grid for student teachers to assess and support individualizing students’ learning paths. The grid is meant to stimulate self-reflection, which should help individuals raise awareness for their learning progress and make performance levels visible. Initial empirical results from a survey with first and second semester students (n ¼ 309) demonstrated practical applicability and reliability (a ¼ .82) of the assessment grid, which allows to design further steps towards professionalisation.},
	language = {en-GB},
	number = {1},
	urldate = {2024-12-27},
	journal = {Cogent Education},
	author = {Steffen, Annalena and Ohl, Franziska},
	month = dec,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {2443994},
	file = {Steffen und Ohl - 2025 - Unlocking the potential of student teachers a practical approach to promote competence development:/Users/jochenhanisch-johannsen/Zotero/storage/QEVQGQPZ/Steffen und Ohl - 2025 - Unlocking the potential of student teachers a practical approach to promote competence development.pdf:application/pdf},
}

@article{lopez-gavira_konzeption_2024,
	title = {Die {Konzeption} von {Erfolg} aus {Sicht} von {Absolvent}:innen mit {Beeinträchtigung}: {Schlüsselaspekte} der {Inklusion} in der deutschen {Hochschulbildung}},
	issn = {2190-6890, 2190-6904},
	shorttitle = {Die {Konzeption} von {Erfolg} aus {Sicht} von {Absolvent}},
	url = {https://link.springer.com/10.1007/s35834-024-00462-5},
	doi = {10.1007/s35834-024-00462-5},
	abstract = {While various researchers have explored inclusion and the educational success of people with impairments in recent years, the question of what the latter mean by academic success remains understudied. The ﬁrst aim of this article is to analyse the conceptualisations of success in higher education and the key factors that contributed to the academic success of 28 graduates with impairments from 16 German universities. The second aim is to provide recommendations from the participants themselves to other students with impairments and to higher education institutions for improving their success in higher education. The results show that the participants have different conceptualisations of success (achieving a degree, getting good grades, learning and developing skills, gaining practical experience, overcoming challenges and maintaining a balance between studies and health) and identiﬁed various personal factors (the disability as a driving force) and contextual factors (social and family environment, time abroad, positive feedback, recognition of achievements and accessible online courses and digitised materials), as relevant to their success. The ﬁndings further demonstrate that hearing the voices of graduates with impairments is critical to their success in higher education and the empowerment of students with disabilities.},
	language = {de-DE},
	urldate = {2024-12-18},
	journal = {Zeitschrift für Bildungsforschung},
	author = {Lopez-Gavira, Rosario and Orozco, Inmaculada and Angerhausen, Pascal},
	month = dec,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	file = {Lopez-Gavira et al. - 2024 - Die Konzeption von Erfolg aus Sicht von Absolventinnen mit Beeinträchtigung Schlüsselaspekte der I:/Users/jochenhanisch-johannsen/Zotero/storage/CA7IZR37/Lopez-Gavira et al. - 2024 - Die Konzeption von Erfolg aus Sicht von Absolventinnen mit Beeinträchtigung Schlüsselaspekte der I.pdf:application/pdf},
}

@incollection{fossa_berufliche_2024,
	address = {Cham},
	title = {Berufliche {Bildung} für {Erwachsene}: {Erfahrungen} und {Erwartungen} von {Online}-{Studenten} in {Chile}},
	isbn = {978-3-031-58978-2 978-3-031-58979-9},
	shorttitle = {Berufliche {Bildung} für {Erwachsene}},
	url = {https://link.springer.com/10.1007/978-3-031-58979-9_3},
	language = {de-DE},
	urldate = {2024-12-16},
	booktitle = {Affektivität und {Lernen}},
	publisher = {Springer Nature Switzerland},
	author = {Flores, Rodrigo and Naranjo, Carola},
	editor = {Fossa, Pablo and Cortés-Rivera, Cristian},
	year = {2024},
	doi = {10.1007/978-3-031-58979-9_3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#a:Buchteil:online:lernen},
	pages = {57--76},
	file = {Flores und Naranjo - 2024 - Berufliche Bildung für Erwachsene Erfahrungen und Erwartungen von Online-Studenten in Chile:/Users/jochenhanisch-johannsen/Zotero/storage/KIRT7CAM/Flores und Naranjo - 2024 - Berufliche Bildung für Erwachsene Erfahrungen und Erwartungen von Online-Studenten in Chile.pdf:application/pdf},
}

@incollection{harris_wings_2025,
	address = {Cham},
	title = {Wings of {Wisdom}: {Learning} from {Pilot} {Decision} {Data} with {Interpretable} {AI} {Models}},
	volume = {15381},
	isbn = {978-3-031-76823-1 978-3-031-76824-8},
	shorttitle = {Wings of {Wisdom}},
	url = {https://link.springer.com/10.1007/978-3-031-76824-8_17},
	abstract = {This paper explores how an AI model might aid pilots facing time-sensitive, multi-criteria decision-making challenges, focusing on the dynamic alternate airport selection problem. Traditional decision-making methods from the literature are ill suited in time-constrained, stressful situations. This has prompted an exploration into how incorporating AI models might provide decision-makers, pilots in this case, recommendations in such predicaments. Within the paper we explore how a Learning Classiﬁer Systems (LCS), might be employed to tackle the problem. To train the LCS, an augmented dataset is derived from an online survey study featuring scenarios simulating alternate airport decision-making problems where state variables, reﬂecting aircraft conditions, and three airport options were presented to pilots. The LCS system showed promising results and appears to be a suitable model for the task.},
	language = {en-GB},
	urldate = {2024-12-14},
	booktitle = {{HCI} {International} 2024 – {Late} {Breaking} {Papers}},
	publisher = {Springer Nature Switzerland},
	author = {Djartov, Boris and Papenfuß, Anne and Wies, Matthias},
	editor = {Harris, Don and Li, Wen-Chin and Krömker, Heidi},
	year = {2025},
	doi = {10.1007/978-3-031-76824-8_17},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {241--256},
	file = {Djartov et al. - 2025 - Wings of Wisdom Learning from Pilot Decision Data with Interpretable AI Models:/Users/jochenhanisch-johannsen/Zotero/storage/Z4QFAUEN/Djartov et al. - 2025 - Wings of Wisdom Learning from Pilot Decision Data with Interpretable AI Models.pdf:application/pdf},
}

@incollection{kim_learning_2024,
	address = {Cham},
	title = {Learning from {Student} {Mistakes}: {Using} {Epistemic} {Network} {Analysis} of {Students}’ {Knowledge} of {Fractions}, {Ratios} and {Percentages} to {Drive} {Middle} {School} {Instruction}},
	volume = {2278},
	isbn = {978-3-031-76334-2 978-3-031-76335-9},
	shorttitle = {Learning from {Student} {Mistakes}},
	url = {https://link.springer.com/10.1007/978-3-031-76335-9_16},
	abstract = {This study explores middle school students’ conceptual understandings of fractions, ratios, and proportional reasoning in order to better understand how online learning platforms (OLPs) may drive mathematics instruction in classrooms. Using Epistemic Network Analysis (ENA), we analyze patterns in students’ misconceptions when completing problem-solving tasks. Findings from this study conﬁrm prior research that these topics are highly interrelated and extend this research to show how student learning is supported through the use of mathematical models as learning scaffolds. This research contributes to research on and development of OLPs that provide insights to teachers in ways that support student learning.},
	language = {en-GB},
	urldate = {2024-11-12},
	booktitle = {Advances in {Quantitative} {Ethnography}},
	publisher = {Springer Nature Switzerland},
	author = {Condon, Lara and Goldstein, Adina},
	editor = {Kim, Yoon Jeon and Swiecki, Zachari},
	year = {2024},
	doi = {10.1007/978-3-031-76335-9_16},
	note = {Series Title: Communications in Computer and Information Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {217--230},
	file = {Condon und Goldstein - 2024 - Learning from Student Mistakes Using Epistemic Network Analysis of Students’ Knowledge of Fractions:/Users/jochenhanisch-johannsen/Zotero/storage/J43CS64L/Condon und Goldstein - 2024 - Learning from Student Mistakes Using Epistemic Network Analysis of Students’ Knowledge of Fractions.pdf:application/pdf},
}

@article{cecilio-fernandes_teaching_2024,
	title = {Teaching for transfer of learning in health professions education: {AMEE} {Guide} {No}. 176},
	issn = {0142-159X, 1466-187X},
	shorttitle = {Teaching for transfer of learning in health professions education},
	url = {https://www.tandfonline.com/doi/full/10.1080/0142159X.2024.2414823},
	doi = {10.1080/0142159X.2024.2414823},
	abstract = {Transfer of learning occurs when past learning is applied to new situations, and also at a varying time from the initial time of learning. Importantly, research in both academic and clinical areas of health professions education has highlighted that transfer of learning often does not successfully occur. Successful transfer is multi-dimensional and occurs when the learner has the required motivation, mental model, metacognitive processes relevant to the task, and the opportunity to transfer their learning to different situations. An essential aspect of successful transfer is the educator. This Guide provides an overview of an integrated model of transfer that can inform a variety of practical teaching strategies in both academic and clinical areas of health professions education.},
	language = {en-GB},
	urldate = {2024-10-18},
	journal = {Medical Teacher},
	author = {Cecilio-Fernandes, Dario and Sandars, John and Gianotto-Oliveira, Renan and Steenhof, Naomi},
	month = oct,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, Promotion:Argumentation},
	pages = {1--9},
	file = {Cecilio-Fernandes et al. - 2024 - Teaching for transfer of learning in health profes.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/88H89PJL/Cecilio-Fernandes et al. - 2024 - Teaching for transfer of learning in health profes.pdf:application/pdf;Cecilio-Fernandes et al. - 2024 - Teaching for transfer of learning in health professions education AMEE Guide No. 176:/Users/jochenhanisch-johannsen/Zotero/storage/HXLD79PN/Cecilio-Fernandes et al. - 2024 - Teaching for transfer of learning in health professions education AMEE Guide No. 176.pdf:application/pdf},
}

@incollection{cheng_exploring_2024,
	address = {Cham},
	title = {Exploring the {Relationship} {Between} {Collaborative} {Learning} {Factors} and {Perceived} {Learning}},
	volume = {14785},
	isbn = {978-3-031-65880-8 978-3-031-65881-5},
	url = {https://link.springer.com/10.1007/978-3-031-65881-5_18},
	abstract = {Online courses or distance learning often exhibit lower levels of teacher-student interaction and participation. The success of student collaborative learning in this context depends on various tangible and intangible factors. Therefore, this study explores online collaborative learning and its impact on academic outcomes by examining factors such as learning engagement, collaborative learning, and computer anxiety. This study, conducted at a national university in southern Taiwan, involved 67 participants from the Department of Information Engineering. Findings reveal a signiﬁcant negative inﬂuence of computer anxiety on perceived learning. Additionally, a positive correlation is found between learning engagement and perceived learning, emphasizing the importance of an engaging online environment. The study emphasizes the need to overcome these challenges for a more effective learning experience. Understanding these nuances is crucial for tailored, effective collaborative learning strategies in online education.},
	language = {en-GB},
	urldate = {2024-08-02},
	booktitle = {Innovative {Technologies} and {Learning}},
	publisher = {Springer Nature Switzerland},
	author = {Zhong, Hua-Xu and Lai, Chin-Feng and Ku, Shang-Hsuan and Chang, Jui-Hung},
	editor = {Cheng, Yu-Ping and Pedaste, Margus and Bardone, Emanuele and Huang, Yueh-Min},
	year = {2024},
	doi = {10.1007/978-3-031-65881-5_18},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {167--174},
	file = {Zhong et al. - 2024 - Exploring the Relationship Between Collaborative L.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UD7UKUVZ/Zhong et al. - 2024 - Exploring the Relationship Between Collaborative L.pdf:application/pdf},
}

@incollection{cheng_strategies_2024,
	address = {Cham},
	title = {Strategies in {Digital} {Child} {Protection}},
	volume = {14785},
	isbn = {978-3-031-65880-8 978-3-031-65881-5},
	url = {https://link.springer.com/10.1007/978-3-031-65881-5_22},
	abstract = {Digital child protection faces numerous challenges in ensuring the safety and well-being of children in the digital age. This chapter highlights key strategies for handling these challenges and discusses Norway’s digital strategy, which focuses on leveraging digitalization for societal development and public services, including child protection. The strategy encompasses initiatives related to digital transformation, infrastructure, skills and education, data security and privacy, and digital inclusion. Digital transformation is a crucial aspect of child protection, involving the integration of technology for early detection, streamlined reporting, and collaboration between relevant stakeholders. A competence model for digital guides on the essential skills and competencies needed within government agencies to navigate digital transformation effectively. The new administrative digital system for child welfare is presented. In conclusion, addressing challenges in digital child protection requires comprehensive strategies encompassing legislation, collaboration, education, technology, and international cooperation. These strategies aim to create a safer digital environment for children and ensure their protection from online risks and harm.},
	language = {en-GB},
	urldate = {2024-08-02},
	booktitle = {Innovative {Technologies} and {Learning}},
	publisher = {Springer Nature Switzerland},
	author = {Andersen, Synnøve Thomassen},
	editor = {Cheng, Yu-Ping and Pedaste, Margus and Bardone, Emanuele and Huang, Yueh-Min},
	year = {2024},
	doi = {10.1007/978-3-031-65881-5_22},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {203--212},
	file = {Andersen - 2024 - Strategies in Digital Child Protection.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2WHBKCM9/Andersen - 2024 - Strategies in Digital Child Protection.pdf:application/pdf},
}

@incollection{cheng_cultivating_2024,
	address = {Cham},
	title = {Cultivating {Critical} {Thinking}: {A} {Competitive}, {Web}-{Enhanced} {Gaming} {Experience}},
	volume = {14785},
	isbn = {978-3-031-65880-8 978-3-031-65881-5},
	shorttitle = {Cultivating {Critical} {Thinking}},
	url = {https://link.springer.com/10.1007/978-3-031-65881-5_34},
	abstract = {Critical thinking (CT) skills are essential in navigating the complexities of modern information landscapes. This article presents a novel methodology and design guidelines for creating educational games aimed at enhancing fundamental CT skills. Utilizing a robust technological platform, the game integrates multiple game-based learning elements such as peer learning, competition, and immediate feedback, which are proven to engage and motivate learners. The game, “Brain Fitness”, has been adapted for various learner groups and settings, demonstrating versatility in both online and ofﬂine formats. A case study involving employees from a food production company illustrates the game’s effectiveness in improving players’ abilities to identify logical fallacies and cognitive biases. Despite limitations in empirical validation, preliminary feedback highlights the game’s potential in CT skills development. This work contributes to educational strategies by providing a scalable and adaptable solution that addresses the urgent need for critical thinking enhancement in educational and professional contexts.},
	language = {en-GB},
	urldate = {2024-08-02},
	booktitle = {Innovative {Technologies} and {Learning}},
	publisher = {Springer Nature Switzerland},
	author = {Mets, Juri},
	editor = {Cheng, Yu-Ping and Pedaste, Margus and Bardone, Emanuele and Huang, Yueh-Min},
	year = {2024},
	doi = {10.1007/978-3-031-65881-5_34},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {317--324},
	file = {Mets - 2024 - Cultivating Critical Thinking A Competitive, Web-.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KWHP6YZZ/Mets - 2024 - Cultivating Critical Thinking A Competitive, Web-.pdf:application/pdf},
}

@article{mesenholler_validierung_2024,
	title = {Validierung des {Onlinefragebogens} zur sozialen {Akzeptanz} von {Eltern} und {Lehrkräften} gegenüber {Künstlicher} {Intelligenz} in der {Schule} ({SAELKIS}) und Überprüfung der {Faktorstruktur}},
	copyright = {https://creativecommons.org/licenses/by-nc-nd/4.0},
	issn = {0012-1924, 2190-622X},
	url = {https://econtent.hogrefe.com/doi/10.1026/0012-1924/a000333},
	doi = {10.1026/0012-1924/a000333},
	abstract = {Adaptive learning applications based on artificial intelligence (AI) offer great potential for the school context. However, it remains unclear how high the level of social acceptance among parents and teachers is for using these systems. This paper presents the development and validation of the questionnaire on parents’ and teachers’ social acceptance of AI-based learning support systems in schools (SAELKIS). We derived the questionnaire from the technology acceptance model, which is available for parents and teachers. A pilot study with teacher students (N = 36) resulted in three economically applicable scales probing perceived usefulness, perceived ease of use, and behavioral intention to use AI-based adaptive learning tools. We tested the factorial and criterion validity of the questionnaire for 223 parents and 141 teachers. Structural equation modelling (SEM) confirmed the hypothesized factor structure for the parents. After removing one item, SEM also supported the expected model structure for the teachers. All scales demonstrated good internal consistencies, and two items related to the constructs showed high criterion validity.},
	language = {de-DE},
	urldate = {2024-07-21},
	journal = {Diagnostica},
	author = {Mesenhöller, Janne and Böhme, Katrin},
	month = jun,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Weiterführung, Promotion:FU1},
	pages = {0012--1924/a000333},
	file = {Mesenhöller und Böhme - 2024 - Validierung des Onlinefragebogens zur sozialen Akz.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VWJD9MYJ/Mesenhöller und Böhme - 2024 - Validierung des Onlinefragebogens zur sozialen Akz.pdf:application/pdf},
}

@article{scheidig_durch_2024,
	title = {Durch {Online}-{Veranstaltungen} neue {Zielgruppen} erschließen? {Befunde} zur {Angebotswahl} erwachsener {Lerner}},
	issn = {2364-0014, 2364-0022},
	shorttitle = {Durch {Online}-{Veranstaltungen} neue {Zielgruppen} erschließen?},
	url = {https://link.springer.com/10.1007/s40955-024-00281-1},
	doi = {10.1007/s40955-024-00281-1},
	abstract = {The COVID-19 pandemic led to a marked increase in the number of online courses in adult education. The barriers to participation and limitations of online learning are discussed along with such advantages as ﬂexibility in terms of location. This raises the question whether adult education providers can attract new participants with online courses—and whether people who have already been reached through on-site courses also take part online. The article then goes on to present a study in which participants in online courses (N = 1907) were surveyed about their choice of course. The focus was on public adult education centres (Volkshochschule, VHS), the largest adult education provider in Germany. Results showed, that almost half of the online participants could not be classiﬁed as belonging to the regular clientele of VHS. Regarding the decision to participate, the survey also showed that even regular VHS participants sometimes preferred an online course instead of a face-to-face course with the same content.},
	language = {de-DE},
	urldate = {2024-07-04},
	journal = {Zeitschrift für Weiterbildungsforschung},
	author = {Scheidig, Falk},
	month = jul,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU5, Krisenreaktion im Bildungsbereich},
	file = {Scheidig - 2024 - Durch Online-Veranstaltungen neue Zielgruppen ersc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RQPAAY9B/Scheidig - 2024 - Durch Online-Veranstaltungen neue Zielgruppen ersc.pdf:application/pdf},
}

@incollection{longmus_agiles_2021,
	address = {Berlin, Heidelberg},
	title = {Agiles {Lernen} zu 100 \% online},
	isbn = {978-3-662-62012-0 978-3-662-62013-7},
	url = {http://link.springer.com/10.1007/978-3-662-62013-7_5},
	language = {de-DE},
	urldate = {2022-07-08},
	booktitle = {Agiles {Lernen} im {Unternehmen}},
	publisher = {Springer Berlin Heidelberg},
	author = {Bauer, Agnes and Korge, Gabriele and Aders, Marianne},
	editor = {Longmuß, Jörg and Korge, Gabriele and Bauer, Agnes and Höhne, Benjamin},
	year = {2021},
	doi = {10.1007/978-3-662-62013-7_5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, FernUni-Hagen:MABM:Master-Arbeit, \#a:Buchteil:online:lernen},
	pages = {41--49},
	file = {Bauer et al. - 2021 - Agiles Lernen zu 100 % online.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/J2X9EM2P/Bauer et al. - 2021 - Agiles Lernen zu 100 % online.pdf:application/pdf},
}

@incollection{arai_reducing_2022,
	address = {Cham},
	title = {Reducing {Exposure} to {Hateful} {Speech} {Online}},
	volume = {508},
	isbn = {978-3-031-10466-4 978-3-031-10467-1},
	url = {https://link.springer.com/10.1007/978-3-031-10467-1_38},
	abstract = {It has been observed that regular exposure to hateful content online can reduce levels of empathy in individuals, as well as affect the mental health of targeted groups. Research shows that a signiﬁcant number of young people fall victim to hateful speech online. Unfortunately, such content is often poorly controlled by online platforms, leaving users to mitigate the problem by themselves. It’s possible that Machine Learning and browser extensions could be used to identify hateful content and assist users in reducing their exposure to hate speech online. A proof-of-concept extension was developed for the Google Chrome web browser, using both a local word blocker and a cloud-based model, to explore how effective browser extensions could be in identifying and managing exposure to hateful speech online. The extension was evaluated by 124 participants regarding the usability and functionality of the extension, to gauge the feasibility of this approach. Users responded positively on the usability of the extension, as well as giving feedback regarding where the proof-of-concept could be improved. The research demonstrates the potential for a browser extension aimed at average users to reduce individuals’ exposure to hateful speech online, using both word blocking and cloud-based Machine Learning techniques.},
	language = {en-GB},
	urldate = {2022-12-29},
	booktitle = {Intelligent {Computing}},
	publisher = {Springer International Publishing},
	author = {Bowker, Jack and Ophoff, Jacques},
	editor = {Arai, Kohei},
	year = {2022},
	doi = {10.1007/978-3-031-10467-1_38},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {630--645},
	file = {Bowker und Ophoff - 2022 - Reducing Exposure to Hateful Speech Online.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B3NBCPDY/Bowker und Ophoff - 2022 - Reducing Exposure to Hateful Speech Online.pdf:application/pdf},
}

@incollection{vanderheiden_embodying_2025,
	address = {Cham},
	title = {Embodying {Pedagogical} {Love} {Through} {Feminist} {Pedagogy} and the {Principles} of bell hooks’ {Love} {Ethic} {Within} a {Religious} {Studies} {Classroom} and {Beyond}},
	isbn = {978-3-031-82045-8 978-3-031-82046-5},
	url = {https://link.springer.com/10.1007/978-3-031-82046-5_21},
	abstract = {Within our increasingly diverse higher education classrooms, nurturing learning through strategies and environments that foster inclusion and belonging has become imperative. In the post-pandemic move back to in-person teaching, a shift from online and often asynchronous modes of course delivery, both lecturers and students have encountered opportunities and challenges that present themselves when our embodiment is both perceived and felt within the educational encounter. Early in 2024, I lectured an undergraduate module in the Study of Religions, the course is positioned at an intersection of religion and gender. The module I taught critically engaged with representations of gender and sexuality specifically within Christianity, and the resources and content for the Christianity module were predominantly and intentionally from Feminist, African Feminist, and Queer Theological perspectives. Educators have noted how trust and care, principles embedded in approaches that espouse pedagogical love, promote classroom relations that facilitate active listening, dialogue, and cooperation between both teacher and student. Positioning my teaching and facilitation within the guiding framework of bell hooks’ love ethic, which also centres trust and care (in addition to commitment, responsibility, respect, and knowledge), led to a conscious and intentional weaving of feminist and engaged pedagogies, within my approach to religious studies education, and pedagogical love in the classroom. In this chapter I will be critically reflecting on this experience through (1) my own embodiment and positionality in relation to the students in the classroom, (2) the feminist orientation of the casestudy, the course content and curriculum as guided by a feminist approach to religious studies, as well as (3) the in-classroom teaching and learning engagement strategies used to facilitate learning, understanding, and connection. This critical reflection will be supported by anonymous student feedback received in course evaluations, and my observations of student participation in the classroom.},
	language = {en-GB},
	urldate = {2025-05-05},
	booktitle = {Pedagogical {Love} in {Adult} {Education}},
	publisher = {Springer Nature Switzerland},
	author = {Carlse, Janine},
	editor = {Vanderheiden, Elisabeth and Mayer, Claude-Hélène and Barcelos, Ana Maria F.},
	year = {2025},
	doi = {10.1007/978-3-031-82046-5_21},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {409--424},
	file = {Carlse - 2025 - Embodying Pedagogical Love Through Feminist Pedagogy and the Principles of bell hooks’ Love Ethic Wi:/Users/jochenhanisch-johannsen/Zotero/storage/95VRSQZ4/Carlse - 2025 - Embodying Pedagogical Love Through Feminist Pedagogy and the Principles of bell hooks’ Love Ethic Wi.pdf:application/pdf},
}

@incollection{vanderheiden_pedagogical_2025,
	address = {Cham},
	title = {Pedagogical {Love} and {Online} {Learning}: {What} {Matters} to {Students}},
	isbn = {978-3-031-82045-8 978-3-031-82046-5},
	shorttitle = {Pedagogical {Love} and {Online} {Learning}},
	url = {https://link.springer.com/10.1007/978-3-031-82046-5_22},
	abstract = {Määtä and Uusiautti’s conceptualization of pedagogical love is supported by others such as Freire, Fromm, and van Manen; being a good teacher requires a loving attitude, an attachment to learners, and a strong desire to help the learner grow and develop to their best potential. The two authors work in teacher education programs where many students take classes online and asynchronously. This lack of in-person, face-to-face connection raises challenges for the relational teacher educator. To better understand how and whether pedagogical love was realized by online students, the authors sent students an anonymous survey with openended questions. The authors then analyzed these results to understand better what relational, pedagogical love these students experience in online coursework.},
	language = {en-GB},
	urldate = {2025-05-05},
	booktitle = {Pedagogical {Love} in {Adult} {Education}},
	publisher = {Springer Nature Switzerland},
	author = {Jones, Alexis L. and Kessler, Meghan A.},
	editor = {Vanderheiden, Elisabeth and Mayer, Claude-Hélène and Barcelos, Ana Maria F.},
	year = {2025},
	doi = {10.1007/978-3-031-82046-5_22},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Bildungstheorien, Promotion:Argumentation, \#b:Buchteil:online:learning},
	pages = {425--439},
	file = {Jones und Kessler - 2025 - Pedagogical Love and Online Learning What Matters to Students:/Users/jochenhanisch-johannsen/Zotero/storage/HEIUXFTL/Jones und Kessler - 2025 - Pedagogical Love and Online Learning What Matters to Students.pdf:application/pdf},
}

@article{liebech-lien_bumpy_2020,
	title = {The bumpy road to implementing cooperative learning: {Towards} sustained practice through collaborative action},
	volume = {7},
	issn = {2331-186X},
	shorttitle = {The bumpy road to implementing cooperative learning},
	url = {https://www.tandfonline.com/doi/full/10.1080/2331186X.2020.1780056},
	doi = {10.1080/2331186X.2020.1780056},
	abstract = {Cooperative learning (CL) is a pedagogical model that is widely recognised to enhance students’ academic and social learning. However, teachers experience difficulties implementing the method, which leads to CL being underutilised in schools. This paper presents experiences from an exploratory research and development project in which teachers implemented CL through a contextdriven professional development programme. The study explores the complexity of implementing CL by examining three critical stages in the professional development programme: a workshop, follow-up activities and proactive action research. Findings suggest that collaborative action research in teacher teams became a catalyst for teachers’ learning and their implementation of CL.},
	language = {en-GB},
	number = {1},
	urldate = {2025-05-04},
	journal = {Cogent Education},
	author = {Liebech-Lien, Beathe},
	editor = {Cunha De Araújo, Gustavo},
	month = jan,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Systemanpassung, Bildungstheorien, Promotion:Relevanz:4, Promotion:FU5},
	pages = {1780056},
	file = {Liebech-Lien - 2020 - The bumpy road to implementing cooperative learning Towards sustained practice through collaborativ:/Users/jochenhanisch-johannsen/Zotero/storage/G3APH3TP/Liebech-Lien - 2020 - The bumpy road to implementing cooperative learning Towards sustained practice through collaborativ.pdf:application/pdf},
}

@article{maleki_voices_2025,
	title = {Voices from the virtual classroom: students' views toward ethical challenges in the context of online formative assessment},
	volume = {4},
	issn = {2731-5525},
	shorttitle = {Voices from the virtual classroom},
	url = {https://link.springer.com/10.1007/s44217-025-00445-2},
	doi = {10.1007/s44217-025-00445-2},
	abstract = {The global impact of the COVID-19 pandemic has prompted a significant shift toward online Education. However, this transition has raised concerns about assessment, distance learning effectiveness, and student workload. These pandemicinduced conditions may also lead to ethical challenges in education. Despite existing research on ethical issues in online education, the focus on ethical challenges related to online formative assessment, especially in English as a Foreign Language (EFL) contexts, is still limited. Therefore, this study aims to explore students’ perspectives on ethical challenges related to online formative assessment. To achieve this objective, a mixed-methods approach was employed. Initially, a qualitative phase involving online focus group discussions was conducted with three distinct groups of eight Iranian EFL learners. These groups encompassed EFL learners from universities, institutes, and schools. Each group participated in a 70-min online discussion to examine the ethical challenges they encountered in online formative assessment following the onset of the COVID-19 pandemic. Thematic analysis of the data revealed that ethical challenges could be categorized into three main areas: group work, feedback, and cheating. Subsequently, a ranking scale was employed to determine the primary category that presented the most significant ethical challenge based on students’ viewpoints. The findings indicated that feedback was perceived as the most pressing ethical challenge, followed by issues with cheating and group work categories. Finally, the gathered information was categorized based on the specific learning contexts of the participants. This research provides valuable insights for EFL teachers, policymakers, and educational assessment systems. Based on these findings, it is recommended that EFL teachers and policymakers implement targeted professional development programs, foster a culture of academic integrity, and adopt clear guidelines to address these ethical challenges.},
	language = {en-GB},
	number = {1},
	urldate = {2025-03-15},
	journal = {Discover Education},
	author = {Maleki, Alireza},
	month = mar,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Bildungstheorien, Promotion:Argumentation, Promotion:FU5, Datenschutz und IT-Sicherheit},
	pages = {56},
	file = {Maleki - 2025 - Voices from the virtual classroom students' views toward ethical challenges in the context of onlin:/Users/jochenhanisch-johannsen/Zotero/storage/FIC3TGTH/Maleki - 2025 - Voices from the virtual classroom students' views toward ethical challenges in the context of onlin.pdf:application/pdf},
}

@article{mulders_virtual_2025,
	title = {Virtual reality and affective learning in commemorative history teaching: effects of immersive technology and generative learning activities},
	issn = {1539-1523, 1945-0818},
	shorttitle = {Virtual reality and affective learning in commemorative history teaching},
	url = {https://www.tandfonline.com/doi/full/10.1080/15391523.2025.2461524},
	doi = {10.1080/15391523.2025.2461524},
	abstract = {Learning with virtual reality (VR) can be highly motivating and conducive for cognitive and affective learning outcomes. For commemorative history education, VR enables novel experiences of testimonies co-created by survivors, witnesses, and museums. VR technologies allow learners to feel immediacy and an emotional connection to digitally reconstructed spaces and events of the past. While VR has proven to enhance affective learning outcomes by provoking emotions, interest, or motivation, its perceptual richness may also lead to distraction and cognitive overload. Generative learning activities can alleviate some of the limitations of learning with VR by helping learners to focus on the learning material. This study examines a highly engaging and historical immersive VR application and thereby investigates the effectiveness of the generative learning activities of self-explaining and drawing. Seventy-four undergraduate students explored a three-dimensional representation of the room where Anne Frank, a Jewish girl, was hiding during World War II. For the two experimental conditions, students had to either create drawings of Anne Frank’s room and their own room or verbally explain how Anne Frank’s living conditions would feel for them. For the control condition, students did not engage in a subsequent activity. Based on generative learning theory, we predicted that students engaging in generative learning activities would display higher posttest scores in knowledge and perspective taking than the control group. No such effects were found. Although the VR experience itself increased the ability to empathize with Anne Frank across all groups, it did not contribute to knowledge building. The study results indicate that even without any additional activity, VR can convey highly emotionally engaging testimonies and enables role taking, which suggests that VR is in particular suitable for affective learning.},
	language = {en-GB},
	urldate = {2025-02-23},
	journal = {Journal of Research on Technology in Education},
	author = {Mulders, Miriam and Träg, Kristian H. and Kaninski, Lilly and Kirner, Lara and Kerres, Michael},
	month = feb,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Promotion:Weiterführung, Promotion:Relevanz:3},
	pages = {1--21},
	file = {Mulders et al. - 2025 - Virtual reality and affective learning in commemorative history teaching effects of immersive techn:/Users/jochenhanisch-johannsen/Zotero/storage/9DSXJ5KG/Mulders et al. - 2025 - Virtual reality and affective learning in commemorative history teaching effects of immersive techn.pdf:application/pdf},
}

@article{pozdniakov_investigating_2025,
	title = {Investigating the {Effect} of {Visualization} {Literacy} and {Guidance} on {Teachers}' {Dashboard} {Interpretation}},
	copyright = {https://creativecommons.org/licenses/by/4.0},
	issn = {1929-7750},
	url = {https://learning-analytics.info/index.php/JLA/article/view/8471},
	doi = {10.18608/jla.2024.8471},
	abstract = {Recent research on learning analytics dashboards has focused on designing user interfaces that offer various forms of visualization guidance (often referring to notions such as data storytelling or narrative visualization) to teachers (e.g., emphasizing data points or trends with colour and adding annotations), aiding them in interpreting visual elements to gain a comprehensive understanding of students’ learning processes. Yet, while some studies have explored how teachers interpret students’ data through these dashboards, many have overlooked the diverse technical capabilities of teachers, which can significantly impact their use of LA dashboards. In particular, visualization literacy (VL) skills can greatly influence how effectively teachers interpret dashboards. To the best of our knowledge, no comprehensive account exists that details how teachers with varying VL skills interpret visual representations of students’ data. In this paper, we address this gap by investigating how teachers interpret LA dashboards, both with and without visualization guidance, taking into account their VL. We illustrate this by analyzing teachers’ think-aloud sessions as they engage with dashboards in the context of monitoring synchronous online learning tasks undertaken by student groups using Zoom and Google Docs. Using epistemic network analysis, we examine the differences in interpretations between teachers with varying VL levels. Our findings revealed that teachers with low VL exhibited shallower dashboard interpretations than those with high VL. However, the association of VL with successful task completion rate was not significant. Also, visualization guidance did not enable teachers to deepen their interpretations. While some visualization guidance helped teachers to complete tasks correctly, excessive visualization guidance can also be detrimental.},
	language = {en-GB},
	urldate = {2025-01-30},
	journal = {Journal of Learning Analytics},
	author = {Pozdniakov, Stanislav and Martinez-Maldonado, Roberto and Tsai, Yi-Shan and Echeverria, Vanessa and Swiecki, Zachari and Gasevic, Dragan},
	month = jan,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Weiterführung, Promotion:FU5, Leraning:Analytics},
	pages = {1--25},
	file = {Pozdniakov et al. - 2025 - Investigating the Effect of Visualization Literacy and Guidance on Teachers' Dashboard Interpretatio:/Users/jochenhanisch-johannsen/Zotero/storage/DSW2QQD2/Pozdniakov et al. - 2025 - Investigating the Effect of Visualization Literacy and Guidance on Teachers' Dashboard Interpretatio.pdf:application/pdf},
}

@article{yu_using_2024,
	title = {Using hybrid intelligence to enhance peer feedback for promoting teacher reflection in video‐based online learning},
	issn = {0007-1013, 1467-8535},
	url = {https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13559},
	doi = {10.1111/bjet.13559},
	abstract = {Video‐based teacher online learning enables teachers to engage in reflective practice by watching others' classroom videos, providing peer feedback (PF) and reviewing others' work. However, the quality and reliability of PF often suffer due to variations in teaching proficiency among providers, which limits its usefulness for reviewers. To improve the quality of PF, hybrid intelligence is a promising approach that enhances human evaluation with AI‐based techniques. Thus, we developed a hybrid intelligence feedback (HIF) system, where PF is categorized and summarized by large language models (LLM), and accompanied with AI multimodal data analysis, all in accordance with a knowledge structure. To investigate the effectiveness of the HIF, we conducted a study involving 58 pre‐service mathematics teachers. After their initial feedback provision on a classroom video, they were divided into two groups. One group received HIF, while the other received traditional PF. Both groups revised their initial feedback based on the same video with PF or HIF report, and were assigned two tasks, namely in‐depth reflection and extensive reflection. We analysed the reflective writings generated in in‐depth reflection using the Structure of Observed Learning Outcomes taxonomy, and examined the diversity of teachers' attentions in extensive reflection using information entropy. Compared to traditional PF, our findings indicated that HIF (a) facilitated more comments added in feedback revision, (b) promoted multi‐structural and extended abstract level thinking in in‐depth reflection, (c) encouraged more diverse attentions in extensive reflection. These results demonstrate the effectiveness of HIF in enhancing PF to promote reviewers' reflection. This efficacy can be attributed to the utilization of LLM to identify common elements within PF, guided by the human knowledge‐based framework, as well as the integration of data‐driven evidence to complement PF.
            
            
              
              
                
                  
                    Practitioner notes
                  
                  
                    What is already known about this topic?
                    
                      
                        Video‐based teacher online learning allows teachers to reflect on their own or others' videos flexibly while providing and reviewing peer feedback using reflection tools.
                      
                      
                        While the benefits of reflecting on one's own videos with peer feedback are widely recognized, there is limited empirical evidence supporting the advantages of reflecting on others' videos with peer feedback. The effectiveness of this process may be affected by the quality and reliability of the peer feedback provided.
                      
                      
                        Using natural language processing techniques to enhance peer feedback can be feasible and effective. However, it is primarily used to address textual‐level issues and is less effective in promoting professionalism.
                      
                      
                        Multimodal data analysis has shown effectiveness in enhancing teaching behaviours and facilitating reflection. However, despite the widespread use of AI‐based analysis on classroom videos, they often lack educational interpretations.
                      
                      
                        Hybrid intelligence is a novel concept in learning science research, aiming to leverage both human and machine intelligence to enhance the overall effectiveness.
                      
                    
                  
                  
                    What this paper adds?
                    
                      
                        This study applied the concept of hybrid intelligence to video‐based teacher learning by proposing a hybrid intelligence feedback (HIF) system, aiming to promote teachers' reflection on others' videos during the peer feedback review process.
                      
                      
                        This study proposed the design of HIF module, where human peer feedback was enhanced by large language models, and machine data analysis was complemented with educational interpretations, all structured according to an expert knowledge structure.
                      
                      
                        The results showed that the HIF was effective to stimulate teachers' higher‐level thinking in in‐depth reflection and enhanced the diversity of their attentions in extensive reflection. However, it may still be challenging for novices to comprehend and integrate newly noticed pedagogical strategies in the HIF with their internal knowledge structures during reflection.
                      
                    
                  
                  
                    Implications for practice and/or policy
                    
                      
                        With the rapid advancement of generative artificial intelligence, the utilization of large language models becomes more flexible and effective, enabling multitasking enhancement for peer feedback in collaboration with human's professional knowledge.
                      
                      
                        Multimodal data analysis effectively collaborates with human observations by managing low‐level observation aspects, allowing humans to concentrate on higher‐level thinking guided by the educational interpretations.
                      
                      
                        The effectiveness of the HIF system is influenced by teachers' pedagogical knowledge, prior feedback provision experience and data literacy. In the future research, these diversities need to be taken into account in the design of video‐based PD incorporating HIF to assess its long‐term efficacy.},
	language = {en-GB},
	urldate = {2025-01-05},
	journal = {British Journal of Educational Technology},
	author = {Yu, Jinglei and Yu, Shengquan and Chen, Ling},
	month = dec,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Weiterführung, Promotion:FU6, Promotion:01-02, 4.3.1 Literaturanalyse und KI-gestützte Methoden},
	pages = {bjet.13559},
	file = {Yu et al. - 2024 - Using hybrid intelligence to enhance peer feedback for promoting teacher reflection in video‐based o:/Users/jochenhanisch-johannsen/Zotero/storage/BEFHDRGQ/Yu et al. - 2024 - Using hybrid intelligence to enhance peer feedback for promoting teacher reflection in video‐based o.pdf:application/pdf},
}

@incollection{bartimote_collaborative_2024,
	address = {Cham},
	title = {Collaborative {Learning} {Theory} and {Analytics}},
	isbn = {978-3-031-60570-3 978-3-031-60571-0},
	url = {https://link.springer.com/10.1007/978-3-031-60571-0_7},
	abstract = {While much work in learning analytics focuses on understanding and supporting the individual learner, a great deal of learning activity happens in groups, offering opportunities to generate insight into joint learning practices. How learners interact with each other in support of learning has been a topic of rich theorization for some time, from early work on face-to-face cooperation to more recent attention focused on computer-supported collaborative learning (CSCL). This chapter unpacks four different relationships between collaborative learning theory and learning analytics (Application, Testing/Refinement, Generation, and Implementation) by examining work related to theories of joint attention, online listening, and knowledge building. Considering the relationship between theory and analytics as mediated by elements of technology, pedagogy, epistemology, and data, the chapter offers guidance for selecting relevant collaborative learning theory for particular analytic uses and overviews central issues to be considered in such use (e.g. group versus individual units of analysis, leveraging constructs and/or process models, inclusion of temporality, appropriate audiences to interpret and act on analytic outputs).},
	language = {en-GB},
	urldate = {2025-01-01},
	booktitle = {Theory {Informing} and {Arising} from {Learning} {Analytics}},
	publisher = {Springer Nature Switzerland},
	author = {Wise, Alyssa Friend},
	editor = {Bartimote, Kathryn and Howard, Sarah K. and Gašević, Dragan},
	year = {2024},
	doi = {10.1007/978-3-031-60571-0_7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning, Leraning:Analytics},
	pages = {105--124},
	file = {Wise - 2024 - Collaborative Learning Theory and Analytics:/Users/jochenhanisch-johannsen/Zotero/storage/GX6NSIIH/Wise - 2024 - Collaborative Learning Theory and Analytics.pdf:application/pdf},
}

@incollection{bartimote_conversation_2024,
	address = {Cham},
	title = {In {Conversation}: {Baker}, {Järvelä}, \& {Williamson} {Shaffer} – {The} {Relationship} {Between} {Computational} {Methods} and {Theory} in {Learning} {Analytics}},
	isbn = {978-3-031-60570-3 978-3-031-60571-0},
	shorttitle = {In {Conversation}},
	url = {https://link.springer.com/10.1007/978-3-031-60571-0_11},
	abstract = {Computational methods for analysing learner data and theories that describe human learning are core aspects of learning analytics. However, the relationships between these methods and theories are often ignored. The four authors met online to discuss these relationships, drawing on experiences from our own work, as well as broader trends that we have observed in the field. Our conversation covered definitions of computational methods, best practices for using them, and the impact they have had—and will continue to have—on research practices in learning analytics. This paper reproduces our conversation in a condensed form. A podcast of the conversation is available at https://spotifyanchor-web.app.link/e/ X8cnreA3MMb.},
	language = {en-GB},
	urldate = {2025-01-01},
	booktitle = {Theory {Informing} and {Arising} from {Learning} {Analytics}},
	publisher = {Springer Nature Switzerland},
	author = {Swiecki, Zachari and Baker, Ryan S. and Järvelä, Sanna and Williamson Shaffer, David},
	editor = {Bartimote, Kathryn and Howard, Sarah K. and Gašević, Dragan},
	year = {2024},
	doi = {10.1007/978-3-031-60571-0_11},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning, Leraning:Analytics},
	pages = {175--186},
	file = {Swiecki et al. - 2024 - In Conversation Baker, Järvelä, & Williamson Shaffer – The Relationship Between Computational Metho:/Users/jochenhanisch-johannsen/Zotero/storage/DZCC33RI/Swiecki et al. - 2024 - In Conversation Baker, Järvelä, & Williamson Shaffer – The Relationship Between Computational Metho.pdf:application/pdf},
}

@article{tepgec_feedback_2024,
	title = {Feedback literacy matters: unlocking the potential of learning analytics-based feedback},
	issn = {0260-2938, 1469-297X},
	shorttitle = {Feedback literacy matters},
	url = {https://www.tandfonline.com/doi/full/10.1080/02602938.2024.2367587},
	doi = {10.1080/02602938.2024.2367587},
	abstract = {Despite the widespread implementation of learning analytics (LA)-based feedback systems, there exists a gap in empirical investigations regarding their influence on learning outcomes. Moreover, existing research primarily focuses on individual differences, such as self-regulation and motivation, overlooking the potential of feedback literacy (FL). FL, an emerging skill set, goes beyond comprehending feedback; it entails effectively applying feedback to enhance the learning experience. This study aims to investigate the impact of LA-based feedback on knowledge acquisition and transfer, specifically focusing on the role of FL. Ninety-five students participated in a quasi-experimental design with three feedback conditions: Process feedback with FL practice, Process feedback only, and Outcome feedback. The study utilized a learning environment with an LA dashboard and prompting features. Participants underwent pre-tests and post-tests evaluating their knowledge acquisition and transfer related to effective instructional methodologies for online teaching. The study shows that LA-based process feedback enhances knowledge transfer but not acquisition. Notably, FL moderates this impact, emphasizing its crucial role in maximizing LA-based feedback benefits. The study underscores the importance of prioritizing FL development in educational institutions. The study offers valuable insights into LA, FL, and learning outcomes, guiding informed and customized feedback practices in education.},
	language = {en-GB},
	urldate = {2024-11-17},
	journal = {Assessment \& Evaluation in Higher Education},
	author = {Tepgec, Mustafa and Heil, Joana and Ifenthaler, Dirk},
	month = jun,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:FU5, Leraning:Analytics},
	pages = {1--17},
	file = {Tepgec et al. - 2024 - Feedback literacy matters unlocking the potential of learning analytics-based feedback:/Users/jochenhanisch-johannsen/Zotero/storage/FT6GB7CL/Tepgec et al. - 2024 - Feedback literacy matters unlocking the potential of learning analytics-based feedback.pdf:application/pdf},
}

@article{vale_integrating_2024,
	title = {Integrating {ICAP} theory in learning analytics: {A} model for evaluating student engagement in online courses},
	abstract = {This paper introduces a conceptual evaluation learning analytics (LA) model developed by Keypath Education and Melbourne Business School to analyse student engagement in an online learning environment. The paper describes how a targeted LA intervention was grounded within the ICAP theory for active learning to identify, visualise and analyse student engagement metrics in a 100\% online setting. The architecture of the model, including its design principles and underlying assumptions, are broadly examined against the latest research in educational, LA, and data analytics research. This includes a discussion of our initial phase testing results of captured student data alongside a discussion of key questions and desired study outcomes for the upcoming phase 2 of the data intervention. As a result, this paper provides both specific insights into how we created an evidence based and pedagogically sound evaluation model of online student engagement within a specific suite of asynchronous educational tools, as well as more general and practical insights into how other universities could develop similar approaches to enhance understanding and support of a growing online student population.},
	language = {en-GB},
	author = {Vale, Eamon},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Promotion:Argumentation, Leraning:Analytics},
	file = {Vale - 2024 - Integrating ICAP theory in learning analytics A model for evaluating student engagement in online c:/Users/jochenhanisch-johannsen/Zotero/storage/78PLUFXI/Vale - 2024 - Integrating ICAP theory in learning analytics A model for evaluating student engagement in online c.pdf:application/pdf},
}

@incollection{kim_ondiscuss_2024,
	address = {Cham},
	title = {{OnDiscuss}: {An} {Epistemic} {Network} {Analysis} {Learning} {Analytics} {Visualization} {Tool} for {Evaluating} {Asynchronous} {Online} {Discussions}},
	volume = {2278},
	isbn = {978-3-031-76334-2 978-3-031-76335-9},
	shorttitle = {{OnDiscuss}},
	url = {https://link.springer.com/10.1007/978-3-031-76335-9_2},
	abstract = {Asynchronous online discussions are common assignments in both hybrid and online courses to promote critical thinking and collaboration among students. However, the evaluation of these assignments can require considerable time and effort from instructors. We created OnDiscuss, a learning analytics visualization tool for instructors that utilizes text mining algorithms and Epistemic Network Analysis (ENA) to generate visualizations of student discussion data. Text mining is used to generate an initial codebook for the instructor as well as automatically code the data. This tool allows instructors to edit their codebook and then dynamically view the resulting ENA networks for the entire class and individual students. Through empirical investigation, we assess this tool’s effectiveness to help instructors in analyzing asynchronous online discussion assignments.},
	language = {en-GB},
	urldate = {2024-11-12},
	booktitle = {Advances in {Quantitative} {Ethnography}},
	publisher = {Springer Nature Switzerland},
	author = {Luther, Yanye and Moraes, Marcia and Ghosh, Sudipto and Folkestad, James},
	editor = {Kim, Yoon Jeon and Swiecki, Zachari},
	year = {2024},
	doi = {10.1007/978-3-031-76335-9_2},
	note = {Series Title: Communications in Computer and Information Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning, Leraning:Analytics},
	pages = {18--30},
	file = {Luther et al. - 2024 - OnDiscuss An Epistemic Network Analysis Learning Analytics Visualization Tool for Evaluating Asynch:/Users/jochenhanisch-johannsen/Zotero/storage/YDWVUGP6/Luther et al. - 2024 - OnDiscuss An Epistemic Network Analysis Learning Analytics Visualization Tool for Evaluating Asynch.pdf:application/pdf},
}

@article{wang_innovations_2024,
	title = {Innovations in {Online} {Learning} {Analytics}: {A} {Review} of {Recent} {Research} and {Emerging} {Trends}},
	copyright = {https://creativecommons.org/licenses/by-nc-nd/4.0/},
	issn = {2169-3536},
	shorttitle = {Innovations in {Online} {Learning} {Analytics}},
	url = {https://ieeexplore.ieee.org/document/10746452/},
	doi = {10.1109/ACCESS.2024.3493621},
	abstract = {The rapid expansion of online learning platforms presents both challenges and opportunities for educational institutions. Online learning analytics has emerged as a critical tool to derive insights from student learning behaviours, offering flexible educational access and promoting lifelong learning. This paper provides a comprehensive review of recent advancements in online learning analytics, with a focus on personalized and adaptive learning systems. We systematically analyze the co-occurrence of keywords, identifying key research clusters that highlight the evolution of methodologies, particularly in areas such as natural language processing and multimodal learning analytics. Furthermore, we explore contributions from leading authors, institutions, and countries, demonstrating the global collaboration driving this field. The paper emphasizes the implications of these advancements for educators and instructional designers, suggesting that integrating AI-driven, data-rich systems into educational environments will enhance personalized learning experiences. Our findings highlight emerging trends, including the use of sophisticated algorithms for predictive analytics, learner behavior modeling, and adaptive educational frameworks. These trends suggest future research opportunities to address the challenges of personalized education, aiming to inspire ongoing innovation in both the academic and practical domains of online learning analytics.},
	language = {en-GB},
	urldate = {2024-11-12},
	journal = {IEEE Access},
	author = {Wang, Yidan and Lai, Yuxuan and Huang, Xiaoran},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Promotion:Argumentation, Datenschutz und IT-Sicherheit, Promotion:FU3, Leraning:Analytics},
	pages = {1--1},
	file = {Wang et al. - 2024 - Innovations in Online Learning Analytics A Review of Recent Research and Emerging Trends:/Users/jochenhanisch-johannsen/Zotero/storage/TWD8TDQS/Wang et al. - 2024 - Innovations in Online Learning Analytics A Review of Recent Research and Emerging Trends.pdf:application/pdf},
}

@article{hershkovitz_instructors_2024,
	title = {Instructors’ {Perceptions} of the {Use} of {Learning} {Analytics} for {Data}-{Driven} {Decision} {Making}},
	volume = {14},
	copyright = {https://creativecommons.org/licenses/by/4.0/},
	issn = {2227-7102},
	url = {https://www.mdpi.com/2227-7102/14/11/1180},
	doi = {10.3390/educsci14111180},
	abstract = {In recent years, much effort has been put into developing dedicated dashboards for instructors, in which data about students’ activity are presented. However, in many cases, such endeavors take a top-down approach and do not involve instructors in the design process. In this paper, we present a study of instructors and teaching assistants in a research university in Israel (N = 253) who responded to an online questionnaire regarding their perceptions of data on students’ activity on course websites. Speciﬁcally, they were asked about the types of data they were most interested in, the aspects of student learning that they would consider important, and the actions they would take upon viewing the data. Overall, we found that participants’ scores were medium-high (2.5–3.5 on a 5-point Likert scale), with scores being higher for women compared with men and positively correlated with experience with Moodle. An overarching theme arises from our analyses of instructors’ interests and intentions, which portrays their idea of teaching as somewhat traditional and instructor-centered; however, their declared actions make it clear that they are willing to make some desirable changes to the beneﬁts of students. Finally, we found that instructors’ perceptions of data use and data importance are positive predictors of taking action upon viewing student data.},
	language = {en-GB},
	number = {11},
	urldate = {2024-11-08},
	journal = {Education Sciences},
	author = {Hershkovitz, Arnon and Ambrose, G. Alex and Soffer, Tal},
	month = oct,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:FU5, Leraning:Analytics},
	pages = {1180},
	file = {Hershkovitz et al. - 2024 - Instructors’ Perceptions of the Use of Learning Analytics for Data-Driven Decision Making:/Users/jochenhanisch-johannsen/Zotero/storage/MYW9GXYZ/Hershkovitz et al. - 2024 - Instructors’ Perceptions of the Use of Learning Analytics for Data-Driven Decision Making.pdf:application/pdf},
}

@article{karimov_ethical_nodate,
	title = {Ethical {Considerations} and {Student} {Perceptions} of {Engagement} {Data} in {Learning} {Analytics}},
	abstract = {The ethical use of engagement data in online education is a growing concern as institutions increasingly rely on learning analytics. This study explores students’ perceptions of engagement data collection and usage by focusing on their attitudes towards privacy and data management. We conducted a survey among students (n=108) who participated in online education to understand their views on data collection practices, privacy concerns, and preferences for data handling. The results demonstrate that while many students are comfortable with their engagement data being used for personal and instructor dashboards, significant concerns remain about privacy, particularly with the collection of facial expressions and chat participation data. Students emphasized the importance of transparency and control over their data and they highlighted the need for clear communication and consent processes. These findings illustrate the necessity for ethical data practices that ensure students feel secure and informed about how their engagement data is utilized.},
	language = {en-GB},
	author = {Karimov, Ayaz and Saarlea, Mirka and Aliyev, Samir and Baker, Ryan},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation, Datenschutz und IT-Sicherheit, Leraning:Analytics},
	file = {Karimov et al. - Ethical Considerations and Student Perceptions of .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TE3RBQD8/Karimov et al. - Ethical Considerations and Student Perceptions of .pdf:application/pdf},
}

@incollection{isaias_chatgpt_2024,
	address = {Cham},
	title = {{ChatGPT} {Versus} {Human}: {Whose} {Text} {Comes} with {Higher} {Entropy}? {Assessing} {Shannon}’s {Equitability} in {Distinguishing} {Between} {ChatGPT} and {Human}-{Generated} {Texts}: {An} {Analytical} {Approach}},
	isbn = {978-3-031-66461-8 978-3-031-66462-5},
	shorttitle = {{ChatGPT} {Versus} {Human}},
	url = {https://link.springer.com/10.1007/978-3-031-66462-5_4},
	abstract = {This chapter investigates the applicability of Shannon’s equitability as a statistical measure to discern differences between texts generated by ChatGPT and human authors. By analyzing token frequency and Shannon’s equitability values, the research identifies significant disparities in the distribution of token usage between the two sources. The findings indicate that Shannon’s equitability can potentially be a differentiating factor between texts produced by humans and those generated by ChatGPT. In addition, we uncover substantial distinctions when studying the most frequent tokens. The chapter also presents a web application for quantitative text analysis. This application includes concepts from the study methodology.},
	language = {en-GB},
	urldate = {2024-08-17},
	booktitle = {Artificial {Intelligence} for {Supporting} {Human} {Cognition} and {Exploratory} {Learning} in the {Digital} {Age}},
	publisher = {Springer Nature Switzerland},
	author = {Ljubisavljević, Dragica and Koprivica, Marko and Kostić, Aleksandar and Devedžić, Vladan},
	editor = {Isaias, Pedro and Sampson, Demetrios G. and Ifenthaler, Dirk},
	year = {2024},
	doi = {10.1007/978-3-031-66462-5_4},
	note = {Series Title: Cognition and Exploratory Learning in the Digital Age},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning, Leraning:Analytics},
	pages = {67--86},
	file = {Ljubisavljević et al. - 2024 - ChatGPT Versus Human Whose Text Comes with Higher.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MN35UGUU/Ljubisavljević et al. - 2024 - ChatGPT Versus Human Whose Text Comes with Higher.pdf:application/pdf},
}

@article{elmoazen_capturing_2024,
	title = {Capturing temporal pathways of collaborative roles: {A} multilayered analytical approach using community of inquiry},
	issn = {1556-1607, 1556-1615},
	shorttitle = {Capturing temporal pathways of collaborative roles},
	url = {https://link.springer.com/10.1007/s11412-024-09431-6},
	doi = {10.1007/s11412-024-09431-6},
	abstract = {In collaborative learning, students may follow different trajectories that evolve over time. This study used a multilayered approach to map the temporal dynamics of online problembased learning (PBL) and the transition of students’ roles across time over a full year duration. Based on data from 135 dental students across four consecutive courses throughout a full academic year, the students’ discourses were coded based on the community of inquiry (CoI). A mixture model was used to identify students’ roles. The roles identified were leaders, social mediators, and peripheral explorer roles, and they were visualized using epistemic network analysis (ENA). Similar trajectories were identified and visualized using sequence and process mining. The results showed varying activity levels across three trajectories. Students in the active-constructive trajectory took on leadership roles, while the students in the social interactive trajectory were mostly social mediators, and the free rider trajectory showed a predominant peripheral explorer role. The students in all trajectories returned to their initial roles, showing features typical of stable collaborative dispositions. Both active trajectories (active constructive and social interactive) had very close levels of achievement, whereas the free riders demonstrated lower grades compared to their peers. This research suggests that understanding role dynamics and their evolving trajectories can help teachers better design future collaborative activities, assign roles, form groups, distribute tasks, and, more importantly, be able to support students.},
	language = {en-GB},
	urldate = {2024-08-17},
	journal = {International Journal of Computer-Supported Collaborative Learning},
	author = {Elmoazen, Ramy and Saqr, Mohammed and Hirsto, Laura and Tedre, Matti},
	month = aug,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Promotion:FU2a, Leraning:Analytics},
	file = {Elmoazen et al. - 2024 - Capturing temporal pathways of collaborative roles.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/J69ZM7J3/Elmoazen et al. - 2024 - Capturing temporal pathways of collaborative roles.pdf:application/pdf},
}

@article{ng_implementing_2024,
	title = {Implementing learning analytics interventions to support student agency in knowledge building},
	issn = {1554-480X, 1554-4818},
	url = {https://www.tandfonline.com/doi/full/10.1080/1554480X.2024.2379786},
	doi = {10.1080/1554480X.2024.2379786},
	abstract = {Research and development of Learning Analytics (LA) have created new ways to support students’ learning. However, our understand­ ing of teachers’ roles when implementing LA in classroom practices remains nascent. This study investigates how teachers can imple­ ment LA to support students’ agency in directing their own inquiry, when engaging in a digital pedagogy approach known as Knowledge Building (KB) on an online platform called Knowledge Forum (KF). Together with a teacher experienced in KB and KF, we co-constructed interventions anchored on two easy-to-use LA tools in KF, the Scaffold Tracker and Word Cloud. These LA interventions were enacted with a Grade 5 class of 18 students and another Grade 6 class of 18 students. Three teacher roles were identified: detecting behaviour unproductive to collaboration, mediating between LA and student self-assessment, and framing student-generated lines of inquiry in actionable ways. We coded KF notes for the discourse moves they reflected and found that after the teacher implemented the LA interventions, notes that sustained inquiry increased sharply with students’ focus shifting from individual to collective knowl­ edge and from superficial explanations to deep understandings. We discuss the implications of these findings on the development of ways to bridge LA research and practice.},
	language = {en-GB},
	urldate = {2024-08-02},
	journal = {Pedagogies: An International Journal},
	author = {Ng, Andy Ding-Xuan and Ong, Aloysius and Lee, Alwyn Vwen Yen and Teo, Chew Lee},
	month = jul,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Leraning:Analytics},
	pages = {1--31},
	file = {Ng et al. - 2024 - Implementing learning analytics interventions to s.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6J8DAPYH/Ng et al. - 2024 - Implementing learning analytics interventions to s.pdf:application/pdf},
}

@article{shulgina_online_2024,
	title = {Online peer editing: the influence of comments, tracked changes and perception of participation on students’ writing performance},
	volume = {11},
	issn = {2196-7091},
	shorttitle = {Online peer editing},
	url = {https://slejournal.springeropen.com/articles/10.1186/s40561-024-00315-8},
	doi = {10.1186/s40561-024-00315-8},
	abstract = {While peer-editing is considered an important part of developing students’ academic writing, questions remain about how different types of peer-editing affect subsequent student performance. The present study looked at a group of university students (N = 149) engaged in peer editing of one another’s essays in an online security studies course. The analysis was conducted from two perspectives: feedback givers and feedback receivers. More specifically, the relationships between the giving of comments and tracking changes in peer’s work and writing score on essays were explored. The results showed that there was a positive correlation between the total number of received comments and the student’s writing score, whereas there was no correlation for the number of tracked changes (neither words deleted, nor words added). Surprisingly, students who assume that peers provide high quality tracked changes demonstrate worse writing performance. This research shows the importance of nuance in understanding peer editing types and their influence on students’ performance, as well as highlighting potential complexities of the interplay between students’ collaborative activities, their performance, and their attitudes.},
	language = {en-GB},
	number = {1},
	urldate = {2024-08-02},
	journal = {Smart Learning Environments},
	author = {Shulgina, Galina and Costley, Jamie and Shcheglova, Irina and Zhang, Han and Sedova, Natalya},
	month = jun,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Bewertungsmethoden, Promotion:Relevanz:4, Promotion:FU3, Promotion:01-02},
	pages = {30},
	file = {Shulgina et al. - 2024 - Online peer editing the influence of comments, tr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/J9HEWK3S/Shulgina et al. - 2024 - Online peer editing the influence of comments, tr.pdf:application/pdf},
}

@article{yan_evidencebased_2024,
	title = {Evidence‐based multimodal learning analytics for feedback and reflection in collaborative learning},
	issn = {0007-1013, 1467-8535},
	url = {https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13498},
	doi = {10.1111/bjet.13498},
	abstract = {Multimodal learning analytics (MMLA) offers the potential to provide evidence‐based insights into complex learning phenomena such as collaborative learning. Yet, few MMLA applications have closed the learning analytics loop by being evaluated in real‐world educational settings. This study evaluates the effectiveness of an MMLA solution in enhancing feedback and reflection within a complex and highly dynamic collaborative learning environment. A two‐year longitudinal study was conducted with 399 students and 17 teachers, utilising an MMLA system in reflective debriefings in the context of healthcare education. We analysed the survey data of 74 students and 11 teachers regarding their perceptions of the MMLA system. We applied the Evaluation Framework for Learning Analytics, augmented by complexity, accuracy and trust measures, to assess both teachers' and students' perspectives. The findings illustrated that teachers and students both had generally positive perceptions of the MMLA solution. Teachers found the MMLA solution helpful in facilitating feedback provision and reflection during debriefing sessions. Similarly, students found the MMLA solution effective in providing clarity on the data collected, stimulating reflection on their learning behaviours, and prompting considerations for adaptation in their learning behaviours. However, the complexity of the MMLA solution and the need for qualitative measures of communication emerged as areas for improvement. Additionally, the study highlighted the importance of data accuracy, transparency, and privacy protection to maintain user trust. The findings provide valuable contributions to advancing our understanding of the use of MMLA in supporting feedback and reflection practices in intricate collaborative learning while identifying avenues for further research and improvement. We also provided several insights and practical recommendations for successful MMLA implementation in authentic learning contexts.
            
            
              
              
                
                  
                    Practitioner notes
                  
                  
                    What is currently known about this topic
                    
                      
                        Multimodal learning analytics (MMLA) seeks to generate data‐informed insights about learners' metacognitive and emotional states as well as their learning behaviours, by utilising intricate physical and physiological signals.
                      
                      
                        MMLA has not only pioneered novel data analytic methods but also aspired to complete the learning analytics loop by crafting innovative, tangible solutions that relay these insights to the concerned stakeholders.
                      
                      
                        A prominent direction within MMLA research has been the formulation of tools to support feedback and reflection in collaborative learning scenarios, given MMLA's capacity to discern intricate and dynamic learning behaviours.
                      
                    
                  
                  
                    What this paper adds
                    
                      
                        Teachers' and students' positive perceptions of an MMLA implementation in stimulating considerations of adaptations in their pedagogical practices and learning behaviours, respectively.
                      
                      
                        Empirical evidence supporting the potential of MMLA in assisting teachers to facilitate students' reflective practices during intricate collaborative learning scenarios.
                      
                      
                        The importance of addressing issues related to design complexity, interpretability for users with disabilities, aggregated data representation, and concerns related to trust for building a practical MMLA solution in real learning settings.
                      
                    
                  
                  
                    Implications for practice and/or policy
                    
                      
                        The MMLA solution can provide teachers with a comprehensive view of student performance, illuminate areas for improvement, and confirm learning scenario outcomes.
                      
                      
                        The MMLA solution can stimulate students' reflections on their learning behaviours and promote considerations of adaptation in their learning behaviours.
                      
                      
                        Providing clear explanations and guidance on how to interpret analytics, as well as addressing concerns related to data completeness and representation, are essential to maximising utility.},
	language = {en-GB},
	urldate = {2024-08-02},
	journal = {British Journal of Educational Technology},
	author = {Yan, Lixiang and Echeverria, Vanessa and Jin, Yueqiao and Fernandez‐Nieto, Gloria and Zhao, Linxuan and Li, Xinyu and Alfredo, Riordan and Swiecki, Zachari and Gašević, Dragan and Martinez‐Maldonado, Roberto},
	month = jun,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Datenschutz und IT-Sicherheit, Leraning:Analytics, Promotion;:Kerngedanke},
	pages = {bjet.13498},
	file = {Yan et al. - 2024 - Evidence‐based multimodal learning analytics for f.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C4TKAIHD/Yan et al. - 2024 - Evidence‐based multimodal learning analytics for f.pdf:application/pdf},
}

@inproceedings{tzimas_literature_nodate,
	title = {A {Literature} {Review} of {Experimental} {Studies} in {Learning} {Analytics}},
	abstract = {The purpose of this literature review is threefold: (a) to conduct a critical review of the published scientific literature on Learning Analytics (LA), (b) to identify current trends, gaps, and research questions in the field, and (c) to summarize the existing empirical evidence of the LA adoption. From a sample of 390 articles, 118 were included in the review after searching online bibliographic databases. The selected empirical evidence articles were examined for their research questions, stakeholders, and limitations using qualitative content analysis. The results demonstrated that LA is an interdisciplinary field and that developing efficient techniques is a new research challenge for the educational community. This study discusses the results of defining and analyzing five conceptual dimensions: the object of analysis, technology, objectives, stakeholders, and ethics. It provides guidelines from the literature for scholars, faculty, course designers, researchers, and other educational stakeholders interested in developing responsible, efficient, and pedagogical LA approaches.},
	language = {en-GB},
	author = {Tzimas, Dimitrios and Demetriadis, Stavros},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Weiterführung, Datenschutz und IT-Sicherheit, Leraning:Analytics, \#b:Konferenz-Paper:online:learning},
	file = {Tzimas und Demetriadis - A Literature Review of Experimental Studies in Lea.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PQLKMFMX/Tzimas und Demetriadis - A Literature Review of Experimental Studies in Lea.pdf:application/pdf},
}

@article{an_revealing_2024,
	title = {Revealing the interplay of cognitive, meta-cognitive, and social processes in university students’ collaborative problem solving: a three-stage analytical framework},
	issn = {1556-1607, 1556-1615},
	shorttitle = {Revealing the interplay of cognitive, meta-cognitive, and social processes in university students’ collaborative problem solving},
	url = {https://link.springer.com/10.1007/s11412-024-09429-0},
	doi = {10.1007/s11412-024-09429-0},
	abstract = {An in-depth analysis of collaborative problem solving (CPS) patterns contributes to understand team dynamics and effective paths to conflict resolution. However, there remains the lack of a perspective in the field of CPS research that organically combines the cognitive, meta-cognitive, and social-communicative dimensions. Moreover, the analysis of CPS sequences has primarily focused on the temporal dimension while overlooking the differences in spatial dimensions. To shed further light on the nature of CPS in computerbased environments, this study collected discourse data generated by 24 university students through an online synchronous chat tool. They were student teachers from a variety of disciplines (math, history, English, etc.) who were required to accomplish two tasks: instructional design and multimedia courseware development. Specifically, a three-stage analytical framework was proposed to code, cluster, and analyze these discourse data to further explore the differences in CPS patterns. We clustered time sequences by calculating the distance similarity metric via the dynamic time warping (DTW) method, which took into account both the spatial and temporal characteristics of the time sequences. Consequently, 16 time sequences of CPS processes were divided into 2 kinds of clusters (CPS subgroups), i.e., cluster 1 and cluster 2. From the statistical analysis, both clusters actively used the skills included in the meta-cognitive dimensions. Cluster 1 was oriented toward the solution of the problem whereas cluster 2 focused primarily on the requirements of the collaborative problem itself. From the process mining analysis, solution-driven cluster 1 tended to focus on expressing specific ideas and evaluating and summarizing them, intermittently monitoring and regulating task progress. Problem-driven cluster 2 tended to express specific ideas intermittently, and lacked the process of summarizing and evaluating different ideas to further filter out the best solutions. Finally, we summarized the implications of this study from theoretical and practical perspectives and discussed future research directions with regard to the limitations of this study.},
	language = {en-GB},
	urldate = {2024-07-14},
	journal = {International Journal of Computer-Supported Collaborative Learning},
	author = {An, Shuowen and Zhang, Si and Cai, Zhihui and Pan, Wei and Li, Mingwei and Tong, Mingwen},
	month = jul,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Bewertungsmethoden, Promotion:Argumentation, Promotion:FU5, Leraning:Analytics, Promotion:04-04:4.4.4},
	file = {An et al. - 2024 - Revealing the interplay of cognitive, meta-cogniti.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LEPT6KYE/An et al. - 2024 - Revealing the interplay of cognitive, meta-cogniti.pdf:application/pdf},
}

@article{maheshi_dialogic_2024,
	title = {Dialogic feedback at scale: {Recommendations} for learning analytics design},
	issn = {0266-4909, 1365-2729},
	shorttitle = {Dialogic feedback at scale},
	url = {https://onlinelibrary.wiley.com/doi/10.1111/jcal.13034},
	doi = {10.1111/jcal.13034},
	abstract = {Background: Feedback is central to formative assessments but aligns with a one-way information transmission perspective obstructing students' effective engagement with feedback. Previous research has shown that a responsive, dialogic feedback process that requires educators and students to engage in ongoing conversations can encourage student active engagement in feedback. However, it is challenging with larger student cohorts. Learning Analytics (LA) provides promising ways to facilitate timely feedback at scale by leveraging large datasets generated during students' learning. However, current LA design and implementation tend to treat feedback as a one-way transmission rather than a two-way process.},
	language = {en-GB},
	urldate = {2024-07-07},
	journal = {Journal of Computer Assisted Learning},
	author = {Maheshi, Bhagya and Dai, Wei and Martinez‐Maldonado, Roberto and Tsai, Yi‐Shan},
	month = jul,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Leraning:Analytics},
	pages = {1--19},
	file = {Maheshi et al. - 2024 - Dialogic feedback at scale Recommendations for le.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WUFMWPYS/Maheshi et al. - 2024 - Dialogic feedback at scale Recommendations for le.pdf:application/pdf},
}

@incollection{saqr_sequence_2024,
	address = {Cham},
	title = {Sequence {Analysis} in {Education}: {Principles}, {Technique}, and {Tutorial} with {R}},
	isbn = {978-3-031-54463-7 978-3-031-54464-4},
	shorttitle = {Sequence {Analysis} in {Education}},
	url = {https://link.springer.com/10.1007/978-3-031-54464-4_10},
	abstract = {Abstract
            Sequence analysis is a data mining technique that is increasingly gaining ground in learning analytics. Sequence analysis enables researchers to extract meaningful insights from sequential data, i.e., to summarize the sequential patterns of learning data and classify those patterns into homogeneous groups. In this chapter, readers will become familiar with sequence analysis techniques and tools through real-life step-by-step examples of sequential trace log data of students’ online activities. Readers will be guided on how to visualize the common sequence plots and interpret such visualizations. An essential part of sequence analysis is the discovery of patterns within sequences through clustering techniques. Therefore, this chapter will demonstrate the various sequence clustering methods, calculator of cluster indices, and evaluation of clustering results.},
	language = {en-GB},
	urldate = {2024-07-02},
	booktitle = {Learning {Analytics} {Methods} and {Tutorials}},
	publisher = {Springer Nature Switzerland},
	author = {Saqr, Mohammed and López-Pernas, Sonsoles and Helske, Satu and Durand, Marion and Murphy, Keefe and Studer, Matthias and Ritschard, Gilbert},
	editor = {Saqr, Mohammed and López-Pernas, Sonsoles},
	year = {2024},
	doi = {10.1007/978-3-031-54464-4_10},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning, Leraning:Analytics},
	pages = {321--354},
	file = {Saqr et al. - 2024 - Sequence Analysis in Education Principles, Techni.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L95GYDPC/Saqr et al. - 2024 - Sequence Analysis in Education Principles, Techni.pdf:application/pdf},
}

@incollection{saqr_modeling_2024,
	address = {Cham},
	title = {Modeling the {Dynamics} of {Longitudinal} {Processes} in {Education}. {A} {Tutorial} with {R} for the {VaSSTra} {Method}},
	isbn = {978-3-031-54463-7 978-3-031-54464-4},
	url = {https://link.springer.com/10.1007/978-3-031-54464-4_11},
	abstract = {Abstract
            Modeling a longitudinal process in educational research brings a lot of variability over time. The modeling procedure becomes even harder when using multivariate continuous variables, e.g., clicks on learning resources, time spent online, and interactions with peers. In fact, most human behavioral constructs are an amalgam of interrelated features with complex fluctuations over time. Modeling such processes requires a method that takes into account the multidimensional nature of the examined construct as well as the temporal evolution. In this chapter we describe the VaSSTra method, which combines person-based methods, sequence analysis and life-events methods. Throughout the chapter, we discuss how to derive states from different variables related to students, how to construct sequences from students’ longitudinal progression of states, and how to identify and study distinct trajectories of sequences that undergo a similar evolution. We also cover some advanced properties of sequences that can help us analyze and compare trajectories. We illustrate the method through a tutorial using the R programming language.},
	language = {en-GB},
	urldate = {2024-07-02},
	booktitle = {Learning {Analytics} {Methods} and {Tutorials}},
	publisher = {Springer Nature Switzerland},
	author = {López-Pernas, Sonsoles and Saqr, Mohammed},
	editor = {Saqr, Mohammed and López-Pernas, Sonsoles},
	year = {2024},
	doi = {10.1007/978-3-031-54464-4_11},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning, Leraning:Analytics},
	pages = {355--379},
	file = {López-Pernas und Saqr - 2024 - Modeling the Dynamics of Longitudinal Processes in.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XMYKJVHK/López-Pernas und Saqr - 2024 - Modeling the Dynamics of Longitudinal Processes in.pdf:application/pdf},
}

@incollection{saqr_multi-channel_2024,
	address = {Cham},
	title = {Multi-{Channel} {Sequence} {Analysis} in {Educational} {Research}: {An} {Introduction} and {Tutorial} with {R}},
	isbn = {978-3-031-54463-7 978-3-031-54464-4},
	shorttitle = {Multi-{Channel} {Sequence} {Analysis} in {Educational} {Research}},
	url = {https://link.springer.com/10.1007/978-3-031-54464-4_13},
	abstract = {Abstract
            This chapter introduces multi-channel sequence analysis, a novel method that examines two or more synchronised sequences. While this approach is relatively new in social sciences, its relevance to educational research is growing as researchers gain access to diverse multimodal temporal data. Throughout this chapter, we describe multi-channel sequence analysis in detail, with an emphasis on how to detect patterns within the sequences, i.e., clusters —or trajectories— of multi-channel sequences that share similar temporal evolutions (or similar trajectories). To illustrate this method we present a step-by-step tutorial in R that analyses students’ sequences of online engagement and academic achievement, exploring their longitudinal association. We cover two approaches for clustering multi-channel sequences: one based on using distance-based algorithms, and the other employing mixture hidden Markov models inspired by recent research.},
	language = {en-GB},
	urldate = {2024-07-02},
	booktitle = {Learning {Analytics} {Methods} and {Tutorials}},
	publisher = {Springer Nature Switzerland},
	author = {López-Pernas, Sonsoles and Saqr, Mohammed and Helske, Satu and Murphy, Keefe},
	editor = {Saqr, Mohammed and López-Pernas, Sonsoles},
	year = {2024},
	doi = {10.1007/978-3-031-54464-4_13},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning, Leraning:Analytics},
	pages = {429--465},
	file = {López-Pernas et al. - 2024 - Multi-Channel Sequence Analysis in Educational Res.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RN3IQD7B/López-Pernas et al. - 2024 - Multi-Channel Sequence Analysis in Educational Res.pdf:application/pdf},
}

@article{topali_designing_2024,
	title = {Designing human-centered learning analytics and artificial intelligence in education solutions: a systematic literature review},
	issn = {0144-929X, 1362-3001},
	shorttitle = {Designing human-centered learning analytics and artificial intelligence in education solutions},
	url = {https://www.tandfonline.com/doi/full/10.1080/0144929X.2024.2345295},
	doi = {10.1080/0144929X.2024.2345295},
	abstract = {The recent advances in educational technology enabled the development of solutions that collect and analyse data from learning scenarios to inform the decision-making processes. Research fields like Learning Analytics (LA) and Artificial Intelligence (AI) aim at supporting teaching and learning by using such solutions. However, their adoption in authentic settings is still limited, among other reasons, derived from ignoring the stakeholders’ needs, a lack of pedagogical contextualisation, and a low trust in new technologies. Thus, the research fields of Human-Centered LA (HCLA) and Human-Centered AI (HCAI) recently emerged, aiming to understand the active involvement of stakeholders in the creation of such proposals. This paper presents a systematic literature review of 47 empirical research studies on the topic. The results show that more than two-thirds of the papers involve stakeholders in the design of the solutions, while fewer papers involved them during the ideation and prototyping, and the majority do not report any evaluation. Interestingly, while multiple techniques were used to collect data (mainly interviews, focus groups and workshops), few papers explicitly mentioned the adoption of existing HC design guidelines. Further evidence is needed to show the real impact of HCLA/HCAI approaches (e.g., in terms of user satisfaction and adoption).},
	language = {en-GB},
	urldate = {2024-05-19},
	journal = {Behaviour \& Information Technology},
	author = {Topali, Paraskevi and Ortega-Arranz, Alejandro and Rodríguez-Triana, María Jesús and Er, Erkan and Khalil, Mohammad and Akçapınar, Gökhan},
	month = apr,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Bildungstheorien, Datenschutz und IT-Sicherheit, Leraning:Analytics},
	pages = {1--28},
	file = {Topali et al. - 2024 - Designing human-centered learning analytics and ar.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AN5WUFXC/Topali et al. - 2024 - Designing human-centered learning analytics and ar.pdf:application/pdf},
}

@incollection{sahin_guiding_2024,
	address = {Cham},
	title = {Guiding {Students} {Towards} {Successful} {Assessments} {Using} {Learning} {Analytics} {From} {Behavioral} {Data} to {Formative} {Feedback}},
	isbn = {978-3-031-56364-5 978-3-031-56365-2},
	url = {https://link.springer.com/10.1007/978-3-031-56365-2_4},
	abstract = {Current research shows that automated feedback positively affects students’ academic performance, satisfaction with the feedback, and self-regulated learning whilst being independent of prior academic achievements. Concurrently, it has been shown that high-information feedback has the largest effect sizes for learning outcomes and academic performance. The following chapter provides insights to an approach to provide formative feedback supported by artificial intelligence in distance learning, that does not analyze summative assessment data, but rather intends to guide students in their learning process towards the graded final assessment. Approaches that are using methods of artificial intelligence and learning analytics have in common that they need data to derivate senseful outcomes. But how can students’ behavior in online learning courses be measured, and which concrete clickstream entries can be used to calculate these measures? This contribution looks at indicators focusing on data for supporting metacognitive learning strategies and illustrates especially the process to extract measures of behavioral engagement from raw log data and its conversion into high-information feedback. The entire process is reflected in collaboration with lecturers to design a didactically guided, user-­ centered interface that supports student reflections towards improving their learning and assessment preparation. The pursued solution includes a dashboard in combination with a rule-based personalized feedback text, connecting engagement measures with additional information (e.g., learning material, techniques, etc.). The chapter will give insight into the interdisciplinary elaboration process of learning dashboards and scientifically based development of high-information feedback texts, beside a practical insight into data transformation for learning analytics.},
	language = {en-GB},
	urldate = {2024-05-14},
	booktitle = {Assessment {Analytics} in {Education}},
	publisher = {Springer International Publishing},
	author = {Hanses, Michael and Van Rijn, Lars and Karolyi, Heike and De Witt, Claudia},
	editor = {Sahin, Muhittin and Ifenthaler, Dirk},
	year = {2024},
	doi = {10.1007/978-3-031-56365-2_4},
	note = {Series Title: Advances in Analytics for Learning and Teaching},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning, Leraning:Analytics},
	pages = {61--83},
	file = {Hanses et al. - 2024 - Guiding Students Towards Successful Assessments Us.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6SLPKM8P/Hanses et al. - 2024 - Guiding Students Towards Successful Assessments Us.pdf:application/pdf},
}

@incollection{sahin_transforming_2024,
	address = {Cham},
	title = {Transforming {Tertiary} {Education}: {The} {Role} of {Learning} {Analytics} in {Improving} {Students}’ {Success} - {A} {Practical} {Approach}},
	isbn = {978-3-031-56364-5 978-3-031-56365-2},
	shorttitle = {Transforming {Tertiary} {Education}},
	url = {https://link.springer.com/10.1007/978-3-031-56365-2_5},
	abstract = {Learning analytics is a rapidly growing field in higher education, comprising collecting and analysing data to improve teaching and learning practices. The potency of learning analytics rests on both understanding relational dynamics and demonstrating their generalisability and temporal stability—aspects often underexplored in the literature. Recognising the benefits of formative assessments with corresponding feedback in promoting short- and long-term learning outcomes, we implemented several course-specific online formative assessments in four different courses at the University of Bern, Switzerland. Through these assessments, we gathered data from various domains, including task-specific information, students’ learning behaviour, and their prior knowledge. Our analysis demonstrated substantial relationships between initial, formative, and summative assessments, alongside variables like attitude and effort, which were consistent across the different courses. Given the identified relationships and their consistency, learning analytics has the potential to significantly enhance the quality of tertiary education. Further, these findings emphasise the critical importance of leveraging learning analytics in educational institutions.},
	language = {en-GB},
	urldate = {2024-05-14},
	booktitle = {Assessment {Analytics} in {Education}},
	publisher = {Springer International Publishing},
	author = {Raemy, Ursina E. and Troche, Stefan J. and Sipos, Kinga and Mayer, Boris and Klostermann, André and Gubler, Danièle A. and Borter, Natalie},
	editor = {Sahin, Muhittin and Ifenthaler, Dirk},
	year = {2024},
	doi = {10.1007/978-3-031-56365-2_5},
	note = {Series Title: Advances in Analytics for Learning and Teaching},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning, Leraning:Analytics},
	pages = {85--111},
	file = {Raemy et al. - 2024 - Transforming Tertiary Education The Role of Learn.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3ZQPNFDI/Raemy et al. - 2024 - Transforming Tertiary Education The Role of Learn.pdf:application/pdf},
}

@article{wiley_human-centred_2024,
	title = {A human-centred learning analytics approach for developing contextually scalable {K}-12 teacher dashboards},
	volume = {55},
	issn = {1467-8535},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13383},
	doi = {10.1111/bjet.13383},
	abstract = {This paper describes a Human-Centred Learning Analytics (HCLA) design approach for developing learning analytics (LA) dashboards for K-12 classrooms that maintain both contextual relevance and scalability—two goals that are often in competition. Using mixed methods, we collected observational and interview data from teacher partners and assessment data from their students' engagement with the lesson materials. This DBR-based, human-centred design process resulted in a dashboard that supported teachers in addressing their students' learning needs. To develop the dashboard features that could support teachers, we found that a design refinement process that drew on the insights of teachers with varying teaching experience, philosophies and teaching contexts strengthened the resulting outcome. The versatile nature of the approach, in terms of student learning outcomes, makes it useful for HCLA design efforts across diverse K-12 educational contexts. Practitioner notes What is already known about this topic Learning analytics that are aligned to both a learning theory and learning design support student learning. LA dashboards that support users to understand the associated learning analytics data provide actionable insight. Design-based research is a promising methodology for Human-Centred Learning Analytics design, particularly in the K-12 educational context. What this paper adds Leveraging a longstanding, yet fluid, research-practice partnership is an effective design-based research adaptation for addressing the high variation in instructional practices that characterize K-12 education. Using both quantitative and qualitative data that reflects students' developing knowledge effectively supports teachers' inquiry into student learning. Teachers' use of learning analytics dashboards is heavily influenced by their perspectives on teaching and learning. Implications for practice and/or policy Impact on student learning outcomes, alongside usability and feasibility, should be included as a necessary metric for the effectiveness of LA design. LA dashboard developers should both leverage learning data that reflect students' developing knowledge and position teachers to take responsive pedagogical action to support student learning. LA researchers and developers should utilize a long-term, yet fluid, research-practice partnership to form a multi-stakeholder, multidisciplinary design team for Human-Centred Learning Analytics design.},
	language = {en-GB},
	number = {3},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Wiley, Korah and Dimitriadis, Yannis and Linn, Marcia},
	year = {2024},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13383},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Bewertungsmethoden, Promotion:Weiterführung, Datenschutz und IT-Sicherheit, Leraning:Analytics, design-based research, human-centred learning analytics, K-12 education, knowledge integration, learning outcomes, teacher dashboard},
	pages = {845--885},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/B2B7LILY/Wiley et al. - 2024 - A human-centred learning analytics approach for developing contextually scalable K-12 teacher dashbo.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/JKGX5ETQ/bjet.html:text/html},
}

@article{poquet_shared_nodate,
	title = {A shared lens around sensemaking in learning analytics: {What} activity theory, definition of a situation and affordances can offer},
	volume = {n/a},
	issn = {1467-8535},
	shorttitle = {A shared lens around sensemaking in learning analytics},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13435},
	doi = {10.1111/bjet.13435},
	abstract = {The paper argues that learning analytics as a research field can benefit from a theory-informed shared language to describe sensemaking of learning and teaching data. To make the case for such shared language, first, I critically review prominent sensemaking theories to then demonstrate how studies in learning analytics do not use coherent descriptions of sensemaking, eclectically combining the paradigms that have underlying differences. I then propose a conceptualization of sensemaking that overcomes the differences between these theories and explains how the concepts of activity system, the definition of the situation and affordances can be used to capture individual differences in sensemaking. The paper concludes with a preliminary framework and examples demonstrating its utility in raising new theoretical questions, informing design principles and providing shared language for researchers in learning analytics.Practitioner notesWhat is already known about this topic Sensemaking happens when individuals try to explain unknown situations. Learning analytics uses sensemaking as a lens to understand dashboard use. Systematic analysis of sensemaking is essential for learning analytics. What this paper adds The paper notes that noticing and perceiving are commonly examined in learning analytics on dashboard use. The paper suggests a revision of fundamental assumptions in sensemaking. A paper proposes a toy model of sensemaking that includes operationalization of the definition of the situation, activity where sensemaking happens and processes of noticing and perceiving affordances. Implications for practice and/or policy Learning analytics must examine sensemaking of data about teaching and learning in a systematic manner. Internal perceptions of the social environment and activity that are informed by the data need to be considered in evaluating dashboard use.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Poquet, Oleksandra},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13435},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Leraning:Analytics, activity theory, definition of a situation, ecological perception theory, information elaboration, learning analytics, sensemaking},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/WSSG8EPJ/Poquet - A shared lens around sensemaking in learning analy.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/YHA9LWTU/bjet.html:text/html},
}

@article{henriquez_impact_2024,
	title = {The impact of an academic counselling learning analytics tool: {Evidence} from 3 years of use},
	issn = {0007-1013, 1467-8535},
	shorttitle = {The impact of an academic counselling learning analytics tool},
	url = {https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13474},
	doi = {10.1111/bjet.13474},
	abstract = {Despite the importance of academic counselling for student success, providing timely and personalized guidance can be challenging for higher education institutions. In this study, we investigate the impact of counselling instances supported by a learning analytics (LA) tool, called TrAC, which provides specific data about the curriculum and grades of each student. To evaluate the tool, we measured changes in students' performance ranking position over 3 years and compared the performance of students who received counselling with and without the tool. Our results show that using the tool is related to an improvement in cohort ranking. We further investigated the characteristics of counselled students using cluster analyses. The findings highlight the potential beneficial influence on academic outcomes arising from the provision of guidance to students regarding their course load decisions via TrAC-­mediated counselling. This study contributes to the field of LA by providing evidence of the impact of counselling supported by an LA tool in a real-­world setting over a long period of time. Our results suggest that incorporating LA into academic counselling practices can improve student success.},
	language = {en-GB},
	urldate = {2024-05-01},
	journal = {British Journal of Educational Technology},
	author = {Henríquez, Valeria and Guerra, Julio and Scheihing, Eliana},
	month = apr,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Leraning:Analytics},
	pages = {bjet.13474},
	file = {Henríquez et al. - 2024 - The impact of an academic counselling learning ana.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UFJMDZME/Henríquez et al. - 2024 - The impact of an academic counselling learning ana.pdf:application/pdf},
}

@article{kerman_online_2024,
	title = {Online peer feedback in higher education: {A} synthesis of the literature},
	volume = {29},
	issn = {1360-2357, 1573-7608},
	shorttitle = {Online peer feedback in higher education},
	url = {https://link.springer.com/10.1007/s10639-023-12273-8},
	doi = {10.1007/s10639-023-12273-8},
	abstract = {Online peer feedback is an effective instructional strategy to enhance students’ learning processes and outcomes. However, the literature lacks a comprehensive understanding of the influential factors that play a key role in the effective implementation of online peer feedback. This systematic review provides an overview of the current state of online peer feedback implementation in higher education contexts and explores the role of students’ characteristics and online learning environments in relation to their learning processes and outcomes. To achieve this goal, the PRISMA method was followed, and a coding scheme was developed to create a framework that can guide the implementation of online peer feedback in higher education settings. This framework depicts factors that should be taken into account for effective implementation of online peer feedback in terms of four dimensions: students’ characteristics (demographic characteristics, academic background, and personality and psychological features), environmental conditions (learning platform and setting), learning processes (content, feedback activity design, and technology), and learning outcomes including cognitive outcomes (e.g., acquisition of knowledge, comprehension, application, analysis, synthesis, and evaluation), behavioral outcomes (engagement, communication, and teamwork), and affective outcomes (satisfaction, motivation, attitude, self-efficacy, sense of autonomy, and confidence). We conclude this study by discussing the framework, limitations, and ideas for future research and practice.},
	language = {en-GB},
	number = {1},
	urldate = {2024-01-10},
	journal = {Education and Information Technologies},
	author = {Kerman, Nafiseh Taghizadeh and Banihashem, Seyyed Kazem and Karami, Mortaza and Er, Erkan and Van Ginkel, Stan and Noroozi, Omid},
	month = jan,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Promotion:Relevanz:4, Promotion:01-02, 4.3.1 Literaturanalyse und KI-gestützte Methoden, Promotion:04-04:4.4.4},
	pages = {763--813},
	file = {Kerman et al. - 2024 - Online peer feedback in higher education A synthe.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BZQBSYX9/Kerman et al. - 2024 - Online peer feedback in higher education A synthe.pdf:application/pdf},
}

@article{hu_effectiveness_2023,
	title = {Effectiveness of a gamified learning analytics dashboard with coregulation mechanism for self-regulated learning in college ethics courses},
	issn = {1049-4820, 1744-5191},
	url = {https://www.tandfonline.com/doi/full/10.1080/10494820.2023.2277741},
	doi = {10.1080/10494820.2023.2277741},
	abstract = {It is known that teachers commonly utilize learning platforms equipped with Learning Analytics Dashboards (LAD) to support students in their Self-Regulated Learning (SRL) endeavors. However, students may struggle to eﬀectively employ LAD due to a lack of suﬃcient metacognitive skills. Co-regulation of learning (CoRL) has been proven to facilitate metacognitive knowledge sharing. However, the implementation of LAD with CoRL mechanisms in self-paced, asynchronous learning environments, aimed at enhancing students’ SRL, remains unclear. Investigating how students utilize a LAD with CoRL and how such a system can promote SRL in selfpaced, asynchronous courses is an important topic. This study designed a gamiﬁed LAD utilizing a futures trading market interactive interface as the CoRL mechanism. A quasiexperimental design was adopted to assess the eﬀects of the gamiﬁed LAD with CoRL on SRL, learning engagement, and academic achievement among 60 students from two Business Ethics classes over the course of a semester. The gamiﬁed LAD with CoRL had positive eﬀects on the SRL and learning engagement of the asynchronous learners in the experimental group. Signiﬁcant diﬀerences were observed in the academic achievement of the experimental and control groups. The gamiﬁed LAD with CoRL had positive eﬀects on learners in self-paced, asynchronous courses.},
	language = {en-GB},
	urldate = {2023-11-25},
	journal = {Interactive Learning Environments},
	author = {Hu, Yung-Hsiang and Liao, Bo-Kai and Hsieh, Chieh-Lun},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Leraning:Analytics},
	pages = {1--17},
	file = {Hu et al. - 2023 - Effectiveness of a gamified learning analytics das.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ICI2697J/Hu et al. - 2023 - Effectiveness of a gamified learning analytics das.pdf:application/pdf},
}

@article{wong_analysis_2023,
	title = {An analysis of learning analytics in personalised learning},
	volume = {35},
	issn = {1042-1726, 1867-1233},
	url = {https://link.springer.com/10.1007/s12528-022-09324-3},
	doi = {10.1007/s12528-022-09324-3},
	abstract = {This paper presents an analysis of learning analytics practices which aimed to achieve personalised learning. It addresses the need for a systematic analysis of the increasing amount of practices of learning analytics which are targeted at personalised learning. The paper summarises and highlights the characteristics and trends in relevant learning analytics practices, and illustrates their relationship with personalised learning. The analysis covers 144 related articles published between 2012 and 2019 collected from Scopus. The learning analytics practices were analysed from the dimensions of what (learning context, learning environment, and data collected), who (stakeholder), why (objective of learning analytics, and personalised learning goal), and how (learning analytics method), as well as their outcomes and limitations. The results show the diversified contexts of learning analytics, with the major ones being tertiary education and online learning. The types of data for learning analytics, which have been increasingly collected from online and emerging learning environments, are mainly related to the learning activities, academic performance, educational background and learning outcomes. The most frequent types of learning analytics objectives and personalised learning goals are enhancing learning experience, providing personal recommendations and satisfying personal learning needs. The learning analytics methods have commonly involved the use of statistical tests, classification, clustering and visualisation techniques. The findings also suggest the areas for future work to address the limitations revealed in the practices, such as investigating more cost-effective ways of offering personalised support, and the transforming role of teachers in personalised learning practices.},
	language = {en-GB},
	number = {3},
	urldate = {2023-11-22},
	journal = {Journal of Computing in Higher Education},
	author = {Wong, Billy Tak-ming and Li, Kam Cheong and Cheung, Simon K.S.},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Leraning:Analytics},
	pages = {371--390},
	file = {Wong et al. - 2023 - An analysis of learning analytics in personalised .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KQCJHRQ7/Wong et al. - 2023 - An analysis of learning analytics in personalised .pdf:application/pdf},
}

@article{drugova_learning_2023,
	title = {Learning analytics driven improvements in learning design in higher education: {A} systematic literature review},
	issn = {0266-4909, 1365-2729},
	shorttitle = {Learning analytics driven improvements in learning design in higher education},
	url = {https://onlinelibrary.wiley.com/doi/10.1111/jcal.12894},
	doi = {10/gs4mfj},
	abstract = {Background: Driven by the ongoing need to provide high-quality learning and teaching, universities recently have shown an increased interest in using learning analytics (LA) for improving learning design (LD). However, the evidence of such improvements is scarce, and the maturity of such research is unclear.},
	language = {en-GB},
	urldate = {2023-11-12},
	journal = {Journal of Computer Assisted Learning},
	author = {Drugova, Elena and Zhuravleva, Irina and Zakharova, Ulyana and Latipov, Adel},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Leraning:Analytics},
	pages = {jcal.12894},
	file = {Drugova et al. - 2023 - Learning analytics driven improvements in learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z35F4QHB/Drugova et al. - 2023 - Learning analytics driven improvements in learning.pdf:application/pdf},
}

@article{bouwer_eye-mind_2023,
	title = {The eye-mind of processing written feedback: {Unraveling} how students read and use feedback for revision},
	volume = {85},
	issn = {09594752},
	shorttitle = {The eye-mind of processing written feedback},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S0959475223000142},
	doi = {10/gs28rb},
	abstract = {This research aims to promote our understanding of feedback engagement processes in writing tasks using a combination of online and offline measures, including eye-tracking, thinking-aloud, and text-analyses. Study 1 explored how sixteen students read, evaluate, and use feedback for revision. Results revealed three feedback processing strategies: (1) superficial processing (n = 6), which is characterized by reading feedback in a linear way, without critically rereading or revising the text, (2) local processing (n = 6) in which students switched between reading the comments and the commented text, and (3) deep processing (n = 4) in which students integrated the feedback with both commented and uncommented parts of the text and made more substantial revisions. In Study 2, we investigated the local and deep feedback reading strategy in more detail with 41 stu­ dents using a within-subject design with different types of feedback. Results demonstrated the same strategies among students, but also that the focus of feedback affected students’ revision behavior, above and beyond an individual feedback processing strategy. This finding is in line with previous research that emphasized the effects of feedback characteristics on students’ use of feedback. By triangulating various process measures, this research is one of the first that provides empirical evidence for different feedback processing strategies among students. These novel insights in individual feedback engagement processing can be used to extend and refine current theories on how, when, and why feedback works and for whom.},
	language = {en-GB},
	urldate = {2023-10-30},
	journal = {Learning and Instruction},
	author = {Bouwer, Renske and Dirkx, Kim},
	month = jun,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Bildungstheorien, Promotion:01-02, Promotion:Eye-Tracking},
	pages = {101745},
	file = {Bouwer und Dirkx - 2023 - The eye-mind of processing written feedback Unrav.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/25QIVII6/Bouwer und Dirkx - 2023 - The eye-mind of processing written feedback Unrav.pdf:application/pdf},
}

@article{chen_measuring_2023,
	title = {Measuring {Young} {Learners}’ {Open}-ended {Agent}-based {Programming} {Practices} with {Learning} {Analytics}},
	abstract = {Agent-based modeling (ABM) has been recognized as an important component of computational thinking and literacy. Agent-based programming (ABP) is the computational foundation of ABM. In this study, we propose a novel method to programmatically measure young learners’ ABP practices in open-ended programming contexts with a 4-stage model. We present results from the online community of Turtle Universe, a new version of NetLogo designed for mobile platforms and younger learners in informal contexts. We draw on a dataset of 2,300 block-based and text-based projects shared by out-of-school, unsupervised learners. Our approach generally succeeded in measuring learners’ openended ABP practices. Differences were found among projects of different stages and modalities. We discuss the implications of our approach and design of block-based ABP environments.},
	language = {en-GB},
	author = {Chen, John and Wilensky, Uri},
	year = {2023},
	keywords = {\#b:Zeitschriftenartikel:online:learning, ⛔ No DOI found, Charité:Promotion, Leraning:Analytics, Promotion:Literaturanalyse},
	file = {Chen und Wilensky - Measuring Young Learners’ Open-ended Agent-based P.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EWNKIDDH/Chen und Wilensky - Measuring Young Learners’ Open-ended Agent-based P.pdf:application/pdf},
}

@article{kaliisa_using_nodate,
	title = {Using {Learning} {Analytics} to {Assess} the {Intended} and {Enacted} {Learning} {Design}: {An} {Epistemic} {Network} {Analysis} {Approach}},
	abstract = {This paper explores the potential of using learning analytics (LA) to provide context for the interpretation of the intended and enacted learning design. We use Epistemic Network Analysis (ENA) to analyze and visualize students' learning patterns enacted across seven asynchronous online discussions conducted in a semester-long undergraduate course and how they relate to the course’s learning objectives. The findings showed connections between the design of each week’s tasks and the epistemic and social connections made by the students. The implications of the findings are for designing activities that promote student engagement and productive knowledge-building discourse in computer-supported collaborative learning (CSCL) environments.},
	language = {en-GB},
	author = {Kaliisa, Rogers and Scianna, Jennifer and Mørch, Anders I and Kluge, Anders},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, ⛔ No DOI found, Leraning:Analytics},
	file = {Kaliisa et al. - Using Learning Analytics to Assess the Intended an.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3HMQM975/Kaliisa et al. - Using Learning Analytics to Assess the Intended an.pdf:application/pdf},
}

@article{chen_comparison_2025,
	title = {Comparison of cooperative learning through use of an immersive virtual reality anatomy model and a {3D} plastic anatomical model},
	volume = {25},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-025-07397-z},
	doi = {10.1186/s12909-025-07397-z},
	abstract = {Background Traditional anatomy education relies on lectures, visual aids, and cadaver dissections. However, limited cadaver availability often necessitates the use of plastic models to aid 3D understanding. Virtual reality (VR) presents an immersive alternative that may enhance spatial learning without requiring cadavers. Despite its potential, few studies have directly compared VR with traditional methods in anatomy education.
Objective This study aimed to compare the learning outcomes of first-year anatomy students using either VR or plastic 3D models for anatomical instruction.
Methods First-year anatomy students were divided into two groups: one using VR and the other using plastic models. They participated in weekly anatomy sessions consisting of 2-hour lectures followed by 2-hour laboratory sessions covering various anatomical systems. After the lectures, students engaged in laboratory activities using either plastic models or immersive virtual reality (iVR) for 3D spatial anatomy learning, with iVR participants capturing screenshots of assigned targets for verification. Each session concluded with an online image-based multiple-choice quiz to assess anatomical identification and understanding.
Results Students from the Department of Nutrition and Health Sciences (NHS) and the Department of Medical Laboratory Science and Biotechnology (MLSB) at Taipei Medical University (TMU) participated in the study. Students in the VR group initially struggled due to the time required to adapt to the system, which was reflected in their significantly lower scores in week 2 for both NHS (80.35 ± 2.04 vs. 88.82 ± 1.64, p {\textless} 0.0019) and MLSB (72.23 ± 1.81 vs. 88.55 ± 1.67, p {\textless} 0.0001). However, in subsequent weeks, while iVR scores were slightly lower, the differences were not statistically significant, and by the later weeks, there was no significant difference in quiz performance between the two groups, with comparable scores observed in weeks 8 and 10 for NHS.
Conclusions VR provides a viable alternative to plastic models for anatomy education. Although students require an adaptation period, their performance eventually matches that of students using traditional plastic models. This study is the first to quantitatively compare VR and plastic models in anatomy instruction.},
	language = {en-GB},
	number = {1},
	urldate = {2025-06-03},
	journal = {BMC Medical Education},
	author = {Chen, Shin-Yun and Salcedo, Daniel and Hsiao, Bu-Yuan and Huang, Wen-Cheng and Su, Bor-Chyuan and Horng, Jiun-Lin},
	month = may,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Promotion:Weiterführung, Lernsystemarchitektur},
	pages = {807},
	file = {Chen et al. - 2025 - Comparison of cooperative learning through use of an immersive virtual reality anatomy model and a 3:/Users/jochenhanisch-johannsen/Zotero/storage/YEH832RA/Chen et al. - 2025 - Comparison of cooperative learning through use of an immersive virtual reality anatomy model and a 3.pdf:application/pdf},
}

@article{bhat_perception_2025,
	title = {Perception of undergraduate medical students regarding “{Reel}-{Making}” as an innovative learning method in ophthalmology: a cross-sectional study},
	volume = {25},
	issn = {1472-6920},
	shorttitle = {Perception of undergraduate medical students regarding “{Reel}-{Making}” as an innovative learning method in ophthalmology},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-025-07352-y},
	doi = {10.1186/s12909-025-07352-y},
	abstract = {Background The perceptions and learning methods among students have been rapidly changing over the past few years, and thus, there is a need for innovative teaching-learning methods to train the Indian Medical Graduates in the present day.
Objectives The study aimed to assess undergraduate medical students’ perception of reel-making as an innovative teaching-learning method in ophthalmology. Materials and methods This descriptive, cross-sectional study was conducted among third-year MBBS students attending ophthalmology clinics in a private medical college in South India in July-August 2024. A total of 64 students were assigned to make educational reels about cataract and myopia awareness for the general public. Their perception and experience of this innovative learning method are collected from students using a pre-validated questionnaire using a five-point Likert scale for 10 questions collected through an online survey. Data was analyzed by chi square, independent t-test and descriptive analysis.
Results 52 out of 64 (81.25\%) students completed the survey. 59.6\% agreed that the reel-making activity evoked more interest in learning, 43.3\% strongly agreed that it was a fascinating activity, 50\% strongly agreed that it perked their interest, 44.2\% strongly agreed that they liked the idea of innovative learning, and 46.2\% strongly felt they would recommend this method to others. Many students used the word “fun” when describing their experience.
Conclusions Innovative teaching through reel-making activity was not only found to spark interest but was also reported to be an enjoyable learning experience among students, and thus could be used as a useful innovative method in medical education. Clinical trial number Not applicable.},
	language = {en-GB},
	number = {1},
	urldate = {2025-06-03},
	journal = {BMC Medical Education},
	author = {Bhat, Sunayana and Nayak, Madhurima A. and Pg, Vinay},
	month = may,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Promotion:Argumentation, Promotion:Relevanz:4},
	pages = {781},
	file = {Bhat et al. - 2025 - Perception of undergraduate medical students regarding “Reel-Making” as an innovative learning metho:/Users/jochenhanisch-johannsen/Zotero/storage/EKC4PWGW/Bhat et al. - 2025 - Perception of undergraduate medical students regarding “Reel-Making” as an innovative learning metho.pdf:application/pdf},
}

@article{ghanem_medical_2025,
	title = {Medical students’ knowledge, attitudes, and practices toward generative artificial intelligence in {Egypt} 2024: a {Cross}-{Sectional} study},
	volume = {25},
	issn = {1472-6920},
	shorttitle = {Medical students’ knowledge, attitudes, and practices toward generative artificial intelligence in {Egypt} 2024},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-025-07329-x},
	doi = {10.1186/s12909-025-07329-x},
	abstract = {Background Generative artificial intelligence (generative AI) has revolutionized the healthcare system for medical students and their educational process worldwide. Several studies assessed its efficacy in improving medical studies learning, and others assessed medical students’ knowledge and attitudes about generative AI. So, we aim to determine the knowledge, attitudes, and practices of generative AI among medical students in Egypt.
Methods In 2024, a cross-sectional study using a semi-structured questionnaire was performed, targeting 423 students as a convenient sample from 10 selected Egyptian universities by simple random sampling. The questionnaire was distributed via online platforms such as WhatsApp, Facebook, X, Telegram, and Messenger. Data about sociodemographic characteristics, students’ general knowledge about generative AI and its limitations, and their attitudes and practices, respectively, were collected.
Results About 2{\textbackslash}3 (61.5\%) of the studied students had satisfactory knowledge about generative AI and (44.7\%) had a positive attitude. Males demonstrated significantly higher knowledge than females (69.3\% vs. 55\%, P-value = 0.003). Knowledge level also differs significantly by university (P-value {\textless} 0.001), with Suez-Canal and 6th October university students achieving the highest satisfactory scores. Key significant predictors that affect knowledge level include gender, university and study phase according to binary logistic regression results. Furthermore, there is a positive correlation between satisfactory knowledge and Practice level (r = 0.303, P {\textless} 0.001). Finally, most students use generative AI to check Grammar and prepare their homework or assignments.
Conclusion and recommendations There is moderate knowledge and positive attitude about AI that were reflected in medical students’ practice. However, knowledge about AI influenced by gender, university and study phase. Importantly, better knowledge significantly correlates with greater generative AI practice. Offering specialized courses or faculty modules about AI enhance awareness among Egyptian medical students. Such initiatives will enable them to gain knowledge and apply it effectively and wisely. Medical students’ knowledge, attitudes,},
	language = {en-GB},
	number = {1},
	urldate = {2025-06-03},
	journal = {BMC Medical Education},
	author = {Ghanem, Omar A. and Hagag, Abdelmonam M. and Kormod, Muhammed E. and El-Refaay, Mennatullah A. and Khedr, Alaa Mahmoud and Abozaid, Omnia M. and Abdelmoaty, Karim M. and Hamed, Mona S.},
	month = may,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, Promotion:FU6, Promotion:Schlussfolgerung},
	pages = {790},
	file = {Ghanem et al. - 2025 - Medical students’ knowledge, attitudes, and practices toward generative artificial intelligence in E:/Users/jochenhanisch-johannsen/Zotero/storage/5TFQVJZR/Ghanem et al. - 2025 - Medical students’ knowledge, attitudes, and practices toward generative artificial intelligence in E.pdf:application/pdf},
}

@article{suwanbamrung_evaluating_2025,
	title = {Evaluating the effectiveness of the integrated research subject research-based learning online ({IRS}-{RBLO}) model: retrospective record review study},
	volume = {25},
	issn = {1472-6920},
	shorttitle = {Evaluating the effectiveness of the integrated research subject research-based learning online ({IRS}-{RBLO}) model},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-025-07325-1},
	doi = {10.1186/s12909-025-07325-1},
	abstract = {Background The Integrated research subject-research-based learning online (IRS-RBLO) model is developed based on research-based learning, the components of the research process, and elements of online learning design. We aimed to evaluate the effectiveness of the IRS-RBLO in enhancing the learning outcome and research knowledge among community public health students at Walailak University, Thailand.
Methods This study applied a retrospective record review of 67 complete records out of 80 fourth-year community public health students of Walailak University to study the effectiveness of the IRS-RBLO model through research knowledge and learning outcomes. Research knowledge and learning outcomes were assessed using 40 multiple choice questions and 40 Likert scale questioners, respectively. The T-test was applied to analyze research knowledge before (1st week) and during learning (7th week), and ANOVA statistics to analyze students’ learning outcomes before (1st week), during (7th week), and after (16th week) learning with the IRS-RBLO model.
Results Students exhibited a significant difference in research knowledge (p =.00), with 35.88\% percentage increase in aggregate knowledge assessment score before and during; and learning outcomes before, during, and after learning with the IRS-RBLO model (P =.00), with 17.44\% increase in overall learning outcome increase between the scores of before and after. However, it showed variable results while comparing before and during (P {\textless}.001), before and after (P =.001), and during and after (P =.045) learning with the IRS-RBLO model.
Conclusions The IRS-RBLO model has shown its significant difference in research knowledge and learning outcomes. We recommend the broader implementation of the model, and future research may explore instructor opinions, and investigate educational policy implications to further validate the model’s effectiveness. Clinical trial number Not applicable.},
	language = {en-GB},
	number = {1},
	urldate = {2025-06-03},
	journal = {BMC Medical Education},
	author = {Suwanbamrung, Charuai and Israel, Eskinder and Mehraj, Sandeep Kumar and Stanikzai, Muhammad Haroon and Ageru, Temesgen Anjulo and Jaroenpool, Jiraporn and Pibul, Panatda and Shohaimi, Shamarina and Kercho, Melkamu Worku},
	month = may,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Schlussfolgerung},
	pages = {775},
	file = {Suwanbamrung et al. - 2025 - Evaluating the effectiveness of the integrated research subject research-based learning online (IRS-:/Users/jochenhanisch-johannsen/Zotero/storage/LPP822W4/Suwanbamrung et al. - 2025 - Evaluating the effectiveness of the integrated research subject research-based learning online (IRS-.pdf:application/pdf},
}

@article{pumpe_study_2025,
	title = {Study {Demands} and {Resources} in {Distance} {Education}—{Their} {Associations} with {Engagement}, {Emotional} {Exhaustion}, and {Academic} {Success}},
	volume = {15},
	copyright = {https://creativecommons.org/licenses/by/4.0/},
	issn = {2227-7102},
	url = {https://www.mdpi.com/2227-7102/15/6/664},
	doi = {10.3390/educsci15060664},
	abstract = {Distance learning offers enhanced flexibility and reduced access restrictions, making it increasingly popular among non-traditional students and those juggling academic studies with professional and family obligations. This study explored the associations between study demands and resources (decision latitude and social support from lecturers and peers) and different study outcomes by applying the Job Demands-Resources Model in a distance learning context. Based on the model’s assumptions, we hypothesized that academic demands negatively predict study success in distance learning, while decision latitude and social support from lecturers and peers positively affect it. These associations were expected to be mediated by emotional exhaustion and different dimensions of engagement. The cross-sectional online study involved 286 psychology students from a German distance university. The multivariate path model revealed an association of demands and decision latitude with perceptions of competence and study satisfaction. While demands were significantly correlated with the grade point average, decision latitude was not. Consistent with the model’s assumptions, these effects were partially mediated by exhaustion and engagement. We did not find significant incremental associations of social support with the outcomes. The findings concerning measures to support students in distance education were discussed.},
	language = {en-GB},
	number = {6},
	urldate = {2025-05-31},
	journal = {Education Sciences},
	author = {Pumpe, Ina E. and Jonkmann, Kathrin},
	month = may,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Systemanpassung, Bildungstheorien},
	pages = {664},
	file = {Pumpe und Jonkmann - 2025 - Study Demands and Resources in Distance Education—Their Associations with Engagement, Emotional Exha:/Users/jochenhanisch-johannsen/Zotero/storage/RXV47HMJ/Pumpe und Jonkmann - 2025 - Study Demands and Resources in Distance Education—Their Associations with Engagement, Emotional Exha.pdf:application/pdf},
}

@article{estipona_teaching_2025,
	title = {Teaching from the {Remote}: {Investigating} {Teachers}’ {Educational} {Presence} and {Instructional} {Experiences} in {Using} {Alternative} {Learning} {Modalities}},
	volume = {4},
	issn = {2651-8279, 2599-4387},
	shorttitle = {Teaching from the {Remote}},
	url = {https://journal-msugensan.org/index.php/JHRS/article/view/108},
	doi = {10.34002/jhrs.v4i1.108},
	abstract = {The COVID-19 pandemic in the Philippines brought about a significant challenge to the traditional learning mode among AP teachers due to their reliance on conventional teaching methods, necessitating a rapid shift and implementation of alternative learning modalities. This study, conducted through a qualitative approach, investigates teachers' educational presence and instructional experiences using alternative learning modalities in remote learning. It employed a thematic analysis of data gathered from nine semi-structured interviews, exploring understanding of teachers' educational presence and instructional experiences. The finding highlights two key sections: educational presence when using alternative learning modalities and instructional experiences in using alternative learning modalities. The analysis revealed the emergence of several key themes: (1) meaningful social presence and (2) essential teaching presence in online learning, (3) changing conception of teaching presence, (4) establishing connections in online learning, (5) implementing interactive online activities, (6) integrating educational multimedia materials, (7) employing strategies to promote student interaction, and (8) lastly utilizing diverse assessment strategies. With that, teacher training programs should prioritize the development of essential teaching presence skills, which includes establishing meaningful social connections, promoting active student engagements, and diverse interactive activities and assessment strategies to ensure effective and engaging online learning experiences.},
	language = {en-GB},
	number = {1},
	urldate = {2025-05-31},
	journal = {Journal of Health Research and Society},
	author = {Estipona, Kayla Aira Villalon and Gonzales, Mary Gail C. and Jumaarin, Jaliha S. and Castro, Shareen P. and Hadjirul, Sher-Aini S. and Alam, Russel P. and Kunting, Arayana F.},
	month = may,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Bildungstheorien, Krisenreaktion im Bildungsbereich},
	pages = {26--40},
	file = {Estipona et al. - 2025 - Teaching from the Remote Investigating Teachers’ Educational Presence and Instructional Experiences:/Users/jochenhanisch-johannsen/Zotero/storage/FVFC7EZN/Estipona et al. - 2025 - Teaching from the Remote Investigating Teachers’ Educational Presence and Instructional Experiences.pdf:application/pdf},
}

@article{van_der_vleuten_model_2012,
	title = {A model for programmatic assessment fit for purpose},
	volume = {34},
	issn = {0142-159X, 1466-187X},
	url = {http://www.tandfonline.com/doi/full/10.3109/0142159X.2012.652239},
	doi = {10.3109/0142159X.2012.652239},
	abstract = {We propose a model for programmatic assessment in action, which simultaneously optimises assessment for learning and assessment for decision making about learner progress. This model is based on a set of assessment principles that are interpreted from empirical research. It specifies cycles of training, assessment and learner support activities that are complemented by intermediate and final moments of evaluation on aggregated assessment data points. A key principle is that individual data points are maximised for learning and feedback value, whereas high-stake decisions are based on the aggregation of many data points. Expert judgement plays an important role in the programme. Fundamental is the notion of sampling and bias reduction to deal with the inevitable subjectivity of this type of judgement. Bias reduction is further sought in procedural assessment strategies derived from criteria for qualitative research. We discuss a number of challenges and opportunities around the proposed model. One of its prime virtues is that it enables assessment to move, beyond the dominant psychometric discourse with its focus on individual instruments, towards a systems approach to assessment design underpinned by empirically grounded theory.},
	language = {en-GB},
	number = {3},
	urldate = {2025-05-31},
	journal = {Medical Teacher},
	author = {Van Der Vleuten, C. P. M. and Schuwirth, L. W. T. and Driessen, E. W. and Dijkstra, J. and Tigelaar, D. and Baartman, L. K. J. and Van Tartwijk, J.},
	month = mar,
	year = {2012},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Bewertungsmethoden, Systemanpassung, Bildungstheorien},
	pages = {205--214},
	file = {Van Der Vleuten et al. - 2012 - A model for programmatic assessment fit for purpose:/Users/jochenhanisch-johannsen/Zotero/storage/Z9TYTL5N/Van Der Vleuten et al. - 2012 - A model for programmatic assessment fit for purpose.pdf:application/pdf},
}

@article{rospigliosi_artificial_2023,
	title = {Artificial intelligence in teaching and learning: what questions should we ask of {ChatGPT}?},
	volume = {31},
	issn = {1049-4820, 1744-5191},
	shorttitle = {Artificial intelligence in teaching and learning},
	url = {https://www.tandfonline.com/doi/full/10.1080/10494820.2023.2180191},
	doi = {10.1080/10494820.2023.2180191},
	language = {en-GB},
	number = {1},
	urldate = {2025-05-05},
	journal = {Interactive Learning Environments},
	author = {Rospigliosi, Pericles ‘Asher’},
	month = jan,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, Promotion:Weiterführung, Promotion:Ausschluss},
	pages = {1--3},
	file = {Rospigliosi - 2023 - Artificial intelligence in teaching and learning what questions should we ask of ChatGPT:/Users/jochenhanisch-johannsen/Zotero/storage/Z6MVZ7YS/Rospigliosi - 2023 - Artificial intelligence in teaching and learning what questions should we ask of ChatGPT.pdf:application/pdf},
}

@inproceedings{ravyse_contact_2024,
	address = {Tunis},
	title = {Contact teaching versus 3d collaborative online virtual learning: an engineering student perspective},
	abstract = {A collaborative virtual learning environment (CVLE) is generally understood as a digital shared multiuser world where students can join and move freely. Such a system provides an ideal setting for peer-assisted learning, since it mimics key affordances found in a regular classroom setting whilst lacking many of the constraints. While many studies explore the feasibility, non-functional attributes and learning impact of CVLEs, there is little empirical work dedicated to 3D collaborative learning environments. Given the current metaverse hype, tools and online services for CVLE implementation are bound to become more commonplace. Thereby, prompting educators to leverage the advantages of such teaching interfaces. This paper intends to set the tone for CVLE best practices and learning expectations by striking a direct comparison, both quantitatively and qualitatively, between face-to-face lecturing and a 3D CVLE. A group of 52 students attended four Games and Interactive Technologies Engineering lectures on gamification and serious games before spending three weeks with a 3D CVLE that comprises the same learning material. We quantitatively compared the two teaching modalities on: (a) effectiveness by means the cognitive, affective, and psychomotor (CAP) perceived learning questionnaire; and (b) student preference through a comparative Likert scale course satisfaction survey. Our quantitative results showed no significant difference in perceived learning between the two modalities and an overall lower satisfaction for the 3D CVLE mode. During the qualitative feedback sessions, we collected the reasons for the lower satisfaction scores and were able to conclude that educators who wish to pursue 3D CVLEs should ensure that: (a) their environment has a high usability rating, with minimal bugs; (b) any tasks they wish to incorporate for learning are interactive and contextual to the learning material; (c) customizable features, especially avatars, are present; and (d) the reward mechanic is not a mere accrual of engagement evidence, but impacts gameplay directly.},
	language = {en-GB},
	booktitle = {Proceedings of the 20th {International} {CDIO} {Conference}},
	author = {Ravyse, Werner and Laato, Samuli and Luimula, Mika},
	month = jun,
	year = {2024},
	keywords = {\#b:Konferenz-Paper:online:learning, Charité:Promotion, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU5, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:5, Technologieintegration},
	file = {Ravyse et al. - 2024 - CONTACT TEACHING VERSUS 3D COLLABORATIVE ONLINE VI.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VJTHBTYV/Ravyse et al. - 2024 - CONTACT TEACHING VERSUS 3D COLLABORATIVE ONLINE VI.pdf:application/pdf},
}

@inproceedings{maula_enhancing_2024,
	title = {Enhancing {English} {Proficiency} {Through} {Textual}: {Strategies}, {Challenges}, {And} {Outcomes} {In} {Online} {Learning}},
	abstract = {This study investigates various technological tools as well as the function of digital technologies in providing language learners with access to online tools, multimedia information, and collaborative platforms. English language proficiency, which is crucial in today’s interconnected world, encourages learners around the world to use online resources to develop their skills, emphasizing individualized and self-directed learning. Using a qualitative case study, data were collected through online interviews with ten university students. The result demonstrate that students utilize digital tools for personalized learning, facing challenges such as dialect comprehension and technical issues. In addition, some students reported that textual media improved skills and provided financial benefits. The study emphasizes the evolving landscape of language teaching and the importance of continual improvement in online learning environments.},
	language = {en-GB},
	booktitle = {Proceeding of {Conference} on {English} {Language} {Teaching} ({CELTI}) {English} {Education} {Department}, {Faculty} of {Tarbiya} and {Teacher} {Training}},
	author = {Maula, Arini Rusydal and Wahyuningsih, Sri},
	month = jun,
	year = {2024},
	keywords = {\#b:Konferenz-Paper:online:learning, Charité:Promotion, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Argumentation, Promotion:FU2a, Promotion:Literaturanalyse, Promotion:Relevanz:4, Technologieintegration},
	file = {Maula und Wahyuningsih - Enhancing English Proficiency Through Textual Str.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z4IJP653/Maula und Wahyuningsih - Enhancing English Proficiency Through Textual Str.pdf:application/pdf},
}

@article{crompton_ai_2024,
	title = {{AI} and {English} language teaching: {Affordances} and challenges},
	volume = {n/a},
	issn = {1467-8535},
	shorttitle = {{AI} and {English} language teaching},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13460},
	doi = {10.1111/bjet.13460},
	abstract = {English is one of the most used languages for jobs, markets, tourism, discourse and international connectivity. However, English learners face many challenges in gaining English language skills. Extant studies show that AI has affordances to support in English language teaching and learning ELT/L. This study answers the call to examine specific challenges and affordances for using AI in ELT/L. A systematic review method was used with PRISMA principles to identify 42 studies. Findings reveal the geographical locations of studies, learner ages and years of study. Grounded coding was then used to identify affordances of the use of AI in ELT/L in the areas of speaking, writing, reading, pedagogy and self-regulation. AI in ELT/L challenges uncovered were technology breakdowns, limited capabilities, fear and standardising language. Policymakers, funders, practitioners and educational leaders can use the information provided in this study to gain a holistic understanding of the current trend in the use of AI in ELT/L, and practical implications are provided to guide future use of AI. Practitioner notes What is already known about this topic English is one of the most used languages for jobs, markets, tourism, discourse and international connectivity. Empirical evidence shows that pupils can often face difficulties when learning English, with challenges such as irregularity in English spelling. AI has supported language teaching and learning with studies showing that AI can support language-specific skills. What this paper adds Provides the scholarly community with a unique systematic review in the use of AI in ELT/L across learner levels. Identifies affordances of AI in ELT/L in speaking, writing, reading, pedagogy and self-regulation. Identifies challenges of AI in ELT/L in technology breakdowns, limited capabilities, fear and standardising language. Provides researchers with a review of the field with identification of gaps and future research opportunities. Implications for practice and/or policy Provides practical implications from the findings for educators, policy makers and program designers. Highlights the gaps in academic knowledge as a lack in the use of AI for assessment in ELT/L.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Crompton, Helen and Edmett, Adam and Ichaporia, Neenaz and Burke, Diane},
	month = mar,
	year = {2024},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13460},
	keywords = {\#b:Zeitschriftenartikel:online:learning, AI, AIEd, artificial intelligence, Charité:Promotion, education, English foreign language, English language learning, English language teaching, GenAI, generative AI, Promotion:01-02, Promotion:Literaturanalyse},
	pages = {1--27},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/2UPIL6JI/Crompton et al. - AI and English language teaching Affordances and .pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/74S3TFFA/bjet.html:text/html},
}

@article{darici_transfer_2024,
	title = {Transfer of learning in histology: {Insights} from a longitudinal study},
	volume = {17},
	issn = {1935-9772, 1935-9780},
	shorttitle = {Transfer of learning in histology},
	url = {https://anatomypubs.onlinelibrary.wiley.com/doi/10.1002/ase.2363},
	doi = {10.1002/ase.2363},
	abstract = {All anatomical educators hope that students apply past training to both similar and new tasks. This two-­group longitudinal study investigated the development of such transfer of learning in a histology course. After 0, 10, and 20 sessions of the 10-­week-l­ong course, medical students completed theoretical tasks, examined histological slides trained in the course (retention task), and unfamiliar histological slides (transfer task). The results showed that students in the histology group gradually outperformed the control group in all tasks, especially in the second half of the course, η2 = 0.268 (p {\textless} 0.001). The best predictor of final transfer performance was students’ retention performance after 10 sessions, β = 0.32 (p = 0.028), and theoretical knowledge after 20 sessions, β = 0.46 (p = 0.003). Results of eye tracking methodology further revealed that the histology group engaged in greater “visual activity” when solving transfer tasks, as indicated by an increase in the total fixation count, η2 = 0.103 (p = 0.014). This longitudinal study provides evidence that medical students can use what they learn in histology courses to solve unfamiliar problems but cautions that positive transfer effects develop relatively late in the course. Thus, course time and the complex relationship between theory, retention, and transfer holds critical implications for anatomical curricula seeking to foster the transfer of learning.},
	language = {en-GB},
	number = {2},
	urldate = {2024-03-09},
	journal = {Anatomical Sciences Education},
	author = {Darici, Dogus and Flägel, Kristina and Sternecker, Katharina and Missler, Markus},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Bewertungsmethoden, Bildungstheorien, Promotion:FU4b, Promotion:Schlussfolgerung, Promotion:01-02, Promotion:Eye-Tracking},
	pages = {274--286},
	file = {Darici et al. - 2024 - Transfer of learning in histology Insights from a.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/J5UTISCL/Darici et al. - 2024 - Transfer of learning in histology Insights from a.pdf:application/pdf},
}

@article{johnson_collabvr_2024,
	title = {{CollabVR}: {VR} {Testing} for {Increasing} {Social} {Interaction} between {College} {Students}},
	volume = {13},
	issn = {2073-431X},
	shorttitle = {{CollabVR}},
	url = {https://www.mdpi.com/2073-431X/13/2/40},
	doi = {10.3390/computers13020040},
	abstract = {The impact of the COVID-19 pandemic on education has accelerated the shift in learning paradigms toward synchronous and asynchronous online approaches, signiﬁcantly reducing students’ social interactions. This study introduces CollabVR, as a social virtual reality (SVR) platform designed to improve social interaction among remote university students through extracurricular activities (ECAs). Leveraging technologies such as Unity3D for the development of the SVR environment, Photon Unity Networking for real-time participant connection, Oculus Quest 2 for immersive virtual reality experience, and AWS for efﬁcient and scalable system performance, it aims to mitigate this social interaction deﬁcit. The platform was tested using the sociability scale of Kreijns et al., comparing it with traditional online platforms. Results from a focus group in Lima, Peru, with students participating in online ECAs, demonstrated that CollabVR signiﬁcantly improved participants perceived social interaction, with a mean of 4.65 ± 0.49 compared to traditional platforms with a mean of 2.35 ± 0.75, fostering a sense of community and improving communication. The study highlights the potential of CollabVR as a powerful tool to overcome socialization challenges in virtual learning environments, suggesting a more immersive and engaging approach to distance education.},
	language = {en-GB},
	number = {2},
	urldate = {2024-02-03},
	journal = {Computers},
	author = {Johnson, Diego and Mamani, Brayan and Salas, Cesar},
	month = jan,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Promotion:01-02},
	pages = {40},
	file = {Johnson et al. - 2024 - CollabVR VR Testing for Increasing Social Interac.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S8DSX35R/Johnson et al. - 2024 - CollabVR VR Testing for Increasing Social Interac.pdf:application/pdf},
}

@inproceedings{koh_value_2023,
	title = {Value and {Challenges} in {Using} a {Collaborative} {Critical} {Reading} and {Learning} {Analytics} {System}: {A} {Cross}-{Case} {Analysis} of {Two} {High} {Schools}},
	shorttitle = {Value and {Challenges} in {Using} a {Collaborative} {Critical} {Reading} and {Learning} {Analytics} {System}},
	url = {https://repository.isls.org/handle/1/9201},
	doi = {10.22318/cscl2023.869864},
	abstract = {WiREAD+ is an augmented web-based collaborative critical reading and learning analytics environment that was developed to scaffold and engage students in collaborative dialogue around online texts. This paper reports on the trial of WiREAD+ for Grade 9 students in two high schools – School 1 (S1) with prior experience and School 2 (S2) that was new to the intervention design. We report on a cross-case analysis of the two schools, focusing on perceived ease of use and usefulness for learning, and reflect on the value and challenges of enacting WiREAD+ across schools of varying prior experience. Drawing from the findings of this cross-case analysis, we consider how we can support the wider adoption and deployment of the system across schools and settings by highlighting obstacles that new participants who might trial such new learning analytics systems might face.},
	language = {en-GB},
	urldate = {2023-12-30},
	booktitle = {Value and challenges in using a collaborative critical reading and learning analytics system: {A} cross-case analysis of two high schools},
	author = {Koh, Elizabeth and Jonathan, Christin and Lim, Fei Victor and Kadir, Munirah and Tan, Jennifer Pei-Ling},
	month = oct,
	year = {2023},
	keywords = {\#b:Konfernez-Paper:online:learning, Charité:Promotion, Kollaboratives Lernen, Lehr- und Lerneffektivität, Leraning:Analytics, Promotion:FU2a, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:4, Technologieintegration},
	pages = {233--236},
	file = {Koh et al. - 2023 - Value and Challenges in Using a Collaborative Crit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3U2DXPVE/Koh et al. - 2023 - Value and Challenges in Using a Collaborative Crit.pdf:application/pdf},
}

@article{kusriani_needs_2024,
	title = {The needs for teaching media development physical education sports health (pjok) with an interactive e-book for primary school students},
	abstract = {This research aimed to determine the feasibility and the needs for developing digital-based teaching media in elementary schools, as an alternative teaching media in implementing physical education, sports, and health (PJOK) learning for Phase B students at SDN 13 Sitiung. This development was relevant to students’ learning needs in which students can utilize digital technology in the PJOK learning process. The presence of this interactive e-book is hoped to increase motivation and student learning outcomes and provide changes in the PJOK learning process which should be adapted to the learning needs of students and the digital era.},
	language = {en-GB},
	author = {Kusriani, Andri and Dewi, Muharika},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Kusriani und Dewi - 2024 - THE NEEDS FOR TEACHING MEDIA DEVELOPMENT PHYSICAL .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BCUCVWHM/Kusriani und Dewi - 2024 - THE NEEDS FOR TEACHING MEDIA DEVELOPMENT PHYSICAL .pdf:application/pdf},
}

@article{xavier_konstrukt_nodate,
	title = {Das {Konstrukt} körperbezogene {Selbstbestimmung}},
	abstract = {Self-determination is considered a central aspect of individual wellbeing and motivational behavior. Particularly in times of digitalization and the associated rapid development in teaching-learning settings, it becomes apparent that previous didactic approaches have primarily focused on cognitive processes, while the body has been treated more marginally. This paper aims to highlight the previously neglected importance of body-relatedness as an integral component of selfdetermination in teaching-learning processes and to embed it in a construct for body-related self-determination.},
	language = {de-DE},
	author = {Xavier, Charlotte},
	file = {Xavier - Das Konstrukt körperbezogene Selbstbestimmung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IBN7G5V4/Xavier - Das Konstrukt körperbezogene Selbstbestimmung.pdf:application/pdf},
}

@incollection{wilmers_reviews_2022,
	title = {Reviews zur {Bildung} im digitalen {Wandel}: {Methodisches} {Vorgehen} im {Reviewprozess}},
	isbn = {978-3-8309-4622-9},
	shorttitle = {Reviews zur {Bildung} im digitalen {Wandel}},
	url = {https://www.waxmann.com/bildungimdigitalenwandel_3},
	abstract = {Bei der Anwendung von digitalen Medien und der Wissensvermittlung über digitale Technologien kommt dem pädagogischen Personal aller Bildungsbereiche eine Schlüsselposition zu. Die Frage nach der Rolle des pädagogischen Personals in diesem Prozess berührt unterschiedliche Aspekte von der Haltung und Einstellung der Lehrenden über ihre Kompetenzen hin zu allgemeinen Entwicklungen in den Bildungsbereichen sowie zu Maßnahmen, die zur Aus- und Fortbildung von Lehrenden umgesetzt werden. Dieser Frage und ihren Unterthemen wird im vorliegenden Sammelband durch ein Reviewformat nachgegangen, das sich am Verfahren von Critical Reviews orientiert und entsprechend den von Grant und Booth festgelegten Kriterien (Grant \& Booth, 2009) die wichtigste Literatur im Feld identifiziert, die Qualität der recherchierten Literatur systematisch erfasst und in Anlehnung an den jeweiligen Fokus der Fragestellung auswertet. Das Kapitel bietet zunächst eine allgemeine Einführung in den bildungspolitischen und forschungsbezogenen Kontext des Themas. Danach werden die Strategie der systematischen Literatursuche und die Kodierung erläutert. Die Literatursuche erfolgte für den Zeitraum Januar 2010 bis Mai 2019 mit festgelegten deutschen und englischen Schlagwörtern in den Datenbanken des Fachportals Pädagogik (FIS Bildung Literaturdatenbank), ERIC, DNB und Google Scholar.},
	language = {de-DE},
	urldate = {2024-10-07},
	booktitle = {Bildung im digitalen {Wandel}. {Lehren} und {Lernen} mit digitalen {Medien}},
	publisher = {Waxmann Verlag GmbH},
	author = {Wilmers, Annika and Keller, Carolin and Achenbach, Michaela and Rittberger, Marc},
	editor = {Wilmers, Annika and Achenbach, Michaela and Keller, Carolin},
	month = dec,
	year = {2022},
	doi = {10.31244/9783830996224.01},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {7--30},
	file = {Wilmers et al. - 2022 - Reviews zur Bildung im digitalen Wandel Methodisc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GQDQ4ZNQ/Wilmers et al. - 2022 - Reviews zur Bildung im digitalen Wandel Methodisc.pdf:application/pdf},
}

@incollection{wiske_sportkommunikation_2024,
	address = {Wiesbaden},
	title = {Sportkommunikation im digitalen {Zeitalter}: {Im} {Geflecht} von {Vereinen}, {Sportler}:innen, {Fans}, {Journalismus} und {Wirtschaft}},
	isbn = {978-3-658-45365-7 978-3-658-45366-4},
	shorttitle = {Sportkommunikation im digitalen {Zeitalter}},
	url = {https://link.springer.com/10.1007/978-3-658-45366-4_2},
	language = {de-DE},
	urldate = {2024-10-07},
	booktitle = {Professionelle {Sportkommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kunert, Jessica},
	editor = {Wiske, Jana},
	year = {2024},
	doi = {10.1007/978-3-658-45366-4_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {15--30},
	file = {Kunert - 2024 - Sportkommunikation im digitalen Zeitalter Im Gefl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8NPZ547I/Kunert - 2024 - Sportkommunikation im digitalen Zeitalter Im Gefl.pdf:application/pdf},
}

@book{gaderer_hass_2024,
	address = {Bielefeld},
	series = {Virtuelle {Lebenswelten}},
	title = {Hass teilen: {Tribunale} und {Affekte} virtueller {Streitwelten}},
	isbn = {978-3-8394-7195-1 978-3-8376-7195-7},
	shorttitle = {Hass teilen},
	abstract = {Die gesellschaftliche Brisanz des virtuellen Hasses hat zugenommen. Shitstorms, Empörungswellen oder Online-Eskalationen können als eine Phase in der Literatur- und Mediengeschichte des Tribunals gelesen werden. Die Beiträger\_innen analysieren im Kontext der Geschichte und Theorie des Tribunals eskalierende Konflikte in sozialen Medien. Dabei setzen sie den Schwerpunkt auf mediale Gesten, rhetorische Darstellungstechniken, autofiktive Strategien und Interaktionsformen. Ein weiterer Aspekt sind Prozesse des Umstülpens, bei denen originär digitale Phänomene in analoge Kontexte übertragen werden. Der Fokus des Bandes wird somit um künstlerische und literarische Praktiken, die auf den virtuellen Hass reagieren, erweitert},
	language = {de-DE},
	number = {Band 3},
	publisher = {transcript},
	editor = {Gaderer, Rupert and Grömmke, Vanessa},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Gaderer und Grömmke - 2024 - Hass teilen Tribunale und Affekte virtueller Stre.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QMXXQ6BM/Gaderer und Grömmke - 2024 - Hass teilen Tribunale und Affekte virtueller Stre.pdf:application/pdf},
}

@article{xia_improvisation_2024,
	title = {Improvisation and strategy: lessons learned from supporting young digital makers in a fully online makerspace club for collaborative game design},
	copyright = {https://www.emerald.com/insight/site-policies},
	issn = {2398-5348, 2398-5348},
	shorttitle = {Improvisation and strategy},
	url = {https://www.emerald.com/insight/content/doi/10.1108/ILS-10-2023-0144/full/html},
	doi = {10.1108/ILS-10-2023-0144},
	abstract = {Purpose – The rapid emergency remote teaching has moved informal learning programs online including makerspaces, which has created an opportunity for harnessing the beneﬁts of virtual makerspaces. This study reports on ﬁndings from three club designers and facilitators’ reﬂections on a fully virtual maker club offered in the summer of 2023. This paper aims to inform practitioners of the potential challenges and strategies to resolve various issues.},
	language = {en-GB},
	urldate = {2024-09-15},
	journal = {Information and Learning Sciences},
	author = {Xia, Yu and Yan, Shulong and Jiang, Mengying},
	month = sep,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Xia et al. - 2024 - Improvisation and strategy lessons learned from s.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6UVRFHYC/Xia et al. - 2024 - Improvisation and strategy lessons learned from s.pdf:application/pdf},
}

@article{rochner_konzeption_nodate,
	title = {Konzeption und {Durchführung} eines {Programmierkurses} für {Mädchen} anhand des {Child}-{Centered}-{Learning} {Ansatzes}},
	abstract = {This bachelor thesis focuses on the conception and implementation of a programming course for girls, applying the Child-Centered Learning approach. In an increasingly digitalized world, it is crucial to introduce girls to the IT field early and to nourish their interest in IT to reduce gender disparities and address the shortage of skilled professionals in the IT industry. The course was specifically designed to cater to the individual needs and interests of girls, enhancing their creativity, confidence, and technical skills.},
	language = {de-DE},
	author = {Rochner, Lea-Sophie},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Rochner - Konzeption und Durchführung eines Programmierkurse.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/87NL4H6N/Rochner - Konzeption und Durchführung eines Programmierkurse.pdf:application/pdf},
}

@incollection{meier_forderung_2023,
	address = {Wiesbaden},
	title = {Förderung von digitalisierungsbezogenen {Kompetenzen} von angehenden {Physiklehrkräften} mit dem {SQD}-{Modell} im {Projekt} {DiKoLeP}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_4},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Weiler, David and Burde, Jan-Philipp and Große-Heilmann, Rike and Lachner, Andreas and Riese, Josef and Schubatzky, Thomas},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_4},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {47--62},
	file = {Weiler et al. - 2023 - Förderung von digitalisierungsbezogenen Kompetenze.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8EV5XIQ5/Weiler et al. - 2023 - Förderung von digitalisierungsbezogenen Kompetenze.pdf:application/pdf},
}

@incollection{meier_experimentierfahigkeiten_2023,
	address = {Wiesbaden},
	title = {Experimentierfähigkeiten stärken, {Diagnostizieren} lernen und digitalgestützt {Feedback} geben: {Konzeption} eines {Lehr}-{Lern}-{Labor}-{Seminars} zur {Professionalisierung} angehender {Biologielehrkräfte}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {Experimentierfähigkeiten stärken, {Diagnostizieren} lernen und digitalgestützt {Feedback} geben},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_6},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kastaun, Marit and Meier, Monique},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_6},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {77--90},
	file = {Kastaun und Meier - 2023 - Experimentierfähigkeiten stärken, Diagnostizieren .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UGF4KV4Z/Kastaun und Meier - 2023 - Experimentierfähigkeiten stärken, Diagnostizieren .pdf:application/pdf},
}

@incollection{meier_language_2023,
	address = {Wiesbaden},
	title = {Language {Learning} {Futures}: {Evaluating} the {Development} of {Pre}-{Service} {Teachers}’ {TPACK} {ComPetencies} in {English} as a {Foreign} {Language}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {Language {Learning} {Futures}},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_8},
	language = {en-GB},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Masri, Barie Al and Meyer, Oliver},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_8},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {107--119},
	file = {Masri und Meyer - 2023 - Language Learning Futures Evaluating the Developm.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WRIWFDZP/Masri und Meyer - 2023 - Language Learning Futures Evaluating the Developm.pdf:application/pdf},
}

@incollection{meier_computational_2023,
	address = {Wiesbaden},
	title = {Computational {Playground}: {Eine} quasi-experimentelle {Interventionsstudie} zu informatikspezifischen {Dispositionen} und {Computational} {Thinking}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {Computational {Playground}},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_2},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Brämer, Martin and Rehfeldt, Daniel and Köster, Hilde},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_2},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {19--31},
	file = {Brämer et al. - 2023 - Computational Playground Eine quasi-experimentell.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AH4UXF2R/Brämer et al. - 2023 - Computational Playground Eine quasi-experimentell.pdf:application/pdf},
}

@incollection{meier_simulieren_2023,
	address = {Wiesbaden},
	title = {Simulieren und mathematisches {Modellieren} mit digitalen {Werkzeugen} im {Lehr}-{Lern}-{Laborseminar}: {Förderung} und empirische {Analyse} der bereichsspezifischen professionellen {Aufgabenkompetenz}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {Simulieren und mathematisches {Modellieren} mit digitalen {Werkzeugen} im {Lehr}-{Lern}-{Laborseminar}},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_3},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Quarder, Jascha and Gerber, Sebastian and Siller, Hans-Stefan and Greefrath, Gilbert},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_3},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {33--46},
	file = {Quarder et al. - 2023 - Simulieren und mathematisches Modellieren mit digi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L7XBA5CG/Quarder et al. - 2023 - Simulieren und mathematisches Modellieren mit digi.pdf:application/pdf},
}

@incollection{meier_lehr-lern-labor_2023,
	address = {Wiesbaden},
	title = {Das {Lehr}-{Lern}-{Labor} als {Baustein} zum {Aufbau} digitalisierungsbezogener {Kompetenzen} im {Physik}-{Lehramtsstudium}: {Ergebnis} einer {Umgestaltung} der {Experimentierpraktika}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {Das {Lehr}-{Lern}-{Labor} als {Baustein} zum {Aufbau} digitalisierungsbezogener {Kompetenzen} im {Physik}-{Lehramtsstudium}},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_5},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Walpert, Daniel and Wodzinski, Rita},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_5},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {63--75},
	file = {Walpert und Wodzinski - 2023 - Das Lehr-Lern-Labor als Baustein zum Aufbau digita.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QUTKI6NN/Walpert und Wodzinski - 2023 - Das Lehr-Lern-Labor als Baustein zum Aufbau digita.pdf:application/pdf},
}

@incollection{meier_p18_2023,
	address = {Wiesbaden},
	title = {P18: {Vom} {Seminarraum} zum {HSE} {Digital} {Teaching} and {Learning} {Lab}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {P18},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_15},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hirsch, Bernd and Holste, Timo},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_15},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {167--171},
	file = {Hirsch und Holste - 2023 - P18 Vom Seminarraum zum HSE Digital Teaching and .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X89UKX3C/Hirsch und Holste - 2023 - P18 Vom Seminarraum zum HSE Digital Teaching and .pdf:application/pdf},
}

@incollection{meier_experimentelle_2023,
	address = {Wiesbaden},
	title = {Experimentelle {Escape} {Games} im {Lehr}-{Lern}-{Labor} {Ex3}-{Lab} des {Fachbereichs} {Chemie}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_18},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rubner, Isabel and Lukas, Sarah},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_18},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {185--189},
	file = {Rubner und Lukas - 2023 - Experimentelle Escape Games im Lehr-Lern-Labor Ex3.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ENPUBPTL/Rubner und Lukas - 2023 - Experimentelle Escape Games im Lehr-Lern-Labor Ex3.pdf:application/pdf},
}

@incollection{meier_lehr-lern-labor-seminare_2023,
	address = {Wiesbaden},
	title = {Lehr-{Lern}-{Labor}-{Seminare} mit {Oberstufenschülerinnen} und -schülern: {Kooperatives} {Arbeiten} mit digitalen {Tools} in den {Bildungswissenschaften}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {Lehr-{Lern}-{Labor}-{Seminare} mit {Oberstufenschülerinnen} und -schülern},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_9},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kempf, Julian and Bosse, Dorit},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_9},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {121--133},
	file = {Kempf und Bosse - 2023 - Lehr-Lern-Labor-Seminare mit Oberstufenschülerinne.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AJ2AHS9E/Kempf und Bosse - 2023 - Lehr-Lern-Labor-Seminare mit Oberstufenschülerinne.pdf:application/pdf},
}

@incollection{meier_tum-digillab_2023,
	address = {Wiesbaden},
	title = {Das {TUM}-{DigiLLab}: {Lehr}-{Lernraum} sowie {Forschungs}- und {Entwicklungsumgebung} zur {Förderung} digitaler {Kompetenzen}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {Das {TUM}-{DigiLLab}},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_10},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bewersdorff, Arne and Nerdel, Claudia},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_10},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {137--141},
	file = {Bewersdorff und Nerdel - 2023 - Das TUM-DigiLLab Lehr-Lernraum sowie Forschungs- .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HLGSKRMQ/Bewersdorff und Nerdel - 2023 - Das TUM-DigiLLab Lehr-Lernraum sowie Forschungs- .pdf:application/pdf},
}

@incollection{meier_lernraume_2023,
	address = {Wiesbaden},
	title = {Lernräume erfahren und gemeinsam „praktisch“ erleben in der {Didaktischen} {Werkstatt}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_11},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Burgwald, Caroline and Moos, Michelle and Özenç, Hasan Ahmet and Spuhler, Hannah and Aldemir, Melinda and Kucharz, Diemut and Engel, Juliane},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_11},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {143--147},
	file = {Burgwald et al. - 2023 - Lernräume erfahren und gemeinsam „praktisch“ erleb.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/28WUQBB9/Burgwald et al. - 2023 - Lernräume erfahren und gemeinsam „praktisch“ erleb.pdf:application/pdf},
}

@incollection{meier_konzeption_2023,
	address = {Wiesbaden},
	title = {Konzeption eines transdisziplinären {Makerspace} für die {Primarstufe} an der {HU} {Berlin}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_12},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Eilerts, Katja and Anders, Petra and Pech, Detlef and Grave-Gierlinger, Frederik and Stiller, Jurik and Demi, Anna-Lena},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_12},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {149--153},
	file = {Eilerts et al. - 2023 - Konzeption eines transdisziplinären Makerspace für.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XV2FPWYX/Eilerts et al. - 2023 - Konzeption eines transdisziplinären Makerspace für.pdf:application/pdf},
}

@incollection{meier_digillabsjmu_2023,
	address = {Wiesbaden},
	title = {{DigiLLabs}@{JMU} an der {Professional} {School} of {Education} der {Julius}-{Maximilians}-{Universität} {Würzburg}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_13},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Grafe, Silke and Trefzger, Thomas and Eisenmann, Maria and Siller, Hans-Stefan and Dreßler, Jens and Hennecke, Martin and Heurich, Tina and Nord, Ilona and Pohlmann-Rother, Sanna and Ratz, Christoph and Richter, Tobias},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_13},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {155--159},
	file = {Grafe et al. - 2023 - DigiLLabs@JMU an der Professional School of Educat.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2Z2Q9XAA/Grafe et al. - 2023 - DigiLLabs@JMU an der Professional School of Educat.pdf:application/pdf},
}

@incollection{meier_digitalen_2023,
	address = {Wiesbaden},
	title = {Die digitalen {Lehr}-{Lern}-{Labore} der {Universität} {Bamberg} als {Bindeglied} zwischen {Theorie}, {Praxis} und {Forschung}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_14},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Grund, Regina and Schneider, Pauline and Gärtig-Daugs, Anja},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_14},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {161--165},
	file = {Grund et al. - 2023 - Die digitalen Lehr-Lern-Labore der Universität Bam.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7QI9SMPY/Grund et al. - 2023 - Die digitalen Lehr-Lern-Labore der Universität Bam.pdf:application/pdf},
}

@incollection{meier_analoger_2023,
	address = {Wiesbaden},
	title = {Analoger {Raum} für digitale {Bildung} an der {Martin}-{Luther}-{Universität} {Halle}-{Wittenberg}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_16},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hoffmann, Claudia},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_16},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {173--177},
	file = {Hoffmann - 2023 - Analoger Raum für digitale Bildung an der Martin-L.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I9J7WT2X/Hoffmann - 2023 - Analoger Raum für digitale Bildung an der Martin-L.pdf:application/pdf},
}

@incollection{meier_theorie-_2023,
	address = {Wiesbaden},
	title = {Theorie- und {Praxisverzahnung} im ilab@{KU}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_17},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Köck, Michael},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_17},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {179--183},
	file = {Köck - 2023 - Theorie- und Praxisverzahnung im ilab@KU.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SR89Q6YZ/Köck - 2023 - Theorie- und Praxisverzahnung im ilab@KU.pdf:application/pdf},
}

@incollection{meier_digillab_2023,
	address = {Wiesbaden},
	title = {Das {DigiLLab} der {Universität} {Bayreuth}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_19},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Seyferth-Zapf, Christian and Ehmann, Matthias and Seyferth-Zapf, Maria},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_19},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {191--195},
	file = {Seyferth-Zapf et al. - 2023 - Das DigiLLab der Universität Bayreuth.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WM4VYN4M/Seyferth-Zapf et al. - 2023 - Das DigiLLab der Universität Bayreuth.pdf:application/pdf},
}

@incollection{meier_digillab_2023-1,
	address = {Wiesbaden},
	title = {{DigiLLab} der {Friedrich}-{Alexander}-{Universität} {Erlangen}-{Nürnberg}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_20},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stephan, Melanie and Bärnreuther, Cindy and Kammerl, Rudolf},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_20},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {197--201},
	file = {Stephan et al. - 2023 - DigiLLab der Friedrich-Alexander-Universität Erlan.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5C2HRDG8/Stephan et al. - 2023 - DigiLLab der Friedrich-Alexander-Universität Erlan.pdf:application/pdf},
}

@incollection{meier_entwicklung_2023,
	address = {Wiesbaden},
	title = {Entwicklung und {Einsatz} von {VR}-{Lernszenarien} für den {Lehrkompetenzaufbau}: {Klassenraumsimulationen} mit {Virtual} {Reality}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {Entwicklung und {Einsatz} von {VR}-{Lernszenarien} für den {Lehrkompetenzaufbau}},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_22},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Glocker, Laura and Breitenbach, Sebastian and Hansen, Miriam and Mendzheritskaya, Julia and Lê-Hoa Võ, Melissa},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_22},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {211--224},
	file = {Glocker et al. - 2023 - Entwicklung und Einsatz von VR-Lernszenarien für d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BRNHCZBS/Glocker et al. - 2023 - Entwicklung und Einsatz von VR-Lernszenarien für d.pdf:application/pdf},
}

@incollection{baur_digitale_2019,
	address = {Wiesbaden},
	title = {Digitale {Selbstvermessung}},
	isbn = {978-3-658-21307-7 978-3-658-21308-4},
	url = {http://link.springer.com/10.1007/978-3-658-21308-4_77},
	language = {de-DE},
	urldate = {2023-02-08},
	booktitle = {Handbuch {Methoden} der empirischen {Sozialforschung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Koch, Gertraud},
	editor = {Baur, Nina and Blasius, Jörg},
	year = {2019},
	doi = {10.1007/978-3-658-21308-4_77},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1079--1087},
	file = {Koch - 2019 - Digitale Selbstvermessung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XF8GNHR5/Koch - 2019 - Digitale Selbstvermessung.pdf:application/pdf},
}

@incollection{becker_gamification_2022,
	address = {Wiesbaden},
	title = {Gamification von {Strategischem} {Denken} mit „{Scythe}“ – {Agiles} {Projektmanagement} – lernen mit handelsüblichen {Brettspielen}},
	isbn = {978-3-658-35058-1 978-3-658-35059-8},
	url = {https://link.springer.com/10.1007/978-3-658-35059-8_10},
	language = {de-DE},
	urldate = {2022-06-23},
	booktitle = {Digitale {Lernwelten} – {Serious} {Games} und {Gamification}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kodalle, Thorsten},
	editor = {Becker, Wolfgang and Metz, Maren},
	year = {2022},
	doi = {10.1007/978-3-658-35059-8_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, FernUni-Hagen:MABM:Master-Arbeit},
	pages = {147--165},
	file = {Kodalle - 2022 - Gamification von Strategischem Denken mit „Scythe“.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QUG2HLYX/Kodalle - 2022 - Gamification von Strategischem Denken mit „Scythe“.pdf:application/pdf},
}

@incollection{wehe_cyberkriminologie_2022,
	address = {Wiesbaden},
	title = {Cyberkriminologie – {Von} digitaler {Kriminalitätstransparenz} bis zum {Broken} {Web}},
	isbn = {978-3-658-34394-1},
	url = {https://link.springer.com/10.1007/978-3-658-34394-1_56-1},
	language = {de-DE},
	urldate = {2022-05-20},
	booktitle = {Handbuch {Polizeimanagement}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rüdiger, Thomas-Gabriel},
	editor = {Wehe, Dieter and Siller, Helmut},
	year = {2022},
	doi = {10.1007/978-3-658-34394-1_56-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--24},
	file = {Rüdiger - 2022 - Cyberkriminologie – Von digitaler Kriminalitätstra.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KV36SD3M/Rüdiger - 2022 - Cyberkriminologie – Von digitaler Kriminalitätstra.pdf:application/pdf;Rüdiger - 2022 - Cyberkriminologie – Von digitaler Kriminalitätstra.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/38C2U8BN/Rüdiger - 2022 - Cyberkriminologie – Von digitaler Kriminalitätstra.pdf:application/pdf},
}

@incollection{wehe_polizeiliche_2022,
	address = {Wiesbaden},
	title = {Die polizeiliche {Nutzung} {Sozialer} {Medien} in {Deutschland}: {Zwischen} {Kommunikation}, {Globalität} und {Digitaler} {Kriminalitätstransparenz}},
	isbn = {978-3-658-34394-1},
	shorttitle = {Die polizeiliche {Nutzung} {Sozialer} {Medien} in {Deutschland}},
	url = {https://link.springer.com/10.1007/978-3-658-34394-1_72-1},
	language = {de-DE},
	urldate = {2022-05-20},
	booktitle = {Handbuch {Polizeimanagement}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bayerl, Petra Saskia and Rüdiger, Thomas-Gabriel},
	editor = {Wehe, Dieter and Siller, Helmut},
	year = {2022},
	doi = {10.1007/978-3-658-34394-1_72-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--29},
	file = {Bayerl und Rüdiger - 2022 - Die polizeiliche Nutzung Sozialer Medien in Deutsc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SFSA99RE/Bayerl und Rüdiger - 2022 - Die polizeiliche Nutzung Sozialer Medien in Deutsc.pdf:application/pdf;Bayerl und Rüdiger - 2022 - Die polizeiliche Nutzung Sozialer Medien in Deutsc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QIZ5TE4B/Bayerl und Rüdiger - 2022 - Die polizeiliche Nutzung Sozialer Medien in Deutsc.pdf:application/pdf},
}

@incollection{wehe_digitale_2022,
	address = {Wiesbaden},
	title = {Digitale {Führung} bei der {Polizei}},
	isbn = {978-3-658-34394-1},
	url = {https://link.springer.com/10.1007/978-3-658-34394-1_81-1},
	language = {de-DE},
	urldate = {2022-05-20},
	booktitle = {Handbuch {Polizeimanagement}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bürger, Bernd and Weibler, Jürgen},
	editor = {Wehe, Dieter and Siller, Helmut},
	year = {2022},
	doi = {10.1007/978-3-658-34394-1_81-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--17},
	file = {Bürger und Weibler - 2022 - Digitale Führung bei der Polizei.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CDCGXZ4M/Bürger und Weibler - 2022 - Digitale Führung bei der Polizei.pdf:application/pdf;Bürger und Weibler - 2022 - Digitale Führung bei der Polizei.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/88UU7FCH/Bürger und Weibler - 2022 - Digitale Führung bei der Polizei.pdf:application/pdf},
}

@incollection{wehe_digitale_2022-1,
	address = {Wiesbaden},
	title = {Digitale {Spuren} nach {Verkehrsunfällen}: {Verkehrsunfallaufnahmeteams} ({VU}-{Teams}) in der {Polizei} {Nordrhein}-{Westfalen}},
	isbn = {978-3-658-34394-1},
	shorttitle = {Digitale {Spuren} nach {Verkehrsunfällen}},
	url = {https://link.springer.com/10.1007/978-3-658-34394-1_89-1},
	language = {de-DE},
	urldate = {2022-05-20},
	booktitle = {Handbuch {Polizeimanagement}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Evers, Friederike and Epping, Jasmin},
	editor = {Wehe, Dieter and Siller, Helmut},
	year = {2022},
	doi = {10.1007/978-3-658-34394-1_89-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--11},
	file = {Evers und Epping - 2022 - Digitale Spuren nach Verkehrsunfällen Verkehrsunf.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RH8N4K5Y/Evers und Epping - 2022 - Digitale Spuren nach Verkehrsunfällen Verkehrsunf.pdf:application/pdf;Evers und Epping - 2022 - Digitale Spuren nach Verkehrsunfällen Verkehrsunf.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5PWY52Q3/Evers und Epping - 2022 - Digitale Spuren nach Verkehrsunfällen Verkehrsunf.pdf:application/pdf},
}

@incollection{wehe_chancen_2022,
	address = {Wiesbaden},
	title = {Chancen und {Herausforderungen} digitaler {Fortbildung}: {Eine} {Analyse} am {Beispiel} des {Fortbildungsinstituts} der {Bayerischen} {Polizei}},
	isbn = {978-3-658-34394-1},
	shorttitle = {Chancen und {Herausforderungen} digitaler {Fortbildung}},
	url = {https://link.springer.com/10.1007/978-3-658-34394-1_67-1},
	language = {de-DE},
	urldate = {2022-05-20},
	booktitle = {Handbuch {Polizeimanagement}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bürger, Bernd and Dillinger, Stefanie and Weber, Angelika},
	editor = {Wehe, Dieter and Siller, Helmut},
	year = {2022},
	doi = {10.1007/978-3-658-34394-1_67-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--16},
	file = {Bürger et al. - 2022 - Chancen und Herausforderungen digitaler Fortbildun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3Z6G39LC/Bürger et al. - 2022 - Chancen und Herausforderungen digitaler Fortbildun.pdf:application/pdf;Bürger et al. - 2022 - Chancen und Herausforderungen digitaler Fortbildun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WDUGTG7N/Bürger et al. - 2022 - Chancen und Herausforderungen digitaler Fortbildun.pdf:application/pdf},
}

@incollection{wehe_fluch_2022,
	address = {Wiesbaden},
	title = {Fluch und {Segen} der {Digitalisierung} für {Kräfte} zum {Erhalt} der äußeren und inneren {Sicherheit}},
	isbn = {978-3-658-34394-1},
	url = {https://link.springer.com/10.1007/978-3-658-34394-1_79-1},
	language = {de-DE},
	urldate = {2022-05-20},
	booktitle = {Handbuch {Polizeimanagement}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kastner, Michael},
	editor = {Wehe, Dieter and Siller, Helmut},
	year = {2022},
	doi = {10.1007/978-3-658-34394-1_79-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--28},
	file = {Kastner - 2022 - Fluch und Segen der Digitalisierung für Kräfte zum.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AZKUYFJA/Kastner - 2022 - Fluch und Segen der Digitalisierung für Kräfte zum.pdf:application/pdf;Kastner - 2023 - Fluch und Segen der Digitalisierung für Kräfte zum.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7VU89UEV/Kastner - 2023 - Fluch und Segen der Digitalisierung für Kräfte zum.pdf:application/pdf},
}

@incollection{wehe_offentliche_2022,
	address = {Wiesbaden},
	title = {Öffentliche {Akzeptanz} der {Digitalisierung} bei der {Polizei}},
	isbn = {978-3-658-34394-1},
	url = {https://link.springer.com/10.1007/978-3-658-34394-1_80-1},
	language = {de-DE},
	urldate = {2022-05-20},
	booktitle = {Handbuch {Polizeimanagement}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Zink, Wolfgang and Zimmermann, Kerstin},
	editor = {Wehe, Dieter and Siller, Helmut},
	year = {2022},
	doi = {10.1007/978-3-658-34394-1_80-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--9},
	file = {Zink und Zimmermann - 2022 - Öffentliche Akzeptanz der Digitalisierung bei der .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QCYWZT7P/Zink und Zimmermann - 2022 - Öffentliche Akzeptanz der Digitalisierung bei der .pdf:application/pdf;Zink und Zimmermann - 2022 - Öffentliche Akzeptanz der Digitalisierung bei der .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GEW2RBFJ/Zink und Zimmermann - 2022 - Öffentliche Akzeptanz der Digitalisierung bei der .pdf:application/pdf},
}

@incollection{heinlein_digital_2023,
	address = {Wiesbaden},
	title = {Digital vernetzte {Arbeit} und ihre {Beanspruchungsfolgen} – {Ein} systematischer {Review}},
	isbn = {978-3-658-40614-1 978-3-658-40615-8},
	url = {https://link.springer.com/10.1007/978-3-658-40615-8_5},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digital vernetzte {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Zolg, Sabrina and Heiden, Barbara and Herbig, Britta},
	editor = {Heinlein, Michael and Neumer, Judith and Ritter, Tobias},
	year = {2023},
	doi = {10.1007/978-3-658-40615-8_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {131--161},
	file = {Zolg et al. - 2023 - Digital vernetzte Arbeit und ihre Beanspruchungsfo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7YFQP3VG/Zolg et al. - 2023 - Digital vernetzte Arbeit und ihre Beanspruchungsfo.pdf:application/pdf},
}

@incollection{meier_es_2023,
	address = {Wiesbaden},
	title = {„{Es} erschien mir eine unüberwindbare {Mauer} zu sein.“: {Das} {Entwickeln} und {Erproben} digital gestützter {Lerneinheiten} im ‚{Lernlabor} {Wattenmeer}‘},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {„{Es} erschien mir eine unüberwindbare {Mauer} zu sein.“},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_23},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hößle, Corinna and Winkler, Holger},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_23},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {225--238},
	file = {Hößle und Winkler - 2023 - „Es erschien mir eine unüberwindbare Mauer zu sein.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UBE6BD6J/Hößle und Winkler - 2023 - „Es erschien mir eine unüberwindbare Mauer zu sein.pdf:application/pdf},
}

@incollection{meier_mathe_2023,
	address = {Wiesbaden},
	title = {Mathe ist mehr @everywhere: {Eine} empirische {Interventionsstudie} zum {Vergleich} von virtuellen und vor-{Ort} {Laborbesuchen}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {Mathe ist mehr @everywhere},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_26},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Digel, Susanne and Roth, Jürgen},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_26},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {271--286},
	file = {Digel und Roth - 2023 - Mathe ist mehr @everywhere Eine empirische Interv.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A29QWN9L/Digel und Roth - 2023 - Mathe ist mehr @everywhere Eine empirische Interv.pdf:application/pdf},
}

@incollection{meier_fach-_2023,
	address = {Wiesbaden},
	title = {Fach- und mediendidaktische {Verschränkung} digitaler {Lern}- und {Arbeitsmittel}: {Entwicklungs}- und {Evaluationsaspekte} eines {Seminarkonzeptes} der {Wirtschaftspädagogik}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {Fach- und mediendidaktische {Verschränkung} digitaler {Lern}- und {Arbeitsmittel}},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_25},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Thiel de Gafenco, Marian and Klusmeyer, Jens},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_25},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {255--268},
	file = {Thiel de Gafenco und Klusmeyer - 2023 - Fach- und mediendidaktische Verschränkung digitale.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5K7X46QC/Thiel de Gafenco und Klusmeyer - 2023 - Fach- und mediendidaktische Verschränkung digitale.pdf:application/pdf},
}

@incollection{meier_man_2023,
	address = {Wiesbaden},
	title = {„{Man} kann beim {Experimentieren} nicht über die {Schulter} schauen.“: {Potenziale} und {Herausforderungen} eines volldigitalen {Lehr}-{Lern}-{Labor}-{Seminars}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {„{Man} kann beim {Experimentieren} nicht über die {Schulter} schauen.“},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_27},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Elsholz, Markus and Lutz, Wolfgang and Trefzger, Thomas},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_27},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {287--300},
	file = {Elsholz et al. - 2023 - „Man kann beim Experimentieren nicht über die Schu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9F7QYG44/Elsholz et al. - 2023 - „Man kann beim Experimentieren nicht über die Schu.pdf:application/pdf},
}

@incollection{meier_hybrides_2023,
	address = {Wiesbaden},
	title = {Hybrides {Lehr}-{Lern}-{Praktikum}: {Grundvorstellungsbasiertes} {Lehren} und {Lernen} mit digitalen {Medien}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {Hybrides {Lehr}-{Lern}-{Praktikum}},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_28},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Engelhardt, Alex and Ossadnik, Henrik and Digel, Susanne and Roth, Jürgen},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_28},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {301--312},
	file = {Engelhardt et al. - 2023 - Hybrides Lehr-Lern-Praktikum Grundvorstellungsbas.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S5DAHLLN/Engelhardt et al. - 2023 - Hybrides Lehr-Lern-Praktikum Grundvorstellungsbas.pdf:application/pdf},
}

@incollection{meier_digital_2023,
	address = {Wiesbaden},
	title = {Digital oder konventionell?: {Wirkungsmessungen} und {Erwartungshaltungen} von {Lehramtsstudierenden} im {Lehr}-{Lern}-{Labor} ({Fach} {Biologie})},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {Digital oder konventionell?},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_29},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Maurer, Michaela},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_29},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {313--327},
	file = {Maurer - 2023 - Digital oder konventionell Wirkungsmessungen und.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZX3SXB93/Maurer - 2023 - Digital oder konventionell Wirkungsmessungen und.pdf:application/pdf},
}

@incollection{ladel_izela_2018,
	address = {Wiesbaden},
	title = {{IzELA}: {Ein} {Instructional} {Design} basiertes {Evaluationstool} für {Lern}-{Apps}},
	isbn = {978-3-658-18332-5 978-3-658-18333-2},
	shorttitle = {{IzELA}},
	url = {http://link.springer.com/10.1007/978-3-658-18333-2_9},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Bildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Niegemann, Helmut M. and Niegemann, Lisa},
	editor = {Ladel, Silke and Knopf, Julia and Weinberger, Armin},
	year = {2018},
	doi = {10.1007/978-3-658-18333-2_9},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {159--175},
	file = {Niegemann und Niegemann - 2018 - IzELA Ein Instructional Design basiertes Evaluati.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U8ZEEHX3/Niegemann und Niegemann - 2018 - IzELA Ein Instructional Design basiertes Evaluati.pdf:application/pdf},
}

@incollection{stumpf_digitale_2019,
	address = {Wiesbaden},
	title = {Das digitale {Stammtischgespräch}: {Rekonstruktionen} von {Markenidentitäten} von {Fußballvereinen} im {Online}- {Fußballforum}},
	isbn = {978-3-658-26112-2 978-3-658-26113-9},
	shorttitle = {Das digitale {Stammtischgespräch}},
	url = {http://link.springer.com/10.1007/978-3-658-26113-9_25},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Kommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Nielsen, Martin},
	editor = {Stumpf, Marcus},
	year = {2019},
	doi = {10.1007/978-3-658-26113-9_25},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {421--446},
	file = {Nielsen - 2019 - Das digitale Stammtischgespräch Rekonstruktionen .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/F8GLWBYT/Nielsen - 2019 - Das digitale Stammtischgespräch Rekonstruktionen .pdf:application/pdf},
}

@incollection{ladel_digitale_2018,
	address = {Wiesbaden},
	title = {Digitale {Bildungslandschaften}},
	isbn = {978-3-658-18332-5 978-3-658-18333-2},
	url = {http://link.springer.com/10.1007/978-3-658-18333-2_5},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Bildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Scheer, August-Wilhelm and Wachter, Christian},
	editor = {Ladel, Silke and Knopf, Julia and Weinberger, Armin},
	year = {2018},
	doi = {10.1007/978-3-658-18333-2_5},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {81--88},
	file = {Scheer und Wachter - 2018 - Digitale Bildungslandschaften.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4V4PSGYG/Scheer und Wachter - 2018 - Digitale Bildungslandschaften.pdf:application/pdf},
}

@incollection{stumpf_italy_2019,
	address = {Wiesbaden},
	title = {Italy goes digital – zur integrierten {Kommunikation} italienischer {Nahrungsmittelhersteller} im internationalen {Kontext}},
	isbn = {978-3-658-26112-2 978-3-658-26113-9},
	url = {http://link.springer.com/10.1007/978-3-658-26113-9_26},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Kommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Heinemann, Sabine},
	editor = {Stumpf, Marcus},
	year = {2019},
	doi = {10.1007/978-3-658-26113-9_26},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {447--468},
	file = {Heinemann - 2019 - Italy goes digital – zur integrierten Kommunikatio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NH6LUNN3/Heinemann - 2019 - Italy goes digital – zur integrierten Kommunikatio.pdf:application/pdf},
}

@incollection{stumpf_digitale_2019-1,
	address = {Wiesbaden},
	title = {Der digitale {Wettbewerb} um gute {Köpfe}: {Arbeitgeber}-{Image} und {Recruiting} von {Start}-ups in der digitalen {Zeit}},
	isbn = {978-3-658-26112-2 978-3-658-26113-9},
	shorttitle = {Der digitale {Wettbewerb} um gute {Köpfe}},
	url = {http://link.springer.com/10.1007/978-3-658-26113-9_27},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Kommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bittner-Fesseler, Angela and Nelke, Astrid},
	editor = {Stumpf, Marcus},
	year = {2019},
	doi = {10.1007/978-3-658-26113-9_27},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {469--481},
	file = {Bittner-Fesseler und Nelke - 2019 - Der digitale Wettbewerb um gute Köpfe Arbeitgeber.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7S6SBK85/Bittner-Fesseler und Nelke - 2019 - Der digitale Wettbewerb um gute Köpfe Arbeitgeber.pdf:application/pdf},
}

@incollection{stumpf_hochschulen_2019,
	address = {Wiesbaden},
	title = {Hochschulen im {Dilemma} zwischen {Forschung} und {Anwendung}: {Erhebungen} zur digitalen {Kommunikation} von {Digitalisierungstreibern}},
	isbn = {978-3-658-26112-2 978-3-658-26113-9},
	shorttitle = {Hochschulen im {Dilemma} zwischen {Forschung} und {Anwendung}},
	url = {http://link.springer.com/10.1007/978-3-658-26113-9_28},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Kommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bauer, Matthias Johannes},
	editor = {Stumpf, Marcus},
	year = {2019},
	doi = {10.1007/978-3-658-26113-9_28},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {483--502},
	file = {Bauer - 2019 - Hochschulen im Dilemma zwischen Forschung und Anwe.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WT97ZYHU/Bauer - 2019 - Hochschulen im Dilemma zwischen Forschung und Anwe.pdf:application/pdf},
}

@incollection{arnold_berufsbildung_2020,
	address = {Wiesbaden},
	title = {Berufsbildung in digitalen {Lernumgebungen}},
	isbn = {978-3-658-19311-9 978-3-658-19312-6},
	url = {http://link.springer.com/10.1007/978-3-658-19312-6_34},
	language = {de-DE},
	urldate = {2021-05-18},
	booktitle = {Handbuch {Berufsbildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Euler, Dieter and Wilbers, Karl},
	editor = {Arnold, Rolf and Lipsmeier, Antonius and Rohs, Matthias},
	year = {2020},
	doi = {10.1007/978-3-658-19312-6_34},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {427--438},
	file = {Euler und Wilbers - 2020 - Berufsbildung in digitalen Lernumgebungen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X2YURI38/Euler und Wilbers - 2020 - Berufsbildung in digitalen Lernumgebungen.pdf:application/pdf},
}

@incollection{apelt_berufsbildung_2018,
	address = {Wiesbaden},
	title = {Berufsbildung in digitalen {Lernumgebungen}},
	isbn = {978-3-658-15953-5},
	url = {http://link.springer.com/10.1007/978-3-658-19372-0_34-1},
	language = {de-DE},
	urldate = {2021-05-18},
	booktitle = {Handbuch {Organisationssoziologie}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Euler, Dieter and Wilbers, Karl},
	editor = {Apelt, Maja and Bode, Ingo and Hasse, Raimund and Meyer, Uli and Groddeck, Victoria V. and Wilkesmann, Maximiliane and Windeler, Arnold},
	year = {2018},
	doi = {10.1007/978-3-658-19372-0_34-1},
	note = {Series Title: Springer Reference Sozialwissenschaften},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--13},
	file = {Euler und Wilbers - 2018 - Berufsbildung in digitalen Lernumgebungen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LRZ2XL5V/Euler und Wilbers - 2018 - Berufsbildung in digitalen Lernumgebungen.pdf:application/pdf},
}

@incollection{ladel_sinnvolle_2018,
	address = {Wiesbaden},
	title = {Sinnvolle {Kombination} virtueller und physischer {Materialien}},
	isbn = {978-3-658-18332-5 978-3-658-18333-2},
	url = {http://link.springer.com/10.1007/978-3-658-18333-2_1},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Bildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ladel, Silke},
	editor = {Ladel, Silke and Knopf, Julia and Weinberger, Armin},
	year = {2018},
	doi = {10.1007/978-3-658-18333-2_1},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {3--22},
	file = {Ladel - 2018 - Sinnvolle Kombination virtueller und physischer Ma.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K65F2CNV/Ladel - 2018 - Sinnvolle Kombination virtueller und physischer Ma.pdf:application/pdf},
}

@incollection{ladel_bilderbuch-apps_2018,
	address = {Wiesbaden},
	title = {Bilderbuch-{Apps} im {Kindergarten} und in der {Primarstufe}},
	isbn = {978-3-658-18332-5 978-3-658-18333-2},
	url = {http://link.springer.com/10.1007/978-3-658-18333-2_2},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Bildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Knopf, Julia},
	editor = {Ladel, Silke and Knopf, Julia and Weinberger, Armin},
	year = {2018},
	doi = {10.1007/978-3-658-18333-2_2},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {23--38},
	file = {Knopf - 2018 - Bilderbuch-Apps im Kindergarten und in der Primars.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GLBEC4NT/Knopf - 2018 - Bilderbuch-Apps im Kindergarten und in der Primars.pdf:application/pdf},
}

@incollection{ladel_dynamische_2018,
	address = {Wiesbaden},
	title = {Dynamische {Mathematik} und computergestützte {Tests}: {GeoGebra} in {TAO}},
	isbn = {978-3-658-18332-5 978-3-658-18333-2},
	shorttitle = {Dynamische {Mathematik} und computergestützte {Tests}},
	url = {http://link.springer.com/10.1007/978-3-658-18333-2_4},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Bildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kreis, Yves and Dording, Carole and Keller, Ulrich and Porro, Vincent and Jadoul, Raynald},
	editor = {Ladel, Silke and Knopf, Julia and Weinberger, Armin},
	year = {2018},
	doi = {10.1007/978-3-658-18333-2_4},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {59--80},
	file = {Kreis et al. - 2018 - Dynamische Mathematik und computergestützte Tests.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WBRFVUDS/Kreis et al. - 2018 - Dynamische Mathematik und computergestützte Tests.pdf:application/pdf},
}

@incollection{ladel_grundschulbildung_2018,
	address = {Wiesbaden},
	title = {Grundschulbildung in der digitalen {Welt}},
	isbn = {978-3-658-18332-5 978-3-658-18333-2},
	url = {http://link.springer.com/10.1007/978-3-658-18333-2_3},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Bildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Irion, Thomas and Ruber, Carina and Schneider, Maja},
	editor = {Ladel, Silke and Knopf, Julia and Weinberger, Armin},
	year = {2018},
	doi = {10.1007/978-3-658-18333-2_3},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {39--57},
	file = {Irion et al. - 2018 - Grundschulbildung in der digitalen Welt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IWD6UHFR/Irion et al. - 2018 - Grundschulbildung in der digitalen Welt.pdf:application/pdf},
}

@incollection{ladel_lehrerbildung_2018,
	address = {Wiesbaden},
	title = {Lehrerbildung in der digitalen {Welt}},
	isbn = {978-3-658-18332-5 978-3-658-18333-2},
	url = {http://link.springer.com/10.1007/978-3-658-18333-2_6},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Bildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Herzig, Bardo and Martin, Alexander},
	editor = {Ladel, Silke and Knopf, Julia and Weinberger, Armin},
	year = {2018},
	doi = {10.1007/978-3-658-18333-2_6},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {89--113},
	file = {Herzig und Martin - 2018 - Lehrerbildung in der digitalen Welt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WUYAV4DT/Herzig und Martin - 2018 - Lehrerbildung in der digitalen Welt.pdf:application/pdf},
}

@incollection{rietmann_entwicklungspsychologische_2019,
	address = {Wiesbaden},
	title = {Entwicklungspsychologische {Aspekte} der {Digitalisierung}: {Medienwirkung} und {Medienkompetenz} im {Kindes}- und {Jugendalter}},
	volume = {15},
	isbn = {978-3-658-25527-5 978-3-658-25528-2},
	shorttitle = {Entwicklungspsychologische {Aspekte} der {Digitalisierung}},
	url = {http://link.springer.com/10.1007/978-3-658-25528-2_3},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Beratung und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Möckel, Thomas and Wannagat, Wienke and Nieding, Gerhild and Ohler, Peter},
	editor = {Rietmann, Stephan and Sawatzki, Maik and Berg, Mathias},
	year = {2019},
	doi = {10.1007/978-3-658-25528-2_3},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Soziale Arbeit als Wohlfahrtsproduktion},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {57--83},
	file = {Möckel et al. - 2019 - Entwicklungspsychologische Aspekte der Digitalisie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AGS24DW3/Möckel et al. - 2019 - Entwicklungspsychologische Aspekte der Digitalisie.pdf:application/pdf},
}

@incollection{rietmann_digitale_2019,
	address = {Wiesbaden},
	title = {Digitale Überwachung in {China}. {Diktatur} 2.0 oder nur effizienteres {Regieren}?},
	volume = {15},
	isbn = {978-3-658-25527-5 978-3-658-25528-2},
	url = {http://link.springer.com/10.1007/978-3-658-25528-2_5},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Beratung und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schlieker, Andreas},
	editor = {Rietmann, Stephan and Sawatzki, Maik and Berg, Mathias},
	year = {2019},
	doi = {10.1007/978-3-658-25528-2_5},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Soziale Arbeit als Wohlfahrtsproduktion},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {109--128},
	file = {Schlieker - 2019 - Digitale Überwachung in China. Diktatur 2.0 oder n.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VEHGXI7W/Schlieker - 2019 - Digitale Überwachung in China. Diktatur 2.0 oder n.pdf:application/pdf},
}

@incollection{dittler_25_2021,
	address = {Wiesbaden},
	title = {In 25 {Tagen} in die digitale {Welt}: {Das} {Online}-{Semester} an der {Fachhochschule} {Dortmund}},
	isbn = {978-3-658-32608-1 978-3-658-32609-8},
	shorttitle = {In 25 {Tagen} in die digitale {Welt}},
	url = {http://link.springer.com/10.1007/978-3-658-32609-8_7},
	language = {de-DE},
	urldate = {2021-03-30},
	booktitle = {Wie {Corona} die {Hochschullehre} verändert},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kienle, Andrea and Appel, Tamara},
	editor = {Dittler, Ullrich and Kreidl, Christian},
	year = {2021},
	doi = {10.1007/978-3-658-32609-8_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {105--118},
	file = {kienle_appel_2021_in_25_tagen_in_die_digitale_welt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IX2N6W7R/kienle_appel_2021_in_25_tagen_in_die_digitale_welt.pdf:application/pdf},
}

@incollection{dittler_corona-virus_2021,
	address = {Wiesbaden},
	title = {Das {Corona}-{Virus} als {Treiber} der {Digitalisierung}?: {Eine} kritische {Analyse} am {Beispiel} der {Universität} {Potsdam}},
	isbn = {978-3-658-32608-1 978-3-658-32609-8},
	shorttitle = {Das {Corona}-{Virus} als {Treiber} der {Digitalisierung}?},
	url = {http://link.springer.com/10.1007/978-3-658-32609-8_15},
	language = {de-DE},
	urldate = {2021-03-30},
	booktitle = {Wie {Corona} die {Hochschullehre} verändert},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hafer, Jörg and Kostädt, Peter and Lucke, Ulrike},
	editor = {Dittler, Ullrich and Kreidl, Christian},
	year = {2021},
	doi = {10.1007/978-3-658-32609-8_15},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {219--242},
	file = {hafer_et_al_2021_das_corona-virus_als_treiber_der_digitalisierung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TTLQYDF8/hafer_et_al_2021_das_corona-virus_als_treiber_der_digitalisierung.pdf:application/pdf},
}

@incollection{dittler_logbuch_2021,
	address = {Wiesbaden},
	title = {Logbuch {Digitale} {Lehre}: {Nachrichten} aus dem {Maschinenraum}},
	isbn = {978-3-658-32608-1 978-3-658-32609-8},
	shorttitle = {Logbuch {Digitale} {Lehre}},
	url = {http://link.springer.com/10.1007/978-3-658-32609-8_8},
	language = {de-DE},
	urldate = {2021-03-30},
	booktitle = {Wie {Corona} die {Hochschullehre} verändert},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rubner, Armin},
	editor = {Dittler, Ullrich and Kreidl, Christian},
	year = {2021},
	doi = {10.1007/978-3-658-32609-8_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {119--133},
	file = {rubner_2021_logbuch_digitale_lehre.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QP6JI8YF/rubner_2021_logbuch_digitale_lehre.pdf:application/pdf},
}

@incollection{dittler_ubergang_2021,
	address = {Wiesbaden},
	title = {Der Übergang zur digitalen {Lehre} an den {Universitäten} {Duisburg}-{Essen} und {Basel} in {Zeiten} der {Corona}-{Pandemie}},
	isbn = {978-3-658-32608-1 978-3-658-32609-8},
	url = {http://link.springer.com/10.1007/978-3-658-32609-8_22},
	language = {de-DE},
	urldate = {2021-03-30},
	booktitle = {Wie {Corona} die {Hochschullehre} verändert},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Göbel, Kerstin and Makarova, Elena and Neuber, Katharina and Kaqinari, Tomas},
	editor = {Dittler, Ullrich and Kreidl, Christian},
	year = {2021},
	doi = {10.1007/978-3-658-32609-8_22},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {351--374},
	file = {gobel_et_al_2021_der_ubergang_zur_digitalen_lehre_an_den_universitaten_duisburg-essen_und_basel.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GCRAHCPH/gobel_et_al_2021_der_ubergang_zur_digitalen_lehre_an_den_universitaten_duisburg-essen_und_basel.pdf:application/pdf},
}

@incollection{dernbach-stolz_von_2021,
	address = {Wiesbaden},
	title = {Von der {Wertphilosophie} zur {Digital} {Society} – {Statt} {Georg} {Kerschensteiner}, {Julia} {Ebner}, {Jaron} {Lanier} und {Theodor} {W}. {Adorno}},
	isbn = {978-3-658-32681-4 978-3-658-32682-1},
	url = {http://link.springer.com/10.1007/978-3-658-32682-1_17},
	language = {de-DE},
	urldate = {2021-03-30},
	booktitle = {Transformationen von {Arbeit}, {Beruf} und {Bildung} in internationaler {Betrachtung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schütte, Friedhelm},
	editor = {Dernbach-Stolz, Stefanie and Eigenmann, Philipp and Kamm, Chantal and Kessler, Stefan},
	year = {2021},
	doi = {10.1007/978-3-658-32682-1_17},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {323--339},
	file = {schutte_2021_von_der_wertphilosophie_zur_digital_society_–_statt_georg_kerschensteiner,.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/63235KKD/schutte_2021_von_der_wertphilosophie_zur_digital_society_–_statt_georg_kerschensteiner,.pdf:application/pdf},
}

@incollection{dittler_qualitat_2021,
	address = {Wiesbaden},
	title = {Qualität, didaktische {Methodik} und {Digitalität}: {Erfahrungen} und {Reflexionen} an der {Fachhochschule} {Technikum} {Wien}},
	isbn = {978-3-658-32608-1 978-3-658-32609-8},
	shorttitle = {Qualität, didaktische {Methodik} und {Digitalität}},
	url = {http://link.springer.com/10.1007/978-3-658-32609-8_21},
	language = {de-DE},
	urldate = {2021-03-30},
	booktitle = {Wie {Corona} die {Hochschullehre} verändert},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lehner, Martin and Sohm, Kurt},
	editor = {Dittler, Ullrich and Kreidl, Christian},
	year = {2021},
	doi = {10.1007/978-3-658-32609-8_21},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {339--350},
	file = {lehner_sohm_2021_qualitat,_didaktische_methodik_und_digitalitat.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LARX46LI/lehner_sohm_2021_qualitat,_didaktische_methodik_und_digitalitat.pdf:application/pdf},
}

@incollection{berger_digitalpakt_2020,
	title = {Der {Digitalpakt} als {Chance}? {Was} in den {Schulen} geschehen muss, damit aus {Hardware} {Medienkompetenz} entsteht!},
	language = {de-DE},
	author = {Berger, Priscila and Wolling, Jens},
	month = jan,
	year = {2020},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {11},
	file = {berger_wolling_der_digitalpakt_als_chance.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PFSUKII9/berger_wolling_der_digitalpakt_als_chance.pdf:application/pdf},
}

@incollection{ladel_verantwortung_2018,
	address = {Wiesbaden},
	title = {Die {Verantwortung} des {Kindergartens} für die {Zukunft}},
	isbn = {978-3-658-18332-5 978-3-658-18333-2},
	url = {http://link.springer.com/10.1007/978-3-658-18333-2_10},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Bildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bostelmann, Antje},
	editor = {Ladel, Silke and Knopf, Julia and Weinberger, Armin},
	year = {2018},
	doi = {10.1007/978-3-658-18333-2_10},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {179--189},
	file = {Bostelmann - 2018 - Die Verantwortung des Kindergartens für die Zukunf.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S8VLIY66/Bostelmann - 2018 - Die Verantwortung des Kindergartens für die Zukunf.pdf:application/pdf},
}

@incollection{rietmann_digitalisierung_2019,
	address = {Wiesbaden},
	title = {Digitalisierung und {Kommunikation}: {Perspektiven} und {Herausforderungen} für die {Beratung}},
	volume = {15},
	isbn = {978-3-658-25527-5 978-3-658-25528-2},
	shorttitle = {Digitalisierung und {Kommunikation}},
	url = {http://link.springer.com/10.1007/978-3-658-25528-2_4},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Beratung und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Geisler, Martin},
	editor = {Rietmann, Stephan and Sawatzki, Maik and Berg, Mathias},
	year = {2019},
	doi = {10.1007/978-3-658-25528-2_4},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Soziale Arbeit als Wohlfahrtsproduktion},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {85--108},
	file = {Geisler - 2019 - Digitalisierung und Kommunikation Perspektiven un.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LCQHIG93/Geisler - 2019 - Digitalisierung und Kommunikation Perspektiven un.pdf:application/pdf},
}

@incollection{rietmann_komplizen_2019,
	address = {Wiesbaden},
	title = {Komplizen des {Erkennungsdienstes}: {Die} ‚{Quantified} {Self}‘-{Bewegung} und die {Vermessung} des eigenen {Körpers}},
	volume = {15},
	isbn = {978-3-658-25527-5 978-3-658-25528-2},
	shorttitle = {Komplizen des {Erkennungsdienstes}},
	url = {http://link.springer.com/10.1007/978-3-658-25528-2_6},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Beratung und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bernard, Andreas},
	editor = {Rietmann, Stephan and Sawatzki, Maik and Berg, Mathias},
	year = {2019},
	doi = {10.1007/978-3-658-25528-2_6},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Soziale Arbeit als Wohlfahrtsproduktion},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {129--156},
	file = {Bernard - 2019 - Komplizen des Erkennungsdienstes Die ‚Quantified .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DAXI78A2/Bernard - 2019 - Komplizen des Erkennungsdienstes Die ‚Quantified .pdf:application/pdf},
}

@incollection{ladel_studieren_2018,
	address = {Wiesbaden},
	title = {Studieren und {Probieren}},
	isbn = {978-3-658-18332-5 978-3-658-18333-2},
	url = {http://link.springer.com/10.1007/978-3-658-18333-2_11},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Bildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schöning, Harald},
	editor = {Ladel, Silke and Knopf, Julia and Weinberger, Armin},
	year = {2018},
	doi = {10.1007/978-3-658-18333-2_11},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {191--196},
	file = {Schöning - 2018 - Studieren und Probieren.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3D6R2TNL/Schöning - 2018 - Studieren und Probieren.pdf:application/pdf},
}

@incollection{rietmann_beratung_2019,
	address = {Wiesbaden},
	title = {Beratung unter {Onlinebedingungen}},
	volume = {15},
	isbn = {978-3-658-25527-5 978-3-658-25528-2},
	url = {http://link.springer.com/10.1007/978-3-658-25528-2_1},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Beratung und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Engel, Frank},
	editor = {Rietmann, Stephan and Sawatzki, Maik and Berg, Mathias},
	year = {2019},
	doi = {10.1007/978-3-658-25528-2_1},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Soziale Arbeit als Wohlfahrtsproduktion},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {3--39},
	file = {Engel - 2019 - Beratung unter Onlinebedingungen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JWLAE6DI/Engel - 2019 - Beratung unter Onlinebedingungen.pdf:application/pdf},
}

@incollection{rietmann_digitalisierung_2019-1,
	address = {Wiesbaden},
	title = {Digitalisierung der {Sozialen} {Arbeit}},
	volume = {15},
	isbn = {978-3-658-25527-5 978-3-658-25528-2},
	url = {http://link.springer.com/10.1007/978-3-658-25528-2_2},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Beratung und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kutscher, Nadia},
	editor = {Rietmann, Stephan and Sawatzki, Maik and Berg, Mathias},
	year = {2019},
	doi = {10.1007/978-3-658-25528-2_2},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Soziale Arbeit als Wohlfahrtsproduktion},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {41--56},
	file = {Kutscher - 2019 - Digitalisierung der Sozialen Arbeit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZGA9L9LI/Kutscher - 2019 - Digitalisierung der Sozialen Arbeit.pdf:application/pdf},
}

@incollection{rietmann_erziehungsberatung_2019,
	address = {Wiesbaden},
	title = {Erziehungsberatung und {Digitalisierung}: {Modernisierungszwang} oder {Status} quo? {Institutionelle} und konzeptionelle {Perspektiven}},
	volume = {15},
	isbn = {978-3-658-25527-5 978-3-658-25528-2},
	shorttitle = {Erziehungsberatung und {Digitalisierung}},
	url = {http://link.springer.com/10.1007/978-3-658-25528-2_8},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Beratung und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Berg, Mathias and Sawatzki, Maik},
	editor = {Rietmann, Stephan and Sawatzki, Maik and Berg, Mathias},
	year = {2019},
	doi = {10.1007/978-3-658-25528-2_8},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Soziale Arbeit als Wohlfahrtsproduktion},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {179--204},
	file = {Berg und Sawatzki - 2019 - Erziehungsberatung und Digitalisierung Modernisie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RIRSDYYJ/Berg und Sawatzki - 2019 - Erziehungsberatung und Digitalisierung Modernisie.pdf:application/pdf},
}

@incollection{rietmann_professionalisierung_2019,
	address = {Wiesbaden},
	title = {Professionalisierung von {Fachkräften} im {Kontext} von {Digitalisierung}},
	volume = {15},
	isbn = {978-3-658-25527-5 978-3-658-25528-2},
	url = {http://link.springer.com/10.1007/978-3-658-25528-2_9},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Beratung und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Emanuel, Markus and Weinhardt, Marc},
	editor = {Rietmann, Stephan and Sawatzki, Maik and Berg, Mathias},
	year = {2019},
	doi = {10.1007/978-3-658-25528-2_9},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Soziale Arbeit als Wohlfahrtsproduktion},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {205--216},
	file = {Emanuel und Weinhardt - 2019 - Professionalisierung von Fachkräften im Kontext vo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/J35VC478/Emanuel und Weinhardt - 2019 - Professionalisierung von Fachkräften im Kontext vo.pdf:application/pdf},
}

@incollection{rietmann_digitaler_2019,
	address = {Wiesbaden},
	title = {Digitaler {Knockout}? {Ursachen}, {Hintergründe} und {Beratungsansätze} bei {Cybermobbing}},
	volume = {15},
	isbn = {978-3-658-25527-5 978-3-658-25528-2},
	shorttitle = {Digitaler {Knockout}?},
	url = {http://link.springer.com/10.1007/978-3-658-25528-2_13},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Beratung und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schulz, Iren},
	editor = {Rietmann, Stephan and Sawatzki, Maik and Berg, Mathias},
	year = {2019},
	doi = {10.1007/978-3-658-25528-2_13},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Soziale Arbeit als Wohlfahrtsproduktion},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {269--285},
	file = {Schulz - 2019 - Digitaler Knockout Ursachen, Hintergründe und Ber.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E5HIAE9U/Schulz - 2019 - Digitaler Knockout Ursachen, Hintergründe und Ber.pdf:application/pdf},
}

@incollection{rietmann_fachliches_2019,
	address = {Wiesbaden},
	title = {Fachliches {Neuland}: {Psychosoziale} {Beratung} in {Communities}},
	volume = {15},
	isbn = {978-3-658-25527-5 978-3-658-25528-2},
	shorttitle = {Fachliches {Neuland}},
	url = {http://link.springer.com/10.1007/978-3-658-25528-2_11},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Beratung und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Thiery, Heinz},
	editor = {Rietmann, Stephan and Sawatzki, Maik and Berg, Mathias},
	year = {2019},
	doi = {10.1007/978-3-658-25528-2_11},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Soziale Arbeit als Wohlfahrtsproduktion},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {229--250},
	file = {Thiery - 2019 - Fachliches Neuland Psychosoziale Beratung in Comm.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RE4KF7EA/Thiery - 2019 - Fachliches Neuland Psychosoziale Beratung in Comm.pdf:application/pdf},
}

@incollection{rietmann_systemische_2019,
	address = {Wiesbaden},
	title = {Systemische {Beratung} von {Familien} mit exzessiver {Mediennutzung}},
	volume = {15},
	isbn = {978-3-658-25527-5 978-3-658-25528-2},
	url = {http://link.springer.com/10.1007/978-3-658-25528-2_14},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Beratung und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Scholz, Detlef},
	editor = {Rietmann, Stephan and Sawatzki, Maik and Berg, Mathias},
	year = {2019},
	doi = {10.1007/978-3-658-25528-2_14},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Soziale Arbeit als Wohlfahrtsproduktion},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {289--305},
	file = {Scholz - 2019 - Systemische Beratung von Familien mit exzessiver M.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CFIZRAAF/Scholz - 2019 - Systemische Beratung von Familien mit exzessiver M.pdf:application/pdf},
}

@incollection{rietmann_escapade_2019,
	address = {Wiesbaden},
	title = {{ESCapade}: {Interventionsprogramm} für {Familien} und {Kinder} mit problematischer {Mediennutzung}},
	volume = {15},
	isbn = {978-3-658-25527-5 978-3-658-25528-2},
	shorttitle = {{ESCapade}},
	url = {http://link.springer.com/10.1007/978-3-658-25528-2_17},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Beratung und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Thormann, Julia and Tietze, Kristina},
	editor = {Rietmann, Stephan and Sawatzki, Maik and Berg, Mathias},
	year = {2019},
	doi = {10.1007/978-3-658-25528-2_17},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Soziale Arbeit als Wohlfahrtsproduktion},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {341--352},
	file = {Thormann und Tietze - 2019 - ESCapade Interventionsprogramm für Familien und K.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YLX9B68L/Thormann und Tietze - 2019 - ESCapade Interventionsprogramm für Familien und K.pdf:application/pdf},
}

@incollection{rietmann_reflexions-app_2019,
	address = {Wiesbaden},
	title = {Reflexions-{App} als {Beratungstool} für das {Betriebliche} {Gesundheitsmanagement} in öffentlichen {Verwaltungen}},
	volume = {15},
	isbn = {978-3-658-25527-5 978-3-658-25528-2},
	url = {http://link.springer.com/10.1007/978-3-658-25528-2_18},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Beratung und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schophaus, Malte},
	editor = {Rietmann, Stephan and Sawatzki, Maik and Berg, Mathias},
	year = {2019},
	doi = {10.1007/978-3-658-25528-2_18},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Soziale Arbeit als Wohlfahrtsproduktion},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {353--370},
	file = {Schophaus - 2019 - Reflexions-App als Beratungstool für das Betriebli.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E8H22C2R/Schophaus - 2019 - Reflexions-App als Beratungstool für das Betriebli.pdf:application/pdf},
}

@incollection{rietmann_blogs_2019,
	address = {Wiesbaden},
	title = {Blogs, {Apps} und {EB}? – {Ein} {Digitalisierungsprojekt} der {Erziehungs}- und {Familienberatung}},
	volume = {15},
	isbn = {978-3-658-25527-5 978-3-658-25528-2},
	shorttitle = {Blogs, {Apps} und {EB}?},
	url = {http://link.springer.com/10.1007/978-3-658-25528-2_19},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Beratung und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rietmann, Stephan and Sawatzki, Maik},
	editor = {Rietmann, Stephan and Sawatzki, Maik and Berg, Mathias},
	year = {2019},
	doi = {10.1007/978-3-658-25528-2_19},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Soziale Arbeit als Wohlfahrtsproduktion},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {371--379},
	file = {Rietmann und Sawatzki - 2019 - Blogs, Apps und EB – Ein Digitalisierungsprojekt .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D7MLWLFY/Rietmann und Sawatzki - 2019 - Blogs, Apps und EB – Ein Digitalisierungsprojekt .pdf:application/pdf},
}

@incollection{stumpf_schlusselfaktoren_2019,
	address = {Wiesbaden},
	title = {Schlüsselfaktoren der {Digitalisierung} – {Entwicklungen} auf dem {Weg} in die digitale {Zukunft}},
	isbn = {978-3-658-26112-2 978-3-658-26113-9},
	url = {http://link.springer.com/10.1007/978-3-658-26113-9_2},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Kommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schildhauer, Thomas and Adlmaier-Herbst, Dieter Georg and Hofmann, Jeanette and Krcmar, Helmut and Hünnekens, Wolfgang and Michelis, Daniel and Stephan, Peter Friedrich and Termer, Anatoli and Voss, Hilger},
	editor = {Stumpf, Marcus},
	year = {2019},
	doi = {10.1007/978-3-658-26113-9_2},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {13--34},
	file = {Schildhauer et al. - 2019 - Schlüsselfaktoren der Digitalisierung – Entwicklun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CC9WXL6Q/Schildhauer et al. - 2019 - Schlüsselfaktoren der Digitalisierung – Entwicklun.pdf:application/pdf},
}

@incollection{stumpf_rollen_2019,
	address = {Wiesbaden},
	title = {Rollen und {Aufgaben} der {Corporate} {Communications} in der digitalen {Transformation}},
	isbn = {978-3-658-26112-2 978-3-658-26113-9},
	url = {http://link.springer.com/10.1007/978-3-658-26113-9_5},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Kommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rosenberger, Nicole and Niederhäuser, Markus},
	editor = {Stumpf, Marcus},
	year = {2019},
	doi = {10.1007/978-3-658-26113-9_5},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {69--88},
	file = {Rosenberger und Niederhäuser - 2019 - Rollen und Aufgaben der Corporate Communications i.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LMQMY2EE/Rosenberger und Niederhäuser - 2019 - Rollen und Aufgaben der Corporate Communications i.pdf:application/pdf},
}

@incollection{rietmann_algorithmische_2019,
	address = {Wiesbaden},
	title = {Algorithmische {Verhaltensmodifikation}: {Weshalb} {Digitalisierung} ein zentrales {Thema} für {Beratung} ist},
	volume = {15},
	isbn = {978-3-658-25527-5 978-3-658-25528-2},
	shorttitle = {Algorithmische {Verhaltensmodifikation}},
	url = {http://link.springer.com/10.1007/978-3-658-25528-2_7},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Beratung und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rietmann, Stephan},
	editor = {Rietmann, Stephan and Sawatzki, Maik and Berg, Mathias},
	year = {2019},
	doi = {10.1007/978-3-658-25528-2_7},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Soziale Arbeit als Wohlfahrtsproduktion},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {159--177},
	file = {Rietmann - 2019 - Algorithmische Verhaltensmodifikation Weshalb Dig.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/93NV6S62/Rietmann - 2019 - Algorithmische Verhaltensmodifikation Weshalb Dig.pdf:application/pdf},
}

@incollection{rietmann_chancen_2019,
	address = {Wiesbaden},
	title = {Chancen der {Digitalisierung} in der {Beratung}},
	volume = {15},
	isbn = {978-3-658-25527-5 978-3-658-25528-2},
	url = {http://link.springer.com/10.1007/978-3-658-25528-2_10},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Beratung und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wenzel, Joachim},
	editor = {Rietmann, Stephan and Sawatzki, Maik and Berg, Mathias},
	year = {2019},
	doi = {10.1007/978-3-658-25528-2_10},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Soziale Arbeit als Wohlfahrtsproduktion},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {217--227},
	file = {Wenzel - 2019 - Chancen der Digitalisierung in der Beratung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S49JI7W3/Wenzel - 2019 - Chancen der Digitalisierung in der Beratung.pdf:application/pdf},
}

@incollection{stumpf_einleitung_2019,
	address = {Wiesbaden},
	title = {Einleitung},
	isbn = {978-3-658-26112-2 978-3-658-26113-9},
	url = {http://link.springer.com/10.1007/978-3-658-26113-9_1},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Kommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stumpf, Marcus},
	editor = {Stumpf, Marcus},
	year = {2019},
	doi = {10.1007/978-3-658-26113-9_1},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {9--10},
	file = {Stumpf - 2019 - Einleitung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YGW4PT5W/Stumpf - 2019 - Einleitung.pdf:application/pdf},
}

@incollection{stumpf_pladoyer_2019,
	address = {Wiesbaden},
	title = {Plädoyer zur {Durchführung} von {Potential}-{Analysen} vor dem {Start} von {Digitalisierungsprojekten}},
	isbn = {978-3-658-26112-2 978-3-658-26113-9},
	url = {http://link.springer.com/10.1007/978-3-658-26113-9_3},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Kommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Küter, Julia and Kirchhoff, Sabine},
	editor = {Stumpf, Marcus},
	year = {2019},
	doi = {10.1007/978-3-658-26113-9_3},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {35--50},
	file = {Küter und Kirchhoff - 2019 - Plädoyer zur Durchführung von Potential-Analysen v.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QSW4M874/Küter und Kirchhoff - 2019 - Plädoyer zur Durchführung von Potential-Analysen v.pdf:application/pdf},
}

@incollection{rietmann_facebook_2019,
	address = {Wiesbaden},
	title = {Facebook, {WhatsApp} und {Co}. – {Digitale} {Medien} in {Familien} und in der {Sozialen} {Beratung}},
	volume = {15},
	isbn = {978-3-658-25527-5 978-3-658-25528-2},
	url = {http://link.springer.com/10.1007/978-3-658-25528-2_12},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Beratung und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Eggert, Susanne and Schubert, Gisela},
	editor = {Rietmann, Stephan and Sawatzki, Maik and Berg, Mathias},
	year = {2019},
	doi = {10.1007/978-3-658-25528-2_12},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Soziale Arbeit als Wohlfahrtsproduktion},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {251--268},
	file = {Eggert und Schubert - 2019 - Facebook, WhatsApp und Co. – Digitale Medien in Fa.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VYHMKQI4/Eggert und Schubert - 2019 - Facebook, WhatsApp und Co. – Digitale Medien in Fa.pdf:application/pdf},
}

@incollection{rietmann_den_2019,
	address = {Wiesbaden},
	title = {Den digitalen {Wandel} begleiten – {Medienspezifische} {Prävention} als {Aufgabe} einer {Erziehungs}- und {Familienberatungsstelle}},
	volume = {15},
	isbn = {978-3-658-25527-5 978-3-658-25528-2},
	url = {http://link.springer.com/10.1007/978-3-658-25528-2_15},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Beratung und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Berg, Mathias and d‘Almeida-Deupmann, Ursula},
	editor = {Rietmann, Stephan and Sawatzki, Maik and Berg, Mathias},
	year = {2019},
	doi = {10.1007/978-3-658-25528-2_15},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Soziale Arbeit als Wohlfahrtsproduktion},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {307--323},
	file = {Berg und d‘Almeida-Deupmann - 2019 - Den digitalen Wandel begleiten – Medienspezifische.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RI685VZS/Berg und d‘Almeida-Deupmann - 2019 - Den digitalen Wandel begleiten – Medienspezifische.pdf:application/pdf},
}

@incollection{rietmann_informatik_2019,
	address = {Wiesbaden},
	title = {Informatik von {Gesundheitsapps}: {Grundlagen} und {Beispiele}},
	volume = {15},
	isbn = {978-3-658-25527-5 978-3-658-25528-2},
	shorttitle = {Informatik von {Gesundheitsapps}},
	url = {http://link.springer.com/10.1007/978-3-658-25528-2_16},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Beratung und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Buschner, Stefan},
	editor = {Rietmann, Stephan and Sawatzki, Maik and Berg, Mathias},
	year = {2019},
	doi = {10.1007/978-3-658-25528-2_16},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Soziale Arbeit als Wohlfahrtsproduktion},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {325--340},
	file = {Buschner - 2019 - Informatik von Gesundheitsapps Grundlagen und Bei.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HR4ZCEAK/Buschner - 2019 - Informatik von Gesundheitsapps Grundlagen und Bei.pdf:application/pdf},
}

@incollection{stumpf_relationship_2019,
	address = {Wiesbaden},
	title = {Relationship {Marketing} im {Spannungsfeld} aus steigendem {Wunsch} nach {Einfachheit} und zunehmender {Digitalisierung} – eine kritische {Diskussion}},
	isbn = {978-3-658-26112-2 978-3-658-26113-9},
	url = {http://link.springer.com/10.1007/978-3-658-26113-9_7},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Kommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Röhr, Elisa},
	editor = {Stumpf, Marcus},
	year = {2019},
	doi = {10.1007/978-3-658-26113-9_7},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {107--126},
	file = {Röhr - 2019 - Relationship Marketing im Spannungsfeld aus steige.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2S9KCKTG/Röhr - 2019 - Relationship Marketing im Spannungsfeld aus steige.pdf:application/pdf},
}

@incollection{muller-friemauth_einordnung_2021,
	address = {Wiesbaden},
	title = {Einordnung und {Bewertung}},
	isbn = {978-3-658-32954-9 978-3-658-32955-6},
	url = {https://link.springer.com/10.1007/978-3-658-32955-6_11},
	language = {de-DE},
	urldate = {2021-07-11},
	booktitle = {Fallstudien zur {Digitalisierung} im {Mittelstand}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Müller-Friemauth, Friederike and Hafkesbrink, Joachim and Schaffner, Michael and Weber, Carsten and Weimann, Steffen},
	editor = {Müller-Friemauth, Friederike and Hafkesbrink, Joachim and Schaffner, Michael and Weber, Carsten and Weimann, Steffen},
	year = {2021},
	doi = {10.1007/978-3-658-32955-6_11},
	note = {ZSCC: 0000000 
Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {145--155},
	file = {Müller-Friemauth et al. - 2021 - Einordnung und Bewertung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q3I77TDF/Müller-Friemauth et al. - 2021 - Einordnung und Bewertung.pdf:application/pdf},
}

@incollection{krotz_spielen_2017,
	address = {Wiesbaden},
	title = {Spielen in mediatisierten {Welten} – {Editor}-{Games} und der {Wandel} der zeitgenössischen {Digitalkulturen}},
	isbn = {978-3-658-16083-8 978-3-658-16084-5},
	url = {http://link.springer.com/10.1007/978-3-658-16084-5_14},
	language = {de-DE},
	urldate = {2021-07-03},
	booktitle = {Mediatisierung als {Metaprozess}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Abend, Pablo and Beil, Benjamin},
	editor = {Krotz, Friedrich and Despotović, Cathrin and Kruse, Merle-Marie},
	year = {2017},
	doi = {10.1007/978-3-658-16084-5_14},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {303--321},
	file = {Abend und Beil - 2017 - Spielen in mediatisierten Welten – Editor-Games un.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BQT9ASIG/Abend und Beil - 2017 - Spielen in mediatisierten Welten – Editor-Games un.pdf:application/pdf},
}

@incollection{stumpf_framing_2019,
	address = {Wiesbaden},
	title = {Framing the {Digital} {Age} – {Unternehmenskommunikation} im {Maschinenzeitalter}},
	isbn = {978-3-658-26112-2 978-3-658-26113-9},
	url = {http://link.springer.com/10.1007/978-3-658-26113-9_4},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Kommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Müller-Friemauth, Friederike and Kühn, Rainer},
	editor = {Stumpf, Marcus},
	year = {2019},
	doi = {10.1007/978-3-658-26113-9_4},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {51--68},
	file = {Müller-Friemauth und Kühn - 2019 - Framing the Digital Age – Unternehmenskommunikatio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XVPSXKZG/Müller-Friemauth und Kühn - 2019 - Framing the Digital Age – Unternehmenskommunikatio.pdf:application/pdf},
}

@incollection{stumpf_marketing_2019,
	address = {Wiesbaden},
	title = {Marketing, {Relationship} {Marketing} und {Digitalisierung} – eine kritische {Diskussion} hierarchischer {Modellierungsmöglichkeiten}},
	isbn = {978-3-658-26112-2 978-3-658-26113-9},
	url = {http://link.springer.com/10.1007/978-3-658-26113-9_6},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Kommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Göttling, Janine and Siems, Florian U. and Graichen, Jasmin and Dölz, Josephine},
	editor = {Stumpf, Marcus},
	year = {2019},
	doi = {10.1007/978-3-658-26113-9_6},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {89--105},
	file = {Göttling et al. - 2019 - Marketing, Relationship Marketing und Digitalisier.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3BYKZYDJ/Göttling et al. - 2019 - Marketing, Relationship Marketing und Digitalisier.pdf:application/pdf},
}

@incollection{stumpf_kompetenzentwicklung_2019,
	address = {Wiesbaden},
	title = {Kompetenzentwicklung: {Potenziale} der {Digitalisierung} durch {Anwendung} des europäischen e-{Competence} {Framework} nutzen},
	isbn = {978-3-658-26112-2 978-3-658-26113-9},
	shorttitle = {Kompetenzentwicklung},
	url = {http://link.springer.com/10.1007/978-3-658-26113-9_8},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Kommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hohoff, Christoph and Gelberg, Johanna},
	editor = {Stumpf, Marcus},
	year = {2019},
	doi = {10.1007/978-3-658-26113-9_8},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {127--139},
	file = {Hohoff und Gelberg - 2019 - Kompetenzentwicklung Potenziale der Digitalisieru.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M8KRE5ST/Hohoff und Gelberg - 2019 - Kompetenzentwicklung Potenziale der Digitalisieru.pdf:application/pdf},
}

@incollection{stumpf_technische_2019,
	address = {Wiesbaden},
	title = {Technische {Kommunikation} im {Wandel} von {Industrie} 4.0},
	isbn = {978-3-658-26112-2 978-3-658-26113-9},
	url = {http://link.springer.com/10.1007/978-3-658-26113-9_9},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Kommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schaffner, Michael},
	editor = {Stumpf, Marcus},
	year = {2019},
	doi = {10.1007/978-3-658-26113-9_9},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {143--159},
	file = {Schaffner - 2019 - Technische Kommunikation im Wandel von Industrie 4.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B24JBUIH/Schaffner - 2019 - Technische Kommunikation im Wandel von Industrie 4.pdf:application/pdf},
}

@incollection{stumpf_trend-_2019,
	address = {Wiesbaden},
	title = {Trend- und {Sentiment}-{Analyse} des {Begriffs} ‚{Industrie} 4.0‘–{Social}-{Media}-{Monitoring} von {Innovationskommunikation}},
	isbn = {978-3-658-26112-2 978-3-658-26113-9},
	url = {http://link.springer.com/10.1007/978-3-658-26113-9_10},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Kommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Banholzer, Volker M.},
	editor = {Stumpf, Marcus},
	year = {2019},
	doi = {10.1007/978-3-658-26113-9_10},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {161--178},
	file = {Banholzer - 2019 - Trend- und Sentiment-Analyse des Begriffs ‚Industr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/97SZGI9M/Banholzer - 2019 - Trend- und Sentiment-Analyse des Begriffs ‚Industr.pdf:application/pdf},
}

@incollection{stumpf_digitale_2019-2,
	address = {Wiesbaden},
	title = {Digitale {Kommunikation} und {Führung} 4.0 – zum {Potenzial} neuer {Kommunikationsinstrumente} für aktuelle {Führungsrollen}},
	isbn = {978-3-658-26112-2 978-3-658-26113-9},
	url = {http://link.springer.com/10.1007/978-3-658-26113-9_12},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Kommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schönfelder, Christoph},
	editor = {Stumpf, Marcus},
	year = {2019},
	doi = {10.1007/978-3-658-26113-9_12},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {199--210},
	file = {Schönfelder - 2019 - Digitale Kommunikation und Führung 4.0 – zum Poten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HR6PKMHY/Schönfelder - 2019 - Digitale Kommunikation und Führung 4.0 – zum Poten.pdf:application/pdf},
}

@incollection{stumpf_einsatz_2019,
	address = {Wiesbaden},
	title = {Der {Einsatz} von {Cloud} {Computing} {Lösungen}: {Was} {Entscheider} wissen müssen},
	isbn = {978-3-658-26112-2 978-3-658-26113-9},
	shorttitle = {Der {Einsatz} von {Cloud} {Computing} {Lösungen}},
	url = {http://link.springer.com/10.1007/978-3-658-26113-9_15},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Kommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Round, Jill},
	editor = {Stumpf, Marcus},
	year = {2019},
	doi = {10.1007/978-3-658-26113-9_15},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {255--267},
	file = {Round - 2019 - Der Einsatz von Cloud Computing Lösungen Was Ents.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RVQCHKCY/Round - 2019 - Der Einsatz von Cloud Computing Lösungen Was Ents.pdf:application/pdf},
}

@incollection{stumpf_twitternde_2019,
	address = {Wiesbaden},
	title = {Der twitternde {CEO} – {Maximale} {Ausschöpfung} des digitalen {Kommunikationspotenzials}?},
	isbn = {978-3-658-26112-2 978-3-658-26113-9},
	url = {http://link.springer.com/10.1007/978-3-658-26113-9_18},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Kommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pietzcker, Dominik and Lorenz, Lara and Ennenbach, Simone},
	editor = {Stumpf, Marcus},
	year = {2019},
	doi = {10.1007/978-3-658-26113-9_18},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {295--309},
	file = {Pietzcker et al. - 2019 - Der twitternde CEO – Maximale Ausschöpfung des dig.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HSNZ3YIU/Pietzcker et al. - 2019 - Der twitternde CEO – Maximale Ausschöpfung des dig.pdf:application/pdf},
}

@incollection{stumpf_social_2019,
	address = {Wiesbaden},
	title = {Social {Bots} – {Act} {Like} a {Human}, {Think} {Like} a {Bot}},
	isbn = {978-3-658-26112-2 978-3-658-26113-9},
	url = {http://link.springer.com/10.1007/978-3-658-26113-9_19},
	language = {en-GB},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Kommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Oberer, Birgit and Erkollar, Alptekin and Stein, Anna},
	editor = {Stumpf, Marcus},
	year = {2019},
	doi = {10.1007/978-3-658-26113-9_19},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {311--327},
	file = {Oberer et al. - 2019 - Social Bots – Act Like a Human, Think Like a Bot.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QLXJK9UW/Oberer et al. - 2019 - Social Bots – Act Like a Human, Think Like a Bot.pdf:application/pdf},
}

@incollection{stumpf_einflussfaktoren_2019,
	address = {Wiesbaden},
	title = {Einflussfaktoren der {Nutzung} von {Sharing}-{Services}},
	isbn = {978-3-658-26112-2 978-3-658-26113-9},
	url = {http://link.springer.com/10.1007/978-3-658-26113-9_21},
	abstract = {Sharing, im Sinne eines Teilens von Ressourcen, gewinnt zunehmend an Bedeutung. Der Beitrag zeigt die Entwicklung der Sharing Economy auf und typologisiert die verschiedenen Ausprägungen des Sharing. Darauf aufbauend und basierend auf den Ergebnissen einer empirischen Studie zeigt er die Determinanten der Nutzung von Sharing Services auf.},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Kommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Boenigk, Michael and Ulrich, Susanne and Georgi, Dominik},
	editor = {Stumpf, Marcus},
	year = {2019},
	doi = {10.1007/978-3-658-26113-9_21},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {349--367},
	file = {Boenigk et al. - 2019 - Einflussfaktoren der Nutzung von Sharing-Services.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5J8DYXZQ/Boenigk et al. - 2019 - Einflussfaktoren der Nutzung von Sharing-Services.pdf:application/pdf},
}

@incollection{stumpf_potenziale_2019,
	address = {Wiesbaden},
	title = {Potenziale digitaler {Assistenzsysteme} für die {Kommunikation} in interdisziplinären {Entwicklungsprojekten}},
	isbn = {978-3-658-26112-2 978-3-658-26113-9},
	url = {http://link.springer.com/10.1007/978-3-658-26113-9_22},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Kommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schönitz, Marie-Sophie and Günther, Tobias and Hilgers, Inga-Lisa and Lorenz, Sebastian and Dölz, Josephine and Papen, Marie-Christin and Siems, Florian U.},
	editor = {Stumpf, Marcus},
	year = {2019},
	doi = {10.1007/978-3-658-26113-9_22},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {369--387},
	file = {Schönitz et al. - 2019 - Potenziale digitaler Assistenzsysteme für die Komm.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BFGUNQUB/Schönitz et al. - 2019 - Potenziale digitaler Assistenzsysteme für die Komm.pdf:application/pdf},
}

@incollection{stumpf_digitalisierung_2019,
	address = {Wiesbaden},
	title = {Digitalisierung und {Partizipation} – {Brauchen} wir ein neues {Skill} {Set} für {Führungskräfte}?},
	isbn = {978-3-658-26112-2 978-3-658-26113-9},
	url = {http://link.springer.com/10.1007/978-3-658-26113-9_13},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Kommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Malczok, Melanie and Kirchhoff, Sabine},
	editor = {Stumpf, Marcus},
	year = {2019},
	doi = {10.1007/978-3-658-26113-9_13},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {211--229},
	file = {Malczok und Kirchhoff - 2019 - Digitalisierung und Partizipation – Brauchen wir e.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A4RSWS7R/Malczok und Kirchhoff - 2019 - Digitalisierung und Partizipation – Brauchen wir e.pdf:application/pdf},
}

@incollection{stumpf_bedeutung_2019,
	address = {Wiesbaden},
	title = {Die {Bedeutung} der {Digitalisierung} in der arbeitsmarktgerichteten {Unternehmenskommunikation} – eine explorative {Stellenanzeigenanalyse} für mittelständische {Unternehmen}},
	isbn = {978-3-658-26112-2 978-3-658-26113-9},
	url = {http://link.springer.com/10.1007/978-3-658-26113-9_11},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Kommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bensberg, Frank and Griese, Kai-Michael and Schmidt, Andreas},
	editor = {Stumpf, Marcus},
	year = {2019},
	doi = {10.1007/978-3-658-26113-9_11},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {179--197},
	file = {Bensberg et al. - 2019 - Die Bedeutung der Digitalisierung in der arbeitsma.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DMVFD6QP/Bensberg et al. - 2019 - Die Bedeutung der Digitalisierung in der arbeitsma.pdf:application/pdf},
}

@incollection{stumpf_marketing_2019-1,
	address = {Wiesbaden},
	title = {Marketing 4.0 als „{Old} {School}“ des {PR}-{Managements}},
	isbn = {978-3-658-26112-2 978-3-658-26113-9},
	url = {http://link.springer.com/10.1007/978-3-658-26113-9_14},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Kommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lies, Jan},
	editor = {Stumpf, Marcus},
	year = {2019},
	doi = {10.1007/978-3-658-26113-9_14},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {231--252},
	file = {Lies - 2019 - Marketing 4.0 als „Old School“ des PR-Managements.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IVCPZJ2S/Lies - 2019 - Marketing 4.0 als „Old School“ des PR-Managements.pdf:application/pdf},
}

@incollection{stumpf_wirtschaftskommunikation_2019,
	address = {Wiesbaden},
	title = {Wirtschaftskommunikation und {Digitalisierung} vor dem {Hintergrund} des {Patentrechts}},
	isbn = {978-3-658-26112-2 978-3-658-26113-9},
	url = {http://link.springer.com/10.1007/978-3-658-26113-9_16},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Kommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Meitinger, Thomas Heinz},
	editor = {Stumpf, Marcus},
	year = {2019},
	doi = {10.1007/978-3-658-26113-9_16},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {269--282},
	file = {Meitinger - 2019 - Wirtschaftskommunikation und Digitalisierung vor d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HTWSYRUH/Meitinger - 2019 - Wirtschaftskommunikation und Digitalisierung vor d.pdf:application/pdf},
}

@incollection{stumpf_community-orientiertes_2019,
	address = {Wiesbaden},
	title = {Community-orientiertes {Sponsoring} ({COS}) – {Die} {Interaktion} zwischen {Unternehmen} und {Sportbegeisterten}},
	isbn = {978-3-658-26112-2 978-3-658-26113-9},
	url = {http://link.springer.com/10.1007/978-3-658-26113-9_20},
	abstract = {Das Sponsoring steht vor der Herausforderung, vermehrt auch Image- und Kundenbeziehungsziele erreichen zu sollen. Hier kann die Verknüpfung des Sponsoring mit Social-Media-Aktivitäten helfen. Dadurch wird eine direkte Interaktion mit den Communities des Sponsors und seiner Sponsoringpartner unterstützt, wie sie im klassischen Sponsoring nicht vorgesehen ist. Sponsoringengagements können wertvolle Contents für Social-Media-Maßnahmen liefern. Vor diesem Hintergrund werden in diesem Beitrag die Erfolgsfaktoren eines community-orientierten Sponsoring (COS) untersucht. Auf Basis von Literaturrecherchen sowie ca. 20 explorativen Interviews mit Sponsoring- und Community-Experten wird ein konzeptionelles Wirkungsmodell des COS entwickelt. Dieses ist Grundlage für eine quantitativ-empirische Untersuchung, in der die Einflussfaktoren und Wirkungen der Beteiligung an COS-Maßnahmen durch die Communities analysiert werden. Hierzu wurden über 1'500 Mitglieder von Communities im Kontext von Sponsoringengagements von und mit Credit Suisse, Samsung Schweiz, Suva Versicherungen, Swiss City Marathon – Lucerne und Swiss International Airlines befragt. Es zeigt sich, dass die Authentizität und emotionale Erlebnisse im Rahmen von COS-Maßnahmen von zentraler Bedeutung sind.},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Kommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Janoschka, Anja and Georgi, Dominik and Mohr, Seraina and Ulrich, Susanne},
	editor = {Stumpf, Marcus},
	year = {2019},
	doi = {10.1007/978-3-658-26113-9_20},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {329--347},
	file = {Janoschka et al. - 2019 - Community-orientiertes Sponsoring (COS) – Die Inte.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/66H2V24D/Janoschka et al. - 2019 - Community-orientiertes Sponsoring (COS) – Die Inte.pdf:application/pdf},
}

@incollection{stumpf_digitalisierung_2019-1,
	address = {Wiesbaden},
	title = {Digitalisierung als {Gegengewicht} zum {Dieselgate} – {Betrachtung} der externen {Risikokommunikation} der {VW} {AG}},
	isbn = {978-3-658-26112-2 978-3-658-26113-9},
	url = {http://link.springer.com/10.1007/978-3-658-26113-9_24},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Kommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kronforst, Nadine},
	editor = {Stumpf, Marcus},
	year = {2019},
	doi = {10.1007/978-3-658-26113-9_24},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {405--420},
	file = {Kronforst - 2019 - Digitalisierung als Gegengewicht zum Dieselgate – .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EC979LXN/Kronforst - 2019 - Digitalisierung als Gegengewicht zum Dieselgate – .pdf:application/pdf},
}

@incollection{stumpf_kapitalmarkt_2019,
	address = {Wiesbaden},
	title = {Kapitalmarkt und {Soziale} {Medien}: ({Auch}) eine rechtliche {Betrachtung}},
	isbn = {978-3-658-26112-2 978-3-658-26113-9},
	shorttitle = {Kapitalmarkt und {Soziale} {Medien}},
	url = {http://link.springer.com/10.1007/978-3-658-26113-9_17},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Kommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Szücs, Christian},
	editor = {Stumpf, Marcus},
	year = {2019},
	doi = {10.1007/978-3-658-26113-9_17},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {283--292},
	file = {Szücs - 2019 - Kapitalmarkt und Soziale Medien (Auch) eine recht.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IXCMYDWK/Szücs - 2019 - Kapitalmarkt und Soziale Medien (Auch) eine recht.pdf:application/pdf},
}

@incollection{stumpf_spart_2019,
	address = {Wiesbaden},
	title = {„{Spart} euch euer {Quiz}” − {Facebook}-{Kommunikation} zwischen der {Deutschen} {Bahn} und {Stakeholdern}},
	isbn = {978-3-658-26112-2 978-3-658-26113-9},
	url = {http://link.springer.com/10.1007/978-3-658-26113-9_23},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Kommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pedersen, Anne Grethe},
	editor = {Stumpf, Marcus},
	year = {2019},
	doi = {10.1007/978-3-658-26113-9_23},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {391--403},
	file = {Pedersen - 2019 - „Spart euch euer Quiz” − Facebook-Kommunikation zw.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H7KNQXWD/Pedersen - 2019 - „Spart euch euer Quiz” − Facebook-Kommunikation zw.pdf:application/pdf},
}

@incollection{pfannstiel_ansatze_2019,
	address = {Wiesbaden},
	title = {Ansätze zur {Verbesserung} der {Adhärenz} in der neurologischen {Rehabilitation} durch den {Einsatz} mobiler {Applikationen}},
	isbn = {978-3-658-23986-2 978-3-658-23987-9},
	url = {http://link.springer.com/10.1007/978-3-658-23987-9_18},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {V}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Cürten, Fia},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-23987-9_18},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {351--367},
	file = {Cürten - 2019 - Ansätze zur Verbesserung der Adhärenz in der neuro.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N2BKK97H/Cürten - 2019 - Ansätze zur Verbesserung der Adhärenz in der neuro.pdf:application/pdf},
}

@incollection{muller-friemauth_metallbearbeitung_2021,
	address = {Wiesbaden},
	title = {Metallbearbeitung disruptiv gedacht: {Plattform} an der {Schnittstelle} zwischen {Industriekunden} und {Blechbearbeitern}},
	isbn = {978-3-658-32954-9 978-3-658-32955-6},
	shorttitle = {Metallbearbeitung disruptiv gedacht},
	url = {https://link.springer.com/10.1007/978-3-658-32955-6_9},
	language = {de-DE},
	urldate = {2021-07-11},
	booktitle = {Fallstudien zur {Digitalisierung} im {Mittelstand}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Raidt, Adrian and Weimann, Steffen},
	editor = {Müller-Friemauth, Friederike and Hafkesbrink, Joachim and Schaffner, Michael and Weber, Carsten and Weimann, Steffen},
	year = {2021},
	doi = {10.1007/978-3-658-32955-6_9},
	note = {ZSCC: NoCitationData[s0] 
Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {119--128},
	file = {Raidt und Weimann - 2021 - Metallbearbeitung disruptiv gedacht Plattform an .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X65NBEEN/Raidt und Weimann - 2021 - Metallbearbeitung disruptiv gedacht Plattform an .pdf:application/pdf},
}

@incollection{muller-friemauth_digitalisieren_2021,
	address = {Wiesbaden},
	title = {Digitalisieren heißt auch organisieren: {Kompetenzentwicklung} für die {Speditionslogistik} 4.0},
	isbn = {978-3-658-32954-9 978-3-658-32955-6},
	shorttitle = {Digitalisieren heißt auch organisieren},
	url = {https://link.springer.com/10.1007/978-3-658-32955-6_6},
	language = {de-DE},
	urldate = {2021-07-11},
	booktitle = {Fallstudien zur {Digitalisierung} im {Mittelstand}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hafkesbrink, Joachim and Petersen, Ralf},
	editor = {Müller-Friemauth, Friederike and Hafkesbrink, Joachim and Schaffner, Michael and Weber, Carsten and Weimann, Steffen},
	year = {2021},
	doi = {10.1007/978-3-658-32955-6_6},
	note = {ZSCC: NoCitationData[s0] 
Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {69--85},
	file = {Hafkesbrink und Petersen - 2021 - Digitalisieren heißt auch organisieren Kompetenze.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B3ZBY3YP/Hafkesbrink und Petersen - 2021 - Digitalisieren heißt auch organisieren Kompetenze.pdf:application/pdf},
}

@incollection{muller-friemauth_vorbeugen_2021,
	address = {Wiesbaden},
	title = {Vorbeugen statt reparieren: {Ein} {Leitfaden} für {Smart} {Maintenance}},
	isbn = {978-3-658-32954-9 978-3-658-32955-6},
	shorttitle = {Vorbeugen statt reparieren},
	url = {https://link.springer.com/10.1007/978-3-658-32955-6_7},
	language = {de-DE},
	urldate = {2021-07-11},
	booktitle = {Fallstudien zur {Digitalisierung} im {Mittelstand}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Heller, Thomas and Schroll, Markus},
	editor = {Müller-Friemauth, Friederike and Hafkesbrink, Joachim and Schaffner, Michael and Weber, Carsten and Weimann, Steffen},
	year = {2021},
	doi = {10.1007/978-3-658-32955-6_7},
	note = {ZSCC: NoCitationData[s0] 
Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {87--103},
	file = {Heller und Schroll - 2021 - Vorbeugen statt reparieren Ein Leitfaden für Smar.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IS36ILDZ/Heller und Schroll - 2021 - Vorbeugen statt reparieren Ein Leitfaden für Smar.pdf:application/pdf},
}

@incollection{muller-friemauth_target-generator_2021,
	address = {Wiesbaden},
	title = {Der {Target}-{Generator}: {Digitale} {Akquisition} im {M}\&{A}-{Prozess}},
	isbn = {978-3-658-32954-9 978-3-658-32955-6},
	shorttitle = {Der {Target}-{Generator}},
	url = {https://link.springer.com/10.1007/978-3-658-32955-6_8},
	language = {de-DE},
	urldate = {2021-07-11},
	booktitle = {Fallstudien zur {Digitalisierung} im {Mittelstand}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Weber, Carsten and Wert, Alexander},
	editor = {Müller-Friemauth, Friederike and Hafkesbrink, Joachim and Schaffner, Michael and Weber, Carsten and Weimann, Steffen},
	year = {2021},
	doi = {10.1007/978-3-658-32955-6_8},
	note = {ZSCC: NoCitationData[s0] 
Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {107--118},
	file = {Weber und Wert - 2021 - Der Target-Generator Digitale Akquisition im M&A-.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5I8VDD7I/Weber und Wert - 2021 - Der Target-Generator Digitale Akquisition im M&A-.pdf:application/pdf},
}

@incollection{muller-friemauth_erfahrung_2021,
	address = {Wiesbaden},
	title = {„{Erfahrung} killt das {System}“: {Systemdigitalisierung} am {Beispiel} eines {Schraubenherstellers}},
	isbn = {978-3-658-32954-9 978-3-658-32955-6},
	shorttitle = {„{Erfahrung} killt das {System}“},
	url = {https://link.springer.com/10.1007/978-3-658-32955-6_10},
	language = {de-DE},
	urldate = {2021-07-11},
	booktitle = {Fallstudien zur {Digitalisierung} im {Mittelstand}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Müller-Friemauth, Friederike},
	editor = {Müller-Friemauth, Friederike and Hafkesbrink, Joachim and Schaffner, Michael and Weber, Carsten and Weimann, Steffen},
	year = {2021},
	doi = {10.1007/978-3-658-32955-6_10},
	note = {ZSCC: NoCitationData[s0] 
Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {129--141},
	file = {Müller-Friemauth - 2021 - „Erfahrung killt das System“ Systemdigitalisierun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MWM8I4RL/Müller-Friemauth - 2021 - „Erfahrung killt das System“ Systemdigitalisierun.pdf:application/pdf},
}

@incollection{nick_digitale_2021,
	address = {Wiesbaden},
	title = {Digitale {Lehr}- und {Lernformen}},
	isbn = {978-3-658-33451-2 978-3-658-33452-9},
	url = {https://link.springer.com/10.1007/978-3-658-33452-9_7},
	language = {de-DE},
	urldate = {2021-07-11},
	booktitle = {Neue {Wege} an {Hochschulen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Jung, Micha and Nick, Peter and Rottach, Andreas},
	editor = {Nick, Peter and Pfeil, Patricia},
	year = {2021},
	doi = {10.1007/978-3-658-33452-9_7},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {149--180},
	file = {Jung et al. - 2021 - Digitale Lehr- und Lernformen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QJIGXEBE/Jung et al. - 2021 - Digitale Lehr- und Lernformen.pdf:application/pdf},
}

@incollection{muller-friemauth_einleitung_2021,
	address = {Wiesbaden},
	title = {Einleitung},
	isbn = {978-3-658-32954-9 978-3-658-32955-6},
	url = {https://link.springer.com/10.1007/978-3-658-32955-6_1},
	language = {de-DE},
	urldate = {2021-07-11},
	booktitle = {Fallstudien zur {Digitalisierung} im {Mittelstand}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Müller-Friemauth, Friederike and Hafkesbrink, Joachim and Schaffner, Michael and Weber, Carsten and Weimann, Steffen},
	editor = {Müller-Friemauth, Friederike and Hafkesbrink, Joachim and Schaffner, Michael and Weber, Carsten and Weimann, Steffen},
	year = {2021},
	doi = {10.1007/978-3-658-32955-6_1},
	note = {ZSCC: NoCitationData[s0] 
Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--8},
	file = {Müller-Friemauth et al. - 2021 - Einleitung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TEQ73U8E/Müller-Friemauth et al. - 2021 - Einleitung.pdf:application/pdf},
}

@incollection{muller-friemauth_vision_2021,
	address = {Wiesbaden},
	title = {Die {Vision} eines {Landschaftsarchitekten}: {Unternehmensgründung} zwischen {Surfboard} und digitalem {Geschäftsmodell}},
	isbn = {978-3-658-32954-9 978-3-658-32955-6},
	shorttitle = {Die {Vision} eines {Landschaftsarchitekten}},
	url = {https://link.springer.com/10.1007/978-3-658-32955-6_2},
	language = {de-DE},
	urldate = {2021-07-11},
	booktitle = {Fallstudien zur {Digitalisierung} im {Mittelstand}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ahrens, Kornelia and Ballweg, Carolin},
	editor = {Müller-Friemauth, Friederike and Hafkesbrink, Joachim and Schaffner, Michael and Weber, Carsten and Weimann, Steffen},
	year = {2021},
	doi = {10.1007/978-3-658-32955-6_2},
	note = {ZSCC: NoCitationData[s0] 
Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {11--27},
	file = {Ahrens und Ballweg - 2021 - Die Vision eines Landschaftsarchitekten Unternehm.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/34T2BJHX/Ahrens und Ballweg - 2021 - Die Vision eines Landschaftsarchitekten Unternehm.pdf:application/pdf},
}

@incollection{muller-friemauth_ready_2021,
	address = {Wiesbaden},
	title = {Ready for {Industry} 4.0: {Digitalisierung} des {Produktionsprozesses} bei einem {Mess}- und {Prüfsystemhersteller}},
	isbn = {978-3-658-32954-9 978-3-658-32955-6},
	shorttitle = {Ready for {Industry} 4.0},
	url = {https://link.springer.com/10.1007/978-3-658-32955-6_3},
	language = {de-DE},
	urldate = {2021-07-11},
	booktitle = {Fallstudien zur {Digitalisierung} im {Mittelstand}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Beckert, Bernd and Bollhöfer, Esther},
	editor = {Müller-Friemauth, Friederike and Hafkesbrink, Joachim and Schaffner, Michael and Weber, Carsten and Weimann, Steffen},
	year = {2021},
	doi = {10.1007/978-3-658-32955-6_3},
	note = {ZSCC: NoCitationData[s0] 
Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {29--37},
	file = {Beckert und Bollhöfer - 2021 - Ready for Industry 4.0 Digitalisierung des Produk.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G7VXJFCC/Beckert und Bollhöfer - 2021 - Ready for Industry 4.0 Digitalisierung des Produk.pdf:application/pdf},
}

@incollection{muller-friemauth_mit_2021,
	address = {Wiesbaden},
	title = {Mit {Bedacht} in die {Agilität}: {Digitale} {Schritte} einer kirchlichen {Non}-{Profit}-{Organisation}},
	isbn = {978-3-658-32954-9 978-3-658-32955-6},
	shorttitle = {Mit {Bedacht} in die {Agilität}},
	url = {https://link.springer.com/10.1007/978-3-658-32955-6_5},
	language = {de-DE},
	urldate = {2021-07-11},
	booktitle = {Fallstudien zur {Digitalisierung} im {Mittelstand}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Friederich, Nico},
	editor = {Müller-Friemauth, Friederike and Hafkesbrink, Joachim and Schaffner, Michael and Weber, Carsten and Weimann, Steffen},
	year = {2021},
	doi = {10.1007/978-3-658-32955-6_5},
	note = {ZSCC: NoCitationData[s0] 
Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {55--67},
	file = {Friederich - 2021 - Mit Bedacht in die Agilität Digitale Schritte ein.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LD8ZNZH5/Friederich - 2021 - Mit Bedacht in die Agilität Digitale Schritte ein.pdf:application/pdf},
}

@incollection{muller-friemauth_sprache_2021,
	address = {Wiesbaden},
	title = {Sprache verkauft!: {Digitale} {Lösungen} für ein {Corporate}-{Language}-{Management}},
	isbn = {978-3-658-32954-9 978-3-658-32955-6},
	shorttitle = {Sprache verkauft!},
	url = {https://link.springer.com/10.1007/978-3-658-32955-6_4},
	language = {de-DE},
	urldate = {2021-07-11},
	booktitle = {Fallstudien zur {Digitalisierung} im {Mittelstand}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Sturz, Wolfgang},
	editor = {Müller-Friemauth, Friederike and Hafkesbrink, Joachim and Schaffner, Michael and Weber, Carsten and Weimann, Steffen},
	year = {2021},
	doi = {10.1007/978-3-658-32955-6_4},
	note = {ZSCC: NoCitationData[s0] 
Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {39--52},
	file = {Sturz - 2021 - Sprache verkauft! Digitale Lösungen für ein Corpo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K6ARVEV4/Sturz - 2021 - Sprache verkauft! Digitale Lösungen für ein Corpo.pdf:application/pdf},
}

@incollection{krotz_deliberation_2017,
	address = {Wiesbaden},
	title = {Deliberation im {Netz} – {Formen} und {Funktionen} des digitalen {Diskurses} am {Beispiel} des {Microbloggingsystems} {Twitter}},
	isbn = {978-3-658-16083-8 978-3-658-16084-5},
	url = {http://link.springer.com/10.1007/978-3-658-16084-5_12},
	language = {de-DE},
	urldate = {2021-07-03},
	booktitle = {Mediatisierung als {Metaprozess}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Thimm, Caja and Anastasiadis, Mario and Einspänner-Pflock, Jessica},
	editor = {Krotz, Friedrich and Despotović, Cathrin and Kruse, Merle-Marie},
	year = {2017},
	doi = {10.1007/978-3-658-16084-5_12},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {259--280},
	file = {Thimm et al. - 2017 - Deliberation im Netz – Formen und Funktionen des d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4ENZFGHD/Thimm et al. - 2017 - Deliberation im Netz – Formen und Funktionen des d.pdf:application/pdf},
}

@incollection{pfannstiel_digitalisierung_2019,
	address = {Wiesbaden},
	title = {Die {Digitalisierung} in der interprofessionellen {Gesundheitsausbildung}},
	isbn = {978-3-658-23986-2 978-3-658-23987-9},
	url = {http://link.springer.com/10.1007/978-3-658-23987-9_4},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {V}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Dahmen, Uta and Loudovici-Krug, Dana},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-23987-9_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {65--74},
	file = {Dahmen und Loudovici-Krug - 2019 - Die Digitalisierung in der interprofessionellen Ge.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DWQ9NXEJ/Dahmen und Loudovici-Krug - 2019 - Die Digitalisierung in der interprofessionellen Ge.pdf:application/pdf},
}

@incollection{pfannstiel_chancen_2019,
	address = {Wiesbaden},
	title = {Chancen der {Digitalisierung} bei der {Versorgung} mit mobilitätsfördernden {Hilfsmitteln}},
	isbn = {978-3-658-23986-2 978-3-658-23987-9},
	url = {http://link.springer.com/10.1007/978-3-658-23987-9_5},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {V}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kraft, Marc and Dannehl, Susanne and Schauer, Thomas},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-23987-9_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {75--99},
	file = {Kraft et al. - 2019 - Chancen der Digitalisierung bei der Versorgung mit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G6KW34KX/Kraft et al. - 2019 - Chancen der Digitalisierung bei der Versorgung mit.pdf:application/pdf},
}

@incollection{pfannstiel_referenzmodell_2019,
	address = {Wiesbaden},
	title = {Referenzmodell für telemedizinische {Assistenzsysteme} in der medizinischen {Rehabilitation}, {Prävention} und {Nachsorge}},
	isbn = {978-3-658-23986-2 978-3-658-23987-9},
	url = {http://link.springer.com/10.1007/978-3-658-23987-9_7},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {V}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {John, Michael and Piwowarczyk vel Dabrowski, Maciej and Grohnert, Anne and Häusler, Benny and Giertz, Christian},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-23987-9_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {127--160},
	file = {John et al. - 2019 - Referenzmodell für telemedizinische Assistenzsyste.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JIVU7VEI/John et al. - 2019 - Referenzmodell für telemedizinische Assistenzsyste.pdf:application/pdf},
}

@incollection{pfannstiel_barrieren_2019,
	address = {Wiesbaden},
	title = {Barrieren und förderliche {Faktoren} telemedizinischer {Ansätze} in der medizinischen {Rehabilitation}},
	isbn = {978-3-658-23986-2 978-3-658-23987-9},
	url = {http://link.springer.com/10.1007/978-3-658-23987-9_8},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {V}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Farin-Glattacker, Erik and Schmidt, Erika and Spohn, Lucas},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-23987-9_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {161--181},
	file = {Farin-Glattacker et al. - 2019 - Barrieren und förderliche Faktoren telemedizinisch.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QFXF92BI/Farin-Glattacker et al. - 2019 - Barrieren und förderliche Faktoren telemedizinisch.pdf:application/pdf},
}

@incollection{pfannstiel_telemedizin_2019,
	address = {Wiesbaden},
	title = {Telemedizin in der {Rehabilitation} – über {Barrieren} in {Raum}, {Zeit} und {Institutionen} hinweg},
	isbn = {978-3-658-23986-2 978-3-658-23987-9},
	url = {http://link.springer.com/10.1007/978-3-658-23987-9_9},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {V}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Modre-Osprian, Robert and Traninger, Heimo and Schreier, Günter and Rissbacher, Clemens and Kastner, Peter},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-23987-9_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {183--201},
	file = {Modre-Osprian et al. - 2019 - Telemedizin in der Rehabilitation – über Barrieren.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PLJEKI23/Modre-Osprian et al. - 2019 - Telemedizin in der Rehabilitation – über Barrieren.pdf:application/pdf},
}

@incollection{pfannstiel_inklusive_2019,
	address = {Wiesbaden},
	title = {Inklusive {Technologie}? {Digitalisierung} und {Teilhabe} im {Kontext} aktivierender {Gesundheitsförderung}},
	isbn = {978-3-658-23986-2 978-3-658-23987-9},
	shorttitle = {Inklusive {Technologie}?},
	url = {http://link.springer.com/10.1007/978-3-658-23987-9_3},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {V}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Karsch, Fabian},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-23987-9_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {51--63},
	file = {Karsch - 2019 - Inklusive Technologie Digitalisierung und Teilhab.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G83EKKVD/Karsch - 2019 - Inklusive Technologie Digitalisierung und Teilhab.pdf:application/pdf},
}

@incollection{pfannstiel_rehabilitation_2019,
	address = {Wiesbaden},
	title = {Rehabilitation 4.0: {Chancen} und {Herausforderungen} der digitalen {Transformation} in den {Rehabilitationswissenschaften}},
	isbn = {978-3-658-23986-2 978-3-658-23987-9},
	shorttitle = {Rehabilitation 4.0},
	url = {http://link.springer.com/10.1007/978-3-658-23987-9_1},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {V}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Meisen, Tobias and Vieritz, Helmut},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-23987-9_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {3--21},
	file = {Meisen und Vieritz - 2019 - Rehabilitation 4.0 Chancen und Herausforderungen .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/29ENV3LY/Meisen und Vieritz - 2019 - Rehabilitation 4.0 Chancen und Herausforderungen .pdf:application/pdf},
}

@incollection{pfannstiel_digitalisierung_2017,
	address = {Wiesbaden},
	title = {Digitalisierung in {Hilfemix}-{Strukturen}: {IT}-{Systeme} zur {Koordination} von {Versorgungsnetzwerken} mit professionellen und informellen {Pflegenden}},
	isbn = {978-3-658-13641-3 978-3-658-13642-0},
	shorttitle = {Digitalisierung in {Hilfemix}-{Strukturen}},
	url = {http://link.springer.com/10.1007/978-3-658-13642-0_13},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {III}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Renyi, Madeleine and Kunze, Christophe and Rau, Sophie and Rosner, Melanie and Gaugisch, Petra},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2017},
	doi = {10.1007/978-3-658-13642-0_13},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {201--220},
	file = {Renyi et al. - 2017 - Digitalisierung in Hilfemix-Strukturen IT-Systeme.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/73AK63E5/Renyi et al. - 2017 - Digitalisierung in Hilfemix-Strukturen IT-Systeme.pdf:application/pdf},
}

@incollection{pfannstiel_brauche_2017,
	address = {Wiesbaden},
	title = {Brauche ich das überhaupt?! – {Qualität} assistiver {Technologien} aus {Sicht} von älteren {Personen} in häuslicher {Pflege}},
	isbn = {978-3-658-13641-3 978-3-658-13642-0},
	shorttitle = {Brauche ich das überhaupt?},
	url = {http://link.springer.com/10.1007/978-3-658-13642-0_19},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {III}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hauer, Katharina},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2017},
	doi = {10.1007/978-3-658-13642-0_19},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {307--325},
	file = {Hauer - 2017 - Brauche ich das überhaupt! – Qualität assistiver .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S456WITU/Hauer - 2017 - Brauche ich das überhaupt! – Qualität assistiver .pdf:application/pdf},
}

@incollection{pfannstiel_digitale_2017,
	address = {Wiesbaden},
	title = {Digitale {Unterstützungsangebote} für pflegende {Angehörige}},
	isbn = {978-3-658-13641-3 978-3-658-13642-0},
	url = {http://link.springer.com/10.1007/978-3-658-13642-0_15},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {III}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Mainz, Marius and Zündel, Matthias},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2017},
	doi = {10.1007/978-3-658-13642-0_15},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {233--250},
	file = {Mainz und Zündel - 2017 - Digitale Unterstützungsangebote für pflegende Ange.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A3B84LKH/Mainz und Zündel - 2017 - Digitale Unterstützungsangebote für pflegende Ange.pdf:application/pdf},
}

@incollection{pfannstiel_integration_2017,
	address = {Wiesbaden},
	title = {Integration technischer {Assistenzsysteme} im häuslichen {Umfeld} – {Potenziale} und {Herausforderungen}},
	isbn = {978-3-658-13641-3 978-3-658-13642-0},
	url = {http://link.springer.com/10.1007/978-3-658-13642-0_16},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {III}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Nagel, Katharina},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2017},
	doi = {10.1007/978-3-658-13642-0_16},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {251--267},
	file = {Nagel - 2017 - Integration technischer Assistenzsysteme im häusli.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PVQI85HD/Nagel - 2017 - Integration technischer Assistenzsysteme im häusli.pdf:application/pdf},
}

@incollection{pfannstiel_pkms_2017,
	address = {Wiesbaden},
	title = {{PKMS} – das {Potential} elektronischer {Dokumentation} zur {Optimierung} der {Wertschöpfung} nutzen},
	isbn = {978-3-658-13641-3 978-3-658-13642-0},
	url = {http://link.springer.com/10.1007/978-3-658-13642-0_18},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {III}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Freund, Kerstin and Rupp, Steffen},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2017},
	doi = {10.1007/978-3-658-13642-0_18},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {287--305},
	file = {Freund und Rupp - 2017 - PKMS – das Potential elektronischer Dokumentation .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZWCPLLJG/Freund und Rupp - 2017 - PKMS – das Potential elektronischer Dokumentation .pdf:application/pdf},
}

@incollection{pfannstiel_methoden_2017,
	address = {Wiesbaden},
	title = {Methoden der ethischen {Evaluierung} digitalisierter {Dienstleistungen} in der {Pflege}},
	isbn = {978-3-658-13641-3 978-3-658-13642-0},
	url = {http://link.springer.com/10.1007/978-3-658-13642-0_5},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {III}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Weber, Karsten and Wackerbarth, Alena},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2017},
	doi = {10.1007/978-3-658-13642-0_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {71--86},
	file = {Weber und Wackerbarth - 2017 - Methoden der ethischen Evaluierung digitalisierter.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4YAAY2X9/Weber und Wackerbarth - 2017 - Methoden der ethischen Evaluierung digitalisierter.pdf:application/pdf},
}

@incollection{pfannstiel_mobile_2017,
	address = {Wiesbaden},
	title = {Mobile {Health}: {Smarte} {Gadgets} in der betrieblichen {Gesundheitsförderung}},
	isbn = {978-3-658-13641-3 978-3-658-13642-0},
	shorttitle = {Mobile {Health}},
	url = {http://link.springer.com/10.1007/978-3-658-13642-0_7},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {III}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Mehlich, Harald},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2017},
	doi = {10.1007/978-3-658-13642-0_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {101--112},
	file = {Mehlich - 2017 - Mobile Health Smarte Gadgets in der betrieblichen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GINVHZ8U/Mehlich - 2017 - Mobile Health Smarte Gadgets in der betrieblichen.pdf:application/pdf},
}

@incollection{pfannstiel_subsidiare_2017,
	address = {Wiesbaden},
	title = {Subsidiäre {Assistenzsysteme} für {Menschen} mit {Demenz}, ihre {Angehörigen} und {Pflegekräfte}},
	isbn = {978-3-658-13641-3 978-3-658-13642-0},
	url = {http://link.springer.com/10.1007/978-3-658-13642-0_9},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {III}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schröder, Max and Bader, Sebastian and Kirste, Thomas},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2017},
	doi = {10.1007/978-3-658-13642-0_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {137--149},
	file = {Schröder et al. - 2017 - Subsidiäre Assistenzsysteme für Menschen mit Demen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IUAG3XAD/Schröder et al. - 2017 - Subsidiäre Assistenzsysteme für Menschen mit Demen.pdf:application/pdf},
}

@incollection{pfannstiel_mitsprache_2017,
	address = {Wiesbaden},
	title = {Mitsprache in der {Digitalisierung}: {Systematischer} und praxisnaher {Einbezug} der {Nutzenden} von gesundheitsrelevanten {Technologien}},
	isbn = {978-3-658-13641-3 978-3-658-13642-0},
	shorttitle = {Mitsprache in der {Digitalisierung}},
	url = {http://link.springer.com/10.1007/978-3-658-13642-0_11},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {III}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hahn, Sabine and Thilo, Friederike J. S.},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2017},
	doi = {10.1007/978-3-658-13642-0_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {173--186},
	file = {Hahn und Thilo - 2017 - Mitsprache in der Digitalisierung Systematischer .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GRU76B9I/Hahn und Thilo - 2017 - Mitsprache in der Digitalisierung Systematischer .pdf:application/pdf},
}

@incollection{pfannstiel_interkulturell_2017,
	address = {Wiesbaden},
	title = {Interkulturell besetzte {Teams} in der {Pflege} – eine konflikttheoretische {Analyse}},
	isbn = {978-3-658-13641-3 978-3-658-13642-0},
	url = {http://link.springer.com/10.1007/978-3-658-13642-0_12},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {III}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kirch, Johannes},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2017},
	doi = {10.1007/978-3-658-13642-0_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {187--199},
	file = {Kirch - 2017 - Interkulturell besetzte Teams in der Pflege – eine.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H4VP5EGP/Kirch - 2017 - Interkulturell besetzte Teams in der Pflege – eine.pdf:application/pdf},
}

@incollection{pfannstiel_digitalisierung_2017-1,
	address = {Wiesbaden},
	title = {Digitalisierung in der {Pflege} – {Assistenzsysteme} für {Gesundheit} und {Generationen}},
	isbn = {978-3-658-13641-3 978-3-658-13642-0},
	url = {http://link.springer.com/10.1007/978-3-658-13642-0_8},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {III}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wolf, Bernhard and Scholze, Christian and Friedrich, Petra},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2017},
	doi = {10.1007/978-3-658-13642-0_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {113--135},
	file = {Wolf et al. - 2017 - Digitalisierung in der Pflege – Assistenzsysteme f.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GVNZYZQL/Wolf et al. - 2017 - Digitalisierung in der Pflege – Assistenzsysteme f.pdf:application/pdf},
}

@incollection{pfannstiel_kompetenzanforderungen_2017,
	address = {Wiesbaden},
	title = {Kompetenzanforderungen an pflegerische {Führungskräfte} in technikbezogenen {Innovationsprozessen}},
	isbn = {978-3-658-13641-3 978-3-658-13642-0},
	url = {http://link.springer.com/10.1007/978-3-658-13642-0_10},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {III}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Höhmann, Ulrike and Schwarz, Laura},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2017},
	doi = {10.1007/978-3-658-13642-0_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {151--171},
	file = {Höhmann und Schwarz - 2017 - Kompetenzanforderungen an pflegerische Führungskrä.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MYXARQFP/Höhmann und Schwarz - 2017 - Kompetenzanforderungen an pflegerische Führungskrä.pdf:application/pdf},
}

@incollection{pfannstiel_digitalisierung_2017-2,
	address = {Wiesbaden},
	title = {Die {Digitalisierung} des gesprochenen {Wortes}},
	isbn = {978-3-658-12392-5 978-3-658-12393-2},
	url = {http://link.springer.com/10.1007/978-3-658-12393-2_20},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {II}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Vogel, Markus},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12393-2_20},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {319--334},
	file = {Vogel - 2017 - Die Digitalisierung des gesprochenen Wortes.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E2M8YEJ6/Vogel - 2017 - Die Digitalisierung des gesprochenen Wortes.pdf:application/pdf},
}

@incollection{pfannstiel_wohn-_2017,
	address = {Wiesbaden},
	title = {Ein {Wohn}- und {Versorgungskonzept} für die {Zukunft}},
	isbn = {978-3-658-12392-5 978-3-658-12393-2},
	url = {http://link.springer.com/10.1007/978-3-658-12393-2_22},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {II}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stettin, Jürgen},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12393-2_22},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {345--356},
	file = {Stettin - 2017 - Ein Wohn- und Versorgungskonzept für die Zukunft.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7HY3BUWJ/Stettin - 2017 - Ein Wohn- und Versorgungskonzept für die Zukunft.pdf:application/pdf},
}

@incollection{pfannstiel_aus_2017,
	address = {Wiesbaden},
	title = {Aus der {Praxis} für die {Praxis}: {Potenziale} und {Herausforderungen} auf dem {Weg} zur {Digitalisierung} interprofessioneller stationärer {Gesundheitsdienstleitungen}},
	isbn = {978-3-658-13641-3 978-3-658-13642-0},
	shorttitle = {Aus der {Praxis} für die {Praxis}},
	url = {http://link.springer.com/10.1007/978-3-658-13642-0_1},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {III}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Holderried, Martin and Holderried, Friederike and Gugler, Bettina},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2017},
	doi = {10.1007/978-3-658-13642-0_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--14},
	file = {Holderried et al. - 2017 - Aus der Praxis für die Praxis Potenziale und Hera.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JKBQRKR2/Holderried et al. - 2017 - Aus der Praxis für die Praxis Potenziale und Hera.pdf:application/pdf},
}

@incollection{pfannstiel_innovative_2017,
	address = {Wiesbaden},
	title = {Innovative {Dienstleistungen} und {Lösungen} zu elektronischen {Patientenakten} und digitalen {Signaturen} – {Aktueller} {Stand} und {Perspektiven} für das deutsche {Gesundheitswesen}},
	isbn = {978-3-658-12392-5 978-3-658-12393-2},
	url = {http://link.springer.com/10.1007/978-3-658-12393-2_12},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {II}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Dujat, Carl},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12393-2_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {167--177},
	file = {Dujat - 2017 - Innovative Dienstleistungen und Lösungen zu elektr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5KYIPE52/Dujat - 2017 - Innovative Dienstleistungen und Lösungen zu elektr.pdf:application/pdf},
}

@incollection{pfannstiel_it-gestutztes_2017,
	address = {Wiesbaden},
	title = {{IT}-gestütztes leitliniengerechtes {Versorgungsmanagement} onkologischer {Patientinnen} und {Patienten} intersektoral und interprofessionell},
	isbn = {978-3-658-12392-5 978-3-658-12393-2},
	url = {http://link.springer.com/10.1007/978-3-658-12393-2_13},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {II}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Böckmann, Britta},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12393-2_13},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {179--204},
	file = {Böckmann - 2017 - IT-gestütztes leitliniengerechtes Versorgungsmanag.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LJDX9V8L/Böckmann - 2017 - IT-gestütztes leitliniengerechtes Versorgungsmanag.pdf:application/pdf},
}

@incollection{pfannstiel_hilfe_2017,
	address = {Wiesbaden},
	title = {Hilfe, die {Silver} {Surfer} kommen!? {Die} {Generation} 60+ und ihr verändertes {Kommunikationsverhalten} im {Web}},
	isbn = {978-3-658-12392-5 978-3-658-12393-2},
	shorttitle = {Hilfe, die {Silver} {Surfer} kommen!?},
	url = {http://link.springer.com/10.1007/978-3-658-12393-2_15},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {II}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Belliger, Andréa},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12393-2_15},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {227--240},
	file = {Belliger - 2017 - Hilfe, die Silver Surfer kommen! Die Generation 6.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T4JJ7A7C/Belliger - 2017 - Hilfe, die Silver Surfer kommen! Die Generation 6.pdf:application/pdf},
}

@incollection{pfannstiel_digitalisierung_2017-3,
	address = {Wiesbaden},
	title = {Digitalisierung in der {Pharmaindustrie}},
	isbn = {978-3-658-12392-5 978-3-658-12393-2},
	url = {http://link.springer.com/10.1007/978-3-658-12393-2_16},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {II}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Huber, Gerald and Dachtler, Markus and Edinger, Daniel},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12393-2_16},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {241--255},
	file = {Huber et al. - 2017 - Digitalisierung in der Pharmaindustrie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6JEUQHZV/Huber et al. - 2017 - Digitalisierung in der Pharmaindustrie.pdf:application/pdf},
}

@incollection{pfannstiel_digitales_2017,
	address = {Wiesbaden},
	title = {Digitales {Diagnose}-{Unterstützungssystem} {ATLAS} {OPHTHALMOLOGY} hilft {Augenärzten} im {Praxisalltag}},
	isbn = {978-3-658-12392-5 978-3-658-12393-2},
	url = {http://link.springer.com/10.1007/978-3-658-12393-2_19},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {II}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Michelson, Georg and Michelson, Moritz},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12393-2_19},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {301--317},
	file = {Michelson und Michelson - 2017 - Digitales Diagnose-Unterstützungssystem ATLAS OPHT.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8ZD85IWI/Michelson und Michelson - 2017 - Digitales Diagnose-Unterstützungssystem ATLAS OPHT.pdf:application/pdf},
}

@incollection{pfannstiel_semantische_2017,
	address = {Wiesbaden},
	title = {Semantische {Analyse} klinischer {Dokumentation}},
	isbn = {978-3-658-12392-5 978-3-658-12393-2},
	url = {http://link.springer.com/10.1007/978-3-658-12393-2_10},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {II}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Müller, Annett and Stein, Markus},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12393-2_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {141--151},
	file = {Müller und Stein - 2017 - Semantische Analyse klinischer Dokumentation.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9PZVVMEB/Müller und Stein - 2017 - Semantische Analyse klinischer Dokumentation.pdf:application/pdf},
}

@incollection{pfannstiel_digitales_2017-1,
	address = {Wiesbaden},
	title = {Digitales {Entscheidungsmanagement} in der {Medizin}: {Modellierung} von {Behandlungsempfehlungen} in der {Onkologie}},
	isbn = {978-3-658-12392-5 978-3-658-12393-2},
	shorttitle = {Digitales {Entscheidungsmanagement} in der {Medizin}},
	url = {http://link.springer.com/10.1007/978-3-658-12393-2_11},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {II}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Andrzejewski, Dennis and Breitschwerdt, Rüdiger and Beck, Eberhard},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12393-2_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {153--166},
	file = {Andrzejewski et al. - 2017 - Digitales Entscheidungsmanagement in der Medizin .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q9KVMK95/Andrzejewski et al. - 2017 - Digitales Entscheidungsmanagement in der Medizin .pdf:application/pdf},
}

@incollection{pfannstiel_cross_2017,
	address = {Wiesbaden},
	title = {Cross {Market} {Innovation}: {Erschließung} neuer {Dienstleistungsmärkte} am {Beispiel} von {mHealth}},
	isbn = {978-3-658-12392-5 978-3-658-12393-2},
	shorttitle = {Cross {Market} {Innovation}},
	url = {http://link.springer.com/10.1007/978-3-658-12393-2_18},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {II}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schmidt, Andreas},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12393-2_18},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {271--299},
	file = {Schmidt - 2017 - Cross Market Innovation Erschließung neuer Dienst.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FP5IZ28X/Schmidt - 2017 - Cross Market Innovation Erschließung neuer Dienst.pdf:application/pdf},
}

@incollection{pfannstiel_it-konzept_2017,
	address = {Wiesbaden},
	title = {{IT}-{Konzept} einer {Klinischen} {Prozessführung}},
	isbn = {978-3-658-12257-7 978-3-658-12258-4},
	url = {http://link.springer.com/10.1007/978-3-658-12258-4_21},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {I}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Molle, Rüdiger},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12258-4_21},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {323--354},
	file = {Molle - 2017 - IT-Konzept einer Klinischen Prozessführung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XB8LZY3U/Molle - 2017 - IT-Konzept einer Klinischen Prozessführung.pdf:application/pdf},
}

@incollection{pfannstiel_wie_2017,
	address = {Wiesbaden},
	title = {Wie {Medical}-{Decision}-{Support}-{Systeme} die {Arzt}-{Patient}-{Beziehung} verändern – {Digitalisierung} von {Informationen} führt zu einer erhöhten {Autonomie} des {Patienten}},
	isbn = {978-3-658-12257-7 978-3-658-12258-4},
	url = {http://link.springer.com/10.1007/978-3-658-12258-4_20},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {I}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Scheuer, Eberhard},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12258-4_20},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {311--321},
	file = {Scheuer - 2017 - Wie Medical-Decision-Support-Systeme die Arzt-Pati.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QRRD7IM7/Scheuer - 2017 - Wie Medical-Decision-Support-Systeme die Arzt-Pati.pdf:application/pdf},
}

@incollection{pfannstiel_design_2017,
	address = {Wiesbaden},
	title = {Design {Thinking} {Based} {Digital} {Transformation} in {Healthcare}},
	isbn = {978-3-658-12392-5 978-3-658-12393-2},
	url = {http://link.springer.com/10.1007/978-3-658-12393-2_2},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {II}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pferzinger, Manfred and Rammerstorfer, Patrick},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12393-2_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {13--22},
	file = {Pferzinger und Rammerstorfer - 2017 - Design Thinking Based Digital Transformation in He.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q8Q92A4C/Pferzinger und Rammerstorfer - 2017 - Design Thinking Based Digital Transformation in He.pdf:application/pdf},
}

@incollection{pfannstiel_leadership_2017,
	address = {Wiesbaden},
	title = {Leadership {Agility} und {Digitalisierung} in der {Krankenversicherung} – {Steigende} {Komplexität} und wachsende {Dynamik} der {Digitalisierung} erfordern zunehmend agile {Organisationen} und agile {Führungskräfte}},
	isbn = {978-3-658-12392-5 978-3-658-12393-2},
	url = {http://link.springer.com/10.1007/978-3-658-12393-2_3},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {II}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Peters, Björn},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12393-2_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {23--50},
	file = {Peters - 2017 - Leadership Agility und Digitalisierung in der Kran.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2K5TF33B/Peters - 2017 - Leadership Agility und Digitalisierung in der Kran.pdf:application/pdf},
}

@incollection{pfannstiel_reinigungsprozesse_2017,
	address = {Wiesbaden},
	title = {Reinigungsprozesse im {OP} – {Eine} {Analyse} am {Beispiel} der {Zentral}-{OPs} der {Universitätsmedizin} {Greifswald}},
	isbn = {978-3-658-12392-5 978-3-658-12393-2},
	url = {http://link.springer.com/10.1007/978-3-658-12393-2_6},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {II}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Götz, Olav and Zach, Maria and Riemann, Maria and Fleßa, Steffen},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12393-2_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {77--88},
	file = {Götz et al. - 2017 - Reinigungsprozesse im OP – Eine Analyse am Beispie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IX23IX3L/Götz et al. - 2017 - Reinigungsprozesse im OP – Eine Analyse am Beispie.pdf:application/pdf},
}

@incollection{pfannstiel_content-marketing_2017,
	address = {Wiesbaden},
	title = {Content-{Marketing} als {Strategie} der {Zukunft} im {Krankenhaus}},
	isbn = {978-3-658-12392-5 978-3-658-12393-2},
	url = {http://link.springer.com/10.1007/978-3-658-12393-2_8},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {II}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gschoßmann, Stephan and Raab, Andrea},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12393-2_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {107--127},
	file = {Gschoßmann und Raab - 2017 - Content-Marketing als Strategie der Zukunft im Kra.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/J33WGNZ5/Gschoßmann und Raab - 2017 - Content-Marketing als Strategie der Zukunft im Kra.pdf:application/pdf},
}

@incollection{pfannstiel_grad_2017,
	address = {Wiesbaden},
	title = {Grad der {Digitalisierung} im {Gesundheitswesen} im {Branchenvergleich} – {Hinderungsgründe} und {Chancen}},
	isbn = {978-3-658-12392-5 978-3-658-12393-2},
	url = {http://link.springer.com/10.1007/978-3-658-12393-2_1},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {II}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Baierlein, Jochen},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12393-2_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--11},
	file = {Baierlein - 2017 - Grad der Digitalisierung im Gesundheitswesen im Br.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VP3LDBCE/Baierlein - 2017 - Grad der Digitalisierung im Gesundheitswesen im Br.pdf:application/pdf},
}

@incollection{pfannstiel_preissetzung_2017,
	address = {Wiesbaden},
	title = {Preissetzung bei mehrseitigen {Plattformen}: {Theoretische} Überlegungen und empirische {Befunde} am {Beispiel} einer {Seniorenplattform}},
	isbn = {978-3-658-12392-5 978-3-658-12393-2},
	shorttitle = {Preissetzung bei mehrseitigen {Plattformen}},
	url = {http://link.springer.com/10.1007/978-3-658-12393-2_4},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {II}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Jung, Rebecca and Radic, Dubravko and Radic, Marija},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12393-2_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {51--66},
	file = {Jung et al. - 2017 - Preissetzung bei mehrseitigen Plattformen Theoret.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4PUE37BN/Jung et al. - 2017 - Preissetzung bei mehrseitigen Plattformen Theoret.pdf:application/pdf},
}

@incollection{pfannstiel_radiologie_2017,
	address = {Wiesbaden},
	title = {Die {Radiologie} im {Krankenhaus} – {Welchen} {Nutzen} haben {Digitalisierung} und technische {Innovation} in der {Praxis}?},
	isbn = {978-3-658-12392-5 978-3-658-12393-2},
	url = {http://link.springer.com/10.1007/978-3-658-12393-2_5},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {II}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kassel, Kristin},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12393-2_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {67--75},
	file = {Kassel - 2017 - Die Radiologie im Krankenhaus – Welchen Nutzen hab.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9ANYNSIR/Kassel - 2017 - Die Radiologie im Krankenhaus – Welchen Nutzen hab.pdf:application/pdf},
}

@incollection{pfannstiel_verbesserung_2017,
	address = {Wiesbaden},
	title = {Verbesserung der {Prozessqualität} bei {Traumapatienten} durch digitale {Bild}- und {Dokumentenübermittlung}},
	isbn = {978-3-658-12392-5 978-3-658-12393-2},
	url = {http://link.springer.com/10.1007/978-3-658-12393-2_7},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {II}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ernstberger, Antonio and Schmucker, Uli and Herbst, Tanja and Nerlich, Michael},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12393-2_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {89--106},
	file = {Ernstberger et al. - 2017 - Verbesserung der Prozessqualität bei Traumapatient.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4FE68TMC/Ernstberger et al. - 2017 - Verbesserung der Prozessqualität bei Traumapatient.pdf:application/pdf},
}

@incollection{pfannstiel_wissenstransfer_2017,
	address = {Wiesbaden},
	title = {Wissenstransfer in der {Kranken}- und {Altenpflege}: {Möglichkeiten} und {Grenzen} der {Digitalisierung} von {Wissen}},
	isbn = {978-3-658-13641-3 978-3-658-13642-0},
	shorttitle = {Wissenstransfer in der {Kranken}- und {Altenpflege}},
	url = {http://link.springer.com/10.1007/978-3-658-13642-0_3},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {III}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Orians, Wolfgang and Reisach, Ulrike},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2017},
	doi = {10.1007/978-3-658-13642-0_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {33--54},
	file = {Orians und Reisach - 2017 - Wissenstransfer in der Kranken- und Altenpflege M.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9XFAB9YW/Orians und Reisach - 2017 - Wissenstransfer in der Kranken- und Altenpflege M.pdf:application/pdf},
}

@incollection{pfannstiel_digital_2017,
	address = {Wiesbaden},
	title = {Digital {Health}, {Mobile} {Health} und {Co}. – {Wertschöpfung} durch {Digitalisierung} und {Datenverarbeitung}},
	isbn = {978-3-658-12257-7 978-3-658-12258-4},
	url = {http://link.springer.com/10.1007/978-3-658-12258-4_13},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {I}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Meister, Sven and Becker, Stefan and Leppert, Florian and Drop, Linus},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12258-4_13},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {185--212},
	file = {Meister et al. - 2017 - Digital Health, Mobile Health und Co. – Wertschöpf.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BANHDL2F/Meister et al. - 2017 - Digital Health, Mobile Health und Co. – Wertschöpf.pdf:application/pdf},
}

@incollection{pfannstiel_mobile_2017-1,
	address = {Wiesbaden},
	title = {Mobile {Lösungen} in der klinischen {Praxis}},
	isbn = {978-3-658-12257-7 978-3-658-12258-4},
	url = {http://link.springer.com/10.1007/978-3-658-12258-4_14},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {I}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schütz, Thorsten},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12258-4_14},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {213--238},
	file = {Schütz - 2017 - Mobile Lösungen in der klinischen Praxis.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X84FYA4C/Schütz - 2017 - Mobile Lösungen in der klinischen Praxis.pdf:application/pdf},
}

@incollection{pfannstiel_medical_2017,
	address = {Wiesbaden},
	title = {Medical {Apps} im {Kontext} von {Zulassung} und {Erstattung}},
	isbn = {978-3-658-12257-7 978-3-658-12258-4},
	url = {http://link.springer.com/10.1007/978-3-658-12258-4_16},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {I}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bierbaum, Martin and Bierbaum, Melanie E.},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12258-4_16},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {249--263},
	file = {Bierbaum und Bierbaum - 2017 - Medical Apps im Kontext von Zulassung und Erstattu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KJ2EUGLQ/Bierbaum und Bierbaum - 2017 - Medical Apps im Kontext von Zulassung und Erstattu.pdf:application/pdf},
}

@incollection{pfannstiel_wearables_2017,
	address = {Wiesbaden},
	title = {Wearables als {Herausforderung} im {Gesundheitswesen} – {Revolutionieren} {Wearables} das {Gesundheitswesen} im 21. {Jahrhundert}?},
	isbn = {978-3-658-12257-7 978-3-658-12258-4},
	url = {http://link.springer.com/10.1007/978-3-658-12258-4_18},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {I}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Mischak, Robert},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12258-4_18},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {277--288},
	file = {Mischak - 2017 - Wearables als Herausforderung im Gesundheitswesen .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ESU8S8AD/Mischak - 2017 - Wearables als Herausforderung im Gesundheitswesen .pdf:application/pdf},
}

@incollection{pfannstiel_telemedizinische_2017,
	address = {Wiesbaden},
	title = {Telemedizinische {Assistenzsysteme} in {Prävention}, {Rehabilitation} und {Nachsorge} – {Ein} Überblick über aktuelle {Entwicklungen}},
	isbn = {978-3-658-12257-7 978-3-658-12258-4},
	url = {http://link.springer.com/10.1007/978-3-658-12258-4_19},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {I}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {John, Michael and Einhaus, Johannes},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12258-4_19},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {289--310},
	file = {John und Einhaus - 2017 - Telemedizinische Assistenzsysteme in Prävention, R.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6X57LQPE/John und Einhaus - 2017 - Telemedizinische Assistenzsysteme in Prävention, R.pdf:application/pdf},
}

@incollection{pfannstiel_digitalisierte_2017,
	address = {Wiesbaden},
	title = {Digitalisierte {Arzneimittelversorgung} am {Beispiel} des bundeseinheitlichen patientenbezogenen {Medikationsplans} – eine {Frage} der {Stakeholderakzeptanz}},
	isbn = {978-3-658-12257-7 978-3-658-12258-4},
	url = {http://link.springer.com/10.1007/978-3-658-12258-4_10},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {I}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Dormann, Harald and Bangemann, Michael and Prokosch, Hans-Ulrich and Zerth, Jürgen},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12258-4_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {149--164},
	file = {Dormann et al. - 2017 - Digitalisierte Arzneimittelversorgung am Beispiel .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CUUCYDMK/Dormann et al. - 2017 - Digitalisierte Arzneimittelversorgung am Beispiel .pdf:application/pdf},
}

@incollection{pfannstiel_elektronische_2017,
	address = {Wiesbaden},
	title = {Elektronische {Verordnungsverfahren}},
	isbn = {978-3-658-12257-7 978-3-658-12258-4},
	url = {http://link.springer.com/10.1007/978-3-658-12258-4_11},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {I}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Noelle, Guido},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12258-4_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {165--173},
	file = {Noelle - 2017 - Elektronische Verordnungsverfahren.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2RGQXM98/Noelle - 2017 - Elektronische Verordnungsverfahren.pdf:application/pdf},
}

@incollection{pfannstiel_digitale_2017-1,
	address = {Wiesbaden},
	title = {Digitale {Zukunft} – {Der} steinerne {Weg} der {M}-{Health}-{Evolution}},
	isbn = {978-3-658-12257-7 978-3-658-12258-4},
	url = {http://link.springer.com/10.1007/978-3-658-12258-4_12},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {I}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Jäschke, Thomas},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12258-4_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {175--183},
	file = {Jäschke - 2017 - Digitale Zukunft – Der steinerne Weg der M-Health-.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WS46K88R/Jäschke - 2017 - Digitale Zukunft – Der steinerne Weg der M-Health-.pdf:application/pdf},
}

@incollection{pfannstiel_digitalisierung_2017-4,
	address = {Wiesbaden},
	title = {Digitalisierung in den {Versorgungssektoren}: {Aktueller} {Stand} und {Perspektiven}},
	isbn = {978-3-658-12257-7 978-3-658-12258-4},
	shorttitle = {Digitalisierung in den {Versorgungssektoren}},
	url = {http://link.springer.com/10.1007/978-3-658-12258-4_15},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {I}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Karbach, Philipp and Reiher, Michael},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12258-4_15},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {239--248},
	file = {Karbach und Reiher - 2017 - Digitalisierung in den Versorgungssektoren Aktuel.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RCGS3VRN/Karbach und Reiher - 2017 - Digitalisierung in den Versorgungssektoren Aktuel.pdf:application/pdf},
}

@incollection{pfannstiel_companion_2017,
	address = {Wiesbaden},
	title = {Companion: {Eine} {App} zur {Unterstützung} der {Peer}-{Kultur} in {Betrieben}},
	isbn = {978-3-658-12257-7 978-3-658-12258-4},
	shorttitle = {Companion},
	url = {http://link.springer.com/10.1007/978-3-658-12258-4_17},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {I}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Telesko, Rainer and Bendel, Oliver},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12258-4_17},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {265--275},
	file = {Telesko und Bendel - 2017 - Companion Eine App zur Unterstützung der Peer-Kul.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HXHJMZFG/Telesko und Bendel - 2017 - Companion Eine App zur Unterstützung der Peer-Kul.pdf:application/pdf},
}

@incollection{pfannstiel_digitaler_2017,
	address = {Wiesbaden},
	title = {Digitaler {Gesundheitswettbewerb}: {Strategien}, {Geschäftsmodelle}, {Kompetenzanforderungen}},
	isbn = {978-3-658-12257-7 978-3-658-12258-4},
	shorttitle = {Digitaler {Gesundheitswettbewerb}},
	url = {http://link.springer.com/10.1007/978-3-658-12258-4_1},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {I}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rasche, Christoph},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12258-4_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--30},
	file = {Rasche - 2017 - Digitaler Gesundheitswettbewerb Strategien, Gesch.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XBQ8ZN9U/Rasche - 2017 - Digitaler Gesundheitswettbewerb Strategien, Gesch.pdf:application/pdf},
}

@incollection{pfannstiel_methoden_2017-1,
	address = {Wiesbaden},
	title = {Methoden zur {Erhebung} von {Patientenpräferenzen} im telemedizinischen {Kontext}},
	isbn = {978-3-658-12257-7 978-3-658-12258-4},
	url = {http://link.springer.com/10.1007/978-3-658-12258-4_4},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {I}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Tunder, Ralph and Martschinke, Belinda},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12258-4_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {59--66},
	file = {Tunder und Martschinke - 2017 - Methoden zur Erhebung von Patientenpräferenzen im .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QCWPHP65/Tunder und Martschinke - 2017 - Methoden zur Erhebung von Patientenpräferenzen im .pdf:application/pdf},
}

@incollection{pfannstiel_potenziale_2017,
	address = {Wiesbaden},
	title = {Potenziale nicht-ärztlicher {Gesundheitsberufe} zur {Sicherstellung} der {Versorgung} in unterversorgten {Gebieten} am {Beispiel} der {Telemedizin}},
	isbn = {978-3-658-12257-7 978-3-658-12258-4},
	url = {http://link.springer.com/10.1007/978-3-658-12258-4_7},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {I}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hartweg, Hans-R. and Agor, Karin and Kaestner, Rolf and Rzesnitzek, Alexander and Wessels, Michael},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12258-4_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {109--120},
	file = {Hartweg et al. - 2017 - Potenziale nicht-ärztlicher Gesundheitsberufe zur .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C7FVJRPT/Hartweg et al. - 2017 - Potenziale nicht-ärztlicher Gesundheitsberufe zur .pdf:application/pdf},
}

@incollection{pfannstiel_herausforderungen_2017,
	address = {Wiesbaden},
	title = {Herausforderungen der {Digitalisierung} im deutschen {Gesundheitswesen} am {Beispiel} der elektronischen {Gesundheitskarte}},
	isbn = {978-3-658-12257-7 978-3-658-12258-4},
	url = {http://link.springer.com/10.1007/978-3-658-12258-4_8},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {I}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Mertes, Alexander and Liberatore, Florian},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12258-4_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {121--132},
	file = {Mertes und Liberatore - 2017 - Herausforderungen der Digitalisierung im deutschen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A7YH2EBW/Mertes und Liberatore - 2017 - Herausforderungen der Digitalisierung im deutschen.pdf:application/pdf},
}

@incollection{pfannstiel_umsetzung_2017,
	address = {Wiesbaden},
	title = {Umsetzung standardbasierter {Sicherheitsdienste} mit {eGK}, {HBA} und {SMC}-{B}},
	isbn = {978-3-658-12257-7 978-3-658-12258-4},
	url = {http://link.springer.com/10.1007/978-3-658-12258-4_9},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {I}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Caumanns, Jörg and Rode, Olaf and Kraufmann, Ben},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12258-4_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {133--148},
	file = {Caumanns et al. - 2017 - Umsetzung standardbasierter Sicherheitsdienste mit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AEAMSVMN/Caumanns et al. - 2017 - Umsetzung standardbasierter Sicherheitsdienste mit.pdf:application/pdf},
}

@incollection{pfannstiel_elisabeth_2019,
	address = {Wiesbaden},
	title = {Elisabeth {Brönnimann} und ihr {Weg} durch das {Gesundheitssystem} – {Digitale} {Transformation} aus {Patientensicht}},
	isbn = {978-3-658-25460-5 978-3-658-25461-2},
	url = {http://link.springer.com/10.1007/978-3-658-25461-2_14},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VI}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Denecke, Kerstin and Bignens, Serge and Bürkle, Thomas and Kim, Sang-Il and Lehmann, Michael and Nüssli, Stephan and Sariyar, Murat and Holm, Jürgen},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-25461-2_14},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {259--280},
	file = {Denecke et al. - 2019 - Elisabeth Brönnimann und ihr Weg durch das Gesundh.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BVADZK5R/Denecke et al. - 2019 - Elisabeth Brönnimann und ihr Weg durch das Gesundh.pdf:application/pdf;Denecke et al. - 2019 - Elisabeth Brönnimann und ihr Weg durch das Gesundh.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7IB2KHZS/Denecke et al. - 2019 - Elisabeth Brönnimann und ihr Weg durch das Gesundh.pdf:application/pdf},
}

@incollection{pfannstiel_bewertungsportale_2019,
	address = {Wiesbaden},
	title = {Bewertungsportale im {Internet}},
	isbn = {978-3-658-25460-5 978-3-658-25461-2},
	url = {http://link.springer.com/10.1007/978-3-658-25461-2_4},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VI}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Franz, Ulrich},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-25461-2_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {51--66},
	file = {Franz - 2019 - Bewertungsportale im Internet.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DID6QCSA/Franz - 2019 - Bewertungsportale im Internet.pdf:application/pdf;Franz - 2019 - Bewertungsportale im Internet.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3HLC3LE3/Franz - 2019 - Bewertungsportale im Internet.pdf:application/pdf},
}

@incollection{pfannstiel_wearables_2019,
	address = {Wiesbaden},
	title = {Wearables – {Zukunftstechnologie} für die geriatrische {Pflege}?},
	isbn = {978-3-658-25460-5 978-3-658-25461-2},
	url = {http://link.springer.com/10.1007/978-3-658-25461-2_16},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VI}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bräunel, Bastian and Häber, Anke},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-25461-2_16},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {311--332},
	file = {Bräunel und Häber - 2019 - Wearables – Zukunftstechnologie für die geriatrisc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7SD89VIF/Bräunel und Häber - 2019 - Wearables – Zukunftstechnologie für die geriatrisc.pdf:application/pdf;Bräunel und Häber - 2019 - Wearables – Zukunftstechnologie für die geriatrisc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W5Q8ZCBW/Bräunel und Häber - 2019 - Wearables – Zukunftstechnologie für die geriatrisc.pdf:application/pdf},
}

@incollection{pfannstiel_piq_2019,
	address = {Wiesbaden},
	title = {{PiQ} – eine {Pflegeplattform} zur {Vernetzung} quartiersbezogener {Versorgungsstrukturen}},
	isbn = {978-3-658-25460-5 978-3-658-25461-2},
	url = {http://link.springer.com/10.1007/978-3-658-25461-2_19},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VI}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Becker, Matthias and Böckmann, Britta},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-25461-2_19},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {375--388},
	file = {Becker und Böckmann - 2019 - PiQ – eine Pflegeplattform zur Vernetzung quartier.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6JCY9UWJ/Becker und Böckmann - 2019 - PiQ – eine Pflegeplattform zur Vernetzung quartier.pdf:application/pdf;Becker und Böckmann - 2019 - PiQ – eine Pflegeplattform zur Vernetzung quartier.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KSXYRXT2/Becker und Böckmann - 2019 - PiQ – eine Pflegeplattform zur Vernetzung quartier.pdf:application/pdf},
}

@incollection{pfannstiel_digital_2019,
	address = {Wiesbaden},
	title = {Digital {Health} {Maturity} {Index}: {Analyse} des {Digitalisierungsgrades} im {Krankenhaus}},
	isbn = {978-3-658-25460-5 978-3-658-25461-2},
	shorttitle = {Digital {Health} {Maturity} {Index}},
	url = {http://link.springer.com/10.1007/978-3-658-25461-2_1},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VI}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Burmann, Anja and Deiters, Wolfgang and Meister, Sven},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-25461-2_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {3--18},
	file = {Burmann et al. - 2019 - Digital Health Maturity Index Analyse des Digital.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T2U6Z378/Burmann et al. - 2019 - Digital Health Maturity Index Analyse des Digital.pdf:application/pdf;Burmann et al. - 2019 - Digital Health Maturity Index Analyse des Digital.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DQ4KXEVC/Burmann et al. - 2019 - Digital Health Maturity Index Analyse des Digital.pdf:application/pdf},
}

@incollection{pfannstiel_digitale_2019,
	address = {Wiesbaden},
	title = {Digitale {Gestaltung} innovativer {Gesundheitsnetzwerke} – {Erfolgreiches} {Netzwerkmanagement} im {Gesundheits}- und {Dienstleistungssektor}},
	isbn = {978-3-658-25460-5 978-3-658-25461-2},
	url = {http://link.springer.com/10.1007/978-3-658-25461-2_23},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VI}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Buck, Christoph and Burster, Simone and Sarikaya, Serkan and Thimmel, Julia and Eymann, Torsten},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-25461-2_23},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {447--473},
	file = {Buck et al. - 2019 - Digitale Gestaltung innovativer Gesundheitsnetzwer.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XBMJ69B2/Buck et al. - 2019 - Digitale Gestaltung innovativer Gesundheitsnetzwer.pdf:application/pdf},
}

@incollection{pfannstiel_e-health_2018,
	address = {Wiesbaden},
	title = {E-{Health} in der {Pflege} - {Wirksamkeit} von pflegegeleiteten {Interventionen} bei älteren {Menschen}},
	isbn = {978-3-658-13643-7 978-3-658-13644-4},
	url = {http://link.springer.com/10.1007/978-3-658-13644-4_12},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {IV}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Buss, Arne and Marijic, Pavo and Strupeit, Steve},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2018},
	doi = {10.1007/978-3-658-13644-4_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {197--211},
	file = {Buss et al. - 2018 - E-Health in der Pflege - Wirksamkeit von pflegegel.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TIXR73UH/Buss et al. - 2018 - E-Health in der Pflege - Wirksamkeit von pflegegel.pdf:application/pdf;Buss et al. - 2018 - E-Health in der Pflege - Wirksamkeit von pflegegel.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9C2USY3R/Buss et al. - 2018 - E-Health in der Pflege - Wirksamkeit von pflegegel.pdf:application/pdf},
}

@incollection{pfannstiel_vom_2019,
	address = {Wiesbaden},
	title = {Vom {Projekt} in die {Versorgung} – {Wie} gelangen telemedizinische {Anwendungen} (nicht) in den {Versorgungsalltag}?},
	isbn = {978-3-658-25460-5 978-3-658-25461-2},
	url = {http://link.springer.com/10.1007/978-3-658-25461-2_6},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VI}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lehmann, Bianca and Bitzer, Eva-Maria},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-25461-2_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {91--116},
	file = {Lehmann und Bitzer - 2019 - Vom Projekt in die Versorgung – Wie gelangen telem.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YC62IBH5/Lehmann und Bitzer - 2019 - Vom Projekt in die Versorgung – Wie gelangen telem.pdf:application/pdf;Lehmann und Bitzer - 2019 - Vom Projekt in die Versorgung – Wie gelangen telem.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D5XNPPXF/Lehmann und Bitzer - 2019 - Vom Projekt in die Versorgung – Wie gelangen telem.pdf:application/pdf},
}

@incollection{pfannstiel_praferenzanalytische_2019,
	address = {Wiesbaden},
	title = {Präferenzanalytische {Untersuchung} von {Chancen} durch {Digitalisierung} für eine patientengesteuerte {Gesundheitsversorgung} mittels elektronischer {Patientenakte}},
	isbn = {978-3-658-25460-5 978-3-658-25461-2},
	url = {http://link.springer.com/10.1007/978-3-658-25461-2_7},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VI}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kaiser, Matthias J. and Fränken, Jennifer},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-25461-2_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {117--137},
	file = {Kaiser und Fränken - 2019 - Präferenzanalytische Untersuchung von Chancen durc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7UI83AUE/Kaiser und Fränken - 2019 - Präferenzanalytische Untersuchung von Chancen durc.pdf:application/pdf;Kaiser und Fränken - 2019 - Präferenzanalytische Untersuchung von Chancen durc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WV5A36UY/Kaiser und Fränken - 2019 - Präferenzanalytische Untersuchung von Chancen durc.pdf:application/pdf},
}

@incollection{pfannstiel_e-health-losungen_2019,
	address = {Wiesbaden},
	title = {E-{Health}-{Lösungen} zur {Verbesserung} der {Gesundheitsversorgung} im ländlichen {Afrika} – {Machbarkeitsstudie} einer {M}-{Health}-{Lösung} für {Diabetespatienten} in {Kamerun}},
	isbn = {978-3-658-25460-5 978-3-658-25461-2},
	url = {http://link.springer.com/10.1007/978-3-658-25461-2_10},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VI}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Holl, Felix},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-25461-2_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {169--181},
	file = {Holl - 2019 - E-Health-Lösungen zur Verbesserung der Gesundheits.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/V5X3GKEF/Holl - 2019 - E-Health-Lösungen zur Verbesserung der Gesundheits.pdf:application/pdf;Holl - 2019 - E-Health-Lösungen zur Verbesserung der Gesundheits.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A84WEYV5/Holl - 2019 - E-Health-Lösungen zur Verbesserung der Gesundheits.pdf:application/pdf},
}

@incollection{meier_bewertung_2021,
	address = {Wiesbaden},
	title = {Bewertung in und durch digitale {Infrastrukturen}},
	isbn = {978-3-658-31548-1 978-3-658-31549-8},
	url = {https://link.springer.com/10.1007/978-3-658-31549-8_5},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Organisation und {Bewertung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Krüger, Anne K. and Hesselmann, Felicitas and Hartstein, Judith},
	editor = {Meier, Frank and Peetz, Thorsten},
	year = {2021},
	doi = {10.1007/978-3-658-31549-8_5},
	note = {Series Title: Organisationssoziologie},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {101--128},
	file = {Krüger et al. - 2021 - Bewertung in und durch digitale Infrastrukturen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6J72RVS4/Krüger et al. - 2021 - Bewertung in und durch digitale Infrastrukturen.pdf:application/pdf},
}

@incollection{wunder_digitalisierung_2021,
	title = {Digitalisierung in der stationären {Kinder}- und {Jugendhilfe} – zur {Relevanz} von digitalen {Medien} und {Medienbildung} in einem vernachlässigten {Bildungskontext}},
	isbn = {978-3-7815-2473-6},
	url = {https://www.pedocs.de/volltexte/2021/23172/pdf/Tillmann_Wessel_2021_Digitalisierung_in_der.pdf},
	language = {de-DE},
	urldate = {2021-08-28},
	booktitle = {Digitalisierung und {Soziale} {Arbeit}. {Transformationen} und {Herausforderungen}},
	publisher = {Verlag Julius Klinkhardt},
	author = {Tillmann, Angela and Weßel, André},
	editor = {Wunder, Maik},
	month = aug,
	year = {2021},
	doi = {10.35468/5909-16},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {229--239},
	file = {Tillmann und Weßel - 2021 - Digitalisierung in der stationären Kinder- und Jug.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ACYR4QD4/Tillmann und Weßel - 2021 - Digitalisierung in der stationären Kinder- und Jug.pdf:application/pdf},
}

@incollection{pfannstiel_digitalisierung_2019-1,
	address = {Wiesbaden},
	title = {Digitalisierung, {Big} {Data} und {Big} {To}-dos aus {Sicht} der {Rechtswissenschaft}},
	isbn = {978-3-658-25460-5 978-3-658-25461-2},
	url = {http://link.springer.com/10.1007/978-3-658-25461-2_5},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VI}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hanika, Heinrich},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-25461-2_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {67--87},
	file = {Hanika - 2019 - Digitalisierung, Big Data und Big To-dos aus Sicht.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JGTRUTSE/Hanika - 2019 - Digitalisierung, Big Data und Big To-dos aus Sicht.pdf:application/pdf;Hanika - 2019 - Digitalisierung, Big Data und Big To-dos aus Sicht.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3HI4N5ZT/Hanika - 2019 - Digitalisierung, Big Data und Big To-dos aus Sicht.pdf:application/pdf},
}

@incollection{pfannstiel_neuartige_2019,
	address = {Wiesbaden},
	title = {Neuartige {Kommunikationswege} und {Strukturen} zur {Optimierung} der häuslichen {Versorgung} am {Beispiel} von nierentransplantierten {Patienten}},
	isbn = {978-3-658-25460-5 978-3-658-25461-2},
	url = {http://link.springer.com/10.1007/978-3-658-25461-2_21},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VI}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Düttmann-Rehnolt, Wiebke and Schmidt, Danilo and Halleck, Fabian and Staeck, Oliver and Roller, Roland and Högl, Martin and Lurz, Gero and Legge, Philipp and Schaaf, Thorsten and Löser, Alexander and Budde, Klemens},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-25461-2_21},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {407--421},
	file = {Düttmann-Rehnolt et al. - 2019 - Neuartige Kommunikationswege und Strukturen zur Op.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6ZLJJSKI/Düttmann-Rehnolt et al. - 2019 - Neuartige Kommunikationswege und Strukturen zur Op.pdf:application/pdf;Düttmann-Rehnolt et al. - 2019 - Neuartige Kommunikationswege und Strukturen zur Op.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8C96K8QT/Düttmann-Rehnolt et al. - 2019 - Neuartige Kommunikationswege und Strukturen zur Op.pdf:application/pdf},
}

@incollection{pfannstiel_nutzerzentriertes_2018,
	address = {Wiesbaden},
	title = {Nutzerzentriertes {Assistenz}- und {Sicherheitssystem} zur {Unterstützung} von {Menschen} mit {Demenz} auf {Basis} intelligenter {Verhaltensanalyse}},
	isbn = {978-3-658-13643-7 978-3-658-13644-4},
	url = {http://link.springer.com/10.1007/978-3-658-13644-4_8},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {IV}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Apitzsch, André and Seidel, Roman and Meinel, Lars and Findeisen, Michel and Hirtz, Gangolf},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2018},
	doi = {10.1007/978-3-658-13644-4_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {135--148},
	file = {Apitzsch et al. - 2018 - Nutzerzentriertes Assistenz- und Sicherheitssystem.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3YMK8GN5/Apitzsch et al. - 2018 - Nutzerzentriertes Assistenz- und Sicherheitssystem.pdf:application/pdf},
}

@incollection{pfannstiel_einsatz_2019,
	address = {Wiesbaden},
	title = {Einsatz von {Gesundheits}-{Apps} und {Sensormonitoring} zur automatisierten {Anfallsdetektion} und -dokumentation},
	isbn = {978-3-658-25460-5 978-3-658-25461-2},
	url = {http://link.springer.com/10.1007/978-3-658-25461-2_25},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VI}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Houta, Salima and Kreuzer, Johannes and von Spiczak, Sarah and Stephani, Ulrich and Surges, Rainer and Nass, Robert D.},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-25461-2_25},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {487--498},
	file = {Houta et al. - 2019 - Einsatz von Gesundheits-Apps und Sensormonitoring .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SWFAMMQE/Houta et al. - 2019 - Einsatz von Gesundheits-Apps und Sensormonitoring .pdf:application/pdf;Houta et al. - 2019 - Einsatz von Gesundheits-Apps und Sensormonitoring .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/67QZ8BHW/Houta et al. - 2019 - Einsatz von Gesundheits-Apps und Sensormonitoring .pdf:application/pdf},
}

@incollection{pfannstiel_entwicklung_2019,
	address = {Wiesbaden},
	title = {Entwicklung und {Anwendung} des {Therapieroboters} {PARO} in der {Rehabilitation}},
	isbn = {978-3-658-23986-2 978-3-658-23987-9},
	url = {http://link.springer.com/10.1007/978-3-658-23987-9_19},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {V}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Heese, Carl and Thaler, Tilman},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-23987-9_19},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {371--389},
	file = {Heese und Thaler - 2019 - Entwicklung und Anwendung des Therapieroboters PAR.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4F9KQ2VY/Heese und Thaler - 2019 - Entwicklung und Anwendung des Therapieroboters PAR.pdf:application/pdf;Heese und Thaler - 2019 - Entwicklung und Anwendung des Therapieroboters PAR.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DEIT2UT6/Heese und Thaler - 2019 - Entwicklung und Anwendung des Therapieroboters PAR.pdf:application/pdf},
}

@incollection{pfannstiel_exoskelette_2019,
	address = {Wiesbaden},
	title = {Exoskelette und künstliche {Intelligenz} in der klinischen {Rehabilitation}},
	isbn = {978-3-658-23986-2 978-3-658-23987-9},
	url = {http://link.springer.com/10.1007/978-3-658-23987-9_21},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {V}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kirchner, Elsa A. and Will, Niels and Simnofske, Marc and Kampmann, Peter and Benitez, Luis Manuel Vaca and de Gea Fernández, José and Kirchner, Frank},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-23987-9_21},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {413--435},
	file = {Kirchner et al. - 2019 - Exoskelette und künstliche Intelligenz in der klin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C4NFKK6L/Kirchner et al. - 2019 - Exoskelette und künstliche Intelligenz in der klin.pdf:application/pdf;Kirchner et al. - 2019 - Exoskelette und künstliche Intelligenz in der klin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q69LQ8FJ/Kirchner et al. - 2019 - Exoskelette und künstliche Intelligenz in der klin.pdf:application/pdf},
}

@incollection{pfannstiel_rehabilitation_2019-1,
	address = {Wiesbaden},
	title = {Rehabilitation beinamputierter {Patienten} mit der {Unterstützung} durch einen {Phantomstimulator}},
	isbn = {978-3-658-23986-2 978-3-658-23987-9},
	url = {http://link.springer.com/10.1007/978-3-658-23987-9_23},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {V}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Friedel, Thomas},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-23987-9_23},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {453--467},
	file = {Friedel - 2019 - Rehabilitation beinamputierter Patienten mit der U.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I7453JYT/Friedel - 2019 - Rehabilitation beinamputierter Patienten mit der U.pdf:application/pdf;Friedel - 2019 - Rehabilitation beinamputierter Patienten mit der U.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L6D2UEU3/Friedel - 2019 - Rehabilitation beinamputierter Patienten mit der U.pdf:application/pdf},
}

@incollection{pfannstiel_beteiligung_2019,
	address = {Wiesbaden},
	title = {Beteiligung von {Stakeholdern} in der {E}-{Health}-{Gesetzgebung} – {Eine} {Schweizer} {Fallstudie} zur {Einbeziehung} von {Stakeholderpräferenzen}},
	isbn = {978-3-658-25460-5 978-3-658-25461-2},
	url = {http://link.springer.com/10.1007/978-3-658-25461-2_11},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VI}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Mertes, Alexander and Pleger, Lyn E. and Trinkler, Gabriel},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-25461-2_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {183--201},
	file = {Mertes et al. - 2019 - Beteiligung von Stakeholdern in der E-Health-Geset.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KAW3HZQH/Mertes et al. - 2019 - Beteiligung von Stakeholdern in der E-Health-Geset.pdf:application/pdf;Mertes et al. - 2019 - Beteiligung von Stakeholdern in der E-Health-Geset.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DLKELRMF/Mertes et al. - 2019 - Beteiligung von Stakeholdern in der E-Health-Geset.pdf:application/pdf},
}

@incollection{pfannstiel_digitale_2019-1,
	address = {Wiesbaden},
	title = {Die digitale {Pille} für chronische {Krankheiten}},
	isbn = {978-3-658-25460-5 978-3-658-25461-2},
	url = {http://link.springer.com/10.1007/978-3-658-25461-2_12},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VI}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kowatsch, Tobias and Fischer-Taeschler, Doris and Putzing, Fabian and Bürki, Pius and Stettler, Christoph and Chiesa-Tanner, Gabriella and Fleisch, Elgar},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-25461-2_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {205--231},
	file = {Kowatsch et al. - 2019 - Die digitale Pille für chronische Krankheiten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/25S4C5SK/Kowatsch et al. - 2019 - Die digitale Pille für chronische Krankheiten.pdf:application/pdf;Kowatsch et al. - 2019 - Die digitale Pille für chronische Krankheiten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PYMZ7BUA/Kowatsch et al. - 2019 - Die digitale Pille für chronische Krankheiten.pdf:application/pdf},
}

@incollection{pfannstiel_intelligentes_2019,
	address = {Wiesbaden},
	title = {Intelligentes {Diagnose}- und {Therapiemanagementkonzept} mit einem digitalen {Avatar} durch {Integration} von {Vitalparametern} und genomischen {Daten} am {Beispiel} des {Diabetes} mellitus},
	isbn = {978-3-658-25460-5 978-3-658-25461-2},
	url = {http://link.springer.com/10.1007/978-3-658-25461-2_13},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VI}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Becker, Kurt},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-25461-2_13},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {233--257},
	file = {Becker - 2019 - Intelligentes Diagnose- und Therapiemanagementkonz.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K9B9DKBM/Becker - 2019 - Intelligentes Diagnose- und Therapiemanagementkonz.pdf:application/pdf;Becker - 2019 - Intelligentes Diagnose- und Therapiemanagementkonz.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NV6KHCWL/Becker - 2019 - Intelligentes Diagnose- und Therapiemanagementkonz.pdf:application/pdf},
}

@incollection{fortmann_digitale_2018,
	address = {Wiesbaden},
	title = {Digitale {Erschöpfung}},
	isbn = {978-3-658-20968-1 978-3-658-20969-8},
	url = {http://link.springer.com/10.1007/978-3-658-20969-8_1},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Arbeitswelt der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Albers, Markus},
	editor = {Fortmann, Harald R. and Kolocek, Barbara},
	year = {2018},
	doi = {10.1007/978-3-658-20969-8_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {3--14},
	file = {Albers - 2018 - Digitale Erschöpfung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/37TWEHB5/Albers - 2018 - Digitale Erschöpfung.pdf:application/pdf},
}

@incollection{fortmann_love_2018,
	address = {Wiesbaden},
	title = {Love it, change it or leave it – {Change} {Management} in der digitalen {Arbeitswelt}},
	isbn = {978-3-658-20968-1 978-3-658-20969-8},
	url = {http://link.springer.com/10.1007/978-3-658-20969-8_7},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Arbeitswelt der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pracz, Krystian},
	editor = {Fortmann, Harald R. and Kolocek, Barbara},
	year = {2018},
	doi = {10.1007/978-3-658-20969-8_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {101--116},
	file = {Pracz - 2018 - Love it, change it or leave it – Change Management.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9A63NB9W/Pracz - 2018 - Love it, change it or leave it – Change Management.pdf:application/pdf},
}

@incollection{fortmann_talent_2018,
	address = {Wiesbaden},
	title = {Talent {Management} in {Zeiten} der {Digitalisierung}},
	isbn = {978-3-658-20968-1 978-3-658-20969-8},
	url = {http://link.springer.com/10.1007/978-3-658-20969-8_12},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Arbeitswelt der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Vollrath, Vanessa},
	editor = {Fortmann, Harald R. and Kolocek, Barbara},
	year = {2018},
	doi = {10.1007/978-3-658-20969-8_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {167--191},
	file = {Vollrath - 2018 - Talent Management in Zeiten der Digitalisierung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3QKCDFN6/Vollrath - 2018 - Talent Management in Zeiten der Digitalisierung.pdf:application/pdf},
}

@incollection{fortmann_employer_2018,
	address = {Wiesbaden},
	title = {Employer {Branding} in der {Digitalbranche} – {Erfolgreiche} {Kommunikation} mit {Digital} {Talents} von morgen},
	isbn = {978-3-658-20968-1 978-3-658-20969-8},
	url = {http://link.springer.com/10.1007/978-3-658-20969-8_13},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Arbeitswelt der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Chan-Olmsted, Sylvia and Kresin, Tammy and Schwartz, Sarah and Seemann, Anne and Wolter, Lisa-Charlotte},
	editor = {Fortmann, Harald R. and Kolocek, Barbara},
	year = {2018},
	doi = {10.1007/978-3-658-20969-8_13},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {193--207},
	file = {Chan-Olmsted et al. - 2018 - Employer Branding in der Digitalbranche – Erfolgre.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XHY7DDH5/Chan-Olmsted et al. - 2018 - Employer Branding in der Digitalbranche – Erfolgre.pdf:application/pdf},
}

@incollection{fortmann_geld_2018,
	address = {Wiesbaden},
	title = {Geld und {Vergütung} im {Zeitalter} der {Digitalisierung}: {Wie} sieht das {Performance} {Management} von morgen aus?},
	isbn = {978-3-658-20968-1 978-3-658-20969-8},
	shorttitle = {Geld und {Vergütung} im {Zeitalter} der {Digitalisierung}},
	url = {http://link.springer.com/10.1007/978-3-658-20969-8_3},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Arbeitswelt der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kienbaum, Fabian and Gunnesch, Markus and Pacher, Sebastian},
	editor = {Fortmann, Harald R. and Kolocek, Barbara},
	year = {2018},
	doi = {10.1007/978-3-658-20969-8_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {27--49},
	file = {Kienbaum et al. - 2018 - Geld und Vergütung im Zeitalter der Digitalisierun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HB5RIEZR/Kienbaum et al. - 2018 - Geld und Vergütung im Zeitalter der Digitalisierun.pdf:application/pdf},
}

@incollection{fortmann_digitale_2018-1,
	address = {Wiesbaden},
	title = {Die digitale {Revolution} – {Neue} {Möglichkeiten} im {Recruiting}},
	isbn = {978-3-658-20968-1 978-3-658-20969-8},
	url = {http://link.springer.com/10.1007/978-3-658-20969-8_14},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Arbeitswelt der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Dittes, Andreas},
	editor = {Fortmann, Harald R. and Kolocek, Barbara},
	year = {2018},
	doi = {10.1007/978-3-658-20969-8_14},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {209--220},
	file = {Dittes - 2018 - Die digitale Revolution – Neue Möglichkeiten im Re.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HXYB6XSR/Dittes - 2018 - Die digitale Revolution – Neue Möglichkeiten im Re.pdf:application/pdf},
}

@incollection{fortmann_digitale_2018-2,
	address = {Wiesbaden},
	title = {Digitale {Kompetenzen}: {New} {Work} = {New} {Human}?},
	isbn = {978-3-658-20968-1 978-3-658-20969-8},
	shorttitle = {Digitale {Kompetenzen}},
	url = {http://link.springer.com/10.1007/978-3-658-20969-8_24},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Arbeitswelt der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Seitz, Jelka and Seitz, Jürgen},
	editor = {Fortmann, Harald R. and Kolocek, Barbara},
	year = {2018},
	doi = {10.1007/978-3-658-20969-8_24},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {355--382},
	file = {Seitz und Seitz - 2018 - Digitale Kompetenzen New Work = New Human.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UFL6QYR3/Seitz und Seitz - 2018 - Digitale Kompetenzen New Work = New Human.pdf:application/pdf},
}

@incollection{ahuja_survey_2023,
	address = {Singapore},
	title = {Survey of {Blended} {Learning} {Approaches}, {Frameworks}, {Tools} and {Techniques} for {Science} and {Management} {Students}},
	isbn = {978-981-99-3496-6 978-981-99-3497-3},
	url = {https://link.springer.com/10.1007/978-981-99-3497-3_7},
	abstract = {Experimentations with the blended learning approach have been going on for quite some time now and its effectiveness is continuously being tested by the educationists and researchers, in search of the most appropriate approach for any one kind of discipline of study at the level of higher education. Innovativeness has become a crucial factor in the process, tagged along with continuous transformations, in terms of technological advancements, content development and adoption of appropriate psychological makeup. The COVID-19 pandemic had actually given a tremendous boost to the process of blended learning approach—forcing even the reluctant recalcitrant to participate constructively in adopting this approach. Since this approach is here to stay, attempts are being made to ﬁnd out how it can be further enriched to serve the purpose of making the learning process more effective, so that knowledge attained can become more implementable. The chapter covers all the possible blended learning approaches that are being used by various institutions for varied disciplines of study. The journey of this approach is not without its fair share of obstacles. The content development and the expertise of the faculty to implement a blended approach of teaching learning is also being questioned and worked upon. Since this approach of learning is the future to all educational initiatives, it is time to collate all the techniques that had been adopted till date and locate its application possibilities in the areas of science and management studies.},
	language = {en-GB},
	urldate = {2023-09-14},
	booktitle = {Sustainable {Blended} {Learning} in {STEM} {Education} for {Students} with {Additional} {Needs}},
	publisher = {Springer Nature Singapore},
	author = {Sarkar, Sudarsana and Sudan, Anish},
	editor = {Ahuja, Neelu Jyothi and Kumar, Adarsh and Nayyar, Anand},
	year = {2023},
	doi = {10.1007/978-981-99-3497-3_7},
	note = {Series Title: Contributions to Environmental Sciences \& Innovative Business Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {133--149},
	file = {Sarkar und Sudan - 2023 - Survey of Blended Learning Approaches, Frameworks,.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CK6KVGL3/Sarkar und Sudan - 2023 - Survey of Blended Learning Approaches, Frameworks,.pdf:application/pdf},
}

@incollection{ahuja_blended_2023,
	address = {Singapore},
	title = {Blended {Learning} and {STEM} {Education} for {Students} with {Special} {Needs} and {Learning} {Disabilities}},
	isbn = {978-981-99-3496-6 978-981-99-3497-3},
	url = {https://link.springer.com/10.1007/978-981-99-3497-3_8},
	abstract = {Learning Disabilities (LD) affects a person’s ability to listen, speak, read, write, and learn STEM. The present system pushes them to mug up at any cost and in this process, they lose interest in studies especially science and mathematics and hence drop out. So, there is a need to develop teaching methodologies and pedagogies along with ecosystem which take into consideration the learning needs of students with LD. These students can be taught STEM in a fun-ﬁlled manner through small games or game boards or experimental setups or arts. In this chapter, we propose customized programs where students with LD will be taught STEM in laboratory combined with activity-based learning. The results show an improved STEM learning impact for students with LD through the proposed program.},
	language = {en-GB},
	urldate = {2023-09-14},
	booktitle = {Sustainable {Blended} {Learning} in {STEM} {Education} for {Students} with {Additional} {Needs}},
	publisher = {Springer Nature Singapore},
	author = {Jolly, Lochan and Birje, Anvita and Mehta, Roohi},
	editor = {Ahuja, Neelu Jyothi and Kumar, Adarsh and Nayyar, Anand},
	year = {2023},
	doi = {10.1007/978-981-99-3497-3_8},
	note = {Series Title: Contributions to Environmental Sciences \& Innovative Business Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {151--172},
	file = {Jolly et al. - 2023 - Blended Learning and STEM Education for Students w.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BQZ7QYAJ/Jolly et al. - 2023 - Blended Learning and STEM Education for Students w.pdf:application/pdf},
}

@incollection{ahuja_designing_2023,
	address = {Singapore},
	title = {Designing {Integrative} and {Collaborative} {Learning} for {Students} with {Special} {Needs} and {Learning} {Disabilities} in an {Inclusive} {Classroom}},
	isbn = {978-981-99-3496-6 978-981-99-3497-3},
	url = {https://link.springer.com/10.1007/978-981-99-3497-3_9},
	language = {en-GB},
	urldate = {2023-09-14},
	booktitle = {Sustainable {Blended} {Learning} in {STEM} {Education} for {Students} with {Additional} {Needs}},
	publisher = {Springer Nature Singapore},
	author = {Khanna, Pooja and Bhola, Sunita},
	editor = {Ahuja, Neelu Jyothi and Kumar, Adarsh and Nayyar, Anand},
	year = {2023},
	doi = {10.1007/978-981-99-3497-3_9},
	note = {Series Title: Contributions to Environmental Sciences \& Innovative Business Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {173--194},
	file = {Khanna und Bhola - 2023 - Designing Integrative and Collaborative Learning f.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IZ64TV5X/Khanna und Bhola - 2023 - Designing Integrative and Collaborative Learning f.pdf:application/pdf},
}

@incollection{ahuja_maintaining_2023,
	address = {Singapore},
	title = {Maintaining {Performance} and {QoS} of {Software} {Tools} for {Remote} {Teaching} {Environment}},
	isbn = {978-981-99-3496-6 978-981-99-3497-3},
	url = {https://link.springer.com/10.1007/978-981-99-3497-3_10},
	language = {en-GB},
	urldate = {2023-09-14},
	booktitle = {Sustainable {Blended} {Learning} in {STEM} {Education} for {Students} with {Additional} {Needs}},
	publisher = {Springer Nature Singapore},
	author = {Gayathri Devi, S. and Manjula Gandhi, S. and Sathya, C. and Chandia, S. and Vani, K. H.},
	editor = {Ahuja, Neelu Jyothi and Kumar, Adarsh and Nayyar, Anand},
	year = {2023},
	doi = {10.1007/978-981-99-3497-3_10},
	note = {Series Title: Contributions to Environmental Sciences \& Innovative Business Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {195--245},
	file = {Gayathri Devi et al. - 2023 - Maintaining Performance and QoS of Software Tools .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z7SXQ7I3/Gayathri Devi et al. - 2023 - Maintaining Performance and QoS of Software Tools .pdf:application/pdf},
}

@incollection{ahuja_students_2023,
	address = {Singapore},
	title = {Students’ {Learning} {Outcomes} and {Emerging} {Practices} of {Blended} {Learning}: {A} {Case} {Study}},
	isbn = {978-981-99-3496-6 978-981-99-3497-3},
	shorttitle = {Students’ {Learning} {Outcomes} and {Emerging} {Practices} of {Blended} {Learning}},
	url = {https://link.springer.com/10.1007/978-981-99-3497-3_11},
	abstract = {The teaching profession has always focused on curriculum delivery and content dissemination within the classroom. However, the rapidly changing global educational landscape has prompted a new and unique approach, driven largely by information and communication technology (ICT). In the past, traditional face-to-face teaching methods were used with minimal resources. But with changing times, a combination of digital tools and classroom-based teaching has emerged, creating a learner-centered, ﬂexible environment. This shift has made the educational system more signiﬁcant, promoting natural growth and development of learners. Blended learning has affected the learning environment in a variety of ways, resulting in new dimensions of learning outcomes and helping to achieve sustainable development goals. This chapter emphasizes the emergence of blended learning, which has been widely adopted by many educational ecosystems, and how it has impacted traditional teaching methods. The case study shows that a signiﬁcant improvement is found in the academic and behavioral performance of the students when they switched from conventional (face-to-face) learning to blended learning. The ﬁndings of this study will also help plan and implement creative and innovative pedagogies using blended learning in schools, resulting in engaged, ﬂexible, conﬁdent learners with positive online learning experiences.},
	language = {en-GB},
	urldate = {2023-09-14},
	booktitle = {Sustainable {Blended} {Learning} in {STEM} {Education} for {Students} with {Additional} {Needs}},
	publisher = {Springer Nature Singapore},
	author = {Dixit, Pratiksha and Pathak, Usha},
	editor = {Ahuja, Neelu Jyothi and Kumar, Adarsh and Nayyar, Anand},
	year = {2023},
	doi = {10.1007/978-981-99-3497-3_11},
	note = {Series Title: Contributions to Environmental Sciences \& Innovative Business Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {247--277},
	file = {Dixit und Pathak - 2023 - Students’ Learning Outcomes and Emerging Practices.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/54MPUXQB/Dixit und Pathak - 2023 - Students’ Learning Outcomes and Emerging Practices.pdf:application/pdf},
}

@incollection{ahuja_collaborative_2023,
	address = {Singapore},
	title = {Collaborative and {Sustainable} {Blended} {Learning} in {UTAS} {Salalah}},
	isbn = {978-981-99-3496-6 978-981-99-3497-3},
	url = {https://link.springer.com/10.1007/978-981-99-3497-3_12},
	abstract = {Classical teaching–learning approach with just in-class becomes more and more inefﬁcient in this era. This is due to the insufﬁcient adaptation of these conventional methods with recent technology and online learning platforms where students can easily catch the outcomes of any subject using youtube videos, shorts and stories. AI based tools that minimize the learning time that a student in the past needed to assimilate the university course objectives. The university teaching needs to change its methods and adapt them to the trends that are used by young learners. This chapter discusses the use of online collaborative tools as a major building block used in blended learning. An overview of how these tools can be used and what choices we have in order to smoothly deliver the course content of a programming-based course in UTAS Salalah through a case study is highlighted. In addition, a thorough discussion of the recent trends in the digital teaching process and how it is adapted in UTAS Salah is enlighted.},
	language = {en-GB},
	urldate = {2023-09-14},
	booktitle = {Sustainable {Blended} {Learning} in {STEM} {Education} for {Students} with {Additional} {Needs}},
	publisher = {Springer Nature Singapore},
	author = {Dhanasekaran, Balaji and Rhouma, Rhouma and Kumar, Senthil},
	editor = {Ahuja, Neelu Jyothi and Kumar, Adarsh and Nayyar, Anand},
	year = {2023},
	doi = {10.1007/978-981-99-3497-3_12},
	note = {Series Title: Contributions to Environmental Sciences \& Innovative Business Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {279--302},
	file = {Dhanasekaran et al. - 2023 - Collaborative and Sustainable Blended Learning in .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/V5XV46EE/Dhanasekaran et al. - 2023 - Collaborative and Sustainable Blended Learning in .pdf:application/pdf},
}

@incollection{ahuja_investigative_2023,
	address = {Singapore},
	title = {An {Investigative} {Study} of {Students}’ and {Faculty} {Perspective} {Towards} {Transition} to {Online} {Teaching} {During} {COVID}-19 {Pandemic}},
	isbn = {978-981-99-3496-6 978-981-99-3497-3},
	url = {https://link.springer.com/10.1007/978-981-99-3497-3_6},
	language = {en-GB},
	urldate = {2023-09-14},
	booktitle = {Sustainable {Blended} {Learning} in {STEM} {Education} for {Students} with {Additional} {Needs}},
	publisher = {Springer Nature Singapore},
	author = {Hothi, Navjot},
	editor = {Ahuja, Neelu Jyothi and Kumar, Adarsh and Nayyar, Anand},
	year = {2023},
	doi = {10.1007/978-981-99-3497-3_6},
	note = {Series Title: Contributions to Environmental Sciences \& Innovative Business Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {113--131},
	file = {Hothi - 2023 - An Investigative Study of Students’ and Faculty Pe.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4L3Z83LL/Hothi - 2023 - An Investigative Study of Students’ and Faculty Pe.pdf:application/pdf},
}

@incollection{krick_da_2023,
	address = {Wiesbaden},
	title = {Da wachsen die schon rein! {Oder}? – {Erprobung} eines {Blended}-{Learning}-{Moduls} zur {Unterstützung} des {Einsatzes} neuer technischer {Produkte} im {Pflegealltag}},
	isbn = {978-3-658-39301-4 978-3-658-39302-1},
	shorttitle = {Da wachsen die schon rein! {Oder}?},
	url = {https://link.springer.com/10.1007/978-3-658-39302-1_13},
	language = {de-DE},
	urldate = {2023-08-08},
	booktitle = {Pflegeinnovationen in der {Praxis}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schmeer, Regina and Rebentisch-Krummhaar, Brit and Beume, Daniel P. and Klawunn, Ronny and Van Eickels, Hannah},
	editor = {Krick, Tobias and Zerth, Jürgen and Rothgang, Heinz and Klawunn, Ronny and Walzer, Stefan and Kley, Tobias},
	year = {2023},
	doi = {10.1007/978-3-658-39302-1_13},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {229--250},
	file = {Schmeer et al. - 2023 - Da wachsen die schon rein! Oder – Erprobung eines.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KUXPVBTT/Schmeer et al. - 2023 - Da wachsen die schon rein! Oder – Erprobung eines.pdf:application/pdf},
}

@incollection{zawacki-richter_blended_2023,
	address = {Singapore},
	title = {Blended {Learning} {Research} and {Practice}},
	isbn = {978-981-19-2079-0 978-981-19-2080-6},
	url = {https://link.springer.com/10.1007/978-981-19-2080-6_68},
	abstract = {Abstract
            The strategic integration of online and in-person learning modalities (referred to as blended learning) is becoming increasingly popular in primary, secondary, post-secondary, and corporate contexts. Some have even called blended learning (BL) the “new normal” in education. This chapter addresses five important questions for scholars interested in contributing to research in this domain. First, how are scholars defining BL? Second, what are some of the common models of BL being used in higher education and K-12 learning environments? Third, what is happening with BL research and practice in different regions of the world? Fourth, what research frameworks have been developed by BL scholars and what are other common frameworks that scholars have borrowed from other domains? Finally, the chapter overviews some of the current BL research around institutional, faculty, and student issues. The global pandemic from 2019 to 2021 has increased administrator, instructor, and student awareness and familiarity with many online learning options. It is likely that blended practices that combine both online and in-person instruction will become increasingly prevalent. Scholars will need to better understand how different blended models and pedagogical practices within those models work to improve learning outcomes, increase access and flexibility for learners, and impact cost efficiencies.},
	language = {en-GB},
	urldate = {2023-07-04},
	booktitle = {Handbook of {Open}, {Distance} and {Digital} {Education}},
	publisher = {Springer Nature Singapore},
	author = {Graham, Charles R. and Halverson, Lisa R.},
	editor = {Zawacki-Richter, Olaf and Jung, Insung},
	year = {2023},
	doi = {10.1007/978-981-19-2080-6_68},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {1159--1178},
	file = {Graham und Halverson - 2023 - Blended Learning Research and Practice.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KUADQ9ZP/Graham und Halverson - 2023 - Blended Learning Research and Practice.pdf:application/pdf},
}

@incollection{straub_blended_2020,
	address = {Wiesbaden},
	title = {Blended {Learning} – {Arbeits}- und {Organisationspsychologie} für {Nicht}-{Psycholog}\_innen},
	isbn = {978-3-658-30827-8 978-3-658-30828-5},
	url = {http://link.springer.com/10.1007/978-3-658-30828-5_19},
	language = {de-DE},
	urldate = {2022-09-26},
	booktitle = {Forschendes {Lernen} an {Universitäten}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Tausch, Alina and Kluge, Annette},
	editor = {Straub, Jürgen and Plontke, Sandra and Ruppel, Paul Sebastian and Frey, Birgit and Mehrabi, Flora and Ricken, Judith},
	year = {2020},
	doi = {10.1007/978-3-658-30828-5_19},
	keywords = {\#8:Buchteil:blended:learning, Bildung, Charité:Promotion, Multimedia, Promotion:Literaturanalyse},
	pages = {225--238},
	file = {Tausch und Kluge - 2020 - Blended Learning – Arbeits- und Organisationspsych.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VQ2VY46P/Tausch und Kluge - 2020 - Blended Learning – Arbeits- und Organisationspsych.pdf:application/pdf},
}

@incollection{de_witt_mobile_2018,
	address = {Wiesbaden},
	title = {Mobile {Blended} {Learning}},
	isbn = {978-3-658-19122-1 978-3-658-19123-8},
	url = {http://link.springer.com/10.1007/978-3-658-19123-8_16},
	language = {de-DE},
	urldate = {2022-08-20},
	booktitle = {Handbuch {Mobile} {Learning}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Glahn, Christian and Gruber, Marion R.},
	editor = {de Witt, Claudia and Gloerfeld, Christina},
	year = {2018},
	doi = {10.1007/978-3-658-19123-8_16},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {303--320},
	file = {Glahn und Gruber - 2018 - Mobile Blended Learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FJ3EFEC9/Glahn und Gruber - 2018 - Mobile Blended Learning.pdf:application/pdf},
}

@incollection{hugger_orientierung_2010,
	address = {Wiesbaden},
	title = {Orientierung im virtuellen {Raum} – {Mentale} {Modelle} internetgestützter {Lernumgebungen} im {Studium} der {Sozialen} {Arbeit}},
	isbn = {978-3-531-16365-9 978-3-531-92365-9},
	url = {http://link.springer.com/10.1007/978-3-531-92365-9_10},
	abstract = {Die Integration von Web 2.0-Techniken in die Hochschule bietet neue Chancen für selbstständiges, sozial verankertes und berufsrelevantes Lernen. Sie wirft aber auch Fragen auf, etwa nach der Einbindung in die standardisierten Studien- und Prüfungsstrukturen der Hochschule und nach der Orientierung von Studierenden in unterschiedlichen virtuellen Lernräumen. Nach einem kurzen Überblick über die Erfahrungen in exemplarisch ausgewählten Blended Learning Lehrveranstaltungen des Projekts medialeproduktion.de geht dieser Beitrag ausführlich auf eine eigene Studie ein. In der Studie wurden mentale Modelle virtueller Lernräume von Studierenden erfasst und analysiert. Die Ergebnisse geben Aufschluss über Orientierung und Wahrnehmung der Grenzen sowie zum Verhältnis der Lernplattformen und Web 2.0-Techniken aus Sicht der Studierenden. Die Ergebnisse zeigen, dass unterschiedliche mentale Modelle von ein und demselben Seminar nebeneinander existieren und dass es aus Sicht der Hochschule sinnvoll ist, das Engagement der Studierenden im Web 2.0 durch geeignete internetgestützte Maßnahmen zu unterstützen und durch Strukturierungsangebote zu begleiten.},
	language = {de-DE},
	urldate = {2022-06-18},
	booktitle = {Digitale {Lernwelten}},
	publisher = {VS Verlag für Sozialwissenschaften},
	author = {Bader, Roland},
	editor = {Hugger, Kai-Uwe and Walber, Markus},
	year = {2010},
	doi = {10.1007/978-3-531-92365-9_10},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {157--174},
	file = {Bader - 2010 - Orientierung im virtuellen Raum – Mentale Modelle .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7KC9WQ92/Bader - 2010 - Orientierung im virtuellen Raum – Mentale Modelle .pdf:application/pdf},
}

@incollection{hattula_blended_2021,
	address = {Wiesbaden},
	title = {Blended {Learning} – {Positionierung} zwischen {Fern}- und {Präsenzstudium}},
	isbn = {978-3-658-32392-9 978-3-658-32393-6},
	url = {https://link.springer.com/10.1007/978-3-658-32393-6_29},
	language = {de-DE},
	urldate = {2022-05-21},
	booktitle = {Praxisorientierte {Hochschullehre}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Weber, Maren and Tilch, Stefan and Schuster, Gabriele},
	editor = {Hattula, Cansu and Hilgers-Sekowsky, Julia and Schuster, Gabriele},
	year = {2021},
	doi = {10.1007/978-3-658-32393-6_29},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {339--349},
	file = {Weber et al. - 2021 - Blended Learning – Positionierung zwischen Fern- u.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/F9AVABXE/Weber et al. - 2021 - Blended Learning – Positionierung zwischen Fern- u.pdf:application/pdf},
}

@incollection{hattula_blended_2021-1,
	address = {Wiesbaden},
	title = {Blended {Learning} in der {Rechtswissenschaft}: {Ein} innovativer {Ansatz} im {Berufsbegleitenden} {Studium}},
	isbn = {978-3-658-32392-9 978-3-658-32393-6},
	shorttitle = {Blended {Learning} in der {Rechtswissenschaft}},
	url = {https://link.springer.com/10.1007/978-3-658-32393-6_28},
	language = {de-DE},
	urldate = {2022-05-21},
	booktitle = {Praxisorientierte {Hochschullehre}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Dilenge, Michele},
	editor = {Hattula, Cansu and Hilgers-Sekowsky, Julia and Schuster, Gabriele},
	year = {2021},
	doi = {10.1007/978-3-658-32393-6_28},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {331--338},
	file = {Dilenge - 2021 - Blended Learning in der Rechtswissenschaft Ein in.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W4QBSZDE/Dilenge - 2021 - Blended Learning in der Rechtswissenschaft Ein in.pdf:application/pdf},
}

@incollection{fahr_von_2022,
	address = {Wiesbaden},
	title = {Von der {Präsenz}-{Blockveranstaltung} zum {Blended} {Learning}-{Konzept}},
	isbn = {978-3-658-34184-8 978-3-658-34185-5},
	url = {https://link.springer.com/10.1007/978-3-658-34185-5_7},
	language = {de-DE},
	urldate = {2022-02-15},
	booktitle = {Hochschullehre erforschen},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Graefe, Grit and Temmen, Katrin},
	editor = {Fahr, Uwe and Alessandra, Kenner and Angenent, Holger and Eßer-Lüghausen, Alexandra},
	year = {2022},
	doi = {10.1007/978-3-658-34185-5_7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {111--140},
	file = {Graefe und Temmen - 2022 - Von der Präsenz-Blockveranstaltung zum Blended Lea.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M6FU5S6Z/Graefe und Temmen - 2022 - Von der Präsenz-Blockveranstaltung zum Blended Lea.pdf:application/pdf},
}

@incollection{fahr_forschendes_2022,
	address = {Wiesbaden},
	title = {Forschendes {Lehren} in einem {Blended}-{Learning}-{Seminar} für {Grundschullehramtsstudierende} – {E}-{Kooperation} und {E}-{Feedback} als {Gelingenselemente} für {Onlinephasen}},
	isbn = {978-3-658-34184-8 978-3-658-34185-5},
	url = {https://link.springer.com/10.1007/978-3-658-34185-5_13},
	language = {de-DE},
	urldate = {2022-02-15},
	booktitle = {Hochschullehre erforschen},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Baumann, Rebecca and Martschinke, Sabine},
	editor = {Fahr, Uwe and Alessandra, Kenner and Angenent, Holger and Eßer-Lüghausen, Alexandra},
	year = {2022},
	doi = {10.1007/978-3-658-34185-5_13},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {235--251},
	file = {Baumann und Martschinke - 2022 - Forschendes Lehren in einem Blended-Learning-Semin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JSSVRHTK/Baumann und Martschinke - 2022 - Forschendes Lehren in einem Blended-Learning-Semin.pdf:application/pdf},
}

@incollection{shajek_work-based_2023,
	address = {Cham},
	title = {Work-{Based} {Learning} in the {Mexican} {Automotive} {Sector}},
	isbn = {978-3-031-26489-4 978-3-031-26490-0},
	url = {https://link.springer.com/10.1007/978-3-031-26490-0_14},
	abstract = {A stronger work orientation or even the integration of learning into activities will be one of the central basic requirements for the success of Industry 4.0. Using the example of the project E-Mas (Exporting blended vocational education and training for industrial process design and optimization into the Mexican automotive sector), the paper discusses the development and implementation of a highly work oriented further education program. Together the partners Research Institute for Industrial Management at RWTH Aachen University e.V. [FIR], MTM ASSOCIATION e.V. [MTMA], WBA Aachener Werkzeugbau Akademie GmbH [WBA] in cooperation with the Mexican Instituto Tecnológico y de Estudios Superiores de Monterrey [ITESM] pursue the goal of designing and exporting innovative further education programs for skilled workers, developers, and operative management personnel of the Mexican automotive sector and especially German companies operating in Mexico.},
	language = {en-GB},
	urldate = {2024-06-15},
	booktitle = {New {Digital} {Work}},
	publisher = {Springer International Publishing},
	author = {Senderek, Roman},
	editor = {Shajek, Alexandra and Hartmann, Ernst Andreas},
	year = {2023},
	doi = {10.1007/978-3-031-26490-0_14},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#8:Buchteil:blended:learning},
	pages = {239--259},
	file = {Senderek - 2023 - Work-Based Learning in the Mexican Automotive Sect.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X8D6YVDY/Senderek - 2023 - Work-Based Learning in the Mexican Automotive Sect.pdf:application/pdf},
}

@inproceedings{wiegard_interaktive_2023,
	address = {Bonn},
	title = {Interaktive {Kollaborationswerkzeuge} und integrative {Clouddienste}: {Erfahrungen} zum {Einsatz} von {Microsoft} 365 in der {Hochschullehre}},
	isbn = {978-3-88579-732-6},
	url = {https://dl.gi.de/handle/20.500.12116/42181},
	doi = {10/gsn7nt},
	abstract = {Der Einsatz digitaler Werkzeuge und Plattformen in der Hochschullehre hat in den letzten Jahren stark zugenommen. Auch in der betrieblichen Praxis in Industrie und Verwaltung werden digitale Kollaborationstools vermehrt zur Unterstützung in der Projektarbeit eingesetzt. Der Fokus liegt hier auf der Schaffung einer Arbeitsumgebung ohne Medienbrüche, in der verschiedene Funktionalitäten wie digitale Werkzeuge für Teammeetings und kollaboratives Bearbeiten von Dokumenten integriert sind. Die hier vorgestellte Fallstudie untersucht, inwiefern eine verstärkt projektbasierte, medienbruchfreie und vollständig digital unterstützte Arbeitsmethodik mit Microsoft 365 in eine Lehrveranstaltung eingebunden werden kann und die Zusammenarbeit von studentischen Teams unterstützt. Dabei wurde eine quantitative Untersuchung im Ein-Gruppen Prä-Post-Design durchgeführt, welche die Arbeitsweise, die wahrgenommene Lehrqualität, die Systembenutzbarkeit und die Zusammenarbeit evaluierte. Die Ergebnisse bekräftigen den Einsatz von digitalen Kollaborationswerkzeugen und lassen eine positive Entwicklung verschiedener Teamprozesse erkennen. Dies, sowie die organisatorischen Herausforderungen in der Umsetzung solcher Konzepte werden im folgenden Beitrag vorgestellt.},
	language = {de-DE},
	urldate = {2023-09-05},
	publisher = {Gesellschaft für Informatik e.V.},
	author = {Wiegard, Marwin and Schürmann, Verena and Brandenberg, Tammy and Kahl, Timo},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Promotion:Argumentation, Digitale Bildung, Hochschullehre, Promotion:FU3, \#7:Konferenz-Paper:digital:Medien, Kollaboration, Microsoft 365},
	file = {Wiegard et al. - 2023 - TextConference Paper.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B5DY94VN/Wiegard et al. - 2023 - TextConference Paper.pdf:application/pdf},
}

@incollection{angerer_effizienz_2023,
	address = {Wiesbaden},
	title = {Effizienz und {Effektivität} von {Blended}-{Learning}-{Lernverfahren}},
	isbn = {978-3-658-38820-1 978-3-658-38821-8},
	url = {https://link.springer.com/10.1007/978-3-658-38821-8_7},
	language = {de-DE},
	urldate = {2023-06-26},
	booktitle = {Managementforschung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Friedrich-Haßauer, Jennifer},
	editor = {Angerer, Thomas and Roegner, Andrea},
	year = {2023},
	doi = {10.1007/978-3-658-38821-8_7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {345--408},
	file = {Friedrich-Haßauer - 2023 - Effizienz und Effektivität von Blended-Learning-Le.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Y87D4TW5/Friedrich-Haßauer - 2023 - Effizienz und Effektivität von Blended-Learning-Le.pdf:application/pdf;Friedrich-Haßauer - 2023 - Effizienz und Effektivität von Blended-Learning-Le.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HD3RKRJL/Friedrich-Haßauer - 2023 - Effizienz und Effektivität von Blended-Learning-Le.pdf:application/pdf},
}

@incollection{meier_motivational_2023,
	address = {Wiesbaden},
	title = {Motivational {Orientations} in {Teaching}-{Learning} {Laboratories} in {Chemistry}: {Comparison} of {Real} and {Digital} {Conditions}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {Motivational {Orientations} in {Teaching}-{Learning} {Laboratories} in {Chemistry}},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_30},
	language = {en-GB},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Syskowski, Sabrina and Kunina-Habenicht, Olga},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_30},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {329--341},
	file = {Syskowski und Kunina-Habenicht - 2023 - Motivational Orientations in Teaching-Learning Lab.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VCC9LMQP/Syskowski und Kunina-Habenicht - 2023 - Motivational Orientations in Teaching-Learning Lab.pdf:application/pdf},
}

@incollection{wehe_auf_2022,
	address = {Wiesbaden},
	title = {Auf dem {Weg} zu einer digitalen und vernetzten {Polizei} – {P20}},
	isbn = {978-3-658-34394-1},
	url = {https://link.springer.com/10.1007/978-3-658-34394-1_83-1},
	language = {de-DE},
	urldate = {2023-03-18},
	booktitle = {Handbuch {Polizeimanagement}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gadorosi, Holger and Matthey, Susanne},
	editor = {Wehe, Dieter and Siller, Helmut},
	year = {2022},
	doi = {10.1007/978-3-658-34394-1_83-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--19},
	file = {Gadorosi und Matthey - 2022 - Auf dem Weg zu einer digitalen und vernetzten Poli.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GMNIR65V/Gadorosi und Matthey - 2022 - Auf dem Weg zu einer digitalen und vernetzten Poli.pdf:application/pdf},
}

@incollection{wehe_sicherung_2022,
	address = {Wiesbaden},
	title = {Sicherung digitaler {Fahrzeugspuren} zur {Verkehrsunfallaufnahme}},
	isbn = {978-3-658-34394-1},
	url = {https://link.springer.com/10.1007/978-3-658-34394-1_92-1},
	language = {de-DE},
	urldate = {2023-03-18},
	booktitle = {Handbuch {Polizeimanagement}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Paul, Silke and de Valck, Mareike},
	editor = {Wehe, Dieter and Siller, Helmut},
	year = {2022},
	doi = {10.1007/978-3-658-34394-1_92-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--16},
	file = {Paul und de Valck - 2022 - Sicherung digitaler Fahrzeugspuren zur Verkehrsunf.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DUVYKRNH/Paul und de Valck - 2022 - Sicherung digitaler Fahrzeugspuren zur Verkehrsunf.pdf:application/pdf},
}

@incollection{nielsen_werbung_2023,
	address = {Wiesbaden},
	title = {Werbung und {PR} im digitalen {Zeitalter}: gesellschaftliche {Entwicklungen}, kommunikative {Implikationen}, theoretische und empirische {Forschungsansätze}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	shorttitle = {Werbung und {PR} im digitalen {Zeitalter}},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_1},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ditlevsen, Marianne Grove and Nielsen, Martin and Pedersen, Anne Grethe Julius},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_1},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {3--26},
	file = {Ditlevsen et al. - 2023 - Werbung und PR im digitalen Zeitalter gesellschaf.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KW6LS9YE/Ditlevsen et al. - 2023 - Werbung und PR im digitalen Zeitalter gesellschaf.pdf:application/pdf},
}

@incollection{nielsen_technologie_2023,
	address = {Wiesbaden},
	title = {Technologie als {Anstoß} oder {Antwort}? {Konvergenz} von {Marketing}, Öffentlichkeitsarbeit und {PR} im {Spiegel} von {Newsroom}-{Konzepten} und {KI}-{Lösungen}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	shorttitle = {Technologie als {Anstoß} oder {Antwort}?},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_2},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Banholzer, Volker M.},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_2},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {29--56},
	file = {Banholzer - 2023 - Technologie als Anstoß oder Antwort Konvergenz vo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TKFGZYKL/Banholzer - 2023 - Technologie als Anstoß oder Antwort Konvergenz vo.pdf:application/pdf},
}

@incollection{nielsen_berufsbild_2023,
	address = {Wiesbaden},
	title = {Berufsbild und {Digitalisierung}. {Dreiländerstudie} zum professionellen {Selbstverständnis} der {Pressesprecherinnen} und -sprecher},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_3},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pietzcker, Dominik},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_3},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {57--72},
	file = {Pietzcker - 2023 - Berufsbild und Digitalisierung. Dreiländerstudie z.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8DL3XUN2/Pietzcker - 2023 - Berufsbild und Digitalisierung. Dreiländerstudie z.pdf:application/pdf},
}

@incollection{nielsen_wissenschaftskommunikation_2023,
	address = {Wiesbaden},
	title = {Wissenschaftskommunikation und -{PR} im digitalen {Zeitalter} – {Möglichkeiten} sozialer {Netzwerke} für {Forschende}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_4},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Manchadi, Yasmin Lindner-Dehghan and Hohoff, Christoph and Linne, Julia},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_4},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {73--90},
	file = {Manchadi et al. - 2023 - Wissenschaftskommunikation und -PR im digitalen Ze.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B7JPTIII/Manchadi et al. - 2023 - Wissenschaftskommunikation und -PR im digitalen Ze.pdf:application/pdf},
}

@incollection{nielsen_news_2023,
	address = {Wiesbaden},
	title = {News in der digitalen {Verbandskommunikation} – digitalisierte {Public} {Affairs} des dänischen {Nerzzüchter}:innenverbandes},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	shorttitle = {News in der digitalen {Verbandskommunikation} – digitalisierte {Public} {Affairs} des dänischen {Nerzzüchter}},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_6},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Nielsen, Martin},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_6},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {123--151},
	file = {Nielsen - 2023 - News in der digitalen Verbandskommunikation – digi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RZ4NT68T/Nielsen - 2023 - News in der digitalen Verbandskommunikation – digi.pdf:application/pdf},
}

@inproceedings{schone_christian_optimierung_2020,
	title = {Optimierung einer {Lernumgebung} für berufstätige {Studierende}. {Ein} {Praxisbeispiel}},
	copyright = {Deutsches Urheberrecht},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=18468},
	doi = {10/grsthh},
	abstract = {Der abschließende Beitrag von Christian Schöne setzt sich am Beispiel des C3L der Universität Oldenburg mit den technischen Anforderungen einer Lernumgebung für berufstätige Studierende auseinander. Das Beispiel greift die technischen Spezifika einer solchen Lernumgebung auf und wie diese für die Zielgruppe der NTS optimiert werden kann unter Berücksichtigung der Bedürfnisse nach raum-zeitlich flexiblen Lernmöglichkeiten. Neben dem eigentlichen Design der Umgebung selbst behandelt der Beitrag auch Aspekte mobiler Endgeräte, der Medienselektion hinsichtlich der eingesetzten Tools sowie von Bedienbarkeit und Nutzerfreundlichkeit. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-02-17},
	publisher = {Waxmann},
	author = {Schöne, Christian},
	collaborator = {Teaching Trends: Offen für neue Wege – Digitale Medien in der Hochschule (2014 : Oldenburg (Oldenburg))},
	month = feb,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Promotion:Relevanz:4, Bildung, Multimedia, Deployment of media, Digitale Bildung, Internet, Medieneinsatz, Use of media, Educational Environment, Learning environment, Lernplattform, Practice, Praxis, Promotion:FU3, Academic sector, Universität, University, Lernumgebung, Studierender, \#7:Konferenz-Paper:digital:Medien, Bedienung, Beispiel, Benutzerfreundlichkeit, Berufsbegleitendes Studium, Berufstätiger, Laptop, Modularer Studiengang, Occupation accompanying studies, Oldenburg, Tablet-PC, Target group, User facilitation, User-friendliness, Working person, Zielgruppe},
	file = {Schöne, Christian - 2020 - Optimierung einer Lernumgebung für berufstätige St.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R22KIN5Q/Schöne, Christian - 2020 - Optimierung einer Lernumgebung für berufstätige St.pdf:application/pdf},
}

@article{biermann_medienbildung_2022,
	title = {Medienbildung durchgespielt?!: {Lern}- und {Bildungsprozesse} im {Kontext} digitaler {Spielkulturen}: {Ein} {Walkthrough}},
	volume = {50},
	issn = {1424-3636},
	shorttitle = {Medienbildung durchgespielt?},
	url = {https://www.medienpaed.com/article/view/1533},
	doi = {10.21240/mpaed/50/2022.12.09.X},
	abstract = {Digital games tell stories to a previously unknown extent, they draw players into the game world, and at the same time enable their own forms of expression through playful and creative practices. Thus, digital games and game cultures are not only interesting for research, but also attractive for innovative teaching concepts. Based on a fundamental contribution co-authored by Maic Masuch and Johannes Fromme on the importance of integrating digital games into higher education curricula, Dan Verständig and Ralf Biermann ask how digital games and game cultures are situated in the context of media education, especially in the intertwining of research and teaching. The discussion takes place along the study program of media education – audiovisual culture and communication, founded by Johannes Fromme and Winfried Marotzki in 2004 at the Otto-vonGuericke-University of Magdeburg.},
	language = {de-DE},
	urldate = {2022-12-29},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Biermann, Ralf and Verständig, Dan},
	month = dec,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Zeitschriftenartikel:digital:Medien, Bildung, Multimedia},
	pages = {199--232},
	file = {Biermann und Verständig - 2022 - Medienbildung durchgespielt! Lern- und Bildungsp.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z74E9T4R/Biermann und Verständig - 2022 - Medienbildung durchgespielt! Lern- und Bildungsp.pdf:application/pdf},
}

@article{brinkmann_freizeitpadagogik_2022,
	title = {Freizeitpädagogik in der entwickelten {Erlebnisgesellschaft}},
	volume = {50},
	issn = {1424-3636},
	url = {https://www.medienpaed.com/article/view/1319},
	doi = {10.21240/mpaed/50/2022.12.10.X},
	abstract = {The framework for the professional work of Johannes Fromme at the University of Bielefeld was the concept for leisure education in the post-industrial society (Nahrstedt). Therefore the analysis of social structures and dynamics as well as the development of appropriate educational strategies within these contexts were important for the leisure theory. It was the typical thinking we had at that time and it was productive in different fields of application: adventure playgrounds, media education projects or self-organized leisure networks in residential areas. The proposed article tries to update these referential social theories and takes into account, for instance, the theory of the sociologist Andreas Reckwitz (The Society of Singularities) about the individualization of popular culture. The aim is a critical analysis of new class structures in the «experience economy» (Pine and Gilmore) with upcoming creative elites, and the text will focus on experienceoriented lifestyles with new digital opportunities and the ongoing pluralization. Leisure education has to take into account these new developments and this way it will evolve appropriate new approaches for many leisure fields. The article will target the modernization of museums, adventure pools and theme parks. Data from explorative studies at the Hochschule Bremen will be presented and discussed. The development of leisure education towards an experience-oriented education within a broad spectrum of leisure settings is a possible outcome.},
	language = {de-DE},
	urldate = {2022-12-29},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Brinkmann, Dieter},
	month = dec,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {233--251},
	file = {Brinkmann - 2022 - Freizeitpädagogik in der entwickelten Erlebnisgese.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/25J6PNHR/Brinkmann - 2022 - Freizeitpädagogik in der entwickelten Erlebnisgese.pdf:application/pdf},
}

@article{lucke_ulrike_interaktive_2022,
	title = {Interaktive {Landkarten} als ein {Lernwerkzeug} zur ethischen {Exploration} und {Reflexion} in {Konstruktionsprozessen}},
	issn = {1617-5468},
	url = {http://dl.gi.de/handle/20.500.12116/38832},
	doi = {10/gqsmpd},
	abstract = {Im Zuge der Digitalisierung entstehen stetig neue sozio-technische Arrangements. Oft wohnt diesen eine Komplexität inne, die fortlaufend neue ethische Orientierungsbedarfe generiert. Der Beitrag stellt ein Werkzeug vor, das die damit verbundenen fach- und mediendidaktischen Fragestellungen in eine interaktive Online-Lernanwendung übersetzt. Dafür werden sog. ethische Landkarten als Kernelement von Exploration und Reflexion eingesetzt. Abschließend werden Rahmenbedingungen und Handlungsbedarfe im Feld der ethischen Orientierung benannt.},
	language = {de-DE},
	urldate = {2022-09-11},
	author = {Lucke, Ulrike and Köhler, Thomas and Assadi, Galia and Moebert, Tobias and Müller, Ina and Kranz, Johannes and Viehöver, Wilhelm and Böschen, Stefan and Manzeschke, Arne},
	year = {2022},
	note = {ISBN: 9783885797166
Publisher: Gesellschaft für Informatik e.V.},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Zeitschriftenartikel:digital:Medien, Bildung, Digitalisierung, Ethik, Komplexität},
	file = {Lucke, Ulrike et al. - 2022 - Interaktive Landkarten als ein Lernwerkzeug zur et.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YY8EYXGE/Lucke, Ulrike et al. - 2022 - Interaktive Landkarten als ein Lernwerkzeug zur et.pdf:application/pdf},
}

@article{dietrich_perspektiven_2020,
	title = {Perspektiven einer {Audiovisuellen} {Grounded}-{Theory}-{Methodologie} und ihr {Potenzial} im {Forschungsfeld} »digitale {Jugendkulturen}«:},
	volume = {43},
	issn = {0171-3434, 2699-1586},
	shorttitle = {Perspektiven einer {Audiovisuellen} {Grounded}-{Theory}-{Methodologie} und ihr {Potenzial} im {Forschungsfeld} »digitale {Jugendkulturen}«},
	url = {https://www.psychosozial-verlag.de/26411},
	doi = {10/gqc6f4},
	abstract = {In dem Betrag wird zunächst gezeigt, dass in den letzten zwei Jahrzehnten – trotz eines generell zu attestierenden Logozentrismus in den Sozialwissenschaften im Allgemeinen und der sozialwissenschaftlichen Jugendkulturforschung im Besonderen – Forschende sich zunehmend mit visuellen Daten beschäftigen. Nicht zuletzt vor dem Hintergrund der verschieden akzentuierten »Turns« hat eine stärkere Berücksichtigung von Visualität eingesetzt und eine methodologische Debatte begonnen, die Methodenausarbeitungen zur Analyse stiller und bewegter Bilder nach sich gezogen hat. Einige dieser Entwicklungen werden im Forschungsfeld zu visueller Jugendkulturforschung aufgezeigt. Dabei wird auf die Notwendigkeit einer eingehenden Beschäftigung hingewiesen, da jugendkulturelle Lebenswelten durch Bildströme geprägt sind, die durch neuere Medien zur bildbasierten Rezeption, Distribution und Produktion entstehen. Im Anschluss daran werden Grundzüge der Audiovisuellen Grounded-Theory-Methodologie (AVGTM) als ein neuer Analyseansatz umrissen und Überlegungen zu Sampling, Datenaufbereitung und Kodierung veranschaulicht.
          , 
            Despite an ongoing logocentrism in the social sciences in general and in the field of youth culture research in particular, the last two decades have brought some changes: Researchers have increasingly been dealing with visual data. The variously accentuated »turns« resulted in a stronger emphasis on visuality which has set a methodological debate and turned into the development of methods for the analysis of static and moving images. In this article, some of these developments are highlighted in the context of visual youth culture research. With regards to youth cultural life worlds that is characterized by image streams stemming from new media for image-based reception, distribution and production, we point out the necessity for further research. In this respect we present an approach called »Audio Visual Grounded Theory Methodology« (AVGTM), which includes strategies concerning sampling, data processing and coding of visual data.},
	language = {de-DE},
	number = {2},
	urldate = {2022-06-22},
	journal = {psychosozial},
	author = {Dietrich, Marc},
	month = jul,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {70--83},
	file = {Dietrich - 2020 - Perspektiven einer Audiovisuellen Grounded-Theory-.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/THKQEQC3/Dietrich - 2020 - Perspektiven einer Audiovisuellen Grounded-Theory-.pdf:application/pdf},
}

@article{engelhardt_digitalisierung_2020,
	title = {Digitalisierung der {Supervision}? – {Digitale} {Kommunikationsmedien} als {Möglichkeitsspielraum}},
	volume = {51},
	issn = {0720-1079, 2196-7997},
	shorttitle = {Digitalisierung der {Supervision}?},
	url = {https://www.vr-elibrary.de/doi/10.13109/kont.2020.51.2.123},
	doi = {10.13109/kont.2020.51.2.123},
	language = {de-DE},
	number = {2},
	urldate = {2021-12-27},
	journal = {Kontext},
	author = {Engelhardt, Emily M.},
	month = jun,
	year = {2020},
	note = {ZSCC: 0000003},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {123--134},
	file = {Engelhardt - 2020 - Digitalisierung der Supervision – Digitale Kommun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZI5BF3AC/Engelhardt - 2020 - Digitalisierung der Supervision – Digitale Kommun.pdf:application/pdf},
}

@article{rath_digitalisierung_2021,
	title = {Digitalisierung als {Capability} und {Fairness}. {Ausblicke} auf eine {Postcorona}-{Lehre}.},
	volume = {21},
	issn = {2190-4790},
	url = {https://www.medienpaed-ludwigsburg.de/article/view/441},
	doi = {10.21240/lbzm/21/02},
	abstract = {In der studentischen Beurteilung der coronabedingten Digitalisierung der Hochschullehre scheint es zwei Lager zu geben, zum einen Studierende, die der „digitalen Lehre“ nichts abgewinnen können und hoffen, dass bald alles wieder „normal“ ist, zum anderen diejenigen, die sich zwar grundsätzlich Vorcoronanormalität zurückwünschen, aber in bestimmter Hinsicht die Vorteile der „digitalen Lehre“ sehen und diese auch weiterhin gerne in Anspruch nehmen würden. Dazu gehört vor allem die zeitliche Flexibilität, die für Studierende wichtig ist, die über ihr Studium hinaus Verpflichtungen haben (z. B. Kinderbetreuung, Pflege von Angehörigen und eigenständiges Verdienen des Unterhalts). Geradeasynchrone digitale Lernangebote sind für diese Bedarfe besonders geeignet. Solche Präferenzäußerungen der Studierenden hinsichtlich asynchroner digitaler Lehre lassen sich auch unter Gerechtigkeitsgesichtspunktenbegründen. Unter Rückgriff auf John Rawls’ Theory of Justice und Martha Nussbaums Capabilities Approach will der Beitrag zeigen, dass eine vorcoronäre „herkömmliche“ Lehre (ausschließlich offline, analog und synchron) als sozialethisch defizitär angesehen werden muss. Es soll geklärt werden, inwiefern „digitale Lehre“ auch nach der COVID-19-Pandemie unter dem Gesichtspunkt der Fairness berücksichtigt und umgesetzt werden sollte.},
	language = {de-DE},
	urldate = {2021-12-11},
	journal = {Ludwigsburger Beiträge zur Medienpädagogik},
	author = {Rath, Matthias O. and Maisenhölder, Patrick},
	month = nov,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {1--20},
	file = {Rath und Maisenhölder - 2021 - Digitalisierung als Capability und Fairness. Ausbl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W7YCMVRN/Rath und Maisenhölder - 2021 - Digitalisierung als Capability und Fairness. Ausbl.pdf:application/pdf},
}

@article{estner_von_2021,
	title = {Von der {Not} zur {Tugend}: 2020 als {Turbobooster} für neue und kreative {Lehrformate}.},
	volume = {21},
	issn = {2190-4790},
	shorttitle = {Von der {Not} zur {Tugend}},
	url = {https://www.medienpaed-ludwigsburg.de/article/view/428},
	doi = {10.21240/lbzm/21/03},
	abstract = {Vor dem Jahr 2020 stand die Universität Ulm hinsichtlich der Digitalisierung innerhalb der Hochschullandschaft eher im hinteren Mittelfeld. Umso größer war der Kraftakt, der im Zuge einer schnellen Umstellung auf digitale Lehre zum Sommersemester 2020 aufgewandt werden musste. Neben der technischen Aufrüstung entstand ein umfangreiches Unterstützungsangebot für Lehrende sowie ein flächendeckendes Multiplikator*innennetzwerk. Diese Maßnahmen wurden durch eine Evaluation begleitet (Lehrendenaustausch, Podiumsdiskussion, Rückmeldungen zum Sonderpreis für engagierte Online-Lehre sowie Studierendenbefragung und Lehrevaluationen) mit dem Ziel, positive Entwicklungennachhaltig zu implementieren. Die Universität Ulm kann ein überaus positives Fazit ziehen und daraus Empfehlungen für eine gelungene Umstellung auf die Online-Lehre geben.},
	language = {de-DE},
	urldate = {2021-12-11},
	journal = {Ludwigsburger Beiträge zur Medienpädagogik},
	author = {Estner, Cornelia and Schropp, Daniel and Spaeth, Tatjana},
	month = nov,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {1--12},
	file = {Estner et al. - 2021 - Von der Not zur Tugend 2020 als Turbobooster für .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8XSJBKA8/Estner et al. - 2021 - Von der Not zur Tugend 2020 als Turbobooster für .pdf:application/pdf},
}

@article{sonntag_francesca_digitale_2021,
	title = {Digitale {Lageerkundung} bei {Großveranstaltungen}: {Erweiterung} des {Lagebildes} durch {Erkenntnisse} aus sozialen {Medien}},
	shorttitle = {Digitale {Lageerkundung} bei {Großveranstaltungen}},
	url = {http://dl.gi.de/handle/20.500.12116/37411},
	doi = {10.18420/muc2021-mci-ws08-262},
	abstract = {Die zunehmende gesellschaftliche Nutzung sozialer Medien als öffentliches Kommunikationsmedium erzeugt eine kontinuierlich wachsende Datenmenge nutzergenerierter Inhalte. In Krisen und Katastrophen, aber auch während Großveranstaltungen können lagerelevante Informationen aus sozialen Medien gewonnen und in ein Lagebild integriert und visualisiert werden. Jedoch erschweren Volumen, Vielfalt, Erzeugungsgeschwindigkeit und Verifizierung der Daten sozialer Medien eine Analyse und anwendergerechte Darstellung in Echtzeit. In dieser Arbeit wurde anhand von keyword-, orts- und accountspezifisch selektierten Posts der Plattformen Twitter und Instagram im Kontext von zwei Großveranstaltungen im Jahr 2019 eine Kategorisierung der textuellen Nachrichten sowohl thematisch als auch technisch geprüft. Hierbei wurden insbesondere die sicherheitsrelevanten Themenbereiche wie Gesundheitsgefahren, Hygiene, Personenströme und allgemeine Sicherheitsaspekte, allerdings auch spezifische Aspekte für Großveranstaltungen, wie z.B. die Identifikation von Feedback und Stimmung, analysiert. Die gewonnenen Erkenntnisse können einerseits dazu beitragen, Informationen aus sozialen Medien in einem Lagebild abzubilden und andererseits bestehende Analyseansätze zu erweitern.},
	language = {de-DE},
	urldate = {2021-10-17},
	author = {Sonntag, Francesca and Fathi, Ramian and Fiedrich, Frank},
	year = {2021},
	note = {Publisher: Gesellschaft für Informatik e.V.},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Zeitschriftenartikel:digital:Medien, Sozialwissenschaft, Digitale Lageerkundung, Großveranstaltungen, Klassifizierung, Random Forest Algorithmus},
	file = {Sonntag, Francesca et al. - 2021 - Digitale Lageerkundung bei Großveranstaltungen Er.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X4MSDJKD/Sonntag, Francesca et al. - 2021 - Digitale Lageerkundung bei Großveranstaltungen Er.pdf:application/pdf},
}

@article{bachmann_digitales_2020,
	title = {Digitales {Coaching} – mehr als ein {Trend}?: {Eine} vergleichende {Analyse} des {Nutzungsverhaltens} digitaler {Medien} im {Coaching} bei {Coaches} und {Personalverantwortlichen}},
	volume = {6},
	issn = {2364-5148},
	shorttitle = {Digitales {Coaching} – mehr als ein {Trend}?},
	url = {10.1365/s40896-019-00031-y},
	doi = {10/ghz9fr},
	abstract = {Every day, modern media constantly and profoundly determine our professional lives. Concomitant, an array of digital offers already exists for the profession of coaching. Despite multiple advantages being highlighted, so far only little research consists concerning the process of digitalization in coaching. The present article thus illustrates the background of usage behavior regarding digital coaching of coaches and human resource managers in German companies by means of two empirical studies. Using the Theory of Planned Behavior (Ajzen, 1985; 1991; 2005) it becomes apparent that the social norm in form of other colleagues, organizations as well as the society as a whole exerts the greatest inﬂuence on the intention using digital media in coaching of both coaches and human resource managers.},
	language = {de-DE},
	number = {1},
	urldate = {2021-02-09},
	journal = {Coaching {\textbar} Theorie \& Praxis},
	author = {Bachmann, Thomas and Gramlich, Julia Marie and Barth, Henrike},
	month = dec,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {17--29},
	file = {bachmann_et_al_2020_digitales_coaching_–_mehr_als_ein_trend.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FZ4XLWVG/bachmann_et_al_2020_digitales_coaching_–_mehr_als_ein_trend.pdf:application/pdf},
}

@article{kortegast_openness_2020,
	title = {Openness im {Handeln} von {Lehrenden}: {Eine} {Skizze} für den {Gesamtkomplex} offener {Lerneinheiten}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Openness im {Handeln} von {Lehrenden}},
	url = {10.21240/mpaed/00/2020.11.06.X},
	doi = {10/gksnxw},
	abstract = {Im Kontext von Digitalisierung zeigt sich Openness im Diskurs zu Bildung zunehmend als prägende Dimension. Dieser abstrakte und zum Teil auch unscharfe Begriff wird anhand medienpädagogischer Überlegungen in Form eines Dualismus von handlungspraktischer und handlungsethischer Ebene im Bildungskontext konkretisiert. Es wird aufgezeigt, wie in diesem Rahmen von Open Education neue Handlungsmöglichkeiten für Lehrkräfte entstehen und in der Handlung des Teilens konkretisiert werden können. Dafür wird aufbauend auf etablierten didaktischen Planungsmodellen der «Gesamtkomplex ‹Unterricht›» aus der Perspektive der Lehrkraft vor dem Hintergrund von Openness untersucht. Durch eine Erweiterung dieses Modells zur Abbildung und Integration der veränderten Handlungsmöglichkeiten für Lehrkräfte wird ein Planungsmodell zur Orientierung für Lehrende vorgestellt: Das Modell ‹Gesamtkomplex offener Lerneinheiten›. Massgeblich für das entwickelte Modell ist eine offene Haltung von Lehrkräften, die sich an dem Modell der Open Pedagogy orientiert. Anhand operationalisierter Fragestellungen auf handlungsethischer Ebene einerseits und handlungspraktischer Ebene andererseits werden die neuen Handlungsmöglichkeiten von Lehrkräften in der Phase des Teilens sowie in den Phasen der Unterrichtsplanung, -vorbereitung, -durchführung und -evaluation dargelegt.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Kortegast, Vanessa and Watolla, Ann-Kathrin},
	month = nov,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {190--207},
	file = {Kortegast und Watolla - 2020 - Openness im Handeln von Lehrenden Eine Skizze für.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4P7MGQN8/Kortegast und Watolla - 2020 - Openness im Handeln von Lehrenden Eine Skizze für.pdf:application/pdf},
}

@article{nickel_also_2021,
	title = {‹{Also} natürlich wurde ich auch beleidigt›: {Werte} und ({Wert}-){Verletzungen} im {Kontext} medienvermittelter {Kommunikation} aus der {Perspektive} zwölf- bis 13-jähriger {Jugendlicher}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {‹{Also} natürlich wurde ich auch beleidigt›},
	url = {10.21240/mpaed/00/2021.02.28.X},
	doi = {10/gksnxt},
	abstract = {From the perspective of socialisation theory, this paper focuses on young people’s digital, online and social media behaviour by explicitly considering their experiences with This work is licensed under a Creative Commons Attribution 4.0 International License http://creativecommons.org/licenses/by/4.0/ (value-)offending behaviour in the context of media-mediated (online) communication.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Nickel, Julia},
	month = feb,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {42--68},
	file = {Nickel - 2021 - ‹Also natürlich wurde ich auch beleidigt› Werte u.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5CASXF4C/Nickel - 2021 - ‹Also natürlich wurde ich auch beleidigt› Werte u.pdf:application/pdf},
}

@article{schmolz_conditio_2020,
	title = {Die {Conditio} {Humana} im digitalen {Zeitalter}: {Zur} {Grundlegung} des {Digitalen} {Humanismus} und des {Wiener} {Manifests}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Die {Conditio} {Humana} im digitalen {Zeitalter}},
	url = {10.21240/mpaed/00/2020.11.13.X},
	doi = {10/gksnxv},
	abstract = {In den bestehenden Debatten und dem Wiener Manifest des digitalen Humanismus bleibt trotz der klaren und zukunftsweisenden Normativität vielfach offen, in welcher Denkrichtung der digitale Humanismus verortet ist und ob sich hinter diesem Begriff eine ein Paradigma und eine bestimmte Lehre vom Menschen verbirgt? Daraus folgen gegebenenfalls divergierende Grundorientierungen zum digitalen Humanismus und es ist offen, ob ein gemeinsames Narrativ des digitalen Humanismus notwendig ist oder gerade die Pluralität einen postmodernen digitalen Humanismus konstituiert? Diesen Fragen geht der hier vorgelegte Artikel nach, versucht eine Zuwendung zu zentralen Studien zum Humanismus und sucht damit eine Grundlegung und Verortung des digitalen Humanismus und dessen Wiener Manifest zu schaffen. Dazu werden in einem ersten Schritt die inneren Grundlagen des Humanismus dargelegt. Die grundlegende Frage nach der Conditio Humana und die grundlegende Methodologie des Humanismus werden in Abgrenzung zu anti-humanistischen Strömungen herausgearbeitet. In einem zweiten Schritt werden bestehende Grundlagen des digitalen Humanismus benannt. Zentrales Ergebnis ist, dass die Erfindung der Conditio Humana als rationales Denken und logisches Operieren zur Entmythologisierung der Natur eine Errungenschaft der Aufklärung war. Die Conditio Humana im digitalen Humanismus jedoch in Relation zur Maschine verändert wird, denn das Rationale am Denken und das logische Operieren wird der Maschine zugeschrieben. Kreativität und individuelles Sprechvermögen im digitalen Raum sind zwei neue Conditio Humana im digitalen Humanismus. Der postmoderne Mensch wird damit von der berechenbaren Rationalität entlastet ohne in die Mythologie zurückzufallen. Im Fazit werden Konsequenzen der Neuerfindung der Conditio Humana angedeutet und zentrale Problem- und Fragestellungen für eine wünschenswerte Zukunft des digitalen Humanismus identifiziert.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Schmölz, Alexander},
	month = nov,
	year = {2020},
	note = {ZSCC: 0000000},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {208--234},
	file = {Schmölz - 2020 - Die Conditio Humana im digitalen Zeitalter Zur Gr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5XM8KEBK/Schmölz - 2020 - Die Conditio Humana im digitalen Zeitalter Zur Gr.pdf:application/pdf},
}

@article{sauerbrey_mediale_2021,
	title = {Mediale {Optimierung} der {Kindheit}?: {An} {Kinder} adressierte {Ratgebermedien} im {Spiegel} einer explorativen {Inhaltsanalyse}},
	volume = {42},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Mediale {Optimierung} der {Kindheit}?},
	url = {10.21240/mpaed/42/2021.05.09.X},
	doi = {10/gksnx4},
	abstract = {Neben Ratgebern für Eltern und Lehrpersonen existieren ebenso Ratgebermedien, die sich an Kinder richten und die diesen zu verschiedenen Themen Ratschläge bezüglich einer Verhaltungsoptimierung darbieten. Da hierzu bislang kaum Forschungsliteratur existiert, stellt der Beitrag eine Untersuchung vor, in der an Kinder in der mittleren Kindheit adressierte mediale Ratgeberangebote auf dem Buchmarkt und im Internet erhoben und mit Blick auf die angebotenen Themen inhaltsanalytisch ausgewertet wurden. Diese zeigen sich heterogen: Auf dem Buchmarkt wird vor allem Rat zu den Themen Aufklärung/Sexualität, Selbstbewusstsein/Selbstbestimmung, Soziales Verhalten/Streit/Konfliktlösung sowie Umwelt/Nachhaltigkeit gegeben. Im Internet hingegen finden sich zum Teil Themen, die auf dem Buchmarkt nicht vorkommen. Von den entsprechenden Themenüberblicken ausgehend wird anhand eines dokumentenanalytisch ausgewerteten Samples zudem eine erste Charakteristik der kommunikativen Elemente medialer Kinderratgeber herausgearbeitet. Hierbei zeigen sich Blogs im Vergleich zu Büchern überraschenderweise weniger vielfältig. Allerdings ist zu vermuten, dass sich digitale Ratgeberangebote in Bezug auf die gewählten Themen näher an der medialen Lebensrealität von Kindern in Deutschland bewegen. Basierend auf diesen ersten Ergebnissen werden Strategien für die künftige Erforschung von Ratgebermedien für Kinder auf der Angebotsseite vorgeschlagen.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Sauerbrey, Ulf and Schick, Claudia},
	month = may,
	year = {2021},
	note = {ZSCC: 0000000},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {199--216},
	file = {Sauerbrey und Schick - 2021 - Mediale Optimierung der Kindheit An Kinder adres.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/67N5T9BQ/Sauerbrey und Schick - 2021 - Mediale Optimierung der Kindheit An Kinder adres.pdf:application/pdf},
}

@article{grunberger_postkolonial_2021,
	title = {Postkolonial post-digital: {Forschungsfelder} und {Anschlussstellen} für die {Medienpädagogik} durch eine postkoloniale {Perspektive} auf eine {Post}-{Digitalität}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Postkolonial post-digital},
	url = {10.21240/mpaed/jb16/2021.02.25},
	doi = {10/gksnx8},
	abstract = {Talking about digitization, mediatization, medialization or post-/digitality we are limited in a perspective of the Global North, mostly dealing with the implementation of (digital) media in educational institutions. Educators, educational researchers as well as politicians are often requiring more technological features, better technical conditions and the taxonomisation of digital skills for countries in the Global North. But this perspective inhibits us to consider a wide-ranging term of digitality which includes e.g. environmental implications of an ubiquitous use of digital media or taxonomies of digital competences for the Global South. To that extant an postcolonial and media archaeological approach is proposed to think digitality consequently wide and far-reaching. This opens up responsibilities and tasks for media-pedagogy in research, as well as for the development of concepts and educational practices.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Grünberger, Nina},
	month = feb,
	year = {2021},
	note = {ZSCC: 0000001},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {211--229},
	file = {Grünberger - 2021 - Postkolonial post-digital Forschungsfelder und An.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N8X65LHA/Grünberger - 2021 - Postkolonial post-digital Forschungsfelder und An.pdf:application/pdf},
}

@article{philipp_leseforderung_2020,
	title = {Leseförderung 4.0?: {Gibt} es {Unterschiede} in den {Merkmalen} effektiver {Lesefördermassnahmen} mit multiplen {Dokumenten}, wenn digitale {Medien} genutzt werden?},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Leseförderung 4.0?},
	url = {10.21240/mpaed/jb17/2020.04.29.X},
	doi = {10/gksnzn},
	abstract = {Reading becomes increasingly a digital activity, which additionally is based on multiple, partly multimodal documents. An appropriate reading instruction must take these current changes into account, since digital reading gives rise to new challenges for readers. This is the reason for this quantitative reanalysis of 24 intervention studies, which were selected after a thorough application of criteria. Almost half of the studies used digital media, while the other half did not. The guiding research question was, whether there were any differences between these groups regarding a) informational processes, b) general instructional features and c) document types being used. For this purpose, 46 variables were coded and compared. The number of statistically significant differences was modest (six instances) and only evident within strategy instruction with human instructors and collaborators on the one side and the quantity and partly the quality of documents on the other side.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Philipp, Maik},
	month = apr,
	year = {2020},
	note = {ZSCC: 0000002},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {141--168},
	file = {Philipp - 2020 - Leseförderung 4.0 Gibt es Unterschiede in den Me.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MXY5E3I8/Philipp - 2020 - Leseförderung 4.0 Gibt es Unterschiede in den Me.pdf:application/pdf},
}

@article{gerhardts_berufliche_2021,
	title = {Die berufliche {Tabletaneignung} von {Lehrkräften} als {Beispiel} der {Mediatisierung} pädagogischer {Handlungskontexte}: {Theoretische} {Perspektiven} und empirische {Befunde}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Die berufliche {Tabletaneignung} von {Lehrkräften} als {Beispiel} der {Mediatisierung} pädagogischer {Handlungskontexte}},
	url = {10.21240/mpaed/jb16/2021.01.15.X},
	doi = {10/gksnzc},
	abstract = {Die Digitalisierung von Schule und Unterricht weiter voranzubringen, gehört zu den erklärten Zielen der Bildungspolitik. Dementsprechend werden inzwischen immer mehr Digitalisierungsprojekte gefördert, wobei die schulische Ausstattung mit Tablets bereits seit einigen Jahren und nach wie vor einen Schwerpunkt bildet. Im Rahmen dieses Beitrags gehen wir anhand von qualitativen Analysen empirischen Datenmaterials aus unserer Begleitforschung zu einer städtischen Ausstattungsinitiative der Frage nach, wie die berufliche Aneignung von Diensttablets durch Lehrkräfte – als einem elementaren Bestandteil der tiefgreifenden Mediatisierung des schulischen Arbeitsalltags – im Einzelnen abläuft und welche Einflussfaktoren dabei eine Rolle spielen. Mit Rekurs auf die Theorie einer «Pädagogik der Dinge» (Nohl 2011) interpretieren wir den Aneignungsprozess als Ausbildung eines «Hybrid-Akteurs» (ebd., 101) aus Lehrkraft und mobilem Endgerät. Bedingt durch technische Weiterentwicklungen fordert das Tablet die Medienkompetenz der Lehrkraft im Rahmen ihres beruflichen Handelns immer wieder neu heraus, sodass sich ein fortwährender Wechsel zwischen Phasen der Handlungssicherheit und Phasen der Irritation ergibt. Wie schnell und wie gut eine Lehrkraft technikinduzierte Irritationen überwinden und sich an neue mediale Gegebenheiten anpassen kann, hängt von verschiedenen Faktoren ab. Als besonders aneignungsrelevant konnten wir basierend auf unseren empirischen Daten erstens die allgemeine Grundhaltung zum schulischen Einsatz digitaler Medien identifizieren; zweitens die bereits vorhandene Medienkompetenz der Lehrkraft bzw. ihre diesbezügliche Selbsteinschätzung; und drittens die Unterstützung, die der Lehrkraft während des Aneignungsprozesses zuteil wird. Im Sinne einer möglichst effizienten Integration des Tablets in das gesamte berufliche Handlungsspektrum von Lehrkräften lassen sich hinsichtlich aller drei genannten Einflussfaktoren gewisse Optimierungspotenziale aufzeigen.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Gerhardts, Lara and Dehmel, Lukas and Meister, Dorothee M.},
	month = jan,
	year = {2021},
	note = {ZSCC: 0000002},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {129--159},
	file = {Gerhardts et al. - 2021 - Die berufliche Tabletaneignung von Lehrkräften als.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7N3UPGGX/Gerhardts et al. - 2021 - Die berufliche Tabletaneignung von Lehrkräften als.pdf:application/pdf},
}

@incollection{nielsen_wenn_2023,
	address = {Wiesbaden},
	title = {Wenn smartness gerade nicht ‚digitale {Technologisierung}‘ bedeutet. {Kommunikative} {Praktiken} des {Baustellenmarketings} smarter {Städte} in {Frankreich} und Österreich zwischen {De}-{Semantisierung} und {Re}-{Semiotisierung}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_11},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Matrisciano-Mayerhofer, Sara},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_11},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {247--284},
	file = {Matrisciano-Mayerhofer - 2023 - Wenn smartness gerade nicht ‚digitale Technologisi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ST6ICEE4/Matrisciano-Mayerhofer - 2023 - Wenn smartness gerade nicht ‚digitale Technologisi.pdf:application/pdf},
}

@incollection{nielsen_using_2023,
	address = {Wiesbaden},
	title = {‘{Using} the {Right} {Words}’: {Rebranding} {Organizations} {Through} {Digital} {Lexicographic} {Information} {Platforms}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	shorttitle = {‘{Using} the {Right} {Words}’},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_13},
	language = {en-GB},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Leroyer, Patrick and Simonsen, Henrik Køhler},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_13},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {307--330},
	file = {Leroyer und Simonsen - 2023 - ‘Using the Right Words’ Rebranding Organizations .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8WMGLVN7/Leroyer und Simonsen - 2023 - ‘Using the Right Words’ Rebranding Organizations .pdf:application/pdf},
}

@incollection{nielsen_digitale_2023,
	address = {Wiesbaden},
	title = {Digitale {Sprachvarietäten} in der externen {Markenkommunikation} – {Eine} empirische {Untersuchung} des {Einflusses} der {Vong}-{Sprache} auf die {Markeneinstellung}, {Kaufabsicht} und {Glaubwürdigkeit}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_14},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Cudak, Jessica and Göttling, Janine and Siems, Florian U.},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_14},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {331--356},
	file = {Cudak et al. - 2023 - Digitale Sprachvarietäten in der externen Markenko.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZBDG6CJH/Cudak et al. - 2023 - Digitale Sprachvarietäten in der externen Markenko.pdf:application/pdf},
}

@incollection{nielsen_customized_2023,
	address = {Wiesbaden},
	title = {Customized {Copy} — {A} {Study} of the {Relationship} between {Personality} and the {Reception} of {Linguistically} {Tailored} {Advertising}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_15},
	language = {en-GB},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schirpke, Ann-Kathrin and Ahrens, Kornelia},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_15},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {357--379},
	file = {Schirpke und Ahrens - 2023 - Customized Copy — A Study of the Relationship betw.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BMLMABKQ/Schirpke und Ahrens - 2023 - Customized Copy — A Study of the Relationship betw.pdf:application/pdf},
}

@incollection{nielsen_semantik_2023,
	address = {Wiesbaden},
	title = {Semantik des {Weglassens}: {Reduktion} als {Strategie} im {Storytelling}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	shorttitle = {Semantik des {Weglassens}},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_12},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schmidt, Christopher M.},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_12},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {285--304},
	file = {Schmidt - 2023 - Semantik des Weglassens Reduktion als Strategie i.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AGWUJZJB/Schmidt - 2023 - Semantik des Weglassens Reduktion als Strategie i.pdf:application/pdf},
}

@incollection{nielsen_viralitat_2023,
	address = {Wiesbaden},
	title = {Die {Viralität} von {Werbung} als {PR}-{Instrument}: {Gleichzeitigkeit} funktional und fragmental differenzierter {Stakeholderkonstellationen} als {Herausforderung} für die {Unternehmenskommunikation}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	shorttitle = {Die {Viralität} von {Werbung} als {PR}-{Instrument}},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_16},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Banholzer, Volker M. and Siebert, Michael A.},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_16},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {383--401},
	file = {Banholzer und Siebert - 2023 - Die Viralität von Werbung als PR-Instrument Gleic.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SXFIVXM9/Banholzer und Siebert - 2023 - Die Viralität von Werbung als PR-Instrument Gleic.pdf:application/pdf},
}

@incollection{nielsen_corporate_2023,
	address = {Wiesbaden},
	title = {Corporate {Podcasts} als {Instrument} der {B2B}-{Kommunikation} – {Narrativität} in der {Unternehmenskommunikation} und die {Konvergenz} von {Funktionen}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_17},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Banholzer, Volker M. and Maciel, Nina Klimpel and Weber, Robert},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_17},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {403--430},
	file = {Banholzer et al. - 2023 - Corporate Podcasts als Instrument der B2B-Kommunik.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QBTCD5EY/Banholzer et al. - 2023 - Corporate Podcasts als Instrument der B2B-Kommunik.pdf:application/pdf},
}

@incollection{nielsen_hashtags_2023,
	address = {Wiesbaden},
	title = {Hashtags und ihre {Digitalizität}: {Branding}-{Elemente} der {Marke} 4.0 als {Grenzgänger} in analogen und digitalen {Markenwelten}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	shorttitle = {Hashtags und ihre {Digitalizität}},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_18},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bauer, Matthias Johannes},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_18},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {431--441},
	file = {Bauer - 2023 - Hashtags und ihre Digitalizität Branding-Elemente.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LC5FRQH6/Bauer - 2023 - Hashtags und ihre Digitalizität Branding-Elemente.pdf:application/pdf},
}

@incollection{nielsen_unternehmenskommunikation_2023,
	address = {Wiesbaden},
	title = {Unternehmenskommunikation und {Werbung} aus der {Perspektive} einer engagiert-kritischen {Wissenschaft}. {Ein} {Essay} zu einem spannenden {Forschungspotenzial}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_19},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Janich, Nina},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_19},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {445--467},
	file = {Janich - 2023 - Unternehmenskommunikation und Werbung aus der Pers.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6XBFMJRM/Janich - 2023 - Unternehmenskommunikation und Werbung aus der Pers.pdf:application/pdf},
}

@incollection{nielsen_werbung_2023-1,
	address = {Wiesbaden},
	title = {Werbung für {Verhaltensweisen} – {Möglichkeiten} und {Grenzen} der {Customer} {Education} in der {Medizin} im digitalen {Zeitalter}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_7},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fürstenau, Bärbel and Harst, Lorenz and Hommel, Mandy and Landmann, Elisa and Scheuch, Ianina and Siems, Florian U. and Timpel, Patrick},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_7},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {155--176},
	file = {Fürstenau et al. - 2023 - Werbung für Verhaltensweisen – Möglichkeiten und G.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QB787FQS/Fürstenau et al. - 2023 - Werbung für Verhaltensweisen – Möglichkeiten und G.pdf:application/pdf},
}

@incollection{nielsen_einfluss_2023,
	address = {Wiesbaden},
	title = {Einfluss von {Social}-{Media}-{InfluencerInnen} auf {Kaufentscheidungen} ihrer {Publika}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_8},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hanisch, Megan},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_8},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {177--200},
	file = {Hanisch - 2023 - Einfluss von Social-Media-InfluencerInnen auf Kauf.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UW8J6M4R/Hanisch - 2023 - Einfluss von Social-Media-InfluencerInnen auf Kauf.pdf:application/pdf},
}

@incollection{nielsen_bedeutung_2023,
	address = {Wiesbaden},
	title = {Die {Bedeutung} digitaler {Meinungsführer} für das {Kaufverhalten} der {Digital} {Natives}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_9},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kelbch, Antonia and Goetz, Miriam and Wicher, Jochen},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_9},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {201--225},
	file = {Kelbch et al. - 2023 - Die Bedeutung digitaler Meinungsführer für das Kau.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KMAQJQPV/Kelbch et al. - 2023 - Die Bedeutung digitaler Meinungsführer für das Kau.pdf:application/pdf},
}

@incollection{nielsen_centenaire_2023,
	address = {Wiesbaden},
	title = {Das centenaire chevronné – zur digitalen {Markenkommunikation} bei {Citroën} (oder {Zitrön}?)},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	shorttitle = {Das centenaire chevronné – zur digitalen {Markenkommunikation} bei {Citroën} (oder {Zitrön}?},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_10},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Heinemann, Sabine},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_10},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {229--246},
	file = {Heinemann - 2023 - Das centenaire chevronné – zur digitalen Markenkom.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I7JLINZF/Heinemann - 2023 - Das centenaire chevronné – zur digitalen Markenkom.pdf:application/pdf},
}

@incollection{nielsen_einblicke_2023,
	address = {Wiesbaden},
	title = {Einblicke in das {Alltagshandeln} schreibender {Kaufleute}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_5},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Reinke, Hartmut},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_5},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {91--121},
	file = {Reinke - 2023 - Einblicke in das Alltagshandeln schreibender Kaufl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z33GCFVE/Reinke - 2023 - Einblicke in das Alltagshandeln schreibender Kaufl.pdf:application/pdf},
}

@incollection{niemann_praxisbeitrag_2023,
	address = {Wiesbaden},
	title = {Praxisbeitrag: {Qualitative} {Befragungen} zur {Evaluation} von {Wissenschaftskommunikation} am {Beispiel} des {Wissenschaftsvarietés} {Glitzern} \& {Denken}},
	isbn = {978-3-658-39581-0 978-3-658-39582-7},
	shorttitle = {Praxisbeitrag},
	url = {https://link.springer.com/10.1007/978-3-658-39582-7_8},
	abstract = {Zusammenfassung
            
              Wissenschaft und Kunst zu verbinden, zeichnet inzwischen viele Formate der Wissenschaftskommunikation aus. Wie Künstler:innen und Wissenschaftler:innen durch ihr Zusammenwirken wahrgenommen werden, wurde in der Evaluation des Wissenschaftsvarietés
              Glitzern \& Denken
              beleuchtet. Leitfadengestützte Vorher-Nachher-Interviews mit Zuschauenden dienten dem Zweck, Zielgruppen des Formats näher kennenzulernen, ihre Vorstellungen von Wissenschaft und Kunst sowie ihre Programmbewertung zu erheben. Auf methodischer Ebene zeigt das Fallbeispiel auf, wie die Umstellung des ursprünglich reinen Präsenzformats zu einem digitalen Angebot die Evaluationsplanung veränderte und verdeutlicht das Erkenntnispotenzial, das aus wenigen, sorgfältig vorbereiteten Befragungen gewonnen werden kann. Auf inhaltlicher Ebene geben die Ergebnisse Anlass zur Reflexion, wie die Wahrnehmung von Wissenschaftler:innen durch ihre Präsentation und die Moderation in Formaten der Wissenschaftskommunikation geprägt wird.},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Evaluationsmethoden der {Wissenschaftskommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hedder, Imke and Ziegler, Ricarda and Dietermann, Bonnie and Ziegler, David},
	editor = {Niemann, Philipp and van den Bogaert, Vanessa and Ziegler, Ricarda},
	year = {2023},
	doi = {10.1007/978-3-658-39582-7_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {117--133},
	file = {Hedder et al. - 2023 - Praxisbeitrag Qualitative Befragungen zur Evaluat.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TQ8VVYTM/Hedder et al. - 2023 - Praxisbeitrag Qualitative Befragungen zur Evaluat.pdf:application/pdf},
}

@incollection{niemann_grundlagenbeitrag_2023,
	address = {Wiesbaden},
	title = {Grundlagenbeitrag: {Nutzungsdatenanalyse} digitaler {Medien} als {Instrument} der evaluativen {Wissenschaftskommunikationsforschung}},
	isbn = {978-3-658-39581-0 978-3-658-39582-7},
	shorttitle = {Grundlagenbeitrag},
	url = {https://link.springer.com/10.1007/978-3-658-39582-7_10},
	abstract = {Zusammenfassung
            Der Grundlagenbeitrag skizziert die Nutzungsdatenanalyse für den Bereich der Evaluationsforschung digitaler Wissenschaftskommunikationsprojekte und diskutiert ihre Stärken wie ihre Herausforderungen. Dazu werden verschiedene Typen von Nutzungsdaten beschrieben und exemplarisch Werkzeuge vorgestellt, diese zu erheben. Inwiefern kann es lohnenswert sein, Nutzungsdatenanalyse innerhalb von digitalen Wissenschaftskommunikationsprojekten zu betreiben und was kann bereits während der Projektplanungsphase beachtet werden, um Nutzungsdatenanalysemethoden sinnvoll einzusetzen? Es wird beschrieben, wie Erwägungen zum Datenschutz eine Herausforderung für die Nutzungsdatenanalyse darstellen, der damit verbundene Aufwand jedoch durch die Verwendung passender Werkzeuge auf ein Minimum reduziert werden kann. Zuletzt wird das Desiderat formuliert, die Nutzungsdatenanalyse als Methodenset weiter zu elaborieren – auch, um zukünftige digitale Wissenschaftskommunikationsformate untersuchen zu können.},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Evaluationsmethoden der {Wissenschaftskommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hempel, Armin},
	editor = {Niemann, Philipp and van den Bogaert, Vanessa and Ziegler, Ricarda},
	year = {2023},
	doi = {10.1007/978-3-658-39582-7_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {155--172},
	file = {Hempel - 2023 - Grundlagenbeitrag Nutzungsdatenanalyse digitaler .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E2TZRK7U/Hempel - 2023 - Grundlagenbeitrag Nutzungsdatenanalyse digitaler .pdf:application/pdf},
}

@incollection{niemann_praxisbeitrag_2023-1,
	address = {Wiesbaden},
	title = {Praxisbeitrag: {Nutzungsdatenanalyse} digitaler {Medien} in der evaluativen {Wissenschaftskommunikationsforschung} am {Beispiel} eines {Bürgerwissenschaftsprojekts}},
	isbn = {978-3-658-39581-0 978-3-658-39582-7},
	shorttitle = {Praxisbeitrag},
	url = {https://link.springer.com/10.1007/978-3-658-39582-7_11},
	abstract = {Zusammenfassung
            Durch die fortschreitende Digitalisierung finden verschiedene Formen der Wissenschaftskommunikation zunehmend online statt. Insbesondere in Bürgerwissenschaftsprojekten können Entwicklungen zu digitalen Formen der Wissenschaftskommunikation genutzt werden, um ihre Effektivität zu evaluieren: Die Analyse des Nutzungsverhaltens und der durchgeführten Aktivitäten der Teilnehmenden in der Online-Umgebung des Projekts kann Aufschluss darüber geben, was Teilnehmende genau machen und womit sie sich beschäftigen. Diese Erkenntnis kann wiederum die Kommunikation mit Teilnehmenden verbessern. Am Beispiel eines Bürgerwissenschaftsprojekts zu Wildtieren wird die Analyse von Nutzungsdaten in der Wissenschaftskommunikation im Hinblick auf die Häufigkeit und Art der Beteiligung in Projektaktivitäten erläutert. Es wird deutlich, dass Beteiligungsmuster der Teilnehmenden von den intendierten Aktivitäten abweichen. Implikationen für das Lernen aus Bürgerwissenschaftsprojekten werden diskutiert.},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Evaluationsmethoden der {Wissenschaftskommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bruckermann, Till and Greving, Hannah},
	editor = {Niemann, Philipp and van den Bogaert, Vanessa and Ziegler, Ricarda},
	year = {2023},
	doi = {10.1007/978-3-658-39582-7_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {173--185},
	file = {Bruckermann und Greving - 2023 - Praxisbeitrag Nutzungsdatenanalyse digitaler Medi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QCU7LXC3/Bruckermann und Greving - 2023 - Praxisbeitrag Nutzungsdatenanalyse digitaler Medi.pdf:application/pdf},
}

@incollection{asmann_computer-supported_2023,
	address = {Wiesbaden},
	title = {Computer-{Supported} {Collaborative} {Learning}: {Die} {Rolle} des {Digitalen} bei der {Unterstützung} von kooperativem {Lernen}},
	isbn = {978-3-658-30765-3 978-3-658-30766-0},
	shorttitle = {Computer-{Supported} {Collaborative} {Learning}},
	url = {https://link.springer.com/10.1007/978-3-658-30766-0_6},
	language = {de-DE},
	urldate = {2023-03-05},
	booktitle = {Bildung und {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Strauß, Sebastian and Rummel, Nikol},
	editor = {Aßmann, Sandra and Ricken, Norbert},
	year = {2023},
	doi = {10.1007/978-3-658-30766-0_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {127--164},
	file = {Strauß und Rummel - 2023 - Computer-Supported Collaborative Learning Die Rol.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UXIEDL2D/Strauß und Rummel - 2023 - Computer-Supported Collaborative Learning Die Rol.pdf:application/pdf},
}

@incollection{asmann_kunstliche_2023,
	address = {Wiesbaden},
	title = {Künstliche {Intelligenz} – vom {Subjekt} zur {Umgebung}},
	isbn = {978-3-658-30765-3 978-3-658-30766-0},
	url = {https://link.springer.com/10.1007/978-3-658-30766-0_7},
	language = {de-DE},
	urldate = {2023-03-05},
	booktitle = {Bildung und {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Allert, Heidrun and Richter, Christoph},
	editor = {Aßmann, Sandra and Ricken, Norbert},
	year = {2023},
	doi = {10.1007/978-3-658-30766-0_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {167--195},
	file = {Allert und Richter - 2023 - Künstliche Intelligenz – vom Subjekt zur Umgebung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MWIATD9B/Allert und Richter - 2023 - Künstliche Intelligenz – vom Subjekt zur Umgebung.pdf:application/pdf},
}

@incollection{asmann_selbstinszenierungen_2023,
	address = {Wiesbaden},
	title = {Selbstinszenierungen im virtuellen {Raum}: {Das} {Ringen} um {Anerkennung}},
	isbn = {978-3-658-30765-3 978-3-658-30766-0},
	shorttitle = {Selbstinszenierungen im virtuellen {Raum}},
	url = {https://link.springer.com/10.1007/978-3-658-30766-0_8},
	language = {de-DE},
	urldate = {2023-03-05},
	booktitle = {Bildung und {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schachtner, Christina},
	editor = {Aßmann, Sandra and Ricken, Norbert},
	year = {2023},
	doi = {10.1007/978-3-658-30766-0_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {197--215},
	file = {Schachtner - 2023 - Selbstinszenierungen im virtuellen Raum Das Ringe.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YU226QJN/Schachtner - 2023 - Selbstinszenierungen im virtuellen Raum Das Ringe.pdf:application/pdf},
}

@incollection{asmann_vom_2023,
	address = {Wiesbaden},
	title = {Vom {Prinzip} der {Universalität} zur {Unberechenbarkeit} des {Sozialen}},
	isbn = {978-3-658-30765-3 978-3-658-30766-0},
	url = {https://link.springer.com/10.1007/978-3-658-30766-0_14},
	language = {de-DE},
	urldate = {2023-03-05},
	booktitle = {Bildung und {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Verständig, Dan},
	editor = {Aßmann, Sandra and Ricken, Norbert},
	year = {2023},
	doi = {10.1007/978-3-658-30766-0_14},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {385--402},
	file = {Verständig - 2023 - Vom Prinzip der Universalität zur Unberechenbarkei.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EDDRVPKG/Verständig - 2023 - Vom Prinzip der Universalität zur Unberechenbarkei.pdf:application/pdf},
}

@incollection{asmann_interaktion_2023,
	address = {Wiesbaden},
	title = {Interaktion im digital mediatisierten {Unterricht}. {Situative} {Ethnographien} sozialisatorischer {Praktiken} und {Strukturen}},
	isbn = {978-3-658-30765-3 978-3-658-30766-0},
	url = {https://link.springer.com/10.1007/978-3-658-30766-0_10},
	language = {de-DE},
	urldate = {2023-03-05},
	booktitle = {Bildung und {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Thiersch, Sven and Wolf, Eike},
	editor = {Aßmann, Sandra and Ricken, Norbert},
	year = {2023},
	doi = {10.1007/978-3-658-30766-0_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {247--271},
	file = {Thiersch und Wolf - 2023 - Interaktion im digital mediatisierten Unterricht. .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DCWDW6QG/Thiersch und Wolf - 2023 - Interaktion im digital mediatisierten Unterricht. .pdf:application/pdf},
}

@incollection{asmann_klassisch_2023,
	address = {Wiesbaden},
	title = {Klassisch – {Modern} – {Digital}? {Eine} kleine {Geschichte} und {Systematik} des {Wissensbegriffs}, mit einer {Note} zur digitalen {Bildung}},
	isbn = {978-3-658-30765-3 978-3-658-30766-0},
	shorttitle = {Klassisch – {Modern} – {Digital}?},
	url = {https://link.springer.com/10.1007/978-3-658-30766-0_11},
	language = {de-DE},
	urldate = {2023-03-05},
	booktitle = {Bildung und {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pulte, Helmut},
	editor = {Aßmann, Sandra and Ricken, Norbert},
	year = {2023},
	doi = {10.1007/978-3-658-30766-0_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {275--312},
	file = {Pulte - 2023 - Klassisch – Modern – Digital Eine kleine Geschich.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3KUW63FK/Pulte - 2023 - Klassisch – Modern – Digital Eine kleine Geschich.pdf:application/pdf},
}

@incollection{asmann_transformationen_2023,
	address = {Wiesbaden},
	title = {Transformationen des {Bildungswissens} – eine wissenstheoretische und -geschichtliche {Perspektive} auf digitale {Wissenskulturen}},
	isbn = {978-3-658-30765-3 978-3-658-30766-0},
	url = {https://link.springer.com/10.1007/978-3-658-30766-0_12},
	language = {de-DE},
	urldate = {2023-03-05},
	booktitle = {Bildung und {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ricken, Norbert and Reh, Sabine and Scholz, Joachim},
	editor = {Aßmann, Sandra and Ricken, Norbert},
	year = {2023},
	doi = {10.1007/978-3-658-30766-0_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {313--347},
	file = {Ricken et al. - 2023 - Transformationen des Bildungswissens – eine wissen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HCEG4437/Ricken et al. - 2023 - Transformationen des Bildungswissens – eine wissen.pdf:application/pdf},
}

@incollection{asmann_digitalitat_2023,
	address = {Wiesbaden},
	title = {Digitalität, {Vernetzung} und {Algorithmen}},
	isbn = {978-3-658-30765-3 978-3-658-30766-0},
	url = {https://link.springer.com/10.1007/978-3-658-30766-0_1},
	language = {de-DE},
	urldate = {2023-03-05},
	booktitle = {Bildung und {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Simon, Hans Ulrich and Ries, Christoph},
	editor = {Aßmann, Sandra and Ricken, Norbert},
	year = {2023},
	doi = {10.1007/978-3-658-30766-0_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {3--20},
	file = {Simon und Ries - 2023 - Digitalität, Vernetzung und Algorithmen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P23XFCYE/Simon und Ries - 2023 - Digitalität, Vernetzung und Algorithmen.pdf:application/pdf},
}

@incollection{asmann_digitalisierung_2023,
	address = {Wiesbaden},
	title = {Digitalisierung aus kulturanalytischer {Sicht}. {Forschungszugänge} für die empirische {Bildungsforschung}},
	isbn = {978-3-658-30765-3 978-3-658-30766-0},
	url = {https://link.springer.com/10.1007/978-3-658-30766-0_2},
	language = {de-DE},
	urldate = {2023-03-05},
	booktitle = {Bildung und {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Koch, Gertraud},
	editor = {Aßmann, Sandra and Ricken, Norbert},
	year = {2023},
	doi = {10.1007/978-3-658-30766-0_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {21--45},
	file = {Koch - 2023 - Digitalisierung aus kulturanalytischer Sicht. Fors.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZJCNH7XA/Koch - 2023 - Digitalisierung aus kulturanalytischer Sicht. Fors.pdf:application/pdf},
}

@incollection{asmann_diskurs_2023,
	address = {Wiesbaden},
	title = {Diskurs der {Digitalität} und {Pädagogik}},
	isbn = {978-3-658-30765-3 978-3-658-30766-0},
	url = {https://link.springer.com/10.1007/978-3-658-30766-0_3},
	language = {de-DE},
	urldate = {2023-03-05},
	booktitle = {Bildung und {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Macgilchrist, Felicitas},
	editor = {Aßmann, Sandra and Ricken, Norbert},
	year = {2023},
	doi = {10.1007/978-3-658-30766-0_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {47--71},
	file = {Macgilchrist - 2023 - Diskurs der Digitalität und Pädagogik.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CR7EKJ5A/Macgilchrist - 2023 - Diskurs der Digitalität und Pädagogik.pdf:application/pdf},
}

@incollection{rickert_technische_2023,
	address = {Wiesbaden},
	title = {Technische {Aspekte} \& {Datenschutz}},
	isbn = {978-3-658-39414-1},
	url = {https://doi.org/10.1007/978-3-658-39414-1_4},
	abstract = {Im Zusammenhang mit der Digitalisierung und der Nutzung verschiedener Online-Dienste ist der Schutz personenbezogener Daten ein wichtiger Aspekt. Der Serverstandort eines IT-Anbieters bestimmt, welches Datenschutzgesetz gilt. In Europa ist dies seit Mai 2018 die EU-Datenschutzgrundverordnung (DSGVO); in Deutschland ergänzt durch das – im weltweiten Vergleich – strenge Bundesdatenschutzgesetz. Inzwischen betreiben auch viele amerikanische Anbieter europäische Serverstandorte oder richten sich freiwillig nach den DSGVO-Bestimmungen, um die Akzeptanz ihrer Dienstleistungen zu erhöhen. Das Kapitel erläutert den Umgang mit der DSGVO für den einzelnen Mediator, gibt Hilfestellungen zu Fragen der Software-Auswahl und zeigt soziale und ökologische Mehrwerte von Videokonferenz-Systemen auf.},
	language = {de-DE},
	urldate = {2023-02-16},
	booktitle = {Online-{Mediation}: {Konfliktklärung} im virtuellen {Raum}},
	publisher = {Springer Fachmedien},
	author = {Rickert, Anne},
	editor = {Rickert, Anne},
	year = {2023},
	doi = {10.1007/978-3-658-39414-1_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {145--177},
}

@incollection{dilger_thesis_2022,
	address = {Wiesbaden},
	title = {Thesis {Writer}: {Digitale} {Anleitung} zum wissenschaftlichen {Arbeiten}, {Schreiben} und {Denken}},
	isbn = {978-3-658-34697-3 978-3-658-34698-0},
	shorttitle = {Thesis {Writer}},
	url = {https://link.springer.com/10.1007/978-3-658-34698-0_7},
	abstract = {Zusammenfassung
            Dieser Beitrag beschreibt die Entwicklung der Schreibplattform „Thesis Writer“, die Studierende beim Verfassen ihrer Abschlussarbeit und Lehrende bei deren Anleitung unterstützt. Der Beitrag erläutert zunächst, vor welchen Problemen Studierende stehen, wenn sie erstmals eine wissenschaftliche Arbeit selbständig verfassen müssen und nach welcher Logik die gewählte digitale Anleitung aufgebaut ist. Der Beitrag bietet einen Überblick über die Vorarbeiten, auf denen das Projekt beruht und stellt einige Schritte des design-based Ansatzes dar, die zu seiner heutigen Form geführt haben. Struktur und Aufbau des Tools werden ausführlich dargestellt, ebenso wie die Hilfsfunktionen, die zusätzlich zu dem Word Editor angeboten werden. Zwei Pilotstudien, die der Evaluation und Weiterentwicklung der Plattform dienen, werden vorgestellt, ehe ein letztes Kapitel darauf eingeht, vor welche Probleme ein solches Tool die Entwicklerinnen und Entwickler stellt, nachdem es fertig ist.},
	language = {de-DE},
	urldate = {2023-02-10},
	booktitle = {Seamless {Learning}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rapp, Christian and Kruse, Otto and Ott, Jakob},
	editor = {Dilger, Bernadette and Erlemann, Jennifer and Müller, Claude and Rapp, Christian},
	year = {2022},
	doi = {10.1007/978-3-658-34698-0_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {147--175},
	file = {Rapp et al. - 2022 - Thesis Writer Digitale Anleitung zum wissenschaft.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6MZ9QKSS/Rapp et al. - 2022 - Thesis Writer Digitale Anleitung zum wissenschaft.pdf:application/pdf},
}

@incollection{dilger_bilesa_2022,
	address = {Wiesbaden},
	title = {{BiLeSA}: {Mathematik} mit digitalen {Bildern} sichtbar machen},
	isbn = {978-3-658-34697-3 978-3-658-34698-0},
	shorttitle = {{BiLeSA}},
	url = {https://link.springer.com/10.1007/978-3-658-34698-0_6},
	abstract = {Zusammenfassung
            Die Frage „Wozu braucht man das?“ vonseiten der Studierenden oder Aussagen wie „Das habe ich im Beruf später nie mehr benötigt.“ von ehemaligen Studierenden ist den meisten Mathematikdozierenden sehr vertraut. Im Projekt BiLeSA wird dem Wunsch nach Integration von Praxisnähe im Mathematikunterricht mithilfe einer Smartphone-App, welche ausgewählte Themen in der Mathematik anhand von digitalen Bildern sichtbar macht, umgesetzt. Bei den ausgewählten Themen handelt es sich um (affin) lineare Abbildungen, Ableitungen in höheren Raumdimensionen und Potenzen von Komplexen Zahlen. Die Konzeptionierung des Lernobjekts erfolgte mit dem Design Based Research (DBR) Ansatz, welches im Basisprojekt des IBH-Labs „Seamless Learning“ konzipiert und entwickelt wurde.},
	language = {de-DE},
	urldate = {2023-02-10},
	booktitle = {Seamless {Learning}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Axthelm, Rebekka},
	editor = {Dilger, Bernadette and Erlemann, Jennifer and Müller, Claude and Rapp, Christian},
	year = {2022},
	doi = {10.1007/978-3-658-34698-0_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {133--145},
	file = {Axthelm - 2022 - BiLeSA Mathematik mit digitalen Bildern sichtbar .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9387D842/Axthelm - 2022 - BiLeSA Mathematik mit digitalen Bildern sichtbar .pdf:application/pdf},
}

@incollection{greiner_digitaler_2023,
	address = {Wiesbaden},
	title = {Digitaler {Wahlkampf}},
	isbn = {978-3-658-40215-0 978-3-658-40216-7},
	url = {https://link.springer.com/10.1007/978-3-658-40216-7_6},
	language = {de-DE},
	urldate = {2023-02-08},
	booktitle = {Moderner {Wahlkampf}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Greiner, Ramona},
	collaborator = {Greiner, Ramona},
	year = {2023},
	doi = {10.1007/978-3-658-40216-7_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {139--245},
	file = {Greiner - 2023 - Digitaler Wahlkampf.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VH8PUE9Q/Greiner - 2023 - Digitaler Wahlkampf.pdf:application/pdf},
}

@incollection{benz_organisatorische_2023,
	address = {Wiesbaden},
	title = {Organisatorische {Abbildung} von {Digitalisierungszuständigkeiten}},
	isbn = {978-3-658-40372-0 978-3-658-40373-7},
	url = {https://link.springer.com/10.1007/978-3-658-40373-7_14},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Zukunft smarte {Kommune}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Benz, Ilona},
	collaborator = {Benz, Ilona},
	year = {2023},
	doi = {10.1007/978-3-658-40373-7_14},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {259--267},
	file = {Benz - 2023 - Organisatorische Abbildung von Digitalisierungszus.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UAZ52BKC/Benz - 2023 - Organisatorische Abbildung von Digitalisierungszus.pdf:application/pdf},
}

@incollection{benz_impuls_2023,
	address = {Wiesbaden},
	title = {Impuls: {Experimentierräume} zur {Weiterentwicklung} der {Digitalisierungsstrategie}},
	isbn = {978-3-658-40372-0 978-3-658-40373-7},
	shorttitle = {Impuls},
	url = {https://link.springer.com/10.1007/978-3-658-40373-7_13},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Zukunft smarte {Kommune}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Benz, Ilona},
	collaborator = {Benz, Ilona},
	year = {2023},
	doi = {10.1007/978-3-658-40373-7_13},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {255--257},
	file = {Benz - 2023 - Impuls Experimentierräume zur Weiterentwicklung d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EHNZVTMW/Benz - 2023 - Impuls Experimentierräume zur Weiterentwicklung d.pdf:application/pdf},
}

@incollection{benz_auswahl_2023,
	address = {Wiesbaden},
	title = {Auswahl von {Digitalisierungsmaßnahmen}},
	isbn = {978-3-658-40372-0 978-3-658-40373-7},
	url = {https://link.springer.com/10.1007/978-3-658-40373-7_12},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Zukunft smarte {Kommune}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Benz, Ilona},
	collaborator = {Benz, Ilona},
	year = {2023},
	doi = {10.1007/978-3-658-40373-7_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {239--254},
	file = {Benz - 2023 - Auswahl von Digitalisierungsmaßnahmen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I9URPTME/Benz - 2023 - Auswahl von Digitalisierungsmaßnahmen.pdf:application/pdf},
}

@incollection{benz_impuls_2023-1,
	address = {Wiesbaden},
	title = {Impuls zur {Befassung} mit dem {Thema} {Digitalisierung}},
	isbn = {978-3-658-40372-0 978-3-658-40373-7},
	url = {https://link.springer.com/10.1007/978-3-658-40373-7_8},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Zukunft smarte {Kommune}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Benz, Ilona},
	collaborator = {Benz, Ilona},
	year = {2023},
	doi = {10.1007/978-3-658-40373-7_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {167--181},
	file = {Benz - 2023 - Impuls zur Befassung mit dem Thema Digitalisierung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C8329H28/Benz - 2023 - Impuls zur Befassung mit dem Thema Digitalisierung.pdf:application/pdf},
}

@incollection{freyth_veranderungsnotwendigkeit_2020,
	address = {Wiesbaden},
	title = {Veränderungsnotwendigkeit verstehen, digitale {Veränderungsbereitschaft} stärken: {Warum} kann es nicht so bleiben, wie es ist?},
	isbn = {978-3-658-28469-5 978-3-658-28470-1},
	shorttitle = {Veränderungsnotwendigkeit verstehen, digitale {Veränderungsbereitschaft} stärken},
	url = {http://link.springer.com/10.1007/978-3-658-28470-1_3},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Veränderungsbereitschaft stärken},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Freyth, Antje},
	collaborator = {Freyth, Antje},
	year = {2020},
	doi = {10.1007/978-3-658-28470-1_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {37--58},
	file = {Freyth - 2020 - Veränderungsnotwendigkeit verstehen, digitale Verä.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JLL3RHMZ/Freyth - 2020 - Veränderungsnotwendigkeit verstehen, digitale Verä.pdf:application/pdf},
}

@incollection{schallmo_evolution_2023,
	address = {Wiesbaden},
	title = {Die {Evolution} der {Digitalen} {Transformation}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_11},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gong, Cheng and Parisot, Xavier and Reis, Detlef},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_11},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {281--316},
	file = {Gong et al. - 2023 - Die Evolution der Digitalen Transformation.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A75GP2V7/Gong et al. - 2023 - Die Evolution der Digitalen Transformation.pdf:application/pdf},
}

@incollection{schallmo_digitale_2023,
	address = {Wiesbaden},
	title = {Digitale {Transformation}: etablierte {Unternehmen} im {Spannungsfeld} zwischen {Kerngeschäft} und digitalen {Innovationen}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	shorttitle = {Digitale {Transformation}},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_13},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bosler, Micha},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_13},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {345--373},
	file = {Bosler - 2023 - Digitale Transformation etablierte Unternehmen im.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N56UH7W3/Bosler - 2023 - Digitale Transformation etablierte Unternehmen im.pdf:application/pdf},
}

@incollection{schallmo_human_2023,
	address = {Wiesbaden},
	title = {Human {Resources} – {Treiber} und {Enabler} der digitalen {Transformation}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_15},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kreutzer, Ralf T.},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_15},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {409--436},
	file = {Kreutzer - 2023 - Human Resources – Treiber und Enabler der digitale.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IZ46VEV5/Kreutzer - 2023 - Human Resources – Treiber und Enabler der digitale.pdf:application/pdf},
}

@incollection{schallmo_integrierter_2023,
	address = {Wiesbaden},
	title = {Integrierter {Ansatz} für den digitalen {Reifegrad}: {Ebenen}, {Vorgehen} und detaillierte {Analyse}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	shorttitle = {Integrierter {Ansatz} für den digitalen {Reifegrad}},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_1},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schallmo, Daniel and Williams, Christopher A.},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_1},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {3--23},
	file = {Schallmo und Williams - 2023 - Integrierter Ansatz für den digitalen Reifegrad E.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YMMGYPRK/Schallmo und Williams - 2023 - Integrierter Ansatz für den digitalen Reifegrad E.pdf:application/pdf},
}

@incollection{schallmo_bewertung_2023,
	address = {Wiesbaden},
	title = {Bewertung der digitalen {Reife} von {Unternehmen} mittels {Reifegradmodellen}: {Grundlagen} \& {Vergleich} bestehender {Reifegradmodelle}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	shorttitle = {Bewertung der digitalen {Reife} von {Unternehmen} mittels {Reifegradmodellen}},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_3},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gabriel, Martin},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_3},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {49--68},
	file = {Gabriel - 2023 - Bewertung der digitalen Reife von Unternehmen mitt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3Y554HZN/Gabriel - 2023 - Bewertung der digitalen Reife von Unternehmen mitt.pdf:application/pdf},
}

@incollection{schallmo_strategische_2023,
	address = {Wiesbaden},
	title = {Strategische {Planung} des {Einstiegs} in die {Plattformökonomie}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_7},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Özcan, Leon and Drewel, Marvin and Koldewey, Christian and Dumitrescu, Roman},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_7},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {147--169},
	file = {Özcan et al. - 2023 - Strategische Planung des Einstiegs in die Plattfor.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CGFJIBIS/Özcan et al. - 2023 - Strategische Planung des Einstiegs in die Plattfor.pdf:application/pdf},
}

@incollection{schallmo_fluch_2023,
	address = {Wiesbaden},
	title = {Fluch und {Segen} digitaler {Disruption} für den deutschen {Mittelstand}: {Eine} {Analyse} der {Herausforderungen}, {Risiken}, {Strategien} und {Wettbewerbsfähigkeit} deutscher mittelständischer {Unternehmen} im {Umgang} mit dem {Phänomen} der digitalen {Disruption}.},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	shorttitle = {Fluch und {Segen} digitaler {Disruption} für den deutschen {Mittelstand}},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_8},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gut, Matthias},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_8},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {171--217},
	file = {Gut - 2023 - Fluch und Segen digitaler Disruption für den deuts.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6H4TQCTD/Gut - 2023 - Fluch und Segen digitaler Disruption für den deuts.pdf:application/pdf},
}

@incollection{schallmo_digitalisierungs-induzierte_2023,
	address = {Wiesbaden},
	title = {Digitalisierungs-induzierte {Veränderungen} für die {Geschäftsmodelle} von {B2B}-{Unternehmen}: {Ergebnisse} einer {Delphi}-{Studie}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	shorttitle = {Digitalisierungs-induzierte {Veränderungen} für die {Geschäftsmodelle} von {B2B}-{Unternehmen}},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_10},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Brendel-Schauberger, Alexander},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_10},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {245--278},
	file = {Brendel-Schauberger - 2023 - Digitalisierungs-induzierte Veränderungen für die .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8SPFKE78/Brendel-Schauberger - 2023 - Digitalisierungs-induzierte Veränderungen für die .pdf:application/pdf},
}

@incollection{schallmo_digitalisierung_2023,
	address = {Wiesbaden},
	title = {Digitalisierung, {Gesellschaft} und {Unternehmen}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_2},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Weiand, Achim},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_2},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {25--48},
	file = {Weiand - 2023 - Digitalisierung, Gesellschaft und Unternehmen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VUNQW4TZ/Weiand - 2023 - Digitalisierung, Gesellschaft und Unternehmen.pdf:application/pdf},
}

@incollection{schallmo_digital_2023,
	address = {Wiesbaden},
	title = {Digital {Sales} {Excellence}: {Ein} {Modell} zur {Bewertung} der digitalen {Reife} von {Vertriebsorganisationen}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	shorttitle = {Digital {Sales} {Excellence}},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_4},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Malewski, Maja Julia and Ahlfeld, Christian and Maihöfer, Sven},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_4},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {69--96},
	file = {Malewski et al. - 2023 - Digital Sales Excellence Ein Modell zur Bewertung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9XAZ4QSD/Malewski et al. - 2023 - Digital Sales Excellence Ein Modell zur Bewertung.pdf:application/pdf},
}

@incollection{schallmo_digitalstrategie_2023,
	address = {Wiesbaden},
	title = {Digitalstrategie: {Grundlagen}, bestehende {Ansätze} und {Vorgehensmodell}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	shorttitle = {Digitalstrategie},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_5},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schallmo, Daniel and Lohse, Jochen},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_5},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {99--115},
	file = {Schallmo und Lohse - 2023 - Digitalstrategie Grundlagen, bestehende Ansätze u.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N3E9PK2C/Schallmo und Lohse - 2023 - Digitalstrategie Grundlagen, bestehende Ansätze u.pdf:application/pdf},
}

@incollection{schallmo_konzeption_2023,
	address = {Wiesbaden},
	title = {Konzeption und {Erprobung} eines {Frameworks} zur {Digitalen} {Transformation} auf {Basis} der {Systemtheorie}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_6},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lang, Klaus and Hasler, Daniel and Hackl, Tobias and Ehmig-Klassen, Katharina},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_6},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {117--145},
	file = {Lang et al. - 2023 - Konzeption und Erprobung eines Frameworks zur Digi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4PMIWZ9I/Lang et al. - 2023 - Konzeption und Erprobung eines Frameworks zur Digi.pdf:application/pdf},
}

@incollection{schallmo_digital_2023-1,
	address = {Wiesbaden},
	title = {Digital {Marketing} {Leadership} – {Modell} und empirische {Ergebnisse} aus dem {B}-to-{B}-{Umfeld}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_9},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Baumgarth, Carsten and Binckebanck, Lars},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_9},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {219--244},
	file = {Baumgarth und Binckebanck - 2023 - Digital Marketing Leadership – Modell und empirisc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CTG26ZX7/Baumgarth und Binckebanck - 2023 - Digital Marketing Leadership – Modell und empirisc.pdf:application/pdf},
}

@incollection{harwardt_quo_2023,
	address = {Wiesbaden},
	title = {Quo vadis {Künstliche} {Intelligenz} in der {Arbeitswelt}?: {Perspektiven} hochqualifizierter {Führungskräfte} aus {Medizin}, {Rechtswesen} und {Politik}},
	isbn = {978-3-658-37900-1 978-3-658-37901-8},
	shorttitle = {Quo vadis {Künstliche} {Intelligenz} in der {Arbeitswelt}?},
	url = {https://link.springer.com/10.1007/978-3-658-37901-8_11},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Lernen im {Zeitalter} der {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Eveslage, Clara and Nachtwei, Jens},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2023},
	doi = {10.1007/978-3-658-37901-8_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {177--208},
	file = {Eveslage und Nachtwei - 2023 - Quo vadis Künstliche Intelligenz in der Arbeitswel.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XVQJQHJY/Eveslage und Nachtwei - 2023 - Quo vadis Künstliche Intelligenz in der Arbeitswel.pdf:application/pdf;Eveslage und Nachtwei - 2023 - Quo vadis Künstliche Intelligenz in der Arbeitswel.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/47F4SV27/Eveslage und Nachtwei - 2023 - Quo vadis Künstliche Intelligenz in der Arbeitswel.pdf:application/pdf},
}

@incollection{harwardt_mensch_2023,
	address = {Wiesbaden},
	title = {Mensch versus {Maschine}? {Kein} {Vergleich}. {Möglichkeiten} der {KI} im {Verhältnis} zu ihren {Erfindern}},
	isbn = {978-3-658-37900-1 978-3-658-37901-8},
	shorttitle = {Mensch versus {Maschine}?},
	url = {https://link.springer.com/10.1007/978-3-658-37901-8_9},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Lernen im {Zeitalter} der {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lorscheider, Bernd},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2023},
	doi = {10.1007/978-3-658-37901-8_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {147--159},
	file = {Lorscheider - 2023 - Mensch versus Maschine Kein Vergleich. Möglichkei.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C89F6LRQ/Lorscheider - 2023 - Mensch versus Maschine Kein Vergleich. Möglichkei.pdf:application/pdf;Lorscheider - 2023 - Mensch versus Maschine Kein Vergleich. Möglichkei.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QG2PIMT7/Lorscheider - 2023 - Mensch versus Maschine Kein Vergleich. Möglichkei.pdf:application/pdf},
}

@incollection{harwardt_menschliches_2023,
	address = {Wiesbaden},
	title = {Menschliches {Gehirn} trifft auf {Künstliche} {Intelligenz}: {Die} {Implikationen} für {Veränderungsfähigkeit} und betriebliche {Transformationsprozesse}},
	isbn = {978-3-658-37900-1 978-3-658-37901-8},
	shorttitle = {Menschliches {Gehirn} trifft auf {Künstliche} {Intelligenz}},
	url = {https://link.springer.com/10.1007/978-3-658-37901-8_10},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Lernen im {Zeitalter} der {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lenz, Ulrich},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2023},
	doi = {10.1007/978-3-658-37901-8_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {161--176},
	file = {Lenz - 2023 - Menschliches Gehirn trifft auf Künstliche Intellig.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RKDE2VM7/Lenz - 2023 - Menschliches Gehirn trifft auf Künstliche Intellig.pdf:application/pdf;Lenz - 2023 - Menschliches Gehirn trifft auf Künstliche Intellig.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7ZUQZEPT/Lenz - 2023 - Menschliches Gehirn trifft auf Künstliche Intellig.pdf:application/pdf},
}

@incollection{harwardt_informelles_2023,
	address = {Wiesbaden},
	title = {„{Informelles}, soziales {Lernen} unter dem {Einfluss} der {Digitalisierung}“},
	isbn = {978-3-658-37900-1 978-3-658-37901-8},
	url = {https://link.springer.com/10.1007/978-3-658-37901-8_5},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Lernen im {Zeitalter} der {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kemether, Katharina and Mynarek, Felix},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2023},
	doi = {10.1007/978-3-658-37901-8_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {63--76},
	file = {Kemether und Mynarek - 2023 - „Informelles, soziales Lernen unter dem Einfluss d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PR5TSFDJ/Kemether und Mynarek - 2023 - „Informelles, soziales Lernen unter dem Einfluss d.pdf:application/pdf;Kemether und Mynarek - 2023 - „Informelles, soziales Lernen unter dem Einfluss d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IUM6D286/Kemether und Mynarek - 2023 - „Informelles, soziales Lernen unter dem Einfluss d.pdf:application/pdf},
}

@incollection{harwardt_transferstarke-methode_2023,
	address = {Wiesbaden},
	title = {Die {Transferstärke}-{Methode}: {Befähigung} zum selbstverantwortlichen {Lerner}},
	isbn = {978-3-658-37900-1 978-3-658-37901-8},
	shorttitle = {Die {Transferstärke}-{Methode}},
	url = {https://link.springer.com/10.1007/978-3-658-37901-8_6},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Lernen im {Zeitalter} der {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Koch, Axel},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2023},
	doi = {10.1007/978-3-658-37901-8_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {77--95},
	file = {Koch - 2023 - Die Transferstärke-Methode Befähigung zum selbstv.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TWRHCL38/Koch - 2023 - Die Transferstärke-Methode Befähigung zum selbstv.pdf:application/pdf;Koch - 2023 - Die Transferstärke-Methode Befähigung zum selbstv.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7JKMLPI6/Koch - 2023 - Die Transferstärke-Methode Befähigung zum selbstv.pdf:application/pdf},
}

@incollection{harwardt_zukunft_2023,
	address = {Wiesbaden},
	title = {Die {Zukunft} ist hier: {Schlüsselkompetenzen} mit {Virtual} {Reality} trainieren!},
	isbn = {978-3-658-37900-1 978-3-658-37901-8},
	shorttitle = {Die {Zukunft} ist hier},
	url = {https://link.springer.com/10.1007/978-3-658-37901-8_8},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Lernen im {Zeitalter} der {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Niermann, Peter F.-J. and Palmas, Fabrizio},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2023},
	doi = {10.1007/978-3-658-37901-8_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {113--143},
	file = {Niermann und Palmas - 2023 - Die Zukunft ist hier Schlüsselkompetenzen mit Vir.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5DFS65RJ/Niermann und Palmas - 2023 - Die Zukunft ist hier Schlüsselkompetenzen mit Vir.pdf:application/pdf;Niermann und Palmas - 2023 - Die Zukunft ist hier Schlüsselkompetenzen mit Vir.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7YJ9CIEB/Niermann und Palmas - 2023 - Die Zukunft ist hier Schlüsselkompetenzen mit Vir.pdf:application/pdf},
}

@incollection{harwardt_krise_2023,
	address = {Wiesbaden},
	title = {Krise, {Change}, {Disruption}: {Was} ein erfolgreiches {New} {Leadership} jetzt leisten muss},
	isbn = {978-3-658-37900-1 978-3-658-37901-8},
	shorttitle = {Krise, {Change}, {Disruption}},
	url = {https://link.springer.com/10.1007/978-3-658-37901-8_1},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Lernen im {Zeitalter} der {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ternès von Hattburg, Anabel},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2023},
	doi = {10.1007/978-3-658-37901-8_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {3--17},
	file = {Ternès von Hattburg - 2023 - Krise, Change, Disruption Was ein erfolgreiches N.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9EL9W2GY/Ternès von Hattburg - 2023 - Krise, Change, Disruption Was ein erfolgreiches N.pdf:application/pdf;Ternès von Hattburg - 2023 - Krise, Change, Disruption Was ein erfolgreiches N.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NQJVDSR2/Ternès von Hattburg - 2023 - Krise, Change, Disruption Was ein erfolgreiches N.pdf:application/pdf},
}

@article{eickhoff_didaktische_2023,
	title = {Didaktische {Gestaltung} von {MOOCs}: {Forschungsstand} und {Empfehlungen}},
	abstract = {Interest in digital teaching is increasing due to the COVID-19 pandemic. At the same time, pandemic teaching has been criticized for its low instructional quality. In this context, this paper explores whether MOOCs are suitable as good practice examples, which instructional principles can be used to design high-quality MOOCs, and which measures can promote self-regulated learning (SRL) in MOOCs. The results show that the instructional quality of MOOCs needs to be improved, and ten well-established instructional principles are suitable for designing high-quality MOOCs. Prompts are one effective measure to strengthen the use of SRL strategies in MOOCs.},
	language = {de-DE},
	author = {Eickhoff, Verena},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, ⛔ No DOI found},
	file = {Eickhoff - 2023 - Didaktische Gestaltung von MOOCs Forschungsstand .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6EKHSR7Q/Eickhoff - 2023 - Didaktische Gestaltung von MOOCs Forschungsstand .pdf:application/pdf},
}

@article{sosdorf_kompetenzen_nodate,
	title = {Kompetenzen in einer {Kultur} der {Digitalität}. {Brauchen} wir generalistische {Kompetenzmodelle}?},
	abstract = {Digital literacy frameworks are subject to regular updates and enhancements as technologies evolve. Many continue to refer to original models of media education and yet, against the background of a culture of digitality, some gaps still seem to be poorly illuminated: When digital literacy frameworks are linked to ideas about the culture of digitality (Stalder 2016), three dimensions that seem to be missing from previous literacy frameworks push into view. How and where these three dimensions «transformation», «attitude» and «simultaneity» can be integrated in order to unfold the greatest possible benefit for the media literacy debate, but also how people can develop the associated, overarching and less tangible competencies, is placed at the centre of this article. In doing so, it becomes clear that all three dimensions can serve as basic foils to enable the development of competencies for a simultaneously analogue and digital everyday life from this perspective. In this context, the determination, development and internalization of one’s own life values in the course of lifelong learning play an essential role.},
	language = {de-DE},
	author = {Soßdorf, Anna},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, ⛔ No DOI found},
	file = {Soßdorf - Kompetenzen in einer Kultur der Digitalität. Brauc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HY64K8TL/Soßdorf - Kompetenzen in einer Kultur der Digitalität. Brauc.pdf:application/pdf;Soßdorf - Kompetenzen in einer Kultur der Digitalität. Brauc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3A9PGFJ9/Soßdorf - Kompetenzen in einer Kultur der Digitalität. Brauc.pdf:application/pdf},
}

@article{theobald_test_2022,
	title = {Test {Anxiety} {Does} {Not} {Predict} {Exam} {Performance} {When} {Knowledge} {Is} {Controlled} {For}: {Strong} {Evidence} {Against} the {Interference} {Hypothesis} of {Test} {Anxiety}},
	volume = {33},
	issn = {0956-7976, 1467-9280},
	shorttitle = {Test {Anxiety} {Does} {Not} {Predict} {Exam} {Performance} {When} {Knowledge} {Is} {Controlled} {For}},
	url = {http://journals.sagepub.com/doi/10.1177/09567976221119391},
	doi = {10/grs7n3},
	abstract = {Do test-anxious students perform worse in exam situations than their knowledge would otherwise allow? We analyzed data from 309 medical students who prepared for a high-stakes exam using a digital learning platform. Using log files from the learning platform, we assessed students’ level of knowledge throughout the exam-preparation phase and their average performance in mock exams that were completed shortly before the final exam. The results showed that test anxiety did not predict exam performance over and above students’ knowledge level as assessed in the mock exams or during the exam-preparation phase. Leveraging additional ambulatory assessment data from the exam-preparation phase, we found that high trait test anxiety predicted smaller gains in knowledge over the exam-preparation phase. Taken together, these findings are incompatible with the hypothesis that test anxiety interferes with the retrieval of previously learned knowledge during the exam.},
	language = {en-GB},
	number = {12},
	urldate = {2023-02-20},
	journal = {Psychological Science},
	author = {Theobald, Maria and Breitwieser, Jasmin and Brod, Garvin},
	month = dec,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {2073--2083},
	file = {Theobald et al. - 2022 - Test Anxiety Does Not Predict Exam Performance Whe.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9HV4MCZD/Theobald et al. - 2022 - Test Anxiety Does Not Predict Exam Performance Whe.pdf:application/pdf},
}

@article{kehrer_mareike_erfolgsfaktoren_2019,
	title = {Erfolgsfaktoren und {Hindernisse} bei der {Umsetzung} innovativer {Digitalisierungsprojekte} {Eine} {Interviewstudie} an {Hochschulen} in {Baden}-{Württemberg}},
	copyright = {Deutsches Urheberrecht},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=17111},
	doi = {10/grsth5},
	abstract = {Der folgende Beitrag beschreibt Ausgangssituation und Erkenntnisinteresse, Konzeption sowie Durchführung einer Interviewstudie zu Bedingungen einer erfolgreichen Umsetzung innovativer Digitalisierungsprojekte an Hochschulen in Baden-Württemberg. Die Studie wurde im Rahmen des MWK-Förderprogramms "Digital Innovations for Smart Teaching – Better Learning“ durchgeführt. Durch das Programm werden seit Herbst 2016 zehn Digitalisierungsprojekte an 13 Landeshochschulen über einen Gesamtzeitraum von zwei Jahren mit der Zielstellung gefördert, die Medien- und Informationskompetenz von Lehrenden und Studierenden zu verbessern sowie technische Weiterentwicklungen im Soft- und Hardwarebereich für die akademische Lehre anzustoßen. 24 Projektverantwortliche und -mitarbeitende aller zehn Projekte wurden zu zentralen Voraussetzungen einer erfolgreichen Umsetzung ihrer Projektvorhaben befragt, wobei insbesondere die Nachhaltigkeit der Förderprojekte sowie ihre institutionelle Einbettung und hochschulübergreifende Vernetzung Interessensschwerpunkte bilden. Zum Zeitpunkt der Beitragseinreichung ist die qualitative Inhaltsanalyse der Interviews noch nicht abgeschlossen, die Ergebnisse werden im Rahmen des Vortrags auf der Jahrestagung der GMW erstmals präsentiert. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-02-17},
	author = {Kehrer, Mareike},
	month = sep,
	year = {2019},
	note = {Publisher: Waxmann},
	keywords = {System, Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Digitalisierung, Digitalization, Hochschullehre, University lecturing, University teaching, Hochschule, Datenerhebung, Nachhaltigkeit, Project, Projects (Learning Activities), Projekt, Sustainability, Baden-Wurtemberg, Baden-Wurttemberg, Baden-Württemberg, Content analysis, Förderprogramm, Inhaltsanalyse, Innovationsprozess, Kategorie, Leitfadeninterview, Remedial Programs, Studie, Tutorial programs},
	file = {Kehrer, Mareike - 2019 - Erfolgsfaktoren und Hindernisse bei der Umsetzung .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7DBILNPL/Kehrer, Mareike - 2019 - Erfolgsfaktoren und Hindernisse bei der Umsetzung .pdf:application/pdf},
}

@article{hassounah_digital_2020,
	title = {Digital {Response} {During} the {COVID}-19 {Pandemic} in {Saudi} {Arabia}},
	volume = {22},
	issn = {1438-8871},
	url = {https://www.jmir.org/2020/9/e19338},
	doi = {10/ghqgnq},
	abstract = {Background: The first case of COVID-19 in Saudi Arabia was confirmed on March 3, 2020. Saudi Arabia, like many other countries worldwide, implemented lockdown of most public and private services in response to the pandemic and established population movement restrictions nationwide. With the implementation of these strict mitigation regulations, technology and digital solutions have enabled the provision of essential services.
Objective: The aim of this paper is to highlight how Saudi Arabia has used digital technology during the COVID-19 pandemic in the domains of public health, health care services, education, telecommunication, commerce, and risk communication.
Methods: We documented the use of digital technology in Saudi Arabia during the pandemic using publicly available official announcements, press briefings and releases, news clips, published data, peer-reviewed literature, and professional discussions.
Results: Saudi Arabia’s government and private sectors combined developed and launched approximately 19 apps and platforms that serve public health functions and provide health care services. A detailed account of each is provided. Education processes continued using an established electronic learning infrastructure with a promising direction toward wider adoption in the future. Telecommunication companies exhibited smooth collaboration as well as innovative initiatives to support ongoing efforts. Risk communication activities using social media, websites, and SMS text messaging followed best practice guides.
Conclusions: The Saudi Vision 2030 framework, released in 2017, has paved the path for digital transformation. COVID-19 enabled the promotion and testing of this transition. In Saudi Arabia, the use of artificial intelligence in integrating different data sources during future outbreaks could be further explored. Also, decreasing the number of mobile apps and merging their functions could increase and facilitate their use.},
	language = {en-GB},
	number = {9},
	urldate = {2023-02-10},
	journal = {Journal of Medical Internet Research},
	author = {Hassounah, Marwah and Raheel, Hafsa and Alhefzi, Mohammed},
	month = sep,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {e19338},
	file = {Hassounah et al. - 2020 - Digital Response During the COVID-19 Pandemic in S.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FY8MV9S3/Hassounah et al. - 2020 - Digital Response During the COVID-19 Pandemic in S.pdf:application/pdf},
}

@article{posadzki_offline_2019,
	title = {Offline {Digital} {Education} for {Postregistration} {Health} {Professions}: {Systematic} {Review} and {Meta}-{Analysis} by the {Digital} {Health} {Education} {Collaboration}},
	volume = {21},
	issn = {1438-8871},
	shorttitle = {Offline {Digital} {Education} for {Postregistration} {Health} {Professions}},
	url = {http://www.jmir.org/2019/4/e12968/},
	doi = {10/gn2stq},
	abstract = {Background: The shortage and disproportionate distribution of health care workers worldwide is further aggravated by the inadequacy of training programs, difficulties in implementing conventional curricula, deficiencies in learning infrastructure, or a lack of essential equipment. Offline digital education has the potential to improve the quality of health professions education.},
	language = {en-GB},
	number = {4},
	urldate = {2023-02-10},
	journal = {Journal of Medical Internet Research},
	author = {Posadzki, Pawel and Bala, Malgorzata M and Kyaw, Bhone Myint and Semwal, Monika and Divakar, Ushashree and Koperny, Magdalena and Sliwka, Agnieszka and Car, Josip},
	month = apr,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {e12968},
	file = {Posadzki et al. - 2019 - Offline Digital Education for Postregistration Hea.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NEV3BQSZ/Posadzki et al. - 2019 - Offline Digital Education for Postregistration Hea.pdf:application/pdf},
}

@article{hofer_virtuelle_2021,
	title = {Virtuelle {IT}-{Studienprojekte} – {Ein} {Erfahrungsbericht} und {Handlungsempfehlungen} für {Betreuende}},
	volume = {58},
	issn = {1436-3011, 2198-2775},
	url = {https://link.springer.com/10.1365/s40702-021-00790-4},
	doi = {10/grq6br},
	abstract = {The following contribution is a report on a virtual IT capstone project which has been undertaken at a German university. We provide a general overview on virtual learning and teaching. Thereby, we explain selected theoretical underpinnings of agile and virtual methods in the context of universities. We provide knowledge on virtual collaboration drawing upon selected relevant literature. Then, we describe IT capstone projects in general, before we exhaustively report from our experience with a speciﬁc virtual, agile IT capstone project. The latter aimed at developing a Conversational User Interface in the realm of Design Thinking. Due to the Covid19-pandemic the entire project has been executed fully virtual over a period of one year. Hence, supervisor’s teaching and learning on the part of students has been done completely digital supported by IT tools. With this practical-oriented article, we provide experience and design parameters serving as a basis for the design, development and execution of future virtual and agile IT capstone projects. We complement our report with recommendations on various design- and executionrelated aspect in order to support not only academic supervisors, but also interested practitioners from areas such as business and public administration.},
	language = {de-DE},
	number = {6},
	urldate = {2023-02-07},
	journal = {HMD Praxis der Wirtschaftsinformatik},
	author = {Hofer, Julien and Knackstedt, Ralf},
	month = dec,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {1394--1405},
	file = {Hofer und Knackstedt - 2021 - Virtuelle IT-Studienprojekte – Ein Erfahrungsberic.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3CTMWX7C/Hofer und Knackstedt - 2021 - Virtuelle IT-Studienprojekte – Ein Erfahrungsberic.pdf:application/pdf},
}

@article{grogorick_acdc_2021,
	title = {{AC}:{DC} – {Agiles} und kollaboratives digitales {Klassenzimmer}},
	volume = {58},
	issn = {1436-3011, 2198-2775},
	shorttitle = {{AC}},
	url = {https://link.springer.com/10.1365/s40702-021-00736-w},
	doi = {10/grq6bg},
	abstract = {The possibilities for designing digital teaching and learning concepts are diverse and associated with various potentials. Despite numerous efforts to increasingly establish digital education opportunities at universities, schools, and in the workplace context, only the rapid spread of Covid-19 has led to a far-reaching rethinking. This paper therefore presents the AC:DC concept for digital, agile, and collaborative learning, which was used for the ﬁrst time in a master’s lecture in the summer semester of 2020. The evaluation of the course has predominantly shown positive results, especially related to the achieved learning success.},
	language = {de-DE},
	number = {4},
	urldate = {2023-02-07},
	journal = {HMD Praxis der Wirtschaftsinformatik},
	author = {Grogorick, Linda and Lamprecht, Jens},
	month = aug,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {858--869},
	file = {Grogorick und Lamprecht - 2021 - ACDC – Agiles und kollaboratives digitales Klasse.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PWDPDJQ9/Grogorick und Lamprecht - 2021 - ACDC – Agiles und kollaboratives digitales Klasse.pdf:application/pdf},
}

@article{koppel_ilka_digitale_2022,
	title = {Digitale {Förderdiagnostik} in der {Basisbildung}. {Unterstützung} für den {Kursalltag} mit lea.online},
	copyright = {Creative Commons Namensnennung 4.0 International},
	issn = {1993-6818},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=26037},
	doi = {10/grpbkv},
	abstract = {Because of the thoroughly heterogeneous learning biographies of adults, individual support and thus assessment play an important role in a targeted and successful learning process in basic education/literacy. As part of initial assessment, their support needs can be identified, and progress can be recognized in an accompanying diagnostic procedure. Since 2008 the project "lea.Literalitätsentwicklung" has developed assessment tools for the areas reading, writing, basic mathematics and feel for language and prepared them in a paper format as well as for online use. In the follow-up project "lea.online" (2018-2022), three digital applications have been developed for use in basic education/literacy practice: an improved version of the existing online assessment tool otu.lea, the lea.Dashboard for teachers for case- and group-based evaluation of test results and the lea.App with occupational field-related exercises for learners. All applications are intentionally easy to use and appealing to the target group and should motivate them to learn. The advantages of these digital applications are an increase in diagnostic efficiency through automated analysis and opportunities for individualized support for learners, didactic control in teaching and the practice required outside of the lessons. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-01-21},
	author = {Koppel, Ilka and Wolf, Karsten D. and Kley, Susanne and Meyer, Imke A. M.},
	collaborator = {DIPF {\textbar} Leibniz-Institut für Bildungsforschung und Bildungsinformation},
	year = {2022},
	note = {Publisher: Bundesministerium für Bildung, Wissenschaft und Forschung : Wien},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Anwendung, Digitalisierung, Digitalization, On line, Online, Kompetenz, Adult training, Erwachsenenbildung, Competency, Project, Projects (Learning Activities), Projekt, Diagnostic, Diagnostik, Förderbedarf, Grundbildung, Alphabetisierung, Auswertung, Data analysis, Diagnostic Assessment, Diagnostisches Verfahren, Förderdiagnostik, Individual support, Individuelle Förderung, Interpretation of literature, Lernbiografie, Literacy},
	file = {Koppel, Ilka et al. - 2022 - Digitale Förderdiagnostik in der Basisbildung. Unt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IL4B38LC/Koppel, Ilka et al. - 2022 - Digitale Förderdiagnostik in der Basisbildung. Unt.pdf:application/pdf},
}

@article{feigl_elisabeth_digi_2022,
	title = {Digi {SprachenCamp}: {BarCamp} zum digital gestützten {Sprachenunterricht}. {Ein} {Praxis}- und {Erfahrungsbericht}},
	copyright = {Creative Commons Namensnennung 4.0 International},
	issn = {1993-6818},
	shorttitle = {Digi {SprachenCamp}},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=26036},
	doi = {10/grpbks},
	abstract = {The Association of Austrian Adult Education Centres (Verband Österreichischer Volkshochschulen in German) offered the first online language BarCamp in Austria on the topic "digital tools for language learning" where around 100 language experts from teaching and academia were able to exchange ideas. In line with the standard BarCamp format, the participants directly introduced the problems to be discussed. This included topics such as teaching and motivation of language learners in online courses, the success of hybrid language courses and apps for language instruction. New methods, activities, forms of learning, formats or approaches to digital tools for language instruction were also discussed. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-01-21},
	author = {Feigl, Elisabeth},
	collaborator = {DIPF {\textbar} Leibniz-Institut für Bildungsforschung und Bildungsinformation},
	year = {2022},
	note = {Publisher: Bundesministerium für Bildung, Wissenschaft und Forschung : Wien},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Digitalisierung, Digitalization, Adult training, Erwachsenenbildung, Austria, Österreich, Vernetzung, Volkshochschule, Fremdsprachiger Spracherwerb, Language lessons, Language teaching, Sprachunterricht},
	file = {Feigl, Elisabeth - 2022 - Digi SprachenCamp BarCamp zum digital gestützten .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CT8VHLUG/Feigl, Elisabeth - 2022 - Digi SprachenCamp BarCamp zum digital gestützten .pdf:application/pdf},
}

@article{janschitz_digitalisierung_2022,
	title = {„{Digitalisierung} mit der {Brechstange}“?: {Auswirkungen} der {Pandemie} auf {Digitalisierungsprozesse} und digitale {Ungleichheiten} an österreichischen {Schulen}},
	issn = {2190-6890, 2190-6904},
	shorttitle = {„{Digitalisierung} mit der {Brechstange}“?},
	url = {https://link.springer.com/10.1007/s35834-022-00347-5},
	doi = {10/gqp8zv},
	abstract = {The Covid 19 pandemic hit the Austrian school system in spring 2020, bringing a range of new challenges. The following phases of school closures and distance learning also promoted digitalisation processes in schools. In this context, technical equipment and digital competences of students gain importance, which bears the risk that a digital divide deepens already existing inequalities in education. This article therefore examines digitalisation in schools during the pandemic and takes a closer look at digital inequalities during distance learning. We use data from an interview study with teachers, school administrators, employees of psychosocial support systems at schools, as well as students. The ﬁndings of this study show that Covid-related school closures and distance learning go along with an expansion and a certain consolidation of teaching and learning by digital means. Yet, we see persisting problems which are linked with structural inequalities. There were no catchup processes for socially disadvantaged students as a result of digitalisation. Rather, the factors that were already decisive for the profound inequalities in the Austrian education system before the pandemic, such as socioeconomic status, educational level of the parents, and cultural capital, continue to be of major importance for distance learning and the use of digital media in schools.},
	language = {de-DE},
	urldate = {2022-08-27},
	journal = {Zeitschrift für Bildungsforschung},
	author = {Janschitz, Gerlinde and Zehetner, Elisabeth and Fernandez, Karina},
	month = jul,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Janschitz et al. - 2022 - „Digitalisierung mit der Brechstange“ Auswirkung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JZ29NP8D/Janschitz et al. - 2022 - „Digitalisierung mit der Brechstange“ Auswirkung.pdf:application/pdf;Janschitz et al. - 2022 - „Digitalisierung mit der Brechstange“ Auswirkung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K7NRFT3G/Janschitz et al. - 2022 - „Digitalisierung mit der Brechstange“ Auswirkung.pdf:application/pdf},
}

@article{martins_realistic_2022,
	title = {Realistic simulation in nursing education: {Testing} two scenario‐based models},
	issn = {2054-1058, 2054-1058},
	shorttitle = {Realistic simulation in nursing education},
	url = {https://onlinelibrary.wiley.com/doi/10.1002/nop2.1585},
	doi = {10/grk87x},
	abstract = {Aim: To evaluate students' self-­perceived pedagogical outcomes when using a digital scenario-b­ ased tool compared to traditional scenarios printed on paper. Design: This study used a within-­subjects experiment. Method: A digital platform for scenario development was developed, focusing on patients' regaining independence and returning home after an acute event. Students participated in two simulation activities, differing only in the type of scenario used and completed a questionnaire to evaluate their learning experience.},
	language = {en-GB},
	urldate = {2023-01-07},
	journal = {Nursing Open},
	author = {Martins, Teresa and Santos, Francisco and Lumini, Maria José and Sousa, Maria Rui and Peixoto, Maria José and Freire, Rosa Maria and Salazar, Berta and Fernandes, Carla and de Fátima Araújo, Maria},
	month = dec,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {nop2.1585},
	file = {Martins et al. - 2022 - Realistic simulation in nursing education Testing.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D7SVQ7F8/Martins et al. - 2022 - Realistic simulation in nursing education Testing.pdf:application/pdf},
}

@article{jorissen_digitale_2022,
	title = {Digitale {Sympoiesis} und kulturelle {Resilienz}: {Alternative} {Perspektiven} auf {Digitalisierung} im {Anthropozän}},
	volume = {98},
	issn = {0507-7230, 2589-0581},
	shorttitle = {Digitale {Sympoiesis} und kulturelle {Resilienz}},
	url = {https://www.schoeningh.de/view/journals/vfp/98/4/article-p474_6.xml},
	doi = {10.30965/25890581-09703066},
	abstract = {Digital Sympoiesis and Cultural Resilience. Alternative Perspectives on Digitalization in the Anthropocene Digitalization plays an ambivalent role within profit-driven globalization processes and the worldwide commodification of cultural and material resources. From the perspective of the Anthropocene, however, it also comes into view as a space for new modes of relating and »worlding« (Haraway) that imply cultural resilience as a collective learning process. The digital game »Never Alone« (Kisima Ingitchuna) is discussed as an exemplary case of such learning.},
	language = {de-DE},
	number = {4},
	urldate = {2022-12-29},
	journal = {Vierteljahrsschrift für wissenschaftliche Pädagogik},
	author = {Jörissen, Benjamin},
	month = dec,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {474--489},
	file = {Jörissen - 2022 - Digitale Sympoiesis und kulturelle Resilienz Alte.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PCU42UNQ/Jörissen - 2022 - Digitale Sympoiesis und kulturelle Resilienz Alte.pdf:application/pdf},
}

@article{stern_agiles_2021,
	title = {Agiles {Studieren} – ein {Modell} für hybride {Präsenz}‑/{Onlinelehre}},
	volume = {58},
	issn = {1436-3011, 2198-2775},
	url = {https://link.springer.com/10.1365/s40702-021-00803-2},
	doi = {10/gq5pmg},
	abstract = {The pandemic situation has made it necessary for universities to offer more ﬂexible forms of teaching than the predominant face-to-face teaching. However, the effort required to switch to digital online teaching is considerable. Additionally, students are affected by these serious circumstances and have to adapt their established learning methods. Frequent changes between face-to-face and online teaching, for example motivated by changes in the pandemic situation, are thus not easy to manage.},
	language = {de-DE},
	number = {6},
	urldate = {2022-10-30},
	journal = {HMD Praxis der Wirtschaftsinformatik},
	author = {Stern, Detlef},
	month = dec,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {1432--1443},
	file = {Stern - 2021 - Agiles Studieren – ein Modell für hybride Präsenz‑.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/72DXD7QU/Stern - 2021 - Agiles Studieren – ein Modell für hybride Präsenz‑.pdf:application/pdf;Stern - 2021 - Agiles Studieren – ein Modell für hybride Präsenz‑.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H98TCH3Z/Stern - 2021 - Agiles Studieren – ein Modell für hybride Präsenz‑.pdf:application/pdf},
}

@article{koller_olaf_digitalisierung_2022,
	title = {Digitalisierung im {Bildungssystem}: {Handlungsempfehlungen} von der {Kita} bis zur {Hochschule}. {Gutachten} der {Ständigen} {Wissenschaftlichen} {Kommission} der {Kultusministerkonferenz} ({SWK})},
	copyright = {Deutsches Urheberrecht},
	shorttitle = {Digitalisierung im {Bildungssystem}},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=25273},
	doi = {10/gqv83c},
	abstract = {Erfolgreiche individuelle Entwicklungsprozesse über die Lebensspanne sind aus heutiger Sicht ohne die kompetente Nutzung digitaler Medien in Schule, Freizeit und Beruf nahezu unmöglich. Das Gutachten beleuchtet für zentrale Bildungsetappen – frühe Bildung in der Kindertagesstätte, allgemeinbildende Schule, berufliche Bildung, Hochschule und daraus folgend für die Lehrkräftebildung – welche Maßnahmen und Strategien in den kommenden Monaten und Jahren umgesetzt werden müssen, um erfolgreiche Lehr- und Lernprozesse und eine erfolgreiche Teilhabe in einer von Digitalisierung geprägten Lebens- und Arbeitswelt zu ermöglichen. Aus einer Situationsanalyse und der Aufarbeitung des Forschungsstands leitet das Gutachten insgesamt 14 Handlungsempfehlungen ab. Inhaltlich fokussiert das Gutachten in allen Bildungsetappen auf vier zentrale Linien: (1) Veränderungen in den Bildungszielen und Bildungsinhalten, (2) Forschungsbasierte Entwicklung von Lehr-Lernmaterialien, (3) Professionalisierung des Bildungspersonals und (4) Organisationsentwicklung. Die Ständige Wissenschaftliche Kommission (SWK) ist ein unabhängiges wissenschaftliches Beratungsgremium der Kultusministerkonferenz. Ihr gehören 16 Bildungsforscher:innen aus unterschiedlichen Disziplinen an. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2022-09-26},
	author = {Köller, Olaf and Thiel, Felicitas and Ackeren, Isabell van and Anders, Yvonne and Becker-Mrotzek, Michael and Cress, Ulrike and Diehl, Claudia and Kleickmann, Thilo and Lütje-Klose, Birgit and Prediger, Susanne and Seeber, Susan and Ziegler, Birgit and Kuper, Harm and Stanat, Petra and Maaz, Kai and Lewalter, Doris},
	collaborator = {DIPF {\textbar} Leibniz-Institut für Bildungsforschung und Bildungsinformation and Ständige Wissenschaftliche Kommission der Kultusministerkonferenz (SWK)},
	year = {2022},
	note = {Artwork Size: 185 pages
Publisher: SWK : Bonn},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Digitale Bildung, Digitalisierung, Digitalization, Hochschule, Learning process, Lernprozess, Lehrerausbildung, Lehrerbildung, Professionalisierung, Professionalization, Teacher training, Teachers' training, Kompetenz, Medienpädagogik, Competency, Berufliche Bildung, School, Schule, Bildungsinhalt, Bildungsziel, Educational content, Organisationsentwicklung, Organizational development, Further education for teachers, Further training for teachers, Lehrerfortbildung, Elementarbereich, Elementary education sector, Expert report, Frühpädagogik, Gutachten, Apprenticeship, Lectureship, Lehre, Bildungssystem, Advance organizers, Computer science lessons, Computer studies, Frühförderung, Informatikunterricht, Lehr-Lern-Forschung, Lehrmaterialentwicklung, Lernmaterial, Material Development, Teaching of computer science, Teaching-learning research},
	pages = {185 pages},
	file = {Köller, Olaf et al. - 2022 - Digitalisierung im Bildungssystem Handlungsempfeh.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8YACZR3U/Köller, Olaf et al. - 2022 - Digitalisierung im Bildungssystem Handlungsempfeh.pdf:application/pdf},
}

@article{oconnor_podcasting_2020,
	title = {Podcasting in nursing and midwifery education: {An} integrative review},
	volume = {47},
	issn = {14715953},
	shorttitle = {Podcasting in nursing and midwifery education},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S1471595319309412},
	doi = {10/ghxhdv},
	abstract = {Podcasting is used in higher education so various digital resources can be shared with students. This review aims to synthesise evidence on podcasting in nursing and midwifery education. PubMed, MEDLINE, CINAHL, Scopus and ERIC databases were searched using key terms. 242 articles were found and screened. Data extraction, quality assessment and data analysis, underpinned by a Social Media Learning Model, were conducted on relevant studies. Twenty-six studies were included in the review. Three themes emerged; 1) learning and other outcomes, 2) antecedents to learning, and 3) learning process. Students seemed to acquire new knowledge and skills by using podcasts and it also appeared to improve clinical confidence. The organisation of podcasting, digital literacy and e-Professionalism, the personal motivation of learners, and flexible access to the technology seemed to impact the delivery of this educational intervention. Mechanisms that appeared to affect the learning process were the speed of exchange, the type of social media user, the timeframe, quality of information, the functionality of podcasts and other learning activities. This review synthesised evidence on podcasting in nursing and midwifery education. The technology was seen as a positive learning tool but more robust research examining its efficacy in improving learning outcomes is needed.},
	language = {en-GB},
	urldate = {2022-09-22},
	journal = {Nurse Education in Practice},
	author = {O'Connor, Siobhan and Daly, Claire S. and MacArthur, Juliet and Borglin, Gunilla and Booth, Richard G.},
	month = aug,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {102827},
	file = {O'Connor et al. - 2020 - Podcasting in nursing and midwifery education An .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4SVCKJGE/O'Connor et al. - 2020 - Podcasting in nursing and midwifery education An .pdf:application/pdf},
}

@article{lall_influences_2019,
	title = {Influences on the {Implementation} of {Mobile} {Learning} for {Medical} and {Nursing} {Education}: {Qualitative} {Systematic} {Review} by the {Digital} {Health} {Education} {Collaboration}},
	volume = {21},
	issn = {1438-8871},
	shorttitle = {Influences on the {Implementation} of {Mobile} {Learning} for {Medical} and {Nursing} {Education}},
	url = {https://www.jmir.org/2019/2/e12895/},
	doi = {10.2196/12895},
	abstract = {Background: In the past 5 decades, digital education has increasingly been used in health professional education. Mobile learning (mLearning), an emerging form of educational technology using mobile devices, has been used to supplement learning outcomes through enabling conversations, sharing information and knowledge with other learners, and aiding support from peers and instructors regardless of geographic distance.
Objective: This review aimed to synthesize findings from qualitative or mixed-methods studies to provide insight into factors facilitating or hindering implementation of mLearning strategies for medical and nursing education.
Methods: A systematic search was conducted across a range of databases. Studies with the following criteria were selected: examined mLearning in medical and nursing education, employed a mixed-methods or qualitative approach, and published in English after 1994. Findings were synthesized using a framework approach.
Results: A total of 1946 citations were screened, resulting in 47 studies being selected for inclusion. Most studies evaluated pilot mLearning interventions. The synthesis identified views on valued aspects of mobile devices in terms of efficiency and personalization but concerns over vigilance and poor device functionality; emphasis on the social aspects of technology, especially in a clinical setting; the value of interaction learning for clinical practice; mLearning as a process, including learning how to use a device; and the importance of institutional infrastructure and policies.
Conclusions: The portability of mobile devices can enable interactions between learners and educational material, fellow learners, and educators in the health professions. However, devices need to be incorporated institutionally, and learners and educators need additional support to fully comprehend device or app functions. The strategic support of mLearning is likely to require procedural guidance for practice settings and device training and maintenance services on campus.},
	language = {en-GB},
	number = {2},
	urldate = {2021-12-12},
	journal = {Journal of Medical Internet Research},
	author = {Lall, Priya and Rees, Rebecca and Law, Gloria Chun Yi and Dunleavy, Gerard and Cotič, Živa and Car, Josip},
	month = feb,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, medical education, systematic review, distance education, nursing education, qualitative research},
	pages = {e12895},
	file = {Lall et al. - 2019 - Influences on the Implementation of Mobile Learnin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3N6WS265/Lall et al. - 2019 - Influences on the Implementation of Mobile Learnin.pdf:application/pdf;Lall et al. - 2019 - Influences on the Implementation of Mobile Learnin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E786SQTW/Lall et al. - 2019 - Influences on the Implementation of Mobile Learnin.pdf:application/pdf},
}

@article{brusamento_digital_2019,
	title = {Digital {Health} {Professions} {Education} in the {Field} of {Pediatrics}: {Systematic} {Review} and {Meta}-{Analysis} by the {Digital} {Health} {Education} {Collaboration}},
	volume = {21},
	issn = {1438-8871},
	shorttitle = {Digital {Health} {Professions} {Education} in the {Field} of {Pediatrics}},
	url = {https://www.jmir.org/2019/9/e14231},
	doi = {10.2196/14231},
	abstract = {Background: Reducing childhood morbidity and mortality is challenging, particularly in countries with a shortage of qualified health care workers. Lack of trainers makes it difficult to provide the necessary continuing education in pediatrics for postregistration health professionals. Digital education, teaching and learning by means of digital technologies, has the potential to deliver medical education to a large audience while limiting the number of trainers needed.},
	language = {en-GB},
	number = {9},
	urldate = {2021-12-12},
	journal = {Journal of Medical Internet Research},
	author = {Brusamento, Serena and Kyaw, Bhone Myint and Whiting, Penny and Li, Li and Tudor Car, Lorainne},
	month = sep,
	year = {2019},
	note = {ZSCC: 0000019},
	keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, meta-analysis, randomized controlled trials, systematic review, digital education, pediatrics, traditional learning},
	pages = {e14231},
	file = {Brusamento et al. - 2019 - Digital Health Professions Education in the Field .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N2PMJWRP/Brusamento et al. - 2019 - Digital Health Professions Education in the Field .pdf:application/pdf;Brusamento et al. - 2019 - Digital Health Professions Education in the Field .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LIXRKTM2/Brusamento et al. - 2019 - Digital Health Professions Education in the Field .pdf:application/pdf},
}

@article{chan_crafting_2014,
	title = {Crafting an {Occupational} {Identity}: {Learning} the {Precepts} of {Craftsmanship} {Through} {Apprenticeship}},
	volume = {7},
	issn = {1874-785X, 1874-7868},
	shorttitle = {Crafting an {Occupational} {Identity}},
	url = {10.1007/s12186-014-9117-9},
	doi = {10/f6g87p},
	abstract = {The term craftsmanship is associated with pre-industrial craft work with inferences to skilled artisanal manufacture of bespoke products. Apprenticeship learning is often perceived to be synonymous with learning craftsmanship. How then is the trait of craftsmanship through attainment of specific artisanal approaches conveyed and learnt through apprenticeship? This article presents and discusses processes imposed on and utilised by apprentices to attain precepts of artisanal approaches. The dispositional and skill elements of craftsmanship are proposed to be adopted through engagement with and development of craft and workplace specific approaches to contend with aspects of Pye’s (1968) conceptualisation of ‘workmanship of risk’ or the article’s proposed term of ‘artisanal approach of risk’.},
	language = {en-GB},
	number = {3},
	urldate = {2020-11-11},
	journal = {Vocations and Learning},
	author = {Chan, Selena},
	month = oct,
	year = {2014},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Digitale Bildung},
	pages = {313--330},
	file = {2014_Article_.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BZINI8IJ/2014_Article_.pdf:application/pdf},
}

@article{haage_emergency_2021,
	title = {Emergency {Remote} {Teaching} und {Inklusion}: {Erfahrungen} und {Bedarfe} von {Studierenden} mit und ohne {Beeinträchtigungen} während der {Pandemie}},
	volume = {40},
	issn = {1424-3636},
	shorttitle = {Emergency {Remote} {Teaching} und {Inklusion}},
	url = {https://www.medienpaed.com/article/view/1224},
	doi = {10/gqbpcv},
	abstract = {The sudden transition to what is termed Emergency Remote Teaching (Hodges et al. 2020) has emphasized the relevance for the issue of inequality in education - including universities with an increasingly diverse student body. Digital media is considered to have great potential in supporting equal participation in education. At TU Dortmund University, two studies are addressing the structural category of “disability”. The studies assess the experiences with digital teaching and learning formats of students with disabilities as well as the needs that students with and without disabilities have in terms of digital teaching. Based on the findings of these studies, this article discusses the opportunities and the field of action for inclusive digital university teaching based on the continuum of solutions from universal design, accessibility, and reasonable accommodations.},
	language = {de-DE},
	urldate = {2022-06-11},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Haage, Anne and Wilkens, Leevke and Lüttmann, Finnja and Bühler, Christian},
	month = nov,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {346--366},
	file = {Haage et al. - 2021 - Emergency Remote Teaching und Inklusion Erfahrung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SY7GBCWX/Haage et al. - 2021 - Emergency Remote Teaching und Inklusion Erfahrung.pdf:application/pdf},
}

@article{schreiner_modelling_2022,
	title = {Modelling {Digital} {Competence} by {Combining} {Computational} {Thinking} with {General} {Learning} {Taxonomies}},
	issn = {25176323},
	url = {https://www.eu-er.com/article/modelling-digital-competence-by-combining-computational-thinking-with-general-learning-taxonomies-12485},
	doi = {10/gq4px8},
	abstract = {In the context of a rapid digital transformation, digital competence is now regarded as a fourth cultural skill complementing reading, writing, and arithmetic. We argue that a well-structured and sound competence model is needed as a shared foundation for learning, teaching, pedagogical diagnostics and evaluative schemes in the school system. Every competence model should build upon a consistent, theoretically sound framework for teaching and learning. We consequently develop a competence model for digital competence by drawing on the concept of computational thinking as well as on general learning taxonomies. By combining different knowledge and process dimensions with essential facets of computational thinking a cube model of digital competence can be constructed. Hence, we develop and substantiate a structure model for digital competence building upon the concept of computational thinking that goes beyond the existing frameworks only focusing on the subject-related context and present this for discussion. The next step would then be to supplement the structure model with specific learning objectives, so that developing approaches to teaching and learning digital competence has a sound basis.},
	language = {en-GB},
	urldate = {2022-10-26},
	journal = {The European Educational Researcher},
	author = {Schreiner, Claudia and Wiesner, Christian},
	month = sep,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Schreiner und Wiesner - 2022 - Modelling Digital Competence by Combining Computat.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2EVJFSJE/Schreiner und Wiesner - 2022 - Modelling Digital Competence by Combining Computat.pdf:application/pdf},
}

@article{berg_medienbildung_2022,
	title = {Medienbildung in der {Theorie} und im {Feld}},
	url = {https://heiup.uni-heidelberg.de/journals/index.php/heied/article/view/24634},
	doi = {10/grb3j9},
	abstract = {Using the example of the supplementary study programme “Media Education for Pre-Service Teachers” at the Martin Luther University Halle-Wittenberg, this article shows how media education in teacher education works both as a starting point for a university’s organisational development and for interdisciplinary cooperations between the academic disciplines and the media-related didactics. The four-semester study programme involves media and communication studies, computer science, public law, educational sciences, and the subject-specific didactics of the faculties of philosophy, mathematics and natural sciences as well. The article then explains one of the teaching and research cooperations between media science and media-related didactics in more detail: In project seminars, students first analyze concepts of media education that have been modelled on the basis of media and didactis theories and second, investigate how those models are implemented in media pedagogical practice by professional practitioners of media education. By means of research-based learning, the students gain practical insights, theoretical knowledge, methodological skills, and empirical findings to be used for their own later didactic activities in media education. Thirdly, students apply and reflect their learning progress by designing and testing their own (digital) media education products. The study programme pilots the cross-sectional task of multi-perspective media education for pre-service teachers by cooperation between academic disciplines and teacher training in media-related didactics at the university.},
	language = {de-DE},
	urldate = {2022-11-27},
	journal = {heiEDUCATION Journal. Transdisziplinäre Studien zur Lehrerbildung},
	author = {Berg, Gunhild},
	month = nov,
	year = {2022},
	note = {Artwork Size: 79-97 Seiten
Publisher: heiEDUCATION Journal. Transdisziplinäre Studien zur Lehrerbildung},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {79--97 Seiten},
	file = {Berg - 2022 - Medienbildung in der Theorie und im Feld.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HXL8RCRR/Berg - 2022 - Medienbildung in der Theorie und im Feld.pdf:application/pdf},
}

@article{ding_effect_2024,
	title = {The effect of simulation of sectional human anatomy using ultrasound on students’ learning outcomes and satisfaction in echocardiography education: a pilot randomized controlled trial},
	volume = {24},
	issn = {1472-6920},
	shorttitle = {The effect of simulation of sectional human anatomy using ultrasound on students’ learning outcomes and satisfaction in echocardiography education},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-024-05337-x},
	doi = {10.1186/s12909-024-05337-x},
	abstract = {Background  Effective teaching methods are needed to improve students’ abilities in hand-eye coordination and understanding of cardiac anatomy in echocardiography education. Simulation devices have emerged as innovative teaching tools and exhibited distinctive advantages due to their ability to provide vivid and visual learning experiences. This study aimed to investigate the effect of simulation of sectional human anatomy using ultrasound on students’ learning outcomes and satisfaction in echocardiography education. Methods  The study included 18 first-year clinical medical students with no prior echocardiography training. After randomization, they underwent a pre-test to assess basic knowledge. Following this, the students were divided into two groups: traditional teaching (traditional group) and simulation of sectional human anatomy using ultrasound (digital group). Each group received 60 min of instruction. Post-tests were assigned to students at two different time points: immediately after the lecture, and one week later (referred to as post-tests 1, and 2). In addition, anonymous questionnaires were distributed to students after class to investigate their satisfaction with teaching. Results  Both groups showed significant improvement in their scores on post-test 1 compared to pre-test (traditional group: from 33.1 ± 8.8 to 48.1 ± 13.1, P = 0.034 vs. digital group: from 35.0 ± 6.7 to 58.0 ± 13.2, P = 0.008). However, there were no significant differences between the two groups in several post-test comparisons. Student satisfaction ratings revealed that the digital group experienced significantly greater satisfaction in areas such as subject interest, teaching style, course alignment, and interaction compared to the traditional group. Additionally, 80\% of the digital group strongly endorsed the use of simulation of sectional human anatomy using ultrasound for echocardiography teaching, highlighting its effectiveness.},
	language = {en-GB},
	number = {1},
	urldate = {2024-05-14},
	journal = {BMC Medical Education},
	author = {Ding, Kewen and Chen, Mingjing and Li, Ping and Xie, Zichuan and Zhang, Haorong and Kou, Ruixing and Xu, Jionghui and Zou, Ting and Luo, Zhen and Song, Haibo},
	month = may,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {494},
	file = {Ding et al. - 2024 - The effect of simulation of sectional human anatom.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N5EC22K7/Ding et al. - 2024 - The effect of simulation of sectional human anatom.pdf:application/pdf},
}

@article{hartikainen_making_2024,
	title = {Making {The} {Future} {School}: {An} {Analysis} of {Teens}' {Collaborative} {Digital} {Fabrication} {Project}},
	volume = {8},
	issn = {2573-0142},
	shorttitle = {Making {The} {Future} {School}},
	url = {https://dl.acm.org/doi/10.1145/3637368},
	doi = {10.1145/3637368},
	abstract = {Maker culture emphasizes informal, networked, self- and peer-led learning, motivated by fun and self-fulfillment, and learning through mistakes. However, studies often describe activities involving a lot of guidance. As guidance may lead to both the process and outcomes influenced by those guiding the activity, it is also important to examine how projects evolve without the supporters' push. We take a nexus analytical approach to explore 1) how teens' background, interactions with others, and available materials and spaces are at play when they shape their ideas and outputs in a collaborative maker project with minimal support, and 2) how these factors can be considered to better support learning in such projects. The work carried out by five teens in a local FabLab was based on peer collaboration within changing apprentice mentor pairs. When they ideated and prototyped for a future school, researchers provided minimal support, mainly online. Without their push, teens quickly modified tasks which both guided and narrowed down their thinking. Their experiences from school environment and the FabLab space served as an inspiration as they designed solutions to overcome current problems in the current school setting or digital fabrication process. When making, they gravitated towards processes they had previous experience of or which they enjoyed, perhaps partly affected by the competing discourses of maker culture and expertise we observed to be present in the FabLab space. While building on existing skillsets, this may leave the potential of novel trajectories and expanding one's skills and competences unexplored. Teens' self-esteem improved as they turned from apprentices to mentors for their peers. This allowed them to process their learning from a different perspective. In general, our results paint a detailed picture of the roles of different participants in a maker project and provide an example of how familiar discourses of education persist in teens' designs. Looking at the project through the lens of Nexus analysis contributes to an increased understanding of the space for action and participants' histories, and interactions on the process, valuable for researchers studying DF and making, and practitioners working in makerspaces and FabLabs with different user groups. On a more practical level, our work contributes to a deeper understanding on how to include teens into non-guided and community-driven maker practices. We provide practical implications on how to support learning in collaborative making projects in informal learning situations, and regarding the role of the different actors and the environment in such situations. We also identify avenues for future research in this area.},
	language = {en-GB},
	number = {CSCW1},
	urldate = {2024-05-05},
	journal = {Proceedings of the ACM on Human-Computer Interaction},
	author = {Hartikainen, Heidi and Ventä-Olkkonen, Leena and Cortés Orduña, Marta and Sanchez Milara, Ivan and Käsmä, Marjukka and Kuure, Leena},
	month = apr,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {1--37},
	file = {Hartikainen et al. - 2024 - Making The Future School An Analysis of Teens' Co.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A8VCENEQ/Hartikainen et al. - 2024 - Making The Future School An Analysis of Teens' Co.pdf:application/pdf},
}

@article{stockl_digitale_2022,
	title = {Digitale {Technik} einfach gemacht. {Der} {Einﬂuss} betrieblicher {Lerngelegenheiten} auf die {Nutzung} digitaler {Datenbanken}},
	doi = {10/gp6p8r},
	abstract = {This paper examines whether and to what extent corporate learning opportunities, and more speciﬁcally collaborative databases, can support the use and acceptance of digital technologies in corporate environments. Research on technology use and acceptance has so far focused on the characteristics of usefulness of new technologies as well as the level of education and self-efﬁcacy in technology users. Since these factors are less easy for employers to inﬂuence, this paper aims to complement previous research by examining the impact of corporate course-based and informal learning opportunities and employees’ general scope of action at their workplace. For this, 252 employees from three companies were interviewed online. We were able to show that course-based further training in particular, but also informal learning, have a strong positive effect on the perceived simplicity of digital databases.},
	language = {de-DE},
	author = {Stöckl, Andreas and Struck, Olaf},
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {14},
	file = {Stöckl und Struck - 2022 - Digitale Technik einfach gemacht. Der Einﬂuss betr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RLDU55MS/Stöckl und Struck - 2022 - Digitale Technik einfach gemacht. Der Einﬂuss betr.pdf:application/pdf},
}

@article{hemkens_nutzenbewertung_2021,
	title = {Nutzenbewertung digitaler {Gesundheitsanwendungen} – {Herausforderungen} und {Möglichkeiten}},
	volume = {64},
	copyright = {2021 The Author(s)},
	issn = {1437-1588},
	url = {https://link-springer-com.ub-proxy.fernuni-hagen.de/article/10.1007/s00103-021-03413-x},
	doi = {10/gp8p73},
	abstract = {Digital health applications promise to improve patient health and medical care. This analysis provides a brief overview of evidence-based benefit assessment and the challenges to the underlying evidence as prerequisites for optimal patient-oriented decision making. Classical concepts in study design, recent developments, and innovative approaches are described with the aim of highlighting future areas of development in innovative study designs and strategic evaluation concepts for digital health applications. A special focus is on pragmatic study designs.Evidence-based benefit assessment has fundamental requirements and criteria regardless of the type of treatments evaluated. Reliable evidence is essential. Fast, efficient, reliable, and practice-relevant evaluation of digital health applications is not achieved by turning to nonrandomized trials, but rather by better pragmatic randomized trials. They are feasible and combine the characteristics of digital health applications, classical methodological concepts, and new approaches to study conduct. Routinely collected data, low-contact study conduct (remote trials, virtual trials), and digital biomarkers promote useful randomized real-world evidence as solid evidence base for digital health applications. Continuous learning evaluation with randomized designs embedded in routine care is key to sustainable and efficient benefit assessment of digital health applications and may be crucial for strategic improvement of healthcare.},
	language = {de-DE},
	number = {10},
	urldate = {2022-06-02},
	journal = {Bundesgesundheitsblatt - Gesundheitsforschung - Gesundheitsschutz},
	author = {Hemkens, Lars G.},
	month = oct,
	year = {2021},
	note = {Company: Springer
Distributor: Springer
Institution: Springer
Label: Springer
Number: 10
Publisher: Springer Berlin Heidelberg},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {1269--1277},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/89XZWQ5B/Hemkens - 2021 - Nutzenbewertung digitaler Gesundheitsanwendungen –.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/922ID22G/s00103-021-03413-x.html:text/html},
}

@article{olaf_open_nodate,
	title = {Open {Educational} {Resources} ({OER}) in university continuing {educationOpen} {Educational} {Resources} ({OER}) in der wissenschaftlichen {Weiterbildung}},
	url = {https://zfhe.at/index.php/zfhe/article/view/1507},
	doi = {10/gp6jmv},
	abstract = {While most work on open educational resources (OER) is in the field of general higher education, this paper approaches the topic from the perspective of university continuing education. First, free educational materials (OER) differ conceptually from digital educational resources in general by their various Creative Commons licenses. One challenge for continuing education providers and training staff is selecting high-quality materials. Therefore, both the quality dimensions for digital learning materials and the difficulties in the practical implementation of quality assurance are discussed. Continuing education institutions operate in a market in which the ownership or copyright of learning materials, which are often very costintensive to develop, is seen as a competitive advantage. There is a tendency not to publish learning materials as OER. In the context of this tension, this paper presents a project within the framework of an individual case study, in which OER in continuing education are being created for the OER portal of Lower Saxony, which is currently under development.},
	language = {de-DE},
	urldate = {2022-05-20},
	author = {Olaf, Zawacki-Richter and Wolfgang, Müskens and Nadine, Dembski and Sonja, Lübben},
	note = {Publisher: Verlag der Technischen Universität Graz \& Verein Forum neue Medien in der Lehre Austria},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Olaf et al. - Open Educational Resources (OER) in university con.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U89PB3LA/Olaf et al. - Open Educational Resources (OER) in university con.pdf:application/pdf},
}

@article{hausmann_what_2022,
	title = {What if und {What} will … be like?: {Spekulative} {Taktiken} der {Zukunftsexploration} in einer postdigitalen {Gegenwart}},
	issn = {1424-3636},
	shorttitle = {What if und {What} will … be like?},
	url = {https://www.medienpaed.com/article/view/1295},
	doi = {10.21240/mpaed/jb18/2022.02.19.X},
	abstract = {Present being-in-the-world seems to be determined by the future, by the speculative, by uneven and permanently provisional conditions. Digitality has permeated subjects, spaces, and everyday practices. In the midst of these postdigital conditions, not only contemporary or rather «future-contemporary» artists such as Mary Maggic (Avanessian and Malik 2016, 24), but also TikTokers design scenarios of what-if and what-will-...-be-like. In doing so, they create speculative scopes for (im)possibilities and projections of futures in the here and now. In this article, we will look at these modes of futurity and ask how these tactics of expanding and actively testing futures open up new impulses for learning and educational processes.},
	language = {de-DE},
	urldate = {2022-03-01},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Hausmann, Robert},
	month = feb,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {41--64},
	file = {Hausmann - 2022 - What if und What will … be like Spekulative Takt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W5T75XLP/Hausmann - 2022 - What if und What will … be like Spekulative Takt.pdf:application/pdf},
}

@article{cress_zirkulierendes_2022,
	title = {Zirkulierendes {Wissen}. {Didaktische} {Lernmaterialien} als {Objekte} trans-epistemischer {Kooperation}},
	issn = {0863-1808, 1862-2593},
	url = {https://link.springer.com/10.1007/s11609-022-00463-z},
	doi = {10.1007/s11609-022-00463-z},
	abstract = {In recent years, classroom researchers have increasingly turned to the use of didactical teaching materials. Mostly addressing objects already designed and fabricated, the majority of studies have focused on the social use of such resources in class. This paper takes a step back in order to observe how didactical objects are developed and tested before going into production. Looking at a cooperation between two schools and a company specialized in digital teaching materials, it investigates the development of a learning software and its corresponding VR technology. It analyzes how teachers and company employees involved one another into each other’s working environments and how they, in doing so, made their technical and didactic knowledge mutually available, thereby temporarily transcending the boundaries between school and company. The educational objects developed for application in class thus result from a trans-epistemic process of cooperative regulation between educational “vision” and technological “feasibility”. By looking at the various dimensions of the cooperative commercial production of digital educational objects at the stage of prototype development and testing, the paper analyzes the digitalization of school teaching as an innovative social process structured by economic, technological and educational rationalities.},
	language = {de-DE},
	urldate = {2022-03-14},
	journal = {Berliner Journal für Soziologie},
	author = {Cress, Torsten and Kalthoff, Herbert},
	month = mar,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Cress und Kalthoff - 2022 - Zirkulierendes Wissen. Didaktische Lernmaterialien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/87AUL9UV/Cress und Kalthoff - 2022 - Zirkulierendes Wissen. Didaktische Lernmaterialien.pdf:application/pdf},
}

@article{waschkau_fit_2020,
	title = {[{Fit} for the {Future}: {Development} of a seminar on aspects of digitization of healthcare as a contribution of {Medical} {Sociology}]},
	volume = {155},
	issn = {2212-0289},
	shorttitle = {[{Fit} for the {Future}},
	doi = {10.1016/j.zefq.2020.06.006},
	abstract = {INTRODUCTION: Topics regarding the digitization of the healthcare system are hardly being addressed during the undergraduate training of medical students, even though the promotion of skills in this area has been defined as a learning goal in the German National Competence-Based Learning Objectives for Undergraduate Medical Education (NKLM) since 2015. At the same time, telemedicine as one part of digitization is becoming increasingly important in the public perception as a tool supplementing access to care. Therefore, the aim was to give medical students in the fourth pre-clinical semester a first insight into topics of telemedicine and other aspects of digitization in the healthcare sector as part of a seminar.
METHODS: On the basis of the existing literature, we developed the content and a didactic concept for the seminar "The doctor-patient relationship in the field of technological developments" in the Medical Sociology course for undergraduate medical students in their second year at the University of Lübeck. Inspired by Kirkpatrick's four-level model, the students were asked for topics they wished to cover regarding the digitization of healthcare and telemedicine at the start and their attitudes towards and experiences with telemedicine at the end of the seminar.
RESULTS: A total of 184 students from the fourth pre-clinical semester attended the seminar. The survey response rate was 32\%. The topics most frequently requested by students were "Legal Framework", "Electronic Patient Record" and "Tele-consultation". 85\% of the students rated the topic "digitization of healthcare" as highly relevant for their future profession. Also 85\% of the students wished for easy-to-use telemedicine equipment. A third or more of the students reported considerable uncertainty about their ability to evaluate the benefits of health apps.
CONCLUSIONS: The contents of the seminar met the students' demands. In the future, topics relating to the digitization of the health system should be increasingly integrated into undergraduate training; also, the students' feeling uncertain about their ability to assess various telemedical applications should be addressed.},
	language = {de-DE},
	journal = {Zeitschrift Fur Evidenz, Fortbildung Und Qualitat Im Gesundheitswesen},
	author = {Waschkau, Alexander and Götz, Katja and Steinhäuser, Jost},
	month = sep,
	year = {2020},
	pmid = {32798192},
	pmcid = {PMC7832042},
	note = {ZSCC: 0000003 },
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Germany, Sozialwissenschaft, Curriculum, Humans, Ausbildung, Digitalisierung Telemedizin, Digitization, Education, Medical, Undergraduate, eHealth, Medizinische Soziologie, Physician-Patient Relations, Students, Medical, Telemedicine, Undergraduate training},
	pages = {48--53},
	file = {Waschkau et al. - 2020 - Fit for the Future - Entwicklung eines Seminars zu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5WMTXZ9X/Waschkau et al. - 2020 - Fit for the Future - Entwicklung eines Seminars zu.pdf:application/pdf;waschkau_et_al_2020_[fit_for_the_future.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SISANM8X/waschkau_et_al_2020_[fit_for_the_future.pdf:application/pdf},
}

@article{stephanow_auch_2021,
	title = {Auch im {Präsenzunterricht} digitale {Tools} nutzen: {Das} digitale {Classroom} {Learning} {Interaction} {System} ({CLIS}) zur {Unterstützung} pflegerischer {Bildungskonzepte}},
	volume = {16},
	issn = {1861-6186, 2235-218X},
	shorttitle = {Auch im {Präsenzunterricht} digitale {Tools} nutzen},
	url = {https://econtent.hogrefe.com/doi/10.1024/1861-6186/a000641},
	doi = {10.1024/1861-6186/a000641},
	abstract = {Zusammenfassung. Im Rahmen des CARO-Projekts wurde erstmalig ein cloudbasiertes Classroom Learning Interaction System entwickelt, das zahlreiche Anforderungen der pflegerischen Aus-, Fort- und Weiterbildung adressiert. Wir erklären die Bestandteile des Systems, zeigen Einsatzmöglichkeiten auf, und beleuchten die Abstimmung der technischen und inhaltlich-didaktischen Features.},
	language = {de-DE},
	number = {5},
	urldate = {2021-11-06},
	journal = {PADUA},
	author = {Stephanow, Valeska and Schepers, Claudia and Darmann-Finck, Ingrid},
	month = nov,
	year = {2021},
	note = {ZSCC: 0000000},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {255--261},
	file = {Stephanow et al. - 2021 - Auch im Präsenzunterricht digitale Tools nutzen D.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W7BB2FBA/Stephanow et al. - 2021 - Auch im Präsenzunterricht digitale Tools nutzen D.pdf:application/pdf},
}

@article{bajpai_health_2019,
	title = {Health {Professions}’ {Digital} {Education}: {Review} of {Learning} {Theories} in {Randomized} {Controlled} {Trials} by the {Digital} {Health} {Education} {Collaboration}},
	volume = {21},
	issn = {1438-8871},
	shorttitle = {Health {Professions}’ {Digital} {Education}},
	url = {http://www.jmir.org/2019/3/e12912/},
	doi = {10.2196/12912},
	abstract = {Background: Learning theory is an essential component for designing an effective educational curriculum. Reviews of existing literature consistently lack sufficient evidence to support the effectiveness of digital interventions for health professions’ education, which may reflect disconnections among learning theories, curriculum design, use of technology, and outcome evaluation.
Objective: The aim of this review was to identify, map, and evaluate the use of learning theories in designing and implementing intervention trials of health professions’ digital education, as well as highlight areas for future research on technology-enhanced education via the establishment of a development framework for practice and research.
Methods: We performed a systematic search of Medical Literature Analysis and Retrieval System Online, Excerpta Medica database, Cochrane Central Register of Controlled Trials (Cochrane Library), PsycINFO, Cumulative Index to Nursing and Allied Health Literature, Education Resources Information Center, and Web of Science for randomized controlled trials (RCTs) published between 2007 and 2016.
Results: A total of 874 RCTs on digital health education were identified and categorized into online-offline, mobile digital education, and simulation-based modalities for pre and postregistration health professions’ education. Of these, 242 studies were randomly selected for methodological review and thematic analysis. Data were extracted by one author using a standardized form, with a (48/242, 20\%) random sample extracted by a second author, in duplicate. One-third (81/242, 33.4\%) of the studies reported single or multiple learning theories in design, assessment, conceptualization, or interpretation of outcomes of the digital education interventions. Commonly reported learning theories were problem-based learning (16/81, 20\%), social learning theory (11/81, 14\%), and cognitive theory of multimedia learning (10/81, 12\%). Most of these studies assessed knowledge (118/242, 48.8\%), skills (62/242, 25.6\%), and performance (59/242, 24.3\%) as primary outcomes with nonvalidated assessment tools (151/242, 62.4\%). Studies with reported learning theories (χ21=8.2; P=.002) and validated instruments (χ21=12.6; P=.006) have shown effective acquisition of learning outcomes.
Conclusions: We proposed a Theory-Technology Alignment Framework to safeguard the robustness and integrity of the design and implementation of future digital education programs for the training of health professionals.},
	language = {en-GB},
	number = {3},
	urldate = {2021-12-12},
	journal = {Journal of Medical Internet Research},
	author = {Bajpai, Shweta and Semwal, Monika and Bajpai, Ram and Car, Josip and Ho, Andy Hau Yan},
	month = mar,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, digital education, digital education interventions, digital health education, health professions, learning theory},
	pages = {e12912},
	file = {Bajpai et al. - 2019 - Health Professions’ Digital Education Review of L.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TTPL2E8C/Bajpai et al. - 2019 - Health Professions’ Digital Education Review of L.pdf:application/pdf},
}

@article{kanzow_remote_2021,
	title = {Remote {Teaching} in a {Preclinical} {Phantom} {Course} in {Operative} {Dentistry} {During} the {COVID}-19 {Pandemic}: {Observational} {Case} {Study}},
	volume = {7},
	issn = {2369-3762},
	shorttitle = {Remote {Teaching} in a {Preclinical} {Phantom} {Course} in {Operative} {Dentistry} {During} the {COVID}-19 {Pandemic}},
	url = {https://mededu.jmir.org/2021/2/e25506},
	doi = {10.2196/25506},
	abstract = {Background: During the acute COVID-19 pandemic, physical access to the University Medical Center Göttingen was restricted for students. For the first time at our dental school, theoretical knowledge was imparted to students via asynchronous online screencasts and discussed via synchronous video meetings only.
Objective: We aimed to assess the acceptance and effectiveness of distance education as a new teaching format for theoretical knowledge within the preclinical course in Operative Dentistry (sixth semester of the undergraduate dental curriculum in Germany).
Methods: The phantom course comprised distance education (first phase, 11 weeks) and subsequent on-site practical demonstrations and training (second phase, 10 weeks). All theoretical knowledge was taught via online screencasts during distance education (except for the first week, 3 screencasts were uploaded per week resulting in a total of 30 screencasts). Until the end of the term, all students (N=33) were able to view the screencasts for an unlimited number of times. Theoretical knowledge was assessed in a summative examination after practical on-site teaching. Acceptance and effectiveness of the new curriculum and distance education were also measured based on an evaluation survey and students’ self-perceived learning outcome, which was compared to the outcome from the two pre–COVID-19 terms.
Results: Each screencast was viewed by a mean of 24 (SD 3.3) students and accessed a mean of 5.6 (SD 1.2) times per user (ie, by students who accessed the respective screencast at least once). During distance education, the number of accesses showed a linear trend over time. During the practical training phase, screencast views declined and increased again prior to the examination. Screencasts covering topics in Cariology, Restorative Dentistry, and Preventive Dentistry were viewed by more students than screencasts covering topics in Endodontology or Periodontology (both P=.047). Examination items in Periodontology showed inferior results compared to the other topics (P{\textless}.001). Within the different topics, students’ self-perceived learning outcome did not differ from that during the pre–COVID-19 terms. Although most students agreed that the presented screencasts contributed to their learning outcome, pre–COVID-19 term students more strongly felt that lectures significantly contributed to their learning outcome (P=.03).
Conclusions: Screencasts showed high acceptance and effectiveness among the students but were not used as a learning tool by all students. However, students who viewed the screencasts accessed each screencast more frequently than they could have attended a conventional lecture. Screencast views were mostly due to intrinsic motivation.},
	language = {en-GB},
	number = {2},
	urldate = {2021-12-12},
	journal = {JMIR Medical Education},
	author = {Kanzow, Philipp and Krantz-Schäfers, Christiane and Hülsmann, Michael},
	month = may,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Digitale Bildung, COVID-19, effectiveness, medical education, acceptance, dental education, distance learning, medical student, observational, preclinical education, remote teaching, screencasts},
	pages = {e25506},
	file = {Kanzow et al. - 2021 - Remote Teaching in a Preclinical Phantom Course in.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4I8TRHP4/Kanzow et al. - 2021 - Remote Teaching in a Preclinical Phantom Course in.pdf:application/pdf},
}

@article{egetenmeyer_digitalisierung_2021,
	title = {Digitalisierung in {Angeboten} der {Erwachsenenbildung}/{Weiterbildung}},
	volume = {44},
	issn = {2364-0014, 2364-0022},
	url = {10.1007/s40955-021-00185-4},
	doi = {10.1007/s40955-021-00185-4},
	abstract = {Digitalisation and mediatisation shape society and adult and continuing education as well. This article follows the question how digitalisation in offers of adult and continuing education succeeds. For this purpose, the development of offers for recipients and participants, media content, teaching and learning settings with digital media, use of digital media and the accessibility of teaching and learning material have been identiﬁed as relevant characteristics. Overall, the analysed interview data show that digitalisation in offers are an extension to didactical offers as offers with digital media accurately have to be compatible with the needs and possibilities of recipients and participants.},
	language = {de-DE},
	number = {2},
	urldate = {2021-11-05},
	journal = {Zeitschrift für Weiterbildungsforschung},
	author = {Egetenmeyer, Regina and Kröner, Stefanie and Thees, Anne},
	month = aug,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {115--132},
	file = {Egetenmeyer et al. - 2021 - Digitalisierung in Angeboten der Erwachsenenbildun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QWVPBXX2/Egetenmeyer et al. - 2021 - Digitalisierung in Angeboten der Erwachsenenbildun.pdf:application/pdf;Egetenmeyer et al. - 2021 - Digitalisierung in Angeboten der Erwachsenenbildun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PM6NKKEI/Egetenmeyer et al. - 2021 - Digitalisierung in Angeboten der Erwachsenenbildun.pdf:application/pdf;Egetenmeyer et al. - 2021 - Digitalisierung in Angeboten der Erwachsenenbildun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VUUYGKRU/Egetenmeyer et al. - 2021 - Digitalisierung in Angeboten der Erwachsenenbildun.pdf:application/pdf;Egetenmeyer et al. - 2021 - Digitalisierung in Angeboten der Erwachsenenbildun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AFFLFJR4/Egetenmeyer et al. - 2021 - Digitalisierung in Angeboten der Erwachsenenbildun.pdf:application/pdf},
}

@article{bickham_evaluating_2021,
	title = {Evaluating a {Middle}-{School} {Digital} {Citizenship} {Curriculum} ({Screenshots}): {Quasi}-{Experimental} {Study}},
	volume = {8},
	issn = {2368-7959},
	shorttitle = {Evaluating a {Middle}-{School} {Digital} {Citizenship} {Curriculum} ({Screenshots})},
	url = {https://mental.jmir.org/2021/9/e26197},
	doi = {10.2196/26197},
	abstract = {Background: Screenshots is an in-school curriculum that seeks to develop positive digital social skills in middle school students with the long-term goal of improving their health and well-being. The program imparts knowledge and teaches skills upon which young adolescents can build a set of beliefs and behaviors that foster respectful interactions, prosocial conflict resolutions, and safe and secure use of communication technology. Intervening in this way can improve young people’s mental health by limiting their exposure to cyberbullying and other forms of negative online interactions. This study reports on an evaluation of the Screenshots program conducted with seventh graders in a public school system in a midsized New England city.
Objective: This study aims to determine the effectiveness of the Screenshots program in increasing participants’ knowledge about key concepts of digital citizenship and in shifting beliefs and intended behaviors to align with prosocial and safe online interactions. In addition, the study examines whether the program has varying effects on males’ and females’ conflict and bullying resolution strategies.
Methods: This quasi-experimental evaluation was conducted in four middle schools in which one group of seventh graders received the Screenshots curriculum and another did not. Before and after the curriculum, all students completed a questionnaire that measured their knowledge of and beliefs about digital citizenship and related online behavioral concepts, their attitudes regarding strategies for stopping online bullying, and their intended online conflict resolution behaviors.
Results: The sample included 92 students who received the curriculum and 71 students who were included in the comparison group. Pre- to postinstruction retention rates ranged from 52\% (33/63) to 84\% (21/25), varying by school and condition. The results showed an increase in knowledge about key curricular concepts for some students (F1,32=9.97; P=.003). In response to some individual items, students decreased their belief supportive of a negative online behavior (F1,76=9.00; P=.004) and increased their belief consistent with an online safety behavior (F1,42=4.39; P=.04) compared with the comparison group. Gender moderated the results related to conflict resolution, with males from one school reducing their endorsement of an aggressive option (F2,40=5.77; P=.006) and males from another school increasing their reported tendency to pursue a nonaggressive option (F2,28=3.65; P=.04). On average, participants reported learning something new from the classes.
Conclusions: This study represents a rare evaluation of an in-school digital citizenship program and demonstrates the effectiveness of Screenshots. Students’ increased knowledge of key curricular concepts represents a foundation for developing future beliefs and healthy behaviors. Differences in how adolescent males and females experience and perpetrate online aggression likely explain the conflict resolution findings and emphasize the need to examine gender differences in response to these programs. Students’ high ratings of the relevance of Screenshots’ content reinforce the need for this type of intervention.},
	language = {en-GB},
	number = {9},
	urldate = {2021-12-12},
	journal = {JMIR Mental Health},
	author = {Bickham, David S and Moukalled, Summer and Inyart, Heather K and Zlokower, Rona},
	month = sep,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, evaluation, conflict resolution, cyberbullying, digital citizenship, internet safety, media literacy, middle school, mobile phone},
	pages = {e26197},
	file = {Bickham et al. - 2021 - Evaluating a Middle-School Digital Citizenship Cur.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FRA9TJ92/Bickham et al. - 2021 - Evaluating a Middle-School Digital Citizenship Cur.pdf:application/pdf},
}

@article{nathan_virtual_2021,
	title = {Virtual {Interactive} {Surgical} {Skills} {Classroom}: {Protocol} for a {Parallel}-{Group}, {Noninferiority}, {Adjudicator}-{Blinded}, {Randomized} {Controlled} {Trial} ({VIRTUAL})},
	volume = {10},
	issn = {1929-0748},
	shorttitle = {Virtual {Interactive} {Surgical} {Skills} {Classroom}},
	url = {https://www.researchprotocols.org/2021/7/e28671},
	doi = {10.2196/28671},
	abstract = {Background: Traditional face-to-face training (FFT) for basic surgical skills is inaccessible and resource-intensive. Noninteractive computer-based learning is more economical but less educationally beneficial. Virtual classroom training (VCT) is a novel method that permits distanced interactive expert instruction. VCT may optimize resources and increase accessibility.
Objective: We aim to investigate whether VCT is superior to computer-based learning and noninferior to FFT in improving proficiency in basic surgical skills.
Methods: This is a protocol for a parallel-group, noninferiority, randomized controlled trial. A sample of 72 undergraduates will be recruited from 5 medical schools in London. Participants will be stratified by subjective and objective suturing experience level and allocated to 3 intervention groups at a 1:1:1 ratio. VCT will be delivered using the BARCO weConnect software, and FFT will be provided by expert instructors. Optimal student-to-teacher ratios of 12:1 for VCT and 4:1 for FFT will be maintained. The assessed task will be interrupted suturing with hand-tied knots.
Results: The primary outcome will be the postintervention Objective Structured Assessment of Technical Skills score, adjudicated by 2 experts blinded to the study and adjusted for baseline proficiency. The noninferiority margin (δ) will be defined using historical data.
Conclusions: This study will serve as a comprehensive appraisal of the suitability of virtual basic surgical skills classroom training as an alternative to FFT. Our findings will assist the development and implementation of further resource-efficient, accessible, virtual basic surgical skills training programs during the COVID-19 pandemic and in the future.},
	language = {en-GB},
	number = {7},
	urldate = {2021-12-12},
	journal = {JMIR Research Protocols},
	author = {Nathan, Arjun and Fricker, Monty and Patel, Sonam and Georgi, Maria and Hang, Man Kien and Asif, Aqua and Sinha, Amil and Mullins, William and Shea, Jessie and Hanna, Nancy and Lamb, Benjamin and Kelly, John and Sridhar, Ashwin and Collins, Justin},
	month = jul,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, education, Telemedizin, digital education, digital health, surgery, surgical, surgical skills, surgical training, suturing, virtual classroom, virtual training},
	pages = {e28671},
	file = {Nathan et al. - 2021 - Virtual Interactive Surgical Skills Classroom Pro.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TUK59XQB/Nathan et al. - 2021 - Virtual Interactive Surgical Skills Classroom Pro.pdf:application/pdf},
}

@article{newman_podcasts_2021,
	title = {Podcasts for the {Delivery} of {Medical} {Education} and {Remote} {Learning}},
	volume = {23},
	issn = {1438-8871},
	url = {https://www.jmir.org/2021/8/e29168},
	doi = {10.2196/29168},
	abstract = {Podcasts are increasingly being recognized as an effective platform to facilitate the continuous professional development (CPD) of health care professionals (HCPs). Compared with face-to-face meetings and other more traditional forms of CPD, podcasts allow for flexible learning and are less expensive to develop. Podcasts are at the cutting edge of digital education and can be an important element of a pharmaceutical company’s multichannel communications plan to improve HCP engagement and CPD in specific therapy areas. However, developing a successful podcast can have significant challenges. In this viewpoint paper, we provide our perspectives on medical podcasts as a medium for educating HCPs in the digital age. We describe our experience in developing an HIV-focused podcast for Australian HCPs, creating a series that has now expanded to other therapy areas in several countries. Practical considerations and unique challenges associated with industry-sponsored podcasts are outlined. Overall, we believe that the process of developing a podcast can be a challenging but rewarding experience, and CPD delivered via podcasting should be more routinely considered by pharmaceutical companies.},
	language = {en-GB},
	number = {8},
	urldate = {2021-12-12},
	journal = {Journal of Medical Internet Research},
	author = {Newman, Julliana and Liew, Andrew and Bowles, Jon and Soady, Kelly and Inglis, Steven},
	month = aug,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, continuous professional development, digital, health care professionals, hepatitis C virus, hepatology, HIV, podcasts, remote learning, virology},
	pages = {e29168},
	file = {Newman et al. - 2021 - Podcasts for the Delivery of Medical Education and.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PTH94UIU/Newman et al. - 2021 - Podcasts for the Delivery of Medical Education and.pdf:application/pdf},
}

@article{jeyakumar_best_2021,
	title = {Best {Practices} for the {Implementation} and {Sustainment} of {Virtual} {Health} {Information} {System} {Training}: {Qualitative} {Study}},
	volume = {7},
	issn = {2369-3762},
	shorttitle = {Best {Practices} for the {Implementation} and {Sustainment} of {Virtual} {Health} {Information} {System} {Training}},
	url = {https://mededu.jmir.org/2021/4/e30613},
	doi = {10.2196/30613},
	abstract = {Background: The COVID-19 pandemic has necessitated the adoption and implementation of digital technologies to help transform the educational ecosystem and the delivery of care.
Objective: We sought to understand instructors’ and learners’ perceptions of the challenges and opportunities faced in implementing health information system virtual training amid the COVID-19 pandemic.
Methods: Semistructured interviews were conducted with education specialists and health care staff who provided or had taken part in a virtual instructor-led training at a large Canadian academic health sciences center. Guided by the Technology Acceptance Model and the Community of Inquiry framework, we analyzed interview transcript themes deductively and inductively.
Results: Of the 18 individuals participating in the study, 9 were education specialists, 5 were learners, 3 were program coordinators, and 1 was a senior manager at the Centre for Learning, Innovation, and Simulation. We found 3 predominant themes: adopting a learner-centered approach for a meaningful learning experience, embracing the advances in educational technologies to maximize the transfer of learning, and enhancing the virtual user experience.
Conclusions: This study adds to the literature on designing and implementing virtual training in health care organizations by highlighting the importance of recognizing learners’ needs and maximizing the transfer of learning. Findings from this study can be used to help inform the design and development of training strategies to support learners across an organization during the current climate and to ensure changes are sustainable.},
	language = {en-GB},
	number = {4},
	urldate = {2021-12-12},
	journal = {JMIR Medical Education},
	author = {Jeyakumar, Tharshini and Ambata-Villanueva, Sharon and McClure, Sarah and Henderson, Carolyn and Wiljer, David},
	month = oct,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, COVID-19, implementation, effectiveness, medical education, best practice, care delivery, development, educational technology, health care providers, online education, patient care, pedagogy, perception, practice, teaching, training},
	pages = {e30613},
	file = {Jeyakumar et al. - 2021 - Best Practices for the Implementation and Sustainm.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QUKHPZWI/Jeyakumar et al. - 2021 - Best Practices for the Implementation and Sustainm.pdf:application/pdf},
}

@article{kyaw_offline_2019,
	title = {Offline {Digital} {Education} for {Medical} {Students}: {Systematic} {Review} and {Meta}-{Analysis} by the {Digital} {Health} {Education} {Collaboration}},
	volume = {21},
	issn = {1438-8871},
	shorttitle = {Offline {Digital} {Education} for {Medical} {Students}},
	url = {http://www.jmir.org/2019/3/e13165/},
	doi = {10.2196/13165},
	abstract = {Background: Medical schools in low- and middle-income countries are facing a shortage of staff, limited infrastructure, and restricted access to fast and reliable internet. Offline digital education may be an alternative solution for these issues, allowing medical students to learn at their own time and pace, without the need for a network connection.
Objective: The primary objective of this systematic review was to assess the effectiveness of offline digital education compared with traditional learning or a different form of offline digital education such as CD-ROM or PowerPoint presentations in improving knowledge, skills, attitudes, and satisfaction of medical students. The secondary objective was to assess the cost-effectiveness of offline digital education, changes in its accessibility or availability, and its unintended/adverse effects on students.
Methods: We carried out a systematic review of the literature by following the Cochrane methodology. We searched seven major electronic databases from January 1990 to August 2017 for randomized controlled trials (RCTs) or cluster RCTs. Two authors independently screened studies, extracted data, and assessed the risk of bias. We assessed the quality of evidence using the Grading of Recommendations, Assessment, Development, and Evaluations criteria.
Results: We included 36 studies with 3325 medical students, of which 33 were RCTs and three were cluster RCTs. The interventions consisted of software programs, CD-ROMs, PowerPoint presentations, computer-based videos, and other computer-based interventions. The pooled estimate of 19 studies (1717 participants) showed no significant difference between offline digital education and traditional learning groups in terms of students’ postintervention knowledge scores (standardized mean difference=0.11, 95\% CI –0.11 to 0.32; small effect size; low-quality evidence). Meta-analysis of four studies found that, compared with traditional learning, offline digital education improved medical students’ postintervention skills (standardized mean difference=1.05, 95\% CI 0.15-1.95; large effect size; low-quality evidence). We are uncertain about the effects of offline digital education on students’ attitudes and satisfaction due to missing or incomplete outcome data. Only four studies estimated the costs of offline digital education, and none reported changes in accessibility or availability of such education or in the adverse effects. The risk of bias was predominantly high in more than half of the included studies. The overall quality of the evidence was low (for knowledge, skills, attitudes, and satisfaction) due to the study limitations and inconsistency across the studies.
Conclusions: Our findings suggest that offline digital education is as effective as traditional learning in terms of medical students’ knowledge and may be more effective than traditional learning in terms of medical students’ skills. However, there is a need to further investigate students’ attitudes and satisfaction with offline digital education as well as its cost-effectiveness, changes in its accessibility or availability, and any resulting unintended/adverse effects.},
	language = {en-GB},
	number = {3},
	urldate = {2021-12-12},
	journal = {Journal of Medical Internet Research},
	author = {Kyaw, Bhone Myint and Posadzki, Pawel and Dunleavy, Gerard and Semwal, Monika and Divakar, Ushashree and Hervatis, Vasilis and Tudor Car, Lorainne},
	month = mar,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, meta-analysis, medical education, randomized controlled trials, systematic review, students, medical},
	pages = {e13165},
	file = {Kyaw et al. - 2019 - Offline Digital Education for Medical Students Sy.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FK46PS5B/Kyaw et al. - 2019 - Offline Digital Education for Medical Students Sy.pdf:application/pdf},
}

@article{dunleavy_mobile_2019,
	title = {Mobile {Digital} {Education} for {Health} {Professions}: {Systematic} {Review} and {Meta}-{Analysis} by the {Digital} {Health} {Education} {Collaboration}},
	volume = {21},
	issn = {1438-8871},
	shorttitle = {Mobile {Digital} {Education} for {Health} {Professions}},
	url = {http://www.jmir.org/2019/2/e12937/},
	doi = {10.2196/12937},
	abstract = {Background: There is a pressing need to implement efficient and cost-effective training to address the worldwide shortage of health professionals. Mobile digital education (mLearning) has been mooted as a potential solution to increase the delivery of health professions education as it offers the opportunity for wide access at low cost and flexibility with the portability of mobile devices. To better inform policy making, we need to determine the effectiveness of mLearning.},
	language = {en-GB},
	number = {2},
	urldate = {2021-12-12},
	journal = {Journal of Medical Internet Research},
	author = {Dunleavy, Gerard and Nikolaou, Charoula Konstantia and Nifakos, Sokratis and Atun, Rifat and Law, Gloria Chun Yi and Tudor Car, Lorainne},
	month = feb,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {e12937},
	file = {Dunleavy et al. - 2019 - Mobile Digital Education for Health Professions S.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HD2VPVNA/Dunleavy et al. - 2019 - Mobile Digital Education for Health Professions S.pdf:application/pdf},
}

@article{wishak_wie_2021,
	title = {Wie erleben und bewältigen {Lehrende} der berufsbezogenen {Weiterbildung} {Folgen} der {Corona}-{Pandemie}?},
	issn = {2364-0014, 2364-0022},
	url = {https://link.springer.com/10.1007/s40955-021-00193-4},
	doi = {10.1007/s40955-021-00193-4},
	abstract = {This qualitative study explores the question of how trainers in workrelated continuing education experienced and coped with the consequences of the COVID-19-pandemic in terms of the uncertainties and professional demands that accompanied it. Based on competency models for teachers in continuing education, we looked at the changes in their professional situation, the changed requirements with regard to digitalization, and their self-regulation and coping strategies. For this purpose, we evaluated 22 text-based contributions of a web parade from late summer 2020 using qualitative content analysis. We found that after initial uncertainty, trainers responded proactively and pragmatically, embracing digitization as a learning opportunity. To acquire the necessary competencies, they appear to use online trainer training and informal channels. From a didactic point of view, digitization seems to offer advantages for demand-oriented and effective continuing education, with simultaneous difﬁculties resulting from physical distance, especially for interaction and relationship building. Implications for the individual professionalization of trainers are discussed.},
	language = {de-DE},
	urldate = {2021-11-28},
	journal = {Zeitschrift für Weiterbildungsforschung},
	author = {Wißhak, Susanne and Hochholdinger, Sabine},
	month = nov,
	year = {2021},
	note = {ZSCC: 0000000},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Wißhak und Hochholdinger - 2021 - Wie erleben und bewältigen Lehrende der berufsbezo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NSCC4L3Z/Wißhak und Hochholdinger - 2021 - Wie erleben und bewältigen Lehrende der berufsbezo.pdf:application/pdf},
}

@article{voigt_innovation_2021,
	title = {Innovation in {Digital} {Education}: {Lessons} {Learned} from the {Multiple} {Sclerosis} {Management} {Master}’s {Program}},
	volume = {11},
	issn = {2076-3425},
	shorttitle = {Innovation in {Digital} {Education}},
	url = {10.3390/brainsci11081110},
	doi = {10.3390/brainsci11081110},
	abstract = {Since 2020, the master’s program “Multiple Sclerosis Management” has been running at Dresden International University, offering structured training to become a multiple sclerosis specialist. Due to the COVID-19 pandemic, many planned teaching formats had to be changed to online teaching. The subject of this paper was the investigation of a cloud-based digital hub and student evaluation of the program. Authors analyzed use cases of computer-supported collaborative learning and student evaluation of courses and modules using the Gioia method and descriptive statistics. The use of a cloud-based digital hub as a central data platform proved to be highly successful for learning and teaching, as well as for close interaction between lecturers and students. Students rated the courses very positively in terms of content, knowledge transfer and interaction. The implementation of the master’s program was successful despite the challenges of the COVID-19 pandemic. The resulting extensive use of digital tools demonstrates the “new normal” of future learning, with even more emphasis on successful online formats that also increase interaction between lecturers and students in particular. At the same time, there will continue to be tailored face-to-face events to speciﬁcally increase learning success.},
	language = {en-GB},
	number = {8},
	urldate = {2021-08-28},
	journal = {Brain Sciences},
	author = {Voigt, Isabel and Stadelmann, Christine and Meuth, Sven G. and Funk, Richard H. W. and Ramisch, Franziska and Niemeier, Joachim and Ziemssen, Tjalf},
	month = aug,
	year = {2021},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {1110},
	file = {Voigt et al. - 2021 - Innovation in Digital Education Lessons Learned f.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XGG5FZWK/Voigt et al. - 2021 - Innovation in Digital Education Lessons Learned f.pdf:application/pdf},
}

@article{wallin_government_2020,
	title = {Government {Workers}’ {Stories} about {Professional} {Development} in a {Digitalized} {Working} {Life}},
	volume = {13},
	issn = {1874-785X, 1874-7868},
	url = {http://link.springer.com/10.1007/s12186-020-09248-y},
	doi = {10/ghnd5z},
	abstract = {In this article, we explore workers’ stories about digitalization of work and professional development. The data (101 stories) were collected from 81 Finnish government workers through the method of empathy-based stories (MEBS). MEBS is a qualitative data collection method in which participants write short imaginary texts based on an introductory script (frame story) designed by the researcher. In this study, participants were presented with two frame stories in which they were asked to imagine why digitalization had either supported or hindered professional development. The stories were analyzed inductively using qualitative thematic analysis. The findings illustrate the double-edged nature of digitalization, as it may both support and hinder professional development and learning by changing work tasks, work practices and knowledge development and management. Overall, the stories revealed that the participants perceived that digitalization may support professional development and learning, especially by providing opportunities for job control in terms of flexibility, and new ways for knowledge development and management.},
	language = {en-GB},
	number = {3},
	urldate = {2020-12-04},
	journal = {Vocations and Learning},
	author = {Wallin, Anna and Pylväs, Laura and Nokelainen, Petri},
	month = oct,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {439--458},
	file = {Wallin et al. - 2020 - Government Workers’ Stories about Professional Dev.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S8H3L6BT/Wallin et al. - 2020 - Government Workers’ Stories about Professional Dev.pdf:application/pdf;Wallin2020_Article_GovernmentWorkersStoriesAboutP.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4WCIBJHF/Wallin2020_Article_GovernmentWorkersStoriesAboutP.pdf:application/pdf},
}

@article{buchem_competency_2020,
	title = {Competency {Mapping} 3.0: {Modelling}, {Cross}-{Referencing} and {Credentialing} of {Competencies} with {Semantic} {Technologies}. {Instruments} and {Implementation} in the {Open} {Virtual} {Mobility} {Project}.},
	abstract = {Modelling, recording, processing, and credentialing of competences with the help of digital media play an increasingly important role in the context of the increasing digitisation of learning and educational offers in different contexts (including schools, universities, companies). The central challenges here are the provision of empirical bases for competence modelling, the selection of suitable methods and procedures for recording competences, as well as the structuring and description of competences and ultimately suitable infrastructures for certification. In view of the increasing number and variety of different competence models or frameworks, there is also a growing interest in and need for methods and tools for competence mapping, not only with regard to the recording of competences in a domain or context, but also with regard to cross-referencing of competences in different competence models. The semantic cross-references between competency models can then be used and exploited in further procedures, e.g. in the digital credentialing of competencies with open badges. This extended view of competence modelling - Competency Mapping 3.0 - serves to create comparability and to make connections between competences in different models visible. This article presents an example of Competency Mapping 3.0 from the European project Open Virtual Mobility, in which different methods and instruments were used to model virtual mobility competences and to digitally credential these competences with Open Badges. The article presents selected research results and formulates recommendations.},
	language = {de-DE},
	author = {Buchem, Ilona and Konert, Johannes},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {12},
	file = {buchem_konert_2020_competency_mapping_3.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KGQTC8SM/buchem_konert_2020_competency_mapping_3.pdf:application/pdf},
}

@article{susman_krista_psychologie_2022,
	title = {Die {Psychologie} des virtuellen {Raums}. {Begegnungsförderung} und horizontale {Kommunikation}},
	copyright = {Creative Commons Namensnennung 4.0 International},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=24470},
	doi = {10/gp5j95},
	abstract = {How do encounters, relationships and authentic contact succeed in video meetings? Taking this question as the point of departure, the author reflects on intrapersonal experience, the experience of relationships and psychological online phenomena based on observations, personal experience and conversations with colleagues, clients and participants in video meetings. She considers paradoxes and tensions of video meetings and derives starting points for their practical organization. Her plea is for an inclusive learning- and encounter-promoting online culture with as much horizontal communication as possible. Given that video platforms are not neutral but instead preset communicative structures through their technical functionalities and determine the possibilities for relationship building during the video conference, the author argues for an explicit and mindful organization of online communication. This requires more than tools, namely the continuous social negotiation of how digital spaces can be used to promote relationships. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2022-05-14},
	author = {Susman, Krista},
	month = may,
	year = {2022},
	note = {Publisher: Bundesministerium für Bildung, Wissenschaft und Forschung},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Virtuelle Arbeitswelt, On line, Online, Sozialwissenschaft, COVID-19, Pandemie, Gestaltung, Online-Kommunikation, Videokonferenz},
	file = {Susman, Krista - 2022 - Die Psychologie des virtuellen Raums. Begegnungsfö.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NC546GFT/Susman, Krista - 2022 - Die Psychologie des virtuellen Raums. Begegnungsfö.pdf:application/pdf},
}

@article{juster_entbettung_nodate,
	title = {Die {Entbettung} beruflicher {Aus}- und {Weiterbildung} – {Zur} digitalen {Transformation} des {Corporate} {Learning}},
	language = {de-DE},
	author = {Jüster, Markus and Mueller, Andreas},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {40},
	file = {Jüster und Mueller - Die Entbettung beruflicher Aus- und Weiterbildung .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7R2LRTQD/Jüster und Mueller - Die Entbettung beruflicher Aus- und Weiterbildung .pdf:application/pdf},
}

@incollection{kruse_digital_2023,
	address = {Cham},
	title = {Digital {Tools} for {Written} {Argumentation}},
	isbn = {978-3-031-36032-9 978-3-031-36033-6},
	url = {https://link.springer.com/10.1007/978-3-031-36033-6_6},
	abstract = {Digital tools for argumentative writing aimed, from early on, to support the use of argumentation to develop knowledge about the topic being argued. Many products were initially created to serve research purposes, and few developed in the last thirty years have made it to the educational technology market for use by instructors and writers. Others are reserved for institutional use or have become obsolete. More recently, research in argumentative writing has moved away from digital platform development speciﬁcally aimed at argumentative writing, to simpler generic diagramming and collaboration tools to be integrated in learning activities. Development has focused more on analytic approaches to generating representations of writing (processes and products), while research has shifted towards strategy instruction and related design principles. A selection of differing environments developed to support argumentative writing will be presented to highlight the evolution and the gaps in digital tools for written argumentation.},
	language = {en-GB},
	urldate = {2023-09-19},
	booktitle = {Digital {Writing} {Technologies} in {Higher} {Education}},
	publisher = {Springer International Publishing},
	author = {Benetos, Kalliopi},
	editor = {Kruse, Otto and Rapp, Christian and Anson, Chris M. and Benetos, Kalliopi and Cotos, Elena and Devitt, Ann and Shibani, Antonette},
	year = {2023},
	doi = {10.1007/978-3-031-36033-6_6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {81--99},
	file = {Benetos - 2023 - Digital Tools for Written Argumentation.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W9T7X6WY/Benetos - 2023 - Digital Tools for Written Argumentation.pdf:application/pdf},
}

@incollection{zaphiris_introducing_2023,
	address = {Cham},
	title = {Introducing {Dreams} of {Dali} in a {Tertiary} {Education} {ESP} {Course}: {Technological} and {Pedagogical} {Implementations}},
	volume = {14041},
	isbn = {978-3-031-34549-4 978-3-031-34550-0},
	shorttitle = {Introducing {Dreams} of {Dali} in a {Tertiary} {Education} {ESP} {Course}},
	url = {https://link.springer.com/10.1007/978-3-031-34550-0_4},
	abstract = {Technology-enhanced teaching and learning environments transform the learning experience and increase student interest and engagement in the lesson. Virtual Reality (VR) has been identiﬁed as a multimodal medium that offers highly interactive and fully immersive experiences through which students can access a variety of meanings and enter a new social learning space which transcends classroom boundaries. VR also constitutes an innovative digital tool for foreign language (FL) learning in tertiary education through which teachers can promote a more situated learning context. Based on the multimodal affordances of the VR application Dreams of Dali, this paper aims to propose meaningful ways the application can be embedded in an English-for-Speciﬁc-Purposes (ESP) course in tertiary education, foregrounding the delivery of pedagogical content, creating student immersive literacy practices, and leading to alternative ways of conceptualising meanings. The immersive environment in Dreams of Dali can pose an instructional design tool which can increase familiarisation with courserelated content in English for Fine Arts and help simulate an authentic surrealistic environment that deviates from static art-related images and passive surrealist representations of the art movement in the classroom.},
	language = {en-GB},
	urldate = {2023-06-13},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Christoforou, Maria and Efthimiou, Fotini},
	editor = {Zaphiris, Panayiotis and Ioannou, Andri},
	year = {2023},
	doi = {10.1007/978-3-031-34550-0_4},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {53--65},
	file = {Christoforou und Efthimiou - 2023 - Introducing Dreams of Dali in a Tertiary Education.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6CIS9IVQ/Christoforou und Efthimiou - 2023 - Introducing Dreams of Dali in a Tertiary Education.pdf:application/pdf},
}

@incollection{zaphiris_digital_2023,
	address = {Cham},
	title = {Digital {Interactive} {Learning} {Ecosystems} in {Metaverse}: {Educational} {Path} {Based} on {Immersive} {Learning}},
	volume = {14041},
	isbn = {978-3-031-34549-4 978-3-031-34550-0},
	shorttitle = {Digital {Interactive} {Learning} {Ecosystems} in {Metaverse}},
	url = {https://link.springer.com/10.1007/978-3-031-34550-0_11},
	abstract = {Virtual technology presents us with opportunities in the interactive learning ecosystems. Accordingly, the three factors of the learning ecosystem have expanded new channels, and immersive learning appears to be a commonly discussed method under the metaverse layout. From the perspective of digital narrative, this paper explores the impact of online immersive learning on the construction of a virtual interactive learning ecosystem, along with the challenges it brings to the learning process. The main method includes case studies and phased framework extension based on previous work (Liu, Ricco \& Calabi, 2021b; Liu, Su, Nie \& Song, 2022). As an output, we link the frame of four immersive typologies with several researchers’ work to give advice to the ﬁelds of application, teaching models and narrative tools.},
	language = {en-GB},
	urldate = {2023-06-13},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Liu, Yuan and Gao, Wei and Song, Yao},
	editor = {Zaphiris, Panayiotis and Ioannou, Andri},
	year = {2023},
	doi = {10.1007/978-3-031-34550-0_11},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {161--169},
	file = {Liu et al. - 2023 - Digital Interactive Learning Ecosystems in Metaver.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4CV6E9DX/Liu et al. - 2023 - Digital Interactive Learning Ecosystems in Metaver.pdf:application/pdf},
}

@incollection{zaphiris_thinking_2023,
	address = {Cham},
	title = {Thinking {Open} and {Ludic} {Educational} {Robotics}: {Considerations} {Based} on the {Interaction} {Design} {Principles}},
	volume = {14041},
	isbn = {978-3-031-34549-4 978-3-031-34550-0},
	shorttitle = {Thinking {Open} and {Ludic} {Educational} {Robotics}},
	url = {https://link.springer.com/10.1007/978-3-031-34550-0_21},
	abstract = {Digital technology is increasingly part of people’s daily lives, including education. Thus, with growing interest in the educational use of robotics, one of the observed barriers is the incorporation of this content into schools. Because this inclusion cannot be guaranteed by technology access alone, it requires contextual development, critical and interactive. The context of educational robotics requires complexity at different school levels and creativity to solve problems. Therefore, the playful presentation of this content proves to be an excellent choice, especially for children, as it promotes children’s logical thinking and physical and social skills through playful activities. Based on this context, this paper takes interaction design principles to evaluate the use of gamiﬁcation artifacts to support introductory programming courses for children. In this study, the Roboquedo interaction test was evaluated. Its principles, in addition to using free technology with the potential for collaboration, are low-cost projects and a methodological approach based on social constructivist epistemology. Based on the interaction analysis, any adjustments needed to improve the applied principles and deliverables of interaction design and other possibilities of educational robotics and digital inclusion may be reﬂected.},
	language = {en-GB},
	urldate = {2023-06-13},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {De Oliveira, Murilo and Paschoalin, Larissa and Teixeira, Vitor and Amaral, Marilia and Almeida, Leonelo},
	editor = {Zaphiris, Panayiotis and Ioannou, Andri},
	year = {2023},
	doi = {10.1007/978-3-031-34550-0_21},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {300--315},
	file = {De Oliveira et al. - 2023 - Thinking Open and Ludic Educational Robotics Cons.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EBH9TS9B/De Oliveira et al. - 2023 - Thinking Open and Ludic Educational Robotics Cons.pdf:application/pdf},
}

@incollection{februanti_online_2023,
	address = {Paris},
	title = {The {Online} {Collaborative} {Learning} as the {Innovation} of {Learning} {Paradigm}},
	volume = {708},
	isbn = {978-2-38476-021-3 978-2-38476-022-0},
	url = {https://www.atlantis-press.com/doi/10.2991/978-2-38476-022-0_53},
	abstract = {This Study is to investigate how the online collaborative learning in the era of digital university is implemented. In fact there are many universities try to develop a certain strategy as a respond of a huge change caused by cyber technology. So it also inﬂuences the policy to develop the online learning and teaching by implanting a software, in the system of their cyber campus. It facilitates the lectures and students to involve in the virtual English class anytime and anywhere. Then the lecturers and students never miss the teaching-learning activities although they must go somewhere because of a certain important reason. Furthermore this study is to try to see more how the collaborative learning is carried out because the use of the cyber campus that effects the interaction among the students in the process of learning activities. So the community of information technology-supported collaborative learning (students that learn in the same group) becomes the important factor to study in this paper.},
	language = {en-GB},
	urldate = {2023-05-18},
	booktitle = {Proceedings of the 1st {UMSurabaya} {Multidisciplinary} {International} {Conference} 2021 ({MICon} 2021)},
	publisher = {Atlantis Press SARL},
	author = {{Wijayadi} and Ihsan, Pramudana},
	editor = {Februanti, Sofia and Mundakir, Mundakir and Levani, Yelvi and Ghazali, Puspa Liza and Saputra, Jumadil and Mujiarto, Mujiarto},
	year = {2023},
	doi = {10.2991/978-2-38476-022-0_53},
	note = {Series Title: Advances in Social Science, Education and Humanities Research},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {500--508},
	file = {Wijayadi und Ihsan - 2023 - The Online Collaborative Learning as the Innovatio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KN9HZGZD/Wijayadi und Ihsan - 2023 - The Online Collaborative Learning as the Innovatio.pdf:application/pdf},
}

@incollection{dockweiler_digitalisierung_2023,
	title = {Digitalisierung als {Lernfeld} in {Settings} – {Diskussion} des {Begriffsverständnisses} digitalisierter {Settings}},
	isbn = {978-3-7489-1364-1},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783748913641-55},
	abstract = {The digital transformation of society is part of our everyday lives and influences people's ways of thinking and behaving and their health. But can social media platforms, virtual or augmented realities be understood as digital or digitized settings in their own right and linked accordingly with the setting approach? Stark et al. suggest talking about digitized set­ tings as organizations whose individual elements are digitized to varying degrees. Virtual spaces or communities are difficult to define as indepen­ dent digital settings on the basis of this definition. To grasp phenomena such as virtual communities within the framework of the setting approach, this article attempts to understand settings as innovation systems to be constructed specifically for this purpose, which serve as a learning system for the actors and organizations involved. For the health-promoting design of organizations, existing approaches to organizational development or work-/human-centered work design can be used. In this understanding of settings, the concrete design of digitization would be part of the problem to be addressed.},
	language = {de-DE},
	urldate = {2023-04-16},
	booktitle = {Settingbezogene {Gesundheitsförderung} und {Prävention} in der digitalen {Transformation}},
	publisher = {Nomos Verlagsgesellschaft mbH \& Co. KG},
	author = {Pieck, Nadine},
	editor = {Dockweiler, Christoph and Stark, Anna Lea and Albrecht, Joanna},
	year = {2023},
	doi = {10.5771/9783748913641-55},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {55--76},
	file = {Pieck - 2023 - Digitalisierung als Lernfeld in Settings – Diskuss.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KLF3J3DH/Pieck - 2023 - Digitalisierung als Lernfeld in Settings – Diskuss.pdf:application/pdf},
}

@incollection{abraham_analysing_2023,
	address = {Cham},
	title = {Analysing and {Modeling} {Customer} {Success} in {Digital} {Marketing}},
	volume = {649},
	isbn = {978-3-031-27498-5 978-3-031-27499-2},
	url = {https://link.springer.com/10.1007/978-3-031-27499-2_38},
	abstract = {Digital Marketing sets a sequence of strategies responsible for maximizing the interaction between companies and their target audience. One of them, known as Customer Success, establishes long-term techniques capable of projecting the sustainable value of a given customer to a company, monitoring the indexers that translate its activities. Therefore, this paper intends to address the need to develop an innovative tool that allows the creation of a temporal knowledge base composed of the behavioral evolution of customers. The CRISP-DM model beneﬁts the processing and modeling of data capable of generating knowledge through the application and combination of the results obtained by machine learning algorithms specialized in time series. Time Series K-Means allows the clustering and diﬀerentiation of consumers characterized by their similar habits. Through the formulation of proﬁles, it is possible to apply forecasting methods that predict the following trends. The proposed solution provides the understanding of time series that proﬁle the ﬂow of customer activity and the use of the evidenced dynamics for the future prediction of these behaviors.},
	language = {en-GB},
	urldate = {2023-04-04},
	booktitle = {Innovations in {Bio}-{Inspired} {Computing} and {Applications}},
	publisher = {Springer Nature Switzerland},
	author = {César, Inês and Pereira, Ivo and Madureira, Ana and Coelho, Duarte and Rebelo, Miguel Ângelo and de Oliveira, Daniel Alves},
	editor = {Abraham, Ajith and Bajaj, Anu and Gandhi, Niketa and Madureira, Ana Maria and Kahraman, Cengiz},
	year = {2023},
	doi = {10.1007/978-3-031-27499-2_38},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning, Promotion:04-04:4.4.4},
	pages = {404--413},
	file = {César et al. - 2023 - Analysing and Modeling Customer Success in Digital.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RHNAPZMC/César et al. - 2023 - Analysing and Modeling Customer Success in Digital.pdf:application/pdf},
}

@incollection{beskopylny_digital_2023,
	address = {Cham},
	title = {Digital {Pedagogy}: {Opportunities} and {Challenges} of {Learning} in the {Information} {Environment}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	shorttitle = {Digital {Pedagogy}},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_29},
	abstract = {Digitalization of society and all spheres of social production is rapidly changing the whole landscape of education. The time of learning generation Z, known as the network generation (zoomers), formed in the digitally oriented era, is coming. However, there are many challenges for learning in the digital environment. All these tasks for digital pedagogics, methodological possibilities of which are still in their infancy, require justiﬁcation of their sufﬁciency and efﬁciency. This article shows the problems and new directions of pedagogical science and student teaching methodology development under the conditions of changes in the information educational space. It is noted that digital and information and communication technologies stimulate the development of digital didactics, opening up a lot of new principles and approaches to teaching and assessment of achievements, but, at the same time, bring many problems and risks. At the same time, didactic principles of digital pedagogy dictate signiﬁcant changes in the role of the teacher, increasing the share of his/her work as a designer of a new form of educational process, taking into account electronic resources and big databases. The solution of these and other problems requires scientiﬁc approach and experimental testing.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Efremova, Nadezhda and Huseynova, Anastasia},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_29},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {283--292},
	file = {Efremova und Huseynova - 2023 - Digital Pedagogy Opportunities and Challenges of .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ND3HIZST/Efremova und Huseynova - 2023 - Digital Pedagogy Opportunities and Challenges of .pdf:application/pdf},
}

@incollection{beskopylny_use_2023,
	address = {Cham},
	title = {The {Use} of {Digital} {Technologies} in the {Educational} {Space} to {Improve} the {Effectiveness} of {Communication} in the “{Student}-{Teacher}” {Model}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_44},
	abstract = {Currently, the use of digital technologies in the educational process is an urgent direction in the professional training of specialists of the higher professional education institutions. The use of digital technologies in the educational process allows to improve the quality of training, signiﬁcantly increase the level of competitiveness of future specialists in the labor market, in many ways helps to create interactive conditions in the classroom. Digital technologies started to be used in the educational process during the pandemic of 2020–21, when distance learning was used as the main way of obtaining education. The article substantiates the necessity of the digital technologies’ application in organizations of the higher professional education system, considers four levels of changes in teaching practices using the technologies and suggests the use of “Virtual Reality (VR)” technology and concludes about the essence of digital transformation of education.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Krasnova, Evgenia},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_44},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {433--443},
	file = {Krasnova - 2023 - The Use of Digital Technologies in the Educational.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9TL4HUZM/Krasnova - 2023 - The Use of Digital Technologies in the Educational.pdf:application/pdf},
}

@incollection{beskopylny_foreign_2023,
	address = {Cham},
	title = {The {Foreign} {Languages} {Teaching} {Transformation} in the {COVID}-19 {Pandemic}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_169},
	abstract = {The pandemic caused by the coronavirus spread has made serious changes in all spheres of human life, including education. The necessity of remote learning has intensiﬁed the process to implement a digital educational environment. The presented work aims to analyze the realization of remote foreign language teaching in a higher educational institution in extreme conditions of the COVID-19 pandemic. Using the content analysis of pedagogical articles and considering their own teaching experience the authors concluded that intensive use of information and computer technologies is justiﬁed by their high efﬁciency, but their harmful effects on the physiological, mental and social health of educational activity subjects are not taken into account. The paper emphasizes the implicit possibilities of the discipline “Foreign Language” (to develop motivation for a healthy lifestyle), highlights the importance of health-saving components of the modern educational process in higher education. As a result, a number of recommendations were formulated to improve the educational system for the further successful application of remote learning. Examining the emergency remote teaching difﬁculties (material, technical, educational, organizational, didactic, methodological, socio—psychological, personnel, administrative and managerial, economic) is very important due to pedagogical practice, since it makes it possible to plan effective activities in different educational modes (distance, remote, online, mobile, blending/hybrid learning, exc.) not only in the pandemic period but in the post-pandemic one as well.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Speranskaya, Nina and Pashina, Alyona and Ostapchenko, Galya},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_169},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {1580--1588},
	file = {Speranskaya et al. - 2023 - The Foreign Languages Teaching Transformation in t.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KRUDQJP4/Speranskaya et al. - 2023 - The Foreign Languages Teaching Transformation in t.pdf:application/pdf},
}

@incollection{beskopylny_socio-cultural_2023,
	address = {Cham},
	title = {Socio-cultural {Dynamics} of the {Media} {Content} of {Art} {Education} in the {Higher} {School} of the {Future}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_90},
	abstract = {Today, discussions are actively underway about the education of the future, about what it will be based on, what needs of society to respond to, what to ﬁll, in what direction to develop. Visualization is becoming one of the main modern features, moreover, at almost all stages of the educational process. Media and digital technologies have been actively introduced into almost all spheres of society, and, of course, into the educational environment. Solving some of the tasks and goals of education with the use of digital technologies becomes more effective and efﬁcient for both sides of the learning process: both the teacher and the student. The deﬁnition of the socio-cultural role of educational media content, the training of teachers professionally proﬁcient in digital technologies, the creation of an information-ﬁlled pedagogical effective resource is one of the main tasks of the education of the future. The teacher of the future is a universal professional who possesses digital competencies on a par with students who are representatives of the digital environment and the Internet generation. The modern educational space cannot be successful without the introduction of digital technologies, without the creation of media content. One of the comfortable educational areas where digitalization is successfully included can be called art education, where the aspect of visualization is the main and leading one.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Mokina, Anna and Khoronko, Lubov},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_90},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {857--866},
	file = {Mokina und Khoronko - 2023 - Socio-cultural Dynamics of the Media Content of Ar.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7CUSGBY8/Mokina und Khoronko - 2023 - Socio-cultural Dynamics of the Media Content of Ar.pdf:application/pdf},
}

@incollection{beskopylny_collaborative_2023,
	address = {Cham},
	title = {Collaborative {Writing} as an {Effective} {Tool} in {Teaching} {Foreign} {Language} {Oriented} to the {Vocational} {Education} of {Engineering} {Students}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_95},
	abstract = {Education for sustainable development requires the search for advanced teaching and learning methods that motivate and empower students to acquire the knowledge and skills to shape their future. Cooperative learning is one of the most effective methods in terms of involving learners working together on diverse activities. Teaching professionally-oriented foreign languages at engineering universities makes students move toward better writing by putting higher requirements on the writing skills needed for their future employment and career advancement. Thus, the presented paper is aimed at analyzing the theoretical aspects and practical applications of collaborative writing as a powerful tool for creating a more effective learning environment. The paper deﬁnes the concept, key principles, stages of implementation, as well as advantages and potential of collaborative writing. Besides, it highlights the opportunities and challenges of digital platforms in providing the technology of collaborative writing. It also contains the results of a survey that conﬁrmed the effectiveness of collaborative writing in teaching a professionally-oriented foreign language. The ﬁndings of our study might be useful for both education theorists and practitioners. To further our research, we are planning to analyze the use of collaborative writing technology, expand its possibilities, and enhance the efﬁciency of its application.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Odaryuk, Irina and Kolmakova, Valentina and Petrova, Vera},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_95},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {903--913},
	file = {Odaryuk et al. - 2023 - Collaborative Writing as an Effective Tool in Teac.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QVEDESD8/Odaryuk et al. - 2023 - Collaborative Writing as an Effective Tool in Teac.pdf:application/pdf},
}

@incollection{beskopylny_specificity_2023,
	address = {Cham},
	title = {Specificity of the {Use} of {Digital} {Tools} in the {Formation} of {Professional} {Competencies} of {Teachers}—{Defectologists}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_166},
	abstract = {The article discusses digital tools for the formation of professional competencies of teachers-defectologists in the format of an open educational resource that combines the advantages of a training workshop and practical exercises in the ﬁeld of training. The digital resource contributes to the formation of future teachers-defectologists as subjects of inclusive activities with a readiness for self-education. The aim of the study is to review and analyze the key characteristics of digital student learning tools and the experience of introducing them into the educational process. The article used the methods of theoretical analysis: the study and analysis of psychological, pedagogical and scientiﬁc-methodical literature and Internet resources on the research problem, as well as generalization of the experience of approbation of an open educational resource. The parameters that make it possible to determine the efﬁciency of the resource use are highlighted: the ability to analyze the anamnestic data of children with disabilities; the ability to diagnose, put a speech therapy conclusion, the amount of rational selection of tools for diagnosis and psychological and pedagogical study of preschoolers with disabilities, taking into account the age and type of impairment; the degree of interaction with other specialists using digital resources, etc. The educational resource “LogopedistPro” was included in the structure of the educational process with the aim of practice-oriented training and the formation of professional competencies of a teacher-defectologist through a system of training tasks. The results of the level of formation of professional competencies of students are analyzed. As a result, 70\% of students improved their level using the open educational resource, activated by workshops. It is concluded that the result of using digital tools is to improve the quality of students’ knowledge and develop their ability to study independently.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Gordeeva, Ekaterina and Dergacheva, Evgenia and Medova, Natalia and Sergeeva, Anna},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_166},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {1551--1561},
	file = {Gordeeva et al. - 2023 - Specificity of the Use of Digital Tools in the For.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R2NWQJVV/Gordeeva et al. - 2023 - Specificity of the Use of Digital Tools in the For.pdf:application/pdf},
}

@incollection{beskopylny_game_2023,
	address = {Cham},
	title = {Game {Applications} on {Modern} {Devices} as {Means} of {Activating} {Educational} {Activities}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_245},
	abstract = {The rapid development of modern information and communication technologies affects all spheres of human life, including the educational sphere. Moreover, today the objective circumstance of the hard introduction of distance education and online learning technologies into the educational process is the global spread of the “new disaster” of the 21st century – COVID-19. Under completely new conditions, it is necessary to restructure the educational process and, in particular, its methodological component in a short time. But until recently, one could hear about the use of digital technologies, online learning, including distance learning, as an innovative form of the educational process, and now the use of digital distance learning technologies in education does not surprise anyone and does not raise doubts. Internet resources, computer and mobile technologies are widely used by teachers in the educational process, and therefore there is a need to study the possibilities of using modern information and communication technologies in teaching, in particular, in the ﬁeld of teaching foreign languages.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Morozova, Yanina and Agafonova, Nelly and Gerasimova, Natalia and Sultanova, Angela},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_245},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {2241--2248},
	file = {Morozova et al. - 2023 - Game Applications on Modern Devices as Means of Ac.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IG9ALLLV/Morozova et al. - 2023 - Game Applications on Modern Devices as Means of Ac.pdf:application/pdf},
}

@incollection{beskopylny_study_2023,
	address = {Cham},
	title = {Study the {Attitude} of {Teachers} and {Students} {Toward} {Online} {Classes} at {Technical} {University}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_227},
	abstract = {This study is aimed at studying the attitude of university teachers and students to online classes. The opinion of students about the implementation of online courses, their usefulness and support from teachers in online classes, as well as the opinions of teachers about the usefulness of online courses, about teaching methods and practice, education process were studied. The results showed that students generally felt positive in online classes, received sufﬁcient support from tutors, but they did not believe that online classes would replace traditional faceto-face education. Educators have often experienced difﬁculty due to a lack of proper training for delivering online classes. Technical issues are a major concern for the effectiveness of online classes. The majority of respondents have a positive attitude towards the digitalization of education, highly appreciate the importance of digital literacy of participants in the educational process. Students associate the advantages and disadvantages of digitalization of education with their own experience of online learning during the pandemic.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Leontev, Mikhail},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_227},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {2082--2090},
	file = {Leontev - 2023 - Study the Attitude of Teachers and Students Toward.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/V97Y8N8D/Leontev - 2023 - Study the Attitude of Teachers and Students Toward.pdf:application/pdf},
}

@incollection{beskopylny_digital_2023-1,
	address = {Cham},
	title = {Digital {Educational} {Environment} as a {Condition} for {Training} {Linguists}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_238},
	abstract = {The article gives a review of an analysis of modern approaches to such a concept as “digital educational (learning) environment”, in which modern students - our future linguists, are striving to develop their digital competence. Much attention is directed to the consideration of the peculiarities of professional training, as well as the needed requirements for future linguists in the context of application of modern digital technologies in their professional activities. We consider that the usage of a great number of forms, different means and methods in the ﬁeld of digital learning environment notably in the thorough research of information science conduce to personal development of linguists, their motivation to study harder innumerous disciplines increases, and the practical skills of using them are being developed, which are extremely necessary in their future of professional activity. Beyond basic digital skills, certain types of knowledge related to digital technology, instruction, and teaching content are assumed to be necessary for teachers when teaching with technology.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Kapitonova, Nina and Karagodskaya, Julia and Gadakchyan, Anzhelika and Kocharyan, Annait},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_238},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {2176--2185},
	file = {Kapitonova et al. - 2023 - Digital Educational Environment as a Condition for.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G6CPQK6U/Kapitonova et al. - 2023 - Digital Educational Environment as a Condition for.pdf:application/pdf},
}

@incollection{beskopylny_computer-based_2023,
	address = {Cham},
	title = {Computer-{Based} and {Gamification} {Learning} {Systems} in the {Context} of {Teaching} {Foreign} {Languages}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_240},
	abstract = {In this article the teaching methods that are relevant in the context of the modern world with advanced digital technologies are considered. We decided to raise this issue in connection with its direct impact on such an important part of human’s development as education. And in order to make education process more intensive, high-quality, and attractive for modern people, and especially for young people, it is necessary to use as many resources as the information technology age provides us with. In nowdays, current knowledge changes unimaginably quickly: within 5 years current knowledge can change several times, and therefore the globalization of education, the process of greater adaptation of the educational system to the needs of the world market economy, is necessary. To do this, the authors of the article decided to give an example of gamiﬁcation as a method of modern and effective learning, conducted a social experiment and analyzed the results. The rapid growth of the required knowledge creates not only the need for fundamental changes in the principles and methods of modern education, but also the creation and synthesis of global social and cultural values.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Kuznetsova, Marina and Kim, Larissa and Karpova, Elena},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_240},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {2195--2203},
	file = {Kuznetsova et al. - 2023 - Computer-Based and Gamification Learning Systems i.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3EW2F4K4/Kuznetsova et al. - 2023 - Computer-Based and Gamification Learning Systems i.pdf:application/pdf},
}

@incollection{beskopylny_distance_2023,
	address = {Cham},
	title = {Distance {Learning} at {University}: {Trends}, {Problems} and {Prospects}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	shorttitle = {Distance {Learning} at {University}},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_351},
	abstract = {This article is devoted to current research in the ﬁeld of the inﬂuence of the digital economy on the formation of a set of key competencies and the training of specialists in the modern world. The article discusses a new type of competence in demand in the modern market - “technological”. The authors consider digital competences as a means of effective interaction between the student and the educational environment. To analyze the features of creating a digital educational environment in universities, an assessment of digital literacy was carried out and a mechanism for its formation and maintenance at an acceptable level should be created. The article presents the results of studies of students’ perception of distance learning in a regional university of the Central Federal District of the Russian Federation. This educational institution is an information platform within the framework of the formation of digital competences in demand in Industry 4.0. Many IC and IT developments of the system of higher and additional education are being implemented here.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Aleksyutina, Olga and Aleshin, Evgeny and Yakubenko, Elena},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_351},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {3175--3183},
	file = {Aleksyutina et al. - 2023 - Distance Learning at University Trends, Problems .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BWULRCL8/Aleksyutina et al. - 2023 - Distance Learning at University Trends, Problems .pdf:application/pdf},
}

@incollection{garcia-barriocanal_competences_2011,
	address = {Berlin, Heidelberg},
	title = {Competences and {Skills} in the {Digital} {Age}: {Competence} {Development}, {Modelling}, and {Standards} for {Human} {Resources} {Development}},
	volume = {240},
	isbn = {978-3-642-24730-9 978-3-642-24731-6},
	shorttitle = {Competences and {Skills} in the {Digital} {Age}},
	url = {http://link.springer.com/10.1007/978-3-642-24731-6_4},
	abstract = {This paper will summarize the potential use cases and impacts of competences and skills in the new area, often called "Digital Age": It will highlight the roles and benefits of standards and metadata for HR development and points out the special support that competence models can provide for the quality development in learning, education, and training. In this regard, the main characteristics of this innovative approach called competence modelling and its relevance in vocational education and training (VET) can only be summarized. A general competence model with a standardized competence structure and taxonomy of levels is introduced and discussed for the general application scenarios and for the specific use cases in vocational education and training. It can be shown that competence modelling and the presented competence model lead to an improvement of the working places, of the organizational and individual development, to an increase of the mobility worldwide as well as to a higher transparency and recognition of competences and skills. Finally leading European initiatives on competence modelling are introduced and the current standardization activities are highlighted.},
	language = {en-GB},
	urldate = {2022-11-22},
	booktitle = {Metadata and {Semantic} {Research}},
	publisher = {Springer Berlin Heidelberg},
	author = {Stracke, Christian M.},
	editor = {García-Barriocanal, Elena and Cebeci, Zeynel and Okur, Mehmet C. and Öztürk, Aydın},
	year = {2011},
	doi = {10.1007/978-3-642-24731-6_4},
	note = {Series Title: Communications in Computer and Information Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {34--46},
	file = {Stracke - 2011 - Competences and Skills in the Digital Age Compete.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DL3EKD6K/Stracke - 2011 - Competences and Skills in the Digital Age Compete.pdf:application/pdf},
}

@incollection{weselek_lehrerprofessionalisierung_2022,
	address = {Berlin, Heidelberg},
	title = {Lehrerprofessionalisierung durch {Service} {Learning} am {Beispiel} der digitalen {Plattform} „{Klimaanpassung} online verstehen“},
	isbn = {978-3-662-65119-3 978-3-662-65120-9},
	url = {https://link.springer.com/10.1007/978-3-662-65120-9_14},
	language = {de-DE},
	urldate = {2022-11-05},
	booktitle = {Digitale {Bildung} für nachhaltige {Entwicklung}},
	publisher = {Springer Berlin Heidelberg},
	author = {Lindau, Anne-Kathrin and Thürkow, Detlef},
	editor = {Weselek, Johanna and Kohler, Florian and Siegmund, Alexander},
	year = {2022},
	doi = {10.1007/978-3-662-65120-9_14},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {165--176},
	file = {Lindau und Thürkow - 2022 - Lehrerprofessionalisierung durch Service Learning .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4ETMMVTL/Lindau und Thürkow - 2022 - Lehrerprofessionalisierung durch Service Learning .pdf:application/pdf},
}

@incollection{weselek_instrumentalisierung_2022,
	address = {Berlin, Heidelberg},
	title = {Instrumentalisierung, {Institutionalisierung} und {Internationalisierung} einer {Bildung} für nachhaltige {Entwicklung} und {Content} and {Language} {Integrated} {E}- {Learning} als digitaler {Transformationsansatz} in {Zeiten} von {Pandemie} und globalem {Umbruch}},
	isbn = {978-3-662-65119-3 978-3-662-65120-9},
	url = {https://link.springer.com/10.1007/978-3-662-65120-9_15},
	language = {de-DE},
	urldate = {2022-11-05},
	booktitle = {Digitale {Bildung} für nachhaltige {Entwicklung}},
	publisher = {Springer Berlin Heidelberg},
	author = {Hobusch, Ulrich and Poelzl-Hobusch, Ulrike},
	editor = {Weselek, Johanna and Kohler, Florian and Siegmund, Alexander},
	year = {2022},
	doi = {10.1007/978-3-662-65120-9_15},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {177--187},
	file = {Hobusch und Poelzl-Hobusch - 2022 - Instrumentalisierung, Institutionalisierung und In.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SF8YVEX4/Hobusch und Poelzl-Hobusch - 2022 - Instrumentalisierung, Institutionalisierung und In.pdf:application/pdf},
}

@incollection{heider-lang_future_2019,
	title = {Future {Learning} – {Future} {University}},
	isbn = {978-3-95710-340-6},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783957103406-161},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Digitale {Transformation} in der {Bildungslandschaft} - den analogen {Stecker} ziehen?},
	publisher = {Rainer Hampp  Verlag},
	author = {Ehlers, Ulf-Daniel and Kellermann, Sarah},
	editor = {Heider-Lang, Jacqueline and Merkert, Alexandra},
	year = {2019},
	doi = {10.5771/9783957103406-161},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {161--190},
	file = {Ehlers und Kellermann - 2019 - Future Learning – Future University.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QUNJW4F5/Ehlers und Kellermann - 2019 - Future Learning – Future University.pdf:application/pdf},
}

@article{keshavarz_preparing_2021,
	title = {Preparing {Educators} to {Teach} in a {Digital} {Age}},
	volume = {22},
	issn = {1492-3831},
	url = {10.19173/irrodl.v22i1.4910},
	doi = {10/gjhqbf},
	abstract = {This article describes the practical implementation of parts of Teaching in a Digital Age: Guidelines for Designing Teaching and Learning by A.W. Bates (2015) in a course for educators in Austria and the development of medical education for universities in Iran. With the publication of the second edition of Teaching in a Digital Age in 2019, the authors show the impact of the book in training educators and developers of educational content. This note from the field emphasizes the benefits of making informed decisions about educational technologies using Bates’ (2015) SECTIONS model and of learning about massive open online courses (MOOCs) and how to work with them using his book.},
	language = {en-GB},
	number = {1},
	urldate = {2021-03-19},
	journal = {The International Review of Research in Open and Distributed Learning},
	author = {Keshavarz, Mohsen and Ghoneim, Andrea},
	month = mar,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {221--242},
	file = {Keshavarz und Ghoneim - 2021 - Preparing Educators to Teach in a Digital Age.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4BUQGTKX/Keshavarz und Ghoneim - 2021 - Preparing Educators to Teach in a Digital Age.pdf:application/pdf},
}

@article{leineweber_zum_2021,
	title = {Zum optimierenden {Geist} der digitalen {Bildung}: {Bemerkungen} zu adaptiven {Lernsystemen} als sozio-technische {Gefüge}},
	volume = {42},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Zum optimierenden {Geist} der digitalen {Bildung}},
	url = {10.21240/mpaed/42/2021.03.08.X},
	doi = {10/gksnxz},
	abstract = {In the present contribution, the four terms efficiency, calculability, predictability and control are used as operationalization for a contemporary notion of optimization. Subsequently, it is argued that such a concept of optimization is currently inscribed on the social level, on the level of subjective action as well as in digital learning arrangements. This observation is critically reflected with the approach of educational theory, especially by focusing on the element of unavailability. Thus, education is identified as a process that eludes an optimizing spirit of digital education.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Leineweber, Christian and Wunder, Maik},
	month = mar,
	year = {2021},
	note = {ZSCC: 0000000},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {22--46},
	file = {Leineweber und Wunder - 2021 - Zum optimierenden Geist der digitalen Bildung Bem.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KW6M67EG/Leineweber und Wunder - 2021 - Zum optimierenden Geist der digitalen Bildung Bem.pdf:application/pdf},
}

@article{niesyto_digitale_2020,
	title = {Digitale {Medien} in der {Grundschullehrerbildung}: {Erfahrungen} aus dem {Projekt} dileg-{SL}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Digitale {Medien} in der {Grundschullehrerbildung}},
	url = {10.21240/mpaed/jb17/2020.05.12.X},
	doi = {10/gksnzr},
	abstract = {As part of the Deutsche Telekom Foundation‘s joint project “Digital Learning Primary School”, the development project “Digital Learning Primary School –Stuttgart/Ludwigsburg” took place at the Ludwigsburg University of Education from 2016-2019. The Media Education department cooperated in eight subprojects with the academic disciplines Biology, German, English, Computer Science, Mathematics, Music and Sports. More than 200 students developed concepts for teaching units in university seminars and tested them at the Rosenstein primary school in Stuttgart. The project was evaluated as part of an internal evaluation. After a compact presentation of the goals, the theoreticalconceptual, practical and evaluative dimensions of the project, the article presents important observations and experiences from a cross-project perspective. The following aspects will be addressed: existing and missing media competencies of students; potentials of visual and audiovisual digital media; reflective processes during project activities. A conclusion summarises the most important points and outlines essential dimensions of basic media education for primary education. The outlook emphasises the necessity of distinguishing critical-reflexive media education even more clearly from a “digitisation offensive” that aims to adapt to existing social-media power structures.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Niesyto, Horst and Junge, Thorsten},
	month = jul,
	year = {2020},
	note = {ZSCC: 0000002},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {297--322},
	file = {Niesyto und Junge - 2020 - Digitale Medien in der Grundschullehrerbildung Er.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D47RV8B9/Niesyto und Junge - 2020 - Digitale Medien in der Grundschullehrerbildung Er.pdf:application/pdf},
}

@article{schlote_mittendrin_2020,
	title = {Mittendrin statt nur dabei: {Partizipation} im schulischen {Unterricht} mit der {Web}-{App} {TRAVIS} {GO} digital unterstützen},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Mittendrin statt nur dabei},
	url = {10.21240/mpaed/jb17/2020.05.20.X},
	doi = {10/gksnzx},
	abstract = {This article takes a praxeological perspective on digital change in schools and, hence, on how the use of digital learning tools in school lessons impacts interaction structures in class. We discuss the benefits of developing digital learning tools that foster participation and collaboration among learners and as well allow for teachers’ interventions that help structure the process. As case example, we use the development process of the app TRAVIS GO to which secondary school teachers contributed as co-researchers. TRAVIS GO is an app for collaborative de- and reconstruction of audiovisual media products. Its instructional design allows for problem-based learning and cooperative working methods as well as for guidance by the teacher. We for the first time discuss how TRAVIS GO facilitates participation by relating the app features to experiences of teachers who tested it in class as part of the empirical research project.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Schlote, Elke and Klug, Daniel and Neumann-Braun, Klaus},
	month = aug,
	year = {2020},
	note = {ZSCC: 0000001},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {507--529},
	file = {Schlote et al. - 2020 - Mittendrin statt nur dabei Partizipation im schul.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/J9MWPRNS/Schlote et al. - 2020 - Mittendrin statt nur dabei Partizipation im schul.pdf:application/pdf},
}

@article{bohme_lernunterstutzung_2020,
	title = {Lernunterstützung mit digitalen {Unterrichtsmaterialien}: {Interdisziplinäre} {Erkenntnisse} und {Entwicklungsperspektiven}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Lernunterstützung mit digitalen {Unterrichtsmaterialien}},
	url = {10.21240/mpaed/jb17/2020.05.17.X},
	doi = {10/gg84gt},
	abstract = {Digital media is supposed to have great potential for learning support, which has not been fully exploited so far. This article provides an insight into the current state of research on the differential effects of media design: We describe specific aspects of design in multimedia, hypermedia and educational game-based arrangements and report possible influence on the cognitive processing and learning outcomes underpinned by results of empirical research. Additionally, we describe Intelligent Tutoring Systems as a means of optimizing learning processes in these different types of digital media design in the classroom. For this purpose, according to the Cognitive Theory of Multimedia Learning, we differentiate between (1) extraneous, (2) essential and (3) generative cognitive processes. With regard to the prerequisites for learning, the learning content and the learning objective, we show a complex set of conditions, in which learning can be optimized through targeted modifications to the digital medium.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Böhme, Richard and Munser-Kiefer, Meike},
	month = aug,
	year = {2020},
	note = {ZSCC: 0000001},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {427--454},
	file = {Böhme und Munser-Kiefer - 2020 - Lernunterstützung mit digitalen Unterrichtsmateria.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D25QJQL6/Böhme und Munser-Kiefer - 2020 - Lernunterstützung mit digitalen Unterrichtsmateria.pdf:application/pdf},
}

@incollection{shajek_human-machine-interaction_2023,
	address = {Cham},
	title = {Human-{Machine}-{Interaction} in {Innovative} {Work} {Environment} 4.0 – {A} {Human}-{Centered} {Approach}},
	isbn = {978-3-031-26489-4 978-3-031-26490-0},
	url = {https://link.springer.com/10.1007/978-3-031-26490-0_5},
	abstract = {The working environment is constantly changing and companies face the challenge of adapting to new and constantly changing customer requirements. Employees are faced with the challenge of identifying and learning new, helpful technologies and using them in order to achieve efﬁciency gains and increase productivity. This article addresses the three technologies Artiﬁcial Intelligence, Robotic Process Automation and Virtual Reality, which will play an important role in the future of work and will inﬂuence the Work Environment 4.0. Artiﬁcial Intelligence and Robotic Process Automation relieve employees of repetitive and manual tasks which thus accelerate and simplify business processes. Virtual Reality offers employees new opportunities to collaborate in virtual environments. Instead of performing routine tasks, employees will increasingly promote the use of such technologies in future and orchestrate their application. In addition, it is important for employees to continuously look for new use cases within their own organization and to collaborate with external partners. The article aims to describe the opportunities that arise from the application of the technologies and to explain their effects on the Work Environment 4.0 and the employee.},
	language = {en-GB},
	urldate = {2024-06-15},
	booktitle = {New {Digital} {Work}},
	publisher = {Springer International Publishing},
	author = {Kreuzwieser, Simon and Kimmig, Andreas and Michels, Felix and Bulander, Rebecca and Häfner, Victor and Bönsch, Jakob and Ovtcharova, Jivka},
	editor = {Shajek, Alexandra and Hartmann, Ernst Andreas},
	year = {2023},
	doi = {10.1007/978-3-031-26490-0_5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {68--86},
	file = {Kreuzwieser et al. - 2023 - Human-Machine-Interaction in Innovative Work Envir.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JN6ZLSMC/Kreuzwieser et al. - 2023 - Human-Machine-Interaction in Innovative Work Envir.pdf:application/pdf},
}

@incollection{sahin_assessment_2024,
	address = {Cham},
	title = {Assessment {Analytics} for {Digital} {Assessments} {Identifying}, {Modeling}, and {Interpreting} {Behavioral} {Engagement}},
	isbn = {978-3-031-56364-5 978-3-031-56365-2},
	url = {https://link.springer.com/10.1007/978-3-031-56365-2_3},
	abstract = {In educational assessment, behavioral engagement refers to the extent to which learners actively participate in the assessment process and are motivated to perform well. Behavioral engagement plays a crucial role in the design, use, and interpretation of educational assessments because learners who are engaged in the assessment process are likely to perform better and retain the information being assessed than those who fail to make enough effort when responding to test items. To date, researchers have identified various indicators of behavioral engagement in digital assessments, such as spending sufficient time on each item or task, attempting to answer all questions, and interacting with the assessment environment. Assessment analytics can enable researchers to use these indicators to track, analyze, and interpret learners’ behavioral engagement in digital assessments. This chapter discusses the role of behavioral engagement in digital assessments, including computer-based tests and intelligent tutoring systems. We examine research on behavioral engagement and explain how it can be utilized in assessment analytics. As we describe state-of-the-art methods for modeling and interpreting behavioral engagement, we also present real-life case studies to illustrate these methods.},
	language = {en-GB},
	urldate = {2024-05-14},
	booktitle = {Assessment {Analytics} in {Education}},
	publisher = {Springer International Publishing},
	author = {Bulut, Okan and Yildirim-Erbasli, Seyma Nur and Gorgun, Guher},
	editor = {Sahin, Muhittin and Ifenthaler, Dirk},
	year = {2024},
	doi = {10.1007/978-3-031-56365-2_3},
	note = {Series Title: Advances in Analytics for Learning and Teaching},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {35--60},
	file = {Bulut et al. - 2024 - Assessment Analytics for Digital Assessments Ident.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JNP2TVYV/Bulut et al. - 2024 - Assessment Analytics for Digital Assessments Ident.pdf:application/pdf},
}

@incollection{sahin_future_2024,
	address = {Cham},
	title = {Future {Directions} of {Assessment} {Analytics}},
	isbn = {978-3-031-56364-5 978-3-031-56365-2},
	url = {https://link.springer.com/10.1007/978-3-031-56365-2_20},
	abstract = {This chapter highlights the importance of exploring latent patterns in data collected from learning and assessment environments to develop effective digital learning environments. It explores the concept of assessment analytics, aiming to optimize assessment processes based on learner-assessment data. Stakeholders such as learners, instructors, and other professionals benefit from assessment analytics. The chapter also mentions the significance of dashboard designs for presenting assessment process patterns to stakeholders enhancing learner engagement and interaction. Overall, it provides insights into the evolving landscape of assessment analytics.},
	language = {en-GB},
	urldate = {2024-05-14},
	booktitle = {Assessment {Analytics} in {Education}},
	publisher = {Springer International Publishing},
	author = {Sahin, Muhittin and Ifenthaler, Dirk},
	editor = {Sahin, Muhittin and Ifenthaler, Dirk},
	year = {2024},
	doi = {10.1007/978-3-031-56365-2_20},
	note = {Series Title: Advances in Analytics for Learning and Teaching},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {395--412},
	file = {Sahin und Ifenthaler - 2024 - Future Directions of Assessment Analytics.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VHNG39XU/Sahin und Ifenthaler - 2024 - Future Directions of Assessment Analytics.pdf:application/pdf},
}

@incollection{dicke_roots_nodate,
	title = {"{Roots} and {Wings}" – {Projektarbeit} im {Kunstunterricht} zur ästhetischen {Persönlichkeitsbildung} in der {Postdigitalität}},
	isbn = {978-3-7815-6073-4 978-3-7815-2619-8},
	url = {http://nbn-resolving.de/urn:nbn:de:0111-pedocs-289512},
	abstract = {Ressourcenorientierte Erziehung, die Kindern und Jugendliche nach einem berühmten Aphorismus ‚Wurzeln und Flügel‘ verleiht, nimmt statt der Defizite die Ressourcen in den Blick, um Kinder und Jugendliche zu stärken und in ihrer Entwicklung zu fördern. Potential- und Ressourcenorientierung in der Schule benötigen eine inklusive Didaktik, die die Individualität aller Schülerinnen und Schüler akzeptiert, adaptiven und binnendifferenzierten Unterricht realisiert und Gemeinsamkeiten durch Kollaboration und Kooperation herstellt. Wie dem Anspruch auf Persönlichkeitsbildung fachdidaktisch begegnet werden kann, soll in diesem Beitrag anhand eines Beispiels einer Projektarbeit im Kunstunterricht der Sekundarstufe 1 nachgegangen werden. Im Mittelpunkt des Projekts „Roots and Wings – Kinder finden in sich eine grenzenlose Welt und schaffen sich ihr eigenes Paradies“ stand folgende Aufgabe: „Stelle Dir vor, dass das Leben auf der Erde ein Paradies ist. Wie lebst du dann? Wie sieht dein Umfeld aus? Was gibt dir Sicherheit? Was inspiriert dich?“ Mit ihr setzten sich die Jugendlichen zuerst zeichnerisch in Einzelarbeit auseinander und bauten kollaborativ 3D-Szenerien aus Abfallmaterial, in denen sie Stop-Motion-Animationen1 entwickelten. Die qualitativ-inhaltsanalytische Auswertung der kurzen Videostatements der Kollektive ergab, dass sich die Schülerinnen und Schüler ihrer Lernfortschritte und der Entfaltung individueller Potentiale bewusst waren. Kunstunterricht kann durch eigenständige Projektarbeit im Kollektiv wichtige Ressourcen bereitstellen, die für die Identitäts- und Persönlichkeitsentwicklung grundlegend sind. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2024-05-14},
	publisher = {pedocs},
	author = {Dicke, Nikola},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Digitalisierung, Digitalization, \#0:Buchteil:digital:learning, Humanistic pedagogics, Project, Projects (Learning Activities), Inclusion, Inklusion, Kompetenzentwicklung, Skill development, Heterogeneity, Heterogenität, Aesthetic education, Art education, Ästhetische Bildung, Humanistische Pädagogik, Humanistische Psychologie, Kunstunterricht, Personality development, Persönlichkeitsbildung, Project method, Projektmethode, Ressourcenorientierung},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/CSGICG93/Dicke - Roots and Wings – Projektarbeit im Kunstunterric.pdf:application/pdf},
}

@incollection{sampson_is_2024,
	address = {Cham},
	title = {Is it {Time} to {Consider} {Biomimetics} for {Sustainable} {Education}? {Lessons} from the {Nature} for “{Smarter}” {Learning} {Environments}},
	isbn = {978-3-031-54206-0 978-3-031-54207-7},
	shorttitle = {Is it {Time} to {Consider} {Biomimetics} for {Sustainable} {Education}?},
	url = {https://link.springer.com/10.1007/978-3-031-54207-7_14},
	language = {en-GB},
	urldate = {2024-03-29},
	booktitle = {Smart {Learning} {Environments} in the {Post} {Pandemic} {Era}},
	publisher = {Springer Nature Switzerland},
	author = {Shehata, Boulus and Tlili, Ahmed and Sampson, Demetrios G. and Huang, Ronghuai},
	editor = {Sampson, Demetrios G. and Ifenthaler, Dirk and Isaías, Pedro},
	year = {2024},
	doi = {10.1007/978-3-031-54207-7_14},
	note = {Series Title: Cognition and Exploratory Learning in the Digital Age},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {247--270},
	file = {Shehata et al. - 2024 - Is it Time to Consider Biomimetics for Sustainable.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2MJXPAZC/Shehata et al. - 2024 - Is it Time to Consider Biomimetics for Sustainable.pdf:application/pdf},
}

@incollection{sampson_shaping_2024,
	address = {Cham},
	title = {Shaping {Online} {Learning}: {Assessment} {Approaches} in an {Online} {Geoscience} {Course}},
	isbn = {978-3-031-54206-0 978-3-031-54207-7},
	shorttitle = {Shaping {Online} {Learning}},
	url = {https://link.springer.com/10.1007/978-3-031-54207-7_11},
	language = {en-GB},
	urldate = {2024-03-29},
	booktitle = {Smart {Learning} {Environments} in the {Post} {Pandemic} {Era}},
	publisher = {Springer Nature Switzerland},
	author = {Dinç, Emre and Millet, April L.},
	editor = {Sampson, Demetrios G. and Ifenthaler, Dirk and Isaías, Pedro},
	year = {2024},
	doi = {10.1007/978-3-031-54207-7_11},
	note = {Series Title: Cognition and Exploratory Learning in the Digital Age},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {187--205},
	file = {Dinç und Millet - 2024 - Shaping Online Learning Assessment Approaches in .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4QYC79JN/Dinç und Millet - 2024 - Shaping Online Learning Assessment Approaches in .pdf:application/pdf},
}

@incollection{sampson_student_2024,
	address = {Cham},
	title = {Student {Acceptance} {Including} {Ethical} {Evaluation} of {Social} {Robots} in {Higher} {Education}: {Considering} {Robot} {Roles} and {Latent} {Profiles}},
	isbn = {978-3-031-54206-0 978-3-031-54207-7},
	shorttitle = {Student {Acceptance} {Including} {Ethical} {Evaluation} of {Social} {Robots} in {Higher} {Education}},
	url = {https://link.springer.com/10.1007/978-3-031-54207-7_10},
	language = {en-GB},
	urldate = {2024-03-29},
	booktitle = {Smart {Learning} {Environments} in the {Post} {Pandemic} {Era}},
	publisher = {Springer Nature Switzerland},
	author = {Guggemos, Josef and Sonderegger, Stefan and Seufert, Sabine},
	editor = {Sampson, Demetrios G. and Ifenthaler, Dirk and Isaías, Pedro},
	year = {2024},
	doi = {10.1007/978-3-031-54207-7_10},
	note = {Series Title: Cognition and Exploratory Learning in the Digital Age},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {169--186},
	file = {Guggemos et al. - 2024 - Student Acceptance Including Ethical Evaluation of.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/F4K379E6/Guggemos et al. - 2024 - Student Acceptance Including Ethical Evaluation of.pdf:application/pdf},
}

@incollection{sampson_digital_2024,
	address = {Cham},
	title = {A {Digital} {Educational} {Game} for {Practicing} {Open} {Educational} {Resources}},
	isbn = {978-3-031-54206-0 978-3-031-54207-7},
	url = {https://link.springer.com/10.1007/978-3-031-54207-7_9},
	language = {en-GB},
	urldate = {2024-03-29},
	booktitle = {Smart {Learning} {Environments} in the {Post} {Pandemic} {Era}},
	publisher = {Springer Nature Switzerland},
	author = {Ali, Lubna and Phung, Quang and Roepke, Rene and Schroeder, Ulrik},
	editor = {Sampson, Demetrios G. and Ifenthaler, Dirk and Isaías, Pedro},
	year = {2024},
	doi = {10.1007/978-3-031-54207-7_9},
	note = {Series Title: Cognition and Exploratory Learning in the Digital Age},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {147--165},
	file = {Ali et al. - 2024 - A Digital Educational Game for Practicing Open Edu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KJTMLY59/Ali et al. - 2024 - A Digital Educational Game for Practicing Open Edu.pdf:application/pdf},
}

@incollection{sampson_systematic_2024,
	address = {Cham},
	title = {A {Systematic} {Approach} {Towards} {Physical} {Computing} {Systems} for {Educations}},
	isbn = {978-3-031-54206-0 978-3-031-54207-7},
	url = {https://link.springer.com/10.1007/978-3-031-54207-7_8},
	language = {en-GB},
	urldate = {2024-03-29},
	booktitle = {Smart {Learning} {Environments} in the {Post} {Pandemic} {Era}},
	publisher = {Springer Nature Switzerland},
	author = {Schätz, Eric and Martens, Alke},
	editor = {Sampson, Demetrios G. and Ifenthaler, Dirk and Isaías, Pedro},
	year = {2024},
	doi = {10.1007/978-3-031-54207-7_8},
	note = {Series Title: Cognition and Exploratory Learning in the Digital Age},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {135--146},
	file = {Schätz und Martens - 2024 - A Systematic Approach Towards Physical Computing S.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JSPKD5G9/Schätz und Martens - 2024 - A Systematic Approach Towards Physical Computing S.pdf:application/pdf},
}

@incollection{sampson_srps_2024,
	address = {Cham},
	title = {{SRPS}: {An} {Educational} {Simple} {Unified} {Modelling} {Language} {Programming} {Environment}: {Its} {Fundamental} {Functions} and {Two} {Case} {Studies}},
	isbn = {978-3-031-54206-0 978-3-031-54207-7},
	shorttitle = {{SRPS}},
	url = {https://link.springer.com/10.1007/978-3-031-54207-7_7},
	language = {en-GB},
	urldate = {2024-03-29},
	booktitle = {Smart {Learning} {Environments} in the {Post} {Pandemic} {Era}},
	publisher = {Springer Nature Switzerland},
	author = {Maruyama, Ryoga and Ogata, Shinpei and Kayama, Mizue and Tachi, Nobuyuki and Nagai, Takashi and Taguchi, Naomi},
	editor = {Sampson, Demetrios G. and Ifenthaler, Dirk and Isaías, Pedro},
	year = {2024},
	doi = {10.1007/978-3-031-54207-7_7},
	note = {Series Title: Cognition and Exploratory Learning in the Digital Age},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {115--134},
	file = {Maruyama et al. - 2024 - SRPS An Educational Simple Unified Modelling Lang.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZF5J9P4F/Maruyama et al. - 2024 - SRPS An Educational Simple Unified Modelling Lang.pdf:application/pdf},
}

@incollection{sampson_automatic_2024,
	address = {Cham},
	title = {Automatic {Speech} {Recognition} {System} to {Support} {Aural} {Vocabulary} {Learning}},
	isbn = {978-3-031-54206-0 978-3-031-54207-7},
	url = {https://link.springer.com/10.1007/978-3-031-54207-7_6},
	language = {en-GB},
	urldate = {2024-03-29},
	booktitle = {Smart {Learning} {Environments} in the {Post} {Pandemic} {Era}},
	publisher = {Springer Nature Switzerland},
	author = {Hirata, Saki and Yamada, Masanori},
	editor = {Sampson, Demetrios G. and Ifenthaler, Dirk and Isaías, Pedro},
	year = {2024},
	doi = {10.1007/978-3-031-54207-7_6},
	note = {Series Title: Cognition and Exploratory Learning in the Digital Age},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {89--113},
	file = {Hirata und Yamada - 2024 - Automatic Speech Recognition System to Support Aur.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5A39PJS6/Hirata und Yamada - 2024 - Automatic Speech Recognition System to Support Aur.pdf:application/pdf},
}

@incollection{sampson_teacher_2024,
	address = {Cham},
	title = {Teacher {Training} on {Artificial} {Intelligence} in {Education}},
	isbn = {978-3-031-54206-0 978-3-031-54207-7},
	url = {https://link.springer.com/10.1007/978-3-031-54207-7_13},
	language = {en-GB},
	urldate = {2024-03-29},
	booktitle = {Smart {Learning} {Environments} in the {Post} {Pandemic} {Era}},
	publisher = {Springer Nature Switzerland},
	author = {Fissore, Cecilia and Floris, Francesco and Conte, Marina Marchisio and Sacchet, Matteo},
	editor = {Sampson, Demetrios G. and Ifenthaler, Dirk and Isaías, Pedro},
	year = {2024},
	doi = {10.1007/978-3-031-54207-7_13},
	note = {Series Title: Cognition and Exploratory Learning in the Digital Age},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {227--244},
	file = {Fissore et al. - 2024 - Teacher Training on Artificial Intelligence in Edu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S5TGCI7G/Fissore et al. - 2024 - Teacher Training on Artificial Intelligence in Edu.pdf:application/pdf},
}

@incollection{sampson_investigating_2024,
	address = {Cham},
	title = {Investigating {Engagement} and {Performance} in {Online} {Mathematics} {Courses} {Using} {Clustering} {Techniques}},
	isbn = {978-3-031-54206-0 978-3-031-54207-7},
	url = {https://link.springer.com/10.1007/978-3-031-54207-7_5},
	language = {en-GB},
	urldate = {2024-03-29},
	booktitle = {Smart {Learning} {Environments} in the {Post} {Pandemic} {Era}},
	publisher = {Springer Nature Switzerland},
	author = {Floris, Francesco and Conte, Marina Marchisio and Rabellino, Sergio and Roman, Fabio and Sacchet, Matteo},
	editor = {Sampson, Demetrios G. and Ifenthaler, Dirk and Isaías, Pedro},
	year = {2024},
	doi = {10.1007/978-3-031-54207-7_5},
	note = {Series Title: Cognition and Exploratory Learning in the Digital Age},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {71--86},
	file = {Floris et al. - 2024 - Investigating Engagement and Performance in Online.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5XLFENN7/Floris et al. - 2024 - Investigating Engagement and Performance in Online.pdf:application/pdf},
}

@incollection{sampson_beyond_2024,
	address = {Cham},
	title = {Beyond {Comparing} {Learning} {Technologies}: {Experiencing} {Flow} in {Virtual} {Reality}},
	isbn = {978-3-031-54206-0 978-3-031-54207-7},
	shorttitle = {Beyond {Comparing} {Learning} {Technologies}},
	url = {https://link.springer.com/10.1007/978-3-031-54207-7_3},
	language = {en-GB},
	urldate = {2024-03-29},
	booktitle = {Smart {Learning} {Environments} in the {Post} {Pandemic} {Era}},
	publisher = {Springer Nature Switzerland},
	author = {Mulders, Miriam},
	editor = {Sampson, Demetrios G. and Ifenthaler, Dirk and Isaías, Pedro},
	year = {2024},
	doi = {10.1007/978-3-031-54207-7_3},
	note = {Series Title: Cognition and Exploratory Learning in the Digital Age},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {39--56},
	file = {Mulders - 2024 - Beyond Comparing Learning Technologies Experienci.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K9PCNC9H/Mulders - 2024 - Beyond Comparing Learning Technologies Experienci.pdf:application/pdf},
}

@incollection{nguyen_student_2023,
	title = {Student experience of online exams in professional programs: current issues and future trends},
	isbn = {978-0-323-95500-3},
	shorttitle = {Student experience of online exams in professional programs},
	url = {https://linkinghub.elsevier.com/retrieve/pii/B9780323955003000092},
	language = {en-GB},
	urldate = {2023-11-22},
	booktitle = {Digital {Teaching}, {Learning} and {Assessment}},
	publisher = {Elsevier},
	author = {Nguyen, Nga Thanh and Clark, Colin and Joyce, Caroline and Parsons, Carl and Juriansz, John},
	year = {2023},
	doi = {10.1016/B978-0-323-95500-3.00009-2},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {161--178},
	file = {Nguyen et al. - 2023 - Student experience of online exams in professional.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5QH65F62/Nguyen et al. - 2023 - Student experience of online exams in professional.pdf:application/pdf},
}

@incollection{albers_szafir_visualization_2023,
	address = {Cham},
	title = {Visualization {Onboarding} {Grounded} in {Educational} {Theories}},
	isbn = {978-3-031-34737-5 978-3-031-34738-2},
	url = {https://link.springer.com/10.1007/978-3-031-34738-2_6},
	abstract = {The aim of visualization is to support people in dealing with large and complex information structures, to make these structures more comprehensible, facilitate exploration, and enable knowledge discovery. However, users often have problems reading and interpreting data from visualizations, in particular when they experience them for the ﬁrst time. A lack of visualization literacy, i.e., knowledge in terms of domain, data, visual encoding, interaction, and also analytical methods can be observed. To support users in learning how to use new digital technologies, the concept of onboarding has been successfully applied in other domains. However, it has not received much attention from the visualization community so far. This chapter aims to ﬁll this gap by deﬁning the concept and systematically laying out the design space of onboarding in the context of visualization as a descriptive design space. On this basis, we present a survey of approaches from the academic community as well as from commercial products, especially surveying educational theories that inform the onboarding strategies. Additionally, we derived design considerations based on previous publications and present some guidelines for the design of visualization onboarding concepts.},
	language = {en-GB},
	urldate = {2023-11-18},
	booktitle = {Visualization {Psychology}},
	publisher = {Springer International Publishing},
	author = {Stoiber, Christina and Wagner, Markus and Grassinger, Florian and Pohl, Margit and Stitz, Holger and Streit, Marc and Potzmann, Benjamin and Aigner, Wolfgang},
	editor = {Albers Szafir, Danielle and Borgo, Rita and Chen, Min and Edwards, Darren J. and Fisher, Brian and Padilla, Lace},
	year = {2023},
	doi = {10.1007/978-3-031-34738-2_6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {139--164},
	file = {Stoiber et al. - 2023 - Visualization Onboarding Grounded in Educational T.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B3RHEKPV/Stoiber et al. - 2023 - Visualization Onboarding Grounded in Educational T.pdf:application/pdf},
}

@incollection{suhl-strohmenger_hybride_2023,
	title = {Hybride {Lernwelten} konzipieren und umsetzen},
	isbn = {978-3-11-079037-5},
	url = {https://www.degruyter.com/document/doi/10.1515/9783110790375-012/html},
	abstract = {Der Aufsatz betrachtet das Aufgabenfeld von Bibliothekar:innen im Kontext von hybriden Lernsettings und beschreibt am Beispiel des Hybrid Learning Centers an der TU Dortmund spezifische Aufgabenschwerpunkte in der Förderung digitaler Schlüsselqualifikationen. Mit einer Rollenverschiebung vom Aufgabenfeld der „Informationskompetenzvermittlung“ hin zur Unterstützung einer partizipativen Lernkultur, erweitert sich das Rollenverständnis von lehrenden Bibliothekar:innen hin zu Lernbegleiter:innen. Der Text schließt mit der Betrachtung der erforderlichen und künftig notwendigen fachlichen wie nicht-fachlichen Kompetenzen und skizziert in erster Näherung ein Basis-Kompetenzset für Learning Support Librarians und gibt Impulse für die bibliotheksspezifische Ausbildung (wissenschaftlicher) Bibliothekar:innen.},
	language = {de-DE},
	urldate = {2023-11-18},
	booktitle = {Praxishandbuch {Wissenschaftliche} {Bibliothekar}:innen},
	publisher = {De Gruyter},
	author = {Engelkenmeier, Ute},
	editor = {Sühl-Strohmenger, Wilfried and Tappenbeck, Inka},
	month = oct,
	year = {2023},
	doi = {10.1515/9783110790375-012},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {101--110},
	file = {Engelkenmeier - 2023 - Hybride Lernwelten konzipieren und umsetzen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RNEPPQ5V/Engelkenmeier - 2023 - Hybride Lernwelten konzipieren und umsetzen.pdf:application/pdf},
}

@incollection{yilmaz_playsafe_2021,
	address = {Cham},
	title = {{PlaySAFe}: {Results} from a {Virtual} {Reality} {Study} {Using} {Digital} {Game}-{Based} {Learning} for {SAFe} {Agile} {Software} {Development}},
	volume = {1442},
	isbn = {978-3-030-85520-8 978-3-030-85521-5},
	shorttitle = {{PlaySAFe}},
	url = {https://link.springer.com/10.1007/978-3-030-85521-5_47},
	abstract = {A common strategy to train software practitioners in agile frameworks is to have employees undertake classroom-based training. However, due to its nature, participants are lectured for a scheduled time-line with little necessity to interact. In particular, classroom-based training often might not provide substantial trainee interaction, which could result in apathy. To tackle this issue, we conducted empirical research to investigate the role of digital game-based learning (GBL) in employees’ training on the Scaled Agile Framework (SAFe). To ﬁgure out whether gameplay was a preferable training method, PlaySAFe (i.e., a 3D game) was developed within the study’s scope and tested with nine active SAFe practitioners from an industrial setting. Restrictions imposed by the COVID-19 pandemic have forced many to seek alternative means of teaching and learning. In particular, the ﬁndings obtained from the tests illustrate that PlaySAFe can be eﬀectively used as a complementary tool that supports SAFe classroom-based training. This study has highlighted numerous beneﬁts of GBL, such as allowing newcomers a quick and eﬃcient means to learn and understand the practical groundwork of SAFe in advance of learning more theoretical concepts in conventional training.},
	language = {en-GB},
	urldate = {2023-11-18},
	booktitle = {Systems, {Software} and {Services} {Process} {Improvement}},
	publisher = {Springer International Publishing},
	author = {O’Farrell, Emer and Yilmaz, Murat and Gulec, Ulas and Clarke, Paul},
	editor = {Yilmaz, Murat and Clarke, Paul and Messnarz, Richard and Reiner, Michael},
	year = {2021},
	doi = {10.1007/978-3-030-85521-5_47},
	note = {Series Title: Communications in Computer and Information Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {695--707},
	file = {O’Farrell et al. - 2021 - PlaySAFe Results from a Virtual Reality Study Usi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EDW68HR3/O’Farrell et al. - 2021 - PlaySAFe Results from a Virtual Reality Study Usi.pdf:application/pdf},
}

@incollection{iliadis_joint_2023,
	address = {Cham},
	title = {Joint {Demosaicing} and {Denoising} with {Frequency} {Domain} {Features}},
	volume = {14261},
	isbn = {978-3-031-44197-4 978-3-031-44198-1},
	url = {https://link.springer.com/10.1007/978-3-031-44198-1_35},
	abstract = {Image demosaicing and denoising play important roles in modern digital camera image processing and have been studied in recent decades. Due to the interference of independent demosaicing and denoising causes color errors and the loss of image details, therefore, the joint demosaicing and denoising problem has been extensively studied. Although the simple combination of existing demosaicing and denoising methods can obtain recovery images, there are still considerable room for improvement. In this paper, we propose an end-to-end frequency domain features network (FFNet) to solve the ill-posed joint problem. Diﬀerent from previous methods based on spatial domain features, FFNet uses frequency domain information to learn global and local image features, and it is based on the vision Transformer architecture. Our model contains mainly two frequency domain feature blocks: a global Fourier block (GFB) that learns a global frequency domain parameter weight to achieve global attention and a local Fourier block (LFB) based on multilayer perceptron to enhance local feature learning. These two modules and channel attention are combined into the frequency domain attention block (FAB), which constitutes the core module of FFNet. Extensive experiments demonstrate that FFNet outperforms previous approaches and achieves state-of-the-art performance.},
	language = {en-GB},
	urldate = {2023-09-28},
	booktitle = {Artificial {Neural} {Networks} and {Machine} {Learning} – {ICANN} 2023},
	publisher = {Springer Nature Switzerland},
	author = {Li, Feiyu and Yang, Jun},
	editor = {Iliadis, Lazaros and Papaleonidas, Antonios and Angelov, Plamen and Jayne, Chrisina},
	year = {2023},
	doi = {10.1007/978-3-031-44198-1_35},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {419--431},
	file = {Li und Yang - 2023 - Joint Demosaicing and Denoising with Frequency Dom.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4PD7SPMV/Li und Yang - 2023 - Joint Demosaicing and Denoising with Frequency Dom.pdf:application/pdf},
}

@incollection{kruse_creativity_2023,
	address = {Cham},
	title = {Creativity {Software} and {Idea} {Mapping} {Technology}},
	isbn = {978-3-031-36032-9 978-3-031-36033-6},
	url = {https://link.springer.com/10.1007/978-3-031-36033-6_5},
	abstract = {This contribution focusses on technologies connected with the graphical representation of knowledge and text content through the generation, creation and organization of important concepts, thoughts or ideas into visual diagrams. Although they already existed in the pre-digital era, with digitalization, mind maps and concept maps have been scrutinized methodologically and the scope of their use has been expanded with respect to function and applicability. For writing, mapping technologies serve both a creative function to develop a pool of interconnected ideas from where to begin writing and a selective and structuring function to organize content during writing. Both kinds of mapping have been developed primarily as learning and thinking tools but can also be used as valuable means of connecting thinking and learning with writing. The contribution shows important developments as well as methodological differentiations and suggests the integration of idea mapping technologies into writing courses at the early undergraduate level, particularly in connection with the teaching of reading, summarizing and synthesizing sources.},
	language = {en-GB},
	urldate = {2023-09-19},
	booktitle = {Digital {Writing} {Technologies} in {Higher} {Education}},
	publisher = {Springer International Publishing},
	author = {Kruse, Otto and Rapp, Christian and Benetos, Kalliopi},
	editor = {Kruse, Otto and Rapp, Christian and Anson, Chris M. and Benetos, Kalliopi and Cotos, Elena and Devitt, Ann and Shibani, Antonette},
	year = {2023},
	doi = {10.1007/978-3-031-36033-6_5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {63--79},
	file = {Kruse et al. - 2023 - Creativity Software and Idea Mapping Technology.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PLKK9DA5/Kruse et al. - 2023 - Creativity Software and Idea Mapping Technology.pdf:application/pdf;Kruse et al. - 2023 - Creativity Software and Idea Mapping Technology.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S2M5WV9F/Kruse et al. - 2023 - Creativity Software and Idea Mapping Technology.pdf:application/pdf},
}

@incollection{kruse_teacher_2023,
	address = {Cham},
	title = {Teacher {Feedback} {Tools}},
	isbn = {978-3-031-36032-9 978-3-031-36033-6},
	url = {https://link.springer.com/10.1007/978-3-031-36033-6_12},
	abstract = {Before digital technology, students submitted handwritten or typed papers to their instructor, who responded with handwritten marginal and end comments, often with the infamous “red pen” (Dukes \& Albenisi, 2013). After the introduction of word processing, students typically printed out and submitted hard copies of their ﬁnal drafts, on which the instructor would handwrite comments. Today, most instructors (and all who teach online) ask students to send their (digitally produced) writing as email attachments or upload them to a learning management site or other cloud-based repository, allowing them, in turn, to provide digital feedback. Tools for such feedback have enabled instructors to comment with greater efﬁciency, clarity (avoiding the longstanding problem of students having to decipher scribbled remarks), and support. After a brief historical introduction, this chapter will describe four types of digital tools for teacher feedback: digital annotation tools, text expansion tools, voice-to-text tools, and tools for audio and audio-visual feedback.},
	language = {en-GB},
	urldate = {2023-09-19},
	booktitle = {Digital {Writing} {Technologies} in {Higher} {Education}},
	publisher = {Springer International Publishing},
	author = {Anson, Chris M.},
	editor = {Kruse, Otto and Rapp, Christian and Anson, Chris M. and Benetos, Kalliopi and Cotos, Elena and Devitt, Ann and Shibani, Antonette},
	year = {2023},
	doi = {10.1007/978-3-031-36033-6_12},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {183--202},
	file = {Anson - 2023 - Teacher Feedback Tools.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U9TMAA35/Anson - 2023 - Teacher Feedback Tools.pdf:application/pdf;Anson - 2023 - Teacher Feedback Tools.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W6FGHG3F/Anson - 2023 - Teacher Feedback Tools.pdf:application/pdf},
}

@incollection{kruse_digital_2023-1,
	address = {Cham},
	title = {Digital {Student} {Peer} {Review} {Programs}},
	isbn = {978-3-031-36032-9 978-3-031-36033-6},
	url = {https://link.springer.com/10.1007/978-3-031-36033-6_13},
	abstract = {Student peer review of drafts in progress was a staple of writing instruction for decades before computers: students exchange and discussed typed or handwritten drafts in small groups of three or four. With the advent of digital connectivity, students could circulate electronic versions of their texts, then read and annotate drafts online. Simultaneously, digital peer review systems were developed that not only facilitated student response but included learning analytics as well as features such as repositories of comments to prompt student response, badges, sticky notes, and feedback mechanisms that evaluated the quality of the response; anonymous response also became possible (see Lu \& Bol, 2007). After a brief historical introduction, this chapter focuses primarily on digital peer review systems and peer review systems built into LMSs such as Canvas. The chapter describes the nature and range of digital peer review systems and includes a summary of research on their effectiveness.},
	language = {en-GB},
	urldate = {2023-09-19},
	booktitle = {Digital {Writing} {Technologies} in {Higher} {Education}},
	publisher = {Springer International Publishing},
	author = {Anson, Chris M.},
	editor = {Kruse, Otto and Rapp, Christian and Anson, Chris M. and Benetos, Kalliopi and Cotos, Elena and Devitt, Ann and Shibani, Antonette},
	year = {2023},
	doi = {10.1007/978-3-031-36033-6_13},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {203--214},
	file = {Anson - 2023 - Digital Student Peer Review Programs.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DPAIVT82/Anson - 2023 - Digital Student Peer Review Programs.pdf:application/pdf;Anson - 2023 - Digital Student Peer Review Programs.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EEL5C5J3/Anson - 2023 - Digital Student Peer Review Programs.pdf:application/pdf},
}

@incollection{kruse_social_2023,
	address = {Cham},
	title = {Social {Annotation}: {Promising} {Technologies} and {Practices} in {Writing}},
	isbn = {978-3-031-36032-9 978-3-031-36033-6},
	shorttitle = {Social {Annotation}},
	url = {https://link.springer.com/10.1007/978-3-031-36033-6_9},
	abstract = {The act of annotation is intimately associated with reading, thinking, writing, and learning. From book marginalia to online commentary, this centuriesold practice has ﬂourished in contemporary educational contexts thanks to recent advances in digital technologies. New computational affordances, social media platforms, and digital networks have changed how readers–as writers–participate in acts of annotation. Of particular interest is social annotation (SA), a type of learning technology that enables the addition of notes to digital and multimodal texts for the purposes of information sharing, peer interaction, knowledge construction, and collaborative meaning-making. This chapter reviews prominent SA technologies, functional speciﬁcations, key products, and insights from research, with particular attention to the use of SA in writing studies and composition. The chapter concludes by discussing implications for writing studies and suggests SA technologies can make a critical impact on student reading and writing practices.},
	language = {en-GB},
	urldate = {2023-09-19},
	booktitle = {Digital {Writing} {Technologies} in {Higher} {Education}},
	publisher = {Springer International Publishing},
	author = {Hodgson, Justin and Kalir, Jeremiah and Andrews, Christopher D.},
	editor = {Kruse, Otto and Rapp, Christian and Anson, Chris M. and Benetos, Kalliopi and Cotos, Elena and Devitt, Ann and Shibani, Antonette},
	year = {2023},
	doi = {10.1007/978-3-031-36033-6_9},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {141--155},
	file = {Hodgson et al. - 2023 - Social Annotation Promising Technologies and Prac.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DTGRZYRM/Hodgson et al. - 2023 - Social Annotation Promising Technologies and Prac.pdf:application/pdf;Hodgson et al. - 2023 - Social Annotation Promising Technologies and Prac.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WQ39BFM3/Hodgson et al. - 2023 - Social Annotation Promising Technologies and Prac.pdf:application/pdf},
}

@incollection{kruse_automated_2023,
	address = {Cham},
	title = {Automated {Feedback} on {Writing}},
	isbn = {978-3-031-36032-9 978-3-031-36033-6},
	url = {https://link.springer.com/10.1007/978-3-031-36033-6_22},
	abstract = {Automated Writing Evaluation (AWE) tools have not only conﬁdently entered the scene of digital writing technologies but also secured a prominent space in teaching and learning practices due to their formative automated feedback on various traits of the writing construct. The nature and types of AWE feedback vary depending on the history and origins of the tools. Having evolved through multiple generations, they can be broadly categorized as assessment-driven and genre-based. This chapter elaborates on both of these ramiﬁcations of AWE, describing their purposes, functional speciﬁcations, and two exemplary tools. AWE research has been increasingly adopting the validity argument framework, which allows to consolidate multifarious evidence into a progression of empirically supported inferences about AWE uses. To that end, AWE effectiveness has been investigated in terms of: how well the tools represent the target writing domains; how accurate, consistent, and appropriate the feedback is; whether the feedback extrapolates to other contexts and feedback sources; how the tools are utilized; and what their beneﬁcial effects are. The implications discussed following a brief synthesis of this research highlight the need for advancing the theory-research-practice interface, contemplating the potential for theorizing the modelling of cognitive writing in a digital environment, which could further inform the design and implementation of the next-generation of AWE tools.},
	language = {en-GB},
	urldate = {2023-09-19},
	booktitle = {Digital {Writing} {Technologies} in {Higher} {Education}},
	publisher = {Springer International Publishing},
	author = {Cotos, Elena},
	editor = {Kruse, Otto and Rapp, Christian and Anson, Chris M. and Benetos, Kalliopi and Cotos, Elena and Devitt, Ann and Shibani, Antonette},
	year = {2023},
	doi = {10.1007/978-3-031-36033-6_22},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {347--364},
	file = {Cotos - 2023 - Automated Feedback on Writing.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T23XGK9L/Cotos - 2023 - Automated Feedback on Writing.pdf:application/pdf;Cotos - 2023 - Automated Feedback on Writing.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UAMXVQNC/Cotos - 2023 - Automated Feedback on Writing.pdf:application/pdf},
}

@incollection{kruse_analytic_2023,
	address = {Cham},
	title = {Analytic {Techniques} for {Automated} {Analysis} of {Writing}},
	isbn = {978-3-031-36032-9 978-3-031-36033-6},
	url = {https://link.springer.com/10.1007/978-3-031-36033-6_20},
	abstract = {Analysis of academic writing has long been of interest for pedagogical and research purposes. This involves the study of students’ writing products and processes, often enabled by time-consuming manual analysis in the past. With the advent of new tools and analytic techniques, analysis and assessment of writing has become much more time and resource efﬁcient. Advances in machine learning and artiﬁcial intelligence also provide distinct capabilities in supporting students’ cognitive writing processes. This chapter will review analytical approaches that support the automated analysis of writing and introduce a taxonomy, from low-level linguistic indices to high-level categories predicted from machine learning. A list of approaches including linguistic metrics, semantic and topic-based analysis, dictionary-based approaches, natural language processing patterns, machine learning, and visualizations will be discussed, along with examples of tools supporting their analyses. The chapter further expands on the evaluation of such tools and links above analysis to implications on writing research and practice including how it alters the dynamics of digital writing.},
	language = {en-GB},
	urldate = {2023-09-19},
	booktitle = {Digital {Writing} {Technologies} in {Higher} {Education}},
	publisher = {Springer International Publishing},
	author = {Shibani, Antonette},
	editor = {Kruse, Otto and Rapp, Christian and Anson, Chris M. and Benetos, Kalliopi and Cotos, Elena and Devitt, Ann and Shibani, Antonette},
	year = {2023},
	doi = {10.1007/978-3-031-36033-6_20},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {317--331},
	file = {Shibani - 2023 - Analytic Techniques for Automated Analysis of Writ.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SX6IC2AY/Shibani - 2023 - Analytic Techniques for Automated Analysis of Writ.pdf:application/pdf;Shibani - 2023 - Analytic Techniques for Automated Analysis of Writ.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QYTRYCGE/Shibani - 2023 - Analytic Techniques for Automated Analysis of Writ.pdf:application/pdf},
}

@incollection{kruse_corpora_2023,
	address = {Cham},
	title = {On {Corpora} and {Writing}},
	isbn = {978-3-031-36032-9 978-3-031-36033-6},
	url = {https://link.springer.com/10.1007/978-3-031-36033-6_24},
	abstract = {The chapter aims at providing an overview of the modalities in which linguistic corpora have been integrated in writing related approaches and technologies. The history of corpus linguistics is almost one century old, demonstrating a wide range of applications and interdisciplinary research potential. In this study, two main directions have been identiﬁed which describe approaches at the interface of corpora and writing. The ﬁrst direction is represented by a large body of literature and refers to the use of corpora for academic writing research. The second direction focuses on the applicability of corpora for writing support, covering three aspects: (a) A section on corpora as a basis for primary linguistic tools for writers, which illustrates the use of corpora for the creation of dictionaries and phraseology lists. (b) A section on the use of corpora to teach academic writing. This section captures and exempliﬁes Data Driven Learning methods for corpus based academic writing and tools that support such approaches. (c) The third section refers to the use of built-in corpora for the creation of writing support tools (e.g. Ludwig.guru) or corpus related integrative tools (e.g. Thesis Writer).},
	language = {en-GB},
	urldate = {2023-09-19},
	booktitle = {Digital {Writing} {Technologies} in {Higher} {Education}},
	publisher = {Springer International Publishing},
	author = {Chitez, Madalina and Dinca, Andreea},
	editor = {Kruse, Otto and Rapp, Christian and Anson, Chris M. and Benetos, Kalliopi and Cotos, Elena and Devitt, Ann and Shibani, Antonette},
	year = {2023},
	doi = {10.1007/978-3-031-36033-6_24},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {385--403},
	file = {Chitez und Dinca - 2023 - On Corpora and Writing.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6PRAPGS5/Chitez und Dinca - 2023 - On Corpora and Writing.pdf:application/pdf;Chitez und Dinca - 2023 - On Corpora and Writing.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NBLK9XXP/Chitez und Dinca - 2023 - On Corpora and Writing.pdf:application/pdf},
}

@incollection{kruse_writing_2023,
	address = {Cham},
	title = {Writing and {Learning}: {What} {Changed} with {Digitalization}?},
	isbn = {978-3-031-36032-9 978-3-031-36033-6},
	shorttitle = {Writing and {Learning}},
	url = {https://link.springer.com/10.1007/978-3-031-36033-6_26},
	abstract = {This chapter explores the relationship between writing and learning and reconsiders for the digital age some of the assumptions underpinning current conceptions of writing-to-learn and learning-to-write. We interrogate the mediating role of technology in connecting writing and learning. Our key argument is that through digitalization both writing and learning have transformed, resulting in many new kinds of interactions between them. In this chapter we focus on four new dimensions of the writing-learning nexus to exemplify and explore this constantly transforming relationship: (1) New spaces for writing and learning, (2) convergent trends in knowledge work, (3) collaborative learning/writing activities, and (4) the role of feedback and assessment. We conclude by looking to the future for some tentative predictions of how the relationship will develop as technology, writing, and learning continue to evolve. We explore how concepts such as creativity and critical thinking will remain as fundamentals of human activity within the digitally mediated relationship of writing and learning.},
	language = {en-GB},
	urldate = {2023-09-19},
	booktitle = {Digital {Writing} {Technologies} in {Higher} {Education}},
	publisher = {Springer International Publishing},
	author = {Devitt, Ann and Benetos, Kalliopi and Kruse, Otto},
	editor = {Kruse, Otto and Rapp, Christian and Anson, Chris M. and Benetos, Kalliopi and Cotos, Elena and Devitt, Ann and Shibani, Antonette},
	year = {2023},
	doi = {10.1007/978-3-031-36033-6_26},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {423--433},
	file = {Devitt et al. - 2023 - Writing and Learning What Changed with Digitaliza.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U96ATCBY/Devitt et al. - 2023 - Writing and Learning What Changed with Digitaliza.pdf:application/pdf;Devitt et al. - 2023 - Writing and Learning What Changed with Digitaliza.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4JC5X788/Devitt et al. - 2023 - Writing and Learning What Changed with Digitaliza.pdf:application/pdf},
}

@incollection{bromberg_es_2022,
	address = {Wiesbaden},
	title = {„{Es} war halt laut für {Kimmy}“ – {Die} {Kinder}- und {Jugendhilfe} auf dem {Weg} in die digitalisierte {Arbeitswelt}. {Eine} soziolinguistische {Prozessanalyse} eines {Eintrages} in einem digitalen pädagogischen {Tagebuch} einer {Einrichtung} der stationären {Kinder}- und {Jugendhilfe}},
	isbn = {978-3-658-36495-3 978-3-658-36496-0},
	url = {https://link.springer.com/10.1007/978-3-658-36496-0_16},
	language = {de-DE},
	urldate = {2022-05-16},
	booktitle = {Dem {Phänomen} auf der {Spur}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Detka, Carsten},
	editor = {Bromberg, Kirstin and Kraimer, Klaus},
	year = {2022},
	doi = {10.1007/978-3-658-36496-0_16},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {311--326},
	file = {Detka - 2022 - „Es war halt laut für Kimmy“ – Die Kinder- und Jug.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LSKEHMRN/Detka - 2022 - „Es war halt laut für Kimmy“ – Die Kinder- und Jug.pdf:application/pdf},
}

@incollection{bamberg_digitalisierung_2022,
	address = {Wiesbaden},
	title = {Digitalisierung: {Produkte} und {Systeme}},
	isbn = {978-3-658-34646-1 978-3-658-34647-8},
	shorttitle = {Digitalisierung},
	url = {https://link.springer.com/10.1007/978-3-658-34647-8_2},
	language = {de-DE},
	urldate = {2022-05-16},
	booktitle = {Digitale {Arbeit} gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bamberg, Eva and Ducki, Antje and Janneck, Monique},
	editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique},
	year = {2022},
	doi = {10.1007/978-3-658-34647-8_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {25--32},
	file = {Bamberg et al. - 2022 - Digitalisierung Produkte und Systeme.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BJXHYTCK/Bamberg et al. - 2022 - Digitalisierung Produkte und Systeme.pdf:application/pdf},
}

@incollection{bamberg_kunstliche_2022,
	address = {Wiesbaden},
	title = {Künstliche {Intelligenz} in der {Arbeitswelt}},
	isbn = {978-3-658-34646-1 978-3-658-34647-8},
	url = {https://link.springer.com/10.1007/978-3-658-34647-8_3},
	language = {de-DE},
	urldate = {2022-05-16},
	booktitle = {Digitale {Arbeit} gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Adolph, Lars and Tausch, Alina},
	editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique},
	year = {2022},
	doi = {10.1007/978-3-658-34647-8_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {33--47},
	file = {Adolph und Tausch - 2022 - Künstliche Intelligenz in der Arbeitswelt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XC3SGJUW/Adolph und Tausch - 2022 - Künstliche Intelligenz in der Arbeitswelt.pdf:application/pdf},
}

@incollection{bamberg_agilitat_2022,
	address = {Wiesbaden},
	title = {Agilität und {Arbeitsmethoden}},
	isbn = {978-3-658-34646-1 978-3-658-34647-8},
	url = {https://link.springer.com/10.1007/978-3-658-34647-8_4},
	language = {de-DE},
	urldate = {2022-05-16},
	booktitle = {Digitale {Arbeit} gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bock, Stefanie and Steinert, Farina},
	editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique},
	year = {2022},
	doi = {10.1007/978-3-658-34647-8_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {49--58},
	file = {Bock und Steinert - 2022 - Agilität und Arbeitsmethoden.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9UDQZXK9/Bock und Steinert - 2022 - Agilität und Arbeitsmethoden.pdf:application/pdf},
}

@incollection{bamberg_wandel_2022,
	address = {Wiesbaden},
	title = {Wandel der {Arbeit}, {Digitalisierung} und {Gesundheit}},
	isbn = {978-3-658-34646-1 978-3-658-34647-8},
	url = {https://link.springer.com/10.1007/978-3-658-34647-8_1},
	language = {de-DE},
	urldate = {2022-05-16},
	booktitle = {Digitale {Arbeit} gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bamberg, Eva and Ducki, Antje and Janneck, Monique},
	editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique},
	year = {2022},
	doi = {10.1007/978-3-658-34647-8_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {3--21},
	file = {Bamberg et al. - 2022 - Wandel der Arbeit, Digitalisierung und Gesundheit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JLKL6TMC/Bamberg et al. - 2022 - Wandel der Arbeit, Digitalisierung und Gesundheit.pdf:application/pdf},
}

@incollection{bamberg_virtuelle_2022,
	address = {Wiesbaden},
	title = {Virtuelle und mobile {Arbeitsformen}},
	isbn = {978-3-658-34646-1 978-3-658-34647-8},
	url = {https://link.springer.com/10.1007/978-3-658-34647-8_6},
	language = {de-DE},
	urldate = {2022-05-16},
	booktitle = {Digitale {Arbeit} gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Boos, Margarete and Hardwig, Thomas and Klötzer, Stefan},
	editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique},
	year = {2022},
	doi = {10.1007/978-3-658-34647-8_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {71--81},
	file = {Boos et al. - 2022 - Virtuelle und mobile Arbeitsformen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7C9ILEG8/Boos et al. - 2022 - Virtuelle und mobile Arbeitsformen.pdf:application/pdf},
}

@incollection{wehe_datafizierung_2022,
	address = {Wiesbaden},
	title = {Datafizierung, {Cloudifizierung}, {Virtualisierung} und {KI}: das polizeiliche {Auftragsverständnis} zur {Verteidigung} der {Freiheit} im digitalen {Zeitalter}},
	isbn = {978-3-658-34394-1},
	shorttitle = {Datafizierung, {Cloudifizierung}, {Virtualisierung} und {KI}},
	url = {https://link.springer.com/10.1007/978-3-658-34394-1_85-1},
	language = {de-DE},
	urldate = {2022-05-20},
	booktitle = {Handbuch {Polizeimanagement}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stock, Oliver},
	editor = {Wehe, Dieter and Siller, Helmut},
	year = {2022},
	doi = {10.1007/978-3-658-34394-1_85-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--26},
	file = {Stock - 2022 - Datafizierung, Cloudifizierung, Virtualisierung un.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7VWM78W2/Stock - 2022 - Datafizierung, Cloudifizierung, Virtualisierung un.pdf:application/pdf},
}

@incollection{lobinger_digitalisierung_2019,
	address = {Wiesbaden},
	title = {Digitalisierung, {Mediatisierung} und die vielen offenen {Fragen} nach dem {Wandel} visueller {Alltagskultur}},
	isbn = {978-3-658-06507-2 978-3-658-06508-9},
	url = {http://link.springer.com/10.1007/978-3-658-06508-9_4},
	language = {de-DE},
	urldate = {2022-05-17},
	booktitle = {Handbuch {Visuelle} {Kommunikationsforschung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Reißmann, Wolfgang},
	editor = {Lobinger, Katharina},
	year = {2019},
	doi = {10.1007/978-3-658-06508-9_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {45--61},
	file = {Reißmann - 2019 - Digitalisierung, Mediatisierung und die vielen off.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6XLMGDA8/Reißmann - 2019 - Digitalisierung, Mediatisierung und die vielen off.pdf:application/pdf},
}

@incollection{elven_cognitive_2022,
	address = {Wiesbaden},
	title = {Cognitive {Assistive} {Systems} as {Boundary} {Objects}. {Theorizing} and {Analyzing} {Digitally} {Networked} {Communication} {Practice} in {Organizations}},
	volume = {21},
	isbn = {978-3-658-13089-3 978-3-658-13090-9},
	url = {https://link.springer.com/10.1007/978-3-658-13090-9_8},
	abstract = {Book, Turku, University of Turku. We especially thank Haroutin Ohanessian and Sina Dippe for their support in the English edition.},
	language = {en-GB},
	urldate = {2022-06-04},
	booktitle = {Beratung in symbolischen {Ordnungen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Keller, Alinde and Fischer, Evelyn},
	editor = {Elven, Julia and Weber, Susanne Maria},
	year = {2022},
	doi = {10.1007/978-3-658-13090-9_8},
	note = {Series Title: Organisation und Pädagogik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {143--159},
	file = {Keller und Fischer - 2022 - Cognitive Assistive Systems as Boundary Objects. T.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NHGFGJGD/Keller und Fischer - 2022 - Cognitive Assistive Systems as Boundary Objects. T.pdf:application/pdf},
}

@incollection{trultzsch-wijnen_medienhandeln_2020,
	title = {Medienhandeln, {Habitus} und digitale {Kompetenzen}},
	isbn = {978-3-7489-0624-7},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783748906247-73},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Bildung und {Digitalisierung}},
	publisher = {Nomos Verlagsgesellschaft mbH \& Co. KG},
	author = {Trültzsch-Wijnen, Christine},
	editor = {Trültzsch-Wijnen, Christine and Brandhofer, Gerhard},
	year = {2020},
	doi = {10.5771/9783748906247-73},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {73--94},
	file = {Trültzsch-Wijnen - 2020 - Medienhandeln, Habitus und digitale Kompetenzen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E78BJ3W9/Trültzsch-Wijnen - 2020 - Medienhandeln, Habitus und digitale Kompetenzen.pdf:application/pdf},
}

@incollection{trultzsch-wijnen_zur_2020,
	address = {Baden-Baden},
	edition = {1. Aufl.},
	series = {Medienpädagogik {\textbar} {Media} {Education}},
	title = {Zur {Diskussion} über {Bildung}, {Digitalisierung} und erwarteten {Kompetenzen}: eine {Einleitung}},
	volume = {4},
	isbn = {978-3-8487-6538-6},
	language = {de-DE},
	booktitle = {Bildung und {Digitalisierung} {Auf} der {Suche} nach {Kompetenzen} und {Performanzen}.},
	publisher = {Nomos Verlagsgeselschaft mbH \& Co. KG},
	author = {Trültzsch-Wijnen, Christine and Brandhofer, Gerhard},
	editor = {Trültzsch-Wijnen, Christine and Brandhofer, Gerhard and Hartung-Griemberg, Anja and Lampert, Claudia and Süss, Daniel and Trültzsch-Wijnen, Christine},
	year = {2020},
	note = {ZSCC: NoCitationData[s0] 
OCLC: 1138491874},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {7--11},
	file = {Trültzsch-Wijnen und Brandhofer - 2020 - Zur Diskussion über Bildung, Digitalisierung und e.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QHIPWI78/Trültzsch-Wijnen und Brandhofer - 2020 - Zur Diskussion über Bildung, Digitalisierung und e.pdf:application/pdf},
}

@incollection{bamberg_instrumente_2022,
	address = {Wiesbaden},
	title = {Instrumente und {Methoden}},
	isbn = {978-3-658-34646-1 978-3-658-34647-8},
	url = {https://link.springer.com/10.1007/978-3-658-34647-8_23},
	language = {de-DE},
	urldate = {2022-05-16},
	booktitle = {Digitale {Arbeit} gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kauffeld, Simone and Schulte, Eva-Maria},
	editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique},
	year = {2022},
	doi = {10.1007/978-3-658-34647-8_23},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {325--349},
	file = {Kauffeld und Schulte - 2022 - Instrumente und Methoden.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9HQ5LAKA/Kauffeld und Schulte - 2022 - Instrumente und Methoden.pdf:application/pdf},
}

@incollection{bamberg_gemeinsame_2022,
	address = {Wiesbaden},
	title = {Gemeinsame {Verantwortung} realisieren – {Betriebliches} {Gesundheitsmanagement} in {Netzwerken} und in der {Wertschöpfungskette}},
	isbn = {978-3-658-34646-1 978-3-658-34647-8},
	url = {https://link.springer.com/10.1007/978-3-658-34647-8_21},
	language = {de-DE},
	urldate = {2022-05-16},
	booktitle = {Digitale {Arbeit} gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bamberg, Eva and Tanner, Grit},
	editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique},
	year = {2022},
	doi = {10.1007/978-3-658-34647-8_21},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {297--308},
	file = {Bamberg und Tanner - 2022 - Gemeinsame Verantwortung realisieren – Betrieblich.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D32WH9ML/Bamberg und Tanner - 2022 - Gemeinsame Verantwortung realisieren – Betrieblich.pdf:application/pdf},
}

@incollection{bamberg_betriebliche_2022,
	address = {Wiesbaden},
	title = {Betriebliche {Kernaufgaben} bei der {Digitalisierung} – {Was} ich tun und auf gar keinen {Fall} lassen sollte},
	isbn = {978-3-658-34646-1 978-3-658-34647-8},
	url = {https://link.springer.com/10.1007/978-3-658-34647-8_22},
	language = {de-DE},
	urldate = {2022-05-16},
	booktitle = {Digitale {Arbeit} gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Beddies, Andrea},
	editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique},
	year = {2022},
	doi = {10.1007/978-3-658-34647-8_22},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {311--323},
	file = {Beddies - 2022 - Betriebliche Kernaufgaben bei der Digitalisierung .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GMJXQQ9W/Beddies - 2022 - Betriebliche Kernaufgaben bei der Digitalisierung .pdf:application/pdf},
}

@incollection{bamberg_aufgaben_2022,
	address = {Wiesbaden},
	title = {Aufgaben und {Kompetenzen} bei der {Gestaltung} digitaler {Arbeit}},
	isbn = {978-3-658-34646-1 978-3-658-34647-8},
	url = {https://link.springer.com/10.1007/978-3-658-34647-8_24},
	language = {de-DE},
	urldate = {2022-05-16},
	booktitle = {Digitale {Arbeit} gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ducki, Antje and Bamberg, Eva and Janneck, Monique},
	editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique},
	year = {2022},
	doi = {10.1007/978-3-658-34647-8_24},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {351--381},
	file = {Ducki et al. - 2022 - Aufgaben und Kompetenzen bei der Gestaltung digita.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VCXE9U8U/Ducki et al. - 2022 - Aufgaben und Kompetenzen bei der Gestaltung digita.pdf:application/pdf},
}

@incollection{bamberg_entwicklung_2022,
	address = {Wiesbaden},
	title = {Entwicklung und {Gestaltung} von {Digitaler} {Arbeit} im {Handlungsfeld} {Produktion}},
	isbn = {978-3-658-34646-1 978-3-658-34647-8},
	url = {https://link.springer.com/10.1007/978-3-658-34647-8_10},
	language = {de-DE},
	urldate = {2022-05-16},
	booktitle = {Digitale {Arbeit} gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kötter, Wolfgang and Roth, Sebastian},
	editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique},
	year = {2022},
	doi = {10.1007/978-3-658-34647-8_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {119--131},
	file = {Kötter und Roth - 2022 - Entwicklung und Gestaltung von Digitaler Arbeit im.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DPNCM4KL/Kötter und Roth - 2022 - Entwicklung und Gestaltung von Digitaler Arbeit im.pdf:application/pdf},
}

@incollection{bamberg_digitalisierung_2022-1,
	address = {Wiesbaden},
	title = {Digitalisierung im {Handwerk}},
	isbn = {978-3-658-34646-1 978-3-658-34647-8},
	url = {https://link.springer.com/10.1007/978-3-658-34647-8_11},
	language = {de-DE},
	urldate = {2022-05-16},
	booktitle = {Digitale {Arbeit} gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Heil, Michael and Schröder, Delia},
	editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique},
	year = {2022},
	doi = {10.1007/978-3-658-34647-8_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {133--145},
	file = {Heil und Schröder - 2022 - Digitalisierung im Handwerk.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AI79R97I/Heil und Schröder - 2022 - Digitalisierung im Handwerk.pdf:application/pdf},
}

@incollection{bamberg_digitale_2022,
	address = {Wiesbaden},
	title = {Digitale {Arbeit} braucht {Schutz} – {Arbeitsschutz} wird digital?},
	isbn = {978-3-658-34646-1 978-3-658-34647-8},
	url = {https://link.springer.com/10.1007/978-3-658-34647-8_15},
	language = {de-DE},
	urldate = {2022-05-16},
	booktitle = {Digitale {Arbeit} gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Robelski, Swantje and Sommer, Sabine},
	editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique},
	year = {2022},
	doi = {10.1007/978-3-658-34647-8_15},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {199--212},
	file = {Robelski und Sommer - 2022 - Digitale Arbeit braucht Schutz – Arbeitsschutz wir.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T7VMNB8H/Robelski und Sommer - 2022 - Digitale Arbeit braucht Schutz – Arbeitsschutz wir.pdf:application/pdf},
}

@incollection{bamberg_digitale_2022-1,
	address = {Wiesbaden},
	title = {Digitale {Gefährdungsbeurteilung} psychischer {Belastungen}},
	isbn = {978-3-658-34646-1 978-3-658-34647-8},
	url = {https://link.springer.com/10.1007/978-3-658-34647-8_16},
	language = {de-DE},
	urldate = {2022-05-16},
	booktitle = {Digitale {Arbeit} gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Diebig, Mathias},
	editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique},
	year = {2022},
	doi = {10.1007/978-3-658-34647-8_16},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {213--224},
	file = {Diebig - 2022 - Digitale Gefährdungsbeurteilung psychischer Belast.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PQI9AYJT/Diebig - 2022 - Digitale Gefährdungsbeurteilung psychischer Belast.pdf:application/pdf},
}

@incollection{bamberg_technologien_2022,
	address = {Wiesbaden},
	title = {Technologien und {Methoden} und ihr {Einsatz}},
	isbn = {978-3-658-34646-1 978-3-658-34647-8},
	url = {https://link.springer.com/10.1007/978-3-658-34647-8_18},
	language = {de-DE},
	urldate = {2022-05-16},
	booktitle = {Digitale {Arbeit} gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Nissen, Helge and Jent, Sophie},
	editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique},
	year = {2022},
	doi = {10.1007/978-3-658-34647-8_18},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {251--265},
	file = {Nissen und Jent - 2022 - Technologien und Methoden und ihr Einsatz.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BEFXE957/Nissen und Jent - 2022 - Technologien und Methoden und ihr Einsatz.pdf:application/pdf},
}

@incollection{bamberg_einleitung_2022,
	address = {Wiesbaden},
	title = {Einleitung: {Digitale} {Arbeitswelt} – {Potentiale} und {Probleme}},
	isbn = {978-3-658-34646-1 978-3-658-34647-8},
	shorttitle = {Einleitung},
	url = {https://link.springer.com/10.1007/978-3-658-34647-8_9},
	language = {de-DE},
	urldate = {2022-05-16},
	booktitle = {Digitale {Arbeit} gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Janneck, Monique},
	editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique},
	year = {2022},
	doi = {10.1007/978-3-658-34647-8_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {111--118},
	file = {Janneck - 2022 - Einleitung Digitale Arbeitswelt – Potentiale und .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6V3BEH2T/Janneck - 2022 - Einleitung Digitale Arbeitswelt – Potentiale und .pdf:application/pdf},
}

@incollection{bamberg_digitale_2022-2,
	address = {Wiesbaden},
	title = {Digitale {Transformation} personenbezogener {Arbeit} – am {Beispiel} der professionellen {Pflege}},
	isbn = {978-3-658-34646-1 978-3-658-34647-8},
	url = {https://link.springer.com/10.1007/978-3-658-34647-8_12},
	language = {de-DE},
	urldate = {2022-05-16},
	booktitle = {Digitale {Arbeit} gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Melzer, Marlen and Rösler, Ulrike and Schlicht, Larissa},
	editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique},
	year = {2022},
	doi = {10.1007/978-3-658-34647-8_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {147--166},
	file = {Melzer et al. - 2022 - Digitale Transformation personenbezogener Arbeit –.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L2CMD689/Melzer et al. - 2022 - Digitale Transformation personenbezogener Arbeit –.pdf:application/pdf},
}

@incollection{bamberg_digitale_2022-3,
	address = {Wiesbaden},
	title = {Digitale {Interventionen} zur individuellen {Prävention} und {Gesundheitsförderung}},
	isbn = {978-3-658-34646-1 978-3-658-34647-8},
	url = {https://link.springer.com/10.1007/978-3-658-34647-8_17},
	language = {de-DE},
	urldate = {2022-05-16},
	booktitle = {Digitale {Arbeit} gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lehr, Dirk and Boß, Leif},
	editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique},
	year = {2022},
	doi = {10.1007/978-3-658-34647-8_17},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {225--249},
	file = {Lehr und Boß - 2022 - Digitale Interventionen zur individuellen Präventi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IYX3LSI8/Lehr und Boß - 2022 - Digitale Interventionen zur individuellen Präventi.pdf:application/pdf},
}

@incollection{bamberg_online-coaching_2022,
	address = {Wiesbaden},
	title = {Online-{Coaching}},
	isbn = {978-3-658-34646-1 978-3-658-34647-8},
	url = {https://link.springer.com/10.1007/978-3-658-34647-8_19},
	language = {de-DE},
	urldate = {2022-05-16},
	booktitle = {Digitale {Arbeit} gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Busch, Christine and Dreyer, Romana},
	editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique},
	year = {2022},
	doi = {10.1007/978-3-658-34647-8_19},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {267--279},
	file = {Busch und Dreyer - 2022 - Online-Coaching.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KANXJ5D3/Busch und Dreyer - 2022 - Online-Coaching.pdf:application/pdf},
}

@incollection{bamberg_verhaltnispravention_2022,
	address = {Wiesbaden},
	title = {Verhältnisprävention digital umsetzen: {Integrative} {Plattformen} als {Weg} für eine umfassende {Gesundheitsförderung}},
	isbn = {978-3-658-34646-1 978-3-658-34647-8},
	shorttitle = {Verhältnisprävention digital umsetzen},
	url = {https://link.springer.com/10.1007/978-3-658-34647-8_20},
	language = {de-DE},
	urldate = {2022-05-16},
	booktitle = {Digitale {Arbeit} gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Tanner, Grit and Ducki, Antje and Steinke, Theresia},
	editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique},
	year = {2022},
	doi = {10.1007/978-3-658-34647-8_20},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {281--296},
	file = {Tanner et al. - 2022 - Verhältnisprävention digital umsetzen Integrative.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D74963CG/Tanner et al. - 2022 - Verhältnisprävention digital umsetzen Integrative.pdf:application/pdf},
}

@incollection{bamberg_mensch-maschine-systeme_2022,
	address = {Wiesbaden},
	title = {Mensch-{Maschine}-{Systeme}},
	isbn = {978-3-658-34646-1 978-3-658-34647-8},
	url = {https://link.springer.com/10.1007/978-3-658-34647-8_5},
	language = {de-DE},
	urldate = {2022-05-16},
	booktitle = {Digitale {Arbeit} gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kötter, Wolfgang},
	editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique},
	year = {2022},
	doi = {10.1007/978-3-658-34647-8_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {59--70},
	file = {Kötter - 2022 - Mensch-Maschine-Systeme.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2WBQ2K6N/Kötter - 2022 - Mensch-Maschine-Systeme.pdf:application/pdf},
}

@incollection{bamberg_virtuelle_2022-1,
	address = {Wiesbaden},
	title = {Virtuelle und automatisierte {Führung}},
	isbn = {978-3-658-34646-1 978-3-658-34647-8},
	url = {https://link.springer.com/10.1007/978-3-658-34647-8_7},
	language = {de-DE},
	urldate = {2022-05-16},
	booktitle = {Digitale {Arbeit} gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wesche, Jenny S. and Wilbert, Jana B. and Sonderegger, Andreas and Gersch, Martin},
	editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique},
	year = {2022},
	doi = {10.1007/978-3-658-34647-8_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {83--95},
	file = {Wesche et al. - 2022 - Virtuelle und automatisierte Führung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FHRSD825/Wesche et al. - 2022 - Virtuelle und automatisierte Führung.pdf:application/pdf},
}

@incollection{bamberg_neue_2022,
	address = {Wiesbaden},
	title = {Neue {Beschäftigungsformen} in der {Plattformökonomie}},
	isbn = {978-3-658-34646-1 978-3-658-34647-8},
	url = {https://link.springer.com/10.1007/978-3-658-34647-8_8},
	language = {de-DE},
	urldate = {2022-05-16},
	booktitle = {Digitale {Arbeit} gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schneider-Dörr, Andreja},
	editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique},
	year = {2022},
	doi = {10.1007/978-3-658-34647-8_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {97--107},
	file = {Schneider-Dörr - 2022 - Neue Beschäftigungsformen in der Plattformökonomie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YXEIZGNY/Schneider-Dörr - 2022 - Neue Beschäftigungsformen in der Plattformökonomie.pdf:application/pdf},
}

@incollection{dilling_mathematikhaltige_2022,
	address = {Wiesbaden},
	title = {Mathematikhaltige {Programmierumgebungen} mit {Scratch} – {Eine} {Fallstudie} zu {Problemlöseprozessen} von {Lehramtsstudierenden}},
	isbn = {978-3-658-36763-3 978-3-658-36764-0},
	url = {https://link.springer.com/10.1007/978-3-658-36764-0_16},
	language = {de-DE},
	urldate = {2022-05-14},
	booktitle = {Neue {Perspektiven} auf mathematische {Lehr}-{Lernprozesse} mit digitalen {Medien}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Dilling, Frederik and Vogler, Amelie},
	editor = {Dilling, Frederik and Pielsticker, Felicitas and Witzke, Ingo},
	year = {2022},
	doi = {10.1007/978-3-658-36764-0_16},
	note = {Series Title: MINTUS – Beiträge zur mathematisch-naturwissenschaftlichen Bildung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {359--384},
	file = {Dilling und Vogler - 2022 - Mathematikhaltige Programmierumgebungen mit Scratc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3BA44JPC/Dilling und Vogler - 2022 - Mathematikhaltige Programmierumgebungen mit Scratc.pdf:application/pdf},
}

@incollection{dilling_ist_2022,
	address = {Wiesbaden},
	title = {„{Das} ist doch nicht fair, oder doch?“ – {Bedeutungsaushandlung} zum {Fairnessbegriff} mit {3D}-{Druck} an ausgewählten {Fallbeispielen}},
	isbn = {978-3-658-36763-3 978-3-658-36764-0},
	shorttitle = {„{Das} ist doch nicht fair, oder doch?},
	url = {https://link.springer.com/10.1007/978-3-658-36764-0_7},
	language = {de-DE},
	urldate = {2022-05-14},
	booktitle = {Neue {Perspektiven} auf mathematische {Lehr}-{Lernprozesse} mit digitalen {Medien}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pielsticker, Felicitas and Marx, Birgitta},
	editor = {Dilling, Frederik and Pielsticker, Felicitas and Witzke, Ingo},
	year = {2022},
	doi = {10.1007/978-3-658-36764-0_7},
	note = {Series Title: MINTUS – Beiträge zur mathematisch-naturwissenschaftlichen Bildung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {129--156},
	file = {Pielsticker und Marx - 2022 - „Das ist doch nicht fair, oder doch“ – Bedeutungs.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JNJBUJMU/Pielsticker und Marx - 2022 - „Das ist doch nicht fair, oder doch“ – Bedeutungs.pdf:application/pdf},
}

@incollection{dilling_diagnose_2022,
	address = {Wiesbaden},
	title = {Diagnose und {Förderung} via {Online}-{Meeting}-{Tools}: {Konstruktive} und rekonstruktive {Betrachtungen} anhand von {Fallbeispielen}},
	isbn = {978-3-658-36763-3 978-3-658-36764-0},
	shorttitle = {Diagnose und {Förderung} via {Online}-{Meeting}-{Tools}},
	url = {https://link.springer.com/10.1007/978-3-658-36764-0_9},
	language = {de-DE},
	urldate = {2022-05-14},
	booktitle = {Neue {Perspektiven} auf mathematische {Lehr}-{Lernprozesse} mit digitalen {Medien}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gudladt, Paul and Schwob, Simeon},
	editor = {Dilling, Frederik and Pielsticker, Felicitas and Witzke, Ingo},
	year = {2022},
	doi = {10.1007/978-3-658-36764-0_9},
	note = {Series Title: MINTUS – Beiträge zur mathematisch-naturwissenschaftlichen Bildung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {181--207},
	file = {Gudladt und Schwob - 2022 - Diagnose und Förderung via Online-Meeting-Tools K.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FD8K2LP5/Gudladt und Schwob - 2022 - Diagnose und Förderung via Online-Meeting-Tools K.pdf:application/pdf},
}

@incollection{dilling_mathematik_2022,
	address = {Wiesbaden},
	title = {Mathematik {Lernen} in {Virtuellen} {Realitäten} – {Eine} {Fallstudie} zu {Orthogonalprojektionen} von {Vektoren}},
	isbn = {978-3-658-36763-3 978-3-658-36764-0},
	url = {https://link.springer.com/10.1007/978-3-658-36764-0_11},
	language = {de-DE},
	urldate = {2022-05-14},
	booktitle = {Neue {Perspektiven} auf mathematische {Lehr}-{Lernprozesse} mit digitalen {Medien}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Dilling, Frederik},
	editor = {Dilling, Frederik and Pielsticker, Felicitas and Witzke, Ingo},
	year = {2022},
	doi = {10.1007/978-3-658-36764-0_11},
	note = {Series Title: MINTUS – Beiträge zur mathematisch-naturwissenschaftlichen Bildung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {227--254},
	file = {Dilling - 2022 - Mathematik Lernen in Virtuellen Realitäten – Eine .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6CFQAJ4H/Dilling - 2022 - Mathematik Lernen in Virtuellen Realitäten – Eine .pdf:application/pdf},
}

@incollection{dilling_physische_2022,
	address = {Wiesbaden},
	title = {Physische {Arbeitsmittel} durch {Augmented} {Reality} erweitern – {Eine} {Fallstudie} zu dreidimensionalen {Koordinatenmodellen}},
	isbn = {978-3-658-36763-3 978-3-658-36764-0},
	url = {https://link.springer.com/10.1007/978-3-658-36764-0_13},
	language = {de-DE},
	urldate = {2022-05-14},
	booktitle = {Neue {Perspektiven} auf mathematische {Lehr}-{Lernprozesse} mit digitalen {Medien}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Dilling, Frederik and Jasche, Florian and Ludwig, Thomas and Witzke, Ingo},
	editor = {Dilling, Frederik and Pielsticker, Felicitas and Witzke, Ingo},
	year = {2022},
	doi = {10.1007/978-3-658-36764-0_13},
	note = {Series Title: MINTUS – Beiträge zur mathematisch-naturwissenschaftlichen Bildung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {289--306},
	file = {Dilling et al. - 2022 - Physische Arbeitsmittel durch Augmented Reality er.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6GYBXQ2V/Dilling et al. - 2022 - Physische Arbeitsmittel durch Augmented Reality er.pdf:application/pdf},
}

@incollection{dilling_problemlosen_2022,
	address = {Wiesbaden},
	title = {Problemlösen, unterstützt durch {GeoGebra} – lassen sich klassische geometrische {Probleme} für den {Unterricht} nutzen?},
	isbn = {978-3-658-36763-3 978-3-658-36764-0},
	url = {https://link.springer.com/10.1007/978-3-658-36764-0_15},
	language = {de-DE},
	urldate = {2022-05-14},
	booktitle = {Neue {Perspektiven} auf mathematische {Lehr}-{Lernprozesse} mit digitalen {Medien}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Geppert, Jochen},
	editor = {Dilling, Frederik and Pielsticker, Felicitas and Witzke, Ingo},
	year = {2022},
	doi = {10.1007/978-3-658-36764-0_15},
	note = {Series Title: MINTUS – Beiträge zur mathematisch-naturwissenschaftlichen Bildung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {327--357},
	file = {Geppert - 2022 - Problemlösen, unterstützt durch GeoGebra – lassen .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H9KCS7XK/Geppert - 2022 - Problemlösen, unterstützt durch GeoGebra – lassen .pdf:application/pdf},
}

@incollection{dilling_mathematische_2022,
	address = {Wiesbaden},
	title = {Mathematische {Vorstellungen} handlungsorientiert und digital fördern – {Konzeptionelles} zum {Design} mathematikdidaktischer {Apps}},
	isbn = {978-3-658-36763-3 978-3-658-36764-0},
	url = {https://link.springer.com/10.1007/978-3-658-36764-0_8},
	language = {de-DE},
	urldate = {2022-05-14},
	booktitle = {Neue {Perspektiven} auf mathematische {Lehr}-{Lernprozesse} mit digitalen {Medien}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Götze, Daniela and Rahn, Anne and Stark, Julia},
	editor = {Dilling, Frederik and Pielsticker, Felicitas and Witzke, Ingo},
	year = {2022},
	doi = {10.1007/978-3-658-36764-0_8},
	note = {Series Title: MINTUS – Beiträge zur mathematisch-naturwissenschaftlichen Bildung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {157--180},
	file = {Götze et al. - 2022 - Mathematische Vorstellungen handlungsorientiert un.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QU86PQUK/Götze et al. - 2022 - Mathematische Vorstellungen handlungsorientiert un.pdf:application/pdf},
}

@incollection{dilling_zusammenhange_2022,
	address = {Wiesbaden},
	title = {Zusammenhänge von motivationalen und affektiven {Aspekten} und digitaler {Herzfrequenzmessung} bei mathematischer {Wissensentwicklung} beschreiben – {Eine} quantitative {Studie}},
	isbn = {978-3-658-36763-3 978-3-658-36764-0},
	url = {https://link.springer.com/10.1007/978-3-658-36764-0_14},
	language = {de-DE},
	urldate = {2022-05-14},
	booktitle = {Neue {Perspektiven} auf mathematische {Lehr}-{Lernprozesse} mit digitalen {Medien}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pielsticker, Felicitas and Reifenrath, Magnus},
	editor = {Dilling, Frederik and Pielsticker, Felicitas and Witzke, Ingo},
	year = {2022},
	doi = {10.1007/978-3-658-36764-0_14},
	note = {Series Title: MINTUS – Beiträge zur mathematisch-naturwissenschaftlichen Bildung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {307--325},
	file = {Pielsticker und Reifenrath - 2022 - Zusammenhänge von motivationalen und affektiven As.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X56I73B2/Pielsticker und Reifenrath - 2022 - Zusammenhänge von motivationalen und affektiven As.pdf:application/pdf},
}

@incollection{dilling_wtr_2022,
	address = {Wiesbaden},
	title = {{WTR}, {GTR} und {CAS}-{Rechner} als {Auslaufmodell}? – {Ein} praxisorientierter Überblick über {Tablet}-{Apps} als {Alternative} zum {Taschenrechner} in {Nordrhein}-{Westfalen} aus schulorganisatorischer {Sicht}},
	isbn = {978-3-658-36763-3 978-3-658-36764-0},
	shorttitle = {{WTR}, {GTR} und {CAS}-{Rechner} als {Auslaufmodell}?},
	url = {https://link.springer.com/10.1007/978-3-658-36764-0_2},
	language = {de-DE},
	urldate = {2022-05-14},
	booktitle = {Neue {Perspektiven} auf mathematische {Lehr}-{Lernprozesse} mit digitalen {Medien}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hörnberger, Kevin},
	editor = {Dilling, Frederik and Pielsticker, Felicitas and Witzke, Ingo},
	year = {2022},
	doi = {10.1007/978-3-658-36764-0_2},
	note = {Series Title: MINTUS – Beiträge zur mathematisch-naturwissenschaftlichen Bildung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {25--46},
	file = {Hörnberger - 2022 - WTR, GTR und CAS-Rechner als Auslaufmodell – Ein .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8KVLWDL2/Hörnberger - 2022 - WTR, GTR und CAS-Rechner als Auslaufmodell – Ein .pdf:application/pdf},
}

@incollection{dilling_aufgabentypen_2022,
	address = {Wiesbaden},
	title = {Aufgabentypen für den {Lehr}-{Lern}-{Prozess} mit {Algorithmen}},
	isbn = {978-3-658-36763-3 978-3-658-36764-0},
	url = {https://link.springer.com/10.1007/978-3-658-36764-0_6},
	language = {de-DE},
	urldate = {2022-05-14},
	booktitle = {Neue {Perspektiven} auf mathematische {Lehr}-{Lernprozesse} mit digitalen {Medien}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Milicic, Gregor},
	editor = {Dilling, Frederik and Pielsticker, Felicitas and Witzke, Ingo},
	year = {2022},
	doi = {10.1007/978-3-658-36764-0_6},
	note = {Series Title: MINTUS – Beiträge zur mathematisch-naturwissenschaftlichen Bildung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {113--128},
	file = {Milicic - 2022 - Aufgabentypen für den Lehr-Lern-Prozess mit Algori.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5KPETRQ8/Milicic - 2022 - Aufgabentypen für den Lehr-Lern-Prozess mit Algori.pdf:application/pdf},
}

@incollection{dilling_weg_2022,
	address = {Wiesbaden},
	title = {Ein {Weg} durch die bunte {Welt} der {Lehr}-{Lern}-{Videos} – {Mathematikdidaktische} {Perspektiven} und {Impulse} für den {Einsatz} in der {Schule}},
	isbn = {978-3-658-36763-3 978-3-658-36764-0},
	url = {https://link.springer.com/10.1007/978-3-658-36764-0_1},
	language = {de-DE},
	urldate = {2022-05-14},
	booktitle = {Neue {Perspektiven} auf mathematische {Lehr}-{Lernprozesse} mit digitalen {Medien}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hoffart, Eva and Schneider, Rebecca},
	editor = {Dilling, Frederik and Pielsticker, Felicitas and Witzke, Ingo},
	year = {2022},
	doi = {10.1007/978-3-658-36764-0_1},
	note = {Series Title: MINTUS – Beiträge zur mathematisch-naturwissenschaftlichen Bildung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--23},
	file = {Hoffart und Schneider - 2022 - Ein Weg durch die bunte Welt der Lehr-Lern-Videos .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FW3BX58Z/Hoffart und Schneider - 2022 - Ein Weg durch die bunte Welt der Lehr-Lern-Videos .pdf:application/pdf},
}

@incollection{dilling_forschungs-_2022,
	address = {Wiesbaden},
	title = {Das {Forschungs}- und {Entwicklungsprojekt} {DigiMath4Edu} – {Digitale} {Transformation} im {Bildungsbereich} am {Beispiel} des {Mathematikunterrichts}},
	isbn = {978-3-658-36763-3 978-3-658-36764-0},
	url = {https://link.springer.com/10.1007/978-3-658-36764-0_4},
	language = {de-DE},
	urldate = {2022-05-14},
	booktitle = {Neue {Perspektiven} auf mathematische {Lehr}-{Lernprozesse} mit digitalen {Medien}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Dilling, Frederik and Hörnberger, Kevin and Reifenrath, Magnus and Schneider, Rebecca and Vogler, Amelie and Witzke, Ingo},
	editor = {Dilling, Frederik and Pielsticker, Felicitas and Witzke, Ingo},
	year = {2022},
	doi = {10.1007/978-3-658-36764-0_4},
	note = {Series Title: MINTUS – Beiträge zur mathematisch-naturwissenschaftlichen Bildung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {73--84},
	file = {Dilling et al. - 2022 - Das Forschungs- und Entwicklungsprojekt DigiMath4E.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LJVNYDL3/Dilling et al. - 2022 - Das Forschungs- und Entwicklungsprojekt DigiMath4E.pdf:application/pdf},
}

@incollection{dilling_einsatz_2022,
	address = {Wiesbaden},
	title = {Einsatz digitaler {Medien} in substantiellen {Lernumgebungen} zum {Beweisen} in der {Primarstufe}},
	isbn = {978-3-658-36763-3 978-3-658-36764-0},
	url = {https://link.springer.com/10.1007/978-3-658-36764-0_5},
	language = {de-DE},
	urldate = {2022-05-14},
	booktitle = {Neue {Perspektiven} auf mathematische {Lehr}-{Lernprozesse} mit digitalen {Medien}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Platz, Melanie and Vogler, Anna-Marietha and Wachter, Lukas},
	editor = {Dilling, Frederik and Pielsticker, Felicitas and Witzke, Ingo},
	year = {2022},
	doi = {10.1007/978-3-658-36764-0_5},
	note = {Series Title: MINTUS – Beiträge zur mathematisch-naturwissenschaftlichen Bildung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {85--111},
	file = {Platz et al. - 2022 - Einsatz digitaler Medien in substantiellen Lernumg.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ATMGQNLL/Platz et al. - 2022 - Einsatz digitaler Medien in substantiellen Lernumg.pdf:application/pdf},
}

@incollection{rietmann_beziehungsgestaltung_2018,
	address = {Wiesbaden},
	title = {Beziehungsgestaltung und {Erziehungsberatung} im {Zeitalter} von {Digitalisierung} und {Globalisierung}},
	isbn = {978-3-658-18008-9 978-3-658-18009-6},
	url = {http://link.springer.com/10.1007/978-3-658-18009-6_4},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {Zukunft der {Beratung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Huther, Gerald},
	editor = {Rietmann, Stephan and Sawatzki, Maik},
	year = {2018},
	doi = {10.1007/978-3-658-18009-6_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {73--82},
	file = {Huther - 2018 - Beziehungsgestaltung und Erziehungsberatung im Zei.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7TF7JDIV/Huther - 2018 - Beziehungsgestaltung und Erziehungsberatung im Zei.pdf:application/pdf},
}

@incollection{eder_padagogik_2017,
	address = {München},
	series = {Schriften zur {Medienpädagogik}},
	title = {Pädagogik des {Digitalen}. {Phänomene} – {Potentiale} – {Perspektiven}},
	copyright = {Deutsches Urheberrecht},
	isbn = {978-3-86736-553-6},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=14797},
	abstract = {Thomas Knaus fokussiert in seiner „Pädagogik des Digitalen“ nicht Risiken und Ängste, sondern nimmt die Potentiale in den Blick, die das Digitale für Bildungskontexte und hier insbesondere die Schule bietet. Sie liegen in neuen Möglichkeiten der Gestaltung und Vernetzung – die im Unterricht bislang weitgehend ungenutzt blieben. Wichtig zu beachten wäre: Die bloße Anwesenheit von Technik mache einen Unterricht nicht besser und das Digitale eine Gesellschaft nicht lebenswerter. Thomas Knaus plädiert für einen gesellschaftlichen Diskurs und eine engere Zusammenarbeit der Medienpädagogik mit Disziplinen wie der Informatik und den Ingenieurwissenschaften. Im Rahmen eines Lernens über Medien müsse allen Menschen neben Gestaltungsmöglichkeiten mit Medien auch Kenntnisse der technischen und organisatorischen Bedingungen näher gebracht werden, sprich Algorithmuskritik, um eine kompetente Teilhabe in der digitalen Gesellschaft zu ermöglichen.},
	language = {de-DE},
	number = {53},
	urldate = {2022-04-04},
	booktitle = {Software takes command: {Herausforderungen} der „{Dataizierung}“ für die {Medienpädagogik} in {Theorie} und {Praxis}},
	publisher = {kopaed},
	author = {Thomas, , Knaus},
	editor = {Eder, Sabine and Mikat, Claudia and Tillmann, Angela},
	month = aug,
	year = {2017},
	note = {Publisher: kopaed},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Computer science, Digitale Bildung, Informatics, Informatik, Pädagogik, Kompetenz, Media pedagogics, Medienpädagogik, Teaching, Unterricht, School, Schule, Media competence, Media skills, Media criticism, Medienkritik},
	pages = {49--68},
	file = {Knaus, Thomas - 2017 - Pädagogik des Digitalen. Phänomene – Potentiale – .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9R5CXK5F/Knaus, Thomas - 2017 - Pädagogik des Digitalen. Phänomene – Potentiale – .pdf:application/pdf},
}

@incollection{pfannstiel_burnout_2020,
	address = {Wiesbaden},
	title = {Burnout im digitalen {Zeitalter} – {Entwicklung} und {Etablierung} eines ganzheitlichen {Konzepts} zur {Burnout}-{Prävention} in (innovativen) {Unternehmen}},
	isbn = {978-3-658-28493-0 978-3-658-28494-7},
	url = {http://link.springer.com/10.1007/978-3-658-28494-7_16},
	language = {de-DE},
	urldate = {2022-03-27},
	booktitle = {Transformationsvorhaben mit dem {Enterprise} {Transformation} {Cycle} meistern},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Listopad, Ian W. and Brünner, Gudrun},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2020},
	doi = {10.1007/978-3-658-28494-7_16},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {321--349},
	file = {Listopad und Brünner - 2020 - Burnout im digitalen Zeitalter – Entwicklung und E.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JEPCSB56/Listopad und Brünner - 2020 - Burnout im digitalen Zeitalter – Entwicklung und E.pdf:application/pdf},
}

@incollection{tippelt_digitale_2018,
	address = {Wiesbaden},
	title = {Digitale {Medien} für die {Unterstützung} von {Lehr}-/{Lernprozessen} in der {Weiterbildung}},
	isbn = {978-3-531-19978-8 978-3-531-19979-5},
	url = {http://link.springer.com/10.1007/978-3-531-19979-5_73},
	language = {de-DE},
	urldate = {2022-03-14},
	booktitle = {Handbuch {Erwachsenenbildung}/{Weiterbildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kollar, Ingo and Fischer, Frank},
	editor = {Tippelt, Rudolf and von Hippel, Aiga},
	year = {2018},
	doi = {10.1007/978-3-531-19979-5_73},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1553--1568},
	file = {Kollar und Fischer - 2018 - Digitale Medien für die Unterstützung von Lehr-Le.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9K8B69FF/Kollar und Fischer - 2018 - Digitale Medien für die Unterstützung von Lehr-Le.pdf:application/pdf},
}

@incollection{luthe_digitale_2022,
	address = {Wiesbaden},
	title = {Digitale assistive {Technologien} als {Chancengeber} für eine gleichberechtigte {Teilhabe} in der {Gemeinschaft}},
	isbn = {978-3-658-34026-1 978-3-658-34027-8},
	url = {https://link.springer.com/10.1007/978-3-658-34027-8_12},
	language = {de-DE},
	urldate = {2022-03-14},
	booktitle = {Assistive {Technologien} im {Sozial}- und {Gesundheitssektor}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Leopold, Merle and Ertas-Spantgar, Funda and Müller, Sandra Verena},
	editor = {Luthe, Ernst-Wilhelm and Müller, Sandra Verena and Schiering, Ina},
	year = {2022},
	doi = {10.1007/978-3-658-34027-8_12},
	note = {Series Title: Gesundheit. Politik - Gesellschaft - Wirtschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {225--243},
	file = {Leopold et al. - 2022 - Digitale assistive Technologien als Chancengeber f.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B2XRB67E/Leopold et al. - 2022 - Digitale assistive Technologien als Chancengeber f.pdf:application/pdf},
}

@incollection{luthe_kulturelle_2022,
	address = {Wiesbaden},
	title = {Kulturelle {Teilhabe} von {Menschen} mit {Beeinträchtigungen} – {Chancen} und {Herausforderungen} der {Digitalisierung}},
	isbn = {978-3-658-34026-1 978-3-658-34027-8},
	url = {https://link.springer.com/10.1007/978-3-658-34027-8_14},
	language = {de-DE},
	urldate = {2022-03-14},
	booktitle = {Assistive {Technologien} im {Sozial}- und {Gesundheitssektor}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Münch, Linda and Müller, Sandra Verena},
	editor = {Luthe, Ernst-Wilhelm and Müller, Sandra Verena and Schiering, Ina},
	year = {2022},
	doi = {10.1007/978-3-658-34027-8_14},
	note = {Series Title: Gesundheit. Politik - Gesellschaft - Wirtschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {269--288},
	file = {Münch und Müller - 2022 - Kulturelle Teilhabe von Menschen mit Beeinträchtig.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/737BLRM4/Münch und Müller - 2022 - Kulturelle Teilhabe von Menschen mit Beeinträchtig.pdf:application/pdf},
}

@incollection{kustermann_gestaltungselemente_2021,
	address = {Wiesbaden},
	title = {Gestaltungselemente und {Usability}},
	isbn = {978-3-658-31278-7 978-3-658-31279-4},
	url = {http://link.springer.com/10.1007/978-3-658-31279-4_18},
	abstract = {Zusammenfassung
            Bei der Gestaltung digitaler (Lern-)Umgebungen spielt die Nutzbarkeit oder Usability eine entscheidende Rolle. Das Design der Oberfläche (des Frontend) ermöglicht es Nutzer*innen, eine Software zu bedienen oder auf einer Website zu navigieren. In ihrer optischen Gestaltung spiegelt sich die interne Struktur einer Software oder Website, und eine geringe Usability wird zu Recht den Eindruck vermitteln, dass ein Programm konzeptionell nicht durchdacht ist.},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Selbststudium im digitalen {Wandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Derr, Katja and Mechelke-Schwede, Edith},
	editor = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	year = {2021},
	doi = {10.1007/978-3-658-31279-4_18},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {213--224},
	file = {Derr und Mechelke-Schwede - 2021 - Gestaltungselemente und Usability.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B34A68IV/Derr und Mechelke-Schwede - 2021 - Gestaltungselemente und Usability.pdf:application/pdf;Derr und Mechelke-Schwede - 2021 - Gestaltungselemente und Usability.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8NXDK3IU/Derr und Mechelke-Schwede - 2021 - Gestaltungselemente und Usability.pdf:application/pdf},
}

@incollection{kustermann_formatives_2021,
	address = {Wiesbaden},
	title = {Formatives {E}-{Assessment} und {Diagnostik}},
	isbn = {978-3-658-31278-7 978-3-658-31279-4},
	url = {http://link.springer.com/10.1007/978-3-658-31279-4_10},
	abstract = {Zusammenfassung
            Der Einsatz von Übungsaufgaben und Tests zur Strukturierung des Lernprozesses, zur Aktivierung von Lernenden oder zur Anregung von Reflexion wird unter dem Begriff Formatives Assessment zusammengefasst, in Abgrenzung zum summativen Assessment, das Eingang in eine Gesamtbewertung oder Note findet (siehe auch Kapitel 11). Formative Tests sind auch geeignet, einen Eindruck über den aktuellen Lernstand einer Gruppe oder eines Individuums zu vermitteln und somit dem summativen Assessment vorgeschaltet. Formatives Assessment umfasst also „alle Formen von Leistungsbeurteilung, die Informationen über die Diskrepanz zwischen Lernzielen und aktuellem Lernstand liefern und dadurch den Lehrenden und/oder den Lernenden selbst helfen, den weiteren Lernprozess zu gestalten“ (Klieme et al. 2010, S. 64 f). Der Abgleich der eigenen Kenntnisse mit dem erwarteten Wissensstand sollte möglichst häufig erfolgen, damit sich Missverständnisse und Fehlinterpretationen nicht verfestigen.},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Selbststudium im digitalen {Wandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Derr, Katja},
	editor = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	year = {2021},
	doi = {10.1007/978-3-658-31279-4_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {127--140},
	file = {Derr - 2021 - Formatives E-Assessment und Diagnostik.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KM3JP2BF/Derr - 2021 - Formatives E-Assessment und Diagnostik.pdf:application/pdf;Derr - 2021 - Formatives E-Assessment und Diagnostik.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZE4TTLLN/Derr - 2021 - Formatives E-Assessment und Diagnostik.pdf:application/pdf},
}

@incollection{luthe_pflegebrille_2022,
	address = {Wiesbaden},
	title = {Die {Pflegebrille} als {Instrument} der {Digitalisierung} in der {Pflege}: {Nutzenpotentiale}},
	isbn = {978-3-658-34026-1 978-3-658-34027-8},
	shorttitle = {Die {Pflegebrille} als {Instrument} der {Digitalisierung} in der {Pflege}},
	url = {https://link.springer.com/10.1007/978-3-658-34027-8_29},
	language = {de-DE},
	urldate = {2022-03-14},
	booktitle = {Assistive {Technologien} im {Sozial}- und {Gesundheitssektor}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Prilla, Michael and Recken, Heinrich and Janßen, Marc and Schmidt, Alexander},
	editor = {Luthe, Ernst-Wilhelm and Müller, Sandra Verena and Schiering, Ina},
	year = {2022},
	doi = {10.1007/978-3-658-34027-8_29},
	note = {Series Title: Gesundheit. Politik - Gesellschaft - Wirtschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {735--752},
	file = {Prilla et al. - 2022 - Die Pflegebrille als Instrument der Digitalisierun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8UAYDIZB/Prilla et al. - 2022 - Die Pflegebrille als Instrument der Digitalisierun.pdf:application/pdf},
}

@incollection{bilstein_machtig_2020,
	address = {Wiesbaden},
	title = {Mächtig {Technik}: {Magische} {Maschinen}, digitale {Engel} und das historische {Apriori} der {Smart} {Education}},
	isbn = {978-3-658-11682-8 978-3-658-11683-5},
	shorttitle = {Mächtig {Technik}},
	url = {http://link.springer.com/10.1007/978-3-658-11683-5_14},
	language = {de-DE},
	urldate = {2022-03-14},
	booktitle = {Pädagogische {Anthropologie} der {Technik}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Sorgo, Gabriele},
	editor = {Bilstein, Johannes and Winzen, Matthias and Zirfas, Jörg},
	year = {2020},
	doi = {10.1007/978-3-658-11683-5_14},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {215--233},
	file = {Sorgo - 2020 - Mächtig Technik Magische Maschinen, digitale Enge.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6AMPHRF3/Sorgo - 2020 - Mächtig Technik Magische Maschinen, digitale Enge.pdf:application/pdf},
}

@incollection{kamin_methodologie_2013,
	address = {Wiesbaden},
	title = {Die {Methodologie} der {Grounded} {Theory} als übergeordnetes {Forschungsparadigma}},
	isbn = {978-3-658-02309-6 978-3-658-02310-2},
	url = {http://link.springer.com/10.1007/978-3-658-02310-2_2},
	language = {de-DE},
	urldate = {2020-04-20},
	booktitle = {Beruflich {Pflegende} als {Akteure} in digital unterstützten {Lernwelten}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kamin, Anna-Maria},
	collaborator = {Kamin, Anna-Maria},
	year = {2013},
	doi = {10.1007/978-3-658-02310-2_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {20--28},
	file = {kamin_2013_die_methodologie_der_grounded_theory_als_ubergeordnetes_forschungsparadigma.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7L33B63U/kamin_2013_die_methodologie_der_grounded_theory_als_ubergeordnetes_forschungsparadigma.pdf:application/pdf},
}

@incollection{baecker_einleitung_2021,
	address = {Wiesbaden},
	title = {Einleitung: {Parallele} {Welten} der {Digitalisierung} im {Betrieb}},
	isbn = {978-3-658-35102-1 978-3-658-35103-8},
	shorttitle = {Einleitung},
	url = {https://link.springer.com/10.1007/978-3-658-35103-8_1},
	language = {de-DE},
	urldate = {2022-01-10},
	booktitle = {Parallele {Welten} der {Digitalisierung} im {Betrieb}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Baecker, Dirk and Elsholz, Uwe},
	editor = {Baecker, Dirk and Elsholz, Uwe},
	year = {2021},
	doi = {10.1007/978-3-658-35103-8_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--17},
	file = {Baecker und Elsholz - 2021 - Einleitung Parallele Welten der Digitalisierung i.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6SIE9Y4W/Baecker und Elsholz - 2021 - Einleitung Parallele Welten der Digitalisierung i.pdf:application/pdf},
}

@incollection{kustermann_studien-mathematikvorbereitung_2021,
	address = {Wiesbaden},
	title = {Studien-{Mathematikvorbereitung}},
	isbn = {978-3-658-31278-7 978-3-658-31279-4},
	url = {http://link.springer.com/10.1007/978-3-658-31279-4_4},
	abstract = {Zusammenfassung
            Ausgangssituation des Projekts optes war, dass viele angehende Studierende nicht ausreichend auf die Anforderungen eines (MINT-)Studiums vorbereitet sind: Einerseits fachlich, und zwar im Bereich der Grundlagenmathematik, andererseits überfachlich, also in Bezug auf die Fähigkeit, selbstständig und zielorientiert zu lernen. Auch acht Jahre nach Projektstart hat dieser Befund seine Gültigkeit: Lückenhaftes Wissen und fehlende Routine führen dazu, dass viele Studienanfänger*innen Probleme haben, den Vorlesungen im ersten Semester zu folgen. Wissensdefizite können sich so in kurzer Zeit aufsummieren und den Studienerfolg gefährden.},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Selbststudium im digitalen {Wandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Derr, Katja and Hübl, Reinhold and Huckenbeck, Ulrich and Mechelke-Schwede, Edith and Obermayr, David and Weigel, Miriam},
	editor = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	year = {2021},
	doi = {10.1007/978-3-658-31279-4_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {21--42},
	file = {Derr et al. - 2021 - Studien-Mathematikvorbereitung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/APLUZSZK/Derr et al. - 2021 - Studien-Mathematikvorbereitung.pdf:application/pdf},
}

@incollection{kustermann_adaptives_2021,
	address = {Wiesbaden},
	title = {Adaptives Üben, adaptive {Aufgabentrainings}, {Modelle} grundlegenden {Wissens} und {Könnens}},
	isbn = {978-3-658-31278-7 978-3-658-31279-4},
	url = {http://link.springer.com/10.1007/978-3-658-31279-4_9},
	abstract = {Zusammenfassung
            Das Üben hat in der grundlegenden Konzeption der optes-Kurse einen hohen Stellenwert. Die angehenden Studierenden müssen nicht nur über mathematische Kenntnisse, Fähigkeiten und Fertigkeiten verfügen, sondern diese auch zielgerichtet anwenden können. Für die Konzeption ist auch relevant, dass viele der behandelten mathematischen Themengebiete bereits aus der Schule bekannt sind.},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Selbststudium im digitalen {Wandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Götz, Gerhard and Hamich, Myriam and Pinkernell, Guido and Schönwälder, David and Ullrich, Daniel and Wankerl, Sebastian},
	editor = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	year = {2021},
	doi = {10.1007/978-3-658-31279-4_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {93--126},
	file = {Götz et al. - 2021 - Adaptives Üben, adaptive Aufgabentrainings, Modell.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PCA964EQ/Götz et al. - 2021 - Adaptives Üben, adaptive Aufgabentrainings, Modell.pdf:application/pdf},
}

@incollection{kustermann_e-assessment_2021,
	address = {Wiesbaden},
	title = {E-{Assessment} {Service} {Unit}: {Beratung}, {Konzeption} und {Durchführung} von {E}-{Klausuren}},
	isbn = {978-3-658-31278-7 978-3-658-31279-4},
	shorttitle = {E-{Assessment} {Service} {Unit}},
	url = {http://link.springer.com/10.1007/978-3-658-31279-4_12},
	abstract = {Zusammenfassung
            Seit Beginn des optes-Projekts im Jahr 2012 werden an der Dualen Hochschule Baden-Württemberg (DHBW) Karlsruhe die technischen und organisatorischen Voraussetzungen für die Durchführung elektronischer Klausuren erforscht und in Lehrveranstaltungen umgesetzt.},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Selbststudium im digitalen {Wandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Richter, Anja and Daniel, Manfred},
	editor = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	year = {2021},
	doi = {10.1007/978-3-658-31279-4_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {147--165},
	file = {Richter und Daniel - 2021 - E-Assessment Service Unit Beratung, Konzeption un.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QGIDZHCJ/Richter und Daniel - 2021 - E-Assessment Service Unit Beratung, Konzeption un.pdf:application/pdf},
}

@incollection{kustermann_qualitatssicherung_2021,
	address = {Wiesbaden},
	title = {Qualitätssicherung im optes-{Projekt}},
	isbn = {978-3-658-31278-7 978-3-658-31279-4},
	url = {http://link.springer.com/10.1007/978-3-658-31279-4_25},
	abstract = {Zusammenfassung
            Das Verständnis von Qualität und Qualitätssicherung ist nicht eindeutig definiert, sondern befindet sich in einem stetigen Entwicklungsprozess und wird von unterschiedlichen Akteuren (Unternehmen, Kunden, Wissenschaft) sowie projektbezogen auf verschiedenste Weise interpretiert.},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Selbststudium im digitalen {Wandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schmidt, Christian and Reinmann, Gabi},
	editor = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	year = {2021},
	doi = {10.1007/978-3-658-31279-4_25},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {289--297},
	file = {Schmidt und Reinmann - 2021 - Qualitätssicherung im optes-Projekt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ILAQ5ZLL/Schmidt und Reinmann - 2021 - Qualitätssicherung im optes-Projekt.pdf:application/pdf},
}

@incollection{kustermann_moglichkeiten_2021,
	address = {Wiesbaden},
	title = {Möglichkeiten der {Dissemination} in einem {Verbundprojekt}},
	isbn = {978-3-658-31278-7 978-3-658-31279-4},
	url = {http://link.springer.com/10.1007/978-3-658-31279-4_29},
	abstract = {Zusammenfassung
            Die im optes-Verbundprojekt entwickelten propädeutischen Angebote wurden in erster Linie für die zum Verbundprojekt zugehörigen Hochschulen mit dem Ziel entwickelt, die Studienabbruchquoten bei Studienanfänger*innen insbesondere bei MINT-Studiengängen durch die Nacharbeitung fehlender Mathematikkenntnisse zu senken.},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Selbststudium im digitalen {Wandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Köhler, Daniel},
	editor = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	year = {2021},
	doi = {10.1007/978-3-658-31279-4_29},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {327--329},
	file = {Köhler - 2021 - Möglichkeiten der Dissemination in einem Verbundpr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CPPZYVVK/Köhler - 2021 - Möglichkeiten der Dissemination in einem Verbundpr.pdf:application/pdf},
}

@incollection{kustermann_digitales_2021,
	address = {Wiesbaden},
	title = {Digitales, begleitetes {Selbststudium}},
	isbn = {978-3-658-31278-7 978-3-658-31279-4},
	url = {http://link.springer.com/10.1007/978-3-658-31279-4_2},
	abstract = {Zusammenfassung
            Beim Begriff „Selbststudium“ handelt es sich genauer betrachtet um einen Pleonasmus, denn wer studiert, muss dies – in jedem denkbaren Lernsetting – genau genommen immer selbst tun. Trotzdem hat sich der Begriff in der Hochschullehre etabliert, um den selbstgesteuerten und selbstorganisierten Anteil der Studiertätigkeit hervorzuheben, welcher seit der Bologna-Reform (1999) auch formal durch die Vergabe von Credit Points berücksichtigt wird (Kleß 2017).},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Selbststudium im digitalen {Wandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Paul, Daria and Schmidt, Christian and Reinmann, Gabi and Marquardt, Victoria},
	editor = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	year = {2021},
	doi = {10.1007/978-3-658-31279-4_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {7--15},
	file = {Paul et al. - 2021 - Digitales, begleitetes Selbststudium.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JZX9YL83/Paul et al. - 2021 - Digitales, begleitetes Selbststudium.pdf:application/pdf},
}

@incollection{kustermann_mathematiklehrveranstaltung_2021,
	address = {Wiesbaden},
	title = {Mathematiklehrveranstaltung neu – digital und invertiert},
	isbn = {978-3-658-31278-7 978-3-658-31279-4},
	url = {http://link.springer.com/10.1007/978-3-658-31279-4_22},
	abstract = {Zusammenfassung
            Studierende im ersten Semester stehen in MINT-Fächern vor der Herausforderung, den Übergang von der Schulmathematik zur Hochschulmathematik zu meistern. Im Projekt optes wird das Ziel verfolgt, die Studierenden bei diesem Übergang zu unterstützen. Dieser betrifft nicht nur die Zeit vor der Aufnahme des Studiums, sondern im Besonderen auch die ersten Semester in einem Studiengang mit mathematischen Lehranteilen.},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Selbststudium im digitalen {Wandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Peterfi, Marc and Daniel, Manfred},
	editor = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	year = {2021},
	doi = {10.1007/978-3-658-31279-4_22},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {255--265},
	file = {Peterfi und Daniel - 2021 - Mathematiklehrveranstaltung neu – digital und inve.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UL2BW3QI/Peterfi und Daniel - 2021 - Mathematiklehrveranstaltung neu – digital und inve.pdf:application/pdf},
}

@incollection{kustermann_erratum_2021,
	address = {Wiesbaden},
	title = {Erratum zu: {Selbststudium} im digitalen {Wandel}},
	isbn = {978-3-658-31278-7 978-3-658-31279-4},
	shorttitle = {Erratum zu},
	url = {http://link.springer.com/10.1007/978-3-658-31279-4_32},
	abstract = {Erratum zu:
            
            
              R. Küstermann et al. (Hrsg.),
              
                Selbststudium im digitalen Wandel,
              
              10.1007/978-3-658-31279-4
            
            Die Affiliations der Autoren der folgenden Kapitel wurden geändert. Sie werden nun aktualisiert.},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Selbststudium im digitalen {Wandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	editor = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	year = {2021},
	doi = {10.1007/978-3-658-31279-4_32},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {E1--E1},
	file = {Küstermann et al. - 2021 - Erratum zu Selbststudium im digitalen Wandel.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CQ4MS27P/Küstermann et al. - 2021 - Erratum zu Selbststudium im digitalen Wandel.pdf:application/pdf},
}

@incollection{kustermann_uberfachliche_2021,
	address = {Wiesbaden},
	title = {Überfachliche {Lernmodule}},
	isbn = {978-3-658-31278-7 978-3-658-31279-4},
	url = {http://link.springer.com/10.1007/978-3-658-31279-4_17},
	abstract = {Zusammenfassung
            Neben der Darbietung mathematischer Inhalte birgt optes mit dem E-Tutoring, den E-Klausuren, dem Mentoring und weiteren Formaten umfassende Inhalte weit über den rein mathematischen Kontext hinaus. Ein Ergebnis dieser weitergreifenden Arbeiten sind die überfachlichen Lernmodule, die sich mit unterschiedlichen Themen rund um das Lernen und die Gestaltung des eigenen Studienalltags beschäftigen.},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Selbststudium im digitalen {Wandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fischer, Yvonne},
	editor = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	year = {2021},
	doi = {10.1007/978-3-658-31279-4_17},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {207--212},
	file = {Fischer - 2021 - Überfachliche Lernmodule.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/THPFBCP8/Fischer - 2021 - Überfachliche Lernmodule.pdf:application/pdf},
}

@incollection{kustermann_e-mentoring_2021,
	address = {Wiesbaden},
	title = {E-{Mentoring}},
	isbn = {978-3-658-31278-7 978-3-658-31279-4},
	url = {http://link.springer.com/10.1007/978-3-658-31279-4_19},
	abstract = {Zusammenfassung
            Als Teilprojekt ist E-Mentoring an das Verbundprojekt optes angebunden, mit dem Ziel, Studienanfänger*Innen zeit- und ortsungebunden den Einstieg in ihr MINTStudium zu erleichtern. In diesem Beitrag wird nach einer kurzen allgemeinen Einführung zum Mentoring-Begriff das E-Mentoring-Konzept der Technischen Hochschule Ostwestfalen-Lippe (TH OWL) vorgestellt und dabei insbesondere auf die Ausbildung sowie die einzelnen Aufgabenbereiche der E-Mentor*innen eingegangen.},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Selbststudium im digitalen {Wandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hoffmann, Louise},
	editor = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	year = {2021},
	doi = {10.1007/978-3-658-31279-4_19},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {227--234},
	file = {Hoffmann - 2021 - E-Mentoring.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7YJLZSFX/Hoffmann - 2021 - E-Mentoring.pdf:application/pdf},
}

@incollection{kustermann_projektergebnisse_2021,
	address = {Wiesbaden},
	title = {Projektergebnisse als freie {Bildungsinhalte} ({OER})},
	isbn = {978-3-658-31278-7 978-3-658-31279-4},
	url = {http://link.springer.com/10.1007/978-3-658-31279-4_27},
	abstract = {Zusammenfassung
            Der Zuschlag für die Projektförderung 2012 versetzte die an optes beteiligten Hochschulen in die angenehme Lage, in den folgenden Jahren Maßnahmen für die Verbesserung der Mathematik-Kenntnisse ihrer angehenden Studierenden in den verschiedenen MINT-Fächern entwickeln und umzusetzen zu können. Die in optes zu erstellenden Materialien und Dokumente würden aber mit Sicherheit auch für andere Hochschulen, die keine entsprechende Förderung erhielten, von Interesse sein. Deshalb wurde schon im Projektantrag ein Teilprojekt „Dissemination“ festgelegt. Dessen Hauptaufgabe war es, alle Projektergebnisse interessierten Dritten bereitzustellen.},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Selbststudium im digitalen {Wandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kunkel, Matthias},
	editor = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	year = {2021},
	doi = {10.1007/978-3-658-31279-4_27},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {307--315},
	file = {Kunkel - 2021 - Projektergebnisse als freie Bildungsinhalte (OER).pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6DU8GDQX/Kunkel - 2021 - Projektergebnisse als freie Bildungsinhalte (OER).pdf:application/pdf},
}

@incollection{kustermann_lernmanagementsysteme_2021,
	address = {Wiesbaden},
	title = {Lernmanagementsysteme als {Rahmenbedingung}},
	isbn = {978-3-658-31278-7 978-3-658-31279-4},
	url = {http://link.springer.com/10.1007/978-3-658-31279-4_3},
	abstract = {Zusammenfassung
            Im optes-Projekt wurden eine Vielzahl von inhaltlichen Angeboten entwickelt, die zur Durchführung unterschiedliche softwaretechnische Unterstützung brauchen. Aufgebaut wurde zum Beispiel ein Mathematik-Propädeutikum aus thematisch abgestimmten Vorkursen, in denen Lernmodule und Glossare zur Wissensvermittlung und Tests zum Üben und zum Überprüfen des individuellen Lernstands verwendet werden (siehe Kapitel 14). Elektronische Portfolios wurden benötigt, um den Reflexionsprozess der Lernenden zu unterstützen und ihre Kenntnisse und Fähigkeiten im Rahmen des E-Tutoring-Ansatzes zu dokumentieren (siehe Kapitel 5).},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Selbststudium im digitalen {Wandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kunkel, Matthias},
	editor = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	year = {2021},
	doi = {10.1007/978-3-658-31279-4_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {17--20},
	file = {Kunkel - 2021 - Lernmanagementsysteme als Rahmenbedingung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/798NAPEM/Kunkel - 2021 - Lernmanagementsysteme als Rahmenbedingung.pdf:application/pdf},
}

@incollection{kustermann_curriculum_2021,
	address = {Wiesbaden},
	title = {Curriculum},
	isbn = {978-3-658-31278-7 978-3-658-31279-4},
	url = {http://link.springer.com/10.1007/978-3-658-31279-4_14},
	abstract = {Zusammenfassung
            Während über die Relevanz der Grundlagenmathematik für den Studienerfolg in MINT-Fächern weitgehend Konsens besteht, ist die Frage, welche mathematischen Inhalte diese Grundlagenmathematik ausmachen, deutlich schwieriger zu beantworten. Entsprechend stellte die Entscheidung über die Lerninhalte und den Umfang des optes-Kurs-Curriculums eine große Herausforderung dar.},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Selbststudium im digitalen {Wandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hübl, Reinhold and Derr, Katja and Huckenbeck, Ulrich and Mechelke-Schwede, Edith and Obermayr, David and Weigel, Miriam},
	editor = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	year = {2021},
	doi = {10.1007/978-3-658-31279-4_14},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {177--181},
	file = {Hübl et al. - 2021 - Curriculum.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SZRWREXR/Hübl et al. - 2021 - Curriculum.pdf:application/pdf},
}

@incollection{kustermann_lernmodule_2021,
	address = {Wiesbaden},
	title = {Lernmodule {Grundlagenmathematik}},
	isbn = {978-3-658-31278-7 978-3-658-31279-4},
	url = {http://link.springer.com/10.1007/978-3-658-31279-4_16},
	abstract = {Zusammenfassung
            Kern des didaktischen Konzepts von optes ist die Nutzerführung über Tests und Übungsaufgaben. Da sich die Vorkenntnisse der Kursteilnehmer*innen sehr stark unterscheiden, wird mit diagnostischen Selbsttests gearbeitet, die den Lernenden helfen, das Kursmaterial vorzustrukturieren und Auswahlentscheidungen zu treffen (siehe auch Kapitel 9). Jedem Lernziel in einem LoK (siehe Kapitel 14) ist ein Lernmodul zugeordnet, das die Hintergrundinformationen liefert, die zur Erreichung des Lernziels benötigt werden.},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Selbststudium im digitalen {Wandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Derr, Katja and Hübl, Reinhold and Huckenbeck, Ulrich and Mechelke-Schwede, Edith and Obermayr, David and Weigel, Miriam},
	editor = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	year = {2021},
	doi = {10.1007/978-3-658-31279-4_16},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {193--206},
	file = {Derr et al. - 2021 - Lernmodule Grundlagenmathematik.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7735R7VN/Derr et al. - 2021 - Lernmodule Grundlagenmathematik.pdf:application/pdf},
}

@incollection{kustermann_softwareentwicklungen_2021,
	address = {Wiesbaden},
	title = {Softwareentwicklungen zur {Lernprozessbegleitung}},
	isbn = {978-3-658-31278-7 978-3-658-31279-4},
	url = {http://link.springer.com/10.1007/978-3-658-31279-4_23},
	abstract = {Zusammenfassung
            optes ist über seine beiden Förderphasen hinweg ein vielseitiges und vielschichtiges Projekt. Es wurden viele inhaltliche und methodische Angebote entwickelt, so ist optes in vielerlei Aspekten ein Forschungs- und Organisationsentwicklungs-, aber vor allem auch ein Praxisprojekt. Der projektinterne Anspruch, entwickelte Angebote inhaltlich und methodisch innovativ, zielgruppenorientiert, attraktiv in der Bedienung und verständlich in der Nutzung zu gestalten, macht optes aber auch zu einem Softwareentwicklungsprojekt.},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Selbststudium im digitalen {Wandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Samoila, Oliver},
	editor = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	year = {2021},
	doi = {10.1007/978-3-658-31279-4_23},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {267--272},
	file = {Samoila - 2021 - Softwareentwicklungen zur Lernprozessbegleitung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WTKMYC52/Samoila - 2021 - Softwareentwicklungen zur Lernprozessbegleitung.pdf:application/pdf},
}

@incollection{kustermann_projekt-_2021,
	address = {Wiesbaden},
	title = {Projekt- und {Wissensmanagement} in {Verbundprojekten}},
	isbn = {978-3-658-31278-7 978-3-658-31279-4},
	url = {http://link.springer.com/10.1007/978-3-658-31279-4_24},
	abstract = {Zusammenfassung
            Ein Projekt kennzeichnet sich meist als ein innovatives, bereichsübergreifendes, zeitlich begrenztes sowie ergebnisorientiertes Vorhaben (Kuster et al. 2019, S. 4). Neben inhaltlichen Zielen und fachlichen Auseinandersetzungen fallen auch administrative und strukturelle Aufgaben an. Größere Projektvorhaben, die aus zwei oder mehreren (gleichberechtigten) Partnern bestehen, werden oftmals im Projektverbund organisiert.},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Selbststudium im digitalen {Wandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ivanova, Albena and Kölle, Alexandra and Magdanz, Nina and Schreiber, Anne},
	editor = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	year = {2021},
	doi = {10.1007/978-3-658-31279-4_24},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {275--288},
	file = {Ivanova et al. - 2021 - Projekt- und Wissensmanagement in Verbundprojekten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Y4LVVIGL/Ivanova et al. - 2021 - Projekt- und Wissensmanagement in Verbundprojekten.pdf:application/pdf},
}

@incollection{dilling_mint-pro2digi_2022,
	address = {Wiesbaden},
	title = {{MINT}-{Pro2Digi}: {Authentisches} projektorientiertes mathematisches {Problemlösen} in außerunterrichtlichen digitalen {Kontexten}},
	isbn = {978-3-658-36763-3 978-3-658-36764-0},
	shorttitle = {{MINT}-{Pro2Digi}},
	url = {https://link.springer.com/10.1007/978-3-658-36764-0_3},
	language = {de-DE},
	urldate = {2022-05-14},
	booktitle = {Neue {Perspektiven} auf mathematische {Lehr}-{Lernprozesse} mit digitalen {Medien}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stoffels, Gero and Holten, Kathrin},
	editor = {Dilling, Frederik and Pielsticker, Felicitas and Witzke, Ingo},
	year = {2022},
	doi = {10.1007/978-3-658-36764-0_3},
	note = {Series Title: MINTUS – Beiträge zur mathematisch-naturwissenschaftlichen Bildung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {47--71},
	file = {Stoffels und Holten - 2022 - MINT-Pro2Digi Authentisches projektorientiertes m.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UMA8LTLE/Stoffels und Holten - 2022 - MINT-Pro2Digi Authentisches projektorientiertes m.pdf:application/pdf},
}

@incollection{baecker_betriebliches_2021,
	address = {Wiesbaden},
	title = {Betriebliches {Lernen} in {Zeiten} digitalisierter {Arbeit} – {Analyse}- und {Gestaltungsperspektiven}},
	isbn = {978-3-658-35102-1 978-3-658-35103-8},
	url = {https://link.springer.com/10.1007/978-3-658-35103-8_2},
	language = {de-DE},
	urldate = {2022-01-10},
	booktitle = {Parallele {Welten} der {Digitalisierung} im {Betrieb}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Elsholz, Uwe},
	editor = {Baecker, Dirk and Elsholz, Uwe},
	year = {2021},
	doi = {10.1007/978-3-658-35103-8_2},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {19--39},
	file = {Elsholz - 2021 - Betriebliches Lernen in Zeiten digitalisierter Arb.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9T9X44I4/Elsholz - 2021 - Betriebliches Lernen in Zeiten digitalisierter Arb.pdf:application/pdf},
}

@incollection{baecker_subjektivierung_2021,
	address = {Wiesbaden},
	title = {Subjektivierung im {Digitalisierungsprozess} im {Spiegel} empirischer {Befunde}},
	isbn = {978-3-658-35102-1 978-3-658-35103-8},
	url = {https://link.springer.com/10.1007/978-3-658-35103-8_3},
	language = {de-DE},
	urldate = {2022-01-10},
	booktitle = {Parallele {Welten} der {Digitalisierung} im {Betrieb}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Elsholz, Uwe and Thomas, Martina},
	editor = {Baecker, Dirk and Elsholz, Uwe},
	year = {2021},
	doi = {10.1007/978-3-658-35103-8_3},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {41--53},
	file = {Elsholz und Thomas - 2021 - Subjektivierung im Digitalisierungsprozess im Spie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D6TXALCF/Elsholz und Thomas - 2021 - Subjektivierung im Digitalisierungsprozess im Spie.pdf:application/pdf},
}

@incollection{baecker_arbeit_2021,
	address = {Wiesbaden},
	title = {Arbeit am {Rechner}},
	isbn = {978-3-658-35102-1 978-3-658-35103-8},
	url = {https://link.springer.com/10.1007/978-3-658-35103-8_7},
	language = {de-DE},
	urldate = {2022-01-10},
	booktitle = {Parallele {Welten} der {Digitalisierung} im {Betrieb}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Baecker, Dirk},
	editor = {Baecker, Dirk and Elsholz, Uwe},
	year = {2021},
	doi = {10.1007/978-3-658-35103-8_7},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {135--159},
	file = {Baecker - 2021 - Arbeit am Rechner.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SAGNTQMW/Baecker - 2021 - Arbeit am Rechner.pdf:application/pdf},
}

@incollection{baecker_arbeit_2021-1,
	address = {Wiesbaden},
	title = {Arbeit als aktive {Integration} von {Organisation}, {Technik} und {Produkt}},
	isbn = {978-3-658-35102-1 978-3-658-35103-8},
	url = {https://link.springer.com/10.1007/978-3-658-35103-8_6},
	language = {de-DE},
	urldate = {2022-01-10},
	booktitle = {Parallele {Welten} der {Digitalisierung} im {Betrieb}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Locher, Maximilian},
	editor = {Baecker, Dirk and Elsholz, Uwe},
	year = {2021},
	doi = {10.1007/978-3-658-35103-8_6},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {111--134},
	file = {Locher - 2021 - Arbeit als aktive Integration von Organisation, Te.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RZYVQM54/Locher - 2021 - Arbeit als aktive Integration von Organisation, Te.pdf:application/pdf},
}

@incollection{baecker_digitalisierung_2021,
	address = {Wiesbaden},
	title = {Die {Digitalisierung} der {Arbeit}},
	isbn = {978-3-658-35102-1 978-3-658-35103-8},
	url = {https://link.springer.com/10.1007/978-3-658-35103-8_9},
	language = {de-DE},
	urldate = {2022-01-10},
	booktitle = {Parallele {Welten} der {Digitalisierung} im {Betrieb}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Baecker, Dirk},
	editor = {Baecker, Dirk and Elsholz, Uwe},
	year = {2021},
	doi = {10.1007/978-3-658-35103-8_9},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {193--240},
	file = {Baecker - 2021 - Die Digitalisierung der Arbeit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VA2P6RH9/Baecker - 2021 - Die Digitalisierung der Arbeit.pdf:application/pdf},
}

@incollection{buck_sollten_2020,
	address = {Stuttgart},
	title = {Sollten {Eltern} die {Bilder} ihrer {Kinder} auf sozialen {Medien} teilen dürfen?: Über elterliche {Rechte} und {Pflichten} zum {Schutz} der kindlichen {Privatsphäre}},
	volume = {3},
	isbn = {978-3-476-05672-6 978-3-476-05673-3},
	shorttitle = {Sollten {Eltern} die {Bilder} ihrer {Kinder} auf sozialen {Medien} teilen dürfen?},
	url = {http://link.springer.com/10.1007/978-3-476-05673-3_2},
	abstract = {Der Einzug von digitalen Technologien hat weitreichende Auswirkungen auf die Ethik der Eltern-Kind-Beziehung. In diesem Artikel befassen wir uns unter ethischen Gesichtspunkten mit dem Phänomen des Sharentings, welches sich auf das Veröffentlichen von Inhalten aus dem Leben von Kindern durch ihre Eltern bezieht. Inwieweit sollten Eltern die digitale Identität ihrer Kinder gestalten dürften? Inwieweit steht die Vorprägung ihrer digitalen Identität im Konflikt mit dem Recht des Kindes auf eine offene Zukunft? Welche Pflichten haben Eltern zum Schutz der kindlichen Privatsphäre. Ausgehend von solchen Fragen versuchen wir in diesem Artikel Kriterien für einen ethisch-sensitiven Umgang mit Sharenting zu entwickeln.},
	language = {de-DE},
	urldate = {2022-01-08},
	booktitle = {Neue {Technologien} – neue {Kindheiten}?},
	publisher = {J.B. Metzler},
	author = {Kim, Minkyung and Grote, Thomas},
	editor = {Buck, Marc Fabian and Drerup, Johannes and Schweiger, Gottfried},
	year = {2020},
	doi = {10.1007/978-3-476-05673-3_2},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Techno:Phil – Aktuelle Herausforderungen der Technikphilosophie},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {11--29},
	file = {Kim und Grote - 2020 - Sollten Eltern die Bilder ihrer Kinder auf soziale.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6BHTPQ6G/Kim und Grote - 2020 - Sollten Eltern die Bilder ihrer Kinder auf soziale.pdf:application/pdf},
}

@incollection{kustermann_uben_2021,
	address = {Wiesbaden},
	title = {Üben als reflexive {Praxis} und Übeangebote im {Rahmen} von optes},
	isbn = {978-3-658-31278-7 978-3-658-31279-4},
	url = {http://link.springer.com/10.1007/978-3-658-31279-4_5},
	abstract = {Zusammenfassung
            An vielen Hochschulen werden mathematische Brückenkurse angeboten, um Studierenden den Übergang von der Schule zur Hochschule zu erleichtern. Sie sollen in diesen Angeboten in der Regel Defizite identifizieren und ausgleichen sowie mathematische Inhalte auffrischen und festigen. Während dieses Ziel flächendeckend zu gelten scheint, ist die didaktische Konzeption der Brückenkurse durchaus unterschiedlich.},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Selbststudium im digitalen {Wandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Reinmann, Gabi and Schmidt, Christian and Marquardt, Victoria and Paul, Daria},
	editor = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	year = {2021},
	doi = {10.1007/978-3-658-31279-4_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {43--53},
	file = {Reinmann et al. - 2021 - Üben als reflexive Praxis und Übeangebote im Rahme.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JADI65S3/Reinmann et al. - 2021 - Üben als reflexive Praxis und Übeangebote im Rahme.pdf:application/pdf},
}

@incollection{kustermann_evaluation_2021,
	address = {Wiesbaden},
	title = {Evaluation im {Projekt} optes},
	isbn = {978-3-658-31278-7 978-3-658-31279-4},
	url = {http://link.springer.com/10.1007/978-3-658-31279-4_26},
	abstract = {Zusammenfassung
            Von Beginn an wurde im optes-Verbundprojekt viel Wert darauf gelegt, dass die Projektarbeit gezielt durch Evaluationen begleitet wird. Der Nutzen dieser Maßnahmen liegt in einem fortlaufenden Prozess der (didaktischen) Qualitätssicherung (Reinmann 2004) sowohl der Ergebnisse des Projekts als auch der Prozesse, um diese Ergebnisse zu erzielen. Die Prozessevaluation diente zunächst dazu, die Zusammenarbeit und den Austausch zwischen den Teilprojekten sukzessive zu verbessern; dies hatte auch indirekt Einfluss auf die Projektergebnisse.},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Selbststudium im digitalen {Wandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schmidt, Christian and Marquardt, Victoria and Reinmann, Gabi and Paul, Daria},
	editor = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	year = {2021},
	doi = {10.1007/978-3-658-31279-4_26},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {299--306},
	file = {Schmidt et al. - 2021 - Evaluation im Projekt optes.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MJ9GZY6K/Schmidt et al. - 2021 - Evaluation im Projekt optes.pdf:application/pdf},
}

@incollection{kustermann_transfer_2021,
	address = {Wiesbaden},
	title = {Transfer der {Ergebnisse} in ein {Anwendernetzwerk}},
	isbn = {978-3-658-31278-7 978-3-658-31279-4},
	url = {http://link.springer.com/10.1007/978-3-658-31279-4_30},
	abstract = {Zusammenfassung
            Von Anfang an bestand ein zentraler Kerngedanke des optes-Projekts darin, die intern entwickelten Angebote auch der interessierten Öffentlichkeit zur Verfügung zu stellen.},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Selbststudium im digitalen {Wandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Köhler, Daniel},
	editor = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	year = {2021},
	doi = {10.1007/978-3-658-31279-4_30},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {331--338},
	file = {Köhler - 2021 - Transfer der Ergebnisse in ein Anwendernetzwerk.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VH2X8DUV/Köhler - 2021 - Transfer der Ergebnisse in ein Anwendernetzwerk.pdf:application/pdf},
}

@incollection{kustermann_klassifizierung_2021,
	address = {Wiesbaden},
	title = {Klassifizierung mathematischer {Handlungsaspekte} im optes-{Vorkurs}},
	isbn = {978-3-658-31278-7 978-3-658-31279-4},
	url = {http://link.springer.com/10.1007/978-3-658-31279-4_7},
	abstract = {Zusammenfassung
            Welches mathematische Wissen und Können, welche Fähigkeiten und Fertigkeiten benötigen Studierende eines technischen Studiengangs? Welche Definitionen mathematischer Begriffe sollten sie kennen, welche Rechenverfahren richtig anwenden können, welche mathematischen Beweise sollten sie wiedergeben, nachvollziehen oder selbst finden können? Diese Fragen standen am Anfang der Erstellung des optes-Onlinekurses Mathematik.},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Selbststudium im digitalen {Wandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Roos, Anna-Katharina and Weigand, Hans-Georg and Wörler, Jan Franz},
	editor = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	year = {2021},
	doi = {10.1007/978-3-658-31279-4_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {63--82},
	file = {Roos et al. - 2021 - Klassifizierung mathematischer Handlungsaspekte im.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JMGZCYL4/Roos et al. - 2021 - Klassifizierung mathematischer Handlungsaspekte im.pdf:application/pdf},
}

@incollection{kustermann_schlusswort_2021,
	address = {Wiesbaden},
	title = {Schlusswort},
	isbn = {978-3-658-31278-7 978-3-658-31279-4},
	url = {http://link.springer.com/10.1007/978-3-658-31279-4_31},
	abstract = {Zusammenfassung
            Auf welchem Wege auch immer Sie sich die Beiträge erschlossen haben - linear oder kreuz und quer - wir hoffen, Sie sind reicher geworden. Mindestens an Erkenntnis, im Idealfall an Erfahrung durch den Einsatz der Konzepte und Materialien.},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Selbststudium im digitalen {Wandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Mersch, André},
	editor = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	year = {2021},
	doi = {10.1007/978-3-658-31279-4_31},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {339--340},
	file = {Mersch - 2021 - Schlusswort.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G3QVMWJY/Mersch - 2021 - Schlusswort.pdf:application/pdf},
}

@incollection{kustermann_inverted_2021,
	address = {Wiesbaden},
	title = {Inverted {Precourses}: {Mathematikvorkurse} an der {Technischen} {Hochschule} {Ostwestfalen}-{Lippe}},
	isbn = {978-3-658-31278-7 978-3-658-31279-4},
	shorttitle = {Inverted {Precourses}},
	url = {http://link.springer.com/10.1007/978-3-658-31279-4_21},
	abstract = {Zusammenfassung
            Die Technische Hochschule Ostwestfalen-Lippe (TH OWL) bietet zum Start jedes Wintersemesters für zukünftige Studierende, die Wissenslücken in Englisch und naturwissenschaftlichen Fächern schließen möchten, betreute Präsenz- und Onlinekurse an. Diese Vorkurse bereiten gezielt auf die Anforderungen der Studiengänge vor. Sie helfen dabei, den eigenen Kenntnisstand zu ermitteln und bestehende Defizite auszugleichen.},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Selbststudium im digitalen {Wandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stemmer, Janina},
	editor = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	year = {2021},
	doi = {10.1007/978-3-658-31279-4_21},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {245--254},
	file = {Stemmer - 2021 - Inverted Precourses Mathematikvorkurse an der Tec.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N8R74WBK/Stemmer - 2021 - Inverted Precourses Mathematikvorkurse an der Tec.pdf:application/pdf},
}

@incollection{kustermann_umgang_2021,
	address = {Wiesbaden},
	title = {Umgang mit {Heterogenität} – {Das} {Konzept} der {A}-/{B}-{Kurse}},
	isbn = {978-3-658-31278-7 978-3-658-31279-4},
	url = {http://link.springer.com/10.1007/978-3-658-31279-4_8},
	abstract = {Zusammenfassung
            Durch die zahlreichen Wege zur Erlangung einer Hochschulzugangsberechtigung hat die Heterogenität bei Studienanfänger*innen an den Hochschulen zugenommen (z. B. Biehler et al. 2010 oder Leuders et al. 2017). Neben der grundlegenden Aufarbeitung der Schulmathematik und der spezifischen Vorbereitung der Schulabgänger*innen auf die Studieneingangsphase stellt der Umgang mit der Heterogenität eine zusätzliche Herausforderung bei der Durchführung eines Brückenkurses wie etwa demjenigen von optes dar.},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Selbststudium im digitalen {Wandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Shayanfar, Nikta and Weigand, Hans-Georg},
	editor = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	year = {2021},
	doi = {10.1007/978-3-658-31279-4_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {83--92},
	file = {Shayanfar und Weigand - 2021 - Umgang mit Heterogenität – Das Konzept der A-B-Ku.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YB9QKHBU/Shayanfar und Weigand - 2021 - Umgang mit Heterogenität – Das Konzept der A-B-Ku.pdf:application/pdf},
}

@incollection{sander_schule_2008,
	address = {Wiesbaden},
	title = {Schule und digitale {Medien}},
	isbn = {978-3-531-15016-1 978-3-531-91158-8},
	url = {http://link.springer.com/10.1007/978-3-531-91158-8_74},
	language = {de-DE},
	urldate = {2021-12-11},
	booktitle = {Handbuch {Medienpädagogik}},
	publisher = {VS Verlag für Sozialwissenschaften},
	author = {Herzig, Bardo},
	editor = {Sander, Uwe and von Gross, Friederike and Hugger, Kai-Uwe},
	year = {2008},
	doi = {10.1007/978-3-531-91158-8_74},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {498--504},
	file = {Herzig - 2008 - Schule und digitale Medien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YCSXND8Y/Herzig - 2008 - Schule und digitale Medien.pdf:application/pdf},
}

@incollection{sander_diskussionsfelder_2021,
	address = {Wiesbaden},
	title = {Diskussionsfelder der {Medienpädagogik}: {Identitätskonstruktionen} in digitalen {Welten}},
	isbn = {978-3-658-25090-4},
	shorttitle = {Diskussionsfelder der {Medienpädagogik}},
	url = {https://link.springer.com/10.1007/978-3-658-25090-4_72-1},
	language = {de-DE},
	urldate = {2021-12-11},
	booktitle = {Handbuch {Medienpädagogik}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ganguin, Sonja and Nickel, Julia and Sander, Uwe},
	editor = {Sander, Uwe and von Gross, Friederike and Hugger, Kai-Uwe},
	year = {2021},
	doi = {10.1007/978-3-658-25090-4_72-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--8},
	file = {Ganguin et al. - 2021 - Diskussionsfelder der Medienpädagogik Identitätsk.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FRAZN4VD/Ganguin et al. - 2021 - Diskussionsfelder der Medienpädagogik Identitätsk.pdf:application/pdf},
}

@incollection{furst_case_2020,
	address = {Wiesbaden},
	title = {Case {Study}: {Digital} {Intelligence} {Hub} als {Knowledge} {Center} der digitalen {Transformation} in einer heterogen strukturierten {Einzelhandelsunternehmensgruppe}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	shorttitle = {Case {Study}},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_7},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Poestges, Axel},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {145--164},
	file = {poestges_2020_case_study.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/44HL39S8/poestges_2020_case_study.pdf:application/pdf;poestges_2020_case_study.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LCK65PLF/poestges_2020_case_study.pdf:application/pdf},
}

@incollection{buck_kindliche_2020,
	address = {Stuttgart},
	title = {Kindliche {Selbstbestimmung} in digitalen {Kontexten}: {Medienethische} Überlegungen zur {Privatsphäre} von {Heranwachsenden}},
	volume = {3},
	isbn = {978-3-476-05672-6 978-3-476-05673-3},
	shorttitle = {Kindliche {Selbstbestimmung} in digitalen {Kontexten}},
	url = {http://link.springer.com/10.1007/978-3-476-05673-3_3},
	language = {de-DE},
	urldate = {2022-01-08},
	booktitle = {Neue {Technologien} – neue {Kindheiten}?},
	publisher = {J.B. Metzler},
	author = {Stapf, Ingrid},
	editor = {Buck, Marc Fabian and Drerup, Johannes and Schweiger, Gottfried},
	year = {2020},
	doi = {10.1007/978-3-476-05673-3_3},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Techno:Phil – Aktuelle Herausforderungen der Technikphilosophie},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {31--54},
	file = {Stapf - 2020 - Kindliche Selbstbestimmung in digitalen Kontexten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3HZTJ5IQ/Stapf - 2020 - Kindliche Selbstbestimmung in digitalen Kontexten.pdf:application/pdf},
}

@incollection{baecker_zur_2021,
	address = {Wiesbaden},
	title = {Zur {Bedeutung} organisationalen {Lernens} im {Kontext} der {Digitalisierung} als einem {Lernen} in und über den {Betrieb}},
	isbn = {978-3-658-35102-1 978-3-658-35103-8},
	url = {https://link.springer.com/10.1007/978-3-658-35103-8_4},
	language = {de-DE},
	urldate = {2022-01-10},
	booktitle = {Parallele {Welten} der {Digitalisierung} im {Betrieb}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Thomas, Martina},
	editor = {Baecker, Dirk and Elsholz, Uwe},
	year = {2021},
	doi = {10.1007/978-3-658-35103-8_4},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {55--75},
	file = {Thomas - 2021 - Zur Bedeutung organisationalen Lernens im Kontext .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XU7FJKF2/Thomas - 2021 - Zur Bedeutung organisationalen Lernens im Kontext .pdf:application/pdf},
}

@incollection{furst_wird_2020,
	address = {Wiesbaden},
	title = {Wird die {Krone} der {Schöpfung} auf ein neues {Haupt} gesetzt? {Bewusste} {KI}-{Systeme} im {Fokus} technischer {Entwicklungen}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	shorttitle = {Wird die {Krone} der {Schöpfung} auf ein neues {Haupt} gesetzt?},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_9},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wendland, Karsten},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_9},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {221--240},
	file = {wendland_2020_wird_die_krone_der_schopfung_auf_ein_neues_haupt_gesetzt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/93Z8UZY4/wendland_2020_wird_die_krone_der_schopfung_auf_ein_neues_haupt_gesetzt.pdf:application/pdf;wendland_2020_wird_die_krone_der_schopfung_auf_ein_neues_haupt_gesetzt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ICCG899Z/wendland_2020_wird_die_krone_der_schopfung_auf_ein_neues_haupt_gesetzt.pdf:application/pdf},
}

@incollection{furst_einsatzmoglichkeiten_2020,
	address = {Wiesbaden},
	title = {Einsatzmöglichkeiten {Künstlicher} {Intelligenz} in der {Hochschulbildung} – {Ausgewählte} {Ergebnisse} eines {Systematic} {Review}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_21},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Zawacki-Richter, Olaf and Marin, Victoria and Bond, Melissa and Gouverneur, Franziska},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_21},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {501--517},
	file = {zawacki-richter_et_al_2020_einsatzmoglichkeiten_kunstlicher_intelligenz_in_der_hochschulbildung_–.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/F6KXRVEI/zawacki-richter_et_al_2020_einsatzmoglichkeiten_kunstlicher_intelligenz_in_der_hochschulbildung_–.pdf:application/pdf;zawacki-richter_et_al_2020_einsatzmoglichkeiten_kunstlicher_intelligenz_in_der_hochschulbildung_–.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IL8WZ36Q/zawacki-richter_et_al_2020_einsatzmoglichkeiten_kunstlicher_intelligenz_in_der_hochschulbildung_–.pdf:application/pdf},
}

@incollection{furst_wirkung_2020,
	address = {Wiesbaden},
	title = {Die {Wirkung} digitaler {Medien} im {Schulunterricht} – {Chancen} und {Risiken} der {Digitalisierung} aus erziehungswissenschaftlicher {Sicht}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_15},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Zierer, Klaus},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_15},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {373--386},
	file = {zierer_2020_die_wirkung_digitaler_medien_im_schulunterricht_–_chancen_und_risiken_der.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3R38LI54/zierer_2020_die_wirkung_digitaler_medien_im_schulunterricht_–_chancen_und_risiken_der.pdf:application/pdf;zierer_2020_die_wirkung_digitaler_medien_im_schulunterricht_–_chancen_und_risiken_der.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WPBGF6C8/zierer_2020_die_wirkung_digitaler_medien_im_schulunterricht_–_chancen_und_risiken_der.pdf:application/pdf},
}

@incollection{furst_exkurs_2020,
	address = {Wiesbaden},
	title = {Exkurs {Strukturwandel}: {Modern} {Automotive} – {Null} {Emissionen} versus {SUV}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	shorttitle = {Exkurs {Strukturwandel}},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_6},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gottschalk, Rainer},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {125--143},
	file = {Gottschalk - 2020 - Exkurs Strukturwandel Modern Automotive – Null Em.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WCKFUQWI/Gottschalk - 2020 - Exkurs Strukturwandel Modern Automotive – Null Em.pdf:application/pdf;Gottschalk - 2020 - Exkurs Strukturwandel Modern Automotive – Null Em.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IWKL2HDY/Gottschalk - 2020 - Exkurs Strukturwandel Modern Automotive – Null Em.pdf:application/pdf},
}

@incollection{furst_autonome_2020,
	address = {Wiesbaden},
	title = {Autonome {KI} als {Partner} des {Menschen} – {Ethische} {Perspektiven} im {Spannungsfeld} zwischen {Entscheidungsentlastung} und {Verantwortung}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_11},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Herrmann, Andrea},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_11},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {257--269},
	file = {herrmann_2020_autonome_ki_als_partner_des_menschen_–_ethische_perspektiven_im_spannungsfeld.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U4RPWFS4/herrmann_2020_autonome_ki_als_partner_des_menschen_–_ethische_perspektiven_im_spannungsfeld.pdf:application/pdf;herrmann_2020_autonome_ki_als_partner_des_menschen_–_ethische_perspektiven_im_spannungsfeld.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Y3WCARSS/herrmann_2020_autonome_ki_als_partner_des_menschen_–_ethische_perspektiven_im_spannungsfeld.pdf:application/pdf},
}

@incollection{furst_wissenschaft_2020,
	address = {Wiesbaden},
	title = {Wissenschaft und {Forschung} als {Quelle} der {Potenzialnutzung} von {Digitalisierung} und {Künstlicher} {Intelligenz}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_17},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Grottke, Markus and Steimer, Andreas},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_17},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {419--440},
	file = {Grottke und Steimer - 2020 - Wissenschaft und Forschung als Quelle der Potenzia.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BEZG836Z/Grottke und Steimer - 2020 - Wissenschaft und Forschung als Quelle der Potenzia.pdf:application/pdf;Grottke und Steimer - 2020 - Wissenschaft und Forschung als Quelle der Potenzia.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U52G928Q/Grottke und Steimer - 2020 - Wissenschaft und Forschung als Quelle der Potenzia.pdf:application/pdf},
}

@incollection{furst_zukunftsperspektiven_2020,
	address = {Wiesbaden},
	title = {Zukunftsperspektiven für digital gebildete menschliche und künstliche {Co}-{Intelligenz}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_25},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fürst, Ronny Alexander},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_25},
	note = {ZSCC: 0000000 },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {589--596},
	file = {Fürst - 2020 - Zukunftsperspektiven für digital gebildete menschl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JBS2JYBJ/Fürst - 2020 - Zukunftsperspektiven für digital gebildete menschl.pdf:application/pdf;Fürst - 2020 - Zukunftsperspektiven für digital gebildete menschl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NDLRA7NZ/Fürst - 2020 - Zukunftsperspektiven für digital gebildete menschl.pdf:application/pdf},
}

@incollection{furst_internationale_2020,
	address = {Wiesbaden},
	title = {Internationale {Standortbestimmung} – vom {Exportweltmeister} zum digitalen {Entwicklungsland}?},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_2},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fürst, Ronny Alexander and Grottke, Markus and Sibilio, Alessandro and Steckelberg, Alexander V.},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {27--79},
	file = {Fürst et al. - 2020 - Internationale Standortbestimmung – vom Exportwelt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HTGBFRF3/Fürst et al. - 2020 - Internationale Standortbestimmung – vom Exportwelt.pdf:application/pdf;Fürst et al. - 2020 - Internationale Standortbestimmung – vom Exportwelt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JEBM6872/Fürst et al. - 2020 - Internationale Standortbestimmung – vom Exportwelt.pdf:application/pdf},
}

@incollection{furst_digitale_2020,
	address = {Wiesbaden},
	title = {Digitale {Kompetenzen} in der {Hochschulstrategie} – {Quo} vadis? {Ergebnisse} einer bundesweiten {Schwerpunktstudie} zur {Digitalisierung} an {Hochschulen}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	shorttitle = {Digitale {Kompetenzen} in der {Hochschulstrategie} – {Quo} vadis?},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_18},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gilch, Harald and Beise, Anna Sophie and Krempkow, René and Müller, Marko and Stratmann, Friedrich and Wannemacher, Klaus},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_18},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {443--456},
	file = {Gilch et al. - 2020 - Digitale Kompetenzen in der Hochschulstrategie – Q.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DTSUY3G3/Gilch et al. - 2020 - Digitale Kompetenzen in der Hochschulstrategie – Q.pdf:application/pdf;Gilch et al. - 2020 - Digitale Kompetenzen in der Hochschulstrategie – Q.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B9E2QFE8/Gilch et al. - 2020 - Digitale Kompetenzen in der Hochschulstrategie – Q.pdf:application/pdf},
}

@incollection{furst_herausforderungen_2020,
	address = {Wiesbaden},
	title = {Herausforderungen und {Gefahren} der {Digitalen} {Bildung} in {Deutschland}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_14},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lankau, Ralf},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_14},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {349--372},
	file = {lankau_2020_herausforderungen_und_gefahren_der_digitalen_bildung_in_deutschland.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BV4EHRUE/lankau_2020_herausforderungen_und_gefahren_der_digitalen_bildung_in_deutschland.pdf:application/pdf;lankau_2020_herausforderungen_und_gefahren_der_digitalen_bildung_in_deutschland.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KWVMRHR5/lankau_2020_herausforderungen_und_gefahren_der_digitalen_bildung_in_deutschland.pdf:application/pdf},
}

@incollection{furst_innovative_2020,
	address = {Wiesbaden},
	title = {Innovative {Geschäftsmodelle} und {Künstliche} {Intelligenz}: {Maledictio} et {Benedictio}?},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	shorttitle = {Innovative {Geschäftsmodelle} und {Künstliche} {Intelligenz}},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_3},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rossberger, Robert and Markgraf, Daniel},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {81--96},
	file = {rossberger_markgraf_2020_innovative_geschaftsmodelle_und_kunstliche_intelligenz.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7XTRPI7C/rossberger_markgraf_2020_innovative_geschaftsmodelle_und_kunstliche_intelligenz.pdf:application/pdf;rossberger_markgraf_2020_innovative_geschaftsmodelle_und_kunstliche_intelligenz.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NAGH3MH5/rossberger_markgraf_2020_innovative_geschaftsmodelle_und_kunstliche_intelligenz.pdf:application/pdf},
}

@incollection{furst_stellenanzeigen_2020,
	address = {Wiesbaden},
	title = {Stellenanzeigen spiegeln die {Evolution} der {Kompetenzbedarfe} im {Requirements} {Engineering}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_5},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Herrmann, Andrea},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {111--123},
	file = {herrmann_2020_stellenanzeigen_spiegeln_die_evolution_der_kompetenzbedarfe_im_requirements.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Y26FKEUS/herrmann_2020_stellenanzeigen_spiegeln_die_evolution_der_kompetenzbedarfe_im_requirements.pdf:application/pdf;herrmann_2020_stellenanzeigen_spiegeln_die_evolution_der_kompetenzbedarfe_im_requirements.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/43QWAWMA/herrmann_2020_stellenanzeigen_spiegeln_die_evolution_der_kompetenzbedarfe_im_requirements.pdf:application/pdf},
}

@article{aubakirova_role_2024,
	title = {The role of {Massive} {Open} {Online} {Courses} in transforming academic education and university experience},
	volume = {29},
	issn = {1360-2357, 1573-7608},
	url = {https://link.springer.com/10.1007/s10639-023-12291-6},
	doi = {10.1007/s10639-023-12291-6},
	abstract = {The study aims to investigate the level of motivation and entrepreneurial competencies of students using online distance courses in entrepreneurial learning. Based on the Massive Open Online Courses (MOOCs) program, an experimental group of respondents took the course "How to Start Your Own Business" (March–May 2022), and their results were generated and compared with the control sample. After taking a 12-week course to improve entrepreneurial ability among students (in particular, paying attention to the motivational component of the study), one can note significant shifts in the internal positive motivation of experimental group students after taking this course. Thus, their percentage component increased to 43\% compared to 25\% initially (p = 0.3585). Simultaneously, substantial structural changes were observed in the analysis of students’ entrepreneurial abilities, demonstrating improvements across nearly all assessment items. Future research directions should include studying the integration of MOOCs into academic programs and their impact not only on motivation, but also on success and long-term programs examining the impact of MOOC implementation on the post-graduation success of university students.},
	language = {en-GB},
	number = {1},
	urldate = {2024-01-10},
	journal = {Education and Information Technologies},
	author = {Aubakirova, Saltanat and Kozhamzharova, Maira and Akhmetova, Gaukhar and Artykbayeva, Gulzhan and Iskakova, Zauresh and Zhayabayeva, Ramilya},
	month = jan,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, \#4:Zeitschriftenartikel:MOOC},
	pages = {991--1011},
	file = {Aubakirova et al. - 2024 - The role of Massive Open Online Courses in transfo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PR3676C8/Aubakirova et al. - 2024 - The role of Massive Open Online Courses in transfo.pdf:application/pdf},
}

@article{han_knowledge-based_2023,
	title = {Knowledge-based chatbots: a scale measuring students’ learning experiences in massive open online courses},
	volume = {71},
	issn = {1042-1629, 1556-6501},
	shorttitle = {Knowledge-based chatbots},
	url = {https://link.springer.com/10.1007/s11423-023-10280-7},
	doi = {10.1007/s11423-023-10280-7},
	abstract = {This paper presents our efforts to develop a scale for measuring students’ learning experiences with knowledge-based chatbots in massive open online courses (MOOCs) through three studies. In Study 1, we conducted a qualitative synthesis of the current literature and analyzed students’ open-ended responses regarding their experiences with a knowledgebased chatbot. Consequently, we identified eight salient domains (i.e., social presence, teaching presence, cognitive presence, self-regulation, co-regulation, perceived ease of use, behavioral intention, and enjoyment), resulting in the creation of 53 items. In Study 2, we selected 30 items that received more than 80\% agreement from five experts. Finally, in Study 3, we reported the findings of exploratory and confirmatory factor analyses of the final scale based on student responses (N = 237) and presented 22 items across five domains (i.e., social presence, teaching and cognitive presence, self-regulation, perceived ease of use, and behavioral intention). This research contributes to the current literature by providing an instrument to measure students’ learning experiences with knowledge-based chatbots in MOOCs, which is presently unavailable. The scale developed in this study could be employed for further research aiming to systematically develop knowledge-based chatbots and investigate the relationships between salient factors influencing students’ learning experiences in MOOCs.},
	language = {en-GB},
	number = {6},
	urldate = {2023-12-23},
	journal = {Educational technology research and development},
	author = {Han, Songhee and Hamilton, Xiaofen and Cai, Ying and Shao, Peixia and Liu, Min},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Argumentation, Promotion:Relevanz:4, \#4:Zeitschriftenartikel:MOOC},
	pages = {2431--2456},
	file = {Han et al. - 2023 - Knowledge-based chatbots a scale measuring studen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JSZIUTSH/Han et al. - 2023 - Knowledge-based chatbots a scale measuring studen.pdf:application/pdf},
}

@inproceedings{makwasha_blended_2023,
	title = {Blended learning in the wake of {ICT} infrastructure deficiencies: {The} case of a {Zimbabwean} {University}},
	abstract = {In the wake of debates between actors in the Zimbabwean higher education sector about the effectiveness of e-learning models, it is important to investigate the effectiveness of using blended learning at a time when infrastructure challenges are disrupting ICT access. This paper aims to address this quest for a deeper understanding by investigating students' perceptions of blended learning at a selected Zimbabwean university. Twelve in-depth interviews were conducted with students from a Zimbabwean university that employs blended learning under an interpretivist paradigm. Vygotsky's Zone of Proximal Development (ZPD) was used for conceptualising students' cognitive development and Engestrom's (2003) Third-generation Activity Theory(AT) as a framework for assessing the home and the university activity systems that characterise blended learning. Findings show that blended learning can be implemented in universities with poor ICT infrastructure since asynchronous blended learning using learning management systems such as Moodle allows content to be downloaded from connected areas for offline study. The study contributes to policies on the implementation of blended learning in institutions of higher learning by showing how it enables cognitive development in the ZPD.},
	language = {en-GB},
	author = {Makwasha, Lucia and Takavarasha, Sam Jnr and Mubango, Hazel},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur, \#8:Konferenz-Paper:blended:learning},
	file = {Makwasha et al. - Blended learning in the wake of ICT infrastructure.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CR64YPI5/Makwasha et al. - Blended learning in the wake of ICT infrastructure.pdf:application/pdf},
}

@incollection{dvorecky_digitales_2022,
	title = {Digitales und videogestütztes {Testverfahren} zur {Erfassung} berufskommunikativer {Kompetenzen}},
	volume = {3},
	language = {de-DE},
	booktitle = {Sprachliche {Teilhabe} fördern: {Innovative} {Ansätze} und {Technologien} in {Sprachunterricht} und {Hochschulbildung}},
	author = {Teufele, Lisa},
	editor = {Dvorecký, Michal and Reitbrecht, Sandra and Sorger, Brigitte and Schweiger, Hannes},
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie, zu bearbeiten},
	file = {Dvorecký et al. - Innovative Ansätze und Technologien in Sprachunter.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R3GTJSFH/Dvorecký et al. - Innovative Ansätze und Technologien in Sprachunter.pdf:application/pdf},
}

@incollection{maria_kompetenz_nodate,
	title = {Kompetenz des {Verlernens}},
	abstract = {Im Zuge der Digitalisierung stehen Mitarbeiter:innen der öffentlichen Verwaltung vor großen Herausforderungen. Insbesondere die beschleunigte Produktion von Wissen und dessen immer geringere Halbwertszeit erfordern Anpassungen im gewohnten Arbeitsstil und im Umgang mit neuen Aufgaben und Technologien. Das geforderte Kompetenzprofil wandelt sich: Altes Wissen und bestehende Herangehensweisen sind teils nicht mehr nützlich und müssen verlernt werden. Dazu haben wir eine vorläufige Definition für eine Kompetenz des Verlernens formuliert, bestehende E-Government-Kompetenzmodelle in Bezug auf Verlernen analysiert, Interviews mit sechs Verwaltungsmitarbeiter:innen geführt und die Kompetenzdefinition final angepasst. Zusätzlich haben wir Handlungsempfehlungen formuliert, wie Verwaltungsmitarbeiter:innen praktisch eine Verlernkompetenz entwickeln können. Damit unterstützen wir die Gestaltung von Aus- und Weiterbildungsprogrammen und bieten eine Ergänzung bestehender Kompetenzmodelle.},
	language = {de-DE},
	author = {Maria, Marco Di and Bierschwale, Daniel and Steuck, Paul-Ferdinand and Knackstedt, Ralf},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	file = {Maria et al. - Kompetenz des Verlernens.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E6R8ZPV2/Maria et al. - Kompetenz des Verlernens.pdf:application/pdf},
}

@book{florstedt_informationsvermittlung_2023,
	address = {Wiesbaden},
	title = {Informationsvermittlung und -verarbeitung für {Lernende} und {Lehrende}: {Ein} pädagogisches {Konzept} für die {Ausbildung} von {Luftfahrzeugbesatzungen} im digitalen {Cockpit}},
	isbn = {978-3-658-42750-4 978-3-658-42751-1},
	shorttitle = {Informationsvermittlung und -verarbeitung für {Lernende} und {Lehrende}},
	url = {https://link.springer.com/10.1007/978-3-658-42751-1},
	language = {de-DE},
	urldate = {2023-09-23},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Florstedt, Sebastian},
	year = {2023},
	doi = {10.1007/978-3-658-42751-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#9:Buch:digital:lernen},
	file = {Florstedt - 2023 - Informationsvermittlung und -verarbeitung für Lern.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QQS3ZD85/Florstedt - 2023 - Informationsvermittlung und -verarbeitung für Lern.pdf:application/pdf},
}

@book{bruggemann_edtech-index_nodate,
	series = {Karlsruher {Beiträge} zur Ökonomischen {Bildung}},
	title = {Der {EdTech}-{Index} ({ETX}) - {Beurteilungskriterien} digitaler {Bildungsmaßnahmen} am {Beispiel} der {Beruflichen} {Orientierung}},
	abstract = {Der Megatrend Digitalisierung hat sowohl den Bildungsbereich als auch die Arbeitswelt verändert. Bildungseinrichtungen wie z.B. Schulen stehen vor der Herausforderung, mit digitalen Arbeitsformen und auch Lern- und Lehrangeboten umzugehen. Bildungstechnologie (Educational Technologie oder kurz EdTech) wird dabei als Chance wahrgenommen, die sowohl die digitalen als auch die domänenspezifischen Kompetenzen der Lernenden fördern können. Gerade im Bereich der Beruflichen Orientierung sind unüberschaubar viele digitale Bildungsangebote im EdTech-Bereich entstanden. Diese Angebote unterliegen oft keiner Qualitätssicherung bzw. wissenschaftsorientierten Begründung. Aus diesem Grund ist es erforderlich, dass Maßnahmen der digitalen Beruflichen Orientierung gesichtet, systematisiert sowie anhand von Qualitätskriterien beurteilt werden. Der Beitrag gibt einen Überblick über den Bildungstechnologiemarkt sowie ein Verständnis von adäquaten Qualitätsmerkmalen, die bei einer Bewertung eines digitalen Bildungsangebotes herangezogen werden können. Er geht der Frage nach, nach welchen Qualitätskriterien die Bildungstechnologie (EdTech) im Bereich der Beruflichen Orientierung beurteilt werden kann.},
	language = {de-DE},
	author = {Brüggemann, Tim and Wiepcke, Claudia},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, Digitale Bildung, \#6:Buch:Bildung:Technologie},
	file = {Brüggemann und Wiepcke - Der EdTech-Index (ETX) - Beurteilungskriterien dig.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MIGSS8WZ/Brüggemann und Wiepcke - Der EdTech-Index (ETX) - Beurteilungskriterien dig.pdf:application/pdf},
}

@book{porsch_digitale_2023,
	title = {Digitale {Bildung} im {Lehramtsstudium} während der {Corona}-{Pandemie}. {Befunde}, {Erfahrungen}, {Perspektiven}},
	isbn = {978-3-8309-4694-6},
	url = {https://www.waxmann.com/buch4694},
	abstract = {In der Schule sollen Schüler:innen einen kompetenten Umgang mit digitalen Medien erlernen und so auf eine mündige Teilhabe und Mitwirkung an einer zunehmend digitalisierten Welt vorbereitet werden. Daher ist die Qualifizierung angehender Lehrkräfte im Bereich digitalisierungsbezogener Kompetenzen in allen Phasen der Lehrerbildung von außerordentlicher Bedeutung. Die Professionalisierung von (angehenden) Lehrkräften ist jedoch durch die komplexen gesellschaftlichen Veränderungen der digitalen Transformation vielfältig herausgefordert. Zur Eindämmung der Corona-Pandemie wurden auch Universitäten zeitweise geschlossen und digital durchgeführte Lehrveranstaltungen angeboten. Die Umstellung auf das Lernen im Rahmen synchroner, hybrider und/oder asynchroner Formate stellte für die Mehrzahl der Studierenden ein Novum dar. Dieser Sammelband soll die nationale Befundlage ergänzen und den Fokus auf digitale Bildung im Lehramtsstudium während der Corona-Pandemie legen.},
	language = {de-DE},
	urldate = {2023-05-22},
	publisher = {Waxmann Verlag GmbH},
	editor = {Porsch, Raphaela and Reintjes, Christian},
	month = may,
	year = {2023},
	doi = {10.31244/9783830996941},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Porsch und Reintjes - 2023 - Digitale Bildung im Lehramtsstudium während der Co.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E9D28PAA/Porsch und Reintjes - 2023 - Digitale Bildung im Lehramtsstudium während der Co.pdf:application/pdf},
}

@incollection{heidkamp_birte_e-science_2020,
	title = {E-{Science} und forschendes {Lernen}},
	copyright = {Deutsches Urheberrecht},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=18461},
	abstract = {Die zunehmende Digitalisierung der Wissenschaft, die sich mit dem Begriff E-Science fassen lässt, wird im Artikel "E-Science und forschendes Lernen“ in Bezug zu den Herausforderungen eines forschenden Lernens 2.0 gesetzt. Die Autorin Birte Heidkamp setzt sich mit den Potentialen sowie den theoretischen Aspekten auseinander, die eine integrative Zusammenführung von E-Science, E-Learning 2.0 sowie forschendem Lernen 2.0 mit sich bringt. Neben dieser theoretisch basierten Phänomenanalyse stellt die Autorin Good-Practice-Beispiele vor, die im Rahmen des FLiF-Projektes konzeptioniert und durchgeführt wurden/werden und als Beispiele für ein integratives Zusammenführen der Ansätze E-Science und forschendes Lernen 2.0 verstanden werden können. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-02-17},
	publisher = {Waxmann},
	author = {Heidkamp, Birte},
	collaborator = {Teaching Trends: Offen für neue Wege – Digitale Medien in der Hochschule (2014 : Oldenburg (Oldenburg))},
	month = feb,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildung, Multimedia, Digitale Bildung, Digitalisierung, Digitalization, Hochschullehre, Internet, University lecturing, University teaching, \#6:Buchteil:Bildung:Technologie, University didactics, Science, Sciences, Wissenschaft, Partizipation, Forschungsprozess, Research process, Studierender, practice, Beispielsammlung, Forschungsergebnis, Informations- und Kommunikationstechnologie, Promotion:FH, Research result, Wissenschaftskommunikation},
	file = {Heidkamp, Birte - 2020 - E-Science und forschendes Lernen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CQ3Q77FH/Heidkamp, Birte - 2020 - E-Science und forschendes Lernen.pdf:application/pdf},
}

@book{kergel_david_forschendes_2020,
	title = {Forschendes {Lernen} 2.0. {Lerntheoretische} {Fundierung} und {Good} {Practice}},
	copyright = {Deutsches Urheberrecht},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=18460},
	abstract = {Im Artikel "Forschendes Lernen 2.0 – lerntheoretische Fundierung und Good Practice“ behandelt David Kergel die lerntheoretischen Grundlagen des forschenden Lernens und eines forschenden Lernens 2.0. Ein forschendes Lernen 2.0 setzt sich u.a. mit den Herausforderungen des medialen Wandels auseinander, der Lernen und Forschen zunehmend prägt und seine Wurzeln v.a. in den Bereichen E-Science und E-Learning 2.0 hat. Anhand eines Good-Practice-Beispiels (Das Ich und das Netz – subjektorientiertes E-Learning 2.0), das als Pilotveranstaltung im Sommersemester 2014 an der Carl von Ossietzky Universität durchgeführt und evaluiert worden ist, wird paradigmatisch die Umsetzung des forschenden Lernens 2.0 in der hochschulpädagogischen Praxis vorgestellt. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-02-17},
	publisher = {Waxmann},
	author = {Kergel, David},
	collaborator = {Teaching Trends: Offen für neue Wege – Digitale Medien in der Hochschule (2014 : Oldenburg (Oldenburg))},
	month = feb,
	year = {2020},
	keywords = {Kognition, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, Digitale Bildung, Digitalisierung, Digitalization, Infrastructure, Infrastruktur, Internet, Virtual learning, Learning process, Learning theory, Lernprozess, Lerntheorie, Knowledge, Wissen, Lehrveranstaltung, Constructivism, Konstruktivismus, Beispiel, Wissenschaftskommunikation, \#0:Buch:digital:learning, Behaviorism, Behaviorismus, Behaviourism, Cognition, Discovery learning},
	file = {Kergel, David - 2020 - Forschendes Lernen 2.0. Lerntheoretische Fundierun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L5J2ZFIM/Kergel, David - 2020 - Forschendes Lernen 2.0. Lerntheoretische Fundierun.pdf:application/pdf},
}

@book{muller_werder_seamless_2020,
	title = {Seamless {Learning} – lebenslanges, durchgängiges {Lernen} ermöglichen},
	isbn = {978-3-8309-4244-3},
	url = {https://www.waxmann.com/buch4244},
	language = {de-DE},
	urldate = {2023-02-17},
	publisher = {Waxmann Verlag GmbH},
	editor = {Müller Werder, Claude and Erlemann, Jennifer},
	month = jul,
	year = {2020},
	doi = {10.31244/9783830992448},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Digitale Bildung, \#0:Buch:digital:learning, Seamless Learning},
	file = {Müller Werder und Erlemann - 2020 - Seamless Learning – lebenslanges, durchgängiges Le.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ICJ6GKXM/Müller Werder und Erlemann - 2020 - Seamless Learning – lebenslanges, durchgängiges Le.pdf:application/pdf;Müller Werder und Erlemann - 2020 - Seamless Learning – lebenslanges, durchgängiges Le.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z9FWZK24/Müller Werder und Erlemann - 2020 - Seamless Learning – lebenslanges, durchgängiges Le.pdf:application/pdf},
}

@book{wilmers_bildung_2020,
	title = {Bildung im digitalen {Wandel}: {Die} {Bedeutung} für das pädagogische {Personal} und für die {Aus}- und {Fortbildung}},
	isbn = {978-3-8309-4199-6},
	shorttitle = {Bildung im digitalen {Wandel}},
	url = {https://www.waxmann.com/buch4199},
	abstract = {Dieses Critical Review basiert auf einer Synthese aus 41 größtenteils internationalen empirischen Studien sowie auf kontextbildender Literatur aus Forschung und Praxis aus den Jahren 2016 bis 2019. Es bietet einen Überblick zu Implikationen der Digitalisierung für das Lehrpersonal in der Erwachsenen- und Weiterbildung (nachfolgend: EB/WB) in Bezug auf (1) Kompetenzen, (2) Haltung bzw. Rolle (3) Aus- und Fortbildung sowie (4) relevante Trends. Es zeigt sich, dass die Digitalisierung hohe Anforderungen an die Kompetenzen der Lehrenden in den Bereichen Didaktik, Methodik, Kommunikation, Interaktion und Organisation stellt. Es existieren fundierte Kompetenzmodelle, die sich für die systematische Erfassung der digitalen Kompetenzen eignen, aber noch entsprechend operationalisiert und gegebenenfalls empirisch getestet werden müssen. Die professionelle Haltung von Lehrenden im Umgang mit digitalen Technologien und der zu beobachtende Rollenwandel vom Wissensvermittelnden hin zum Lernbegleitenden insbesondere auch in digitalen Lernformaten sind zentrale Elemente bei der Digitalisierung in der EB/WB. Die Aneignung digitaler Kompetenzen verläuft vor allem informell bzw. im Selbststudium und dementsprechend heterogen. Geeignete Fortbildungsmaßnahmen sollten effizient und praxisnah gestaltet und durch Peers oder die eigene Institution unterstützt werden. Die Themen Kompetenzen, Aus- und Fortbildung sowie der Rollenwandel von Lehrenden im Rahmen der Digitalisierung bleiben auch perspektivisch relevant. Abschließend werden auf Basis des Reviews Implikationen für Forschung, Politik und Bildungspraxis diskutiert.},
	language = {de-DE},
	urldate = {2022-03-12},
	publisher = {Waxmann Verlag GmbH},
	editor = {Wilmers, Annika and Anda, Carolin and Keller, Carolin and Rittberger, Marc},
	month = sep,
	year = {2020},
	doi = {10.31244/9783830991991},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buch:Bildung:Technologie},
	file = {Wilmers et al. - 2020 - Bildung im digitalen Wandel Die Bedeutung für das.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L9ZDBABT/Wilmers et al. - 2020 - Bildung im digitalen Wandel Die Bedeutung für das.pdf:application/pdf;Wilmers et al. - 2020 - Bildung im digitalen Wandel Die Bedeutung für das.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YDEMEEWR/Wilmers et al. - 2020 - Bildung im digitalen Wandel Die Bedeutung für das.pdf:application/pdf;Wilmers et al. - 2020 - Bildung im digitalen Wandel Die Bedeutung für das.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PVAGKH7Q/Wilmers et al. - 2020 - Bildung im digitalen Wandel Die Bedeutung für das.pdf:application/pdf},
}

@article{vogel_konzeption_2022,
	title = {Konzeption von digitalen {Lehr}- und {Lernmedien}},
	doi = {10293.000/30000-2022pdg4058},
	abstract = {Wie sollten digitale Lehr- und Lernmedien für Gesundheits- und Pflegestudiengänge gestaltet werden? Die Universität Rostock, das Deutsches Zentrum für Neurodegenerative Erkrankungen e.V. und die Hochschule Neubrandenburg nahmen sich im For­ schungsverbundprojekt ,Digitales Trainieren von Pflege- und Gesundheitsmanagement' (DigiCare) dieser Frage an. Das ESFgeförderte Projekt erstellte und evaluierte, mitunter durch Verwendung künstlicher Intelligenz, Lehrformate für Pflege- und Gesundheitsstudiengänge, die sowohl unterstützend in der Präsenzlehre als auch in der Distanzlehre eingesetzt werden kön­ nen. Der vorliegende Beitrag gibt einen Überblick über das methodische Vorgehen und die Ergebnisse der DigiCare-Studie am Standort Neubrandenburg.},
	language = {de-DE},
	number = {4},
	journal = {Pädagogik der Gesundheitsberufe},
	author = {Vogel, Jann Niklas and Wachholz, Anne and Schmidt, Stefan},
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, \#7:Zeitschriftenartikel:digital:Medien, Lernsystemarchitektur, Promotion:FU3},
	pages = {225--227},
	file = {Vogel et al. - Konzeption von digitalen Lehr- und Lernmedien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UIJVYBGK/Vogel et al. - Konzeption von digitalen Lehr- und Lernmedien.pdf:application/pdf},
}

@book{aschemann_birgit_glossar_2022,
	title = {Glossar der {Begriffe} im {Wandel}},
	copyright = {Creative Commons Namensnennung 4.0 International},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=25709},
	abstract = {Die digitale Beschleunigung seit 2020 hat zu einer intensivierten und ausdifferenzierten Onlinepraxis in der Erwachsenenbildung geführt. Traditionelle Praktiken des Lehrens und Lernens mussten sich verändern, und dementsprechend sind Begriffe zu ihrer Bezeichnung in Bewegung geraten. Wie sehr das die aktuelle Praxis betrifft und welche Begriffe am meisten irritieren, war Anfang des Jahres 2022 Gegenstand einer Umfrage auf erwachsenenbildung.at. Das vorliegende Glossar bietet Definitionen für die wichtigsten „Begriffe im Wandel" und enthält Empfehlungen zu ihrer praktischen Verwendung in der Erwachsenenbildung. Diese Empfehlungen sollen eine einheitliche und vor allem eindeutige Begriffsverwendung unterstützen und Missverständnisse in der Angebots-Kommunikation reduzieren. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2022-12-30},
	author = {Aschemann, Birgit and Russ-Baumann, Chiara},
	collaborator = {DIPF {\textbar} Leibniz-Institut für Bildungsforschung und Bildungsinformation},
	year = {2022},
	note = {Artwork Size: 56 pages
Publisher: Verein CONEDU : Graz},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, Digitale Bildung, Digitalisierung, Digitalization, Virtual learning, On line, Online, Adult training, Erwachsenenbildung, Definition, \#0:Buch:digital:learning, Begriffswandel, Glossar, Glossary, Hybridtechnik},
	file = {Aschemann, Birgit und Russ-Baumann, Chiara - 2022 - Glossar der Begriffe im Wandel.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3XSFYCR6/Aschemann, Birgit und Russ-Baumann, Chiara - 2022 - Glossar der Begriffe im Wandel.pdf:application/pdf},
}

@book{de_witt_handbuch_2018,
	address = {Wiesbaden},
	title = {Handbuch {Mobile} {Learning}},
	isbn = {978-3-658-19122-1 978-3-658-19123-8},
	url = {http://link.springer.com/10.1007/978-3-658-19123-8},
	language = {de-DE},
	urldate = {2022-08-20},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {de Witt, Claudia and Gloerfeld, Christina},
	year = {2018},
	doi = {10.1007/978-3-658-19123-8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, Digitale Bildung, \#0:Buch:digital:learning, Seamless Learning},
	file = {de Witt und Gloerfeld - 2018 - Handbuch Mobile Learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6KDZMKGT/de Witt und Gloerfeld - 2018 - Handbuch Mobile Learning.pdf:application/pdf;de Witt und Gloerfeld - 2018 - Handbuch Mobile Learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NGL27RL3/de Witt und Gloerfeld - 2018 - Handbuch Mobile Learning.pdf:application/pdf},
}

@book{sammet_vom_2019,
	address = {Berlin, Heidelberg},
	title = {Vom {Trainer} zum agilen {Lernbegleiter}: {So} funktioniert {Lehren} und {Lernen} in digitalen {Zeiten}},
	isbn = {978-3-662-58509-2 978-3-662-58510-8},
	shorttitle = {Vom {Trainer} zum agilen {Lernbegleiter}},
	url = {http://link.springer.com/10.1007/978-3-662-58510-8},
	language = {de-DE},
	urldate = {2022-07-08},
	publisher = {Springer Berlin Heidelberg},
	author = {Sammet, Jürgen and Wolf, Jacqueline},
	year = {2019},
	doi = {10.1007/978-3-662-58510-8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, FernUni-Hagen:MABM:Master-Arbeit, \#9:Buch:digital:lernen},
	file = {Sammet und Wolf - 2019 - Vom Trainer zum agilen Lernbegleiter So funktioni.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QC8JA37H/Sammet und Wolf - 2019 - Vom Trainer zum agilen Lernbegleiter So funktioni.pdf:application/pdf},
}

@incollection{klimsa_technologien_2011,
	address = {München},
	edition = {2., verbesserte und ergänzte Aufl.},
	title = {Technologien für das {Mobile} {Lernen}},
	isbn = {978-3-486-70263-7},
	abstract = {Das Buch behandelt die Themen Wissenschaftliche Grundlagen zum Online-Lernen; Charakteristika des Online-Lernen; Design, Organisation und Werkzeuge des Online-Lernens; Evaluation des Online-Lernens; Online-Lernen in der Praxis},
	language = {de-DE},
	booktitle = {Online-{Lernen}: {Handbuch} für {Wissenschaft} und {Praxis}},
	publisher = {Oldenbourg},
	author = {Herzog, Michael A. and Sieck, Jürgen},
	editor = {Klimsa, Paul and Issing, Ludwig J.},
	year = {2011},
	note = {ZSCC: NoCitationData[s0] 
OCLC: 697485213},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie, FernUni-Hagen:MABM:M3},
	pages = {283--296},
}

@book{niegemann_handbuch_2020,
	address = {Berlin, Heidelberg},
	title = {Handbuch {Bildungstechnologie}: {Konzeption} und {Einsatz} digitaler {Lernumgebungen}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	shorttitle = {Handbuch {Bildungstechnologie}},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9},
	language = {de-DE},
	urldate = {2020-05-13},
	publisher = {Springer Berlin Heidelberg},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, FernUni-Hagen:MABM:M3, FernUni-Hagen:MABM:M7C, \#6:Buch:Bildung:Technologie},
	file = {9783662543672.tif:/Users/jochenhanisch-johannsen/Zotero/storage/GVWCKA8B/9783662543672.tif:image/tiff;Niegemann und Weinberger - 2020 - Handbuch Bildungstechnologie Konzeption und Einsa.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NSGLVA5K/Niegemann und Weinberger - 2020 - Handbuch Bildungstechnologie Konzeption und Einsa.pdf:application/pdf;niegemann_weinberger_2020_handbuch_bildungstechnologie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IM3IPPJ6/niegemann_weinberger_2020_handbuch_bildungstechnologie.pdf:application/pdf},
}

@incollection{niegemann_computer-unterstutzte_2020,
	address = {Berlin, Heidelberg},
	title = {Computer-unterstützte kooperative {Lernszenarien}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9},
	language = {de-DE},
	urldate = {2020-05-13},
	booktitle = {Handbuch {Bildungstechnologie}: {Konzeption} und {Einsatz} digitaler {Lernumgebungen}},
	publisher = {Springer Berlin Heidelberg},
	author = {Weinbgerger, Armin and Hartmann, Christian and Kataja, Lara Johanna and Rummel, Nikol},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie, FernUni-Hagen:MABM:M3},
	pages = {229--246},
	file = {Weinberger et al. - 2020 - Computer-unterstützte kooperative Lernszenarien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X2ZFKPP7/Weinberger et al. - 2020 - Computer-unterstützte kooperative Lernszenarien.pdf:application/pdf},
}

@incollection{niegemann_informatik_2020,
	address = {Berlin, Heidelberg},
	title = {Informatik und {Bildungstechnologie}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9},
	language = {de-DE},
	urldate = {2020-05-13},
	booktitle = {Handbuch {Bildungstechnologie}: {Konzeption} und {Einsatz} digitaler {Lernumgebungen}},
	publisher = {Springer Berlin Heidelberg},
	author = {Rensing, Christoph},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie, FernUni-Hagen:MABM:M3},
	pages = {585--603},
	file = {Rensing - 2020 - Informatik und Bildungstechnologie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7DRHYR3X/Rensing - 2020 - Informatik und Bildungstechnologie.pdf:application/pdf},
}

@incollection{niegemann_was_2020,
	address = {Berlin, Heidelberg},
	title = {Was ist {Bildungstechnologie}?},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9},
	language = {de-DE},
	urldate = {2020-05-13},
	booktitle = {Handbuch {Bildungstechnologie}: {Konzeption} und {Einsatz} digitaler {Lernumgebungen}},
	publisher = {Springer Berlin Heidelberg},
	author = {Niegemann, Helmut and Weinberger, Armin},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, FernUni-Hagen, \#6:Buchteil:Bildung:Technologie, FernUni-Hagen:MABM:M3, FernUni-Hagen:MABM:M4},
	pages = {3--16},
	file = {Niegemann und Weinberger - 2020 - Was ist Bildungstechnologie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B36EPPJN/Niegemann und Weinberger - 2020 - Was ist Bildungstechnologie.pdf:application/pdf},
}

@book{seifert_bildung_2021,
	title = {Bildung, {Wissen} und {Kompetenz}(-en) in digitalen {Medien}: {Was} können, wollen und sollen wir über digital vernetzte {Kommunikation} wissen?},
	copyright = {Creative Commons Attribution 4.0 International},
	shorttitle = {Bildung, {Wissen} und {Kompetenz}(-en) in digitalen {Medien}},
	url = {https://doi.org/10.48541/10.48541/dcr.v8.0},
	abstract = {Die Bedeutung digitaler Kommunikationsmedien für den Wissenserwerb und die Bildung ist in den vergangenen Monaten enorm gewachsen. Die Corona-Pandemie - und damit verbunden der gesellschaftliche Lockdown, der auch den Bildungssektor traf und trifft - hat die Schwachstellen der Digitalisierung an den Schulen in Deutschland schonungslos offengelegt. Diese mussten innerhalb weniger Monate das nachholen, was in anderen Ländern schon weitaus umfassender gelungen ist, nämlich die Digitalisierung des Unterrichts. Bedingt durch die Corona-Pandemie und die damit verbundenen Präsenz-Schulausfälle sind neben der Schule auch weitere Lernorte wichtiger geworden. Dementsprechend spannen die Beiträge in diesem Band einen größeren Rahmen auf und zeigen, an welchen Orten und in welchen Zusammenhängen wir alle mit digitalen Kommunikationsangeboten lernen und Wissen erweitern können und auch müssen. Sie entstanden bereits vor Beginn der Corona-Krise, greifen Fragen des Lernens und des Wissenserwerbs über digital vernetzte Kommunikation auf und beziehen neuere Konzepte von Medienkompetenz mit ein. Dabei wird sowohl die Perspektive der Lehrenden wie auch die der Lernenden eingenommen und auf Basis empirischer Studien gezeigt, wie digitale (Lern-)Angebote wahrgenommen und genutzt bzw. angeeignet werden.},
	language = {de-DE},
	urldate = {2021-12-28},
	publisher = {Freie Universität Berlin},
	author = {Seifert, Markus and Jöckel, Sven},
	collaborator = {Seifert, Markus and Jöckel, Sven},
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Seifert und Jöckel - 2021 - Bildung, Wissen und Kompetenz(-en) in digitalen Me.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/F5T33LU9/Seifert und Jöckel - 2021 - Bildung, Wissen und Kompetenz(-en) in digitalen Me.pdf:application/pdf},
}

@incollection{swertz_bildung_2021,
	title = {Bildung, {Verantwortung} und digitale {Technologien}},
	language = {de-DE},
	author = {Swertz, Christian},
	month = jul,
	year = {2021},
	note = {ZSCC: 0000000},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie, zu bearbeiten},
	pages = {29},
	file = {Swertz - Bildung, Verantwortung und digitale Technologien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LABDSJTR/Swertz - Bildung, Verantwortung und digitale Technologien.pdf:application/pdf;swertz_2021_bildung,_verantwortung_und_digitale_technologie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FLJXN2W8/swertz_2021_bildung,_verantwortung_und_digitale_technologie.pdf:application/pdf},
}

@article{schley_wie_2022,
	title = {Wie zufrieden sind {Studierende} mit der digitalen {Lehre}?: {Eine} empirische {Studie} zum {Einfluss} von {Motivation} und {Studierverhalten}},
	volume = {22},
	issn = {2190-4790},
	shorttitle = {Wie zufrieden sind {Studierende} mit der digitalen {Lehre}?},
	url = {https://www.medienpaed-ludwigsburg.de/article/view/417},
	doi = {10/gp5vw7},
	abstract = {Aufgrund der aktuellen COVID-19-Pandemie wird die Präsenzlehre an Hochschulen in reine Online-Formate umstrukturiert. Studierende müssen ihr Lernverhalten neuen digitalen Formaten und veränderten Rahmenbedingungen anpassen. Vor dem Hintergrund dieser Veränderungen wird in diesem Beitrag der Frage nachgegangen, wie zufrieden Studierende mit der digitalen Lehre sind und welchen Einfluss die Motivation und das Studierverhalten darauf haben. Dazu werden mittels eines adaptierten Online-Fragebogens Studierende des Fachbereichs Erziehungswissenschaft und Psychologie (N=147) der Freien Universität Berlin befragt. Die Regressionsmodelle zeigen, dass Motivation und Selbstbestimmung sowie das Studierverhalten einen Einfluss auf die Zufriedenheit mit der digitalen Lehre haben und einen großen Teil der Varianz in der abhängigen Variable aufklären. Auf Grundlage der Daten können Empfehlungen oder Strategien zur Steigerung der Zufriedenheit der Studierenden mit der digitalen Hochschullehre abgeleitet werden.},
	language = {de-DE},
	urldate = {2022-05-16},
	journal = {Ludwigsburger Beiträge zur Medienpädagogik},
	author = {Schley, Saskia and Buchwald, Lisa},
	month = may,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Promotion:FU2a, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {1--13},
	file = {Schley und Buchwald - 2022 - Wie zufrieden sind Studierende mit der digitalen L.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LGAG79H4/Schley und Buchwald - 2022 - Wie zufrieden sind Studierende mit der digitalen L.pdf:application/pdf},
}

@article{rodrigues_barriers_2024,
	title = {Barriers and facilitators of health professionals in adopting digital health-related tools for medication appropriateness: {A} systematic review},
	volume = {10},
	issn = {2055-2076},
	shorttitle = {Barriers and facilitators of health professionals in adopting digital health-related tools for medication appropriateness},
	doi = {10.1177/20552076231225133},
	abstract = {OBJECTIVE: Digital health is described as the use and development of all types of digital technologies to improve health outcomes. It could be used to prevent medication errors, a priority for health systems worldwide. However, the adoption of such tools remains slow. This study aims to identify factors (attitudes, knowledge and beliefs) acting as barriers and/or facilitators reported by healthcare professionals (HCPs) for the adoption of digital health-related tools for medication appropriateness.
METHODS: A systematic review was performed by searching the literature in the MEDLINE PubMed, and EMBASE scientific databases for original articles regarding qualitative and quantitative data.
RESULTS: Fifteen articles were included and a total of 125 barriers and 108 facilitators were identified, consolidated and categorized into technical (n = 48), organizational (n = 12), economical (n = 4), user-related (n = 34), and patient-related (n = 8) components. The most often reported barriers and facilitators were technical component-related ones concerning the need for additional training (n = 6), the time consumed (n = 6), and the easy way of using or learning how to use the tools (n = 9), respectively. Regarding setting analysis, agreement with clinical decision recommendations and impact on the doctor-patient relationship were more valued in primary care, while the user interface and system design were in the hospital.
CONCLUSIONS: The barriers and facilitators identified in this study provide relevant information to developers and it can be used as a starting point for the designing of successful digital health-related tools, specifically related to medication appropriateness. Future research includes economic evaluation-focused studies and in-depth case studies of specific barriers and facilitators.},
	language = {en-GB},
	journal = {Digital Health},
	author = {Rodrigues, Daniela A. and Roque, Maria and Mateos-Campos, Ramona and Figueiras, Adolfo and Herdeiro, Maria Teresa and Roque, Fátima},
	year = {2024},
	pmid = {38250145},
	pmcid = {PMC10798074},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Promotion:Argumentation, \#0:Zeitschriftenartikel:digital:learning, Datenschutz und IT-Sicherheit, barriers, digital health tools, facilitators, health professionals, medication appropriateness, Systematic review},
	pages = {20552076231225133},
	file = {Rodrigues et al. - 2024 - Barriers and facilitators of health professionals .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/95HPVPWU/Rodrigues et al. - 2024 - Barriers and facilitators of health professionals .pdf:application/pdf},
}

@article{ursin_intraoperative_2024,
	title = {Intraoperative application of mixed and augmented reality for digital surgery: a systematic review of ethical issues},
	volume = {11},
	issn = {2296-875X},
	shorttitle = {Intraoperative application of mixed and augmented reality for digital surgery},
	doi = {10.3389/fsurg.2024.1287218},
	abstract = {INTRODUCTION: Head-mounted displays (HMDs) that superimpose holograms onto patients are of particular surgical interest as they are believed to dramatically change surgical procedures by including safety warning and allowing real-time offsite consultations. Although there are promising benefits of mixed and augmented reality (MR/AR) technologies in surgery, they also raise new ethical concerns. The aim of this systematic review is to determine the full spectrum of ethical issues that is raised for surgeons in the intraoperative application of MR/AR technology.
METHODS: Five bibliographic databases were searched for publications on the use of MR/AR, HMDs and other devices, their intraoperative application in surgery, and ethical issues. We applied qualitative content analysis to the n = 50 articles included. Firstly, we coded the material with deductive categories derived from ethical frameworks for surgical innovations, complications and research. Secondly, clinical aspects with ethical relevance were inductively coded as ethical issues within the main categories. Thirdly, we pooled the ethical issues into themes and sub-themes. We report our findings according to the reporting guideline RESERVE.
RESULTS: We found n = 143 ethical issues across ten main themes, namely patient-physician relationship, informed consent, professionalism, research and innovation, legal and regulatory issues, functioning equipment and optimal operating conditions, allocation of resources, minimizing harm, good communication skills and the ability to exercise sound judgement. The five most prevalent ethical issues are "Need for continuous research and innovation", "Ensuring improvement of the learning curve", "MR/AR enables new maneuvers for surgeons", "Ensuring improvement of comfort, ergonomics, and usability of devices," and "Not withholding MR/AR if it performs better".
CONCLUSIONS: Recognizing the evidence-based limitations of the intraoperative MR/AR application is of paramount importance to avoid ethical issues, but clinical trials in surgery pose particular ethical risks for patients. Regarding the digital surgeon, long-term impact on human workforce, potentially harmful "negative training," i.e., acquiring inappropriate behaviors, and the fear of surveillance need further attention. MR/AR technologies offer not only challenges but significant advantages, promoting a more equitable distribution of surgical expertise and optimizing healthcare. Aligned with the core principle of social justice, these technologies enable surgeons to collaborate globally, improving training conditions and addressing enduring global healthcare inequalities.},
	language = {en-GB},
	journal = {Frontiers in Surgery},
	author = {Ursin, Frank and Timmermann, Cristian and Benzinger, Lasse and Salloch, Sabine and Tietze, Fabian-Alexander},
	year = {2024},
	pmid = {38550794},
	pmcid = {PMC10972963},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Promotion:Argumentation, \#0:Zeitschriftenartikel:digital:learning, Datenschutz und IT-Sicherheit, Promotion:FU4b, Promotion:Relevanz:3, digital health, augmented reality, ethics, extended reality, mixed reality},
	pages = {1287218},
	file = {Ursin et al. - 2024 - Intraoperative application of mixed and augmented .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/69L4YPCB/Ursin et al. - 2024 - Intraoperative application of mixed and augmented .pdf:application/pdf},
}

@article{ugon_teaching_2024,
	title = {Teaching {Module} to {Train} {Students} in the {Participatory} {Design} of {Digital} {Technologies} for {Disability} {Assistance}},
	volume = {310},
	issn = {1879-8365},
	doi = {10.3233/SHTI231152},
	abstract = {Teaching the principles of participatory design to students mainly interested in digital skills is important because user-centered approaches have become essential in the field of new technologies when we want to guarantee that a product will meet the needs of its end-users. Working with technologies dedicated to the disability assistance was considered to be the right application domain. In 2021, ESIEE Paris, a school training students to become engineers with digital skills, created and opened a new teaching module to learn how to follow the principles of participatory design to improve the quality of a project. This paper describes the organization and the conclusions of this experience after two editions of the module.},
	language = {en-GB},
	journal = {Studies in Health Technology and Informatics},
	author = {Ugon, Adrien and Isnard Bagnis, Corinne and Pelayo, Sylvia},
	month = jan,
	year = {2024},
	pmid = {38270002},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Learning, Technology, Humans, teaching, Digital Technology, Disabled Persons, participatory design, Schools, Students},
	pages = {1186--1190},
	file = {Ugon et al. - 2024 - Teaching Module to Train Students in the Participa.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QBEJ6MXI/Ugon et al. - 2024 - Teaching Module to Train Students in the Participa.pdf:application/pdf},
}

@article{ullah_challenges_2024,
	title = {Challenges and barriers of using large language models ({LLM}) such as {ChatGPT} for diagnostic medicine with a focus on digital pathology - a recent scoping review},
	volume = {19},
	issn = {1746-1596},
	doi = {10.1186/s13000-024-01464-7},
	abstract = {BACKGROUND: The integration of large language models (LLMs) like ChatGPT in diagnostic medicine, with a focus on digital pathology, has garnered significant attention. However, understanding the challenges and barriers associated with the use of LLMs in this context is crucial for their successful implementation.
METHODS: A scoping review was conducted to explore the challenges and barriers of using LLMs, in diagnostic medicine with a focus on digital pathology. A comprehensive search was conducted using electronic databases, including PubMed and Google Scholar, for relevant articles published within the past four years. The selected articles were critically analyzed to identify and summarize the challenges and barriers reported in the literature.
RESULTS: The scoping review identified several challenges and barriers associated with the use of LLMs in diagnostic medicine. These included limitations in contextual understanding and interpretability, biases in training data, ethical considerations, impact on healthcare professionals, and regulatory concerns. Contextual understanding and interpretability challenges arise due to the lack of true understanding of medical concepts and lack of these models being explicitly trained on medical records selected by trained professionals, and the black-box nature of LLMs. Biases in training data pose a risk of perpetuating disparities and inaccuracies in diagnoses. Ethical considerations include patient privacy, data security, and responsible AI use. The integration of LLMs may impact healthcare professionals' autonomy and decision-making abilities. Regulatory concerns surround the need for guidelines and frameworks to ensure safe and ethical implementation.
CONCLUSION: The scoping review highlights the challenges and barriers of using LLMs in diagnostic medicine with a focus on digital pathology. Understanding these challenges is essential for addressing the limitations and developing strategies to overcome barriers. It is critical for health professionals to be involved in the selection of data and fine tuning of the models. Further research, validation, and collaboration between AI developers, healthcare professionals, and regulatory bodies are necessary to ensure the responsible and effective integration of LLMs in diagnostic medicine.},
	language = {en-GB},
	number = {1},
	journal = {Diagnostic Pathology},
	author = {Ullah, Ehsan and Parwani, Anil and Baig, Mirza Mansoor and Singh, Rajendra},
	month = feb,
	year = {2024},
	pmid = {38414074},
	pmcid = {PMC10898121},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bewertungsmethoden, Bildungstheorien, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Datenschutz und IT-Sicherheit, Promotion:FU4b, Humans, AI, Artificial Intelligence, Challenges and barriers of using LLMs, ChatGPT, Diagnosis, Computer-Assisted, Diagnostic medicine, Digital pathology, Large learning models, LLMs, ML, Pathology},
	pages = {43},
	file = {Ullah et al. - 2024 - Challenges and barriers of using large language mo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/76ZCQYRY/Ullah et al. - 2024 - Challenges and barriers of using large language mo.pdf:application/pdf},
}

@article{udeozor_measuring_2024,
	title = {Measuring learning in digital games: {Applying} a game-based assessment framework},
	volume = {55},
	issn = {1467-8535},
	shorttitle = {Measuring learning in digital games},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13407},
	doi = {10.1111/bjet.13407},
	abstract = {Digital games (DGs) have the potential to immerse learners in simulated real-world environments that foster contextualised and active learning experiences. These also offer opportunities for performance assessments by providing an environment for students to carry out tasks requiring the application of knowledge and skills learned in the classroom. Although widely used for teaching and learning, there are challenges in using digital game applications for assessment. Designing assessments around tasks in complex learning environments like DGs is not always easy, particularly for educators new to using these technologies for teaching. This paper presents a game-based assessment framework (GBAF) that is designed to be educator-friendly and useful for the design of assessments for immersive learning environments. The application of the framework to the design of embedded and external (multiple-choice questions) assessments is also presented. The GBAF offered an easy and structured basis for the design of two distinct assessments for a computer game. It provides educators with useful guidelines for designing assessments around pre-existing games. Practitioner notes What is already known about this topic Immersive technologies are increasingly being used for teaching and learning due to their benefits to knowledge and skills acquisition. However, for educators interested in using these tools for formal classroom teaching, there is a lack of resources and guidance on assessment designs and implementations. The most commonly used assessment design framework, the evidence-centred design (ECD), is complicated to use, requiring advanced machine learning skills to implement. This has so far limited its use to large-scale computerised and game-based testing. What this paper adds This paper presents a framework developed to guide educators through the design and implementation of assessments when teaching with immersive learning applications. Grounded in the constructive alignment principles and the ECD framework, the game-based assessment framework is designed to help educators align assessment tasks to game tasks and the intended learning outcomes. It also provides step-by-step guidelines for the identification of appropriate immersive applications. It shows the practical application of the framework to the design of embedded (in-game) assessments and external (multiple-choice tests) assessments. Implications for practice and/or policy The framework presented in this paper provides a structured and pedagogically sound basis for the design of assessments when measuring performance, or skills and knowledge acquisition with immersive learning applications.},
	language = {en-GB},
	number = {3},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Udeozor, Chioma and Abegão, Fernando Russo and Glassey, Jarka},
	year = {2024},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13407},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Promotion:FU2b, assessment design, authentic assessment, digital game, game-based assessment, GBAF},
	pages = {957--991},
	file = {Udeozor et al. - 2024 - Measuring learning in digital games Applying a ga.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KLWPR2RJ/Udeozor et al. - 2024 - Measuring learning in digital games Applying a ga.pdf:application/pdf},
}

@article{lin_effects_2024,
	title = {The effects of students’ self-efficacy, self-regulated learning strategy, perceived and actual learning effectiveness: {A} digital game-based learning system},
	issn = {1360-2357, 1573-7608},
	shorttitle = {The effects of students’ self-efficacy, self-regulated learning strategy, perceived and actual learning effectiveness},
	url = {https://link.springer.com/10.1007/s10639-024-12700-4},
	doi = {10.1007/s10639-024-12700-4},
	abstract = {Self-regulated learning (SRL) strategies have been identified as a valuable component of digital game-based learning system (GBLS) activities. However, few studies have focused on the effects of information feedback on self-efficacy, SRL strategies, and perceived and actual learning effectiveness. Social cognitive and SRL theories describe the learning process of monitoring, controlling, and evaluating individual behavior and the corresponding environment. Insufficient information feedback hinders learning using GBLS and results in weak perceived and actual learning effectiveness. Some researchers have investigated the information feedback intervention mechanism and its significance. The partial least square method was used to investigate a convenience sample of 240 undergraduate students to test the proposed hypotheses. The research results indicated that information feedback significantly affects self-efficacy, SRL strategy, and perceived and actual learning effectiveness. Surprisingly, the SRL strategy does not significantly affect actual learning effectiveness. The theoretical and practical implications of this study are discussed.},
	language = {en-GB},
	urldate = {2024-05-09},
	journal = {Education and Information Technologies},
	author = {Lin, Ying-Lien and Wang, Wei-Tsong and Hsieh, Min-Ju},
	month = may,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Bildungstheorien, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU1},
	file = {Lin et al. - 2024 - The effects of students’ self-efficacy, self-regul.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5MIYFALJ/Lin et al. - 2024 - The effects of students’ self-efficacy, self-regul.pdf:application/pdf},
}

@article{zhang_impacts_2024,
	title = {Impacts of task value belief and relational quality on {hMOOC} learner satisfaction in the post-pandemic era: {The} mediating roles of {Learner} {Engagement} and {Knowledge} sharing},
	issn = {1360-2357, 1573-7608},
	shorttitle = {Impacts of task value belief and relational quality on {hMOOC} learner satisfaction in the post-pandemic era},
	url = {https://link.springer.com/10.1007/s10639-024-12695-y},
	doi = {10.1007/s10639-024-12695-y},
	abstract = {Despite the growing importance of MOOCs and their application in face-to-face classes since 2020, driven by the COVID-19 pandemic, existing literature offers limited research on the factors affecting the quality of hybrid MOOC (hMOOC) learning, particularly from a psychological perspective. Thus, based on the 3P model of teaching and learning, this study aims to build a psychological pathway to empirically investigate the indicators of, and their relationship with, hMOOC learning outcomes by examining task value belief and relational quality as presage variables, and learner engagement and knowledge sharing as process variables, leading to learner satisfaction as the product. A self-administered questionnaire was distributed to 750 undergraduate learners with prior experience in hMOOC learning in higher educational institutions of the People’s Republic of China (PRC). Confirmatory factor analysis (CFA), path, and mediation analyses were conducted based on structural equation modeling (SEM). The results confirmed the hypothesis that task value belief and relational quality both significantly influenced learner satisfaction in hMOOCs. Task value belief exerted indirect effects on satisfaction through learner engagement. However, it failed to predict satisfaction through knowledge sharing indirectly. Instead, task value belief affected learner engagement first and then knowledge sharing, which finally impacted satisfaction, revealing the linear relationship of TVB→LE→KS→SA. Moreover, relational quality had an indirect effect on satisfaction through both learner engagement and knowledge sharing, indicating the interrelationships of RQ→LE \& KS→SA. Theoretical and pedagogical implications are discussed in the conclusion.},
	language = {en-GB},
	urldate = {2024-05-09},
	journal = {Education and Information Technologies},
	author = {Zhang, Yunqing and Zheng, Xinmin and Shen, Bin},
	month = may,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Promotion:FU2a, Bildungstheorien, \#4:Zeitschriftenartikel:MOOC},
	file = {Zhang et al. - 2024 - Impacts of task value belief and relational qualit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QL537S64/Zhang et al. - 2024 - Impacts of task value belief and relational qualit.pdf:application/pdf},
}

@article{onah_investigation_2024,
	title = {An investigation of self-regulated learning in a novel {MOOC} platform},
	volume = {36},
	issn = {1042-1726, 1867-1233},
	url = {https://link.springer.com/10.1007/s12528-022-09346-x},
	doi = {10.1007/s12528-022-09346-x},
	abstract = {Despite the proliferation of massive open online courses (MOOCs) and the impressive levels of enrolment they attract, many participants do not complete these courses. High drop-out has been identified as one of the major problems with existing MOOC formats. Our work addresses two factors relating to non-completion. Firstly, MOOCs require a high degree of self-regulated learning (SRL) skills but most do not adequately develop such skills, thus making them inaccessible in practice to many. Related to this is the inflexibility and passivity of many current MOOC formats, preventing individuals from setting their own learning objectives and directing their own learning. This paper presents preliminary findings from an investigation into MOOC learners’ SRL skills and the relationship to how participants learn. Following a design science methodology, we have developed a novel MOOC platform to support learner choice and to assist participants in defining learning goals and developing individual study paths. This paper describes the architecture of the system and presents findings from a pilot MOOC developed on the platform. Our results indicate that there is a high demand for more flexible, self-directed learning but that MOOC learners exhibit deficiencies in specific SRL skills including help seeking and task strategies. The contextualised nature of SRL skills means that even learners with a strong background of formal education may not deploy the best strategies for MOOC learning. This work is of significance to MOOC development in general as it highlights the need for targeted strategies to encourage SRL in MOOC platforms and innovation.},
	language = {en-GB},
	number = {1},
	urldate = {2024-05-09},
	journal = {Journal of Computing in Higher Education},
	author = {Onah, Daniel F. O. and Pang, Elaine L. L. and Sinclair, Jane E.},
	month = apr,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:FU2a, Bildungstheorien, Promotion:Relevanz:4, Lernsystemarchitektur, \#4:Zeitschriftenartikel:MOOC},
	pages = {57--90},
	file = {Onah et al. - 2024 - An investigation of self-regulated learning in a n.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QQ4S2AQB/Onah et al. - 2024 - An investigation of self-regulated learning in a n.pdf:application/pdf},
}

@article{seitle_entwicklung_2024,
	title = {Entwicklung einer {Blended}-{Learning}-{Kompetenz} bei {Masterstudierenden} der {Berufs}- und {Wirtschaftspädagogik}},
	volume = {19},
	copyright = {https://creativecommons.org/licenses/by/4.0},
	issn = {2219-6994},
	url = {https://www.zfhe.at/index.php/zfhe/article/view/1957},
	doi = {10.21240/zfhe/19-01/11},
	abstract = {This paper examines how blended-learning competence can be defined and developed for business and vocational education students through experiential learning. In addition to the commonly accepted digital competences necessary for prospective teachers, this project was also motivated by the amended § 19 Absatz 4 BaySchO (Bayerische Schulordnung), which allows distance learning as part of blended learning upon request at vocational schools in Bavaria. This paper first traces the genesis of the blended learning competence model and then presents a possible method for developing the necessary competences through experiential learning.},
	language = {de-DE},
	number = {1},
	urldate = {2024-03-31},
	journal = {Zeitschrift für Hochschulentwicklung},
	author = {Seitle, Johannes},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU6},
	file = {Seitle - 2024 - Entwicklung einer Blended-Learning-Kompetenz bei M.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7CPUDPPJ/Seitle - 2024 - Entwicklung einer Blended-Learning-Kompetenz bei M.pdf:application/pdf},
}

@article{ravi_learning-transfer-result_2024,
	title = {Learning-transfer-result method of evaluating the effectiveness of massive open online courses in higher education},
	volume = {12},
	url = {https://www.tojsat.net/journals/tojdel/articles/v12i01/v12i01-03.pdf},
	abstract = {The objective of this research is to have a constructive influence on the development of online courses, consequently raising their enrollment, acceptance, and completion rates. Massive Online Open Courses (MOOCs) are designed to make education accessible to all students on a global scale. MOOC platforms have rapidly grown in recent years as a result of the COVID-19 pandemic and even the online learning trend. However, due to variables including course quality, internet connectivity, and lack of exposure, MOOCs' reach has been constrained. Students who sign up for MOOC courses frequently drop out owing to variety of reasons, such as a lack of interest or inadequate learning. The effectiveness of MOOCs among students has been the focus of numerous research. These research help MOOCs develop and expand. Student feedback is a well-liked metric for assessing a MOOC's efficacy. The Learning-Transfer-Result (LTR) technique is suggested in this research as a way to assess the efficiency of MOOCs in higher education. This technique was developed using Student feedback, who registered in various online courses, were asked to provide input under the headings of learning, transfer, and results. The replies were then examined. The findings of this study offer guidance to organizations who intend to produce online content in the future and to improve student retention rates through course customization.},
	language = {en-GB},
	number = {1},
	urldate = {2024-03-23},
	journal = {The Online Journal of Distance Education and e-Learning},
	author = {Ravi, Jayasree},
	month = jan,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU5, \#4:Zeitschriftenartikel:MOOC},
	pages = {6},
	file = {Ravi - 2024 - Learning-transfer-result method of evaluating the .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GAL2ED57/Ravi - 2024 - Learning-transfer-result method of evaluating the .pdf:application/pdf},
}

@article{heinen_schulnetzwerke_2022,
	title = {Schulnetzwerke und {Digitalisierung}: ({Wie}) kann kooperative {Schulentwicklung} zur digitalen {Transformation} beitragen?},
	volume = {49},
	issn = {1424-3636},
	shorttitle = {Schulnetzwerke und {Digitalisierung}},
	url = {https://www.medienpaed.com/article/view/1435},
	doi = {10.21240/mpaed/49/2022.10.13.X},
	abstract = {The cooperation of schools, school authorities and other actors in networks can contribute to initiate and support school development, innovation and transformation processes (Endberg et al. 2020). This article explores the question of how such network cooperations can support the digital transformation at schools. The focus of the article is on school networks that were founded in different contexts and whose concepts were successively developed and expanded. The school networks considered were formed in regions or municipalities in which schools and other stakeholders have come together on the topic of «education in the digital transformation» in order to jointly develop and test steps for integrating digital media into everyday school life. The article analyzes what networking can contribute to (cooperative) school development in the context of digitization and how it is to be organized so that this cooperation – also beyond the own school – can succeed. The article explains the creation of networks and the work in the networks from the perspective of the moderator. The potential of networking to promote cooperative forms of work in the sense of co-construction (Gräsel et al. 2006), which go beyond the mere exchange of information or material, and which contents, applied to the school development dimensions (Rolff 2016; Schulz-Zander 2001; Eickelmann und Gerick 2017) are suitable for cooperation, will be specifically addressed.},
	language = {de-DE},
	urldate = {2024-03-22},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Heinen, Richard and Heinemann, Anna and Diekmann, Daniel and Düttmann, Tobias and Kerres, Michael},
	month = oct,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU3},
	pages = {377--400},
	file = {Heinen et al. - 2022 - Schulnetzwerke und Digitalisierung (Wie) kann koo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VFFSEGUE/Heinen et al. - 2022 - Schulnetzwerke und Digitalisierung (Wie) kann koo.pdf:application/pdf},
}

@article{schlottmann_digitale_2024,
	title = {Digitale {Welt}, digitale {Berufe} – welche digitalen {Kompetenzen} werden von {Fachkräften} gefordert?},
	abstract = {Die rasante Entwicklung digitaler Technologien hat die Art und Weise, wie Unternehmen arbeiten und Geschäfte tätigen, revolutioniert. Unternehmen müssen nun verstärkt auf digitale Kompetenzen achten, um die Nutzung digitaler Tools und Plattformen effektiv zu nutzen, Prozesse zu optimieren, Kunden zu erreichen und der Konkurrenz voraus zu sein. In dieser Studie wird untersucht, welche digitalen Kompetenzen im Bereich der Betriebswirtschaft genannt werden, um die wesentlichen Fähigkeiten, Kenntnisse und Einstellungen zu ermitteln, die in der heutigen Unternehmenslandschaft gefragt sind. Mit Hilfe von Text Mining werden digitale Kompetenzen aus einem umfangreichen Datensatz von 25.000 Stellenanzeigen zu betriebswirtschaftlichen Berufsbildern extrahiert. Die daraus resultierenden empirischen Daten werden analysiert, um zu strukturieren, welche digitalen Kompetenzen im Bereich der Betriebswirtschaft beschrieben werden. Die Studie zeigt, dass zwei spezifische digitale Kompetenzen besonders gefragt sind: die analytische Auswertung mit Hilfe verschiedener Software-Tools und die Kommunikation über soziale Medien. Darüber hinaus besteht ein wachsender Bedarf an der Analyse und Optimierung von Geschäftsprozessen, die ebenfalls überdurchschnittlich wichtig gewertet werden.},
	language = {de-DE},
	author = {Schlottmann, Philipp and Bamberg, Universität},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU6},
	file = {Schlottmann und Bamberg - 2024 - Digitale Welt, digitale Berufe – welche digitalen .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8HELXDYR/Schlottmann und Bamberg - 2024 - Digitale Welt, digitale Berufe – welche digitalen .pdf:application/pdf},
}

@article{merchel_typische_2023,
	title = {Typische {Profile} digitaler {Kompetenzen}: {Eine} clusteranalytische {Untersuchung} digitaler {Kompetenzen} im {Arbeitskontext}},
	issn = {1436-3011, 2198-2775},
	shorttitle = {Typische {Profile} digitaler {Kompetenzen}},
	url = {https://link.springer.com/10.1365/s40702-023-01030-7},
	doi = {10.1365/s40702-023-01030-7},
	abstract = {Typologies reduce the diversity of human characteristics to a small number of proﬁles that represent reality in a simpliﬁed way and thus enable the derivation of organisational interventions. Several typologies with four to seven types or clusters have already been established for people’s dealings with digitalisation by means of the intensity of media use, enthusiasm for digital upheavals or the skills of the employees. In this paper, nine digital competencies of n = 645 employees are recorded in a questionnaire study (October 2021–April 2022). Using a cluster analysis, four typical proﬁles of digital competencies are identiﬁed as (1) enthusiastic, (2) balanced, (3) naïve and (4) rejecting clusters. The four clusters show correlations with perceived organisational learning opportunities, techno-engagement and the personality trait of openness. They precisely reﬂect previous research on the typologisation of employees in dealing with digitalisation. Thus, they represent a generalisable, stable and signiﬁcant pattern that can be used for organisational interventions to increase digital competencies and readiness for digital transformation.},
	language = {de-DE},
	urldate = {2024-01-03},
	journal = {HMD Praxis der Wirtschaftsinformatik},
	author = {Merchel, Robin and Kampschulte, Kathleen and Nauth, Kathrin and Pöppelbuß, Jens},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Datenschutz und IT-Sicherheit, Promotion:FU2b},
	file = {Merchel et al. - 2023 - Typische Profile digitaler Kompetenzen Eine clust.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WM734J5T/Merchel et al. - 2023 - Typische Profile digitaler Kompetenzen Eine clust.pdf:application/pdf},
}

@article{schendzielorz_digitale_2023,
	title = {Digitale {Technologien} in der {Allgemeinmedizin}: {Aktueller} {Stand} und zukünftige {Anforderungen}},
	issn = {1433-6251, 1439-9229},
	shorttitle = {Digitale {Technologien} in der {Allgemeinmedizin}},
	url = {https://link.springer.com/10.1007/s44266-023-00145-w},
	doi = {10.1007/s44266-023-00145-w},
	abstract = {Zusammenfassung
            Die digitale Transformation findet im Gesundheitswesen statt und erfordert eine um digitale Kompetenzen erweiterte berufliche Qualifikation. Einige Fakultäten haben hierfür erste Curricula implementiert. Für den primärärztlich orientierten Brandenburgischen Modellstudiengang Medizin (BMM) wird ein angepasstes Curriculum unter Berücksichtigung der Bedarfe des Lehrpraxennetzwerks des BMM entwickelt. Hierzu wurden die Lehrpraxen mittels Fragebogenstudie befragt, welche digitalen Technologien in der Patient*innenbehandlung genutzt bzw. künftig eingesetzt werden und um welche Kompetenzen die ärztliche Ausbildung ergänzt werden sollte. Es zeigte sich, dass digitale Themen und Technologien mehrheitlich bekannt waren, die Einbindung über gesetzliche Anforderungen jedoch in Konkurrenz zu zeitlichen und monetären Ressourcen stand. Zudem zeigten sich Unsicherheiten in Bezug auf den Umgang mit digitalen Medien, hierbei insbesondere beim Hintergrundwissen zu rechtlichen und technologischen Aspekten des Datenschutzes. Aber auch die Relevanz des direkten Kontakts zwischen Ärzt*innen und Patient*innen wurde besonders betont. Die Einbindung der Lehrpraxen stellt die Grundlage dafür dar, bedarfsorientierte Curricula für die Aus‑, Fort- und Weiterbildung zu entwickeln. Es zeigte sich, dass hier vor allem die zentralen Leitmotive Datenschutz sowie Arzt-Patienten-Beziehung berücksichtigt werden sollten, um das Potenzial der Digitalisierung im Gesundheitswesen für die Patient*innenversorgung bestmöglich zu nutzen. Ziel sollte es sein, die digitalen Technologien als sinnvolle Ergänzung zu den ärztlichen Kernkompetenzen zu integrieren, damit dem medizinischen Personal mehr Zeit für wertschöpfende Tätigkeiten bleibt und die Patient*innen wiederum eine verbesserte Erfahrung und damit Zufriedenheit erleben.
          , 
            Abstract
            The digital transformation is taking place in the healthcare sector and requires that professional qualifications be expanded to include digital competencies. Some medical faculties have already implemented curricula for this. An adapted curriculum is being developed for the primary care-oriented Brandenburg Reformed Medical Study Program, taking into account the needs of the teaching practice network. For this purpose, teaching practices were queried via a questionnaire about which digital technologies are used in patient treatment or will be used in the future and which competencies should be added to medical training. The analysis revealed that the majority were aware of digital topics and technologies, but that implementation due to legal requirements was in competition with time and monetary resources. In addition, there were uncertainties regarding the use of digital media, especially regarding background knowledge of legal and technological aspects of data protection. Furthermore, the importance of direct contact between physicians and patients was also emphasized. The incorporation of teaching practices provides the basis for developing needs-oriented curricula for training and continuing education. It became apparent that the central guiding principles of data protection and physician–patient relationships should be taken into account in order to make the best possible use of the potential of digitalization in healthcare for patient care. The goal should be to integrate digital technologies as a meaningful addition to physicians’ core competencies, so that medical staff have more time for value-added activities and patients in turn benefit from improved experience and, thus, satisfaction.},
	language = {de-DE},
	urldate = {2023-12-23},
	journal = {Zeitschrift für Allgemeinmedizin},
	author = {Schendzielorz, Julia and Harre, Karin and Tarara, Marie and Oess, Stefanie and Holmberg, Christine},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#7:Zeitschriftenartikel:digital:Medien, Datenschutz und IT-Sicherheit, Promotion:FU3},
	file = {Schendzielorz et al. - 2023 - Digitale Technologien in der Allgemeinmedizin Akt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CHVJZFAR/Schendzielorz et al. - 2023 - Digitale Technologien in der Allgemeinmedizin Akt.pdf:application/pdf},
}

@article{pallesche_indikatoren_2023,
	title = {Indikatoren schulischer {Transformationsprozesse} unter den {Bedingungen} von {Digitalität} und {Nachhaltigkeit}},
	volume = {52},
	issn = {1424-3636},
	url = {https://www.medienpaed.com/article/view/1607},
	doi = {10.21240/mpaed/52/2023.02.08.X},
	abstract = {Schulen stehen aktuell vor der zentralen Herausforderung, Kinder und Jugendliche auf eine Welt vorzubereiten, die von wachsender Komplexität und sich zuspitzenden Problemlagen wie dem Klimawandel und einer ungerechten Ressourcenverteilung gekennzeichnet ist. Korrekturen an den Oberflächenstrukturen zeigen in der Breite kaum Erfolg. Lediglich einzelnen Schulen gelingt es, grundlegende Transformationsprozesse hin zu einer nachhaltigeren und gerechteren Gesellschaft auch unter schwierigen Bedingungen anzustossen und umzusetzen. Veränderte kulturelle Praktiken der Kultur der Digitalität gewinnen an diesen Schulen zunehmend an Bedeutung. Im Rahmen des Beitrags werden Ergebnisse einer qualitativ angelegten Studie vorgestellt, in der mithilfe von Gruppendiskussionen unter Lehrenden an «Good-Practice-Schulen» relevante Indikatoren erfolgreicher schulischer Transformationsprozesse induktiv aus dem Material generiert wurden, die in die Beantwortung der Frage münden: Wie gelingt Schultransformation im Spannungsfeld von Digitalität und Nachhaltigkeit?},
	language = {de-DE},
	urldate = {2023-12-21},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Pallesche, Micha},
	month = feb,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU5, Krisenreaktion im Bildungsbereich},
	pages = {149--168},
	file = {Pallesche - 2023 - Indikatoren schulischer Transformationsprozesse un.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VZ8M9H64/Pallesche - 2023 - Indikatoren schulischer Transformationsprozesse un.pdf:application/pdf},
}

@article{ng_online_2023,
	title = {Online learning in management education amid the pandemic: {A} bibliometric and content analysis},
	volume = {21},
	issn = {14728117},
	shorttitle = {Online learning in management education amid the pandemic},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S1472811723000344},
	doi = {10.1016/j.ijme.2023.100796},
	abstract = {The COVID-19 pandemic (2020–2022) had triggered a global crisis which led to the suspension of colleges and universities. Management educators had digitally transformed their teaching to new modalities with digital technologies and adapted to technological solutions. The management students had experienced different online modes of learning and adjusted their methods to the new reality of content delivery. This study aims to discuss opportunities and challenges for management education and facilitate further investigation into the emerging trends on online learning by analyzing the characteristics of management education research and examining the most frequent research themes from 2020 to 2022. A bibliometric analysis is used to review 920 papers retrieved from the Scopus database for exploring key research themes of management education and online learning. The findings revealed that the publications are concentrated in developed countries while European countries had accounted for the largest proportion of the listed publications. Five sub themes are identified for receiving the most scholarly attention, such as pedagogy, technology, assessment methods, learning outcomes or skills, and challenges. After all, the bibliometric and thematic findings identified pivotal theoretical contributions, including fields of online or blended learning and management education converge, to extend the existing online learning theories.},
	language = {en-GB},
	number = {2},
	urldate = {2023-11-22},
	journal = {The International Journal of Management Education},
	author = {Ng, Davy Tsz Kit and Ching, Anthony Chun Hin and Law, Sau Wai},
	month = jul,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, \#0:Zeitschriftenartikel:digital:learning, Krisenreaktion im Bildungsbereich, Promotion:FU3},
	pages = {100796},
	file = {Ng et al. - 2023 - Online learning in management education amid the p.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4ZX7IUYT/Ng et al. - 2023 - Online learning in management education amid the p.pdf:application/pdf},
}

@article{mitchell_multimodal_2023,
	title = {Multimodal learning for emergency department triage implementation: experiences from {Papua} {New} {Guinea} during the {COVID}-19 pandemic},
	volume = {33},
	issn = {26666065},
	shorttitle = {Multimodal learning for emergency department triage implementation},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2666606523000019},
	doi = {10.1016/j.lanwpc.2023.100683},
	abstract = {Background Triage implementation in resource-limited emergency departments (EDs) has traditionally relied on intensive in-person training. This study sought to evaluate the impact of a novel digital-based learning strategy focused on the Interagency Integrated Triage Tool, a three-tier triage instrument recommended by the World Health Organization.},
	language = {en-GB},
	urldate = {2023-11-22},
	journal = {The Lancet Regional Health - Western Pacific},
	author = {Mitchell, Rob and Bornstein, Sarah and Piamnok, Donna and Sebby, Wilma and Kingston, Carl and Tefatu, Rayleen and Kendino, Mangu and Josaiah, Betty and Pole, Jasper and Kuk, Sylvia and Körver, Sarah and Miller, Jean-Philippe and Cole, Travis and Erbs, Andrew and O'Reilly, Gerard and Cameron, Peter and Sengiromo, Duncan and Banks, Colin},
	month = apr,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, \#0:Zeitschriftenartikel:digital:learning, Krisenreaktion im Bildungsbereich, Promotion:FU3},
	pages = {100683},
	file = {Mitchell et al. - 2023 - Multimodal learning for emergency department triag.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/28ENT43H/Mitchell et al. - 2023 - Multimodal learning for emergency department triag.pdf:application/pdf},
}

@article{walgenbach_digitaler_2023,
	title = {Digitaler {Ableismus} im {Feld} der {Bildung}},
	issn = {1424-3636},
	url = {https://www.medienpaed.com/article/view/1754},
	doi = {10/gsr7pg},
	abstract = {The starting point of the article is the thesis that in order to answer the question of the genesis and persistence of digital inequality and discrimination in the field of education, it is also necessary to examine the accompanying hierarchized orders of abilities in the digital space. Based on six theses, this article develops the analytical concept of ‹Digital Ableism›, that lead to a change in perspective towards ability preferences and ability privileges. Digital Ableism is understood as the calibration of digital offerings towards an assumed homogeneous user group, which entails a one-sided preference and hierarchization of abilities considered ‹normal› or ‹natural›. Responsibility for the usability of digital technologies is thereby assigned to users rather than to institutions or providers. In its temporal forms, Digital Ableism is characterized by the post-production of technical solutions to problems. In its schemes of action, it is reactive, additive, and individualizing, producing digital exclusions and inequalities.},
	language = {de-DE},
	urldate = {2023-09-19},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Walgenbach, Katharina},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:FU4a, Promotion:Argumentation, \#7:Zeitschriftenartikel:digital:Medien, Datenschutz und IT-Sicherheit, Krisenreaktion im Bildungsbereich},
	pages = {1--26},
	file = {Walgenbach - 2023 - Digitaler Ableismus im Feld der Bildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UWYUAXVD/Walgenbach - 2023 - Digitaler Ableismus im Feld der Bildung.pdf:application/pdf},
}

@article{heinemann_potenziale_2023,
	title = {Potenziale und {Herausforderungen} von {Forschungssynthesen} im {Kontext} der {Digitalisierung} im {Bildungsbereich} am {Beispiel} des {Critical} {Reviews}},
	volume = {54},
	issn = {1424-3636},
	url = {https://www.medienpaed.com/article/view/1598},
	doi = {10/gsmmpn},
	abstract = {In the context of digitisation in education, research syntheses have great potential to provide systematic overviews of the state of art, especially regarding the dynamic of developments and innovations. Thus, they can be of great value for researchers as well as for members of the practice community. Critical reviews represent a specific type of research synthesis where in addition to giving a structured overview, the included literature is critically analysed and classified. Where appropriate, they connect to existing concepts or models and thus can reveal complementary perspectives on the research field or they contribute to model building. The procedure is oriented towards comprehensively elaborated systematic reviews, but the abbreviated procedure used in the following two cases enables stakeholders to respond quickly to educational hot topics. The critical reviews presented in this contribution refer to the education sectors of school and adult and continuing education. The description of the two case studies and the subsequent discussion of the methodological challenges and potentials serve to reflect on and classify research syntheses, in this case the critical review, in the context of digitisation in education. In addition, implications at the operative level are discussed.},
	language = {de-DE},
	urldate = {2023-08-19},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Heinemann, Anna and Koschorreck, Jan and Wilmers, Annika and Sander, Pia and Leber, Jens},
	month = aug,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:FU4a, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {79--102},
	file = {Heinemann et al. - 2023 - Potenziale und Herausforderungen von Forschungssyn.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HE8RFTT7/Heinemann et al. - 2023 - Potenziale und Herausforderungen von Forschungssyn.pdf:application/pdf},
}

@article{rashid_standards_2023,
	title = {Standards für {Künstliche} {Intelligenz} im {Bildungsbereich}. {Ein} {Dossier} im {Rahmen} des {INVITE}-{Wettbewerbs}},
	copyright = {Creative Commons Namensnennung - Nicht kommerziell - Keine Bearbeitungen 4.0 International},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=26921},
	doi = {10/gskb4v},
	abstract = {Das Dossier bietet einen Überblick über Standardisierungsorganisationen und -aktivitäten im Bereich Künstliche Intelligenz (KI) mit Fokus auf KI-Standards in der allgemeinen und beruflichen Bildung. Es knüpft an die 2021 im selben Projektkontext erarbeitete Publikation „Standards und Empfehlungen zur Umsetzung digitaler Weiterbildungsplattformen in der beruflichen Bildung“ (Reichow, Hochbauer \& Goertz, 2021) an und identifiziert nunmehr relevante KI-Standards, die bei der Entwicklung KI-basierter Anwendungen in der (beruflichen Weiter-)Bildung unterstützen können. Basierend auf einer systematischen Überprüfung von Standards für die Schlüsselbereiche von KI nach bildungsspezifischen Gesichtspunkten wird eine Liste von 24 potenziell hilfreichen KI-Standards vorgelegt. Die verfügbaren KI-Standards betreffen die fünf Themenbereiche Daten; KI-Methoden und -Algorithmen; Datenschutz und Sicherheit der KI; Ethik, Erklärbarkeit und Mensch-Computer-Interaktion sowie Governance und Qualität. Das Dossier richtet sich damit an Entwickler\_innen und andere Personen, die an der Gestaltung und Entwicklung von KI-gestützten Bildungssystemen beteiligt sind.},
	language = {de-DE},
	urldate = {2023-08-02},
	author = {Rashid, Sheikh Faisal and Reichow, Insa and Blanc, Berit},
	collaborator = {{DIPF {\textbar} Leibniz-Institut für Bildungsforschung und Bildungsinformation} and {mmb Institut GmbH} and {Deutsches Forschungszentrum für Künstliche Intelligenz GmbH}},
	year = {2023},
	note = {Artwork Size: 33 pages
Publisher: :null : Berlin},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Technologieintegration, \#7:Zeitschriftenartikel:digital:Medien, Promotion:Weiterführung, Datenschutz und IT-Sicherheit, Bildung, Multimedia, Ethik, Technologie, Further education, Weiterbildung, Education, Berufsbildung, Continuing education, Vocational Education, Standards, Artificial intelligence, Digitale Medien:Bildungsinformatik, Empfehlung, Qualitätsstandard, Standard, Standard setting, Standardisierung},
	pages = {33 pages},
	file = {Rashid et al. - 2023 - Standards für Künstliche Intelligenz im Bildungsbe.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FVGKSUHA/Rashid et al. - 2023 - Standards für Künstliche Intelligenz im Bildungsbe.pdf:application/pdf},
}

@article{kramer_digitalitat_2023,
	title = {Digitalität, {Ethik} und {Bildung}: {Ein} {Narratives} {Review} zur {Systematisierung} eines internationalen {Forschungsfeldes}},
	issn = {1424-3636},
	shorttitle = {Digitalität, {Ethik} und {Bildung}},
	url = {https://www.medienpaed.com/article/view/1518},
	doi = {10/grzwwk},
	abstract = {Ethical questions and rationales have been central to the media pedagogical discourse since its inception. As a currently pressing issue, they reveal the necessity of an ethical frame of reference to operate under the conditions of digitality. Related phenomena such as hate speech or deep fake are frequently researched nationally and internationally. Still, the adopted normative frame and the manner in which moral issues are being reflected upon remain blurred. Against the background of the fuzziness of the current discourse, the divergence of the researched phenomena, the assumed perspectives as well as the cultural heterogeneity of international contributions, we propose a heuristic systematization of the importance of ethical dimensions in media pedagogical domains. Drawing on a narrative review of the literature, we screen empirical studies in the delineated research area and subsequently place them within a developed heuristic, encompassing the three dimensions communication, social structure and agency. Resulting from this approach, we aim at deriving focal topics, implicit knowledge and exemplary lines of argumentation that constitute starting points for further research and theory building.},
	language = {de-DE},
	urldate = {2023-03-25},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Kramer, Michaela and Bedenlier, Svenja and Kammerl, Rudolf},
	month = mar,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:FU4a, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Bildung, Multimedia},
	pages = {115--144},
	file = {Kramer et al. - 2023 - Digitalität, Ethik und Bildung Ein Narratives Rev.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5GRFFFZ2/Kramer et al. - 2023 - Digitalität, Ethik und Bildung Ein Narratives Rev.pdf:application/pdf},
}

@article{greweling_christian_automatisierte_2020,
	title = {Automatisierte {Vorlesungsaufzeichnungen} mit {Opencast} {Matterhorn} an der {Universität} {Osnabrück}. {Wissenswertes} zum praktischen {Einsatz} des {Systems}, die technische {Infrastruktur} und mögliche {Fallstricke}},
	copyright = {Deutsches Urheberrecht},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=18470},
	doi = {10/grsthx},
	abstract = {Das Zentrum für Informationsmanagement und virtuelle Lehre der Universität Osnabrück (virtUOS) betreibt an der Universität Osnabrück einen zentralen Vorlesungsaufzeichnungsdienst. Hierbei werden derzeit ca. 70 Vorlesungen mit fast 1.000 einzelnen Terminen pro Jahr aufgezeichnet. Dieser Dienst ist weitgehend automatisiert und wird mit nur 1,2 Vollzeit-Äquivalenten (VZä) betrieben. Als Basis wird "Opencast Matterhorn" genutzt, eine Open-Source-Software, die sowohl von einer Community aus zahlreichen europäischen und amerikanischen Universitäten als auch von diversen Firmen entwickelt wird. Auch das virtUOS und der ELAN e.V. beteiligen sich an der Weiterentwicklung. In diesem Text soll ein Einblick in den Einsatz von "Matterhorn" und die Entwicklungen rund um "Opencast Matterhorn" gewährt werden. Es wird über praktische Erfahrungen aus dem Betrieb an der Universität Osnabrück berichtet werden. Zusätzlich werden wir einen Blick über den Tellerrand werfen, welche Nutzungszahlen mit Matterhorn an einigen großen Universitäten möglich sind. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-02-17},
	author = {Greweling, Christian and Rolf, Rüdiger and Meyer, Denis},
	collaborator = {Teaching Trends: Offen für neue Wege – Digitale Medien in der Hochschule (2014 : Oldenburg (Oldenburg))},
	month = feb,
	year = {2020},
	note = {Publisher: Waxmann},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, \#7:Zeitschriftenartikel:digital:Medien, Bildung, Multimedia, Hochschullehre, Internet, Promotion:FU4b, Softwaretechnologie, University lecturing, University teaching, Practice, Praxis, Academic sector, Universität, University, Automatisierungstechnik, Deployment, Dienstleistung, Einsatz, Lecture, Osnabrück, Osnabrueck, Services, Videoaufzeichnung, Vorlesung},
	file = {Greweling, Christian et al. - 2020 - Automatisierte Vorlesungsaufzeichnungen mit Openca.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/85C4JXYU/Greweling, Christian et al. - 2020 - Automatisierte Vorlesungsaufzeichnungen mit Openca.pdf:application/pdf},
}

@article{gold_schulische_2022,
	title = {Schulische {Bildung} unter {Berücksichtigung} von {Digitalität} – in {Präsenz} und {Distanz}},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	url = {https://www.biejournals.de/index.php/sfe_ls/article/view/6038},
	doi = {10/gq9tfd},
	abstract = {Wie kann schulische Bildung in einer digitalisierten Welt in der Sekundarstufe I der Laborschule verstanden werden? Wie ordnen sich Kritik- und Demokratiefähigkeit sowie Mündigkeit in einer digitalisierten Welt in dieses Verständnis ein? Wie sollen vor diesem Hintergrund digitale Medien in den Unterrichts- und Schulalltag integriert werden? Mit diesen Fragen hat das Forschungs- und Entwicklungsprojekt „Bildung in einer digitalisierten Welt im Unterrichts- und Schulalltag der Sekundarstufe I der Laborschule“ Anfang 2020 die Arbeit aufgenommen und sich auf den Weg gemacht, das Medienkonzept der Laborschule Bielefeld (weiter) zu entwickeln. Dieser Beitrag zeichnet nach, wie die COVID-19-Pandemie den Forschungszugang der Gruppe verändert und wie die Ergebnisse aus den in den Pandemiejahren durchgeführten Studien für das ursprüngliche Ziel, die Weiterentwicklung des Medienkonzeptes, nutzbar gemacht werden.},
	language = {de-DE},
	urldate = {2022-11-22},
	journal = {Schule – Forschen – Entwickeln. Beiträge zur Forschung und Entwicklung der Laborschule Bielefeld},
	author = {Gold, Johanna and Hartmann, Ulrich and Hofmann, Cornelia and Demiroğulları, Aslı and Kaiser, Sabine},
	month = nov,
	year = {2022},
	note = {Artwork Size: 107-121 Seiten
Publisher: Schule – Forschen – Entwickeln. Beiträge zur Forschung und Entwicklung der Laborschule Bielefeld},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Krisenreaktion im Bildungsbereich, Promotion:FU3},
	pages = {107--121 Seiten},
	file = {Gold et al. - 2022 - Schulische Bildung unter Berücksichtigung von Digi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7GBJMTKZ/Gold et al. - 2022 - Schulische Bildung unter Berücksichtigung von Digi.pdf:application/pdf},
}

@article{maurer_digitale_2022,
	title = {Digitale {Lerntherapie}: {Neue} {Wege} während der {Corona}-{Pandemie}},
	volume = {46},
	issn = {1424-3636},
	shorttitle = {Digitale {Lerntherapie}},
	url = {https://www.medienpaed.com/article/view/1176},
	doi = {10.21240/mpaed/46/2022.01.18.X},
	abstract = {Due to the Corona pandemic, school life and learning has changed for children and adolescents in Germany since March 2020 for a longer period. Likewise, educational therapy could not take place as usual due to the contact restrictions. Educational therapy provides support to students who have difficulties in reading, writing and/or arithmetic. Aim of this study is to determine how educational therapy took place since the beginning of the Corona pandemic and how media literacy and competence in distance educational therapy are estimated by educational therapists. The nationwide study was conducted between June and November 2020 via an online survey. Sixty-nine educational therapists participated (female = 60; 87 \%; age: M = 50.18; SD = 8.76). Results show that since the beginning of the pandemic the number of supported students is lower than before. A large part of the students was only supported at distance in the meantime. Almost all educational therapists can produce worksheets and presentations digitally, but digital diagnostic tools are hardly used or not used at all. Likewise, only half of the participants would like to use educational therapy at distance in the future. Furthermore, correlations between media literacy and competence in distance educational therapy could be found. Further research should consider additional factors in educational therapist, students and parents.},
	language = {de-DE},
	urldate = {2022-01-22},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Maurer, Jenny and Hilkenmeier, Johanna and Becker, Angelika and Daseking, Monika},
	month = jan,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Promotion:FU2b},
	pages = {160--178},
	file = {Maurer et al. - 2022 - Digitale Lerntherapie Neue Wege während der Coron.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LDTP82Z8/Maurer et al. - 2022 - Digitale Lerntherapie Neue Wege während der Coron.pdf:application/pdf},
}

@article{thompson_zur_2021,
	title = {Zur datengestützten {Selbstoptimierung} aus bildungstheoretischer {Sicht}},
	volume = {45},
	issn = {1424-3636},
	url = {https://www.medienpaed.com/article/view/1334},
	doi = {10.21240/mpaed/45/2021.12.16.X},
	abstract = {The ongoing implementation of digital technologies in educational settings raises questions concerning what it means to be a subject. This article is precisely concerned with the question of how digital technologies become a part of the self in and through practices of data-based self-optimization. The first part of the paper develops the fragmentation and fluidity of the self in modernity. In the second part of the paper, the authors demonstrate that datafication is related to modernity in a twofold way: It nourishes the idea of a fulfilment of the self, on the one hand, and the symbolical rupture of the self in the data, on the other hand. This structure propels datafication in the context of an increased «risk industry» (Rose 1999). The final part of the article discusses the consequences for the constitution of pedagogical knowledge.},
	language = {de-DE},
	urldate = {2021-12-25},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Thompson, Christiane and Ferraro, Estella},
	month = dec,
	year = {2021},
	note = {ZSCC: 0000001},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:FU4a, Bildungstheorien, Promotion:Argumentation, \#7:Zeitschriftenartikel:digital:Medien, Datenschutz und IT-Sicherheit},
	pages = {19--33},
	file = {Thompson und Ferraro - 2021 - Zur datengestützten Selbstoptimierung aus bildungs.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AYCRXLSQ/Thompson und Ferraro - 2021 - Zur datengestützten Selbstoptimierung aus bildungs.pdf:application/pdf},
}

@article{bricker_mechanisms_2021,
	title = {Mechanisms of {Smartphone} {Apps} for {Cigarette} {Smoking} {Cessation}: {Results} of a {Serial} {Mediation} {Model} {From} the {iCanQuit} {Randomized} {Trial}},
	volume = {9},
	issn = {2291-5222},
	shorttitle = {Mechanisms of {Smartphone} {Apps} for {Cigarette} {Smoking} {Cessation}},
	url = {https://mhealth.jmir.org/2021/11/e32847},
	doi = {10.2196/32847},
	abstract = {Background: Engagement with digital interventions is a well-known predictor of treatment outcomes, but this knowledge has had limited actionable value. Instead, learning why engagement with digital interventions impact treatment outcomes can lead to targeted improvements in their efficacy.
Objective: This study aimed to test a serial mediation model of an Acceptance and Commitment Therapy (ACT) smartphone intervention for smoking cessation.
Methods: In this randomized controlled trial, participants (N=2415) from 50 US states were assigned to the ACT-based smartphone intervention (iCanQuit) or comparison smartphone intervention (QuitGuide). Their engagement with the apps (primary measure: number of logins) was measured during the first 3 months, ACT processes were measured at baseline and 3 months (acceptance of internal cues to smoke, valued living), and smoking cessation was measured at 12 months with 87\% follow-up retention.
Results: There was a significant serial mediation effect of iCanQuit on smoking cessation through multiple indicators of intervention engagement (ie, total number of logins, total number of minutes used, and total number of unique days of use) and in turn through increases in mean acceptance of internal cues to smoke from baseline to 3 months. Analyses of the acceptance subscales showed that the mediation was through acceptance of physical sensations and emotions, but not acceptance of thoughts. There was no evidence that the effect of the iCanQuit intervention was mediated through changes in valued living.
Conclusions: In this first study of serial mediators underlying the efficacy of smartphone apps for smoking cessation, our results suggest the effect of the iCanQuit ACT-based smartphone app on smoking cessation was mediated through multiple indicators of engagement and in turn through increases in the acceptance of physical sensations and emotions that cue smoking.},
	language = {en-GB},
	number = {11},
	urldate = {2021-11-12},
	journal = {JMIR mHealth and uHealth},
	author = {Bricker, Jonathan B and Levin, Michael and Lappalainen, Raimo and Mull, Kristin and Sullivan, Brianna and Santiago-Torres, Margarita},
	month = nov,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, \#0:Zeitschriftenartikel:digital:learning, Promotion:Relevanz:3, Promotion:FU1},
	pages = {e32847},
	file = {Bricker et al. - 2021 - Mechanisms of Smartphone Apps for Cigarette Smokin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CCQNWCLN/Bricker et al. - 2021 - Mechanisms of Smartphone Apps for Cigarette Smokin.pdf:application/pdf},
}

@article{gerthofer_fallkonstellationen_2021,
	title = {Fallkonstellationen zum {Einsatz} digitaler {Medien} im {Unterricht}: {Eine} qualitative, lehrendenzentrierte {Betrachtung}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Fallkonstellationen zum {Einsatz} digitaler {Medien} im {Unterricht}},
	url = {10.21240/mpaed/jb16/2021.04.29.X},
	doi = {10/gksnxr},
	abstract = {This contribution is based on the idea that the dominance of digital media in pupils‘ everyday life is not sufficiently reflected in educational institutions in Germany. It is investigated which patterns of personal causes and factors of teachers lead to (neglecting) the use of digital media in class. To answer the central question an adapted form of the «Unified theory of acceptance and use of technology» (UTAUT) is used as a framework. The UTAUT is widely used in educational contexts and empirically reviewed. Six influencing aspects are identified: The additional value for teachers when using digital media in class, the estimated effort for integrating digital media in lessons, the self-conviction and certitude of using media in class, the attitude of teachers concerning digital media and social influence. A qualitative content analysis of eleven interviews with teachers teaching at secondary schools was conducted. The insights gained from the interviews were traced back to the UTAUT model. The resulting pattern of personal factors influencing the use of media in class was described in a casestudy like setup and the usage of digital media in class illustrated. The qualitative design allows a better understanding in which constellations teachers use media in class.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Gerthofer, Lukas and Schneider, Jennifer},
	month = apr,
	year = {2021},
	note = {ZSCC: 0000001},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, \#7:Zeitschriftenartikel:digital:Medien, Bildung, Multimedia, Krisenreaktion im Bildungsbereich, Promotion:FU3, FernUni-Hagen:MABM:M6, UTAUT-Modell},
	pages = {281--315},
	file = {Gerthofer und Schneider - 2021 - Fallkonstellationen zum Einsatz digitaler Medien i.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EBPL8AEZ/Gerthofer und Schneider - 2021 - Fallkonstellationen zum Einsatz digitaler Medien i.pdf:application/pdf},
}

@article{schulmeister_position_2014,
	title = {The {Position} of {xMOOCs} in {Educational} {Systems}},
	volume = {10},
	copyright = {http://nbn-resolving.de/urn:nbn:de:0009-fdppl-v3-en3},
	url = {https://eleed.campussource.de/archive/10/4074/index_html},
	abstract = {eleed, Iss. 10 - The idea of xMOOCs initially aimed at fundamentally changing the US tertiary education system by providing open mass education. This attempt failed for a number of reasons. They include:  the ignorance of the importance and benefits of face-to-face instruction, the high workload imposed on students by xMOOCs, the consequences of current xMOOC didactics, the financing of the high costs, and the difficulties of integration into the teaching organization. As a consequence, xMOOCs are turning into methods for professional continuing education including a business model that covers the institution’s cost.},
	language = {en-GB},
	number = {1},
	urldate = {2021-05-18},
	journal = {eleed},
	author = {Schulmeister, Rolf},
	month = dec,
	year = {2014},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Bildungstheorien, Promotion:Relevanz:4, Promotion:Weiterführung, Promotion:FU5, \#4:Zeitschriftenartikel:MOOC},
	file = {Schulmeister - 2014 - The Position of xMOOCs in Educational Systems.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IBBF842G/Schulmeister - 2014 - The Position of xMOOCs in Educational Systems.pdf:application/pdf},
}

@article{toth_lernkulturen_2021,
	title = {Lernkulturen und {Persönlichkeit}: {Warum} {MOOCs} doch nicht die {Bildungsungleichheit} auflösen konnten},
	volume = {42},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Lernkulturen und {Persönlichkeit}},
	url = {10.21240/mpaed/42/2021.04.08.X},
	doi = {10/gjpt9d},
	abstract = {Digitale Medien sind in der modernen Bildungslandschaft stetiger Hoffnungsträger für die Aufhebung der Bildungsungleichheit. Im Fokus der 2010er Jahre standen Massive Open Online Courses (MOOCs), die spätestens seit dem grossen MOOC-Hype 2012 kontinuierlich und in stetig wechselnder Gestalt als Optimierungen der Hochschulbildung gehandelt werden und selbst in den vergangenen sieben Jahren zahlreiche Veränderungen durchlaufen haben. MOOCs haben in der deutschen Hochschulbildung zu kontroversen Diskussionen geführt, bisweilen nehmen MOOCs an deutschen Hochschulen jedoch keinen besonderen Stellenwert ein. Dabei gäbees durchaus Potenziale zur Weiterentwicklung (und damit auch Optimierung) der Hochschullehre, wenn man an internationale Entwicklungen der MOOC-Forschung anknüpfen würde. Dieser Beitrag bilanziert, ob MOOCs den Ansprüchen der Digitalisierung in Hochschulen und den gesellschaftlichen Erwartungen, der Bildungsungleichheit entgegenzuwirken, gerecht werden und stützt sich in der kritischen Einschätzung auf die Ergebnisse einer gross angelegten (N {\textgreater} 1000) und abgeschlossenen quantitativen Studie über vier internationale MOOCs. Die Forschungsergebnisse begründen, warum MOOCs in ihrer traditionellen Form nicht zwingend zu einer Optimierung der Hochschulbildung führen, geben jedoch Hinweise darauf, wie dies nach wie vor gelingen könnte.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Toth, Christian},
	month = apr,
	year = {2021},
	note = {ZSCC: 0000000},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Bildungstheorien, Promotion:FU1, \#4:Zeitschriftenartikel:MOOC},
	pages = {134--151},
	file = {Toth - 2021 - Lernkulturen und Persönlichkeit Warum MOOCs doch .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H8CKC57U/Toth - 2021 - Lernkulturen und Persönlichkeit Warum MOOCs doch .pdf:application/pdf},
}

@article{wienberg_resonanzstrategien_2020,
	title = {Resonanzstrategien im {Umgang} mit {Beschleunigung} und {Digitalisierung}},
	issn = {1424-3636, 1424-3636},
	url = {10.21240/mpaed/jb17/2020.04.25.X},
	doi = {10/gg5cxc},
	abstract = {The question of the contribution concerns learning and competence development of adults in the context of acceleration and digitization. The paper discusses this phenomenon on a theoretical and empirical level. Against the background of contemporary diagnoses, increasing individualization (Beck 1986), modernization (Field, cited by Hösel et al. 2017), competition/optimization logic (Kessl 2017; Rosa 2016a; 2016b), acceleration (Rosa 2005) and digitization (Aufenanger 2018; Käpplinger 2016; Burchert and Grobe 2017; Schmid, Goetz and Behrens 2017) are emerging, which may lead to increased (self-)optimisation efforts. For example, the increase in importance can be interpreted as a consequence of the increasing complexity of life today (Ribolits 2007), characterized by an increase in information and «informational overload», increased incalculability on the labor markets and, since the 2000s, «increasing uncertainty in (occupational) biographical perspectives» (Arbeitsstab Forum Bildung 2001). At the same time – this is shown by the results of a representative population survey in Germany –various population groups (e.g. formally low-educated, low literate, unemployed, elderly) face digital challenges for which they themselves consider that they have only little competence. This applies both to functional-pragmatic competences (Klieme and Hartig 2008) and to critical-questioning competences (Negt 1993; Zeuner 2009, 268-69; Riekmann and Grotlüschen 2011, 69). Exemplary results are presented in the article.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Wienberg, Jana and Buddeberg, Klaus},
	month = apr,
	year = {2020},
	note = {ZSCC: 0000001},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Bildungstheorien, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung},
	pages = {33--58},
	file = {Wienberg und Buddeberg - 2020 - Resonanzstrategien im Umgang mit Beschleunigung un.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VI69MQ8F/Wienberg und Buddeberg - 2020 - Resonanzstrategien im Umgang mit Beschleunigung un.pdf:application/pdf},
}

@article{esterl_digitaler_2022,
	title = {Digitaler {Unterricht} an {Schulen} vor und während des {Corona}-{Lockdowns}: {Erfahrungen} von {Lehrkräften} bei der {Wahl} ihrer {Lehrstrategien}},
	volume = {22},
	issn = {2190-4790},
	shorttitle = {Digitaler {Unterricht} an {Schulen} vor und während des {Corona}-{Lockdowns}},
	url = {https://www.medienpaed-ludwigsburg.de/article/view/434},
	doi = {10/gp5vw8},
	abstract = {Dieser Beitrag stellt die aktualisierte und gekürzte Fassung der Bachelorarbeit von Nadine Esterl dar, die sie im Rahmen des Studiengangs „Pädagogik / Bildungswissenschaft (B.A.)“ an der Ludwig-Maximilians-Universität München erstellt hat.
Die Corona-Krise hat die Passivität vieler Schüler*innen in den schulischen Lehr- und Lernprozessen verstärkt, weil kein regulärer Präsenzunterricht durchgeführt werden konnte. Um dieser entgegenzuwirken, setzten Lehrkräfte auf aktivierende mit digitalen Medien gestützte Lehrstrategien. Halbstrukturierte Interviews mit acht Münchner Lehrkräften während der Schulschließungen liefern Erkenntnisse über Kriterien, anhand derer Lehrkräfte ihre mit digitalen Medien gestützten Lehrstrategien, wie z. B. den Einsatz von Apps, die Erstellung von Erklärvideos durch Schüler*innen oder Gruppendiskussionen über Videochat, auswählten sowie über (bewährte) Strategien, mit den pandemiebedingten Schwierigkeiten im Unterricht umzugehen. Die Ergebnisse suggerieren, dass eine Kategorisierung von Lernaktivitäten hinsichtlich kognitiver Aktivierung Lehrkräften helfen kann, Entscheidungen für die Art des Einsatzes von Bildungstechnologien zu treffen.},
	language = {de-DE},
	urldate = {2022-05-16},
	journal = {Ludwigsburger Beiträge zur Medienpädagogik},
	author = {Esterl, Nadine and Berger, Sonja and Nistor, Nicolae},
	month = may,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU1},
	pages = {1--18},
	file = {Esterl et al. - 2022 - Digitaler Unterricht an Schulen vor und während de.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XVRUH89B/Esterl et al. - 2022 - Digitaler Unterricht an Schulen vor und während de.pdf:application/pdf},
}

@article{dannecker_fachliches_2024,
	title = {Fachliches {Lernen} im inklusiven {Unterricht} – zur {Ausdifferenzierung} von {Spannungsfeldern} in {Forschung} und {Schulpraxis}. {Ergebnisse} aus dem {Forschungsprojekt} {Lernen} mit digitalen {Medien} im inklusiven {Literaturunterricht} ({DigiLi})},
	abstract = {Ausgehend von dem von Hennies \& Ritter (2013) beschriebenen Spannungsfeld Gemeinsamkeit und Individualisierung in Bezug auf das fachliche Lernen im inklusiven Deutschunterricht differenziert der vorliegende Beitrag dieses Spannungsfeld auf der Grundlage empirischer Daten aus. Dazu stellt der Artikel Ergebnisse des vom BMBF geförderten DigiLi-Projekts vor, das sich anschließend an bereits bestehende Forschungsergebnisse (vgl. Dannecker, 2020: S. 82 f.; Ziemen, 2018: S. 42 ff.) der Fragestellung widmet, inwiefern ein mediengestütztes Lernangebot dazu beitragen kann, das Bildungsanliegen der kulturellen Teilhabe aller zu realisieren (vgl. Kerres, 2013: S. 74).},
	language = {de-DE},
	author = {Dannecker, Wiebke and Ambrosini, Caroline and Carell, Leonie and Spieß, Sophie and Ziemen, Kerstin},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FU1},
	file = {Dannecker et al. - Fachliches Lernen im inklusiven Unterricht – zur A.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SI4YR7R7/Dannecker et al. - Fachliches Lernen im inklusiven Unterricht – zur A.pdf:application/pdf},
}

@article{kerres_virtuelle_2022,
	title = {Virtuelle {Realität}: {Immersion} als {Erlebnisdimension} beim {Lernen} mit visuellen {Informationen}},
	volume = {47},
	issn = {1424-3636},
	shorttitle = {Virtuelle {Realität}},
	url = {https://www.medienpaed.com/article/view/1497},
	doi = {10.21240/mpaed/47/2022.04.15.X},
	abstract = {Often, the term immersion is being used as an attribute of digital technologies. However, immersion is not created by a technology (like VR- or AR-glasses), but a result of cognitive processing. The paper explains how immersion can and should be understood as an experiential dimension related to the individual interpretation of visual information.},
	language = {de-DE},
	urldate = {2024-03-22},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Kerres, Michael and Mulders, Miriam and Buchner, Josef},
	month = apr,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Weiterführung, Promotion:FU4b, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {312--330},
	file = {Kerres et al. - 2022 - Virtuelle Realität Immersion als Erlebnisdimensio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6HYJU2G8/Kerres et al. - 2022 - Virtuelle Realität Immersion als Erlebnisdimensio.pdf:application/pdf},
}

@article{schwanke_einsatz_2023,
	title = {Einsatz von {E}-{Portfolios} an der {Schnittstelle} zwischen {Theorie} und {Praxis} des digitalen {Lehrens} und {Lernens} in der ersten {Phase} der beruflichen {Lehrer}*innenausbildung},
	volume = {10},
	language = {de-DE},
	number = {1},
	journal = {Pädagogik der Gesundheitsberufe},
	author = {Schwanke, Katharina and Walkenhorst, Ursula},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Bildung, Multimedia, Promotion:FU3, ⛔ No DOI found, \#9:Zeitschriftenartikel:digital:lernen, E-Portfolio},
	file = {Schwanke und Walkenhorst - Einsatz von E-Portfolios an der Schnittstelle zwis.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/926YWCLM/Schwanke und Walkenhorst - Einsatz von E-Portfolios an der Schnittstelle zwis.pdf:application/pdf},
}

@article{lund_einfluss_2018,
	title = {Einfluss der {Digitalisierung} auf schulisches {Lehren} und {Lernen} in {Lernfeldern} – {Brauchen} wir eine neue fachdidaktische {Perspektive}?},
	volume = {7},
	issn = {21938806, 21961662},
	url = {http://www.budrich-journals.de/index.php/HiBiFo/article/view/30877},
	doi = {10/grstgx},
	language = {de-DE},
	number = {1},
	urldate = {2023-02-17},
	journal = {Haushalt in Bildung und Forschung},
	author = {Lund, Daniela},
	month = mar,
	year = {2018},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildungstheorien, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {22--37},
	file = {Lund - 2018 - Einfluss der Digitalisierung auf schulisches Lehre.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7QYFV43N/Lund - 2018 - Einfluss der Digitalisierung auf schulisches Lehre.pdf:application/pdf},
}

@article{hohne_agiles_2017,
	title = {Agiles {Lernen} am {Arbeitsplatz} – {Eine} neue {Lernkultur} in {Zeiten} der {Digitalisierung}: {Agile} {Methoden}, {Kompetenzentwicklung}, {Fachkräftemangel}, {Digitalisierung}, {Industrie} 4.0},
	volume = {71},
	issn = {0340-2444, 2366-4681},
	shorttitle = {Agiles {Lernen} am {Arbeitsplatz} – {Eine} neue {Lernkultur} in {Zeiten} der {Digitalisierung}},
	url = {http://link.springer.com/10.1007/s41449-017-0055-x},
	doi = {10/gdzzxm},
	language = {de-DE},
	number = {2},
	urldate = {2023-02-10},
	journal = {Zeitschrift für Arbeitswissenschaft},
	author = {Höhne, Benjamin P. and Bräutigam, Sandra and Longmuß, Jörg and Schindler, Florian},
	month = aug,
	year = {2017},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Promotion:FU3, FernUni-Hagen:MABM:Master-Arbeit, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {110--119},
	file = {Höhne et al. - 2017 - Agiles Lernen am Arbeitsplatz – Eine neue Lernkult.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TE25ES3Y/Höhne et al. - 2017 - Agiles Lernen am Arbeitsplatz – Eine neue Lernkult.pdf:application/pdf},
}

@article{hellriegel_jan_medienkompetenz_2022,
	title = {Medienkompetenz. {Der} {DIE}-{Wissenbaustein} für die {Praxis}},
	copyright = {Creative Commons Namensnennung - Weitergabe unter gleichen Bedingungen 3.0 Deutschland},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=25950},
	doi = {10/grp9k5},
	language = {de-DE},
	urldate = {2023-01-29},
	author = {Hellriegel, Jan},
	collaborator = {DIPF {\textbar} Leibniz-Institut für Bildungsforschung und Bildungsinformation},
	year = {2022},
	note = {Artwork Size: 12 pages
Publisher: DIE Deutsches Institut für Erwachsenenbildung, Leibniz-Zentrum für Lebenslanges Lernen : Bonn},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Argumentation, Bildung, Multimedia, Digitale Bildung, Promotion:FU3, Kompetenz, Adult training, Erwachsenenbildung, Media pedagogics, Medienpädagogik, \#9:Zeitschriftenartikel:digital:lernen, Media competence, Media skills},
	pages = {12 pages},
	file = {Hellriegel, Jan - 2022 - Medienkompetenz. Der DIE-Wissenbaustein für die Pr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M2GTF77D/Hellriegel, Jan - 2022 - Medienkompetenz. Der DIE-Wissenbaustein für die Pr.pdf:application/pdf},
}

@article{mulders_digitales_2021,
	title = {Digitales {Lernen} während der {Covid}-19-{Pandemie} aus {Sicht} von {Studierenden} der {Erziehungswissenschaften}: {Handlungsempfehlungen} für die {Digitalisierung} von {Hochschullehre}},
	volume = {40},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Digitales {Lernen} während der {Covid}-19-{Pandemie} aus {Sicht} von {Studierenden} der {Erziehungswissenschaften}},
	url = {https://www.medienpaed.com/article/view/1141},
	doi = {10/ghzr5z},
	abstract = {Der vorliegende Beitrag untersucht die Bedingungen von Lehren und Lernen während der Covid-19-Pandemie. Verantwortliche der Hochschullehre und Studierende waren im Sommersemester 2020 gezwungen, auf digitale Formate des Lehrens bzw. Lernens zurückzugreifen. Im Rahmen der vorliegenden Studie wird auf Grundlage einer Fragebogenstudie mit Bachelorstudierenden des Fachs Erziehungswissenschaften zunächst die derzeitige Situation und das Meinungsbild der Studierenden differenziert erfasst und dargestellt. Anschliessend werden Faktoren herausgearbeitet, die aus Studierendenperspektive zentral für den erfolgreichen Einsatz von digitalen Formaten in der Hochschullehre sind. Aufbauend darauf werden Unterstützungsbedarfe identifiziert und Handlungsempfehlungen für die Gestaltung von digitalem Lehren und Lernen formuliert. Die Untersuchungsergebnisse weisen darauf hin, dass das Sommersemester 2020 eine Herausforderung für alle Beteiligten gewesen ist. Besonders technologische Hürden erschwerten das Studieren. Auch didaktische und organisatorische Gestaltungsaspekte digitaler Lehr- und Lernkonzepte bestimmten das Studierverhalten. Die Untersuchung liefert wichtige Hinweise hinsichtlich digital (bzw. digital angereicherter) Lehre. Diese sind wegweisend, um die Lehre in der gegenwärtigen Situation erfolgreich durchzuführen und um die Qualität der Lehre und des Lernens im Hochschulbereich zu sichern.},
	language = {de-DE},
	urldate = {2021-02-06},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Mulders, Miriam and Krah, Sophia},
	month = jan,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Bildung, Multimedia, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {25--44},
	file = {Mulders und Krah - 2021 - Digitales Lernen während der Covid-19-Pandemie aus.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KWB8LM3T/Mulders und Krah - 2021 - Digitales Lernen während der Covid-19-Pandemie aus.pdf:application/pdf},
}

@article{elsenbast_lernen_2021,
	title = {Lernen mit digitalen {Medien} in der {Notfallmedizin} – ein {Pfad} durch den {Dschungel} der {Möglichkeiten}},
	issn = {1434-6222, 1436-0578},
	url = {https://link.springer.com/10.1007/s10049-021-00957-y},
	doi = {10.1007/s10049-021-00957-y},
	language = {de-DE},
	urldate = {2021-12-25},
	journal = {Notfall + Rettungsmedizin},
	author = {Elsenbast, Christian and Sachs, Sebastian and Pranghofer, Johannes and Luiz, Thomas},
	month = dec,
	year = {2021},
	note = {ZSCC: 0000000},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Bildung, Multimedia, Promotion:FU3, FernUni-Hagen:MABM:M7C, \#9:Zeitschriftenartikel:digital:lernen},
	file = {Elsenbast et al. - 2022 - Lernen mit digitalen Medien in der Notfallmedizin .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/88G33SJW/Elsenbast et al. - 2022 - Lernen mit digitalen Medien in der Notfallmedizin .pdf:application/pdf},
}

@article{heisenberger_weiterlernenat_2022,
	title = {Weiterlernen.at – gemeinsam (digital) durch diese {Zeit}: {Im} {Gespräch} mit {Katharina} {Kiss}},
	volume = {2},
	issn = {2791-4046, 2791-4046},
	shorttitle = {Weiterlernen.at – gemeinsam (digital) durch diese {Zeit}},
	url = {https://schule-verantworten.education/journal/index.php/sv/article/view/256},
	doi = {10.53349/sv.2022.i4.a256},
	abstract = {Katharina Kiss leitet seit 2013 die pädagogische Fachabteilung für kauf­män­ni­sche Schulen im österreichischen Bundesministerium für Bildung, Wissenschaft und Forschung (BMBWF). Im Interview stellt sie \#weiter­ler­nen vor. Diese Online-Plattform bietet Schüler*innen eine peergestützte Lern­begleitung. Damit können Kinder und Jugendliche während der Pan­de­mie entstandene Lerndefizite gemeinsam mit Gleichaltrigen aufholen. Katharina Kiss berichtet über die vielfältigen Potenziale von \#weiterlernen und stellt sich der Frage, inwiefern die Lernbegleitung ein geeigneter Nach­hil­fe-Ersatz ist. In welcher Wechselwirkung Unterricht und Lernbegleitung ste­hen, beleuchtet das Interview.},
	language = {de-DE},
	number = {4},
	urldate = {2022-12-29},
	journal = {schule verantworten {\textbar} führungskultur\_innovation\_autonomie},
	author = {Heißenberger, Petra},
	month = dec,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, Promotion:FU4b, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {157--161},
	file = {Heißenberger - 2022 - Weiterlernen.at – gemeinsam (digital) durch diese .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B9LMK6DI/Heißenberger - 2022 - Weiterlernen.at – gemeinsam (digital) durch diese .pdf:application/pdf},
}

@article{bonanati_digitale_2022,
	title = {Digitale häusliche {Lernumgebung}: {Prädiktoren} und {Effekte} elterlicher {Unterstützung} beim {Lernen} mit digitalen {Medien}},
	volume = {60},
	language = {de-DE},
	number = {4},
	journal = {Medienimpulse},
	author = {Bonanati, Sabrina and Buhl, Heike M and Gerhardts, Lara and Kamin, Anna-Maria and Meister, Dorothee M},
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Technologieintegration, Lernsystemarchitektur, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {1--32},
	file = {Bonanati et al. - 2022 - Digitale häusliche Lernumgebung Prädiktoren und E.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IIMSHKKT/Bonanati et al. - 2022 - Digitale häusliche Lernumgebung Prädiktoren und E.pdf:application/pdf},
}

@article{domann_lehren_2022,
	title = {Lehren und {Studieren} in der {Zukunft}: {Nie} war die ‚lernende {Organisation} {Hochschule}‘ wichtiger als heute},
	volume = {46},
	issn = {0931-279X, 1863-8953},
	shorttitle = {Lehren und {Studieren} in der {Zukunft}},
	url = {https://link.springer.com/10.1007/s12054-022-00486-z},
	doi = {10/gq5pmq},
	abstract = {Zusammenfassung
            Der Beitrag veranschaulicht Ansätze einer informellen Lehrenden-Community aus den Bereichen Sozial- und Organisationspädagogik, die zu Beginn der Corona-Pandemie entstand, um mit adäquaten Szenarien der Studien- und Lehr‑/Lernorganisation seit 2020, also eines nunmehr weitgehend digitalisierten Studienangebots zu entsprechen.},
	language = {de-DE},
	number = {3},
	urldate = {2022-10-30},
	journal = {Sozial Extra},
	author = {Domann, Sophie and Oelker, Birgit},
	month = jun,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Systemanpassung, Promotion:Weiterführung, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {172--176},
	file = {Domann und Oelker - 2022 - Lehren und Studieren in der Zukunft Nie war die ‚.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CAMVKYMA/Domann und Oelker - 2022 - Lehren und Studieren in der Zukunft Nie war die ‚.pdf:application/pdf},
}

@article{hacker_spielen_2022,
	title = {Spielen oder lernen? {Beides}!: {Serious} {Games} in der {Pflegeausbildung}},
	volume = {17},
	issn = {1861-6186, 2235-218X},
	shorttitle = {Spielen oder lernen?},
	url = {https://econtent.hogrefe.com/doi/10.1024/1861-6186/a000692},
	doi = {10/gqtr4w},
	abstract = {Zusammenfassung. Mit der Serious Game App Take Care können Auszubildende in eine digitale Lernwelt, der Pflegeeinrichtung „Sonnenaufgang“, eintauchen und als Pflegefachkraft ihre kommunikativen Kompetenzen im Umgang mit Menschen mit Demenz trainieren. Vier europäische Länder erproben die App im Rahmen der Pflegeausbildung und jetzt liegen erste Forschungsergebnisse aus Österreich vor.},
	language = {de-DE},
	number = {4},
	urldate = {2022-09-18},
	journal = {PADUA},
	author = {Hacker, Manuela and Halbwachs, Markus and Kaper, Julian and Pechuel, Rasmus and Kreuzberg, Tim and Schweighofer, Maria and Hülsken-Giesler, Manfred},
	month = sep,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Weiterführung, Promotion:FU4b, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {221--226},
	file = {Hacker et al. - 2022 - Spielen oder lernen Beides! Serious Games in der.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4IHND2HM/Hacker et al. - 2022 - Spielen oder lernen Beides! Serious Games in der.pdf:application/pdf},
}

@article{feigl_homo_2022,
	title = {Homo {Hapticus} ade? {Ein} {Nachdenken} über die {Bedeutung} von {Haptik}, {Körperlichkeit} und {Wahrnehmung} in {Zeiten} zunehmend digitalisierten {Lernens} und {Lehrens}},
	language = {de-DE},
	journal = {Magazin erwachsenenbildung.at: Das Fachmedium für Forschung, Praxis und Diskurs},
	author = {Feigl, Elisabeth},
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Bildungstheorien, Promotion:Weiterführung, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {10},
	file = {Feigl - Homo Hapticus ade Ein Nachdenken über die Bedeutu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AC2EXJDX/Feigl - Homo Hapticus ade Ein Nachdenken über die Bedeutu.pdf:application/pdf},
}

@article{ortmann-welp_digitale_2021,
	title = {Digitale {Kompetenzen} für {Lehrende} und {Lernende}},
	volume = {74},
	issn = {0945-1129, 2520-1816},
	url = {https://www.springerpflege.de/doi/10.1007/s41906-021-0999-5},
	doi = {10/gjg7hw},
	language = {de-DE},
	number = {4},
	urldate = {2021-04-25},
	journal = {Pflegezeitschrift},
	author = {Ortmann-Welp, Eva},
	month = apr,
	year = {2021},
	note = {ZSCC: 0000000},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Bildungstheorien, Promotion:Weiterführung, FernUni-Hagen:MABM:M7C, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {40--44},
	file = {Ortmann-Welp - 2021 - Digitale Kompetenzen für Lehrende und Lernende.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5UI42HYC/Ortmann-Welp - 2021 - Digitale Kompetenzen für Lehrende und Lernende.pdf:application/pdf},
}

@article{heiligtag_videobasierte_2021,
	title = {Videobasierte {Online}-{Peer}-{Beratung} im {Praxissemester}. {Entwicklungen} in einem digitalen {Lehr}- \&amp; {Forschungsprojekt} für die {Begleitung} von {Praxisphasen}},
	volume = {Nr. 4},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	url = {https://journals.ub.uni-koeln.de/index.php/k_ON/article/view/893},
	doi = {10.18716/OJS/KON/2021.2.9},
	abstract = {Es wird im Beitrag der Frage nachgegangen, welche Themen in Gruppensitzungen videobasierter Online-Peer-Beratungen (OPB) von Studierenden bearbeitet werden. Die Entwicklung eines Beratungsleitfadens ist ein wesentlicher Bestandteil des Projekts (2.). Bisher wurden 19 OPB in neun Gruppen videographiert und in einem ersten inhaltsanalytischen Zugang deren Themenbereiche rekonstruiert. Erste Ergebnisse der Rekonstruktionen sollen vorgestellt (3.) und in einem Zwischenfazit (4.) diskutiert werden.},
	language = {de-DE},
	urldate = {2021-12-25},
	journal = {k:ON - Kölner Online Journal für Lehrer*innenbildung},
	author = {Heiligtag, Lea and Uhlendorff, Uwe},
	month = dec,
	year = {2021},
	note = {ZSCC: 0000000 
Publisher: k:ON - Kölner Online Journal für Lehrer*innenbildung},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FU1},
	pages = {2/2021 (2021): Lehren und Lernen auf Distanz -- Konsequenzen für die Lehrer*innenbildung},
	file = {Heiligtag und Uhlendorff - 2021 - Videobasierte Online-Peer-Beratung im Praxissemest.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CRWKIWRU/Heiligtag und Uhlendorff - 2021 - Videobasierte Online-Peer-Beratung im Praxissemest.pdf:application/pdf},
}

@article{grosch_digitale_2019,
	title = {Digitale {Lernszenarien}: {Konzept}, tutorielle {Betreuung} und gemeinsame {Lernprozesse} lassen digitales {Lernen} lebendig werden},
	volume = {14},
	issn = {1861-6186, 2235-218X},
	shorttitle = {Digitale {Lernszenarien}},
	url = {10.1024/1861-6186/a000485},
	doi = {10/gg5crg},
	language = {de-DE},
	number = {2},
	urldate = {2020-04-22},
	journal = {PADUA: Fachzeitschrift für Pflegepädagogik, Patientenedukation und -bildung},
	author = {Grosch, Martina},
	month = jun,
	year = {2019},
	note = {http://web.archive.org/web/20200422111403/https://econtent.hogrefe.com/doi/10.1024/1861-6186/a000485},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FU1},
	pages = {115--117},
	file = {grosch_2019_digitale_lernszenarien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZNJEWBFA/grosch_2019_digitale_lernszenarien.pdf:application/pdf},
}

@article{blank_online-lerncoaching_2021,
	title = {Online-{Lerncoaching} als {Instrument} der {Lernbegleitung}},
	volume = {8},
	doi = {10293.000/30000-12012},
	abstract = {Die Corona-Pandemie trifft besonders lernunterstützende Settings, wie das direkte Lerncoaching. Eine unmittelbare Coach-Coachee-Arbeit ist aktuell nur erschwert bis gar nicht möglich. Dabei bedarf es gerade in diesen schwierigen Zeiten einer lernbegleitenden Unterstützung, da Lernende durch Homeschooling und digitale Lernformen oft auf sich allein gestellt sind.
Es geht es um die zentrale Fragestellung, inwieweit der bestehende Lerncoachingprozess für ein Onlineverfahren angepasst und als Lernbegleitungsinstrument weiterhin genutzt werden kann. Lernende bewältigen ihren Lernprozess während der Corona-Pandemie selbstständig und fühlen sich häufig nicht in der Lage, die Fülle des Lernstoffs eigenverantwortlich lern- bar zu machen. Während der aktuellen Coronalage ist das persönliche Gespräch leider schwer möglich, doch um den Ler- nenden trotzdem in seinem Lernprozess zu flankieren, wird im Verlauf des Artikels ein mögliches digitales Vorgehen be- schrieben. Der Lerncoachingsprozess nach Hardeland bildet hier die Basis und wird mit eigenen Gedanken und Ideen auf ein Onlineformat übertragen.},
	language = {de-DE},
	number = {1},
	journal = {Pädagogik der Gesundheitsberufe},
	author = {Blank, Andreas},
	month = feb,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FU1},
	pages = {76--80},
	file = {Blank - Online-Lerncoaching als Instrument der Lernbegleit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K6PYBXN2/Blank - Online-Lerncoaching als Instrument der Lernbegleit.pdf:application/pdf},
}

@article{schon_kollaboratives_2021,
	title = {Kollaboratives {Lernen} digital gestützt ermöglichen und fördern},
	language = {de-DE},
	author = {Schön, Michael and Arnold, Rolf},
	year = {2021},
	note = {ZSCC: 0000000},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {5},
	file = {Schön und Arnold - 2021 - Kollaboratives Lernen digital gestützt ermöglichen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SU2Z75HG/Schön und Arnold - 2021 - Kollaboratives Lernen digital gestützt ermöglichen.pdf:application/pdf},
}

@article{grell_partizipationslucken_2011,
	title = {Partizipationslücken - {Social} {Software} in der {Hochschullehre}},
	volume = {21},
	issn = {1424-3636, 1424-3636},
	url = {10.21240/mpaed/21/2011.11.21.X},
	doi = {10/gksnx5},
	abstract = {Lernende durch die Einbindung von «Web 2.0»-Angeboten aktiver in Lehrveranstaltungen einzubeziehen, ist ein aktuell diskutiertes Thema. Ziel dieses Beitrags ist es, jenseits der im theoriebasierten Fachdiskurs erwähnten Potenziale anhand empirischer Arbeiten auch typische Probleme zu analysieren, die mit der Umsetzung von Social Software im Bereich der Hochschule einhergehen. Methodisch handelt es sich nicht um eine Meta-Studie, sondern um eine vom Umfang her begrenzte, daher beispielhafte, aber systematische Sichtung vorwiegend englischsprachiger, empirisch basierter Arbeiten zum Einsatz von Social Software – insbesondere Blogs und Wikis – im Rahmen von Hochschullehrveranstaltungen. Die Analyse der gesichteten Fallstudien zeigt, dass das Phänomen ausbleibender studentischer Partizipation thematisiert wird, dass verschiedene Überlegungen zur Forcierung verbindlicher Beteiligung erprobt, jedoch die Folgen dieser spezifischen Interventionen zur Erhöhung der Beteiligung nur selten reflektiert werden. Abschliessend werden grundsätzliche Probleme und Spannungsfelder partizipativer Ansätze mit digitalen Medien im Bildungsraum Hochschule diskutiert.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Grell, Petra and Rau, Franco},
	month = nov,
	year = {2011},
	note = {ZSCC: 0000051},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FU1},
	pages = {1--23},
	file = {Grell und Rau - 2011 - Partizipationslücken - Social Software in der Hoch.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VX2M9LPL/Grell und Rau - 2011 - Partizipationslücken - Social Software in der Hoch.pdf:application/pdf},
}

@article{nickel_raume_2021,
	title = {Räume erschliessen mit einem {Smartphone} im {Sachunterricht} an einer {Grundschule}: {Möglichkeiten} und {Herausforderungen}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Räume erschliessen mit einem {Smartphone} im {Sachunterricht} an einer {Grundschule}},
	url = {10.21240/mpaed/jb16/2021.01.16.X},
	doi = {10/gksnzb},
	abstract = {Schulische Akteurinnen und Akteure, wie z. B. Lehramtsstudierende, haben häufig keine bzw. kaum frühkindliche Erfahrungen mit digitalen Medien, treffen jedoch auf eine nachwachsende Generation von Schülerinnen und Schülern, die bereits von klein auf in irgendeiner Weise in deren Nutzung eingebunden sind und entsprechendes Knowhow mitbringen. Lehr- und Lernprozesse beruhen auf dialogischer Gegenseitigkeit im Sinne einer Verschränkung von Subjekt und Struktur; es gilt daher, einen kooperativen und kommunikativen Erfahrungsraum beim Einsatz digitaler Medien zu schaffen. Um beispielsweise Räume mobil zu erschliessen, bietet sich das Erstellen einer Rallye auf dem Smartphone an. Auf diese Weise wird ein gemeinsamer Sachgegenstand aus dem Lebensumfeld der Schülerinnen und Schüler sowie der Studierenden aufgegriffen. Im Sinne des ausserschulischen Lernens erkunden und erschliessen sich die beteiligten Akteurinnen und Akteure gemeinsam im Team einen bestimmten Ort, um im Anschluss eine Rallye zu planen, auszuarbeiten sowie zu reflektieren. Im Fokus stehen dabei die Anbahnung und der Aufbau von Medienkompetenz durch den Umgang mit digitalen Medien, während im Arbeitsprozess durch dialogisch orientierte Aushandlungsprozesse in Kleingruppen heterogene Medienerfahrungen eingebracht werden. Zu fragen ist daher: Wie kann ein dialogisch angelegter Erfahrungsraum beim mobilen Lernen aussehen?},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Nickel, Stefanie},
	month = jan,
	year = {2021},
	note = {ZSCC: 0000001},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {161--184},
	file = {Nickel - 2021 - Räume erschliessen mit einem Smartphone im Sachunt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PH4PAI64/Nickel - 2021 - Räume erschliessen mit einem Smartphone im Sachunt.pdf:application/pdf},
}

@article{rummler_editorial_2021,
	title = {Editorial: {Lernen} mit und über {Medien} in einer digitalen {Welt}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Editorial},
	url = {10.21240/mpaed/jb17/2021.05.20.X},
	doi = {10/gj8jhg},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Rummler, Klaus and Koppel, Ilka and Aßmann, Sandra and Bettinger, Patrick and Wolf, Karsten D.},
	month = may,
	year = {2021},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {i--x},
	file = {Rummler et al. - 2021 - Editorial Lernen mit und über Medien in einer dig.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AKHAPYG4/Rummler et al. - 2021 - Editorial Lernen mit und über Medien in einer dig.pdf:application/pdf},
}

@article{gallner-holzmann_visualisierung_2020,
	title = {Visualisierung und {Didaktisierung} digitaler {Archivbestände}: {Perspektiven} zur {Gestaltung} offener {Lernräume} für historisches {Lernen}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Visualisierung und {Didaktisierung} digitaler {Archivbestände}},
	url = {10.21240/mpaed/jb17/2020.05.15.X},
	doi = {10/gksnzt},
	abstract = {Archives are important places for historical education. Digitizing their collections broadens the possibilities of public users to enter archives for various educational purposes. But only few digitized archives consider didactics in their design. The intersection of historical didactics, archive pedagogy and media pedagogy offers a potential for online archives yet to be explored. This article is going to discuss the possibilities of these intersections. The reflection of various sources being an important element of all three concepts is examined and an example for the implementation of these perspectives resulting of the DigiVis Project at the University of Innsbruck is going to be discussed.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Gallner-Holzmann, Katharina},
	month = jul,
	year = {2020},
	note = {ZSCC: 0000001},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Bildungstheorien, Promotion:Argumentation, DRK-Bildungszentrum Düsseldorf, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {373--399},
	file = {Gallner-Holzmann - 2020 - Visualisierung und Didaktisierung digitaler Archiv.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D2S9RP2J/Gallner-Holzmann - 2020 - Visualisierung und Didaktisierung digitaler Archiv.pdf:application/pdf},
}

@article{gerhardts_entwicklung_2020,
	title = {Entwicklung von {Selbstlern}- und {Medienkompetenz} im {Homeschooling} – {Chancen} und konzeptionelle {Anforderungen}},
	volume = {Vol. 2 No. 6},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	url = {https://www.pflb-journal.de/index.php/pflb/article/view/3909},
	doi = {10/ghzqbn},
	abstract = {Schüler*innen, Lehrkräfte und Eltern sehen sich durch die pandemiebedingten schulischen Veränderungen vor neue Herausforderungen gestellt: Gesamte Klassenverbände müssen (plötzlich) im Homeschooling unterrichtet werden. Das bedeutet für Lehrkräfte und Schüler*innen eine Umstrukturierung und ein Neudenken des Unterrichts und für Eltern eine erhebliche Mehrbelastung bei der Koordination des Familienalltags. Im Homeschooling verlagern sich Aufgaben, die traditionell der Schule zugeschrieben werden, auf das häusliche Lernumfeld. Zudem werden digitale Medien verstärkt für die Bearbeitung schulischer Aufgaben genutzt. Unter den aktuellen Bedingungen stellen die beiden Kompetenzbereiche Medien- und Selbstlernkompetenz für Schüler*innen deshalb wichtige Schlüsselqualifikationen zur Bewältigung des schulischen Alltags dar. Der Beitrag geht der Frage nach, wie sich die Selbstlern- und Medienkompetenz von Schüler*innen während der Corona-Pandemie im häuslichen Kontext weiterentwickelt haben. Mittels eines kontaktlosen Erhebungsverfahrens, das Lerntagebücher und telefonische Interviews umfasste, wurde die Sicht von Schüler*innen und ihren Eltern erfasst. Die Ergebnisse zeigen, dass verschiedene Faktoren das häusliche Lernen erschweren. Das Homeschooling erfordert weitreichende Selbstständigkeit und Eigenorganisation der Schüler*innen, um den schulischen Alltag strukturieren und bewältigen zu können. Es werden wichtige Handlungsbedarfe festgehalten, die die Relevanz einer Anpassung der Rahmenbedingungen an die Häuslichkeit verdeutlichen.},
	language = {de-DE},
	urldate = {2021-02-06},
	journal = {PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	author = {Gerhardts, Lara and Kamin, Anna-Maria and Meister, Dorothee M. and Richter, Lea and Teichert, Jeannine},
	month = dec,
	year = {2020},
	note = {Artwork Size: 139-154
Publisher: PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {139--154},
	file = {gerhardts_et_al_2020_entwicklung_von_selbstlern-_und_medienkompetenz_im_homeschooling_–_chancen_und.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FI3TIJSQ/gerhardts_et_al_2020_entwicklung_von_selbstlern-_und_medienkompetenz_im_homeschooling_–_chancen_und.pdf:application/pdf},
}

@article{siebert_beherztes_2020,
	title = {Beherztes körperliches {Eingreifen} und der {Wert} von {Berührung} im schulischen {Kontext}},
	volume = {Vol. 2 No. 6},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	url = {https://www.pflb-journal.de/index.php/pflb/article/view/3906},
	doi = {10/ghzqbd},
	abstract = {Die Corona-Pandemie rückt Themen ins Bewusstsein und eröffnet neue Dimensionen. Dies gilt auch für das Phänomen der Berührung im schulischen Kontext. Seit 2013 wird ein auf persönlichen Erfahrungen aufbauender Workshop angeboten, der pädagogischen Fachkräften Handlungssicherheit für den Umgang mit Lernenden bieten soll. Durch verschiedene Perspektiven wird verdeutlicht, dass es ein generelles Berührungsverbot im schulischen Kontext nicht geben kann. Es gibt verschiedene Berührungssituationen im Kontext von Schule, die differenziert betrachtet werden sollten. Berührung ist verboten, unpassend, grenzüberschreitend, haltgebend, unterstützend, förderlich, notwendig, erforderlich, unausweichlich und/oder vorgeschrieben. Die Sensibilisierung für dieses Thema ermöglicht Handlungspotenziale, die zu einer professionellen Beziehungsgestaltung und Persönlichkeitsentwicklung von Schüler*innen beitragen können. Insbesondere nach der Corona-Pandemie wird es wichtig sein, Berührung ohne Angst, sich oder andere anzustecken, erlebbar zu machen. Schule kann zu einer gesellschaftlichen Krisenbewältigung ihren Beitrag leisten. Lernen auf Distanz und die notwendigen Digitalisierungsbestrebungen müssen den Wert der körperlichen Präsenz für Lernen und Beziehung berücksichtigen – auch, um etwas gegen eine drohende Berührungsarmut, Vereinzelung, Entmenschlichung und Einsamkeit zu unternehmen.},
	language = {de-DE},
	urldate = {2021-02-06},
	journal = {PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	author = {Siebert, Matthias},
	month = dec,
	year = {2020},
	note = {Artwork Size: 193-206
Publisher: PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Systemanpassung, Bildungstheorien, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {193--206},
	file = {siebert_2020_beherztes_korperliches_eingreifen_und_der_wert_von_beruhrung_im_schulischen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZU37T2ID/siebert_2020_beherztes_korperliches_eingreifen_und_der_wert_von_beruhrung_im_schulischen.pdf:application/pdf},
}

@article{hellriegel_forderung_2017,
	title = {Förderung beruflicher {Handlungskompetenz} durch reflektiertes {Erfahrungslernen} mit digitalen {Medien}},
	volume = {28},
	issn = {1424-3636, 1424-3636},
	url = {https://www.medienpaed.com/article/view/463},
	doi = {10/gf26m4},
	abstract = {Eine gelingende Entwicklung beruflicher Handlungsfähigkeit in der dualen Berufsausbildung ist auf eine Kooperation von Lehrenden, Ausbildenden und Auszubildenden angewiesen. Häufig scheitert diese Zusammenarbeit jedoch an den spezifischen Lernkulturen und der räumlichen Trennung der verschiedenen Lernorte. Das BMBF-geförderte Forschungsprojekt KOLA: «Kompetenzorientiertes Lernen im Arbeitsprozess mit digitalen Medien» greift diese Problematik auf und verfolgt das Ziel, mithilfe digitaler Medien eine Lernortkooperation zu befördern. Erprobt wird das entwickelte System, bestehend aus einer App und einer Browser-basierten Plattform, in saarländischen Ausbildungsstätten des Elektrohandwerks im Untersuchungszeitraum von Oktober 2014 bis September 2017. 
Im Rahmen dieses Projektes wird ein lerntheoretischer Ansatz verfolgt, der sich im Kontext von Konstruktivismus und Pragmatismus verorten lässt. Der vorliegende Beitrag fokussiert dabei das didaktische Konzept des Projektes, welches einerseits die didaktischen Grundannahmen und andererseits das hieraus abgeleitete Nutzungsszenario darstellt.},
	language = {de-DE},
	number = {Bildung gemeinsam verändern},
	urldate = {2021-03-07},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Hellriegel, Jan},
	month = feb,
	year = {2017},
	note = {ZSCC: 0000005},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Systemanpassung, Promotion:Argumentation, DRK-Bildungszentrum Düsseldorf, Bildung, Multimedia, Promotion:FU3, FernUni-Hagen, FernUni-Hagen:MABM:M4, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {66--73},
	file = {Hellriegel - 2017 - Förderung beruflicher Handlungskompetenz durch ref.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I9MRLLPS/Hellriegel - 2017 - Förderung beruflicher Handlungskompetenz durch ref.pdf:application/pdf},
}

@article{besa_erforschung_2020,
	title = {Erforschung der {Zusammenhänge} von elterlichem {Belastungsempfinden} und binnendifferenzierenden digitalen {Lernmaterialien} in {Zeiten} der {Corona}-{Pandemie}},
	volume = {Vol. 2 No. 6},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	url = {https://www.pflb-journal.de/index.php/pflb/article/view/3928},
	doi = {10/ghzqbs},
	abstract = {Die Corona-Pandemie führt zu zahlreichen Herausforderungen für Lehrkräfte und Schüler*innen. Die meist digital aufbereiteten Lernmaterialien sollten vor allem während des Lockdowns nur wenig Unterstützung seitens der Lehrkräfte erfordern und die Schüler*innen größtenteils zum selbstständigen Arbeiten befähigen. Dies bedeutete daher für die Lehrkräfte, möglichst binnendifferenzierendes Material zu entwickeln und digital umzusetzen, was z.T. ganz neue Ansätze erforderte. Auch für Eltern ergab sich durch das Homeschooling eine neue Situation, da sie die Rolle der Lehrkräfte zumindest in Teilen mitübernehmen und ihre Kinder beim Lernen zu Hause unterstützen müssen. In diesem Kontext ist davon auszugehen, dass Eltern durch diese zusätzliche Aufgabe neben ihrer eigenen Berufstätigkeit sowie angesichts nicht immer passgenauer Lernmaterialien für ihre Kinder eine Mehrbelastung erfahren. Dieser Beitrag geht der Thematik des Homeschoolings und der digital zur Verfügung gestellten Materialien nach und greift auf Ergebnisse einer Onlinebefragung von 635 Eltern in Rheinland-Pfalz zurück, die während der Schulschließung durchgeführt wurde. Dabei wird zum einen untersucht, wie das Belastungsempfinden der Eltern in dieser Zeit ausgeprägt ist und welche individuellen Faktoren dieses beeinflussen. Zum anderen wird analysiert, wie das Belastungsempfinden mit der Qualität der bereitgestellten Materialien und der eingeschätzten Medienkompetenz der Lehrkräfte zusammenhängt. Es zeigt sich, dass das Belastungserleben neben persönlichen Unterschieden auch durch die Gestaltung des Lehrmaterials beeinflusst wird.},
	language = {de-DE},
	urldate = {2021-02-06},
	journal = {PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	author = {Besa, Kris-Stephen and Gensler, Anna and Gesang, Johanna and Röhrig, Ernst Daniel},
	month = dec,
	year = {2020},
	note = {Artwork Size: 45-58
Publisher: PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FU1},
	pages = {45--58},
	file = {besa_et_al_2020_erforschung_der_zusammenhange_von_elterlichem_belastungsempfinden_und.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3GWEVTFZ/besa_et_al_2020_erforschung_der_zusammenhange_von_elterlichem_belastungsempfinden_und.pdf:application/pdf},
}

@article{steinl_didaktik_2020,
	title = {Didaktik und pädagogische {Beziehungen} in {Zeiten} der {Pandemie}},
	volume = {Vol. 2 No. 6},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	url = {https://www.pflb-journal.de/index.php/pflb/article/view/3910},
	doi = {10/ghzqbq},
	abstract = {Beziehungen in der Schule sind nicht per se gute Beziehungen, nur weil sie analog sind. Beziehungen, die auf rein digitalen Kanälen eingegangen wurden, sind nicht per se schlechte Beziehungen. Analog oder digital: Entscheidend ist, mit welcher Achtsamkeit, Feinfühligkeit und Wahrung der Würde anderer miteinander umgegangen wird. Analog und digital sind aber auch die Strukturen und die didaktischen Sichtweisen wichtig, in denen Lernen und Begegnungen stattfinden. Diese können beziehungsförderlich oder beziehungsschädlich sein. Wenn Lernende von Lehrenden als Objekte und nicht als Subjekte gesehen und behandelt werden, dann entstehen schädliche Beziehungen und ein ineffektives Lernklima. Die Nutzung digitaler Medien in den Zeiten der Pandemie birgt die Chance auf demokratischere Strukturen in Lernzusammenhängen jeglicher Art. Gerade die Herausforderungen für das Lernen in der Pandemie setzen die Gestaltung gelungener pädagogischen Beziehungen voraus. Die konstruktivistische Didaktik von Kersten Reich gibt hier wichtige Impulse (Reich, 2005).},
	language = {de-DE},
	urldate = {2021-02-06},
	journal = {PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	author = {Steinl, Vincent and Vogelsaenger, Wolfgang},
	month = dec,
	year = {2020},
	note = {Artwork Size: 175-192
Publisher: PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {175--192},
	file = {steinl_vogelsaenger_2020_didaktik_und_padagogische_beziehungen_in_zeiten_der_pandemie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9RZUEKFV/steinl_vogelsaenger_2020_didaktik_und_padagogische_beziehungen_in_zeiten_der_pandemie.pdf:application/pdf},
}

@article{langner_schule_2020,
	title = {Schule ohne {Schule} – {Perspektiven} von {Eltern} und {Lernbegleiter}*innen},
	volume = {Vol. 2 No. 6},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	url = {https://www.pflb-journal.de/index.php/pflb/article/view/3861},
	doi = {10/ghzqbb},
	abstract = {Das Lernen während des Lockdowns stellt für Schüler*innen, Eltern und Lehrer*innen eine Herausforderung dar. Anhand von Interviews mit Lernbegleiter*innen und Eltern, die zur Schulgemeinschaft des Schulversuchs „Universitätsschule Dresden“ gehören, werden Herausforderungen, aber auch Ressourcen dieser Schulschließungen skizziert. Dies ist der Ausgangspunkt, um das Verhältnis von Digitalisierung und Bildungsprozessen näher zu betrachten, wie auch, um die Umsetzungsmöglichkeiten durch den bzw. die Lehrer*in eines begleiteten und kooperativen Lernprozesses zu untersuchen. Auf der Basis dieser Erkenntnisse werden notwendige Ableitungen für den schulischen Bildungsprozess diskutiert.Schulversuch Universitätsschule Dresden, Elternperspektive, Lernen unter Pandemiebedingungen, Lehrer*innenperspektive, digital gestütztes Lernen, Kooperation, Bildungsgerechtigkeit},
	language = {de-DE},
	urldate = {2021-02-06},
	journal = {PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	author = {Langner, Anke},
	month = dec,
	year = {2020},
	note = {Artwork Size: 100-122
Publisher: PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FU1},
	pages = {100--122},
	file = {langner_2020_schule_ohne_schule_–_perspektiven_von_eltern_und_lernbegleiterinnen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K2Z6A4PG/langner_2020_schule_ohne_schule_–_perspektiven_von_eltern_und_lernbegleiterinnen.pdf:application/pdf},
}

@article{frohn_schulische_2020,
	title = {Schulische {Bildung} in {Zeiten} der {Pandemie}},
	volume = {Vol. 2 No. 6},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	url = {https://www.pflb-journal.de/index.php/pflb/article/view/4003},
	doi = {10/ghzqbw},
	abstract = {Praxis, Forschung und Lehrer*innen-Bildung waren und sind durch die Corona-Pandemie mit vielfältigen Herausforderungen konfrontiert, die so unmittelbarer Bearbeitung bedürfen, dass momentan ein breites Nebeneinander von Befunden, Konzepten und Erfahrungen zum Lehren und Lernen im Ausnahmezustand existiert. Die vorliegende Einführung des PFLB-Themenheftes zu „schulischer Bildung in Zeiten der Pandemie“ leistet daher zunächst einen Überblick über aktuelle Corona-bedingte Entwicklungen im Bildungsbereich und arbeitet daraufhin die Bedeutung der Querschnittsthemen Digitalisierung und Didaktik für die Pandemiesituation heraus. Im Anschluss werden die einzelnen Beiträge des Heftes in Kürze vorgestellt, die in ihrer Summe eine sehr breite Sammlung von qualitativ und quantitativ ausgerichteten empirischen Studien, rekonstruktiven Analysen, theoriegeleiteten Erörterungen und praxisnahen Erfahrungsberichten darstellen. Dabei stehen die Themen Schul- und Unterrichtsorganisation, Bildungsgerechtigkeit und Lehrpraxis im Zentrum der hier versammelten Arbeiten. Der Text schließt mit einem Ausblick auf entsprechende Konsequenzen für die Lehrkräftebildung und -fortbildung und betont die Notwendigkeit phasenübergreifender Ansätze zur Verzahnung von Medien- und Fachkompetenzen, um Lernende individuell und umfassend zu fördern und Systeme und Prozesse des Lehrens und Lernens – besonders in Zeiten kollektiver Unsicherheit – auf Bildungsgerechtigkeit und -teilhabe auszurichten.},
	language = {de-DE},
	urldate = {2021-02-06},
	journal = {PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	author = {Frohn, Julia and Heinrich, Martin},
	month = dec,
	year = {2020},
	note = {Artwork Size: 1-13
Publisher: PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FU1},
	pages = {1--13},
	file = {frohn_heinrich_2020_schulische_bildung_in_zeiten_der_pandemie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X3GQJTH7/frohn_heinrich_2020_schulische_bildung_in_zeiten_der_pandemie.pdf:application/pdf},
}

@article{kisling_distanzlernen_2022,
	title = {Distanzlernen mit {Online}-{Medien} im {Förderschwerpunkt} {Lernen}},
	volume = {22},
	issn = {2190-4790},
	url = {https://www.medienpaed-ludwigsburg.de/article/view/398},
	doi = {10/gp5vw3},
	abstract = {In diesem Beitrag werden die wesentlichen Erkenntnisse der Bachelorarbeit (Titel: Eine bildungswissenschaftliche Analyse zu digitalen Medien am SBBZ Lernen) des Autors aufgegriffen, die er im Rahmen des Bachelorstudiengangs Lehramt Sonderpädagogik an der Pädagogischen Hochschule in Ludwigsbug verfasste.
Im vorliegenden Beitrag wird die bisherige Umsetzung von Distanzlernen mit Online-Medien durch sonderpädagogische Fachkräfte des Förderschwerpunkts Lernen mit Schüler*innen mit sonderpädagogischem Förderbedarf analysiert. Daraus sollen Erkenntnisse über förderliche Rahmenbedingungen und Handlungsempfehlungen für den künftigen Einsatz von Online-Medien beim Distanzlernen abgeleitet werden. Hierzu wurden (qualitative) Experteninterviews mit sieben sonderpädagogischen Lehrer*innen geführt und ausgewertet. Es kann aufgezeigt werden, dass diese Art des Unterrichtens mit Online-Medien verschiedene Schwierigkeiten mit sich bringt. Diese liegen v. a. in der unzureichenden Ausstattung von digitalen Endgeräten an den Schulen und den fehlenden Medienkompetenzen bei Lehrer*innen sowie Schüler*innen. Des Weiteren können die Anforderungen sonderpädagogischen Handelns nicht erfüllt werden. Dies führt zu Exklusionsprozessen, da der Zugang zu Bildung, Teilnahme und Teilhabe verwehrt wird. Diese Probleme entstehen u. a. durch die Gegebenheiten an den zuständigen Institutionen, den sonderpädagogischen Bildungs- und Beratungszentren. Die Untersuchung führt zu der Erkenntnis, dass eine reibungslose Durchführung Rahmenbedingungen erfordert, die eine flächendeckende, ausnahmslose und einheitliche Ausstattung beinhalten, um nur einige Beispiele zu nennen. Außerdem muss die Lehrer*innenaus- und -weiterbildung angepasst werden. Die Studie, die in diesem Beitrag vorgestellt wird, zeigt zudem viele für die Befragten hilfreiche Praxisbeispiele auf, die unerprobten Neueinsteiger*innen bei der Umsetzung von Distanzlernen mit Online-Medien helfen sollen. Es zeigt sich, dass unter anderem eine intensive Vorbereitung im Team, auch unter Einbezug der Eltern, förderlich ist.},
	language = {de-DE},
	urldate = {2022-05-16},
	journal = {Ludwigsburger Beiträge zur Medienpädagogik},
	author = {Kisling, Dominik},
	month = may,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {1--25},
	file = {Kisling - 2022 - Distanzlernen mit Online-Medien im Förderschwerpun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2JLB265S/Kisling - 2022 - Distanzlernen mit Online-Medien im Förderschwerpun.pdf:application/pdf},
}

@article{fauveau_discovery_2023,
	title = {Discovery {Viewer} ({DV}): {Web}-{Based} {Medical} {AI} {Model} {Development} {Platform} and {Deployment} {Hub}},
	volume = {10},
	issn = {2306-5354},
	shorttitle = {Discovery {Viewer} ({DV})},
	doi = {10.3390/bioengineering10121396},
	abstract = {The rapid rise of artificial intelligence (AI) in medicine in the last few years highlights the importance of developing bigger and better systems for data and model sharing. However, the presence of Protected Health Information (PHI) in medical data poses a challenge when it comes to sharing. One potential solution to mitigate the risk of PHI breaches is to exclusively share pre-trained models developed using private datasets. Despite the availability of these pre-trained networks, there remains a need for an adaptable environment to test and fine-tune specific models tailored for clinical tasks. This environment should be open for peer testing, feedback, and continuous model refinement, allowing dynamic model updates that are especially important in the medical field, where diseases and scanning techniques evolve rapidly. In this context, the Discovery Viewer (DV) platform was developed in-house at the Biomedical Engineering and Imaging Institute at Mount Sinai (BMEII) to facilitate the creation and distribution of cutting-edge medical AI models that remain accessible after their development. The all-in-one platform offers a unique environment for non-AI experts to learn, develop, and share their own deep learning (DL) concepts. This paper presents various use cases of the platform, with its primary goal being to demonstrate how DV holds the potential to empower individuals without expertise in AI to create high-performing DL models. We tasked three non-AI experts to develop different musculoskeletal AI projects that encompassed segmentation, regression, and classification tasks. In each project, 80\% of the samples were provided with a subset of these samples annotated to aid the volunteers in understanding the expected annotation task. Subsequently, they were responsible for annotating the remaining samples and training their models through the platform's "Training Module". The resulting models were then tested on the separate 20\% hold-off dataset to assess their performance. The classification model achieved an accuracy of 0.94, a sensitivity of 0.92, and a specificity of 1. The regression model yielded a mean absolute error of 14.27 pixels. And the segmentation model attained a Dice Score of 0.93, with a sensitivity of 0.9 and a specificity of 0.99. This initiative seeks to broaden the community of medical AI model developers and democratize the access of this technology to all stakeholders. The ultimate goal is to facilitate the transition of medical AI models from research to clinical settings.},
	language = {en-GB},
	number = {12},
	journal = {Bioengineering (Basel, Switzerland)},
	author = {Fauveau, Valentin and Sun, Sean and Liu, Zelong and Mei, Xueyan and Grant, James and Sullivan, Mikey and Greenspan, Hayit and Feng, Li and Fayad, Zahi A.},
	month = dec,
	year = {2023},
	pmid = {38135987},
	pmcid = {PMC10741011},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Promotion:FU4b, AI, digital twin, federated learning, imaging, medical viewers, medicine, transfer learning, Web app},
	pages = {1396},
	file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/8NQ4AZGX/Fauveau et al. - 2023 - Discovery Viewer (DV) Web-Based Medical AI Model .pdf:application/pdf},
}

@article{zhao_quantifying_2024,
	title = {Quantifying {Interpretation} {Reproducibility} in {Vision} {Transformer} {Models} with {TAVAC}},
	doi = {10.1101/2024.01.18.576252},
	abstract = {The use of deep learning algorithms to extract meaningful diagnostic features from biomedical images holds the promise to improve patient care given the expansion of digital pathology. Among these deep learning models, Vision Transformer (ViT) models have been demonstrated to capture long-range spatial relationships with more robust prediction power for image classification tasks than regular convolutional neural network (CNN) models, and also better model interpretability. Model interpretation is important for understanding and elucidating how a deep learning model makes predictions, especially for developing transparent models for digital pathology. However, like other deep learning algorithms, with limited annotated biomedical imaging datasets, ViT models are prone to poor performance due to overfitting, which can lead to false predictions due to random noise. Overfitting affects model interpretation when predictions are made out of random noise. To address this issue, we introduce a novel metric - Training Attention and Validation Attention Consistency (TAVAC) - for evaluating ViT model degree of overfitting on imaging datasets and quantifying the reproducibility of interpretation. Specifically, the model interpretation is performed by comparing the high-attention regions in the image between training and testing. We test the method on four publicly available image classification datasets and two independent breast cancer histological image datasets. All overfitted models exhibited significantly lower TAVAC scores than the good-fit models. The TAVAC score quantitatively measures the level of generalization of model interpretation on a fine-grained level for small groups of cells in each H\&E image, which cannot be provided by traditional performance evaluation metrics like prediction accuracy. Furthermore, the application of TAVAC extends beyond medical diagnostic AI models; it enhances the monitoring of model interpretative reproducibility at pixel-resolution in basic research, to reveal critical spatial patterns and cellular structures essential to understanding biological processes and disease mechanisms. TAVAC sets a new standard for evaluating the performance of deep learning model interpretation and provides a method for determining the significance of high-attention regions detected from the attention map of the biomedical images.},
	language = {en-GB},
	journal = {bioRxiv: The Preprint Server for Biology},
	author = {Zhao, Yue and Agyemang, Dylan and Liu, Yang and Mahoney, Matt and Li, Sheng},
	month = jan,
	year = {2024},
	pmid = {38328179},
	pmcid = {PMC10849480},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Promotion:FU3},
	pages = {2024.01.18.576252},
	file = {Zhao et al. - 2024 - Quantifying Interpretation Reproducibility in Visi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CUP6ZMBY/Zhao et al. - 2024 - Quantifying Interpretation Reproducibility in Visi.pdf:application/pdf},
}

@article{ortega-ochoa_empathic_2024,
	title = {Empathic pedagogical conversational agents: {A} systematic literature review},
	volume = {55},
	issn = {1467-8535},
	shorttitle = {Empathic pedagogical conversational agents},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13413},
	doi = {10.1111/bjet.13413},
	abstract = {Artificial intelligence (AI) and natural language processing technologies have fuelled the growth of Pedagogical Conversational Agents (PCAs) with empathic conversational capabilities. However, no systematic literature review has explored the intersection between conversational agents, education and emotion. Therefore, this study aimed to outline the key aspects of designing, implementing and evaluating these agents. The data sources were empirical studies, including peer-reviewed conference papers and journal articles, and the most recent publications, from the ACM Digital Library, IEEE Xplore, ProQuest, ScienceDirect, Scopus, SpringerLink, Taylor \& Francis Online, Web of Science and Wiley Online Library. The remaining papers underwent a rigorous quality assessment. A filter study meeting the objective was based on keywords. Comparative analysis and synthesis of results were used to handle data and combine study outcomes. Out of 1162 search results, 13 studies were selected. The results indicate that agents promote dialogic learning, proficiency in knowledge domains, personalized feedback and empathic abilities as essential design principles. Most implementations employ a quantitative approach, and two variables are used for evaluation. Feedback types play a vital role in achieving positive results in learning performance and student perceptions. The main limitations and gaps are the time range for literature selection, the level of integration of the empathic field and the lack of a detailed development stage report. Moreover, future directions are the ethical implications of agents operating beyond scheduled learning times and the adoption of Responsible AI principles. In conclusion, this review provides a comprehensive framework of empathic PCAs, mostly in their evaluation. The systematic review registration number is osf.io/3xk6a.Practitioner notesWhat is already known about this topic Emotions play a pivotal role in shaping the interaction process, making it essential to consider them when designing methodological strategies or learning tools. Empathic Pedagogical Conversational Agents (PCAs) have emerged as a crucial approach for enhancing and personalizing the learning experience (24/7) for pupils and supporting human teachers in their teaching process. Despite the creation of numerous empathic PCAs, there is a scarcity of Systematic Literature Reviews (SLRs) on their application in the educational field, particularly concerning the integration of emotional abilities in combination with the competencies of each subject. What this paper adds It offers new insights into the design principles underlying the integration of the empathic field. It reviews different approaches for incorporating students' prior knowledge in real time. It provides a comprehensive and up-to-date overview of the research designs used for implementation, including quantitative, qualitative and mixed methods. It examines the factors that influence the effectiveness of empathic PCA in teaching and learning. It evaluates the types of feedback that enhance the impact of the empathic field on learning outcomes. Implications for practice and/or policy It is crucial to grasp the topics that this paper introduces in order to effectively integrate new learning tools into any context. Techno-pedagogical designers seeking to gain insights into empathic PCAs will find immense value in this SLR, as it comprehensively covers each stage of the process. For future research endeavours, this study offers a wealth of ideas to draw upon, enabling researchers to address the challenges outlined and explore new avenues of investigation.},
	language = {en-GB},
	number = {3},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Ortega-Ochoa, Elvis and Arguedas, Marta and Daradoumis, Thanasis},
	year = {2024},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13413},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Bildungstheorien, Promotion:Argumentation, \#0:Zeitschriftenartikel:digital:learning, learning outcomes, affective feedback, conversational agents, design principles, emotion, learning performance, student perceptions, systematic literature review},
	pages = {886--909},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/TPNYC7HW/Ortega-Ochoa et al. - 2024 - Empathic pedagogical conversational agents A syst.pdf:application/pdf},
}

@article{zeeb_effects_2024,
	title = {Effects of a digital support tool on student teachers’ knowledge about, assessment of, and feedback on self-regulated learning},
	volume = {52},
	issn = {0340-4099, 2520-873X},
	url = {https://link.springer.com/10.1007/s42010-023-00184-z},
	doi = {10.1007/s42010-023-00184-z},
	abstract = {In this quasi-experimental ﬁeld study, we investigated the effects of a digital support tool on knowledge about, assessment of, and feedback on self-regulated learning (SRL). Student teachers (N = 119) took the roles of learners and teachers. As learners, they wrote learning journals and received feedback on the strategies they had used. As teachers, they assessed a peer’s learning strategies elicited in the learning journals and provided feedback. A digital tool supported the participants in their role as teachers by providing additional assessment support (yes/no) and feedback support (yes/no). Assessment support was realized with rubrics, feedback support was realized with sentence starters. Our results indicated that declarative and self-reported knowledge about SRL increased in all groups. Assessment support did not foster assessment skills, but feedback support fostered the quality of the peer feedback and feedback quality in a standardized posttest. High feedback quality, in turn, predicted learners’ application of organizational (but not metacognitive) strategies. We conclude that the combination of writing learning journals and providing peer feedback on SRL is a promising approach to promote future teachers’ SRL skills. Digital tools can support writing the feedback, for example, by providing sentence starters as procedural facilitators. Such support can help teachers supply high-quality feedback on SRL, which can then help learners improve their SRL.},
	language = {en-GB},
	number = {1},
	urldate = {2024-05-07},
	journal = {Unterrichtswissenschaft},
	author = {Zeeb, Helene and Bürgermeister, Anika and Saalbach, Henrik and Renkl, Alexander and Glogger-Frey, Inga},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU3},
	pages = {93--115},
	file = {Zeeb et al. - 2024 - Effects of a digital support tool on student teach.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RE3GJLXI/Zeeb et al. - 2024 - Effects of a digital support tool on student teach.pdf:application/pdf},
}

@article{guzel_berufsspezifische_2024,
	title = {Berufsspezifische {Kompetenzen}},
	abstract = {Die Studie von Güzel et al. (2024) beleuchtet die Wirkung digitaler Lernumgebungen auf die Entwicklung berufsspezifischer Kompetenzen, insbesondere der Fehlerdiagnosekompetenz bei Kfz-Mechatroniker*innen. Hier ist eine Zusammenfassung der wichtigsten Punkte:

Ausgangssituation und Problemstellung
Kfz-Mechatroniker*innen müssen zunehmend komplexe elektrische und elektronische Systeme diagnostizieren. Die Forschung zeigt, dass viele Auszubildende am Ende ihrer Ausbildung nicht ausreichend auf die Fehlerdiagnose vorbereitet sind.
Untersuchungsmethode
Entwicklung zweier digitaler Interventionsmaßnahmen ("basal" und "komplex") zur Förderung der Fehlerdiagnosekompetenz.
Durchführung einer experimentellen Studie mit Vor- und Nachtests zur Evaluierung der Effekte dieser Interventionsmaßnahmen im Vergleich zu einer Kontrollgruppe.
Wichtige Ergebnisse
Beide Interventionen führten zu einer signifikanten Verbesserung der Fehlerdiagnosekompetenz, wobei die "komplexe" Intervention besonders wirksam bei der Förderung komplexer diagnostischer Fähigkeiten war.
Die digitale Lernumgebung unterstützte effektiv das Erlernen und Üben von diagnoserelevanten Fähigkeiten und die Nutzung digitaler Diagnosesysteme.
Schlussfolgerungen
Digitale Lernumgebungen können eine effektive Methode sein, um spezifische berufliche Kompetenzen zu fördern, insbesondere in Bereichen, in denen traditionelle Lehrmethoden an ihre Grenzen stoßen.
Die Studie unterstreicht die Notwendigkeit, Lernumgebungen so zu gestalten, dass sie auf unterschiedliche Leistungsniveaus der Lernenden eingehen und ihnen ermöglichen, spezifische diagnostische Fähigkeiten gezielt zu entwickeln.
Literaturverweise
Güzel, E., Hartmann, S., Norwig, K., \& Gschwendtner, T. (2024). Berufsspezifische Kompetenzen digital erwerben? Effekte multimedialer Interventionen zur Förderung der Fehlerdiagnosekompetenz bei Kfz-Mechatroniker*innen. Zeitschrift für Pädagogik, 70(2), 182-201.
Die Forschungsergebnisse von Güzel et al. tragen dazu bei, das Verständnis darüber zu vertiefen, wie digitale Tools zur Verbesserung der beruflichen Bildung, insbesondere in technisch anspruchsvollen Feldern wie der Kfz-Mechatronik, eingesetzt werden können.},
	language = {de-DE},
	journal = {Zeitschrift für Pädagogik},
	author = {Güzel, Emre and Hartmann, Stefan and Norwig, Kerstin and Gschwendtner, Tobias},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, \#9:Zeitschriftenartikel:digital:lernen},
	file = {Güzel et al. - 2024 - Berufsspezifische Kompetenzen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z4YUQYH4/Güzel et al. - 2024 - Berufsspezifische Kompetenzen.pdf:application/pdf},
}

@article{huber_bildung_2024,
	title = {Bildung im {Kontext} der digitalen {Transformation} in {Deutschland}, Österreich und der {Schweiz}: Überblick über zentrale {Studien} und {Ergebnisse}},
	volume = {4},
	copyright = {https://creativecommons.org/licenses/by-nc-nd/4.0},
	issn = {2791-4046, 2791-4046},
	shorttitle = {Bildung im {Kontext} der digitalen {Transformation} in {Deutschland}, Österreich und der {Schweiz}},
	url = {https://schule-verantworten.education/journal/index.php/sv/article/view/426},
	doi = {10.53349/schuleverantworten.2024.i1.a426},
	abstract = {Dieser Aufsatz ist der zweite Aufsatz in einer Reihe der Auseinandersetzung mit Digitalität und Leadership (DigiLead). Im ersten Aufsatz, erschienen in \#schuleverantworten 1/2022, wurde mit dem Handlungsmodell Schulgestaltung ein theoretisches Modell entwickelt, mit dem eine theoretische Rahmung von Bildung, Lernen und Schulgestaltung mit Digitalität vorgenommen und Prämissen, Empfehlungen, konzeptionelle Ideen und Möglichkeiten sowie das thematische Spektrum aufgezeigt wurden.
Im vorliegenden zweiten Aufsatz wird jetzt der Forschungsstand zur digitalen Transformation in einzelnen Ländern diskutiert. Hierfür gibt das Autor*innennteam einen Überblick über die zentralen Studien in den deutschsprachigen Ländern Deutschland, Österreich und der Schweiz in Form einer ersten Auslegeordnung, ohne Anspruch auf Vollständigkeit, und leitet daraus erste Empfehlungen sowohl für die Praxis als auch für die Forschung ab.},
	language = {de-DE},
	number = {1},
	urldate = {2024-04-09},
	journal = {\#schuleverantworten},
	author = {Huber, Stephan and Klein, Uschi and Lussi, Isabella and Schneider, Nadine and Hoffmann, Juliana and Wathiyage Don, Anushari},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, \#9:Zeitschriftenartikel:digital:lernen},
	file = {Huber et al. - 2024 - Bildung im Kontext der digitalen Transformation in.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WUDWZ27I/Huber et al. - 2024 - Bildung im Kontext der digitalen Transformation in.pdf:application/pdf},
}

@article{handel_digitale_2024,
	title = {Digitale {Kompetenzen} zum {Studienstart} als {Gelingensfaktor} im ersten {Semester}?},
	volume = {19},
	copyright = {https://creativecommons.org/licenses/by/4.0},
	issn = {2219-6994},
	url = {https://www.zfhe.at/index.php/zfhe/article/view/1935},
	doi = {10.21240/zfhe/19-01/02},
	abstract = {The increasing digitalisation of higher education means that students need digital skills, especially at the start of their studies. The present study of first-year students (N = 338) from various fields of study explored the level of their digital competencies and the relationship between these competencies and learning success, experienced communication, study satisfaction, and dropout intention at the end of the first semester. The study showed differences in the levels of different digital competencies. Furthermore, competencies for sharing digital information were significantly related to all of the variables examined.},
	language = {de-DE},
	number = {1},
	urldate = {2024-03-31},
	journal = {Zeitschrift für Hochschulentwicklung},
	author = {Händel, Marion and Fritzsche, Eva S. and Bedenlier, Svenja},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU3},
	file = {Händel et al. - 2024 - Digitale Kompetenzen zum Studienstart als Gelingen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5YWS4AJH/Händel et al. - 2024 - Digitale Kompetenzen zum Studienstart als Gelingen.pdf:application/pdf},
}

@article{teichert_elterliche_2024,
	title = {Elterliche {Unterstützung} beim digitalen {Lernen} der {Kinder} im {Kontext} ihrer alltagstheoretischen Überzeugungen},
	issn = {1424-3636},
	url = {https://www.medienpaed.com/article/view/1682},
	doi = {10.21240/mpaed/00/2024.03.17.X},
	abstract = {Kinder und Eltern erleben es oftmals als Herausforderung, digitales Lernen in den häuslichen Alltag zu integrieren. Vielfach sind die Verantwortlichkeiten für die Unterstützung des kindlichen Erwerbs von computer- und informationsbezogenen Kompetenzen zwischen Eltern und Schule unklar. Zudem nehmen Eltern ihre Verantwortung für die Unterstützung der Kinder bei der Ausbildung schulisch relevanter Digitalkompetenzen sehr unterschiedlich wahr. Anknüpfend an Überlegungen zu pädagogischen Alltagstheorien ist zu klären, welche Annahmen und Überzeugungen Eltern aufgrund ihres bisherigen Erfahrungswissens entwickeln, weil diese sich oft unbewusst auf die Priorisierung ihres pädagogischen Handelns in der häuslichen Lernumwelt auswirken und die Unterstützung der kindlichen Entwicklung von computer- und informationsbezogenen Kompetenzen prägen können. Anhand von sechs qualitativen Interviews mit Eltern zeigt sich, dass schulische und ausserschulische Alltagsanforderungen, situative Faktoren der häuslichen Lernumgebung, Ansprüche der Eltern an das Arbeitsverhalten des Kindes sowie das bewusste Ausprobierenlassen des Kindes im Internet die elterliche Unterstützung beim digitalen Lernen der Kinder beeinflussen.},
	language = {de-DE},
	urldate = {2024-03-23},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Teichert, Jeannine and Meister, Dorothee M. and Pawelzig, Alicia and Gerhardts, Lara},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {156--175},
	file = {Teichert et al. - 2024 - Elterliche Unterstützung beim digitalen Lernen der.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2LPD7DSU/Teichert et al. - 2024 - Elterliche Unterstützung beim digitalen Lernen der.pdf:application/pdf},
}

@article{zhu_second_2024,
	title = {Second and {Foreign} {Language} {Vocabulary} {Learning} through {Digital} {Reading}: {A} {Meta}-{Analysis}},
	volume = {29},
	issn = {1360-2357, 1573-7608},
	shorttitle = {Second and {Foreign} {Language} {Vocabulary} {Learning} through {Digital} {Reading}},
	url = {https://link.springer.com/10.1007/s10639-023-11969-1},
	doi = {10.1007/s10639-023-11969-1},
	abstract = {Digital reading facilitates L2 development by allowing anytime-anywhere learning with various digital resources. Although there has been increasing research exploring the role of digital reading on L2 vocabulary learning, synthesized evidence regarding the overall facilitating power of digital reading is still lacking. This meta-analysis aggregates 21 important empirical studies published within the last 20 years and indexed in scholarly recognized databases, so as to provide a comprehensive panoramic assessment of how effectively digital reading has enhanced second and foreign language vocabulary acquisition with diversified learner backgrounds and learning environments. A total of 77 effect sizes were yielded across different studies, and random-effect modeling was employed for analyzing the study-level heterogeneity and sub-group variability. Results demonstrate that digital reading had an overall significant effect (dimmediate = 1.45, p {\textless} .01; ddeleayed = 2.98, p {\textless} .01) on L2 vocabulary learning of between-subject studies. For withinsubject studies, digital reading was found to have an upper-medium (d = 1.39, p {\textless} .01) and medium (d = .86, p {\textless} .01) effect on immediate and delayed L2 vocabulary post-tests. Moderating factor analysis results show that L2 proficiency, vocabulary test formats, and digital resources could robustly explain the variance of effect sizes. The findings have strong pedagogical implications on the effective design for digital reading tasks, including the development of adaptive learning algorithms and personalized lexical glosses. Recommendations for future research in the field are provided by pinpointing where to improve in terms of experimental design and the focus of the learner group.},
	language = {en-GB},
	number = {4},
	urldate = {2024-03-23},
	journal = {Education and Information Technologies},
	author = {Zhu, Tong and Zhang, Yanhui and Irwin, Derek},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung},
	pages = {4531--4563},
	file = {Zhu et al. - 2024 - Second and Foreign Language Vocabulary Learning th.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DHYU3A7S/Zhu et al. - 2024 - Second and Foreign Language Vocabulary Learning th.pdf:application/pdf},
}

@article{engel_bildung_2023,
	title = {Bildung in der {Nächsten} {Gesellschaft}: {Eine} post-digitale {Sicht} auf {Technik} und {Lernen}},
	volume = {23},
	issn = {2190-4790},
	shorttitle = {Bildung in der {Nächsten} {Gesellschaft}},
	url = {https://www.medienpaed-ludwigsburg.de/article/view/505},
	doi = {10.21240/lbzm/23/04},
	abstract = {Die gesellschaftliche Medienwelt hat sich seit Dieter Baackes Arbeiten grundlegend verändert. Ging es in den 1970er Jahren um Massenmedien, die in der Freizeit von Jugendlichen zunehmend an Bedeutung gewannen, durchdringt die digitale Medientechnik heute die gesellschaftliche Kommunikation. Dirk Baecker beschreibt als zentrale Herausforderung der "Nächsten Gesellschaft" die Bewältigung des Kontrollverlusts, der durch das Verwobensein der Technik mit gesellschaftlichen Handlungspraktiken ihre Leistungsfähigkeit ausgeht. Aus postdigitaler Sicht lassen sich Transformationen von Ordnungen des Wissens durch das Zusammenspiel von (auch unsichtbaren, digitalen) Akteuren analysieren. Während die ursprüngliche Zielperspektive von Medienkompetenz wesentlich auf Partizipation, Diskurs und gesellschaftliche Veränderung ausgerichtet war, schreiben aktuelle Entwürfe einer "digitalen Kompetenz" die Unsicherheit, die mit den Einschnitten der digitalen Epoche einhergehen, regelmäßig dem Individuum zu. Die Idee eines autonomen Subjekts, das durch Bildung Mündigkeit und Souveränität gewinnt, wird jedoch brüchig. Es gilt, den Bildungsbegriff zu befragen, und an Ansätze relationaler Bildungsprozesse anzuschließen. Es geht um einen Bildungsbegriff, der die Bedeutung von Bildung in einer durch das Digitale geprägten Gesellschaft reflektiert und dabei die Idee von Souveränität und Subjektivation neu positioniert.},
	language = {de-DE},
	urldate = {2024-03-22},
	journal = {Ludwigsburger Beiträge zur Medienpädagogik},
	author = {Engel, Juliane and Kerres, Michael},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:Kerngedanke, Bildungstheorien, Promotion:FU4b, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FH},
	file = {Engel und Kerres - 2023 - Bildung in der Nächsten Gesellschaft Eine post-di.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KLVW6BZ3/Engel und Kerres - 2023 - Bildung in der Nächsten Gesellschaft Eine post-di.pdf:application/pdf},
}

@article{cornelius_mit_2023,
	title = {Mit einem interaktiven und digitalen {Selbstlernbuch} in die organische {Chemie} starten},
	copyright = {all rights reserved},
	url = {https://www.db-thueringen.de/receive/dbt_mods_00059412},
	doi = {10.22032/DBT.59412},
	abstract = {Um an der von Digitalität geprägten Arbeits- und Lebenswelt unserer Gesellschaft selbstbestimmt teilhaben zu können, ist ein breites Spektrum an digitalisierungsbezogenen Kompetenzen notwendig. Zur Vermittlung dieser Kompetenzen in der Schule, ist die Entwicklung und Erprobung von neuen Unterrichtsmethoden unter Einbezug digitaler Medien erforderlich. Eine gewinnbringende Methode, die digitalisierungsbezogenen Kompetenzen von SchülerInnen zu fördern und gleichzeitig fachliche Inhalte zu elaborieren, ist der Einsatz von digitalen und interaktiven Selbstlernbüchern im Unterricht. In diesem Beitrag sollen, neben den Einblicken in das digitale und interaktive Selbstlernbuch „Einführung in die organische Chemie“ mit seinen unterschiedlichen Bestandteilen, die ersten Ergebnisse der Begleitforschung präsentiert werden. Dabei liegt der Forschung unter anderem die Frage zu Grunde, welchen Einfluss die Arbeit mit dem digitalen und interaktiven Selbstlernbuch auf die Motivation und den digitalisierungsbezogenen Kompetenzerwerb hat.},
	language = {de-DE},
	urldate = {2024-03-11},
	journal = {DiCE-Tagung 2023 - Digitalisation in Chemistry Education},
	author = {Cornelius, Soraya and Bohrmann-Linde, Claudia},
	collaborator = {{Thüringer Universitäts- Und Landesbibliothek Jena}},
	year = {2023},
	note = {Publisher: [object Object]},
	keywords = {370, Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FU1, Promotion:FH, 540, digitale Selbstlernbücher, digitalisierungsbezogene Kompetenzen, selbststrukturiertes Lernen},
	pages = {vol. Vortrag},
	file = {Cornelius und Bohrmann-Linde - 2023 - Mit einem interaktiven und digitalen Selbstlernbuc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/88DYMSK6/Cornelius und Bohrmann-Linde - 2023 - Mit einem interaktiven und digitalen Selbstlernbuc.pdf:application/pdf},
}

@article{sarchen_digital_2024,
	title = {Digital learning about patients: {An} online survey of {German} medical students investigating learning strategies for family medical video consultations},
	volume = {10},
	issn = {2055-2076, 2055-2076},
	shorttitle = {Digital learning about patients},
	url = {http://journals.sagepub.com/doi/10.1177/20552076241230070},
	doi = {10.1177/20552076241230070},
	abstract = {Objective: Training in video consultations is seldom included in the curriculum for future physicians. Exploration of preferred teaching methods and learning objectives in this context among medical students remains limited. This study addresses this research gap by conducting a survey among medical students in Germany to assess their educational requirements concerning video consultations and patient-centred distance learning.
Methods: This quantitative study employed an online questionnaire designed for German medical students, following the guidelines of the International Association for Health Professions Education. The study primarily focused on discerning the didactic preferences related to patient-centred digital teaching regarding family medical video consultations. We provided a detailed explanation of a concrete learning concept, a family medical synchronous distance learning seminar. Subsequently, we surveyed students to gauge their needs, expectations, and evaluations of this concept. The collected data were subjected to descriptive analysis.
Results: The analysis revealed that students aspire to offer video consulting services to their patients in the future (sample size (n) = 369, median (med) = 68 of 101 Likert scale points, interquartile range (IQR) = 53.75), despite having limited knowledge in this area (n = 353, med = 21, IQR = 33.25). To acquire expertise in telehealth, students favor blended learning models (n = 331, med = 76, IQR = 50). They also recognize the beneﬁts of distance learning, particularly for students with family responsibilities or those who must travel long distances to their learning institutions,. The presented distance seminar concept resonated with them (n = 278, med = 72.5, IQR = 50.5), surpassing ﬁve other digital learning models in preference. Furthermore, they expressed a desire for its continued implementation beyond the Coronavirus SARS-CoV-2 pandemic (n = 188, med = 77.5, IQR = 44.75).
Conclusions: The deﬁciency in medical school education regarding video consultations requires attention. This issue could be resolved by integrating one of the ﬁve distance learning concepts outlined in this article.},
	language = {en-GB},
	urldate = {2024-02-10},
	journal = {DIGITAL HEALTH},
	author = {Särchen, Franziska and Springborn, Susanne and Mortsiefer, Achim and Ehlers, Jan},
	month = jan,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#0:Zeitschriftenartikel:digital:learning, Krisenreaktion im Bildungsbereich},
	pages = {20552076241230070},
	file = {Särchen et al. - 2024 - Digital learning about patients An online survey .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KQNJYGPU/Särchen et al. - 2024 - Digital learning about patients An online survey .pdf:application/pdf},
}

@article{wu_exploring_2024,
	title = {Exploring the effects of digital technology on deep learning: a meta-analysis},
	volume = {29},
	issn = {1360-2357, 1573-7608},
	shorttitle = {Exploring the effects of digital technology on deep learning},
	url = {https://link.springer.com/10.1007/s10639-023-12307-1},
	doi = {10.1007/s10639-023-12307-1},
	abstract = {The impact of digital technology on learning outcomes, specifically deep learning, has been a subject of considerable debate and scrutiny in educational settings. This study aims to provide clarity by conducting a meta-analysis of empirical publications that examine students’ deep learning outcomes in relation to digital technology. A comprehensive search of databases and a thorough literature review yielded 60 high-quality, peer-reviewed journal articles that met the inclusion criteria. Using Review Manager 5.4.1 software, a meta-analysis was conducted to assess the overall effectiveness of digital technology. The calculated effect size indicates a positive influence of digital technology on students’ deep learning outcomes. Furthermore, a moderator variable analysis revealed several significant findings: 1. Different categories of digital technology tools have a favorable impact on deep learning outcomes; 2. The duration of digital technology treatment does not significantly affect deep learning outcomes; 3. Digital technology demonstrates a highly positive influence on deep learning within the humanities and social sciences disciplines; 4. Combining online and offline utilization of digital technology in education leads to a substantially greater enhancement in deep learning compared to relying solely on online methods; 5. The effectiveness of digital technology on deep learning is enhanced when accompanied by appropriate instructional guidance; 6. Utilizing digital technology in a systematic manner produces different outcomes compared to fragmented approaches, highlighting the importance of a cohesive implementation; 7. Integrating digital technology with collaborative learning has a more pronounced effect on deep learning compared to independent learning. These findings contribute to our understanding of the impact of digital technology on deep learning outcomes and underscore the importance of thoughtful integration and instructional support in educational contexts.},
	language = {en-GB},
	number = {1},
	urldate = {2024-01-10},
	journal = {Education and Information Technologies},
	author = {Wu, Xiu-Yi},
	month = jan,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {425--458},
	file = {Wu - 2024 - Exploring the effects of digital technology on dee.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YUD3NRDT/Wu - 2024 - Exploring the effects of digital technology on dee.pdf:application/pdf},
}

@article{ehlers_curriculare_2023,
	title = {Curriculare {Einbettung} und didaktische {Umsetzung} von {Future} {Skills} in der {Hochschullehre}},
	volume = {10},
	issn = {2196-7261},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/2196-7261-2023-4-336},
	doi = {10.5771/2196-7261-2023-4-336},
	abstract = {Hochschulen müssen sich in einem Zeitalter schnellen Wandels anpassen, um di­ verse Studierendengruppen zu fördern und zu befähigen, Future Skills zu erlernen. Digitale Innovation und neue Lehr- und Lernmethoden erfordern dabei eine ge­ wandelte Lehr- und Lernkultur und schaffen eine veränderte Hochschullandschaft. Der Beitrag beschreibt ein didaktisches Design zur Förderung von Future Skills und analysiert die gewonnenen Erkenntnisse. Er betont die Bedeutung von Future Skills für zukünftigen Erfolg in allen Lebensbereichen und die persönliche Ent­ wicklung und stellt einen Rahmen für deren Erlernen vor.},
	language = {de-DE},
	number = {4},
	urldate = {2024-01-10},
	journal = {Zeitschrift für Didaktik der Rechtswissenschaft},
	author = {Ehlers, Ulf-Daniel and Geier, Nicole and Eigbrecht, Laura},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FU1, Promotion:FH},
	pages = {336--361},
	file = {Ehlers et al. - 2023 - Curriculare Einbettung und didaktische Umsetzung v.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AIQKVR45/Ehlers et al. - 2023 - Curriculare Einbettung und didaktische Umsetzung v.pdf:application/pdf},
}

@article{nahrgang_vom_2023,
	title = {Vom {Motivationsproblem} zur {Lösung}},
	volume = {Vol. 5 No. 4},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	url = {https://www.dimawe.de/index.php/dimawe/article/view/6356},
	doi = {10.11576/DIMAWE-6356},
	abstract = {Der Motivationsförderung kommt im Unterricht der Fächer Mathematik, Informatik, Naturwissenschaften und Technik (MINT) eine bedeutende Rolle zu. Aus diesem Grund wurde in Kooperation zwischen drei Teilmaßnahmen des vom BMBF geförderten Projekts BiProfessional eine digitale Lehrer*innenfortbildung zur Vermittlung von theoretischem Hintergrundwissen sowie praktischen Ansätzen zur Reflexion und Förderung von Motivation im MINT-Unterricht entwickelt. In dieser Fortbildung (MINT motivieren) sind die im vorliegenden Beitrag vorgestellten Materialien verankert, die zentrale Bausteine zur Eingrenzung von und zum Umgang mit Motivationsproblemen von Schüler*innen darstellen. Die Entwicklung der Materialien ist durch den Grundgedanken geleitet, dass effektive Motivationsförderung bedarfsorientiert erfolgen sollte. Durch die interdisziplinäre Verschränkung motivationspsychologischer, mathematikdidaktischer sowie biologiedidaktischer Perspektiven war es möglich, Herausforderungen bei der Motivationsförderung mit Hilfe der Konzeption praxistauglicher Materialien zu begegnen. Die hier vorgestellte Auswahl an Materialien zielt darauf ab, dass Lehrkräfte • die vielfältigen Ursachen von Motivationsproblemen ihrer Schüler*innen kennen und verstehen lernen, • darin unterstützt werden, konkrete Motivationsprobleme strukturiert zu reflektieren und mögliche Problemursachen einzugrenzen, sowie • ihre Fertigkeiten im Umgang mit Schüler*innen mithilfe von Feedback- und Verhaltenstechniken weiterentwickeln können, um positive Veränderungen hinsichtlich der Motivation ihrer Schüler*innen zu bewirken. Diesem Ansatz folgend wird zunächst ein Reflexionsleitfaden für spezifische Motivationsprobleme für Lehrkräfte vorgestellt. Anschließend werden zwei Übungen aus dem Fortbildungsmodul „Gut gemacht – Feedback und Erwartungseffekte“ thematisiert. Während sich die erste Übung der Erarbeitung und Anwendung von Charakteristika kontrollierenden und informierenden Feedbacks widmet, wird in der zweiten Übung das Geben von Feedback in prototypischen Erfolgs- und Misserfolgssituationen aus eigenem und fremdem Unterricht reflektiert.},
	language = {de-DE},
	urldate = {2023-12-02},
	journal = {Die Materialwerkstatt. Zeitschrift für Konzepte und Arbeitsmaterialien für Lehrer*innenbildung und Unterricht.},
	author = {Nahrgang, Ruth and Großmann, Nadine and Hettmann, Maximilian and Fries, Stefan and Wilde, Matthias and Vom Hofe, Rudolf and Grund, Axel},
	month = nov,
	year = {2023},
	note = {Artwork Size: 129-153 Pages
Publisher: Die Materialwerkstatt. Zeitschrift für Konzepte und Arbeitsmaterialien für Lehrer*innenbildung und Unterricht.},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildungstheorien, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {129--153 Pages},
	file = {Nahrgang et al. - 2023 - Vom Motivationsproblem zur Lösung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TK649DCF/Nahrgang et al. - 2023 - Vom Motivationsproblem zur Lösung.pdf:application/pdf},
}

@article{gossling_potenziale_2023,
	title = {Potenziale digitaler {Lerntechnologien} für die betriebliche {Ausbildung} didaktisch erschließen},
	abstract = {Durch den digitalen Wandel verändern sich betriebliche Arbeitsaufgaben. Dennoch kommen digitale Lerntechnologien in der betrieblichen Ausbildung kaum zum Einsatz, obwohl entsprechende technische Werkzeuge vielfach seit Jahren zur Verfügung stehen. Um der Frage nachzugehen, wie technische Potenziale für das Lehren und Lernen in der betrieblichen Ausbildung genutzt werden können, wird auf Daten aus einer Befragung betrieblicher Ausbilderinnen und Ausbilder in Österreich zurückgegriffen. Im Fokus der Befragung stehen Erfahrungen des betrieblichen Ausbildungspersonals mit digitalen Lerntechnologien vor, während und nach der Covid-19 Pandemie. Es zeigt sich, dass die Nutzung digitaler Lerntechnologien in der betrieblichen Ausbildung nach einem vorübergehenden Anstieg während der Pandemie, anschließend wieder deutlich zurückgegangen ist. Bei denen, die digitale Lerntechnologien langfristig auch für eine Ausbildung in Präsenz einsetzen, finden zur Erschließung didaktischer Potenziale umfangreiche Entwicklungsarbeiten auf Ebene von Lernzielen, Inhalten, Methoden und Medien statt. Exemplarische Beispiele für die dauerhafte Nutzung digitaler Lerntechnologien in der betrieblichen Ausbildung werden vorgestellt.},
	language = {de-DE},
	journal = {Berufs- und Wirtschaftspädagogik - online},
	author = {Gössling, Bernd},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Technologieintegration, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FH},
	file = {Gössling - 2023 - Potenziale digitaler Lerntechnologien für die betr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4PLIB9PQ/Gössling - 2023 - Potenziale digitaler Lerntechnologien für die betr.pdf:application/pdf},
}

@article{riebenbauer_ubungsfirma_2023,
	title = {Die Übungsfirma auf dem {Weg} zur lernenden {Organisation} – {Impulse} aus (inter-)nationalen {Projekten}},
	abstract = {Trends wie Digitalisierung, Globalisierung und Nachhaltigkeit führen zu einem immer schnelleren Wandel in unserer Arbeitswelt bzw. in Unternehmen. Damit sind auch Unternehmenssimulationen zu Lernzwecken, wie z. B. die Übungsfirma, gefordert, diese Transformationsprozesse nachzuzeichnen und auf die veränderten Anforderungen zu reagieren. Denn Ziel der Übungsfirma ist es, betriebliche Abläufe und marktwirtschaftliche Strukturen möglichst realitätsnah abzubilden. Es stellt sich demnach die Frage, wie sich Übungsfirmen laufend weiterentwickeln können, um als praxis- bzw. kompetenzorientierter Lernort die Lernenden auf eine sich rasch ändernde Arbeitswelt vorzubereiten. Werden Übungsfirmen als lernende Organisationen betrachtet, d. h. als Organisationen, „in denen Menschen lernen, miteinander zu lernen“ (Senge 2011, 13), gilt es den Blick auf individuelle, kollektive und organisationale Lernprozesse zu lenken. Im Beitrag werden dazu Ansätze aus den folgenden zwei Projekten präsentiert und diskutiert: Das Projekt UNE-SIM liefert Ergebnisse zur Weiterentwicklung der österreichischen Übungsfirmenarbeit hinsichtlich der Kompetenzentwicklung der Lernenden, der Modellierung und didaktisch-methodischen Gestaltung sowie der Übungsfirmenleitung. Der Fokus des aktuell laufenden ERASMUS+ Projekts PEN-QM liegt auf der Etablierung eines nachhaltigen Qualitätsmanagementsystems für Übungsfirmen, das auf einem innovativen, webbasierten Lerninstrument basiert und Tools für interne und externe Evaluationen anbietet. Im Zuge von internationalen Audits zwischen Übungsfirmen und/oder Kooperationspartner*innen soll dabei das mit- und voneinander Lernen gefördert und die kontinuierliche Weiterentwicklung unterstützt werden.},
	language = {de-DE},
	journal = {Berufs- und Wirtschaftspädagogik - online},
	author = {Riebenbauer, Elisabeth and Haupt, Teresa},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Systemanpassung, Bildungstheorien, Promotion:Weiterführung, Lernsystemarchitektur, \#9:Zeitschriftenartikel:digital:lernen},
	file = {Riebenbauer und Haupt - 2023 - Die Übungsfirma auf dem Weg zur lernenden Organisa.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FR4DKY8X/Riebenbauer und Haupt - 2023 - Die Übungsfirma auf dem Weg zur lernenden Organisa.pdf:application/pdf},
}

@article{benko_krise_2023,
	title = {Krise als {Chance}: {Herausforderungen} im {Bildungsbereich}},
	volume = {10},
	issn = {2313-1640},
	shorttitle = {Krise als {Chance}},
	url = {https://journal.ph-noe.ac.at/index.php/resource/article/view/1220},
	doi = {10/gsv83m},
	abstract = {Durch die COVID-19 Pandemie entwickelte sich weltweit eine gesellschaftliche Krise, die in fast allen Lebensbereichen auftrat und als ein weiterer Faktor für den stetigen Wandel im Bildungsbereich begründet wird. Der vorliegende Artikel behandelt die Chancen und Transformationsmöglichkeiten während einer Krisenzeit für Lehrkräfte. Hierbei bildet die COVID-19 Pandemie die Basis für nachfolgende Überlegungen. Die Erhebungen fanden im Zeitraum 2020-2022 statt und bilden die Grundlage für diesen Artikel. Dabei zeigt sich, dass diese eine gezwungene Veränderung im Bildungsbereich darstellte und die Digitalisierung dadurch einen Aufschwung erhielt. Ressourcen waren unzureichend vorhanden und Lehrkräfte verfügten teilweise über keine ausreichenden digitalen Kompetenzen. Unterrichtsmethoden und Unterrichtsstile mussten an die neuartige Situation angepasst werden; daraus entwickelte sich eine neue Methode namens Flipped Classroom. Transformation war in diesem Zeitraum von großer Notwendigkeit und ermöglichte den Lernenden, neue Lernprozesse zu entwickeln.},
	language = {de-DE},
	number = {4},
	urldate = {2023-10-17},
	journal = {R\&E-SOURCE},
	author = {Benkö, Patrick and Gril, Thomas and Waltl, Sandra},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Krisenreaktion im Bildungsbereich, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	file = {Benkö et al. - 2023 - Krise als Chance Herausforderungen im Bildungsber.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R8SQUAB2/Benkö et al. - 2023 - Krise als Chance Herausforderungen im Bildungsber.pdf:application/pdf},
}

@article{pfaffmann_entwicklung_2022,
	title = {Entwicklung einer universellen {Konfigurations}- und {Lehr}-{Lern}-{Umgebung} ({UKuLeLe}) zur {Erstellung} und {Nutzung} digitaler {Lernpfade}},
	copyright = {Creative Commons Attribution 4.0 International},
	url = {https://duepublico2.uni-due.de/receive/duepublico_mods_00076039},
	doi = {10/gsv82n},
	abstract = {Der Einsatz digitaler Medien im Unterricht ist spätestens seit dem Bund-Länder-Digitalpakt in aller Munde. Ausbauen digitaler Infrastruktur und Bereitstellen von Hardware ist aber keine Garantie dafür, dass digitale Medien gewinnbringend eingesetzt werden. Um deren Potentiale lernzielorientiert nutzen zu können, müssen Lehrkräfte im Umgang mit digitalen Medien geschult werden. Im Beitrag werden Konzeption und Entwicklungstand einer universellen Konfigurations- und Lehr-Lern-Umgebung (UKuLeLe) vorgestellt. Sie ist Werkzeug zum Erstellen von adaptiven digitalen Lernpfaden sowie Arbeits- und Diagnose-Umgebung für solche Lernpfade. Mit ihr sollen Lehrpersonen befähigt werden, Lernpfade, die auf didaktischen Prinzipen basieren, zu entwickeln und im Unterricht einzusetzen. Im Beitrag wird die fachübergreifend nutzbare Lehr-Lern-Umgebung aus der Perspektive des Einsatzes im Rahmen des Lehrens und Lernens von Mathematik reflektiert und erläutert.},
	language = {de-DE},
	urldate = {2023-10-15},
	journal = {Digitales Lernen in Distanz und Präsenz: Herbsttagung 2021 des Arbeitskreises Mathematikunterricht und digitale Werkzeuge in der Gesellschaft für Didaktik der Mathematik am 24.09.2021},
	author = {Pfaffmann, Christoph and Roth, Jürgen},
	collaborator = {DuEPublico: Duisburg-Essen Publications Online, University Of Duisburg-Essen},
	month = jun,
	year = {2022},
	note = {ISBN: 9783940402530
Publisher: DuEPublico: Duisburg-Essen Publications online, University of Duisburg-Essen, Germany},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Technologieintegration, Lernsystemarchitektur, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {p. 99},
	file = {Pfaffmann und Roth - 2022 - Entwicklung einer universellen Konfigurations- und.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2SA9BQ58/Pfaffmann und Roth - 2022 - Entwicklung einer universellen Konfigurations- und.pdf:application/pdf},
}

@article{benzmann_den_2023,
	title = {In den {Gesellschaftswissenschaften} ermöglicht die {Digitalisierung} völlig neue {Aufgabenformate}. {Damit} erweitern sich die didaktischen {Möglichkeiten} zur {Differenzierung} und {Vertiefung}. {Das} hat viele {Vorteile} für die {Gestaltung} eines modernen, auf aktives {Lernen} zielenden {Unterrichts}.},
	language = {de-DE},
	journal = {Pädagogik},
	author = {Benzmann, Amy and Schröder, Helge and Hoegg, Günther},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	file = {Benzmann und Schröder - 2023 - In den Gesellschaftswissenschaften ermöglicht die .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HZ9NFD4W/Benzmann und Schröder - 2023 - In den Gesellschaftswissenschaften ermöglicht die .pdf:application/pdf},
}

@article{bragger_kompetenzorientiertes_2023,
	title = {Kompetenzorientiertes {Lernen} mit digitalen {Medien}},
	language = {de-DE},
	journal = {Pädagogik},
	author = {Brägger, Gerold and Hoegg, Günther},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	file = {Brägger - 2023 - Kompetenzorientiertes Lernen mit digitalen Medien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P6FFTYNI/Brägger - 2023 - Kompetenzorientiertes Lernen mit digitalen Medien.pdf:application/pdf},
}

@article{rusert_wo_2023,
	title = {Wo verläuft die „{Digitale} {Kluft}“? - {Perspektiven} auf digitale {Kompetenzen} junger {Geflüchteter} in der {Berufsorientierung}},
	abstract = {Im Beitrag werden digitale Kompetenzen und damit verknüpfte Chancen und Hürden von Geflüchteten in der Berufsorientierung und in der dualen Berufsausbildung anhand des Interviewmaterials, das in zwei vom BMWi bzw. vom BMBF finanzierten Projekten entstand, analysiert. Beide starteten vor der Coronapandemie zu Beginn 2019 bzw. 2020 und waren deswegen mit der besonderen und vorher nicht absehbaren Hürde konfrontiert, dass weite Teile der betrieblichen und schulischen Ausbildung sowie des Coachings und Mentorings in den Projekten in den digitalen Raum verlegt werden mussten (Kart/Rusert/Stein 2020; Rusert/Kart/Stein 2019; 2020a; b; 2021; Stein 2020). In den Interviews vor Beginn der Pandemie zeigte sich, dass die Auszubildenden bei ihrer Berufswahl eine überwiegend pragmatische und weniger kompetenz- und interessengeleitete Entscheidung trafen (Rusert/Kart/Stein 2022). Für eine besser gelingende Passung können digitale Tools und Lernwelten Sprachbarrieren vermindern und inklusionsfördernd wirken. Gleichzeitig zeigten sich im Distanzlernen während der Pandemie eher Einschränkungen bei der Bildungsteilhabe für Geflüchtete. Im Beitrag stehen die Linien der digitalen Kluft zu anschlussfähigen Medienkompetenzen für eine berufsqualifizierende Berufswahl und gelingende Ausbildung der Geflüchteten im Mittelpunkt (Rusert/Kart/Stein 2021; Rusert 2023).},
	language = {de-DE},
	journal = {Berufs- und Wirtschaftspädagogik - online},
	author = {Rusert, Kirsten and Stein, Margit},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Systemanpassung, Promotion:Argumentation, Datenschutz und IT-Sicherheit, Krisenreaktion im Bildungsbereich, \#9:Zeitschriftenartikel:digital:lernen},
	file = {Rusert und Stein - 2023 - Wo verläuft die „Digitale Kluft“ - Perspektiven a.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4LKL25HH/Rusert und Stein - 2023 - Wo verläuft die „Digitale Kluft“ - Perspektiven a.pdf:application/pdf},
}

@article{lohse_students_2023,
	title = {„{Students} as {Partners}“ im {Studium} {Soziale} {Arbeit} {Ein} hybrides {Lehrveranstaltungskonzept} zum {Ausloten} der {Potentiale} (und {Grenzen}) for-schenden {Lernens}},
	issn = {2750-4468},
	url = {https://journals.qucosa.de/jfhead/article/view/38},
	doi = {10.55310/jfhead.38},
	abstract = {Der Beitrag fokussiert forschendes Lernen im Studium Soziale Arbeit und schlägt vor dem Hintergrund des Students as Partners Ansatzes ein didaktisches Konzept für eine hybride Umsetzung vor. Präsenzlehre lässt sich rückblickend bis etwa Mitte März 2020 – Ausnahmen selbstverständlich in Rechnung stellend – als „Goldstandard“ akademischer Bildung und ihrer Didaktik bezeichnen. Seit dem Ausbruch der Corona-Pandemie und den damit einhergegangenen Einschränkungen vom Studieren in Präsenz können digitale Lehr-Lernsettings reiner Onlinelehre als dessen Gegenentwurf verstanden werden. Hybride Settings bieten durch eine gleichzeitige Realisierung beider Teilnahmeoptionen sowohl für Lehrende als auch Studierende die Chance, ihre jeweiligen Vorteile (Stärken) zusammenzubringen. In Projekten forschenden Lernens ist es aus Sicht des Autors durchaus vielversprechend – gemeinsam mit wissenschaftlichen Hilfskräften (Masterstudierende) – Potenziale hybrider Studienangebote (und möglicherweise deren Grenzen) auszuloten und ihre didaktische Umsetzung zu erproben. Dafür werden in diesem Beitrag sowohl theoretische Grundlagen zur Hybridität rezipiert als auch eine darauf gründende Projektskizze zur studentischen Erforschung von Erfahrungen mit digitalen / hybriden Lehr-Lernsettings im Studium (Soziale Arbeit) vorgestellt.},
	language = {de-DE},
	number = {1},
	urldate = {2023-03-07},
	journal = {Perspektiven auf Lehre. Journal for Higher Education and Academic Development},
	author = {Lohse, Markus},
	month = mar,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FH},
	file = {Lohse - 2023 - „Students as Partners“ im Studium Soziale Arbeit E.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LZGIJ7L3/Lohse - 2023 - „Students as Partners“ im Studium Soziale Arbeit E.pdf:application/pdf},
}

@article{kruppke_kompetenzatelier_2022,
	title = {Das {Kompetenzatelier} als agiles {Lehrformat}: {Biomechanik}-{Projektarbeit} bis zum {Prototyp}},
	volume = {2},
	issn = {2749-1307, 2749-1293},
	shorttitle = {Das {Kompetenzatelier} als agiles {Lehrformat}},
	url = {https://journals.qucosa.de/ll/article/view/56},
	doi = {10/grq6bj},
	abstract = {Um den Campus im Zeitalter von digitalen und hybriden Lehrveranstaltungen wieder attraktiv zu machen, wird ein agiles Lehrformat vorgestellt, das die kooperative Problembewältigung durch projektbasiertes Lernen und agiles Projektmanagement ins Zentrum stellt. Hierzu werden zunächst allgemein die Elemente agilen Projektmanagements vorgestellt und anschließend die Übertragung auf den Lehrkontext erläutert. Zur weiteren Verdeutlichung des Ablaufs und des Zusammenspiels der Gruppenmitglieder wird am konkreten Beispiel des Moduls Kompetenzatelier: Biomechanik agil mit Scrum die Durchführung beschrieben und das schrittweise Erstellen eines Demonstrators durch die Studierenden gezeigt. Abschließend wird die Evaluation des Kompetenzateliers zur Identifizierung von allgemeinen Stärken und Schwächen genutzt. Dabei wird besonders auf die agile Reaktion der Studierenden auf geplante und ungeplante „Störelemente“ eingegangen. Das Kompetenzatelier bietet für Lehrende kleiner Studiengänge und Gruppen eine Anregung zur innovativen und kreativen Auseinandersetzung mit einem agilen Projektmanagement und fördert die Selbstmotivation zum Lernen durch eine unmittelbare praktische Anwendung.},
	language = {de-DE},
	number = {2},
	urldate = {2023-02-07},
	journal = {Lessons Learned},
	author = {Kruppke, Benjamin and Apelt, Sabine and Hartwig, Carl Eric and Koch, Adrian and Mai, Julian and Schumann, Anna Lorena and Ulbricht, Tim Johannes and Ullmann, Moritz and Wiesmann, Hans-Peter},
	month = dec,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:FU4b, Agilität, \#9:Zeitschriftenartikel:digital:lernen, Projektmanagement},
	file = {Kruppke et al. - 2022 - Das Kompetenzatelier als agiles Lehrformat Biomec.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6IJQV9GL/Kruppke et al. - 2022 - Das Kompetenzatelier als agiles Lehrformat Biomec.pdf:application/pdf},
}

@article{weinhardt_beratungslernen_2022,
	title = {Beratungslernen im {Studium}. {Ergebnisse} einer {Pilotstudie} zur {Umsetzung} eines videogestützten {Beratungslabors} im {Horizont} pandemiebedingter {Digitalität}},
	url = {https://door.donau-uni.ac.at/o:2810},
	doi = {10.48341/KTTM-4822},
	language = {de-DE},
	urldate = {2022-12-21},
	journal = {Zeitschrift für Onlineberatung und computervermittelte Kommunikation},
	author = {Weinhardt, Marc and Bauer, Petra and Lohner, Eva Maria and Schmitz, Anne-Kathrin and Christiani, Laura and Eder-Curreli, Carmilla},
	year = {2022},
	note = {Publisher: Universität für Weiterbildung Krems \& e-beratungsjournal.net},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	file = {Weinhardt et al. - 2022 - Beratungslernen im Studium. Ergebnisse einer Pilot.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KUT3BS3M/Weinhardt et al. - 2022 - Beratungslernen im Studium. Ergebnisse einer Pilot.pdf:application/pdf},
}

@article{rohle_digitale_2022,
	title = {Digitale und hybride {Lehre} in der medizinischen {Ausbildung} am {Beispiel} des {Medizinischen} {Interprofessionellen} {Trainingszentrums} {MITZ} {Impulse} und {Entwicklungspotentiale}},
	volume = {2},
	issn = {2749-1307, 2749-1293},
	url = {https://journals.qucosa.de/ll/article/view/45},
	doi = {10/gqgnf3},
	abstract = {Mit Beginn der COVID-19-Pandemie wurde die Durchführung der praktischen Lehre vor große Herausforderungen gestellt. Das Medizinische Interprofessionelle Trainingszentrum (MITZ) ist diesen mit der Implementierung neuer Lehr-/Lernformate erfolgreich begegnet und hat die Chance genutzt, weitere Projekte zu initiieren. Vor dem Hintergrund sich verändernder beruflicher An- und Herausforderungen wird damit zugleich der zunehmenden Kompetenzorientierung in der Hochschullehre Rechnung getragen, indem Lehr-/Lernprozesse die Lernenden als aktiv Handelnde in den Fokus stellen. Neue digitale Formate und Technologien haben das Potential, den Wandel hin zu einem eigenverantwortlichen und personalisierten Lernen zu vollziehen. Im Folgenden wird unter methodischen und bildungswissenschaftlichen Aspekten die Neuausrichtung der praktischen Lehre im MITZ vorgestellt.},
	language = {en-GB},
	number = {1},
	urldate = {2022-07-08},
	journal = {Lessons Learned},
	author = {Röhle, Anne and Bibrack, Eva},
	month = jul,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, \#9:Zeitschriftenartikel:digital:lernen},
	file = {Röhle und Bibrack - 2022 - Digitale und hybride Lehre in der medizinischen Au.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JPMCT4FM/Röhle und Bibrack - 2022 - Digitale und hybride Lehre in der medizinischen Au.pdf:application/pdf},
}

@article{lorcher_wissenschaftsbasiertes_2022,
	title = {Wissenschaftsbasiertes {Lernen} und digitaler {Wandel} im {Seniorenstudium}},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	url = {https://www.hochschule-und-weiterbildung.net/index.php/zhwb/article/view/4953},
	doi = {10/gqfq4j},
	abstract = {Das Seniorenstudium der Ludwig-Maximilians-Universität München wurde durch die Auswirkungen der Corona-Pandemie stark und nachhaltig beeinflusst. Im vorliegenden Artikel wird auf Basis von drei Teilnehmendenbefragungen aus den Jahren 2018, 2020 und 2021 diskutiert, welche Veränderungen die Umstellung auf digitale Lehrangebote mit sich bringt, aber auch welche Kontinuitäten trotz Onlinelehre erkennbar sind. Es lassen sich in der explorativen Studie Unterschiede hinsichtlich der Teilnahmemotive und der Bereitschaft, synchrone Lehrangebote zu nutzen, feststellen. Die Bereitschaft der älteren Lernenden, sich mit digitalen Lernformaten auseinander zu setzen, ist generell vorhanden, auch wenn ein Rückgang der Teilnehmendenzahlen zu vermerken ist. Das wissenschaftsbasierte Lernen wird auch in der Pandemie nachgefragt, die Vermittlung von Erkenntnissen aus der Forschung ist weitgehend unbehelligt von den Veränderungen, die die digitale Lehre mit sich bringt. So ist auch eine Stabilität didaktischer Grundlagen wie Selbststeuerung, Freiwilligkeit und Diskursfähigkeit im Seniorenstudium erkennbar.},
	language = {de-DE},
	urldate = {2022-07-02},
	journal = {Zeitschrift Hochschule und Weiterbildung (ZHWB)},
	author = {Lörcher, Bettina and Tippelt, Rudolf and Weiss, Elisabeth},
	month = jun,
	year = {2022},
	note = {Publisher: Zeitschrift Hochschule und Weiterbildung (ZHWB)},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Krisenreaktion im Bildungsbereich, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {2022/1: Hochschulweiterbildung und Alter(n)},
	file = {Lörcher et al. - 2022 - Wissenschaftsbasiertes Lernen und digitaler Wandel.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3TN36AG8/Lörcher et al. - 2022 - Wissenschaftsbasiertes Lernen und digitaler Wandel.pdf:application/pdf},
}

@article{lin_digital_2021,
	title = {Digital {Health} and {Digital} {Learning} {Experiences} {Across} {Speech}-{Language} {Pathology}, {Phoniatrics}, and {Otolaryngology}: {Interdisciplinary} {Survey} {Study}},
	volume = {7},
	issn = {2369-3762},
	shorttitle = {Digital {Health} and {Digital} {Learning} {Experiences} {Across} {Speech}-{Language} {Pathology}, {Phoniatrics}, and {Otolaryngology}},
	url = {https://mededu.jmir.org/2021/4/e30873},
	doi = {10.2196/30873},
	abstract = {Background: Advances in digital health and digital learning are transforming the lives of patients, health care providers, and health professional students. In the interdisciplinary field of communication sciences and disorders (CSD), digital uptake and incorporation of digital topics and technologies into clinical training programs has lagged behind other medical fields. There is a need to understand professional and student experiences, opinions, and needs regarding digital health and learning topics so that effective strategies for implementation can be optimized.
Objective: This cross-sectional survey study aims to interdisciplinarily investigate professional and student knowledge, use, attitudes, and preferences toward digital health and learning in the German-speaking population.
Methods: An open-ended, web-based survey was developed and conducted with professionals and students in CSD including phoniatricians and otolaryngologists, speech-language pathologists (German: Logopäd*innen), medical students, and speech-language pathology students. Differences in knowledge, use, attitudes, and preferences across profession, generation, and years of experience were analyzed.
Results: A total of 170 participants completed the survey. Respondents demonstrated greater familiarity with digital learning as opposed to eHealth concepts. Significant differences were noted across profession (P{\textless}.001), generation (P=.001), and years of experience (P{\textless}.001), which demonstrated that students and younger participants were less familiar with digital health terminology. Professional (P{\textless}.001) and generational differences were also found (P=.04) in knowledge of digital therapy tools, though no significant differences were found for digital learning tools. Participants primarily used computers, tablets, and mobile phones; non–eHealth-specific tools (eg, word processing and videoconferencing applications); and digital formats such as videos, web courses, and apps. Many indicated a desire for more interactive platforms, such as virtual reality. Significant differences were found across generations for positive views toward digitalization (P{\textless}.001) and across profession for feelings of preparedness (P=.04). Interestingly, across profession (P=.03), generation (P=.006), and years of experience (P=.01), students and younger participants demonstrated greater support for medical certification. Commonly reported areas of concern included technical difficulties, quality and validity of digital materials, data privacy, and social presence. Respondents tended to prefer blended learning, a limited to moderate level of interactivity, and time and space–flexible learning environments (63/170, 37.1\%), with a notable proportion still preferring traditional time and space–dependent learning (49/170, 28.8\%).
Conclusions: This comprehensive investigation into the current state of CSD student and professional opinions and experiences has shown that incorporation of digital topics and skills into academic and professional development curricula will be crucial for ensuring that the field is prepared for the ever-digitalizing health care environment. Deeper empirical investigation into efficacy},
	language = {en-GB},
	number = {4},
	urldate = {2021-12-12},
	journal = {JMIR Medical Education},
	author = {Lin, Yuchen and Lemos, Martin and Neuschaefer-Rube, Christiane},
	month = nov,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, \#0:Zeitschriftenartikel:digital:learning, Bildung, Multimedia, Digitale Bildung, Promotion:FU3, mobile phone, communication disorders, digital learning, otolaryngology, phoniatrics, speech-language pathology},
	pages = {e30873},
	file = {Lin et al. - 2021 - Digital Health and Digital Learning Experiences Ac.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZZACGCJX/Lin et al. - 2021 - Digital Health and Digital Learning Experiences Ac.pdf:application/pdf},
}

@article{turner_uber_2022,
	title = {Über physische {Distanz} und emotionale {Nähe} im {Fernunterricht}: {Wie} kann es {Lehrer}*innen gelingen, mit {Schüler}*innen in {Kontakt} zu bleiben?},
	volume = {22},
	issn = {2190-4790},
	shorttitle = {Über physische {Distanz} und emotionale {Nähe} im {Fernunterricht}},
	url = {https://www.medienpaed-ludwigsburg.de/article/view/414},
	doi = {10/gp5vw5},
	abstract = {Die COVID-19 Pandemie hat den Schulalltag schlagartig verändert und war für die meisten Schüler*innen und Lehrer*innen durch Fernunterricht geprägt. Aufgrund der fortgeschrittenen Digitalisierung im Alltag und der Implementierung der Digitalen Grundbildung in Österreich (vgl. BMBWF 2018) sollte ein rascher Wechsel zum online-basierten Unterricht erfolgen. Dennoch waren jene Zeiten durch Herausforderungen, Unsicherheiten sowie physische Distanz für Lehrer*innen und Schüler*innen gekennzeichnet. Eine förderliche Lehr-Lernbeziehung sowie ein emotional positiver Kontakt sind neben technischem Equipment und digitalen Kompetenzen wesentliche Prädiktoren für gelingendes Lernen im digitalisierten (Fern-)Unterricht. In diesem Beitrag wird der Frage nachgegangen, inwiefern es Lehrer*innen in Zeiten des online-basierten Fernunterrichts gelungen ist, mit den Schüler*innen in (emotionalen) Kontakt zu bleiben.},
	language = {de-DE},
	urldate = {2022-05-16},
	journal = {Ludwigsburger Beiträge zur Medienpädagogik},
	author = {Turner, Agnes and Scherde, Tamina-Melanie},
	month = may,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:FU2a, Krisenreaktion im Bildungsbereich, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {1--12},
	file = {Turner und Scherde - 2022 - Über physische Distanz und emotionale Nähe im Fern.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/79EI96SE/Turner und Scherde - 2022 - Über physische Distanz und emotionale Nähe im Fern.pdf:application/pdf},
}

@article{ros_selbstgesteuertes_2022,
	title = {Selbstgesteuertes {Lernen} in digitalen {Lehr}-{Lernarrangements} fördern – eine {Perspektive} für die {Hochschullehre}},
	issn = {2750-4468},
	url = {https://journals.qucosa.de/jfhead/article/view/20},
	doi = {10.55310/jfhead.20},
	abstract = {Der Beitrag versteht sich als Impuls, selbstgesteuertes Lernen in digitalen Lehr-Lernarrangements im Rahmen der Hochschullehre gezielt zu ermöglichen und begleitend zu unterstützen. Neben einem theoretischen Einblick in die Thematik wird der Blick somit auf die Lehrpraxis gerichtet, indem beispielhaft einige konkrete Möglichkeiten der Initiierung sowie Förderung selbstgesteuerten Lernens mit digitalen Medien in der Hochschullehre aufgezeigt werden.},
	language = {de-DE},
	number = {1},
	urldate = {2022-10-26},
	journal = {Perspektiven auf Lehre. Journal for Higher Education and Academic Development},
	author = {Roß, Daniel and Nickel, Julia},
	month = oct,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {7},
	file = {Roß und Nickel - 2022 - Selbstgesteuertes Lernen in digitalen Lehr-Lernarr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B57RLLAU/Roß und Nickel - 2022 - Selbstgesteuertes Lernen in digitalen Lehr-Lernarr.pdf:application/pdf},
}

@article{fischer_studienergebnisse_nodate,
	title = {Studienergebnisse zum {Einsatz} von {Tablets} ({iPads}) u.a. digitalen {Medien} im {Unterricht} – {Ein} Überblick},
	language = {de-DE},
	author = {Fischer, Dr Stefan and Nörpel, Thomas},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU5},
	file = {Fischer und Nörpel - Studienergebnisse zum Einsatz von Tablets (iPads) .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2QLHVKUA/Fischer und Nörpel - Studienergebnisse zum Einsatz von Tablets (iPads) .pdf:application/pdf},
}

@article{dindas_social_nodate,
	title = {Social {Presence}: {Der} {Schlüssel} zu effektiverem {Lernen} in der virtuellen {Präsenzlehre}? Überlegungen zur virtuellen {Körperlichkeit} in digitalen {Lehr}- und {Lernsettings}},
	abstract = {The dynamic developments in (higher) education, further accelerated by the challenges of the COVID-19 pandemic, have highlighted the necessity of reevaluating the role of physicality in the educational context, especially concerning virtual learning environments. This paper explores the significance of physicality and social presence in higher education and offers interpretations of virtual physicality that can be practically implemented and made relevant for learning. The focus is on the role of social presence, which enables enables a sense of community and interaction in digital teaching settings despite physical absence. Based on the concepts of embodied cognition and telepresence, the paper discusses how physical distance can be bridged in virtual learning environments. It suggests teaching methods and technologies that promote a strong social presence, thereby creating an effective and inclusive learning environment. In this context, specific examples are presented that illuminate the dynamic interactions between physical and virtual presence and their significance for designing digital teaching and learning settings. This aims to illustrate ways in which a sense of community and interaction can be created in digital learning environments despite physical distance.},
	language = {de-DE},
	author = {Dindas, Henrik and Schulte, Frank P},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, \#9:Zeitschriftenartikel:digital:lernen},
	file = {Dindas und Schulte - Social Presence Der Schlüssel zu effektiverem Ler.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MGCWPJIQ/Dindas und Schulte - Social Presence Der Schlüssel zu effektiverem Ler.pdf:application/pdf},
}

@article{firdaus_integration_2024,
	title = {Integration of mobile learning application-supported collaborative learning: review in higher education case},
	volume = {13},
	issn = {2655-9633, 2089-4341},
	shorttitle = {Integration of mobile learning application-supported collaborative learning},
	url = {https://jurnal.uia.ac.id/akademika/article/view/4173},
	doi = {10.34005/akademika.v13i01.4173},
	abstract = {Integration of mobile learning application-supported collaborative learning: review in higher education case. This study aims to determine: 1) Mobile applications in collaborative learning in higher education; 2) Integration of mobile applications in learning in higher education; 3) How the influence of application integration factors on learning in higher education. This study uses a literature review system to obtain articles by selecting titles and contexts. The articles obtained and analyzed were as many as 30 articles. Furthermore, advanced data is presented by grouping the applications, educational subjects, and research methods. The results show: 1) There are six types of mobile applications in use, namely social media, cloud, mobile app, MOOCS, web, and LMS; 2) Integration learning is carried out by selecting applications that can support collaborative learning, dividing student groups, utilizing available features to deliver learning; 3) The positive influence of mobile learning on collaborative learning is 90\%. Based on the research results, lecturers in higher education can use the following recommendations: Implementation of collaborative learning can be done with various types of mobile applications. Educators are advised only to use mobile applications that contain text communication and image sending. When choosing a mobile application, it is recommended to consider learning objective and utilize the available features to deliver learning. .},
	language = {en-GB},
	number = {01},
	urldate = {2024-10-20},
	journal = {Akademika},
	author = {Firdaus, Dailami and Ahmad, Masduki and Armiati, Reni},
	month = sep,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU4b, \#4:Zeitschriftenartikel:MOOC},
	pages = {49--67},
	file = {Firdaus et al. - 2024 - INTEGRATION OF MOBILE LEARNING APPLICATION-SUPPORT.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TIH8SYXY/Firdaus et al. - 2024 - INTEGRATION OF MOBILE LEARNING APPLICATION-SUPPORT.pdf:application/pdf},
}

@article{wesner_strategische_2024,
	title = {Strategische {Vorausschau} in der {Weiterbildung} als {Beitrag} zur {Nachhaltigkeit}},
	abstract = {Dieser Beitrag zeigt das Potenzial des Einsatzes von Strategischer Vorausschau (SV) in der Weiterbildung (WB) im Kontext der Ziele der Agenda 2030 für nachhaltige Entwicklung (SDGs). Dazu werden anhand zentraler Ergebnisse der Foresight-Studie „Chancen und Risiken für die Teilhabe Geringqualifizierter in der Digitalisierung“ mögliche Auswirkungen der Digitalisierung auf die WB für Geringqualifizierte bis 2028 vorgestellt. Im Fokus stehen dabei ausgewählte SDG-bezogene Fragestellungen zu zukünftig relevanten Fähigkeiten und Kompetenzen, innovativen Lehr- und Lernformaten, zukunftsfähigen Technologien und Lernmethoden, Zugangsbarrieren sowie der Gestaltung wirksamer WBAngebote, die mit Bezug auf ihre Auswirkungen für WB-Anbieter sowie die Veränderungen der Qualifikationsanforderungen im Zuge der Digitalisierung beleuchtet werden.},
	language = {de-DE},
	author = {Weßner, Andreas and Rohs, Matthias},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Weiterführung, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU5, Krisenreaktion im Bildungsbereich},
	file = {Weßner und Rohs - Strategische Vorausschau in der Weiterbildung als .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EEWGVJV9/Weßner und Rohs - Strategische Vorausschau in der Weiterbildung als .pdf:application/pdf},
}

@article{zwanziger_digitale_2024,
	title = {Digitale {Transformation} in der {Schule}: {Bildung} im digitalen {Wandel} unserer {Zeit}},
	volume = {11},
	copyright = {http://creativecommons.org/licenses/by-nc-nd/4.0},
	issn = {2313-1640},
	shorttitle = {Digitale {Transformation} in der {Schule}},
	url = {https://journal.ph-noe.ac.at/index.php/resource/article/view/1347},
	doi = {10.53349/resource.2024.i4.a1347},
	abstract = {Der digitale Wandel stellt für Lehrkräfte eine wesentliche Herausforderung dar, da er die Art und Weise, wie Bildung gestaltet und vermittelt wird, maßgeblich beeinflusst. Die Integration digitaler Technologien im Klassenzimmer stellt eine wesentliche Aufgabe für Lehrkräfte dar. Dies ermöglicht nicht nur eine effektivere Gestaltung von Lehr- und Lernprozessen, sondern bereitet die Schüler*innen auch auf die Anforderungen einer zunehmend digitalen Gesellschaft vor. Die kontinuierliche Weiterentwicklung digitaler Kompetenzen ist eine wesentliche Voraussetzung für Lehrende, um innovative pädagogische Ansätze zu nutzen und den Unterricht zeitgemäß zu gestalten. Der Wandel eröffnet die Möglichkeit, personalisierte Lernumgebungen zu schaffen und kollaboratives Lernen zu fördern. Dadurch können Schüler*innen optimal auf die Herausforderungen der modernen Welt vorbereitet werden.},
	language = {de-DE},
	number = {4},
	urldate = {2024-10-18},
	journal = {R\&E-SOURCE},
	author = {Zwanziger, Katrin},
	month = oct,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie},
	pages = {131--141},
	file = {Zwanziger - 2024 - Digitale Transformation in der Schule Bildung im .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VCGCVUZF/Zwanziger - 2024 - Digitale Transformation in der Schule Bildung im .pdf:application/pdf},
}

@article{de_bruijn-smolders_effective_2024,
	title = {Effective {Student} {Engagement} with {Blended} {Learning} {A} systematic review},
	issn = {24058440},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2405844024154709},
	doi = {10.1016/j.heliyon.2024.e39439},
	language = {en-GB},
	urldate = {2024-10-18},
	journal = {Heliyon},
	author = {De Bruijn-Smolders, M. and Prinsen, F.R.},
	month = oct,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, \#8:Zeitschriftenartikel:blended:learning},
	pages = {e39439},
	file = {De Bruijn-Smolders und Prinsen - 2024 - Effective Student Engagement with Blended Learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IAFPI5AJ/De Bruijn-Smolders und Prinsen - 2024 - Effective Student Engagement with Blended Learning.pdf:application/pdf},
}

@book{mues_digitale_2024,
	address = {Berlin, Heidelberg},
	series = {essentials},
	title = {Digitale {Medien} kompetent in {Kitas} einsetzen: {Eine} Übersicht verschiedener {Möglichkeiten} und {Ressourcen}},
	copyright = {https://creativecommons.org/licenses/by/4.0},
	isbn = {978-3-662-69758-0 978-3-662-69759-7},
	shorttitle = {Digitale {Medien} kompetent in {Kitas} einsetzen},
	url = {https://link.springer.com/10.1007/978-3-662-69759-7},
	language = {de-DE},
	urldate = {2024-10-07},
	publisher = {Springer Berlin Heidelberg},
	author = {Mues, Anna and Wirth, Astrid and Schiele, Tina and Niklas, Frank},
	month = sep,
	year = {2024},
	doi = {10.1007/978-3-662-69759-7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Mues et al. - 2025 - Digitale Medien kompetent in Kitas einsetzen Eine.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E5Q3M973/Mues et al. - 2025 - Digitale Medien kompetent in Kitas einsetzen Eine.pdf:application/pdf},
}

@article{ballaram_scoping_2024,
	title = {A scoping review of continuing education models and statutory requirements for pharmacists globally},
	volume = {24},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-024-05322-4},
	doi = {10.1186/s12909-024-05322-4},
	abstract = {Background  In the dynamic field of pharmacy amongst a diverse array of countries with disparate income levels, pharmacists play a pivotal role in integrating emerging scientific knowledge into their practice while adapting to evolving therapeutic interventions and expanding service delivery responsibilities. Lifelong Learning (LLL) is cultivated through continuing professional education (CPE) and continuing professional development (CPD), indispensable components ensuring sustained professional competence and heightened patient care quality. The global landscape witnesses diverse LLL activities tailored to pharmacists’ learning needs and preferences. This scoping review maps and synthesises a comprehensive global perspective on the existing knowledge regarding CPE/CPD models, statutory requirements, and pharmacists’ preferences for LLL activities.
Objective  To comprehensively investigate global models of CPE/CPD for pharmacists’ and examine the statutory requirements governing pharmacists’ registration and licensure.
Method  A literature search of PubMed, Google Scholar, Web of Science, and the University of KwaZulu-Natal library search engine was undertaken for studies between January 2012 and February 2023. The article selection and reporting followed the recommendations made by PRISMA (Preferred Reporting Items of Systematic Reviews and Meta-Analyses) guidelines. The articles were tabulated based on their respective country’s income level, continuing education models employed, country-specific statutory requirements, and pharmacists’ preferences for LLL activities.
Results  Of the initial 3974 publications identified through the database search, 24 studies met the review criteria. The majority of the articles originated from high-income countries (HICs) (14/24, 58.3\%), and most employed the mandatory CPD points system (21/24, 87.5\%). However, in some HICs and upper-middle income countries (UMICs), the CPE/CPD is non-mandatory. While most countries (19/24, 79.2\%) offer various LLL formats, the preference of pharmacists remains primarily face-to-face learning (13/24, 54.2\%). However, workplace learning (3/24, 12.5\%) and blended learning (7/24, 29.1\%) are mentioned in some studies.
Conclusion  Diverse models of CPE/CPD alongside statutory requirements persist globally and evolve, shaped by varied implementation experiences. HICs lead in CPD models, while the implementation in low- and middle-income countries (LMICs) and low-income countries (LICs) requires further exploration for inclusivity and effectiveness. A few},
	language = {en-GB},
	number = {1},
	urldate = {2024-04-02},
	journal = {BMC Medical Education},
	author = {Ballaram, Sholene and Perumal-Pillay, Velisha and Suleman, Fatima},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:FU5, \#8:Zeitschriftenartikel:blended:learning},
	pages = {343},
	file = {Ballaram et al. - 2024 - A scoping review of continuing education models an.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DJDBHXVQ/Ballaram et al. - 2024 - A scoping review of continuing education models an.pdf:application/pdf},
}

@article{dus-ilnicka_blended_2024,
	title = {Blended intensive programme’s implementation in dental education: post-pandemic evolution of learning},
	volume = {24},
	issn = {1472-6920},
	shorttitle = {Blended intensive programme’s implementation in dental education},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-024-05301-9},
	doi = {10.1186/s12909-024-05301-9},
	abstract = {Blended Intensive Programmes (BIP’s) represent a valuable tool for gathering knowledge and summarising the latest trends in medicine and dentistry. Blended education has been found, even before the COVID-19 pandemic, to increase the level of education and stimulate effective learning for postgraduate healthcare professionals. Interprofessional education is critical for preparing students to enter the health workforce, where teamwork and collaboration are important competencies. This article outlines the key points of the Blended Intensive Programme’s implementation in dental education organised by Wroclaw Medical University in Poland. BIP involved professors from 12 universities or research institutions from Europe and South America and 28 participants from 8 countries. The course was taught remotely and in person. In addition, it included a visit to the university and practical classes with artificial simulation and practice in dentistry. A structured questionnaire enabled measuring the evaluation of students’ perception of the COVID-19 education before and after the pandemic. The European Region Action Scheme for the Mobility of University Students (ERASMUS) was fundamental to carrying out the BIP with the participation of several countries, allowing the exchange of knowledge, assessing the impact of the pandemic on dental universities, and strengthening international collaborations and the future project of research, education and clinical assistance. We conclude that hybrid teaching programmes broaden the learning spectrum in dental studies by allowing transnational and interdisciplinary approaches that make students aware of the importance of their work within the framework of the general health approach, as this differs from country to country.},
	language = {en-GB},
	number = {1},
	urldate = {2024-04-02},
	journal = {BMC Medical Education},
	author = {Duś-Ilnicka, Irena and Paradowska-Stolarz, Anna and Mazur, Marta and Radwan-Oczko, Małgorzata and Perra, Andrea and Paula, Vanessa Salete De and Ward, Laura Sterian and Valente, Nicola Alberto and Firkova, Elena and Karteva, Teodora and Jorda, Lucia Miralles and Sousa Gomes, Pedro De and Dominiak, Marzena},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:FU7, Promotion:Schlussfolgerung, \#8:Zeitschriftenartikel:blended:learning},
	pages = {352},
	file = {Duś-Ilnicka et al. - 2024 - Blended intensive programme’s implementation in de.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TUIITDLU/Duś-Ilnicka et al. - 2024 - Blended intensive programme’s implementation in de.pdf:application/pdf},
}

@article{pawellek_digitale_2024,
	title = {Digitale {Patient}:innenschulung: {Konzeption} eines {Erhebungsinstruments} für {Kompetenzen} von {Therapeut}:innen zur {Planung} und {Umsetzung} digitaler {Adipositastherapie}},
	volume = {57},
	copyright = {https://creativecommons.org/licenses/by/4.0},
	issn = {1424-3636},
	shorttitle = {Digitale {Patient}},
	url = {https://www.medienpaed.com/article/view/1700},
	doi = {10.21240/mpaed/57/2024.03.22.X},
	abstract = {Obesity is recognized to be a significant public health issue, necessitating targeted therapeutic approaches to reduce the mighty prevalence. The digitalization of patient education offers potential to enhance effectiveness, but requires new competencies from therapy providers. Educational science presents digital competence frameworks for designing training and enhancing educational outcomes. However, there is a lack of competence models or corresponding assessment tools for obesity therapy. Therefore, the objective is to determine competence structures for the planning and implementation of digital therapy. The development of the questionnaire involved a literature review to identify applicable competence conceptualizations. Content analysis was employed to extract dimensions and items. To validate the questionnaire, experts were interviewed. Based on literature, the questionnaire contains three subjects: therapy-appropriate competences, competence moderators, and demographic information, which comprise 16 dimensions (e.g., media adaptation, digital learning monitoring) in 46 items. Expert feedback (n = 11) resulted in 40 revisions on language and content. The average completion time was 8.8 minutes. For the first time, competence structures for the planning and implementation of digital obesity therapy were identified based on literature and expert interviews. Following the statistical validation, the influence of competences on therapy effectiveness can be investigated and conclusions can be drawn for training.},
	language = {de-DE},
	urldate = {2024-03-31},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Pawellek, Sabine and Wulff, Hagen},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, \#0:Zeitschriftenartikel:digital:learning},
	pages = {1--21},
	file = {Pawellek und Wulff - 2024 - Digitale Patientinnenschulung Konzeption eines E.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2RA2ACQ7/Pawellek und Wulff - 2024 - Digitale Patientinnenschulung Konzeption eines E.pdf:application/pdf},
}

@article{yang_ai_2023,
	title = {{AI} and {Big} {Data} in {Education}: {Learning} {Patterns} {Identification} and {Intervention} {Leads} to {Performance} {Enhancement}},
	volume = {3},
	issn = {2436-1712},
	shorttitle = {{AI} and {Big} {Data} in {Education}},
	url = {https://www.jstage.jst.go.jp/article/itel/3/1/3_3.1.Inv.p002/_article},
	doi = {10.12937/itel.3.1.Inv.p002},
	abstract = {Improving learning outcomes is always one of the key objectives of learning analytics (LA) and educational data mining (EDM). In recent years, many Massive Open Online Courses (MOOC) have been deployed and making it easier to collect learners’ data for further analysis. Naturally, leveraging AI to process such kind of big data becomes one of the main research streams to support education. In this paper, we collected data and deﬁned student learning patterns by leveraging online courses on Python programming and we then veriﬁed if their learning performance was inﬂuenced by diﬀerent learning patterns and interventions. We designed the intervention process, explored the impact of ﬁnal learning outcomes, and analyze Self-Regulated Learning (SRL) abilities. From the experimental results, we share the learning outcomes and the diﬀerence in SRL with detailed explanation based on diﬀerent groups.},
	language = {en-GB},
	number = {1},
	urldate = {2023-12-23},
	journal = {Information and Technology in Education and Learning},
	author = {Yang, Stephen J.H. and Lin, Chien-Chang and Huang, Anna Y.Q. and Lu, Owen H.T. and Hou, Chia-Chen and Ogata, Hiroaki},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Promotion:Argumentation, Promotion:Relevanz:4, \#4:Zeitschriftenartikel:MOOC},
	pages = {Inv--p002--Inv--p002},
	file = {Yang et al. - 2023 - AI and Big Data in Education Learning Patterns Id.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CVZ8IWTR/Yang et al. - 2023 - AI and Big Data in Education Learning Patterns Id.pdf:application/pdf},
}

@article{castillo_cost_2019,
	title = {Cost minimization analysis for basic life support},
	volume = {134},
	issn = {03009572},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S0300957218310876},
	doi = {10.1016/j.resuscitation.2018.11.008},
	abstract = {Background: The use of online teaching methodology for basic life support (BLS) courses is progressively increasing.
Objective: The objective of this study was to verify whether the blended-learning methodology (virtual course with a short face-to-face complement) was more efficient than a course that followed the classical or face-to-face methodology in our university. Materials and methods: A cost minimization analysis was performed for two BLS and automatic external defibrillation (AED) courses, one of which was conducted face-to-face (Control Group) and the second of which was conducted via blended-learning (Experimental Group). The courses had the same duration and content according to the European Resuscitation Council (ERC) recommendations. In the face-to-face course, direct costs were considered those generated by the faculty and derived from the academic activity. Other costs were those generated by the use of classrooms and the amortization of manikins and AED training. The perspective of the analysis was that of the provider, the academic, and a time horizon of six months. The costs are expressed in s 2017.
Results: The savings of a course in BLS-AED based on the blended-learning methodology calculated for a total of 160 university nursing and medical students were s 2328.8 for the first year of its implementation and s 9048.8 for its second edition compared with the same course using a face-to-face methodology.
Conclusions: The blended-learning methodology supposes a cost savings for BLS-AED courses, mainly due to the reduction of expenses of the teaching staff. The blended-learning methodology seems to be more efficient than the face-to-face methodology.},
	language = {en-GB},
	urldate = {2023-11-24},
	journal = {Resuscitation},
	author = {Castillo, Jordi and Gomar, Carmen and Rodriguez, Encarnación and Trapero, Marta and Gallart, Alberto},
	month = jan,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:FU5, \#8:Zeitschriftenartikel:blended:learning},
	pages = {127--132},
	file = {Castillo et al. - 2019 - Cost minimization analysis for basic life support.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ILFEEJIP/Castillo et al. - 2019 - Cost minimization analysis for basic life support.pdf:application/pdf},
}

@article{wiesche_implementierung_2023,
	title = {Implementierung von {Virtual} {Reality} in der {Schule}},
	volume = {Gestaltung und Diskussion},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	url = {https://www.herausforderung-lehrerinnenbildung.de/index.php/hlz/article/view/6222},
	doi = {10/gsx9n4},
	abstract = {Dieser Beitrag stellt eine qualitative Studie zur phasenübergreifenden Zusammenarbeit von Studierenden und Lehrkräften im Rahmen eines Lehrprojektes vor. Zur Weiterentwicklung einer Lehrkräftebildung in der digitalen Welt greift das vorliegende Projekt an zwei Hochschulen und einem Gymnasium in NRW die derzeitigen Herausforderungen auf, digitalisierungsbezogene Konzepte zu entwickeln und in der Praxis zu implementieren. Durch die Lehr- und Lernform Service Learning und am Beispiel der innovativen Bildungstechnologie Virtual Reality (VR) erheben Studierende und Lehrkräfte gemeinsam die aktuellen Bedarfe der Schule und entwickeln in Projektgruppen konkrete Medienarragements für den Unterricht. Zur Erhebung von Gelingensbedingungen für eine Implementierung von VR in Schule, dem Betrag von Service Learning dabei und die didaktischen Einsatzmöglichkeiten von VR im Fachunterricht werden zwei Teilstudien durchgeführt: A) drei interdisziplinäre Ratingkonferenzen mit den Akteur*innen sowie B) zehn Leitfadeninterviews mit den Lehrkräften und der Schulleitung. Die mittels qualitativer Inhaltsanalyse erarbeiteten Ergebnisse werden präsentiert und Gelingensbedingungen wie die Selbsterfahrung von VR und eine zielgerichtete Zusammenarbeit ebenso diskutiert, wie der gewinnbringende Beitrag von Service Learning zur Zusammenarbeit in den Phasen 1 und 3 der Lehrkräftebildung. Während die Studierenden nicht nur Einblicke in Schule erhalten, sondern gemeinsam mit erfahrenen Lehrkräften digitale Schulentwicklung gestalten, profitiert die Schule von theoretischen und technischen Ressourcen der Studierenden und Hochschulen. Die Akteur*innen sehen didaktisches Potenzial von VR im Fachunterricht, relativieren dies jedoch aufgrund unzureichender Rahmenbedingungen (Technik, Zeit, Umsetzung) und bestätigen damit bisherige theoretische Annahmen mit Perspektive aus der Praxis.},
	language = {de-DE},
	urldate = {2023-10-22},
	journal = {Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption},
	author = {Wiesche, David and Schäfer, Caterina and Sträter, Helena},
	month = oct,
	year = {2023},
	note = {Artwork Size: 65-83 Seiten
Publisher: Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#0:Zeitschriftenartikel:digital:learning, Lernsystemarchitektur, Promotion:FU3},
	pages = {65--83 Seiten},
	file = {Wiesche et al. - 2023 - Implementierung von Virtual Reality in der Schule.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C6MKK37I/Wiesche et al. - 2023 - Implementierung von Virtual Reality in der Schule.pdf:application/pdf},
}

@article{nolte_formatives_2023,
	title = {Formatives {Assessment} im {Blended} {Learning}},
	language = {de-DE},
	journal = {Pädagogik},
	author = {Nölte, Björn and Hoegg, Günther},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Bildung, Multimedia, ⛔ No DOI found, \#8:Zeitschriftenartikel:blended:learning},
	file = {Nölte - 2023 - Formatives Assessment im Blended Learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5YJB8M6Y/Nölte - 2023 - Formatives Assessment im Blended Learning.pdf:application/pdf},
}

@article{krstoski_was_2023,
	title = {Was {Technologien} ermöglichen könnten - {Zur} {Bedeutung} {Assistiver} {Technologien} für die {Lehrer}:innenbildung},
	volume = {5},
	doi = {10/gskbn6},
	abstract = {The recently deceased disability rights activist Judy Heumann describes the importance of digital media in terms of assistive technologies (AT): "For most of us, technology makes things easier. For a person with disabilities, it makes things possible" (Edyburn, 2020, S. 11). Some pupils need special aids in order to participate actively in lessons and thus in education on an equal footing. Assistive technologies offer options for participation (Fisseler, 2020) and can be largely distinguished from accessibility and universal design due to the focus on the individual. The article describes the use of assistive technologies in the school environment as well as the options for implementation in everyday school life. The highly rated relevance of assistive technologies (Edyburn, 2020) is accompanied by a low level of implementation in schools (Bouck \& Long, 2021). This deficiency should be countered with teacher training that produces competences that allow teachers to plan the use of assistive technologies in a transdisciplinary team. The proposal for a seminar concept for the first phase of teacher education is presented in conclusion.},
	language = {de-DE},
	number = {2},
	journal = {QfI - Qualifizierung für Inklusion: Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte},
	author = {Krstoski, Igor and Schulz, Lea},
	month = may,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU4b, Promotion:Relevanz:3},
	file = {Krstoski und Schulz - Was Technologien ermöglichen könnten - Zur Bedeutu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZVFHBMIZ/Krstoski und Schulz - Was Technologien ermöglichen könnten - Zur Bedeutu.pdf:application/pdf},
}

@article{stadler-altmann_kommunikation_nodate,
	title = {Kommunikation, {Konsens} und {Kohäsion} im universitären {Kontext}. {Anmerkungen} zur digitalen {Transformation} der {Medienbeschaffung} und -nutzung},
	language = {de-DE},
	author = {Stadler-Altmann, Ulrike},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU4b, ⛔ No DOI found},
	file = {Stadler-Altmann - Kommunikation, Konsens und Kohäsion im universitär.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A37SEW6Y/Stadler-Altmann - Kommunikation, Konsens und Kohäsion im universitär.pdf:application/pdf},
}

@article{kuhn_entscheiden_2022,
	title = {Entscheiden und {Handeln} am {Krankenbett}. {Eine} {Online}-{Simulation} im {Blended}-{Learning}-{Format}},
	issn = {0935-7335, 1437-1618},
	url = {https://link.springer.com/10.1007/s00481-022-00688-9},
	doi = {10/gp8374},
	language = {de-DE},
	urldate = {2022-06-04},
	journal = {Ethik in der Medizin},
	author = {Kuhn, Sebastian and Schulz, Stefan and Michl, Susanne},
	month = apr,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bildung, Multimedia, Fliedner Fachhochschule Düsseldorf, \#8:Zeitschriftenartikel:blended:learning},
	file = {Kuhn et al. - 2022 - Entscheiden und Handeln am Krankenbett. Eine Onlin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MPMQ7TWZ/Kuhn et al. - 2022 - Entscheiden und Handeln am Krankenbett. Eine Onlin.pdf:application/pdf},
}

@article{gabriel_kinderrechte_2022,
	title = {Kinderrechte im digitalen {Raum}: {Implikationen} für {Medienbildung} im 21. {Jahrhundert}},
	issn = {2313-1640},
	shorttitle = {Kinderrechte im digitalen {Raum}},
	url = {https://journal.ph-noe.ac.at/index.php/resource/article/view/1042},
	doi = {10/gp6p73},
	abstract = {Die weit verbreitete Nutzung digitaler Medien durch Kinder und Jugendliche führte dazu, dass die Kinderrechte auch auf den digitalen Raum erweitert wurden. Diese Erweiterung bezieht sich einerseits darauf, dass Minderjährige das Recht auf Information und Unterhaltung im virtuellen Raum haben und andererseits darauf, den Schutz vor zahlreichen Gefahren zu gewährleisten. Nach einer inhaltlichen Annäherung an die Kinderrechte im digitalen Raum, geht dieser Beitrag speziell auf die Altersgruppe der 6- bis 10-Jährigen ein und diskutiert, welche Anknüpfungspunkte es im Lehrplan der Volksschule bzw. im Kompetenzmodell digi.komp4 sowie in diversen frei erhältlichen Unterrichtsunterlagen für die Volksschule (z.B. von saferinternet.at) gibt. Die Analyse der genannten Dokumente zeigt auf, dass in diesen durchaus für den Unterricht in der Volksschule zahlreiche Anknüpfungspunkte zu den Kinderrechten im digitalen Raum vorhanden sind. Argumentiert werden soll aber auch, dass eine (digitale) Medienbildung unerlässlich ist, um Kindern bereits in der Volksschule ausreichend Handlungsoptionen zu vermitteln, damit sie selbstbestimmt mit den Potentialen und Gefahren der digitalen Welten umgehen können.},
	language = {de-DE},
	urldate = {2022-05-21},
	journal = {R\&E-SOURCE},
	author = {Gabriel, Sonja},
	month = apr,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, \#7:Zeitschriftenartikel:digital:Medien, Datenschutz und IT-Sicherheit, Promotion:FU3, Medienkompetenz},
	file = {Gabriel - 2022 - Kinderrechte im digitalen Raum Implikationen für .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6TGQ9WZ3/Gabriel - 2022 - Kinderrechte im digitalen Raum Implikationen für .pdf:application/pdf},
}

@article{bus_lernaufgaben_2021,
	title = {Lernaufgaben als {Methode} zur {Förderung} regelmäßigen und selbstregulierten {Lernens} in {Online}-{Phasen} von {Blended}- {Learning}-{Modulen}},
	abstract = {Online learning requires a high degree of self-regulation for regularly learning. Learning tasks create opportunities to deal with the learning content at fixed times. Wild (2000) defined context factors that may influence the performance of learning and should therefore be taken into consideration by lecturers when creating learning tasks. This article examines the role of context factors in self-regulated learning during online sessions of blended learning courses. It also shows, how these context factors differ between full-time and part-time students. Furthermore, the article analyzes how learning tasks should be designed to support regularly learning.},
	language = {de-DE},
	author = {Buß, Imke and Kast, Mareike and Bachmann, Stefanie},
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Systemanpassung, Bildung, Multimedia, \#8:Zeitschriftenartikel:blended:learning},
	pages = {19},
	file = {Buß et al. - 2021 - Lernaufgaben als Methode zur Förderung regelmäßige.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8X68DVGK/Buß et al. - 2021 - Lernaufgaben als Methode zur Förderung regelmäßige.pdf:application/pdf},
}

@article{osterwalder_methode_2002,
	title = {Methode: {Technologie} und {Erlösung}},
	volume = {48},
	copyright = {Deutsches Urheberrecht},
	shorttitle = {Methode},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=3826},
	doi = {10.25656/01:3826},
	abstract = {Die Fragestellung, ob die Pädagogik eine Wissenschaft ohne Technologie sei oder sein soll, ob pädagogische Tätigkeit ohne stabile Kausalannahmen auskommen kann, wird hier historisch bearbeitet. Dabei wird die These belegt, daß mit der Methode für die Pädagogik in extrem nachhaltiger Wirkung Technologie, beziehungsweise Technik tradiert wird, die Wissensbestände und Professionen stabilisiert. Diese Technologie/Technik wurde durch die empirischen Wissenschaften zwar entscheidend verändert aber nicht in ihrem Bestand gefährdet. Die Psychologisierung der Theologie und die Säkularisierung von Heils- und Erlösungserwartungen, die sich in der Neuzeit entwickeln, nutzen die Stabilität der pädagogischen Technologie, um Faktizität oder Realisationspotenz zu beanspruchen. (DIPF/Orig.)},
	language = {de-DE},
	number = {2},
	urldate = {2022-04-04},
	journal = {Zeitschrift für Pädagogik},
	author = {Osterwalder, Fritz},
	year = {2002},
	note = {Publisher: Beltz},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:FU4a, Bildungstheorien, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Bildung, Promotion:Relevanz:2, Technologie, Technology, Methode, Method, Pädagogik, Humanism, Humanismus, Aufklärung, Branch of science, Causality, Field of science, FOS: Natural sciences, Kausalität, Natural sciences, Naturwissenschaften, Renaissance, Technologiedefizit, Theologie, Theology, Wissenschaftsdisziplin},
	pages = {151--169},
	file = {Osterwalder, Fritz - 2002 - Methode Technologie und Erlösung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q3PWPVPK/Osterwalder, Fritz - 2002 - Methode Technologie und Erlösung.pdf:application/pdf},
}

@article{rau_franco_datenschutz_2021,
	title = {Datenschutz und informationelle {Selbstbestimmung} in der {Schule}},
	copyright = {Creative Commons - CC BY - Namensnennung 4.0 International},
	url = {https://pub.h-brs.de/6023},
	doi = {10.18418/978-3-96043-095-7_04},
	abstract = {Datenschutz und informationelle Selbstbestimmung sind Bestandteile aktueller Leitbilder einer Digitalen Bildung in der Schule. Im Kontext der Schulschließungen und der vorrangigen Nutzung digitaler Medien zeigte sich jedoch, dass Datenschutz weder als Thema noch als Gestaltungsprinzip digitaler Lernumgebungen in der bildungsadministrativen und pädagogisch-praktischen Schulwirklichkeit systematisch verankert ist. Die Diskrepanz zwischen aktuellen Leitbildern einer digitalen Bildung und der sichtbar problematischen Praxis des digitalen Notfalldistanzunterrichts markiert den Ausgangspunkt des Beitrages, der sich der übergeordneten Frage widmet, welche Herausforderungen sich bei der Realisierung von Datenschutz in der Schul- und Unterrichtswirklichkeit in einer digital geprägten Welt stellen. Im Sinne einer Problemfeldanalyse werden prototypische Handlungsprobleme der Schule herausgearbeitet. Fokussiert betrachtet werden exemplarische Herausforderungen und Anforderungen an Technologien und Akteur:innen der inneren und äußeren Schulentwicklung auf den Ebenen der Unterrichtsentwicklung, der Personalentwicklung, der Technologieentwicklung und der Organisationsentwicklung.},
	language = {de-DE},
	urldate = {2021-12-25},
	author = {Rau, Franco and Galanamatis, Britta and Gerber, Lars and Grell, Petra and Konert, Johannes and Rheinländer, Kathrin and Scholl, Daniel},
	year = {2021},
	note = {ZSCC: 0000000 
Artwork Size: 501 KB, 26 pages
Medium: application/pdf
Publisher: Hochschule Bonn-Rhein-Sieg},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:Argumentation, Promotion:Relevanz:4, \#6:Zeitschriftenartikel:Bildung:Technologie, Datenschutz und IT-Sicherheit, Promotion:FU4b, 005 Computerprogrammierung, Programme, Daten},
	pages = {501 KB, 26 pages},
	file = {Rau, Franco et al. - 2021 - Datenschutz und informationelle Selbstbestimmung i.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RHZR3F5F/Rau, Franco et al. - 2021 - Datenschutz und informationelle Selbstbestimmung i.pdf:application/pdf},
}

@article{schnelli_technikunterstutzte_2021,
	title = {Technikunterstützte {Didaktik} im {Dementia} {Care}-{Bereich}: {Ein} {Scoping}-{Review} zu kompetenzfördernden {Interventionen} für {Lernende}},
	volume = {16},
	issn = {1861-6186, 2235-218X},
	shorttitle = {Technikunterstützte {Didaktik} im {Dementia} {Care}-{Bereich}},
	url = {https://econtent.hogrefe.com/doi/10.1024/1861-6186/a000608},
	doi = {10/gjnjz2},
	abstract = {Zusammenfassung. Technologien nehmen in der Pflegepädagogik und -praxis einen immer höheren Stellenwert ein. Dieser Artikel bietet einen Überblick über technikunterstützte Didaktik, die in der Aus-, Fort- und Weiterbildung im Dementia Care-Bereich zum Einsatz kommt.},
	language = {de-DE},
	number = {2},
	urldate = {2021-04-06},
	journal = {PADUA},
	author = {Schnelli, Angela and Hirt, Julian and Gruber, Christine and Beer, Thomas},
	month = apr,
	year = {2021},
	note = {ZSCC: 0000000},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU3},
	pages = {105--110},
	file = {schnelli_et_al_2021_technikunterstutzte_didaktik_im_dementia_care-bereich.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6DL8LKSP/schnelli_et_al_2021_technikunterstutzte_didaktik_im_dementia_care-bereich.pdf:application/pdf},
}

@article{dertinger_medienpadagogische_2021,
	title = {Medienpädagogische {Professionalisierung} von {Lehrpersonen} in einer mediatisierten {Welt}: {Der} {Habitus} als {Bindeglied} zwischen gesellschaftlichen {Anforderungen} und pädagogischem {Medienhandeln}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Medienpädagogische {Professionalisierung} von {Lehrpersonen} in einer mediatisierten {Welt}},
	url = {10.21240/mpaed/jb16/2021.01.10.X},
	doi = {10/gksnxq},
	abstract = {The process of deep mediatization changes the requirements for the pedagogical usage of modern technology. To ensure the quality of teaching there are several competence models that describe for which purpose teachers should use technology. However, research shows that teachers don`t use technologies in extent and quality pedagogical or political expectations intend. In the mediapedagogical discourse, there is a wide discussion about how a pedagogical and professional usage of technology from teachers could be supported. The findings and discussions about the ‹medial habitus› are emphasizing the importance of unreflect knowledge for the usage of technology. However, on a theoretical perspective the concept of the habitus has many unclarified elements. Particularly, the relationship between the changing structure of society in context of a deep mediatization and the conception of the Habitus is an open question. This article discusses this question on a theoretical perspective, which could be a starting point for further discussion and research.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Dertinger, Andreas},
	month = jan,
	year = {2021},
	note = {ZSCC: 0000000},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Bewertungsmethoden, Bildungstheorien, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:Relevanz:3, UTAUT-Modell},
	pages = {1--27},
	file = {Dertinger - 2021 - Medienpädagogische Professionalisierung von Lehrpe.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BFQ6JGU3/Dertinger - 2021 - Medienpädagogische Professionalisierung von Lehrpe.pdf:application/pdf},
}

@article{paulicke_technikweiterbildungen_2019,
	title = {Technikweiterbildungen für pflegende {Angehörige} – {Bildungs}- und {Beratungskonzepte} zu assistiven {Technologien} für pflegende {Angehörige} von {Menschen} mit {Demenz}},
	volume = {14},
	issn = {1861-6186, 2235-218X},
	url = {https://econtent.hogrefe.com/doi/10.1024/1861-6186/a000511},
	doi = {10/gg5ctk},
	language = {de-DE},
	number = {4},
	urldate = {2020-04-21},
	journal = {PADUA},
	author = {Paulicke, Denny and Buhtz, Christian and Meyer, Gabriele and Schwarz, Karsten and Stoevesandt, Dietrich and Jahn, Patrick},
	month = sep,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Datenschutz und IT-Sicherheit, Promotion:FU4b, Promotion:Relevanz:3},
	pages = {255--264},
	file = {Paulicke et al. - 2019 - Technikweiterbildungen für pflegende Angehörige – .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DBBCGRJ4/Paulicke et al. - 2019 - Technikweiterbildungen für pflegende Angehörige – .pdf:application/pdf},
}

@article{lerner_lernen_2020,
	title = {Lernen in immersiven {Virtuellen} {Realitäten}?: {Potenziale} und {Herausforderungen} für die {Pflegebildung}},
	volume = {15},
	issn = {1861-6186, 2235-218X},
	shorttitle = {Lernen in immersiven {Virtuellen} {Realitäten}?},
	url = {10.1024/1861-6186/a000559},
	doi = {10/gg5c2k},
	abstract = {Zusammenfassung. Immersiven Virtuellen Realitäten (VR) werden in verschiedenen Trendreports große Potenziale für das Lernen attestiert. Allerdings verkennt eine allein auf die Medientechnologie fokussierte Perspektive die damit verbundenen Herausforderungen. Lern- und medienpsychologisch gut begründbare Effekte von VR lassen sich in Studien nur eingeschränkt nachweisen. Spezifische Entwicklungs- und Forschungsansätze sind nötig, um Potenziale und Grenzen der Nutzung zu erproben.},
	language = {de-DE},
	number = {3},
	urldate = {2020-07-12},
	journal = {PADUA},
	author = {Lerner, Dieter and Hölterhof, Tobias},
	month = jun,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU3},
	pages = {171--176},
	file = {Lerner und Hölterhof - 2020 - Lernen in immersiven Virtuellen Realitäten Poten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HPQ2TLJV/Lerner und Hölterhof - 2020 - Lernen in immersiven Virtuellen Realitäten Poten.pdf:application/pdf},
}

@article{busch_konnen_2020,
	title = {Können {Medien} krank machen?: {Herausforderungen} der {Digitalisierung}},
	volume = {15},
	issn = {1861-6186, 2235-218X},
	shorttitle = {Können {Medien} krank machen?},
	url = {10.1024/1861-6186/a000542},
	doi = {10/gg5cz8},
	abstract = {Zusammenfassung. Medien, insbesondere digitalen Medien, wird gerne unterstellt, dass sie krank machen oder die Entwicklung beeinträchtigen. Dazu bedarf es gar nicht der bekannten populistischen Unheilspropheten; auch eine nüchterne Betrachtung kann Risikofaktoren im Kontext des Umgangs mit Apps, Spielen und sozialen Netzwerken nicht ignorieren. Drei Herausforderungen – Exzessive Nutzung bzw. Sucht, dysfunktionale Kommunikation und Fake News – werden hier exemplarisch näher betrachtet.},
	language = {de-DE},
	number = {2},
	urldate = {2020-07-12},
	journal = {PADUA},
	author = {Büsch, Andreas},
	month = apr,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, \#7:Zeitschriftenartikel:digital:Medien, archived, Promotion:FU1, Medienkompetenz},
	pages = {89--94},
	file = {busch_2020_konnen_medien_krank_machen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SFHTKKDI/busch_2020_konnen_medien_krank_machen.pdf:application/pdf},
}

@article{marci-boehncke_flipped_2022,
	title = {Flipped {Matrix}: {Digitale} {Partizipation} als {Lehrkonzept}},
	volume = {22},
	issn = {2190-4790},
	shorttitle = {Flipped {Matrix}},
	url = {https://www.medienpaed-ludwigsburg.de/article/view/420},
	doi = {10/gp5vw4},
	abstract = {Die Arbeit auf digitalen Plattformen verlangt in besonderer Weise die Auseinandersetzung mit der digitalen Raumaneignung. Dazu nimmt der Beitrag Bezug zu Konzepten der Raumtheorie aus Architektur und Soziologie. Die Überlegung, dass sowohl spatiale als auch soziale Aspekte wichtig sind und reale soziale Begegnungen kompensiert werden müssen in einem Ambiente mit anderen sozialen Machtstrukturen, als diese im realen universitären Arbeitsalltag üblich sind, hat die beiden Seminarleitenden ein Flipped-Matrix-Konzept entwickeln lassen, das eine Räumlichkeit in den Lernbewegungen zweidimensional simuliert. Am Beispiel eines hochschul- und fächerübergreifenden Seminars der PH Ludwigsburg und der TU Dortmund wird dieses Konzept vorgestellt.},
	language = {de-DE},
	urldate = {2022-05-16},
	journal = {Ludwigsburger Beiträge zur Medienpädagogik},
	author = {Marci-Boehncke, Gudrun and Rath, Matthias O.},
	month = may,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Promotion:Argumentation, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {1--21},
	file = {Marci-Boehncke und Rath - 2022 - Flipped Matrix Digitale Partizipation als Lehrkon.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XNLEWIIZ/Marci-Boehncke und Rath - 2022 - Flipped Matrix Digitale Partizipation als Lehrkon.pdf:application/pdf},
}

@article{heldt_inken_digitalisierung_2022,
	title = {Digitalisierung, {Mediatisierung}, {Demokratie}. {Politische} {Medienbildung} als {Anliegen} und {Auftrag} der {Erwachsenenbildung}},
	copyright = {Creative Commons Namensnennung 4.0 International},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=24479},
	doi = {10/gp5kbb},
	abstract = {The author's basic thesis is that the digital transformation is "political" in a much more encompassing sense than generally considered. For the political aspect of the digital transformation is not exhausted in politics-related intentions by people acting in the digital public sphere but is a fundamental component of the functional logic and conditions of digital spaces. The interests of a variety of actors pervade their configuration and infrastructure. This has far-reaching consequences for the content and goals of political media education, which have hardly found their way into educational practice. One main task is to make people aware of the mostly inaccessible techno-social structures that inevitably leave a mark on them and how they live together and lead to a critical questioning of these structures by (not) allocating opportunities and ordering knowledge and relevance. These mostly invisible mechanisms must enter into view so that people are able to take a good look at the power relations inherent to the digital transformation. Thus, educational subjects should be encouraged to organize digital change actively and democratically. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2022-05-14},
	author = {Heldt, Inken},
	month = may,
	year = {2022},
	note = {Publisher: Bundesministerium für Bildung, Wissenschaft und Forschung},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, \#7:Zeitschriftenartikel:digital:Medien, Datenschutz und IT-Sicherheit, Bildung, Digitale Bildung, Digitalisierung, Digitalization, Kompetenz, Adult training, Erwachsenenbildung, Media pedagogics, Medienpädagogik, Partizipation, Algorithmus, Promotion:FU1, Algorithm, Algorithms, Critical thinking, Information literacy, Information skills, Kritisches Denken, Mediatisierung, Mündigkeit, Politische Erwachsenenbildung},
	file = {Heldt, Inken - 2022 - Digitalisierung, Mediatisierung, Demokratie. Polit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LNI8QRBW/Heldt, Inken - 2022 - Digitalisierung, Mediatisierung, Demokratie. Polit.pdf:application/pdf},
}

@article{peissl_helmut_kritische_2022,
	title = {Kritische {Medienkompetenz} vor dem {Hintergrund} der {Digitalisierung}. {Media} and {Information} {Literacy} ({MIL}) und {Critical} {Media} {Literacy} ({CML}) im {Vergleich}},
	copyright = {Creative Commons Namensnennung 4.0 International},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=24474},
	doi = {10/gp5j99},
	abstract = {Competent and critical media practice is a societal challenge that is also facing adult (political) education. The article discusses two media literacy concepts that stress the political dimension of media use as social action and offer useful starting points for adult education: the UNESCO media and information literacy (MIL) concept and the critical media literacy (CML) concept developed by Douglas Kellner and Jeff Share. Both concepts rest upon the common assumption that media literacy cannot be reduced to a purely technical, functional perspective but that a holistic, intersectional and interdisciplinary orientation is required to meet multiple societal challenges in times of digital transformation. One of the authors conclusions is that it is necessary to provide adult educators with critical media literacy and to establish it as an interdisciplinary topic in adult education offerings. Since adult educators function as multipliers, they can contribute to the promotion of assessment, reflection and action competencies in all of society in the age of digital transformation and mediatization. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2022-05-14},
	author = {Peissl, Helmut and Sedlaczek, Andrea},
	month = may,
	year = {2022},
	note = {Publisher: Bundesministerium für Bildung, Wissenschaft und Forschung},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Bildungstheorien, Promotion:Argumentation, \#7:Zeitschriftenartikel:digital:Medien, Bildung, Digitalisierung, Digitalization, Kompetenz, Adult training, Erwachsenenbildung, Media pedagogics, Medienpädagogik, Interdisciplinarity, Interdisziplinarität, Media competence, Media skills, Critical thinking, Information literacy, Information skills, Kritisches Denken, Politische Erwachsenenbildung, UNESCO},
	file = {Peissl, Helmut und Sedlaczek, Andrea - 2022 - Kritische Medienkompetenz vor dem Hintergrund der .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UKJRNRZE/Peissl, Helmut und Sedlaczek, Andrea - 2022 - Kritische Medienkompetenz vor dem Hintergrund der .pdf:application/pdf},
}

@article{siewert_gut_nodate,
	title = {Gut unterrichten mit digitalen {Medien}},
	language = {de-DE},
	author = {Siewert, Jörg},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Promotion:Argumentation, \#7:Zeitschriftenartikel:digital:Medien, Bildung, Multimedia, Promotion:FU3},
	pages = {4},
	file = {Siewert - Gut unterrichten mit digitalen Medien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RVDLKTQH/Siewert - Gut unterrichten mit digitalen Medien.pdf:application/pdf},
}

@article{yousef_usability_2015,
	title = {A usability evaluation of a blended {MOOC} environment: {An} experimental case study},
	volume = {16},
	issn = {1492-3831},
	shorttitle = {A usability evaluation of a blended {MOOC} environment},
	url = {http://www.irrodl.org/index.php/irrodl/article/view/2032},
	doi = {10.19173/irrodl.v16i2.2032},
	abstract = {In the past few years, there has been an increasing interest in Massive Open Online Courses (MOOCs) as a new form of Technology-Enhanced Learning (TEL), in higher education and beyond. Recognizing the limitations of standalone MOOCs, blended MOOCs (bMOOCs) that aim at bringing in-class (i.e. face-to-face) interactions and online learning components together have emerged as an alternative MOOC model of teaching and learning in a higher education context. In this paper, we present the design, implementation, and evaluation details of a bMOOC course on “Teaching Methodologies” at Fayoum University, Egypt in cooperation with RWTH Aachen University, Germany, provided using the bMOOC platform L2P-bMOOC. In order to gauge the usability and effectiveness of the course, we employed an evaluation approach based on Conole’s 12 dimensions rubrics, ISONORM 9241/110-S as a general usability evaluation, and a custom effectiveness questionnaire reflecting the different MOOC stakeholder perspectives.},
	language = {en-GB},
	number = {2},
	urldate = {2024-11-17},
	journal = {The International Review of Research in Open and Distributed Learning},
	author = {Yousef, Ahmed Mohamed Fahmy and Chatti, Mohamed Amine and Schroeder, Ulrik and Wosnitza, Marold},
	month = apr,
	year = {2015},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:Relevanz:4, Promotion:FU5, \#4:Zeitschriftenartikel:MOOC},
	file = {Yousef et al. - 2015 - A usability evaluation of a blended MOOC environment An experimental case study:/Users/jochenhanisch-johannsen/Zotero/storage/XYNHPZCH/Yousef et al. - 2015 - A usability evaluation of a blended MOOC environment An experimental case study.pdf:application/pdf},
}

@article{evangelou_mediendidaktische_2024,
	title = {Mediendidaktische {Einordnung} von {Virtual} {Reality}},
	url = {https://dl.gi.de/handle/20.500.12116/45055},
	doi = {10.18420/DELFI2024-WS-03},
	abstract = {Der folgende Beitrag soll Forschenden und Lehrenden ein Modell als Bewertungsmittel an die Hand geben, unter welchen Bedingungen Virtual Reality (VR) in Lehr- und Lernangeboten eingesetzt werden kann. In diesem Modell werden die vier Determinanten für Leistungshandeln [Ke18] - Motivationsdefizit, Personalauswahl, Umgebungsfaktoren und Bildungsproblem - modifiziert und um die Komponentzfaktoren Wissen und Fertigkeiten erweitert. Grundlage für die Bewertung des VR-Einsatzes soll dabei die Beantwortung der Frage sein, ob digital angereicherte Bildungsangebote entweder ein Bildungsproblem lösen oder aber - anders wie in der bisherigen Literatur geschildert auch (störende) Umgebungsfaktoren modifizieren können.},
	language = {de-DE},
	urldate = {2024-11-12},
	author = {Evangelou, Dominik and Donat, Sophia and Steinhaus, Tatjana and Mulders, Miriam},
	year = {2024},
	note = {Publisher: Gesellschaft für Informatik e.V.},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, \#7:Zeitschriftenartikel:digital:Medien, Promotion:Weiterführung, Bildung, Promotion:FU4b, Bildungsproblem, Mediendidaktik, Umweltfaktoren, Virtual Reality},
	file = {Evangelou et al. - 2024 - Mediendidaktische Einordnung von Virtual Reality:/Users/jochenhanisch-johannsen/Zotero/storage/H39J6W8Z/Evangelou et al. - 2024 - Mediendidaktische Einordnung von Virtual Reality.pdf:application/pdf},
}

@article{steinberg_neo-pragmatische_2024,
	title = {Die (neo-)pragmatische {Perspektive} der {Soziologie} der {Kritik} auf {Herrschaft}, {Macht} und {Ungleichheit} in der schulischen {Bildung}},
	volume = {5},
	copyright = {https://creativecommons.org/licenses/by-nc-nd/4.0},
	issn = {2673-4664},
	url = {https://giso-journal.ch/article/view/8719},
	doi = {10.26043/GISo.2024.2.6},
	abstract = {Die Soziologie der Kritik stellt einen Theorierahmen bereit, der die moralisch-kritischen Kompetenzen von sozialen Akteur*innen zum Ausgangspunkt für die Analyse von Macht und Ungleichheiten in der Bildung macht. Deren Umgang mit ungewissen Situationen ist Anker- und Ausgangspunkt für das Verständnis der Stabilisierung, aber auch des Wandels sozialer Ordnungen. Dieser Beitrag führt diese Perspektive als Grundlage für ein Forschungsprogramm ein, mit dem rekonstruiert werden kann, wie in verketteten schulischen Handlungssituationen soziale Ordnung wirksam hergestellt, aufrechterhalten und/oder verändert wird. Dieser Zugriff auf bildungsbezogene Herrschafts-, Macht- und Ungleichheitsverhältnisse wird anhand eines laufenden Forschungsprojekts veranschaulicht, in welchem das Zusammenspiel von schulischen Sortierungsprozessen und digitalen Bildungstechnologien beleuchtet wird.},
	language = {de-DE},
	number = {2},
	urldate = {2024-11-07},
	journal = {Gesellschaft – Individuum – Sozialisation. Zeitschrift für Sozialisationsforschung},
	author = {Steinberg, Mario and Horvath, Kenneth and Frei, Andrea Isabel},
	month = nov,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Datenschutz und IT-Sicherheit},
	file = {Steinberg et al. - 2024 - Die (neo-)pragmatische Perspektive der Soziologie der Kritik auf Herrschaft, Macht und Ungleichheit:/Users/jochenhanisch-johannsen/Zotero/storage/BXTZ32D3/Steinberg et al. - 2024 - Die (neo-)pragmatische Perspektive der Soziologie der Kritik auf Herrschaft, Macht und Ungleichheit.pdf:application/pdf},
}

@article{leitgeb_empfehlungen_nodate,
	title = {Empfehlungen für eine evidenzbasierte {Nutzung} von {Künstlicher} {Intelligenz} und {Large} {Language} {Modells} in {Hochschulen}: {Ergebnisse} eines systematischen {Reviews}},
	abstract = {Deutsch Die Künstliche Intelligenz (KI) und insbesondere Large Language Models (LLMs) haben in den letzten Jahren erheblich an Bedeutung im Bildungssektor gewonnen. Diese Technologien bieten vielfältige Einsatzmöglichkeiten, wie die Personalisierung des Lernens, Effizienzsteigerungen in administrativen Prozessen und die Einführung innovativer Lehrmethoden. Trotz der zahlreichen Potenziale besteht eine Forschungslücke hinsichtlich der konkreten Gestaltung und Implementierung von KI-Systemen in der Hochschulbildung, die sowohl technische Effizienz als auch ethische Standards berücksichtigt. Die vorliegende Arbeit schließt diese Lücke durch eine systematische Literaturanalyse gemäß den PRISMA-Richtlinien, wobei 116 relevante Studien aus den Datenbanken Web of Science, Scopus und Google Scholar ausgewertet wurden.},
	language = {de-DE},
	journal = {Open Access},
	author = {Leitgeb, Thomas and Leitgeb, Michael},
	keywords = {BZPG, Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Promotion:Weiterführung, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU5, Datenschutz und IT-Sicherheit, Promotion:4.3 Datenerhebung},
	file = {Leitgeb und Leitgeb - Empfehlungen für eine evidenzbasierte Nutzung von .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BEVKBWC9/Leitgeb und Leitgeb - Empfehlungen für eine evidenzbasierte Nutzung von .pdf:application/pdf},
}

@article{barberi_editorial_2024,
	title = {Editorial 02/2024: Ästhetische {Medienbildung}},
	copyright = {Creative Commons Attribution Non Commercial No Derivatives 3.0 Unported},
	shorttitle = {Editorial 02/2024},
	url = {https://journals.univie.ac.at/index.php/mp/article/view/8802},
	doi = {10.21243/MI-02-24-25},
	abstract = {Die Digitalisierung ist in der Bildung angekommen. Sowohl als eigenes Fach „Digitale Grundbildung“, als auch als fächerübergreifende Kompetenz „Medienbildung“ ist sie im formellen Bildungssystem unserer Kinder und Jugendlichen verankert. Digitale (Grund-)Bildung baut in Österreich auf drei Säulen auf: informatische Bildung, Medienbildung und Gestaltungskompetenz. Aktuelle Diskussionen drehen sich vor allem um die informatische Bildung, also eine praktisch anwendende Geisteshaltung, die – im Sinne des Computational Thinking – problemzentriert und lösungsorientiert ausgerichtet ist. Durch sie werden konkrete technische Aufgabenstellungen gelöst, ihr Ziel ist die einwandfreie Funktion, das Beseitigen von Fehlern und das Verstehen informatischer Systeme. Hin und wieder stößt man auch auf medienpädagogische Ansätze der „medienkritisch“ hinterfragenden Haltung der Medienbildung, die um die sozialen und persönlichen Implikationen von Techniknutzung genauso weiß wie um problematische gesellschaftliche Prozesse, wie sie Dieter Baacke schon in den 1990er-Jahren ausgemacht hat (Baacke 1996).},
	language = {de-DE},
	urldate = {2024-07-29},
	journal = {Medienimpulse},
	author = {Barberi, Alessandro and Sochor, Martina and Swertz, Christian},
	month = jun,
	year = {2024},
	note = {Artwork Size: 24 Seiten Seiten
Publisher: Medienimpulse},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Bildungstheorien, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {24 Seiten Seiten},
	file = {Barberi et al. - 2024 - Editorial 022024 Ästhetische Medienbildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B926LWHW/Barberi et al. - 2024 - Editorial 022024 Ästhetische Medienbildung.pdf:application/pdf},
}

@article{waldmann_abwerten_nodate,
	title = {Abwerten, {Aussortieren}, {Separieren}: {Algorithmische} {Ungleichheit} als neuartiges {Gegenstandsfeld} soziologischer, neomaterialistischer und medienbildungstheoretischer {Positionen}},
	issn = {1424-3636, 1424-3636},
	abstract = {Due to their irreducible opacity, learning algorithms are regarded as independent actors/performances that can digitally amplify existing social inequalities, create new barriers in technologized social orders or shift boundaries that restrict access to social resources. The article compares the two dominant approaches that critically examine the emergence and effects of these automated mechanisms. Based on the comparison, different reflexive implications and a diffractive reading of media education theory interventions are finally explored.},
	language = {de-DE},
	number = {61},
	journal = {MedienPädagogik Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Waldmann, Maximilian},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Promotion:Relevanz:5, Systemanpassung, Bildungstheorien, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU5, Datenschutz und IT-Sicherheit, Emergente Systeme},
	file = {[No title found].pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HNF7DS5W/[No title found].pdf:application/pdf},
}

@article{brown_ethische_2024,
	title = {Ethische {Implikationen} des kritischen {Posthumanismus} {Anregungspotenzial} für die {Medienpädagogik}?},
	issn = {1424-3636, 1424-3636},
	abstract = {Der Beitrag nimmt ethische Implikationen ausgewählter Ansätze des kritischen Posthumanismus in den Blick und verfolgt dabei das Ziel, Anregungspotenziale für die Medienpädagogik aufzuzeigen. Ausgangsposition stellt die mehrfach anzutreffende Diagnose dar, derzufolge klassische Subjektkonzeptionen, die vor allem auf im Humanismus verankerte Ideale und Werte rekurrieren, zunehmend unzulänglich erscheinen, um Agencies postdigitaler und posthumaner Kulturen adäquat zu fassen. Davon ausgehend werden divergente Haltungen in der Medienpädagogik ausgelotet: es wird deutlich, dass die dargestellten Entwicklungen einerseits ein Wiederaufleben humanistischer Ideale zur Folge haben, wobei diese auf das digitale Zeitalter projiziert werden und eine – vor allem moralische – Sonderstellung des Menschen in Anbetracht anthropologischer Ungewissheit bekräftigen. Andererseits lässt sich ein zunehmendes Unbehagen angesichts des Festhaltens an vielfach als unzeitgemäss wahrgenommenen Subjektkonzeptionen als Fluchtpunkt pädagogischer Tätigkeit erkennen. Als mögliche Alternative wird eine Abkehr vom Humanismus, wie sie beispielsweise in den Positionen des kritischen Posthumanismus angestrebt wird, vorgeschlagen. Mögliche Spielarten sollen exemplarisch anhand der Positionen von drei Vertreter:innen des kritischen Posthumanismus aufgezeigt werden, wobei ethische Aspekte im Fokus stehen. Der Beitrag diskutiert abschliessend, worin die Stärken und Schwächen möglicher alternativer Subjektkonstruktionen und deren ethische Implikationen liegen. Damit soll der Beitrag, ausgehend von der Gegenüberstellung der Positionen, als Eröffnung einer Diskussion dienen.},
	language = {de-DE},
	number = {61},
	journal = {MedienPädagogik Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Brown, Anna-Lena and Bettinger, Patrick},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Technologieintegration, Systemanpassung, Bildungstheorien, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien},
	file = {[No title found].pdf:/Users/jochenhanisch-johannsen/Zotero/storage/58L6BISJ/[No title found].pdf:application/pdf},
}

@article{knaus_warum_2024,
	title = {Warum {KI} kein {Hype} ist und die {Medienpädagogik} sich damit befassen sollte},
	volume = {68},
	copyright = {Deutsches Urheberrecht},
	issn = {0176-4918},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=30093},
	doi = {10.25656/01:30093},
	abstract = {Wer mit generativer KI schon Erfahrungen sammeln konnte, erahnt, dass KI unsere Welt verändern wird. Dass diese Veränderungen aber mehr Evolution als Revolution sind, soll dieser Text zeigen. KI ist kein ‚Hype‘, sondern ein etabliertes Forschungs- und Praxisfeld. Und außerdem die Fortsetzung des gesellschaftlichen Metaprozesses Digitalisierung – dem sich die Medienpädagogik in Forschung und Praxis bereits widmete. Im Text werden die grundlegenden Funktionsweisen KI-basierter Techniken beleuchtet, deren gesellschaftliche Bedeutung skizziert und es wird argumentiert, warum KI ein Thema für die Medienpädagogik sein sollte. (DIPF/Orig.)},
	language = {de-DE},
	number = {3},
	urldate = {2024-06-26},
	journal = {Medien + Erziehung},
	author = {Knaus, Thomas},
	collaborator = {{DIPF {\textbar} Leibniz-Institut für Bildungsforschung und Bildungsinformation}},
	year = {2024},
	note = {Publisher: kopaed Verlagsgmbh : München},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Technologieintegration, Bewertungsmethoden, Systemanpassung, Bildungstheorien, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Promotion:Weiterführung, Digitalisierung, Digitalization, 370 Education, 370 Erziehung, Schul- und Bildungswesen, Media pedagogics, Medienpädagogik, Artificial intelligence, Künstliche Intelligenz, Mediatisierung, Media education},
	pages = {21--30},
	file = {Knaus - 2024 - Warum KI kein Hype ist und die Medienpädagogik sic.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JWWLLL2Q/Knaus - 2024 - Warum KI kein Hype ist und die Medienpädagogik sic.pdf:application/pdf},
}

@article{zhang_exploring_2024,
	title = {Exploring the impact of the adaptive gamified assessment on learners in blended learning},
	issn = {1360-2357, 1573-7608},
	url = {https://link.springer.com/10.1007/s10639-024-12708-w},
	doi = {10.1007/s10639-024-12708-w},
	abstract = {Blended learning combines online and traditional classroom instruction, aiming to optimize educational outcomes. Despite its potential, student engagement with online components remains a significant challenge. Gamification has emerged as a popular solution to bolster engagement, though its effectiveness is contested, with research yielding mixed results. This study addresses this gap by examining the impact of adaptive gamified assessments on young learners’ motivation and language proficiency within a blended learning framework. Under Self-Determination Theory (SDT) and Language Assessment Principles, the study evaluates how adaptive gamified tests affect learner engagement and outcomes. A 20-week comparative experiment involved 45 elementary school participants in a blended learning environment. The experimental group (n = 23) took the adaptive gamified test, while the control group (n = 22) engaged with non-gamified e-tests. Statistical analysis using a paired t-test in SPSS revealed that the implementation of adaptive gamified testing in the blended learning setting significantly decreased learner dissatisfaction (t (44) = 10.13, p {\textless} .001, SD = 0.87). Moreover, this approach markedly improved learners’ accuracy rates (t (44) = -25.75, p {\textless} .001, SD = 2.09), indicating enhanced language proficiency and motivation, as also reflected in the attitude scores (t(44) = -14.47, p {\textless} .001, SD = 4.73). The adaptive gamified assessment primarily enhanced intrinsic motivation related to competence, with 69\% of students in the experimental group reporting increased abilities. The findings suggest that adaptive gamified testing is an effective instructional method for fostering improved motivation and learning outcomes.},
	language = {en-GB},
	urldate = {2024-05-09},
	journal = {Education and Information Technologies},
	author = {Zhang, Zhihui and Huang, Xiaomeng},
	month = may,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU5, \#8:Zeitschriftenartikel:blended:learning},
	file = {Zhang und Huang - 2024 - Exploring the impact of the adaptive gamified asse.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L3RX6XUJ/Zhang und Huang - 2024 - Exploring the impact of the adaptive gamified asse.pdf:application/pdf},
}

@article{dilling_argumentieren_2023,
	title = {Argumentieren, {Problemlösen} \& {Co} – {Welche} prozessbezogenen {Kom}- petenzen werden durch den {Einsatz} digitaler {Medien} angesprochen?},
	language = {de-DE},
	author = {Dilling, Frederik and Herrmann, Marc and Timm, David},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU5},
	file = {Dilling et al. - 2023 - Argumentieren, Problemlösen & Co – Welche prozessb.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RRYCJ3PG/Dilling et al. - 2023 - Argumentieren, Problemlösen & Co – Welche prozessb.pdf:application/pdf},
}

@article{vejvoda_messung_2024,
	title = {Messung instrumenteller und kritisch-reflexiver {Medienkompetenzen} sowie medienbezogener {Lehrkompetenzen} von (angehenden) {Lehrkräften}: {Entwicklung} einer szenarienbasierten {Kurzskala}},
	issn = {1424-3636, 1424-3636},
	abstract = {Technology-related skills of teachers are crucial to prepare students for participation in a digital world. Specifically, teachers need basic digital skills as well as technology-related teaching skills. Assessment instruments are helpful in facilitating these skills in the process of teacher education. Existing instruments, however, mostly rely on simple, often very generally formulated self-assessments. This makes a valid measurement difficult. This paper presents an alternative approach that contextualises self-assessments of technology-related skills by means of scenarios and thus makes them more precise. The scenario-based approach leads to a valid measurement but has the disadvantage that it is more extensive. In this paper, we develop a short scale in a multi-stage procedure. Based on a data set of N = 552 (prospective) teachers, a scenario-based short scale is developed to measure instrumental and critical digital skills as well as technologyrelated teaching skills. We will validate the resulting short scale again in another study with N = 204 teachers. Results of both studies support the validity of the short scale. Thus, for teacher education and research, an acceptance-promoting and resource-saving instrument is provided that allows a reliable and valid measurement of instrumental and critical digital skills as well as technology-related teaching skills.},
	language = {de-DE},
	number = {57},
	journal = {MedienPädagogik Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Vejvoda, Johanna and {Matthias Stadler} and Schultz-Pernice, Florian and Glas, Julia and Fischer, Frank and Sailer, Michael},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Bildungstheorien, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU6},
	file = {[No title found].pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VV3FZKVZ/[No title found].pdf:application/pdf},
}

@article{polly_evaluation_2014,
	title = {Evaluation of an adaptive virtual laboratory environment using {Western} {Blotting} for diagnosis of disease},
	volume = {14},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/1472-6920-14-222},
	doi = {10/f6rrh2},
	abstract = {Background: Providing large numbers of undergraduate students in scientific disciplines with engaging, authentic laboratory experiences is important, but challenging. Virtual laboratories (vLABs) are a potential means to enable interactive learning experiences. A vLAB focusing on Western Blotting was developed and implemented in a 3rd year undergraduate Pathology course for science students to facilitate learning of technical molecular laboratory skills that are linked to development of diagnostic skills. Such skills are important for undergraduates in building a conceptual understanding of translation of laboratory techniques to changes in human biology due to disease.
Methods: The Western Blotting vLAB was developed and deployed using the Adaptive eLearning Platform (AeLP) developed by Smart Sparrow (https://www.smartsparrow.com/). The vLAB was evaluated to assess students' perceptions of their laboratory skills relevant to the diagnosis of Muscular Dystrophy. A blended learning rotation model was applied in which wet laboratory and vLAB environments for Western Blotting were both delivered to three consecutive cohorts of 3rd year science undergraduates undertaking a Muscle Diseases practical class. Evaluation questionnaires were administered at the completion of the practical classes.
Results: Students indicated in online questionnaires that the Western Blotting vLAB was at least equivalent to the real lab in their perceived development of concepts, laboratory skills and diagnosis of disease.
Conclusions: vLABs have great potential for improving students’ development of diagnostic skills. Further studies are required to determine the impact of vLABs on student learning.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Polly, Patsie and Marcus, Nadine and Maguire, Danni and Belinson, Zack and Velan, Gary M},
	month = dec,
	year = {2014},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Promotion:Relevanz:4, \#8:Zeitschriftenartikel:blended:learning},
	pages = {222},
	file = {Polly et al. - 2014 - Evaluation of an adaptive virtual laboratory envir.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LRNWNA75/Polly et al. - 2014 - Evaluation of an adaptive virtual laboratory envir.pdf:application/pdf},
}

@article{shan_innovations_2023,
	title = {Innovations in teaching during the {COVID}-19 pandemic: comparisons of the impacts of different teaching approaches in psychiatric nursing on undergraduate nursing students},
	volume = {23},
	issn = {1472-6920},
	shorttitle = {Innovations in teaching during the {COVID}-19 pandemic},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04819-8},
	doi = {10/gs566h},
	abstract = {Background  Psychiatric nursing education was significantly impacted during the COVID-19 pandemic, and innovative teaching can be challenging. This study aims to compare the effectiveness of four approaches to psychiatric nursing education in the context of the pandemic.
Methods  A quasi-experimental design was adopted. Students were subjected to different teaching designs: faceto-face teaching (Class A in 2021), blended teaching with flipped classroom using roleplay (Class B in 2021), live broadcast teaching (Class A in 2022), and online blended teaching with flipped classroom using case studies (Class B in 2022). Multivariable logistic regression was used to analyse the outcomes in terms of academic performance and course workload.
Results  The number of valid data points was 270. The results indicated that compared with Class A in 2021, the two classes in 2022 achieved significantly higher academic performance scores, and Class B in 2021 exhibited a significantly lower workload. Compared with Class A in 2022, Class B in 2021 exhibited a significantly lower workload. Compared with Class B in 2022, Class B in 2021 exhibited a significantly lower workload and achieved lower academic performance scores.
Conclusion  This study demonstrated that innovative teaching designs for psychiatric nursing offer advantages with regard to either facilitating academic performance or optimizing learners’ task loads. Furthermore, blended learning is a promising teaching approach in the context of the COVID-19 pandemic. Future teaching initiatives could adopt student-centred constructive learning designs and ensure feasible teaching.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Shan, Yawei and Zhou, Xuemei and Qi, Wenwen and Liu, Xiao and Huang, Chuxian},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU5, Krisenreaktion im Bildungsbereich, \#8:Zeitschriftenartikel:blended:learning},
	pages = {827},
	file = {Shan et al. - 2023 - Innovations in teaching during the COVID-19 pandem.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G2GGUHTG/Shan et al. - 2023 - Innovations in teaching during the COVID-19 pandem.pdf:application/pdf},
}

@article{gabriel_digitalisierung_2023,
	title = {Digitalisierung als {Treiber} von {Bildungs}(un-)gerechtigkeit},
	volume = {10},
	issn = {2313-1640},
	url = {https://journal.ph-noe.ac.at/index.php/resource/article/view/1143},
	doi = {10/gskbjv},
	abstract = {Die Digitalisierung ist einerseits ein Faktor für Ungleichheiten in Bezug auf Bildung, anderer­seits aber gleichzeitig auch eine Möglichkeit der Inklusion. Diklusion – eine Kombination aus Di­gi­talisierung und Inklusion – geht genau darauf ein, wie digitale Medien den Unterricht selbst, aber auch die Schule als Organisation verändern. Ausgehend von Modellen, die den di­gital-inklusiven Unterricht ins Zentrum stellen, wird das österreichische Schulsystem be-trach­tet und jene Faktoren analysiert, die als Treiber für die Digitalisierung gelten können. Da­zu gehört vor allem der 8-Punkte-Plan, der vor allem in der Sekundarstufe I für einen in­fra¬strukturellen Schub sorgt. Allerdings sind noch weitere Faktoren für ein Gelingen der Di­klu­sion an einem Schulstandort von Bedeutung, und zwar auf der Mikro-, Meso- und Ma­kro­ebe­ne. Eine besondere Rolle kommt dabei der Schulleitung zu, die Kulturen, Strukturen und Prak­tiken der Diklusion fördern soll.},
	language = {de-DE},
	number = {3},
	urldate = {2023-07-25},
	journal = {R\&E-SOURCE},
	author = {Gabriel, Sonja and Liebhart-Gundacker, Michaela and Pecher, Helmut and Römisch, Barbara and Überacker, Gudrun and Wallner, Jasmin},
	month = jul,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Bildungstheorien, Promotion:Argumentation, \#7:Zeitschriftenartikel:digital:Medien, Lernsystemarchitektur},
	file = {Gabriel et al. - 2023 - Digitalisierung als Treiber von Bildungs(un-)gerec.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NY8GDU3C/Gabriel et al. - 2023 - Digitalisierung als Treiber von Bildungs(un-)gerec.pdf:application/pdf},
}

@article{hausmann_determinanten_2023,
	title = {Determinanten der wahrgenommenen digitalen {Inklusion} und der {Nutzung} digitaler {Medien} durch ältere {Menschen} auf der {Basis} der {Theorie} des geplanten {Verhaltens}: {Eine} qualitative und quantitative {Studie} im {Rahmen} des {Forschungsprojekts} {DigiKomS}},
	issn = {1424-3636},
	shorttitle = {Determinanten der wahrgenommenen digitalen {Inklusion} und der {Nutzung} digitaler {Medien} durch ältere {Menschen} auf der {Basis} der {Theorie} des geplanten {Verhaltens}},
	url = {https://www.medienpaed.com/article/view/1522},
	doi = {10/grzwwh},
	abstract = {Fortschreitende Digitalisierung fordert den Menschen umfangreiche Kenntnisse und Fähigkeiten ab. Da es für viele ältere Menschen schwer ist, mit dieser Entwicklung mitzuhalten, wird im Forschungsprojekt DigiKomS eine Lernwerkstatt für Ältere zur Verbesserung der digitalen Medienkompetenzen entwickelt. Der Zusammenhang zwischen (fehlender) digitaler Teilhabe und sozialer bzw. gesellschaftlicher Teilhabe wird in diesem Artikel beleuchtet. Dazu wurden qualitative Interviews mit Personen ab 70 Jahren (N = 21) und eine quantitative Fragebogenstudie (N = 107 ab 70-Jährige) auf Basis der Theorie des geplanten Verhaltens durchgeführt. Die statistische Auswertung zeigte, dass insbesondere die wahrgenommene Verhaltenskontrolle einen signifikanten Einfluss auf die Absicht hat, digitale Medien (weiterhin) zu nutzen. Auch die Einstellung hat einen signifikanten Effekt. Der Einfluss der subjektiven Norm wird erst moderiert durch die wahrgenommene Verhaltenskontrolle signifikant: Bei niedriger wahrgenommener Verhaltenskontrolle hat die subjektive Norm einen stärkeren Einfluss auf die Absicht, digitale Medien zu nutzen. Auch der Zusammenhang zwischen dem Inklusionsempfinden und der Absicht, digitale Medien (weiterhin) zu nutzen, ist signifikant. Dieser wird direkt mediiert durch die Einstellung gegenüber der Nutzung digitaler Medien und die Interaktion zwischen subjektiver Norm und wahrgenommener Verhaltenskontrolle. Die Studie zeigt damit wichtige Einflussgrössen der Förderung individueller digitaler Teilhabe, die unter anderem in der Lernwerkstatt des Projekts DigiKomS im Mittelpunkt stehen werden.},
	language = {de-DE},
	urldate = {2023-03-25},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Hausmann, Heike and Martins, Erko},
	month = mar,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU5, Bildung, Multimedia},
	pages = {421--452},
	file = {Hausmann und Martins - 2023 - Determinanten der wahrgenommenen digitalen Inklusi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NBCKYGTK/Hausmann und Martins - 2023 - Determinanten der wahrgenommenen digitalen Inklusi.pdf:application/pdf},
}

@article{sektion_medienpadagogik_orientierungsrahmen_2017,
	title = {Orientierungsrahmen für die {Entwicklung} von {Curricula} für medienpädagogische {Studiengänge} und {Studienanteile}},
	issn = {1424-3636},
	url = {https://www.medienpaed.com/article/view/603},
	doi = {10/grw338},
	abstract = {Der vorliegende Orientierungsrahmen greift aktuelle bildungspolitische Diskussionen auf und zeigt, wie die Medienpädagogik gesellschaftliche Verantwortung übernimmt, indem sie einerseits zu Mediatisierungs- und Digitalisierungsprozessen kritisch Stellung nimmt, zum anderen aber auch grundsätzliche Voraussetzungen für die medienpädagogische Professionalisierung aufführt. Die Medienpädagogik befasst sich in Forschung und Lehre mit der Gestaltung von Lern-, Erziehungs- und Bildungssituationen in einer mediatisierten Wissens- und Informationsgesellschaft. Sie positioniert sich dabei gegen eine einseitige Technisierung pädagogischer und sozialer Kontexte und Institutionen. In diesem Zusammenhang gibt dieser Orientierungsrahmen Hochschulen Hinweise, wie neu einzuführende Studiengänge mit einer medienpädagogischen Thematik konstruiert werden sollten, welche Ansprüche bei der Akkreditierung vorhandener Studiengänge mit medienpädagogischen Themen gestellt werden müssen und wie die Etablierung neuer Professuren oder die Einrichtung von Arbeitsgruppen für Medienpädagogik begründet werden sollte. Er dient aber auch der Reflexion der eigenen disziplinären Identität. Weiterhin wird mit diesem Orientierungsrahmen die Anschlussfähigkeit der Medienpädagogik an andere Disziplinen, Teildisziplinen der Erziehungswissenschaft sowie die Erziehungswissenschaft insgesamt deutlich. Der Orientierungsrahmen bildet eine Grundlage für die Gestaltung und Begründung von Studiengängen mit medienpädagogischer Thematik. Insgesamt knüpft der Orientierungsrahmen an die Entwicklung von Kerncurricula durch andere Fachdisziplinen an und führt die von der Initiative Keine «Bildung ohne Medien!» angestossene Diskussion um eine «Grundbildung Medien» konstruktiv fort.},
	language = {de-DE},
	urldate = {2023-03-12},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Sektion Medienpädagogik, DGfE},
	month = dec,
	year = {2017},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Systemanpassung, Bildungstheorien, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Bildung, Multimedia, Promotion:FU3},
	pages = {1--7},
	file = {Sektion Medienpädagogik - 2017 - Orientierungsrahmen für die Entwicklung von Curric.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HSXHW8LV/Sektion Medienpädagogik - 2017 - Orientierungsrahmen für die Entwicklung von Curric.pdf:application/pdf},
}

@article{popp_techno-futurismus_2022,
	title = {Techno-{Futurismus} oder technologischer {Humanismus}?},
	url = {http://journals.sfu.ac.at/index.php/sfufb/article/view/393},
	doi = {10.15135/2022.10.2.1-13},
	abstract = {Im diesem Beitrag werden vorerst die zwar überzogenen, aber weit verbreiteten Erwartungen an die Leistungsfähigkeit von Technologien (mit besonderer Berücksichtigung der so genannten künstlichen Intelligenz) analysiert. Für diese technikverliebten Zukunftsbilder gibt es zumindest drei Gründe: 1.) Sprachliche Übertreibungen (z. B. „digitale Revolution“), 2.) monokausaler und monoperspektivischer Technofuturismus in den Medien sowie 3.) allzu umstandslose Prognosen der wissenschaftlichen Technikvorausschau. Selbstverständlich wird der Einsatz vielfältiger Technologien im Allgemeinen und künstlich intelligenter Maschinen im Besonderen zukünftig in nahezu allen Lebensbereichen dynamisch wachsen. Aber manche Visionen des technologischen Transhumanismus (u. a. die baldige Produktion von ewig lebenden High-Tech-Übermenschen) sind und bleiben Science Fiction. Außerdem wird plausibel argumentiert, dass im Vergleich mit der künstlichen Intelligenz die Leistungsfähigkeit des in der langen Evolution des Homo sapiens entwickelten hochkomplexen Gesamtkunstwerks der menschlichen Intelligenz nicht unterschätzt werden sollte. Weiters wird gezeigt, dass die Implementation neuer Technologien meist deutlich langsamer vor sich geht als dies in den Entwicklungsabteilungen der Technologiekonzerne erwartet wird. Für die Verlangsamung des technologischen Wandels sorgen sowohl institutionelle als auch individuelle Faktoren. Abschließend wird den zukünftigen Entwicklungsmöglichkeiten eines technologischen Transhumanismus und eines technologischen Totalitarismus die optimistische Vision eines technologischen Humanismus gegenüber gestellt.},
	language = {de-DE},
	urldate = {2022-12-29},
	journal = {SFU Forschungsbulletin},
	author = {Popp, Reinhold},
	month = dec,
	year = {2022},
	note = {Artwork Size: 1-13 Seiten
Publisher: SFU Forschungsbulletin},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Bildungstheorien, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU5},
	pages = {1--13 Seiten},
	file = {Popp - 2022 - Techno-Futurismus oder technologischer Humanismus.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BNBJ7WIA/Popp - 2022 - Techno-Futurismus oder technologischer Humanismus.pdf:application/pdf},
}

@article{bastian_digitale_2022,
	title = {Digitale {Planspiele} in der {Medienbildung}. {Ein} di- daktisches {Szenario}.},
	language = {de-DE},
	number = {22},
	author = {Bastian, Jasmin and Toth, Christian and Wolf, Christina},
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU3},
	pages = {14},
	file = {Bastian et al. - Digitale Planspiele in der Medienbildung. Ein di- .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WBSK227W/Bastian et al. - Digitale Planspiele in der Medienbildung. Ein di- .pdf:application/pdf},
}

@article{weich_medienreflexion_2020,
	title = {Medienreflexion als {Teil} „digitaler {Kompetenzen}“ von {Lehrkräften}? {Eine} interdisziplinäre {Analyse} des {DigCompEdu}-{Modells}},
	copyright = {Dieses Werk steht unter der Lizenz Creative Commons Namensnennung - Weitergabe unter gleichen Bedingungen 4.0 International.},
	shorttitle = {Medienreflexion als {Teil} „digitaler {Kompetenzen}“ von {Lehrkräften}?},
	url = {https://journals.ub.uni-koeln.de/index.php/k_ON/article/view/11},
	doi = {10.18716/OJS/KON/2020.1.3},
	abstract = {Das DigCompEdu-Modell digitaler Kompetenzen der EU bildet gegenwärtig eines der wirkmächtigsten Rahmenwerke zur Ausgestaltung von Studiengängen des Lehramts an deutschen Universitäten. In diesem Artikel wird dieses operationale Modell aus den Perspektiven der empirischen Lehrer*innenbildung und der kulturwissenschaftlich orientierten Medienwissenschaft auf die Frage nach der in dem Modell angelegten Bedeutung von Medienreflexionskompetenz befragt und es werden optionale theoretische Integrationsmöglichkeiten zur Weiterentwicklung des Modells benannt.},
	language = {de-DE},
	urldate = {2022-03-12},
	journal = {k:ON - Kölner Online Journal für Lehrer*innenbildung},
	author = {Weich, Andreas and Koch, Katja and Othmer, Julius},
	month = may,
	year = {2020},
	note = {Artwork Size: 43-64 Seiten
Publisher: k:ON - Kölner Online Journal für Lehrer*innenbildung},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, Promotion:Argumentation, \#7:Zeitschriftenartikel:digital:Medien, Promotion:},
	pages = {43--64 Seiten},
	file = {Weich et al. - 2020 - Medienreflexion als Teil „digitaler Kompetenzen“ v.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EE2APRNH/Weich et al. - 2020 - Medienreflexion als Teil „digitaler Kompetenzen“ v.pdf:application/pdf},
}

@article{meisner_maker-literacy_2022,
	title = {Maker-{Literacy}: {Komplexitätskompetenz} durch {Maker}-{Education}},
	issn = {1424-3636, 1424-3636},
	abstract = {The paper introduces the concept of maker literacy in order to expand digital education by the dimension of making. Making, understood as digital tinkering, in this perspective holds out the prospect of productive ways of practicing digital culture that can be characterized by a specific complexity competence. In order to make this thesis argumentatively comprehensible, the text follows a three-step approach: Starting from positioning in digital culture (1), it develops a perspective on Making as digital tinkering on the one hand and introduces the literacy concept used on the other (2). By contrasting Making with the literacy of writing and reading, a specific Maker literacy is developed and presented, which describes Making as an important component of dealing with and practicing digital culture (3).},
	language = {de-DE},
	number = {18},
	journal = {MedienPädagogik Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Meißner, Stefan},
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien},
	file = {[No title found].pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A3BHQ9IG/Meißner - 2022 - Maker-Literacy Komplexitätskompetenz durch Maker-Education.pdf:application/pdf},
}

@article{lienau_vom_2022,
	title = {Vom {Reizthema} zum {Qualitätsmerkmal} – {Die} {Coronapandemie} als {Gamechanger} frühkindlicher {Medienerziehung}? {Eine} {Analyse} neuer {Potenziale} der pandemiebedingten {Digitalisierungs}-prozesse in {Kindertageseinrichtungen}},
	abstract = {During the first Covid-19-related lockdown in Germany, demands for the comprehensive digitization of educational institutions got louder. However, media education in early childcare institutions is still hardly integrated into daily practices of daycare centers. The question arises to what extent the extreme situation in which daycare centers and families found themselves during the first lockdown was a gamechanger: Were the triggered digitization processes able to raise awareness among parents and professionals for the potentials of digital media in daycare institutions? And to what extent were professionals able to reduce their inhibitions and strengthen their competencies in dealing with digital media? In the present mixed-methods study composed of semi-structured interviews and a quantitative questionnaire, parents and professionals of ten daycare centers were surveyed and interviewed between March and December 2020. The results show that the first lockdown provided various impulses for a more open and positive attitude towards digital media. Established non-digital practices were broken up or reconsidered in many areas. Despite the increase in children‘s use of media in the first lockdown, no significant changes in attitude regarding the need for media education was observed on the part of parents. The results suggest that the positive experiences that daycare centers had with digital media are a necessary first step towards a more sustainably anchored media education - but by no means a foregone conclusion.},
	language = {de-DE},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Lienau, Theresa},
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, \#7:Zeitschriftenartikel:digital:Medien, Promotion:Weiterführung, Promotion:FU5, Krisenreaktion im Bildungsbereich},
	pages = {33},
	file = {Lienau und Frense - 2022 - Vom Reizthema zum Qualitätsmerkmal – Die Coronapan.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3NBV63ED/Lienau und Frense - 2022 - Vom Reizthema zum Qualitätsmerkmal – Die Coronapan.pdf:application/pdf},
}

@article{wolf_optimierungsparadoxien_2021,
	title = {Optimierungsparadoxien: {Theoretische} und empirische {Beobachtungen} digital mediatisierter {Unterrichtsinteraktionen}},
	volume = {42},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Optimierungsparadoxien},
	url = {10.21240/mpaed/42/2021.03.07.X},
	doi = {10/gksnxx},
	abstract = {The discourse on the integration of digital media in schools is currently taking place This work is licensed under a Creative Commons Attribution 4.0 International License http://creativecommons.org/licenses/by/4.0/ between the poles of optimization narratives on one hand and their criticism on the other.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Wolf, Eike and Thiersch, Sven},
	month = mar,
	year = {2021},
	note = {ZSCC: 0000000},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU5, Krisenreaktion im Bildungsbereich, Promotion:1.1.2},
	pages = {1--21},
	file = {Wolf und Thiersch - 2021 - Optimierungsparadoxien Theoretische und empirisch.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HU6SGF2S/Wolf und Thiersch - 2021 - Optimierungsparadoxien Theoretische und empirisch.pdf:application/pdf},
}

@article{kerres_bildung_2020,
	title = {Bildung in der digitalen {Welt}: Über {Wirkungsannahmen} und die soziale {Konstruktion} des {Digitalen}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Bildung in der digitalen {Welt}},
	url = {10.21240/mpaed/jb17/2020.04.24.X},
	doi = {10/gksnzh},
	abstract = {The discussion about digital education refers to the question what should be taught and learned for the future. Since it has to deal with the essential uncertainty of drafting a future, lists of competencies are developed that declare which competences seem important for coping with future challenges. These lists are based upon assumptions about the future. However, they hide these assumptions and, thus, withdraw them from further discussions. The article contrasts theories from cultural studies about the «next society» with the frequently implicit assumptions of the existing drafts. Regularly, they refer to the idea of technology as determining the development of society which hides the design options in the process of negotiating the future of the – largely amorphous – digital technology. On the background of theories of Bildung the concept of «education in a digital world» is introduced and related to the generic and domain specific competencies necessary for participating in creating the future.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Kerres, Michael},
	month = apr,
	year = {2020},
	note = {ZSCC: 0000009},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Bildungstheorien, \#7:Zeitschriftenartikel:digital:Medien, Promotion:1.1.2},
	pages = {1--32},
	file = {Kerres - 2020 - Bildung in der digitalen Welt Über Wirkungsannahm.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2W9DBBF2/Kerres - 2020 - Bildung in der digitalen Welt Über Wirkungsannahm.pdf:application/pdf},
}

@incollection{fahr_digitalisierung_2025,
	address = {Wiesbaden},
	title = {Digitalisierung der {Hochschullehre} – {Ein} neues {Normal}?: {Das} bayerische {Projekt} {NewNormal} als didaktisches {Entwicklungsprojekt}},
	isbn = {978-3-658-45214-8 978-3-658-45215-5},
	shorttitle = {Digitalisierung der {Hochschullehre} – {Ein} neues {Normal}?},
	url = {https://link.springer.com/10.1007/978-3-658-45215-5_1},
	abstract = {Zusammenfassung
            Zu den vielfältigen Einflüssen, denen die Hochschullehre unterliegt, gehört seit mehr als 30 Jahren auch die Digitalisierung. Diese schien während der Corona-Pandemie einen besonderen Schub zu erfahren. Allerdings gab es nach der Pandemie eine breite Rückkehr zur Präsenzlehre. Die vorliegenden Beiträge in diesem Sammelband versuchen vor dem Hintergrund dieser Erfahrungen, zukunftsweisende Elemente der digital gestützten Lehre herauszuarbeiten. Der einleitende Beitrag arbeitet einige übergreifende Themen heraus, die für das Gelingen solcher Projekte wichtig sein können. Dazu gehören die Anknüpfung an den aktuellen Forschungsstand, z. B. bei dem Thema der Motivation, oder die Reflexion auf den Handlungsrahmen, innerhalb dessen Lehrprojekte durchgeführt werden.},
	language = {de-DE},
	urldate = {2025-01-02},
	booktitle = {Digital gestützte {Lehre}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fahr, Uwe and Riegler, Peter},
	editor = {Fahr, Uwe and Riegler, Peter},
	year = {2025},
	doi = {10.1007/978-3-658-45215-5_1},
	note = {Series Title: Diversität und Bildung im digitalen Zeitalter},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:FU2a, Promotion:FU5, Promotion:FU7, Promotion:FU4b, Promotion:FU3, Promotion:FU6, Promotion:FU2b, Promotion:FU1},
	pages = {1--17},
	file = {Fahr und Riegler - 2025 - Digitalisierung der Hochschullehre – Ein neues Normal Das bayerische Projekt NewNormal als didakti:/Users/jochenhanisch-johannsen/Zotero/storage/2S6J6VUP/Fahr und Riegler - 2025 - Digitalisierung der Hochschullehre – Ein neues Normal Das bayerische Projekt NewNormal als didakti.pdf:application/pdf},
}

@book{fahr_digital_2025,
	address = {Wiesbaden},
	series = {Diversität und {Bildung} im digitalen {Zeitalter}},
	title = {Digital gestützte {Lehre}: {Innovative} {Konzepte} zur digitalen und analogen {Lehre} an {Hochschulen}},
	copyright = {https://creativecommons.org/licenses/by/4.0},
	isbn = {978-3-658-45214-8 978-3-658-45215-5},
	shorttitle = {Digital gestützte {Lehre}},
	url = {https://link.springer.com/10.1007/978-3-658-45215-5},
	language = {de-DE},
	urldate = {2024-12-29},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Fahr, Uwe and Riegler, Peter},
	year = {2025},
	doi = {10.1007/978-3-658-45215-5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse},
	file = {Fahr und Riegler - 2025 - Digital gestützte Lehre Innovative Konzepte zur digitalen und analogen Lehre an Hochschulen:/Users/jochenhanisch-johannsen/Zotero/storage/97I793WZ/Fahr und Riegler - 2025 - Digital gestützte Lehre Innovative Konzepte zur digitalen und analogen Lehre an Hochschulen.pdf:application/pdf},
}

@article{xiang_examining_2024,
	title = {Examining the {Dynamics} of {Knowledge} {Convergence} in {Online} {Learning} {Context}: {A} {Network} {Perspective}},
	issn = {03601315},
	shorttitle = {Examining the {Dynamics} of {Knowledge} {Convergence} in {Online} {Learning} {Context}},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S0360131524002367},
	doi = {10.1016/j.compedu.2024.105222},
	abstract = {Knowledge convergence, originating from computer-supported collaborative learning (CSCL), is often defined as building a shared cognitive understanding through social interactions. With an increasing focus on large-scale collaboration and online learning in CSCL, it is crucial to examine how knowledge convergence occurs in online settings. This study investigates how learners develop cognitive consensus in online discussions and assess how social interactions and learners’ role influence these dynamics in a MOOC using video-based social annotation. Mixed-methods, including Epistemic Network Analysis (ENA), Simulation Investigation for Empirical Network Analysis (SIENA), and role trajectory clustering were employed. The findings suggest that cognitive consensus in discussions originates from sharing similar experiences and evolves into more advanced levels over time. Reciprocity and transitivity are crucial for establishing network cohesion while achieving cognitive consensus. Learners with similar role trajectories tend to interact together. This study expands the traditional CSCL paradigm by examining how social interactions shape discussion network dynamics and how learners’ role trajectories influence these dynamics. We argue that network cohesiveness should be included in the framework of online knowledge convergence, alongside cognitive consensus. Dynamic network analysis is essential for understanding the complex mechanisms driving online knowledge convergence occurring, where the cognitive and social attributes of learning are interwoven.},
	language = {en-GB},
	urldate = {2024-12-18},
	journal = {Computers \& Education},
	author = {Xiang, Mengtong and Zhang, Jingjing and Li, Yue},
	month = dec,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, \#4:Zeitschriftenartikel:MOOC},
	pages = {105222},
	file = {Xiang et al. - 2024 - Examining the Dynamics of Knowledge Convergence in Online Learning Context A Network Perspective:/Users/jochenhanisch-johannsen/Zotero/storage/LBVRJNAB/Xiang et al. - 2024 - Examining the Dynamics of Knowledge Convergence in Online Learning Context A Network Perspective.pdf:application/pdf},
}

@article{munoz_effects_2024,
	title = {The {Effects} of {Blended} {Team}-{Based} {Learning} on the {Cross}-{Cultural} {Readiness} of {Tourism} and {Hospitality} {Students}: {A} {Mediation} {Study}},
	issn = {1096-3758, 2325-6540},
	shorttitle = {The {Effects} of {Blended} {Team}-{Based} {Learning} on the {Cross}-{Cultural} {Readiness} of {Tourism} and {Hospitality} {Students}},
	url = {https://www.tandfonline.com/doi/full/10.1080/10963758.2024.2436590},
	doi = {10.1080/10963758.2024.2436590},
	abstract = {Blended team-based learning (BTBL) has become a popular pedagogical method in tourism and hospitality (T\&H) education. However, its efficacy in developing industry competencies remains underexplored. This study addresses this gap by applying Social Learning Theory to examine how BTBL constructs perceived enjoyment, individual learning, team effectiveness, and knowledge-sharing influence cross-cultural readiness (CR). This study employed correlation and regression analyses using SPSS Process Model 81 on data from 272 T\&H university students enrolled in BTBL-based courses. This study provides novelty by confirming the relationship among the BTBL constructs and extending the model to determine the chain-mediation effects of BTBL in influencing CR. These imply that BTBL enhances learners’ competencies through social learning. As a pedagogical implication, this study recommends that T\&H educators develop CR and related industry skills by implementing BTBL activities, which provide learners exposure to “real-world” scenarios and autonomy to discuss collaboratively and make critical decisions as a team.},
	language = {en-GB},
	urldate = {2024-12-11},
	journal = {Journal of Hospitality \& Tourism Education},
	author = {Muñoz, Kyrie Eleison and Roma, Margie and Forbes, Medelene and Manlapaz, Christopher},
	month = dec,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:Relevanz:4, Promotion:FU5, \#8:Zeitschriftenartikel:blended:learning},
	pages = {1--11},
	file = {Muñoz et al. - 2024 - The Effects of Blended Team-Based Learning on the Cross-Cultural Readiness of Tourism and Hospitalit:/Users/jochenhanisch-johannsen/Zotero/storage/KYE68TQ4/Muñoz et al. - 2024 - The Effects of Blended Team-Based Learning on the Cross-Cultural Readiness of Tourism and Hospitalit.pdf:application/pdf},
}

@article{al-hor_exploring_2024,
	title = {Exploring student perceptions on virtual reality in anatomy education: insights on enjoyment, effectiveness, and preferences},
	volume = {24},
	issn = {1472-6920},
	shorttitle = {Exploring student perceptions on virtual reality in anatomy education},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-024-06370-6},
	doi = {10.1186/s12909-024-06370-6},
	abstract = {Background The dynamic landscape of medical education demands innovative teaching methods. This study introduces virtual reality (VR) technology to anatomy courses at Qatar University, aiming to assess students’ receptiveness to virtual anatomy dissection and its potential transformative impact.
Methods The study utilized a comprehensive survey and the 3D-Organon VR anatomy software to explore students’ perceptions and acceptance of VR in comparison with traditional anatomy learning tools during practical sessions. Fisher’s exact test for independence was performed to gauge shifts in students’ attitudes and preferences towards different educational modalities.
Results The findings reveal a generally positive reception towards VR, with many students indicating a preference for VR over traditional methods. The study noted significant improvements in understanding and memorization attributed to the use of VR. Exposure to a variety of educational modalities led to notable shifts in student perceptions, particularly an increase in positive perceptions regarding the understanding of anatomy lectures and a heightened preference for VR as a learning method.
Conclusions The study underscores the evolving and adaptable attitudes of students towards VR, emphasizing the significant role that diverse learning experiences play in shaping their receptiveness. It provides valuable insights into how medical education can be reshaped through a blended approach that integrates technological innovation with traditional learning methods. These findings advocate for the strategic incorporation of VR in anatomy courses to enhance learning outcomes.},
	language = {en-GB},
	number = {1},
	urldate = {2024-12-09},
	journal = {BMC Medical Education},
	author = {Al-Hor, Mohammed and Almahdi, Hamad and Al-Theyab, Majed and Mustafa, Ayman G. and Seed Ahmed, Mohammed and Zaqout, Sami},
	month = dec,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU5, \#8:Zeitschriftenartikel:blended:learning},
	pages = {1405},
	file = {Al-Hor et al. - 2024 - Exploring student perceptions on virtual reality in anatomy education insights on enjoyment, effect:/Users/jochenhanisch-johannsen/Zotero/storage/2QYVG5L2/Al-Hor et al. - 2024 - Exploring student perceptions on virtual reality in anatomy education insights on enjoyment, effect.pdf:application/pdf},
}

@article{daas_qatar_2024,
	title = {Qatar dental student perceptions of {Sirona} prep-check software for learning crown preparations},
	volume = {24},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-024-06412-z},
	doi = {10.1186/s12909-024-06412-z},
	abstract = {Background Contemporary dental education requires swift assimilation of technological advancements to prepare the future generation of dentists. Integrating digital tools, such as prepCheck software in crown preparations offers a promising avenue for enhancing the learning experiences of dental students. This study aimed to evaluate the perceptions and experiences of undergraduate dental students regarding the use of PrepCheck software for learning crown preparations.
Methods An interventional study design was employed to investigate the perceptions of undergraduate dental students regarding the use of Sirona prepCheck software their learning experiences in the prosthodontics course at the College of Dental Medicine. were recruited using purposive sampling. Participants received training on crown preparations using standard didactic and practical teaching methods. A total of 64 dental students (Mean age 22.4 years) participated in the study. They were randomly assigned to two groups, 32 participants each. The study group utilized prepCheck software and the control group relied solely on supervisor feedback. Both groups completed their crown preparation labs concurrently, ensuring consistency in training and assessment conditions.
Results Out of a total number of 66 students enrolled on the course, 64 participated in the study giving a response rate of 96.96\%. The overall mean score for all items was 1.01 (95\%CI 0.77–1.25), indicating positive perceptions of the participants about prepCheck software. Analysis of variance revealed no significant variation by gender. Thematic analysis of open-ended items identified key themes related to the advantages and challenges of using prepCheck. Advantages included immediate self-evaluation, objective analysis, and feedback, while challenges included operational difficulties and cost concerns.
Conclusion This study provides insights into the effectiveness of prepCheck in dental education, offering perspectives derived from both quantitative and qualitative analyses. A majority of the participants recommended that digital assessment should be integrated with conventional methods, underscoring the importance of human input through supervisor feedback. The study demonstrates the potential of prepCheck software in enhancing participants’ learning experiences in crown preparation assessment. While digital tools offer advantages such as self-evaluation and objective analysis, they need to be supported with input and feedback from the supervisors.},
	language = {en-GB},
	number = {1},
	urldate = {2024-12-09},
	journal = {BMC Medical Education},
	author = {Daas, Hanin and Arregui, María and Tarrida, Lluís Giner and Glanville, Rebecca and Ali, Kamran},
	month = dec,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU5},
	pages = {1409},
	file = {Daas et al. - 2024 - Qatar dental student perceptions of Sirona prep-check software for learning crown preparations:/Users/jochenhanisch-johannsen/Zotero/storage/CRMGPKJT/Daas et al. - 2024 - Qatar dental student perceptions of Sirona prep-check software for learning crown preparations.pdf:application/pdf},
}

@article{pathak_physicians_2024,
	title = {Physicians’ clinical experience and perspectives following a pilot, blended learning, point of care ultrasound course in {Ghana}- a mixed methods analysis},
	volume = {24},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-024-06250-z},
	doi = {10.1186/s12909-024-06250-z},
	abstract = {Background Point of Care ultrasound (POCUS) is rapidly gaining popularity in resource constrained settings. Optimising training is important to ensure safe and effective implementation. To expand POCUS expertise in Ghana, we co-developed and piloted a context specific, multi-disciplinary, blended learning programme, targeted at physicians of any grade or speciality providing acute care in the public health sector. In this retrospective mixed method study, we capture the “real world” experience of participants, using POCUS in their daily practice, as well as the barriers and enablers they perceived to implementation.
Results Eight emergency and internal medicine specialists and residents participated, working across three teaching hospitals, treating both general and specialist patients. They implemented each POCUS application taught, with cardiac indications, inferior vena cava (IVC) assessment, deep venous thrombosis (DVT) diagnosis, lung/pleural assessment and peripheral vascular access being most frequent at 3–6 times/week. An estimated 40\% of patients could not have afforded any other diagnostic tests. They considered the pilot curriculum adequate for general practice and the majority of applications of low difficulty (71\%). For cases sent for second opinion, they are selfreported that their findings were confirmed in 60–78\% of cases. Perceptions about the relative advantage of POCUS over the usual approaches to diagnosing patients enabled implementation. Generally, they believed that POCUS improved their clinical decision making and that more certified training courses need to be run at lower cost to make them more accessible. All participants valued ongoing connections after training to ask for help and consolidate their skills. Continued evaluation and reflection on their POCUS practice to improve quality was unanimously reported as important, yet none had a formal system for this. The strongest barrier was access to equipment and maintenance. A lack of training opportunities and local mentors, and negative beliefs from other departments and hospital administration were further barriers.
Conclusion Our new blended learning curriculum met the needs of physicians caring for patients with general and specialist presentations, with strong reported positive experience of improved bedside diagnostic capabilities, especially for the large proportion of patients unable to afford or access alternative diagnostic tests. Their experience},
	language = {en-GB},
	number = {1},
	urldate = {2024-12-09},
	journal = {BMC Medical Education},
	author = {Pathak, Anna and Limbani, Felix and Awuku, Yaw Asante and Booth, Angela and Joekes, Elizabeth},
	month = dec,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:FU5, \#8:Zeitschriftenartikel:blended:learning},
	pages = {1415},
	file = {Pathak et al. - 2024 - Physicians’ clinical experience and perspectives following a pilot, blended learning, point of care:/Users/jochenhanisch-johannsen/Zotero/storage/Z5I4DKA9/Pathak et al. - 2024 - Physicians’ clinical experience and perspectives following a pilot, blended learning, point of care.pdf:application/pdf},
}

@article{zainuddin_bridging_2024,
	title = {Bridging {Synchronous} and {Asynchronous} {Learning}: {Enhancing} {English} {Speaking} {Skills} in a {Distance} {Education} {Context}},
	volume = {23},
	abstract = {This study investigates the perspectives of teachers and students on the effectiveness of synchronous and asynchronous learning approaches in enhancing English speaking skills, focusing on grammar, vocabulary, pronunciation, fluency, and comprehension. Conducted in a junior high school setting in Indonesia, the research employs a qualitative descriptive method, collecting data through semi-structured interviews with three teachers and three students. Thematic analysis was applied to explore patterns and themes in participants' responses. The findings reveal that synchronous learning fosters real-time interaction, enhancing vocabulary acquisition and comprehension through immediate feedback. However, challenges such as grammatical inaccuracies and low student confidence persist. Asynchronous learning provides students with the flexibility to refine their tasks, improving grammar, vocabulary, and pronunciation, but lacks the immediacy of feedback essential for addressing comprehension and pronunciation errors in real-time. The study underscores the complementary nature of these modalities, highlighting the potential of a blended or bichronous approach to optimize learning outcomes. The research contributes to the discourse on distance education by offering practical insights into integrating synchronous and asynchronous learning for language instruction. Recommendations include strategic lesson planning, teacher training in digital tools, and addressing infrastructural challenges to ensure equitable access. The study also suggests further exploration of bichronous learning models and their impact on long-term language proficiency. This research provides valuable guidance for educators and policymakers aiming to enhance English language education in digital and hybrid learning environments.},
	language = {en-GB},
	number = {2},
	author = {Zainuddin, Dini Apriani and Patak, Andi Anto},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:FU5, \#8:Zeitschriftenartikel:blended:learning},
	file = {Zainuddin und Patak - 2024 - Bridging Synchronous and Asynchronous Learning Enhancing English Speaking Skills in a Distance Educ:/Users/jochenhanisch-johannsen/Zotero/storage/KXBW794T/Zainuddin und Patak - 2024 - Bridging Synchronous and Asynchronous Learning Enhancing English Speaking Skills in a Distance Educ.pdf:application/pdf},
}

@article{regmi_students_2024,
	title = {Students’ perception and self-efficacy in blended learning of medical nutrition course: a mixed-method research},
	volume = {24},
	issn = {1472-6920},
	shorttitle = {Students’ perception and self-efficacy in blended learning of medical nutrition course},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-024-06339-5},
	doi = {10.1186/s12909-024-06339-5},
	abstract = {Background The blended teaching mode, which combines online and offline learning, has gained significant traction in higher education. This study aims to explore the impact of blended learning on students’ academic performance, engagement, and self-efficacy in a medical nutrition course.
Methods A mixed-method research design was employed, involving 110 undergraduate students enrolled in a blended learning medical nutrition course and a control group of 93 students from a traditional learning environment. Data collection included academic performance assessments, semi-structured interviews, and an anonymous questionnaire. Quantitative data were analyzed using t-tests and chi-square tests, while qualitative data were subjected to thematic analysis.
Results Students in the blended learning group demonstrated significantly higher self-efficacy, particularly in organizing their study plans, participating in interactive learning activities, and applying course knowledge. Academic performance was notably better in collaborative assessments, such as group discussions and exploratory projects, in the blended learning group compared to the control group. Qualitative analysis revealed that students appreciated the flexibility and engagement offered by the blended learning model, although they also faced challenges related to self-discipline and the learning environment.
Conclusions The blended learning approach enhances student engagement, self-efficacy, and collaborative skills, particularly in group-based assessments. While students benefit from the flexibility and richness of learning resources, challenges related to self-discipline and learning environments need to be addressed to optimize the effectiveness of blended learning.},
	language = {en-GB},
	number = {1},
	urldate = {2024-12-09},
	journal = {BMC Medical Education},
	author = {Regmi, Aksara and Mao, Xuanxia and Qi, Qi and Tang, Wenjing and Yang, Kefeng},
	month = dec,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:FU5, \#8:Zeitschriftenartikel:blended:learning},
	pages = {1411},
	file = {Regmi et al. - 2024 - Students’ perception and self-efficacy in blended learning of medical nutrition course a mixed-meth:/Users/jochenhanisch-johannsen/Zotero/storage/XHMKYN33/Regmi et al. - 2024 - Students’ perception and self-efficacy in blended learning of medical nutrition course a mixed-meth.pdf:application/pdf},
}

@article{motschnig-pitrik_processes_2006,
	title = {Processes and their {Support} in a {Developing} {Interdisciplinary} {Learning} {Community}},
	abstract = {In this experiential paper we employ action research to investigate the real life processes and technology support in building an interdisciplinary blended learning community in which, at the stage of writing the article, the authors are participating. Regarding technology support, we are interested in the requirements – concerning functionality and usability – for the implementation of web-based support modules for blended communities. Regarding real world processes we explore and reflect on the expectations, significant events, and insights we gained through the participation in our blended community.},
	language = {en-GB},
	number = {Symposium 09},
	author = {Motschnig-Pitrik, Renate and Derntl, Michael and Figl, Kathrin and Kroop, Sylvana and Logar, Sylvia and Mangler, Juergen and Wenninger, Barbara},
	year = {2006},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Promotion:Kerngedanke, Technologieintegration, Promotion:Relevanz:4, Promotion:FU2b, \#8:Zeitschriftenartikel:blended:learning},
	pages = {1--9},
	file = {Motschnig-Pitrik et al. - Processes and their Support in a Developing Interdisciplinary Learning Community:/Users/jochenhanisch-johannsen/Zotero/storage/UEGAGQPL/Motschnig-Pitrik et al. - Processes and their Support in a Developing Interdisciplinary Learning Community.pdf:application/pdf},
}

@article{reiner_developing_2024,
	title = {Developing a taxonomy for employee resources in the digital work context},
	volume = {0},
	doi = {10.1177/01672533241295612},
	abstract = {Background: Human Resources Management (HRM) research is increasingly interested in the various employee resources to master digital transformation. The current, dynamic discourse on the Job Demands-Resources (JD-R) Model demonstrates the need for a state-of-the-art overview of validated employee resources to support the paradigm shift.
Objective: This study aims to identify objective employee resources in the digital work context and map them to a context-speciﬁc resource taxonomy.
Methods: The authors develop the resource taxonomy using Nickerson, Varshney \& Muntermann’s (2013) empirical-toconceptual approach. The deductive approach includes existing resource taxonomies and current JD-R literature to dimension employee resources.
Results: The article presents a context-speciﬁc resource taxonomy with ﬁve dimensions: personal, work, social, organizational, and technical resources.
Conclusions: The literature-based research concludes that more research on technical resources and learning-enhancing factors is required to support employees in mastering digital transformation. Our resource taxonomy is a comprehensive and expandable scientiﬁc product that serves HRM research and practice as a search heuristic.},
	language = {en-GB},
	number = {0},
	journal = {Human Systems Management},
	author = {Reiner, Stephanie and Annen, Silvia and Murry, Gabriele},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Promotion:FU5},
	pages = {1--13},
	file = {Reiner et al. - 2024 - Developing a taxonomy for employee resources in the digital work context:/Users/jochenhanisch-johannsen/Zotero/storage/SUZGCYRX/Reiner et al. - 2024 - Developing a taxonomy for employee resources in the digital work context.pdf:application/pdf},
}

@article{syynimaa_higher_2024,
	title = {Higher {Education} {Students}’ {Experiences} of {Game}-{Based} {Learning} - {Fostering} and {Hampering} {Aspects} in {Virtual} {Teamwork}},
	volume = {7},
	copyright = {https://creativecommons.org/licenses/by-nc-sa/4.0},
	issn = {2689-2758},
	url = {https://www.ijte.net/index.php/ijte/article/view/860},
	doi = {10.46328/ijte.860},
	abstract = {The application of digital game-based learning (GBL) methods has lately received more attention in higher education (HE). An extensive body of previous investigations has recognised the potential of instructional games to advance the learning of appropriate work life skills. However, there seems to be a lack of understanding in the current literature regarding the students’ views towards meaningful ways to collaborate in virtual teams during educational activities. The current study is contextualised by a business simulation game and examines university students' experiences through working collaboratively in multi-site teams. In that context, the focus is on the fostering and hampering aspects of virtual collaboration as experienced by the students during the simulation sessions. The study was executed among 66 undergraduate university students in Finland. The data were collected from the students' reflection papers and were then analysed using a qualitative content analysis approach. The evidence shows that students experienced fostering and hampering aspects in relation to communication, collaboration, organising, and technology during the simulated sessions. As these are all very typical to modern distributed collaborative work, we may conclude that the GBL course presented in this study provided students with opportunities to experience and rehearse collaborative virtual teamwork in an authentic work context. Our findings highlight the importance of allowing students to practice 21st century skills in an authentic, safe and stimulating environment. Simulation games provide a feasible context for doing so.},
	language = {en-GB},
	number = {4},
	urldate = {2024-11-12},
	journal = {International Journal of Technology in Education},
	author = {Syynimaa, Kirsi and Lainema, Kirsi and Lainema, Timo},
	month = nov,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Promotion:FU3},
	pages = {754--780},
	file = {Syynimaa et al. - 2024 - Higher Education Students’ Experiences of Game-Based Learning - Fostering and Hampering Aspects in V:/Users/jochenhanisch-johannsen/Zotero/storage/A7YD3I49/Syynimaa et al. - 2024 - Higher Education Students’ Experiences of Game-Based Learning - Fostering and Hampering Aspects in V.pdf:application/pdf},
}

@article{oyekunle_cloud_2024,
	title = {Cloud based adaptive learning system: virtual reality and augmented reality assisted educational pedagogy development on clinical simulation},
	copyright = {https://creativecommons.org/licenses/by/4.0},
	issn = {2791-1624},
	shorttitle = {Cloud based adaptive learning system},
	url = {https://ojs.luminescience.cn/JDH/article/view/268},
	doi = {10.55976/jdh.32024126849-62},
	abstract = {An adaptive learning system provides support for student’s academic progress by varying learning routes and pedagogical contents to satisfy various students’ unique academic needs. The primary goal of this research work is to enhance and expand occupational efficiency through the use of technological pedagogical content knowledge (TPCK) frameworks in nursing education. The authors developed an adaptive federated cloud computing learning system in order to better prepare students for the demands of real-world professional practice. The article examined the use of virtual reality(VR) and augmented (AR) technologies in nursing education and developed an instrument that skillfully combines knowledge from the reputable literature on clinical competencies with the peculiarities and ingenuousness particular to virtual simulations. Designated for the remote sharing and utilization of combined educational resources, cloud computing is a distributed information communication technology (ICT) infrastructure built on the Internet of Things (IoT) framework. To increase the occupational efficiency among the nurses and midwives, an educational simulation applied in a way that gamifies the curriculum component for interactive educational pedagogy will be necessary. As a completely integrated part of the curriculum, simulation has proven to be beneficial for nursing students at all levels of instruction. Nursing educators have a plethora of options at their disposal to introduce simulation-based learning approaches into their curricula in the modern era. A threedimensional (3D) interactive environment that provides users with a sense of spatial presence is created through computer technology, which is an immersive digital ecosystem of VR and AR utilized to improve teaching and learning in nursing education. In this study, the authors offered a cost- effective clinical simulation laboratory for clinical students, nurses, midwives, and practicing healthcare professionals in a manner that ensures constant learning and occupational efficiency by adopting the TPCK model in its central discussion and implementation. The TPCK model has demonstrated how to recognize the boundaries between technological components and pedagogical structures as well as how they are connected when creating facts in nursing education.},
	language = {en-GB},
	urldate = {2024-11-12},
	journal = {Journal of Digital Health},
	author = {Oyekunle, David and Claude, Bah Esseme Alain and Waliu, Ajibola Olaosebikan and Adekunle, Temitope Samson and Ugochukwu, Okwudi Matthew},
	month = nov,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Promotion:FU6},
	pages = {49--62},
	file = {Oyekunle et al. - 2024 - Cloud based adaptive learning system virtual reality and augmented reality assisted educational ped:/Users/jochenhanisch-johannsen/Zotero/storage/B3ZHSKZD/Oyekunle et al. - 2024 - Cloud based adaptive learning system virtual reality and augmented reality assisted educational ped.pdf:application/pdf},
}

@article{varghese_video_2024,
	title = {Video games for assessing computational thinking: a systematic literature review},
	volume = {11},
	issn = {2197-9987, 2197-9995},
	shorttitle = {Video games for assessing computational thinking},
	url = {https://link.springer.com/10.1007/s40692-023-00284-w},
	doi = {10.1007/s40692-023-00284-w},
	abstract = {Computational thinking (CT) is a widely researched domain. Many researchers around the world have conducted studies to define CT, to develop CT in students, and to assess CT using various tools and paradigms. Our review focuses on the assessment aspect of CT using digital games. Typically, the assessment in CT is done using Multiple Choice Questions, Portfolio analysis, pen-and-paper methods, and games. The use of video games to assess CT skills was one of the least explored areas. To further explore this area, we did a systematic literature review on the use of video games to assess CT. The findings of our review are as follows: (1) CT skills such as abstraction, algorithmic thinking, data representation, debugging, decomposition, pattern recognition, recursive thinking, simulation, socialization, heuristic, iteration, and problem-solving were primarily assessed using digital games. (2) The reviewed articles used samples ranging from 18 to 3355 participants. (3) The sample includes elementary, middle-, and high-school and graduate students. (4) In the reviewed articles, it is observed that the time for treatment varied from a few hours to the entire school year. (5) A mixed-mode study using quantitative and qualitative methods was preferred by researchers to explore the CT aspects such as CT concepts, practices, and perspectives. (6) The use of video games, stealth assessment, educational data mining and machine learning for assessing CT skills is in a dormant state. (7) There is a lack of empirical evidence to prove that video games are effective to assess CT skills. This review paper will be helpful for researchers working on the assessment of CT skills using digital games.},
	language = {en-GB},
	number = {3},
	urldate = {2024-11-07},
	journal = {Journal of Computers in Education},
	author = {Varghese, V. V. Vinu and Renumol, V. G.},
	month = sep,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Promotion:FU5},
	pages = {921--966},
	file = {Varghese und Renumol - 2024 - Video games for assessing computational thinking a systematic literature review:/Users/jochenhanisch-johannsen/Zotero/storage/Q9DT4LJ2/Varghese und Renumol - 2024 - Video games for assessing computational thinking a systematic literature review.pdf:application/pdf},
}

@article{radovic_is_2024,
	title = {Is it only about technology? {The} interplay between educational technology for mathematics homework, teaching practice, and students’ activities},
	volume = {11},
	issn = {2197-9987, 2197-9995},
	shorttitle = {Is it only about technology?},
	url = {https://link.springer.com/10.1007/s40692-023-00277-9},
	doi = {10.1007/s40692-023-00277-9},
	abstract = {Current research on the use of digital technology in education has overgrown. It is becoming clear that technology will not unfold its pedagogical potential outlined in the literature on its own. To harness its full benefits, it is paramount to thoroughly understand the educational context and underlying pedagogical principles. This research reports how an educational technology can support students’ knowledge development from homework mathematics learning practices for 11 to 14 year-old students. The article describes the shift learning goals from producing the correct answer to understanding how to address current and future mathematical challenges as an important interaction between educational technology, teaching practices and student learning activities. The study revealed specific features of technology integration with mathematics teaching and learning practices. The findings highlighted the effectiveness of digital support for homework activities, indicating that there were benefits only when students and teachers used the full range of features and engaged in the process. Finally, the report provides practical tips and ground rules that can contribute to the successful implementation of educational technology for homework activities.},
	language = {en-GB},
	number = {3},
	urldate = {2024-11-07},
	journal = {Journal of Computers in Education},
	author = {Radović, Slaviša},
	month = sep,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, \#0:Zeitschriftenartikel:digital:learning},
	pages = {743--762},
	file = {Radović - 2024 - Is it only about technology The interplay between educational technology for mathematics homework,:/Users/jochenhanisch-johannsen/Zotero/storage/CDJ6EBC5/Radović - 2024 - Is it only about technology The interplay between educational technology for mathematics homework,.pdf:application/pdf},
}

@article{zhang_exploring_2024-1,
	title = {Exploring the {Digital} {Transformation} of {Generative} {AI}-{Assisted} {Foreign} {Language} {Education}: {A} {Socio}-{Technical} {Systems} {Perspective} {Based} on {Mixed}-{Methods}},
	volume = {12},
	copyright = {https://creativecommons.org/licenses/by/4.0/},
	issn = {2079-8954},
	shorttitle = {Exploring the {Digital} {Transformation} of {Generative} {AI}-{Assisted} {Foreign} {Language} {Education}},
	url = {https://www.mdpi.com/2079-8954/12/11/462},
	doi = {10.3390/systems12110462},
	abstract = {This study investigates the complex dynamics and impacts of generative AI integration in foreign language education through the lens of the Generative AI-assisted Foreign Language Education Socio-Technical System (GAIFL-STS) model. Employing an integrated mixed-methods design, the study combines qualitative case studies and hybrid simulation modeling to examine the affordances, challenges, and implications of AI adoption from a multi-level, multi-dimensional, and multi-stakeholder perspective. The qualitative ﬁndings, based on interviews, observations, and document analyses, reveal the transformative potential of generative AI in enhancing language learning experiences, as well as the social, cultural, and ethical tensions that arise in the process. The quantitative results, derived from system dynamics and agent-based modeling, provide a systemic and dynamic understanding of the key variables, feedback loops, and emergent properties that shape the trajectories and outcomes of AI integration. The integrated ﬁndings offer valuable insights into the strategies, practices, and policies that can support the effective, equitable, and responsible implementation of AI in language education.},
	language = {en-GB},
	number = {11},
	urldate = {2024-11-03},
	journal = {Systems},
	author = {Zhang, Yang and Dong, Changqi},
	month = oct,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Datenschutz und IT-Sicherheit, Promotion:FU6},
	pages = {462},
	file = {Zhang und Dong - 2024 - Exploring the Digital Transformation of Generative AI-Assisted Foreign Language Education A Socio-T:/Users/jochenhanisch-johannsen/Zotero/storage/UN5HPM38/Zhang und Dong - 2024 - Exploring the Digital Transformation of Generative AI-Assisted Foreign Language Education A Socio-T.pdf:application/pdf},
}

@article{shon_nursing_2024,
	title = {Nursing faculty development program for digital teaching competence},
	volume = {24},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-024-05453-8},
	doi = {10.1186/s12909-024-05453-8},
	abstract = {Background  Nursing faculties need to develop digital competencies to effectively use information, communication, and technology-based nursing education.
Purpose  The study aimed to develop and apply a theory-guided faculty development program on digital teaching competencies.
Methods  A faculty development program was developed. Between March and April 2020, three five-hour web workshops participated by ninety-three faculty members were held. The program was assessed via mixed methods, combining satisfaction surveys post-workshop with content analysis of open-ended questionnaires to gauge participant evaluation of program content and learning experience.
Results  Participants were highly satisfied with the program contents and their opportunity for integrating digital technology into education and improving faculty proficiency in digital teaching technology.
Conclusions  The program provides faculties with the self-confidence and essential skills to teach students using information, communication, and technology-based nursing education by enhancing their digital teaching competencies. It is critical to integrate both digital proficiency and nursing practice education.},
	language = {en-GB},
	number = {1},
	urldate = {2024-05-14},
	journal = {BMC Medical Education},
	author = {Shon, Soonyoung and Shin, Hyunsook and Rim, Dahae and Jeon, Hyejin},
	month = may,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Krisenreaktion im Bildungsbereich, Promotion:FU4b},
	pages = {511},
	file = {Shon et al. - 2024 - Nursing faculty development program for digital te.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I6MXUA5F/Shon et al. - 2024 - Nursing faculty development program for digital te.pdf:application/pdf},
}

@article{tazhenova_digital_2024,
	title = {Digital media in informal learning activities},
	issn = {1360-2357, 1573-7608},
	url = {https://link.springer.com/10.1007/s10639-024-12687-y},
	doi = {10.1007/s10639-024-12687-y},
	language = {en-GB},
	urldate = {2024-05-09},
	journal = {Education and Information Technologies},
	author = {Tazhenova, Gulsara and Mikhaylova, Natalia and Turgunbayeva, Botagul},
	month = may,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU3},
	file = {Tazhenova et al. - 2024 - Digital media in informal learning activities.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/39YE5ZJP/Tazhenova et al. - 2024 - Digital media in informal learning activities.pdf:application/pdf},
}

@article{backfisch_collaborative_2023,
	title = {Collaborative design practices in pre-service teacher education for technological pedagogical content knowledge ({TPACK}): {Group} composition matters},
	volume = {51},
	issn = {0340-4099, 2520-873X},
	shorttitle = {Collaborative design practices in pre-service teacher education for technological pedagogical content knowledge ({TPACK})},
	url = {https://link.springer.com/10.1007/s42010-023-00192-z},
	doi = {10.1007/s42010-023-00192-z},
	abstract = {Abstract
            
              Collaborative design practices, in which pre-service teachers construct lesson plans in small groups, is regarded as beneficial to attain professional development. However, it is largely unclear which factors determine the effectiveness of collaborative design within technology-related teacher education. Against this background, we investigated to which extent the group composition regarding motivational (self-efficacy, utility-value) and knowledge-based heterogeneity affected the quality of designed lesson plans and outcome of professional development interventions. Furthermore, we investigated whether the quality of the lesson plans was related to pre-service teachers’ professional development such as acquisition of technological-pedagogical-content knowledge (TPACK). The data was collected within a larger research project which investigated the effectiveness of a TPACK-intervention within 5 subject pedagogies to foster pre-service teachers’ learning. Lesson plans of
              N
               = 68 pre-service teachers nested within
              k
               = 23 natural occurring groups were analyzed regarding their instructional quality and technology exploitation. Additionally, we measured pre-service teachers’ technology-related professional knowledge, and their technology-related motivation in a pre-post-test-design. The analyses revealed that motivational group heterogeneity positively affected the quality of the collaboration product (i.e., lesson plans). The quality of the lesson plans was not related to the acquisition of technology-related professional knowledge, but negatively related to pre-service teachers’ self-efficacy and utility-value. Similarly, the heterogeneity regarding prior knowledge was negatively correlated to TPACK knowledge gain. These findings highlight that heterogenous group composition during collaborative design practices in pre-service teacher education may be a double-edged sword to attain professional development.
            
          , 
            Zusammenfassung
            
              Kollaborative Lernaktivitäten, bei denen angehende Lehrkräfte in kleinen Gruppen beispielsweise Unterrichtspläne entwerfen, gelten als vorteilhaft für die berufliche Entwicklung. Es ist jedoch weitgehend unklar, welche Faktoren entscheidend für die Effektivität der kollaborativen Zusammenarbeit in der Lehrkräftebildung zum Unterrichten mit digitalen Medien sind. Vor diesem Hintergrund untersuchten wir, inwieweit die Gruppenzusammensetzung hinsichtlich motivationaler (Selbstwirksamkeit, wahrgenommene Nützlichkeit) und wissensbasierter Heterogenität die Qualität der entworfenen Unterrichtspläne und den Lernerfolg beeinflusst. Darüber hinaus untersuchten wir, ob die Qualität der Unterrichtspläne mit der beruflichen Entwicklung der angehenden Lehrkräfte zusammenhängt, z. B. mit dem Erwerb von technologisch-pädagogisch-inhaltlichem Wissen (TPACK). Die Daten wurden im Rahmen eines größeren Forschungsprojekts erhoben, in dem die Wirksamkeit einer TPACK-Intervention in fünf Fachdidaktiken zur Förderung des Lernens von angehenden Lehrern untersucht wurde. Die Unterrichtspläne von
              N
               = 68 angehenden Lehrern, die sich auf
              k
               = 23 Gruppen aufteilten, wurden im Hinblick auf ihre instruktionale Qualität und dem Grad der Potentialnutzung digitaler Medien analysiert. Zusätzlich wurde das technologiebezogene Fachwissen der angehenden Lehrkräfte und ihre technologiebezogene Motivation in einem Prä-Post-Test-Design gemessen. Die Analysen ergaben, dass die Gruppenheterogenität hinsichtlich ihrer Motivation (Selbstwirksamkeit) einen positiven Einfluss auf die Qualität der Unterrichtspläne hatte. Die Qualität der Unterrichtspläne stand allerdings in keinem Zusammenhang mit dem Erwerb von technologiebezogenem Fachwissen, aber in einem negativen Zusammenhang mit der Selbstwirksamkeit und der wahrgenommenen Nützlichkeit der angehenden Lehrkräfte. Zudem war die Heterogenität in Bezug auf das Vorwissen negativ mit dem TPACK-Wissensgewinn korreliert. Diese Ergebnisse zeigen, dass eine heterogene Gruppenzusammensetzung während kollaborativen Lernaktivitäten in der Lehrkräftebildung ein zweischneidiges Schwert ist, um eine professionelle Entwicklung zu erreichen.},
	language = {en-GB},
	number = {4},
	urldate = {2024-03-11},
	journal = {Unterrichtswissenschaft},
	author = {Backfisch, Iris and Franke, Ulrike and Ohla, Kerstin and Scholtz, Nina and Lachner, Andreas},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Argumentation, Promotion:FU5, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {579--604},
	file = {Backfisch et al. - 2023 - Collaborative design practices in pre-service teac.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7NKDZ766/Backfisch et al. - 2023 - Collaborative design practices in pre-service teac.pdf:application/pdf},
}

@article{wecker_patient_2024,
	title = {Patient {Journey} und krankheitsbezogene {Nutzung} digitaler {Medien}: {Eine} {Querschnittsstudie} unter {Dermatologie}‐{Patienten} in {Deutschland}: {Patient} journey and disease‐related digital media usage: {A} cross‐sectional study among dermatology patients across {Germany}},
	volume = {22},
	issn = {1610-0379, 1610-0387},
	shorttitle = {Patient {Journey} und krankheitsbezogene {Nutzung} digitaler {Medien}},
	url = {https://onlinelibrary.wiley.com/doi/10.1111/ddg.15311_g},
	doi = {10.1111/ddg.15311_g},
	abstract = {Background and Objectives: This study aimed to fill the gap of evidence-based data by examining the impact of health-related digital media use’s impact on the patient-physician relationship and patient journey, with the goal of driving positive changes in office-based dermatological practice. Patients and methods: German individuals with skin conditions completed a questionnaire assessing health-related digital media use, eHealth literacy, impact of digital media use on the patient-physician relationship and patient journey, and sociodemographic and health characteristics from June to November 2022, followed by descriptive analysis and linear regressions.
Results: Overall, 919 participants were analyzed (median age: 47.00, interquartile range [28.00; 61.00] years, female: 53.6\%, health-related digital media users: 56.8\%). Google and online encyclopedias were commonly used before and after dermatological consultations. Online self-help groups were used by 75\% of nontreated participants. Digital media use had no impact on the patient-physician relationship and a positive impact on the patient journey. Positive impacts were associated with higher eHealth literacy, satisfaction with digital media quality, importance of digital media, rural residence, high education, and trust in dermatologists.
Conclusions: The potential of health-related digital media in office-based dermatological care necessitates the drive of an evidence-based digital health platform to improve eHealth literacy and satisfaction with the quality of digital media among affected individuals.},
	language = {de-DE},
	number = {3},
	urldate = {2024-03-11},
	journal = {JDDG: Journal der Deutschen Dermatologischen Gesellschaft},
	author = {Wecker, Hannah and Höllerl, Lea and Schick, Teresa Sophie and Biedermann, Tilo and Zink, Alexander and Ziehfreund, Stefanie},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Krisenreaktion im Bildungsbereich, Promotion:FU3},
	pages = {377--388},
	file = {Wecker et al. - 2024 - Patient Journey und krankheitsbezogene Nutzung dig.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CMTS25S5/Wecker et al. - 2024 - Patient Journey und krankheitsbezogene Nutzung dig.pdf:application/pdf},
}

@article{wehling_vermittlung_2024,
	title = {Vermittlung praktischer {Fähigkeiten} in der curricularen {Lehre} – {Effekt} von {SkillsLab} und „flipped classroom“},
	issn = {0017-6192, 1433-0458},
	url = {https://link.springer.com/10.1007/s00106-023-01408-5},
	doi = {10.1007/s00106-023-01408-5},
	abstract = {Zusammenfassung
            
              Hintergrund
              Im Zuge der Neustrukturierung des Medizinstudiums werden erstmalig auch praktische Kompetenzen als Lernziele klar definiert. Zur effektiven Nutzung der kurzen Präsenzzeit, die im Fach HNO-Heilkunde zur Verfügung steht, war das Ziel dieser Studie die Verzahnung der Vermittlung praktischer Fertigkeiten unter Zuhilfenahme von „flipped classroom“, digitaler Lehre und einem neu errichteten SkillsLab zu evaluieren.
            
            
              Material und Methoden
              
                Im Rahmen des HNO-Praktikums wurden die Studierenden in 2 Gruppen unterteilt: Gruppe A = 93 Studierende (männlich
                n
                 = 42, weiblich
                n
                 = 51), Gruppe B = 113 Studierende (männlich
                n
                 = 42, weiblich
                n
                 = 71). Sie bearbeiteten zunächst digital zur Verfügung gestelltes Material, welches einzelne HNO-Untersuchungen erläuterte. Anschließend erfolgte der Präsenzunterricht in Kleingruppen, welcher eine Hospitation und Übungen der Untersuchungstechniken beinhaltete. Während Gruppe A diese dozentengeführt an Modellen absolvierte und sich gegenseitig untersuchte, erhielt Gruppe B den Unterricht anhand strukturierter Arbeitsstationen im hierfür neu errichteten HNO-SkillsLab. Die Effekte auf die Motivation und subjektiven Kompetenzen wurden anhand eines eigens für diese Studie entwickelten Fragebogens gemessen.
              
            
            
              Ergebnisse
              
                Nach Bearbeitung des digitalen Materials zeigte sich in beiden Gruppen ein hohes Level an Motivation und Kompetenz. Im Verlauf des Präsenztags zeigte sich ein Zugewinn an Motivation und Kompetenz, welcher nur in der SkillsLab-Gruppe statistisch signifikant war (
                p
                 {\textless} 0,001). Obwohl die SkillsLab-Gruppe vor dem Präsenztag in ihrer subjektiven Kompetenz unterlegen war, zeigte sie sich nach dem Präsenztag der anderen Gruppe hierin sogar überlegen.
              
            
            
              Schlussfolgerung
              Die Kombination eines digitalen „flipped classroom“ mit strukturierten Arbeitsstationen im Rahmen eines SkillsLabs ermöglicht eine effektivere Vermittlung praktischer Kompetenzen, welche sich in der statistisch signifikanten Steigerung von Motivation und Selbsteinschätzung der Gruppe B widerspiegelt. Dabei erleichtert insbesondere die digitale Befunderhebung die Überprüfung der individuellen Lernerfolge und regt die Diskussion an.
            
          , 
            Abstract
            
              Background
              In the course of the restructuring of medical studies, practical competencies are clearly defined as learning objectives for the first time. In order to make most effective use of the short attendance time available in otolaryngology, the aim of this study was to teach practical skills with the help of flipped classroom, digital teaching, and a newly established SkillsLab.
            
            
              Materials and methods
              
                During their ENT internship, two groups of students—group A = 93 students (male
                n
                 = 42, female
                n
                 = 51) and group B = 113 students (male
                n
                 = 42, female
                n
                 = 71)—first worked through material provided online, which explained the individual examinations. This was followed by face-to-face teaching, which consisted of observation and practical exercise of the different examination techniques. While group A practiced on each other or on dummies, group B used structured workstations in the ENT SkillsLab, which was newly built for this purpose. The effects on motivation and subjective competence were measured using a questionnaire developed for this study.
              
            
            
              Results
              
                After working through the online material, both groups showed a high level of motivation and competence. On the day of face-to-face teaching, there was a gain in motivation and competence, which was statistically significant only in the SkillsLab group (
                p
                 {\textless} 0.001). Although the SkillsLab group was inferior in terms of its subjective competence at the beginning, it was superior to the other group after the face-to-face teaching.
              
            
            
              Conclusion
              Combination of digitized teaching in the flipped classroom with structured workstations in the setting of a SkillsLab enables more effective teaching of practical skills, which was reflected by increases in motivation and subjective competence in group B. In particular, the presentation of all collected findings on monitors allows verification of learning success and stimulates discussion.},
	language = {de-DE},
	urldate = {2024-03-07},
	journal = {HNO},
	author = {Wehling, Judith and Dombrowski, Tobias and Johannsen, Katharina and Volkenstein, Stefan and Dazert, Stefan and Weiss, Nora M.},
	month = jan,
	year = {2024},
	keywords = {BZPG, Simulation, Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, DRK-Bildungszentrum Düsseldorf, Promotion:FU3},
	file = {Wehling et al. - 2024 - Vermittlung praktischer Fähigkeiten in der curricu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T7QY8V85/Wehling et al. - 2024 - Vermittlung praktischer Fähigkeiten in der curricu.pdf:application/pdf},
}

@article{andrade-arenas_moodle_2023,
	title = {Moodle platform and {Zoom} videoconference: learning skills in the virtual modality},
	volume = {31},
	issn = {2502-4760, 2502-4752},
	shorttitle = {Moodle platform and {Zoom} videoconference},
	url = {https://ijeecs.iaescore.com/index.php/IJEECS/article/view/29965},
	doi = {10/gswfrf},
	abstract = {In Peruvian Universities, most of the Moodle platforms and the Zoom videoconference were used in virtual teaching-learning. The teachers and students of the University of Sciences and Humanities, which is the object of study, used these tools in the class session. Moodle and Zoom complement each other for virtual classes during the pandemic time. The objective of the research is the influence of Zoom and Moodle on learning skills. The methodological design of the research has correlational scope, quantitative, non-experimental approach of cross-section. A survey was conducted of 95 students from the first cycles of the university. The instrument was validated by expert judgments with 86.3\% approval. In addition, reliability was performed with Cronbach's Alpha, obtaining the value of 0.875. A p-value of 0000 was obtained as a result and the degree of correlation between Moodle and learning skills was 0.438** and Zoom with learning skills was 0.519**; determining in this way that there is a moderate positive significant correlation. It is concluded that the development of learning skills that correspond to digital skills, the communicative and cognitive part is due to the use of the Moodle platform and the Zoom videoconference in the learning sessions.},
	language = {en-GB},
	number = {1},
	urldate = {2023-10-18},
	journal = {Indonesian Journal of Electrical Engineering and Computer Science},
	author = {Andrade-Arenas, Laberiano and Reyes Perez, William Wilfredo and Yactayo Arias, Cesar Augusto},
	month = jul,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU5, Datenschutz und IT-Sicherheit, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur},
	pages = {337},
	file = {Andrade-Arenas et al. - 2023 - Moodle platform and Zoom videoconference learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HTWIJD73/Andrade-Arenas et al. - 2023 - Moodle platform and Zoom videoconference learning.pdf:application/pdf},
}

@article{lutz_hochschulische_2023,
	title = {Hochschulische {Qualifizierung} für die {Praxisanleitung} in der {Pflege}},
	volume = {10},
	abstract = {English The academization of nursing in Germany is progressing with the entry into force of the nursing professions act in 2020. The reform of nursing education and nursing studies requires, among other things, a reorientation of the qualification of teachers for nursing instruction in theory and practice. As a result, there are (further) developments in higher education qualification offerings. This includes the two-semester module Fachpraktische Anleitung in the study program Berufspädagogik Gesundheit at the University of Applied Sciences Fulda. It is presented in this paper with its blended learning conception as well as with results from two accompanying research projects.},
	language = {de-DE},
	number = {2},
	journal = {Pädagogik der Gesundheitsberufe},
	author = {Lutz, Nadine and Dorn, Tobias and Höhl, Roman Gabriel and Trumpa, Silke},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:FU5, Bildung, Multimedia, ⛔ No DOI found, \#8:Zeitschriftenartikel:blended:learning},
	pages = {90--100},
	file = {Lutz et al. - Hochschulische Qualifizierung für die Praxisanleit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TK978CLT/Lutz et al. - Hochschulische Qualifizierung für die Praxisanleit.pdf:application/pdf},
}

@article{podwika_produktion_2022,
	title = {Die {Produktion} von {Erklärvideos} in einem identitätsorientierten {Deutschunterricht}},
	volume = {Nr. 6},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	url = {https://journals.ub.uni-koeln.de/index.php/k_ON/article/view/1561},
	doi = {10.18716/OJS/KON/2022.2.5},
	abstract = {Kindheit und Jugend stellen prägende Phasen in der Entwicklung der eigenen Identität dar. Dadurch, dass digitale Medien als unverzichtbare Begleiter den Lebensalltag und folglich auch die Identität von Schüler*innen beeinflussen, ist es vor allem Aufgabe der Schule, Kompetenzen in der Rezeption und Produktion von digitalen Medien zu fördern. Der vorliegende Beitrag zielt darauf ab, das Potenzial von selbst produzierten narrativen Videos und Erklärvideos mit der App Puppet Pals im Rahmen eines identitätsorientierten Deutschunterrichts aufzuzeigen.},
	language = {de-DE},
	urldate = {2022-12-29},
	journal = {k:ON - Kölner Online Journal für Lehrer*innenbildung},
	author = {Podwika, Daria},
	month = dec,
	year = {2022},
	note = {Publisher: k:ON - Kölner Online Journal für Lehrer*innenbildung},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {Lernen},
	file = {Podwika - 2022 - Die Produktion von Erklärvideos in einem identität.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YTQSFIB3/Podwika - 2022 - Die Produktion von Erklärvideos in einem identität.pdf:application/pdf},
}

@article{edler_andreas_vermittlung_2022,
	title = {Vermittlung von algorithmischer {Denkweise} mittels {Game}-based {Learning}},
	issn = {1617-5468},
	url = {http://dl.gi.de/handle/20.500.12116/38861},
	doi = {10/gqsmpc},
	abstract = {Algorithmisches Denken nimmt in allen Fachbereichen eine zunehmend stärkere Bedeutung ein. Dies wird u.a. durch die zunehmende Digitalisierung verstärkt. Die Vermittlung von algorithmischem Denken nimmt daher an Bedeutung zu. Aus diesem Grund verfolgt diese Demonstration das Ziel, das Vermitteln von algorithmischem Denken mit einem spielerischen Ansatz zu adressieren. Hierzu gibt die Demonstration einen Einblick in die technische Implementierung einer Game-Based Learning App, die das Ziel hat Lernende spielerisch an eine algorithmische Denkweise heranzuführen, indem grafische Programmierübungsaufgaben bereitgestellt werden.},
	language = {de-DE},
	urldate = {2022-09-11},
	author = {Edler, Andreas and Hobert, Sebastian},
	year = {2022},
	note = {ISBN: 9783885797166
Publisher: Gesellschaft für Informatik e.V.},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Promotion:Weiterführung, \#9:Zeitschriftenartikel:digital:lernen, Algorithmisches Denken, Game-Based Learning, Technology-Enhanced Learning},
	file = {Edler, Andreas und Hobert, Sebastian - 2022 - Vermittlung von algorithmischer Denkweise mittels .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K42S3R73/Edler, Andreas und Hobert, Sebastian - 2022 - Vermittlung von algorithmischer Denkweise mittels .pdf:application/pdf},
}

@article{michael_influence_2021,
	title = {The influence of teaching attitudes and digital competencies on virtual higher education {teachingDer} {Einfluss} von {Lehr}-{Einstellungen} und digitalen {Kompetenzen} auf die virtuelle {Lehre}},
	url = {10.3217/ZFHE-16-03/07},
	doi = {10.3217/zfhe-16-03/07},
	abstract = {The design and implementation of virtual courses is influenced by the different teaching approaches of university lecturers as well as their individual levels of competence in digital (teaching) skills. This paper presents the empirical results of a study which showed that a student-centered teaching approach is particularly advantageous for the design of virtual teaching and that the development of digital competencies is one key to the successful implementation of digital educational formats. To this end, the paper also discusses the implications of the current findings for the creation of advanced training programmes designed to provide HEI educators with the digital competences needed in teaching and learning settings.},
	language = {de-DE},
	urldate = {2021-11-05},
	author = {Michael, Eichhorn and Alexander, Tillmann and Hendrik, Drachsler},
	month = oct,
	year = {2021},
	note = {Publisher: Verlag der Technischen Universität Graz \& Verein Forum neue Medien in der Lehre Austria},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, \#0:Zeitschriftenartikel:digital:learning},
	file = {Michael et al. - The influence of teaching attitudes and digital co.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CYCZ97W4/Michael et al. - The influence of teaching attitudes and digital co.pdf:application/pdf},
}

@article{falloon_exploration_2024,
	title = {An exploration of online technoliteracy capability teaching and learning in early years classrooms},
	volume = {29},
	issn = {1360-2357, 1573-7608},
	url = {https://link.springer.com/10.1007/s10639-023-12239-w},
	doi = {10.1007/s10639-023-12239-w},
	abstract = {The increasing use of digital devices by young children, has led to calls for earlier teaching for information literacy. However, some research indicates reluctance to do this, due to perceived limitations of young children and notions about what is and is not ‘appropriate’ for them learn. This study examines this proposition, through analysis of 6 and 7 year olds’ application of ‘Technoliteracy’ capabilities during a unit of learning about Matariki (the Maori new year). It used an updated and expanded revision of Durrant and Green’s (2000) l(IT)eracy capability model, to understand how the students applied ‘Technoliteracy’ capabilities to online research and production of an information artefact for an identified audience. Although results were mixed, data was found of students’ productive engagement of ‘Technoliteracy’ capabilities aligned with Durrant and Green’s dimensions, suggesting that with developmentally-appropriate curriculum and pedagogy they were capable of integrating these for meaning making, judging meaning quality, and meaning sharing and communication. Given increasingly ubiquitous access to devices from a young age, results indicate that serious consideration should be given to teaching basic ‘Technoliteracy’ capabilities in early years classrooms.},
	language = {en-GB},
	number = {1},
	urldate = {2024-01-10},
	journal = {Education and Information Technologies},
	author = {Falloon, Garry},
	month = jan,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Bewertungsmethoden, Promotion:FU2a, Promotion:Argumentation, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning},
	pages = {625--654},
	file = {Falloon - 2024 - An exploration of online technoliteracy capability.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AJPISDN7/Falloon - 2024 - An exploration of online technoliteracy capability.pdf:application/pdf},
}

@article{none_digitale_2025,
	title = {Digitale {Erfahrungswelten} im {Diskurs}: {Interdisziplinäre} {Beiträge} zum {Verhältnis} von {Erfahrung} und {Digitalität}},
	copyright = {all rights reserved},
	issn = {2944-2060},
	shorttitle = {Digitale {Erfahrungswelten} im {Diskurs}},
	url = {https://ub-deposit.fernuni-hagen.de/receive/mir_mods_00001947},
	doi = {10.57813/20230721-120225-0},
	abstract = {Der interdisziplinäre Sammelband nähert sich ausgehend von digitalen Phänomenen und Praktiken einer Reflexion des Erfahrungsbegriffs. Auch Analysen zur Digitalität auf Basis spezifischer theoretischer Konzeptionen von Erfahrung sowie empirischer Beschreibungen individueller und kollektiver Erfahrungswelten werden vorgenommen.},
	language = {de-DE},
	urldate = {2025-03-21},
	journal = {Medien im Diskurs},
	author = {{:None}},
	collaborator = {{MyCoRe Community}},
	year = {2025},
	note = {Publisher: Hagen University Press},
	keywords = {370, 300, Theorie, Digitalität, Empirie, Erfahrung, Erfahrungswelten},
	pages = {vol. 6},
	file = {None - 2025 - Digitale Erfahrungswelten im Diskurs Interdisziplinäre Beiträge zum Verhältnis von Erfahrung und Di:/Users/jochenhanisch-johannsen/Zotero/storage/JLG8N9DR/None - 2025 - Digitale Erfahrungswelten im Diskurs Interdisziplinäre Beiträge zum Verhältnis von Erfahrung und Di.pdf:application/pdf},
}

@article{kasakowskij_supporting_2025,
	title = {Supporting a bidirectional feedback process for self-assessment tasks in a digital learning environment},
	volume = {22},
	issn = {2365-9440},
	url = {https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-025-00512-6},
	doi = {10.1186/s41239-025-00512-6},
	abstract = {Bidirectional Feedback may benefit students by facilitating learning success and goal achievement and can help teachers address students’ needs and/or assess and improve learning material. Current feedback practices have limitations, such as the difficulty for students to formulate understandable feedback for teachers, the effort required for students and teachers to engage in feedback dialogue, and the challenge for teachers to manage multiple feedback responses across a wide range of learning material. Thus, there is a need for computational support in a digital learning environment that facilitates bidirectional feedback creation, processing, and dialogue. To this end, we present a process model of bidirectional feedback, a conceptual design of a computational support to assist this process, and its implementation for the self-assessment task type in Moodle. It was implemented and evaluated in a distance learning course in a B.Sc. Computer Science program. With the use of computer-assisted support for the bidirectional feedback process, an increase in feedback from more students was observed and was related to more self-assessment tasks. Feedback included not only negative but also positive feedback. Teachers confirmed the usefulness of computational support as well as the usefulness and understandability of student-generated feedback messages, both for helping students and for assessing and improving the quality of assignments.},
	language = {en-GB},
	number = {1},
	urldate = {2025-03-21},
	journal = {International Journal of Educational Technology in Higher Education},
	author = {Kasakowskij, Regina and Haake, Joerg M.},
	month = mar,
	year = {2025},
	keywords = {Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU4b, char},
	pages = {15},
	file = {Kasakowskij und Haake - 2025 - Supporting a bidirectional feedback process for self-assessment tasks in a digital learning environm:/Users/jochenhanisch-johannsen/Zotero/storage/FSXEGMZ4/Kasakowskij und Haake - 2025 - Supporting a bidirectional feedback process for self-assessment tasks in a digital learning environm.pdf:application/pdf},
}

@article{engert_effectiveness_nodate,
	title = {Effectiveness of {Blended} {Learning} in {Teaching} {Basic} {Practical} {Otorhinolaryngology} {Skills}: {Pan}- demic {Lessons} and {Key} {Influencing} {Factors}},
	abstract = {The SARS-CoV-2 pandemic brought unprecedented challenges to medical education, particularly in teaching practical skills. These challenges catalyzed the adoption of digital and hybrid teaching methods, reshaping traditional teaching approaches. This study evaluates the effectiveness of blended learning, which integrates digital and in-person instructions, for teaching basic practical otorhinolaryngology examination skills and explores factors influencing its success. During the winter semester of 2020/2021, fourth-year medical students at the University of Wuerzburg participated in a blended learning program comprising a digital course with self-guided practice using examination kits, followed by an on-site course, concluding an objective structured clinical examination (OSCE). Students were divided into cohorts based on whether they received supervised clinical teaching prior to the OSCE. Performance data, along with a comprehensive survey covering demographics, preparation, interest, and self-evaluation, were analyzed to identify key factors impacting outcomes. Results revealed that students who underwent supervised clinical teaching scored significantly higher on the OSCE compared to those in the online-only cohort. Notably, gender disparities were observed, with male students outperforming females; however, this gap was mitigated among students with high self-assessed musical abilities. Additionally, selfevaluation of practical skills strongly correlated with OSCE performance, underscoring its importance in psychomotor skill acquisition. Survey findings highlighted the perceived value of the blended approach, with supervised clinical teaching rated as more beneficial than digital-only methods for mastering handson competencies. This study demonstrates that blended learning is an effective strategy for teaching practical otorhinolaryngology skills, offering significant advantages over online-only approaches. However, its success depends on addressing factors such as gender disparities and promoting extracurricular activities, like music, to enhance manual dexterity and confidence. The findings provide a robust framework for integrating hybrid teaching formats into post-pandemic medical education.},
	language = {en-GB},
	author = {Engert, Jonas and Tecle, Nyat and Spahn, Bjoern and Backhaus, Joy and Henig, Linda and Rak, Kristen and Kraus, Fabian and Scherzad, Agmal and Ickrath, Pascal and Voelker, Johannes and König, Sarah and Hackenberg, Stephan and Kau, Stefan},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:FU2b, \#8:Zeitschriftenartikel:blended:learning},
	file = {Engert et al. - Effectiveness of Blended Learning in Teaching Basic Practical Otorhinolaryngology Skills Pan- demic:/Users/jochenhanisch-johannsen/Zotero/storage/RSP3BQBK/Engert et al. - Effectiveness of Blended Learning in Teaching Basic Practical Otorhinolaryngology Skills Pan- demic.pdf:application/pdf},
}

@article{martins_digitale_2025,
	title = {Digitale {Lernwerkstatt} als {Konzept} zur {Förderung} der digitalen {Medienkompetenzen} älterer {Menschen}. {Eine} qualitative und quantitative {Evaluationsstudie}},
	issn = {1615-7729, 1615-7729},
	url = {https://doi.org/10.2440/004-0036},
	doi = {10.2440/004-0036},
	language = {de-DE},
	urldate = {2025-02-18},
	journal = {Wirtschaftspsychologie},
	author = {Martins and Wolfert and Taube and I. Elss and Marggraff},
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU5},
	pages = {183},
	file = {Martins et al. - 2025 - Digitale Lernwerkstatt als Konzept zur Förderung der digitalen Medienkompetenzen älterer Menschen. E:/Users/jochenhanisch-johannsen/Zotero/storage/AR7PIJXX/Martins et al. - 2025 - Digitale Lernwerkstatt als Konzept zur Förderung der digitalen Medienkompetenzen älterer Menschen. E.pdf:application/pdf},
}

@article{bernges_teaching_2022,
	title = {Teaching dermatology to medical students: a {Scoping} {Review} of published interventional studies},
	issn = {1610-0379, 1610-0387},
	shorttitle = {Teaching dermatology to medical students},
	url = {https://onlinelibrary.wiley.com/doi/10.1111/ddg.14805},
	doi = {10/gqmm8w},
	abstract = {It is unclear how dermatology should be optimally taught to medical students. Therefore, this scoping review was conducted aiming to identify and structure all published interventional studies that investigated dermatological teaching approaches with medical students. The methodology of this scoping review followed the PRISMA Extension for Scoping Reviews. The databases Medline and Embase were searched without restriction until 30.06.2020. A categorization and a descriptive analysis of the studies published as full articles were performed. The database search yielded 36,627 hits. 114 studies met all inclusion criteria. These came from 19 countries, were mainly published since 2010 and were distributed across 64 different journals. 32 randomized controlled trials were identified. A wide variety of teaching approaches was found, including both E-learning and conventional teaching formats. The results of the studies are presented in structured tables. This scoping review documents a large number of studies published worldwide on teaching dermatology to medical students. The teaching of dermatology appears to be successful with numerous teaching approaches, whereby interventions that incorporate didactic principles were verifiably more successful. This literature review can serve as an aid for evidence-based teaching design in dermatology as well as a basis for future research approaches.},
	language = {en-GB},
	urldate = {2022-08-07},
	journal = {JDDG: Journal der Deutschen Dermatologischen Gesellschaft},
	author = {Bernges, Felix and Zielbauer, Sebastian and Weberschock, Tobias and Ochsendorf, Falk},
	month = jul,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#5:Zeitschriftenartikel:e-learning},
	pages = {ddg.14805},
	file = {Bernges et al. - 2022 - Teaching dermatology to medical students a Scopin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/48P4LNH4/Bernges et al. - 2022 - Teaching dermatology to medical students a Scopin.pdf:application/pdf},
}

@article{horikawa_enhancement_2023,
	title = {Enhancement of a {Company}-{Wide} {Information} {Security} {Management} {System} {Through} {Incident} {Learning}},
	volume = {4},
	issn = {2661-8907},
	url = {https://link.springer.com/10.1007/s42979-023-01691-7},
	doi = {10.1007/s42979-023-01691-7},
	abstract = {We propose the Delta ISMS method that strengthens the company-wide information security management system (ISMS) through incident learning. International standards of ISMS have been established to provide useful guidelines for information security risk management to organisations so they can respond appropriately to information security incidents. When the ISMS is first introduced to an organisation, the organisation is strengthened by introducing standard requirements. However, predicting everything and implementing a perfect ISMS may not be possible for each organisation. Thus, even in ISMS-certified organisations, information security incidents do not always diminish. This indicates that these organisations do not effectively carry out the PDCA cycle of the ISMS. We recognise that ISMS requires feedback and learning from incidents, while a sufficient explanation of learning procedures is not provided. Also, the Cyber Security Incident Response Team guidelines do not provide specific procedures for ‘incident learning’ explicitly. For incident learning, regularising informal knowledge (the formalisation of experience data) and double-loop learning (acquisition of company-wide knowledge from incident responses) is effective. Therefore, this study aims to develop detailed procedures for incident learning to run the second and subsequent rounds of the ISMS’s PDCA cycles. We propose an incident database operation method for regularising informal knowledge and a gold–silver–bronze communication method for implementing double loops. The procedures are routinely applied by headquarters under the supervision of the Chief Information Security Officer. By changing the safety factor in the damage reduction rate, it is possible to obtain multiple countermeasure candidate sets by considering the investment effect.},
	language = {en-GB},
	number = {3},
	urldate = {2025-01-01},
	journal = {SN Computer Science},
	author = {Horikawa, Hiroshi and Ohtani, Hisamichi and Takahashi, Yuji and Kato, Takehisa and Magata, Fumihiko and Teshigawara, Yoshimi and Sasaki, Ryoichi and Nishigaki, Masakatsu},
	month = feb,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Relevanz:5, Bewertungsmethoden, Systemanpassung, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit, Promotion:FU4b, Promotion:Schlussfolgerung},
	pages = {211},
	file = {Horikawa et al. - 2023 - Enhancement of a Company-Wide Information Security Management System Through Incident Learning:/Users/jochenhanisch-johannsen/Zotero/storage/3W8RXUFQ/Horikawa et al. - 2023 - Enhancement of a Company-Wide Information Security Management System Through Incident Learning.pdf:application/pdf},
}

@article{brandau_visualising_2024,
	title = {Visualising the school: a critical study on co-designing a {Moodle}-based learning management system},
	issn = {0159-6306, 1469-3739},
	shorttitle = {Visualising the school},
	url = {https://www.tandfonline.com/doi/full/10.1080/01596306.2024.2400229},
	doi = {10.1080/01596306.2024.2400229},
	abstract = {Critical research on data visualisations in education has so far mostly focused on the representation of numeric data in dashboards or graphs. Consequently, the question of how schools are made visible and (re)enacted through visual structures on data-mediated interfaces more broadly – what we call Graphic Data Visualisations (GDV) – has remained under-researched. Addressing that research gap, this study specifically scrutinises the role of GDV as non-human actors within the design process of a Moodle-based learning management system (LMS) in four schools. Following a critical co-design approach, the potential of GDV to reflect on how the visual design shapes educational practices, and to adapt it according to pedagogical and organisational needs is explored. Focusing on ‘critical incidents’ in the design process, we found that local practices substantially influenced the data-based, visual enactment of a school through specific GDV. At the same time, the use of certain GDV enhanced a general critical engagement with datafication among school actors.},
	language = {en-GB},
	urldate = {2025-01-01},
	journal = {Discourse: Studies in the Cultural Politics of Education},
	author = {Brandau, Nina and Hartong, Sigrid},
	month = oct,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Promotion:Relevanz:4, \#1:Zeitschriftenartikel:learning:management:system, Promotion:FU4b, Lernsystemarchitektur},
	pages = {1--17},
	file = {Brandau und Hartong - 2024 - Visualising the school a critical study on co-designing a Moodle-based learning management system:/Users/jochenhanisch-johannsen/Zotero/storage/9ZLCCGEM/Brandau und Hartong - 2024 - Visualising the school a critical study on co-designing a Moodle-based learning management system.pdf:application/pdf},
}

@article{batareina_advancing_2024,
	title = {Advancing virtual learning spaces in {Ukraine}'s educational institutions},
	abstract = {In the era of innovative societal development, virtual reality technologies are becoming an integral tool in the educational process. This article aims to analyse the potential of immersive technologies in implementing virtual learning environments in educational institutions in Ukraine. It has been found that immersive technologies are rapidly evolving from being an innovation to a practical and widely used range of tools. The study established that their implementation into the educational policy paradigm is seen as a promising necessity and a factor in intensifying the quality of education. The essence of the phenomenon of immersive technologies has been specified, with their components distinguished, including objective reality, virtual reality, and augmented reality. The specifics of involving immersive technologies in the educational process in Ukrainian educational institutions have been highlighted. An experiment was conducted involving virtual reality technologies in the professional educational environment of future fire safety specialists through the VR programme FLAIM Systems. During the study of the peculiarities of virtual reality technologies in educational modelling, the priority advantages and associated risks of their integration were highlighted. It was found that the potential of immersive technologies stimulates the optimisation of understanding complex concepts and significantly expands the toolkit of future industry specialists. It was determined that engaging visualisations and the experience of using virtual reality technologies offer an intuitive approach to rather abstract concepts that are difficult to reproduce within the framework of classical pedagogical technologies. It has been substantiated that using virtual reality technologies in the educational and management process has significant advantages over the traditional methodology of educational processes, as it actively engages the sensory system and emotional sphere. It has been proven that virtual reality (VR programmes) has significant potential to positively impact the quality of education in educational institutions in Ukraine.},
	language = {en-GB},
	author = {Batareina, Iryna and Samborska, Olena and Lysenko, Natalia and Berestova, Alla and Bratushka, Sergiy},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, \#1:Zeitschriftenartikel:learning:management:system, Promotion:FU4b, Promotion:Schlussfolgerung},
	file = {Batareina et al. - 2024 - Advancing virtual learning spaces in Ukraine's educational institutions:/Users/jochenhanisch-johannsen/Zotero/storage/FGX85IPG/Batareina et al. - 2024 - Advancing virtual learning spaces in Ukraine's educational institutions.pdf:application/pdf},
}

@article{rajagopalan_agile_2024,
	title = {An {Agile} {Approach} to {Student} {Consulting} {Projects}: {Iteration} and {Communication} to {Improve} {Decision} {Making}, {Presentations}, and {Teamwork}},
	issn = {1532-0545, 1532-0545},
	shorttitle = {An {Agile} {Approach} to {Student} {Consulting} {Projects}},
	url = {https://pubsonline.informs.org/doi/10.1287/ited.2023.0057},
	doi = {10.1287/ited.2023.0057},
	abstract = {Embedding consulting projects into the curriculum presents an effective means of providing students with experiential applied learning opportunities. However, creating, planning, and managing such projects can be challenging. This paper introduces a unique approach to managing consulting projects: Agile Project Management with Scrum. By incorporating a commitment to iteration and communication as the core of the project experience, Agile with Scrum fosters an impactful, realistic, and engaging student consulting experience. This approach enhances decision making, presentations, and team dynamics. This article discusses how one supply chain management course embedded Agile with Scrum into a client consulting project to convert a mediocre experiential learning opportunity into a transformative one. After describing Agile with Scrum and explaining its potential in the classroom, this paper discusses the consulting project before and after Agile; the results; the lessons learned; and the value created for students, clients, and faculty.},
	language = {en-GB},
	urldate = {2024-12-18},
	journal = {INFORMS Transactions on Education},
	author = {Rajagopalan, Hari K. and Woodside, Sarah and Belanger, Kay Lawrimore},
	month = dec,
	year = {2024},
	keywords = {BZPG, Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Systemanpassung, Promotion:Relevanz:4, Promotion:Weiterführung, Promotion:FU5, Agilität},
	pages = {ited.2023.0057},
	file = {Rajagopalan et al. - 2024 - An Agile Approach to Student Consulting Projects Iteration and Communication to Improve Decision Ma:/Users/jochenhanisch-johannsen/Zotero/storage/2YPCKA2A/Rajagopalan et al. - 2024 - An Agile Approach to Student Consulting Projects Iteration and Communication to Improve Decision Ma.pdf:application/pdf},
}

@article{krummenacher_mediendidaktische_2024,
	title = {Mediendidaktische {Prinzipien} in der {Praxis}: {Entwicklung} und {Implementierung} der {Lernplattform} {FoResT} zur {Resilienzförderung} bei {Studierenden} der {Lehrer}:innenbildung},
	copyright = {https://creativecommons.org/licenses/by/4.0},
	issn = {1424-3636},
	shorttitle = {Mediendidaktische {Prinzipien} in der {Praxis}},
	url = {https://www.medienpaed.com/article/view/1960},
	doi = {10.21240/mpaed/00/2024.12.09.X},
	abstract = {To navigate the dynamic modern education system, teachers need not only subjectspecific competencies but also cross-disciplinary skills, including important socioemotional abilities such as resilience. Resilience can be understood as a crucial capability for adaptability in the teaching profession. Resilient teachers are better able to overcome adverse situations and adapt to changes. They are also less likely to leave the profession. Although the importance of teacher resilience is widely recognized, there is little knowledge about effective strategies to promote this ability. Digital learning environments designed according to media pedagogical and media didactic principles offer promising approaches here, as they create flexible, personalized, and interactive learning opportunities that allow teachers to test and reflect on resilience strategies in a protected space. The project «Fostering Resilience in Teacher Education (FoResT)», a collaboration between the University of Bern and the Bern University of Teacher Education, addresses this research gap by developing a media-didactically designed online learning platform for teaching resilience strategies.},
	language = {de-DE},
	urldate = {2024-12-14},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Krummenacher, Isabelle and Guidon, Irene and Hascher, Tina},
	month = dec,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Systemanpassung, Promotion:Weiterführung, Lernsystemarchitektur, Promotion:FU3, \#2:Zeitschriftenartikel:online:Lernplattform},
	pages = {440--472},
	file = {Krummenacher et al. - 2024 - Mediendidaktische Prinzipien in der Praxis Entwicklung und Implementierung der Lernplattform FoResT:/Users/jochenhanisch-johannsen/Zotero/storage/F47DK6AW/Krummenacher et al. - 2024 - Mediendidaktische Prinzipien in der Praxis Entwicklung und Implementierung der Lernplattform FoResT.pdf:application/pdf},
}

@article{engels_e-learning_2024,
	title = {E-{Learning} mit {KI}-{Chatbot}: {Arbeits}- und sozialrechtliche {Integration} für {EU}-{Zugewanderte} in den sozialen {Medien}},
	language = {de-DE},
	author = {Engels, Sylvia},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Datenschutz und IT-Sicherheit, Lernsystemarchitektur, Promotion:FU3, \#5:Zeitschriftenartikel:e-learning},
	file = {Engels - E-Learning mit KI-Chatbot Arbeits- und sozialrechtliche Integration für EU-Zugewanderte in den sozi:/Users/jochenhanisch-johannsen/Zotero/storage/ZHUILIW9/Engels - E-Learning mit KI-Chatbot Arbeits- und sozialrechtliche Integration für EU-Zugewanderte in den sozi.pdf:application/pdf},
}

@article{mckelvey_adapting_2021,
	title = {Adapting {Research}, {Management}, and {Governance} to {Confront} {Socioecological} {Uncertainties} in {Novel} {Ecosystems}},
	volume = {4},
	issn = {2624-893X},
	url = {https://www.frontiersin.org/articles/10.3389/ffgc.2021.644696/full},
	doi = {10.3389/ffgc.2021.644696},
	abstract = {Wildland research, management, and policy in western democracies have long relied on concepts of equilibrium: succession, sustained yield, stable age or species compositions, fire return intervals, and historical range of variability critically depend on equilibrium assumptions. Not surprisingly, these largely static concepts form the basis for societal expectations, dominant management paradigms, and environmental legislation. Knowledge generation has also assumed high levels of stasis, concentrating on correlational patterns with the expectation that these patterns would be reliably transferrable. Changes in climate, the introduction of large numbers of exotic organisms, and anthropogenic land conversion are leading to unprecedented changes in disturbance regimes and landscape composition. Importantly, these changes are largely non-reversable; once introduced exotic species are seldom eradicated, climates will continue to warm for the foreseeable future, and many types of land conversion cannot be easily undone. Due to their effects on extant infrastructure and expectations for ecosystem services, these changes are, and will be, viewed by western societies as overwhelmingly negative. The continued acceleration of change will generate increasingly novel systems for which the transferability of correlational relationships will prove unreliable. Our abilities to predict system trajectories will therefore necessarily decrease. In this environment, top-down, expert dominated approaches to environmental decision making are unlikely to produce results that meet broader societal expectations. To be successful we need to embrace a more inclusive paradigm of collaborative governance and multiple forms of knowledge for adapting to constant change, including indigenous epistemological systems. By increasing public and stakeholder participation, we can encourage collaborative social learning allowing all parties to more fully understand the complexities and tradeoffs associated with wildland management and the technical limits of models that seek to quantify those tradeoffs. System novelty will necessarily make forecasting more dependent on predictive modeling and will require better models. Data collection should therefore be strongly influenced by model input requirements and validation; research will need to focus on fundamental and causal relationships to a much greater degree than is done currently.},
	language = {en-GB},
	urldate = {2024-10-25},
	journal = {Frontiers in Forests and Global Change},
	author = {McKelvey, Kevin S. and Block, William M. and Jain, Theresa B. and Luce, Charles H. and Page-Dumroese, Deborah S. and Richardson, Bryce A. and Saab, Victoria A. and Schoettle, Anna W. and Sieg, Carolyn H. and Williams, Daniel R.},
	month = mar,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Promotion:Kerngedanke, Promotion:Relevanz:5, Systemanpassung, Promotion:FU5, \#1:Zeitschriftenartikel:learning:management:system, Dynamische Unsicherheitsreleation},
	pages = {644696},
	file = {McKelvey et al. - 2021 - Adapting Research, Management, and Governance to C.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H22LDKTV/McKelvey et al. - 2021 - Adapting Research, Management, and Governance to C.pdf:application/pdf},
}

@article{hecht_unpacking_2019,
	title = {Unpacking the {Learning} {Ecosystems} {Framework}: {Lessons} from the {Adaptive} {Management} of {Biological} {Ecosystems}},
	language = {en-GB},
	journal = {Journal of the Learning Sciences},
	author = {Hecht, Marijke and Crowley, Kevin},
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:Kerngedanke, Promotion:Relevanz:5, Systemanpassung, \#1:Zeitschriftenartikel:learning:management:system, Promotion:FU4b, Lernsystemarchitektur},
	file = {Hecht und Crowley - Unpacking the Learning Ecosystems Framework Lesso.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7V5WPM95/Hecht und Crowley - 2019 - Unpacking the Learning Ecosystems Framework Lessons from the Adaptive Management of Biological Ecos.pdf:application/pdf},
}

@article{pan_randomized_2024,
	title = {A randomized controlled educational study to evaluate an e-learning module to teach the physical examination of the temporomandibular joint in juvenile idiopathic arthritis},
	volume = {22},
	issn = {1546-0096},
	url = {https://ped-rheum.biomedcentral.com/articles/10.1186/s12969-024-01026-7},
	doi = {10.1186/s12969-024-01026-7},
	abstract = {Background  The aim of the study was to evaluate the effectiveness of a novel e-learning module in teaching the physical exam of the temporomandibular joint (TMJ) in Juvenile idiopathic arthritis (JIA.).
Methods  An e-learning module was developed to convey the TMJ physical examination maneuvers that are considered to be best practice in JIA. Pediatric rheumatology fellows were randomized to two groups. One group received an article describing the physical examination skills while the second group received both the article and module. All participants completed a written pre-test, an in-person objective structured clinical examination (OSCE), a written post-test, and a follow-up survey.
Results  Twenty-two pediatric rheumatology fellows enrolled, with 11 per group. Written test: The two groups improved equally, although there was a trend toward improved defining of maximal incisal opening (MIO) in the module group. OSCE: The mean OSCE score was 11.1 (SD 3.3) in the article group and 13.5 (SD 1.9) in the module group (p = 0.06); significant differences were seen in measuring MIO (p = 0.01), calculating maximal unassisted mouth opening (MUMO; p = 0.01), and assessment of facial symmetry (p = 0.03), all favoring the module. Enjoyment scores in the module group were higher than in the article group (mean 7.7/10 vs. 5.9/10, p = 0.02). The two groups self-reported performing TMJ examinations at comparable rates three months following the intervention.
Conclusions  The study demonstrated that a formalized educational program improved knowledge of the physical exam of the TMJ in JIA. Learners viewing the module were more adept at obtaining quantitative TMJ measurements.},
	language = {en-GB},
	number = {1},
	urldate = {2024-10-22},
	journal = {Pediatric Rheumatology},
	author = {Pan, Nancy and Sadun, Rebecca E. and Lerman, Melissa A. and Resnick, Cory M. and Bost, James E. and Stoustrup, Peter and Twilt, Marinka and Ronis, Tova and {for the CARRA TMJ arthritis Workgroup} and Bryant, Alex and Bloom, Holly and Sidenstick, Kurt},
	month = oct,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:FU6, \#5:Zeitschriftenartikel:e-learning},
	pages = {91},
	file = {Pan et al. - 2024 - A randomized controlled educational study to evalu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G3YRXJ9F/Pan et al. - 2024 - A randomized controlled educational study to evalu.pdf:application/pdf},
}

@article{liesenfeld_legal_2024,
	title = {The {Legal} {Significance} of {Independent} {Research} based on {Article} 40 {DSA} for the {Management} of {Systemic} {Risks} in the {Digital} {Services} {Act}},
	copyright = {https://creativecommons.org/licenses/by/4.0/},
	issn = {1867-299X, 2190-8249},
	url = {https://www.cambridge.org/core/product/identifier/S1867299X24000618/type/journal_article},
	doi = {10.1017/err.2024.61},
	abstract = {As part of its risk management system, aiming at the mitigation of so-called systemic risks on very large online platforms and very large online search engines (VLOPSEs), the DSA introduces data access rights for independent researchers. With this instrument, the legislator hopes to enable the production of evidence concerning possible threats to society and democracy that might be linked to these platforms or search engines. After an overview of the functioning of the risk management system in the DSA that is characterised by a collaborative governance framework and a learningbased approach, the article will explore the role of the researchers inside this framework. It thereby focuses on the legal significance the researchers’ evidence could have for the risk mitigation obligations imposed on the VLOPSEs in the DSA by interpreting the provisions of the DSA.},
	language = {en-GB},
	urldate = {2024-10-18},
	journal = {European Journal of Risk Regulation},
	author = {Liesenfeld, Anna},
	month = oct,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit},
	pages = {1--13},
	file = {Liesenfeld - 2024 - The Legal Significance of Independent Research bas.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G6Q6VERS/Liesenfeld - 2024 - The Legal Significance of Independent Research bas.pdf:application/pdf},
}

@article{baig_flipped_2023,
	title = {Flipped classroom in higher education: a systematic literature review and research challenges},
	volume = {20},
	issn = {2365-9440},
	shorttitle = {Flipped classroom in higher education},
	url = {https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-023-00430-5},
	doi = {10.1186/s41239-023-00430-5},
	abstract = {Flipped learning has garnered substantial attention as a potential means to enhance student engagement, improve learning outcomes, and adapt to the evolving educational landscape. However, despite the growing interest and potential benefits of flipped learning, several challenges and areas of concern persist. This systematic literature review critically examines the implementation of the flipped classroom in higher education by focusing on the role of technologies and tools, pedagogical activities and courses, and existing challenges. Using a systematic approach, a total of 30 research articles published between 2014 and 2023 were chosen for the review. This study identified video creation tools, learning management systems (LMS), content repositories, collaborative platforms, podcasts, and online assessment tools as technologies that play a central role in the flipped classroom. Moreover, this study identifies specific pedagogical activities within different courses that contribute to the effectiveness of flipped learning in higher education. The implementation challenges that teachers and students may face in the flipped classroom were presented, and potential strategies to alleviate these challenges were provided. This study will contribute to a more comprehensive understanding of flipped learning’s benefits, technologies and tools, challenges, and potential to improve higher education.},
	language = {en-GB},
	number = {1},
	urldate = {2024-08-24},
	journal = {International Journal of Educational Technology in Higher Education},
	author = {Baig, Maria Ijaz and Yadegaridehkordi, Elaheh},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, Promotion:FU5, \#1:Zeitschriftenartikel:learning:management:system},
	pages = {61},
	file = {Baig und Yadegaridehkordi - 2023 - Flipped classroom in higher education a systemati.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MEI2WR2I/Baig und Yadegaridehkordi - 2023 - Flipped classroom in higher education a systemati.pdf:application/pdf},
}

@article{salakay_exploring_2024,
	title = {Exploring the {Utility} of {Trello} – {An} {Alternative} {Learning} {Management} {System} in {Facilitating} {Problem}-{Based} {Learning} in {Medical} {Education}},
	volume = {13},
	copyright = {http://creativecommons.org/licenses/by-sa/4.0},
	issn = {2654-5810, 2252-5084},
	url = {https://jurnal.ugm.ac.id/jpki/article/view/87753},
	doi = {10.22146/jpki.87753},
	abstract = {Background: The increasing utilization of technology in medical education calls for innovative learning media that can effectively support teaching and learning processes. Exploring alternative Learning Management System (LMS) options is necessary because some LMSs have cost customization and usability limitations.},
	language = {en-GB},
	number = {1},
	urldate = {2024-05-17},
	journal = {Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education},
	author = {Salakay, Elisa Nugraha Haryadi and Shrivastava, Saurabh RamBihariLal},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#1:Zeitschriftenartikel:learning:management:system, Promotion:FU4b, Promotion:FU3},
	pages = {82},
	file = {Salakay und Shrivastava - 2024 - Exploring the Utility of Trello – An Alternative L.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/92TEMXSM/Salakay und Shrivastava - 2024 - Exploring the Utility of Trello – An Alternative L.pdf:application/pdf},
}

@article{mese_educating_2024,
	title = {Educating the next generation of radiologists: a comparative report of {ChatGPT} and e-learning resources},
	volume = {30},
	issn = {1305-3612},
	shorttitle = {Educating the next generation of radiologists},
	doi = {10.4274/dir.2023.232496},
	abstract = {Rapid technological advances have transformed medical education, particularly in radiology, which depends on advanced imaging and visual data. Traditional electronic learning (e-learning) platforms have long served as a cornerstone in radiology education, offering rich visual content, interactive sessions, and peer-reviewed materials. They excel in teaching intricate concepts and techniques that necessitate visual aids, such as image interpretation and procedural demonstrations. However, Chat Generative Pre-Trained Transformer (ChatGPT), an artificial intelligence (AI)-powered language model, has made its mark in radiology education. It can generate learning assessments, create lesson plans, act as a round-the-clock virtual tutor, enhance critical thinking, translate materials for broader accessibility, summarize vast amounts of information, and provide real-time feedback for any subject, including radiology. Concerns have arisen regarding ChatGPT's data accuracy, currency, and potential biases, especially in specialized fields such as radiology. However, the quality, accessibility, and currency of e-learning content can also be imperfect. To enhance the educational journey for radiology residents, the integration of ChatGPT with expert-curated e-learning resources is imperative for ensuring accuracy and reliability and addressing ethical concerns. While AI is unlikely to entirely supplant traditional radiology study methods, the synergistic combination of AI with traditional e-learning can create a holistic educational experience.},
	language = {en-GB},
	number = {3},
	journal = {Diagnostic and Interventional Radiology (Ankara, Turkey)},
	author = {Meşe, İsmail and Altıntaş Taşlıçay, Ceylan and Kuzan, Beyza Nur and Kuzan, Taha Yusuf and Sivrioğlu, Ali Kemal},
	month = may,
	year = {2024},
	pmid = {38145370},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Bildungstheorien, Promotion:Weiterführung, Datenschutz und IT-Sicherheit, Promotion:FU6, Humans, GPT, Artificial intelligence, Artificial Intelligence, ChatGPT, \#5:Zeitschriftenartikel:e-learning, Computer-Assisted Instruction, digital case studies, educational videos, Internship and Residency, Radiologists, Radiology, radiology education},
	pages = {163--174},
	file = {Meşe et al. - 2024 - Educating the next generation of radiologists a c.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SB2VBA8U/Meşe et al. - 2024 - Educating the next generation of radiologists a c.pdf:application/pdf},
}

@article{cakiroglu_online_2024,
	title = {Online learners’ self-regulated learning skills regarding {LMS} interactions: a profiling study},
	volume = {36},
	issn = {1042-1726, 1867-1233},
	shorttitle = {Online learners’ self-regulated learning skills regarding {LMS} interactions},
	url = {https://link.springer.com/10.1007/s12528-024-09397-2},
	doi = {10.1007/s12528-024-09397-2},
	abstract = {This profiling study deals with the self-regulated learning skills of online learners based on their interaction behaviors on the learning management system. The learners were profiled through their interaction behaviors via cluster analysis. Following a correlational model with the interaction data of learners, the post-test questionnaire data were used to determine self-regulated learning skills scores during the learning process. Regarding the scores, the clusters were named through the prominent interactions of the learners yielding three clusters; actively engaged (Cluster1), assessment-oriented (Cluster2), and passively-oriented (Cluster3), respectively. The profiles in the clusters indicate that assessments were mostly used by the learners in Cluster2, while the frequency of the content tools was high in Cluster1. Surprisingly, some tools such as glossary, survey, and chat did not play a prominent role in discriminating the clusters. Suggestions for future implementations of self-regulated learning and effective online learning in learning management systems are also included.},
	language = {en-GB},
	number = {1},
	urldate = {2024-05-09},
	journal = {Journal of Computing in Higher Education},
	author = {Çakiroğlu, Ünal and Kokoç, Mehmet and Atabay, Melek},
	month = apr,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur},
	pages = {220--241},
	file = {Çakiroğlu et al. - 2024 - Online learners’ self-regulated learning skills re.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E4VDWTTD/Çakiroğlu et al. - 2024 - Online learners’ self-regulated learning skills re.pdf:application/pdf},
}

@article{biresaw_web-based_2024,
	title = {Web-based feedback system and the development of reading skills},
	volume = {29},
	issn = {1360-2357, 1573-7608},
	url = {https://link.springer.com/10.1007/s10639-023-12019-6},
	doi = {10.1007/s10639-023-12019-6},
	abstract = {When students are provided with detailed and immediate feedback on their performance in an online test, they may get some pedagogical benefits from the exercise. This study examined the effects of elaborative feedback on students’ reading comprehension skills: inference, reading for gist, and detail reading. The study followed a pre-test post-test quasi-experimental design in which a total of 43 students were involved. The students took a paper-based reading comprehension test before the training was given to measure their current performance. The Moodle Cloud learning management system was used to train the participants of the study. The training was given twice a week for two months. Data were analyzed using mean, paired samples t-test, Cohen’s d and NVIVO software. It was found that there was a statistically significant difference for inference questions before and after the intervention of web based feedback (t = −10.85, sig. = 0.000 and Cohen’s d = 1.63). Similarly, the mean difference for detail reading questions was statistically significant before and after the use of online elaborative feedback (t = −7.340, sig. = 0.000 and Cohen’s d = 1.11). The mean difference of the main idea questions was also statistically significant (t = −6.443, sig. = 0.000, and Cohen’s d = 0.98). The findings clearly show that students’ reading comprehension sub-skills improved after the treatment of the online elaborative feedback provided to the students. The effect size test conducted using Cohen’s d also indicated that the improvements students made in all the sub-skills tested were quite substantial. Thus, as online elaborative feedback has a considerable contribution to improving students’ reading comprehension skills, instructors are encouraged to facilitate situations for online elaborative feedback for their students.},
	language = {en-GB},
	number = {4},
	urldate = {2024-03-23},
	journal = {Education and Information Technologies},
	author = {Biresaw, Atalay and Bogale, Berhanu},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildungstheorien, \#1:Zeitschriftenartikel:learning:management:system},
	pages = {4745--4761},
	file = {Biresaw und Bogale - 2024 - Web-based feedback system and the development of r.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3B68DB29/Biresaw und Bogale - 2024 - Web-based feedback system and the development of r.pdf:application/pdf},
}

@article{vaezi_qualitative_2024,
	title = {A qualitative report on experiences of participants in the young innovative leadership program},
	volume = {24},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-024-05033-w},
	doi = {10.1186/s12909-024-05033-w},
	abstract = {Background  Leadership in health system is a universal challenge. The Young Innovative Leadership Program (YILP) designed for undergraduate and postgraduate medical sciences students, implemented at the Isfahan University of Medical Sciences, aimed to cultivate leadership capacities through a 16-week training program. This program comprises ten modules covering innovation, change leadership, and management skills, with mentor-facilitated group discussions. This study aimed to provide a qualitative report of the experiences of participants in the YILP.
Methods  A qualitative study was conducted in 2022, three months after the end of the training program, to investigate the participants’ perspectives. Data was extracted through in-depth, semi-structured interviews with 14 participants.
Results  In this study 14 undergraduate and postgraduate medical sciences students who had participated in the YILP the previous year were included. Four main categories emerged from the interviews: “emergence of new horizons”, “values as beacon”, “an expanded toolbox”, and “program’s structure: a learning atmosphere”.
Conclusions  The results of our study indicated that medical science students would benefit from leadership development programs. In this regard, the framework utilized to implement YILP could serve as a role model.},
	language = {en-GB},
	number = {1},
	urldate = {2024-01-23},
	journal = {BMC Medical Education},
	author = {Vaezi, Atefeh and Khoshgoftar, Mohadeseh and Teimouri-Jervekani, Zahra and Haghjooy Javanmard, Shaghayegh},
	month = jan,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:FU2a, Systemanpassung, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Promotion:Relevanz:3},
	pages = {71},
	file = {Vaezi et al. - 2024 - A qualitative report on experiences of participant.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3YN2KXP6/Vaezi et al. - 2024 - A qualitative report on experiences of participant.pdf:application/pdf},
}

@article{zhou_detecting_2024,
	title = {Detecting non-verbal speech and gaze behaviours with multimodal data and computer vision to interpret effective collaborative learning interactions},
	volume = {29},
	issn = {1360-2357, 1573-7608},
	url = {https://link.springer.com/10.1007/s10639-023-12315-1},
	doi = {10.1007/s10639-023-12315-1},
	abstract = {Collaboration is argued to be an important skill, not only in schools and higher education contexts but also in the workspace and other aspects of life. However, simply asking students to work together as a group on a task does not guarantee success in collaboration. Effective collaborative learning requires meaningful interactions among individuals in a group. Recent advances in multimodal data collection tools and AI provide unique opportunities to analyze, model and support these interactions. This study proposes an original method to identify group interactions in real-world collaborative learning activities and investigates the variations in interactions of groups with different collaborative learning outcomes. The study was conducted in a 10-week long post-graduate course involving 34 students with data collected from groups’ weekly collaborative learning interactions lasting {\textasciitilde} 60 min per session. The results showed that groups with different levels of shared understanding exhibit significant differences in time spent and maximum duration of referring and following behaviours. Further analysis using process mining techniques revealed that groups with different outcomes exhibit different patterns of group interactions. A loop between students’ referring and following behaviours and resource management behaviours was identified in groups with better collaborative learning outcomes. The study indicates that the nonverbal behaviours studied here, which can be auto-detected with advanced computer vision techniques and multimodal data, have the potential to distinguish groups with different collaborative learning outcomes. Insights generated can also support the practice of collaborative learning for learners and educators. Further research should explore the cross-context validity of the proposed distinctions and explore the approach’s potential to be developed as a real-world, real-time support system for collaborative learning.},
	language = {en-GB},
	number = {1},
	urldate = {2024-01-10},
	journal = {Education and Information Technologies},
	author = {Zhou, Qi and Suraworachet, Wannapon and Cukurova, Mutlu},
	month = jan,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Systemanpassung, \#1:Zeitschriftenartikel:learning:management:system, Promotion:FU4b, Promotion:Schlussfolgerung},
	pages = {1071--1098},
	file = {Zhou et al. - 2024 - Detecting non-verbal speech and gaze behaviours wi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K35J7TQS/Zhou et al. - 2024 - Detecting non-verbal speech and gaze behaviours wi.pdf:application/pdf},
}

@article{chaudhry_analyzing_2023,
	title = {Analyzing effect of fear and uncertainty avoidance on use behavior of learning management system: {Post} {COVID}-19 era},
	volume = {3},
	issn = {26670968},
	shorttitle = {Analyzing effect of fear and uncertainty avoidance on use behavior of learning management system},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2667096823000447},
	doi = {10.1016/j.jjimei.2023.100197},
	abstract = {This study examines the acceptance of mobile Learning Management Systems (LMS) in the telecom sector of Pakistan during the COVID-19 pandemic. The study employs the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) to gain a deeper understanding of the factors that affect the acceptance of LMS among workers and how it is affected by the moderating impact of Fear of pandemic and uncertainty avoidance. Data were analyzed using Partial Least Squares (PLS) and Structural Equation Modeling (SEM). The results of this study indicate that social isolation, price value, and habitat have a significant impact on users’ LMS behavior. Additionally, user behavior is significantly influenced by behavioral intentions. The study also found that coronavirus fears can moderate the relationships between performance expectancy, effort expectancy, social influence, price value, and behavioral intentions. On the other hand, uncertainty avoidance moderates the relationship between performance expectancy, social influence, facilitating conditions, price value, and behav­ ioral intentions. This study highlights the importance of understanding user acceptance of LMS in order to improve work performance, save time, and eliminate costs. The findings of this study can be used by organi­ zations to develop strategies to increase the acceptance and usage of LMS in the workplace, especially in the context of the COVID-19 pandemic. The study also provides insight into how fear of COVID-19 and uncertainty avoidance can be taken into account when designing and implementing LMS.},
	language = {en-GB},
	number = {2},
	urldate = {2023-11-22},
	journal = {International Journal of Information Management Data Insights},
	author = {Chaudhry, Naveed Iqbal and Rehman, Shafique Ur and Elrehail, Hamzah and Masaeid, Turki Fahed Al and Adaileh, Raid and Alzoubi, Haitham M.},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Bewertungsmethoden, Bildungstheorien, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur},
	pages = {100197},
	file = {Chaudhry et al. - 2023 - Analyzing effect of fear and uncertainty avoidance.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TUHA7YNC/Chaudhry et al. - 2023 - Analyzing effect of fear and uncertainty avoidance.pdf:application/pdf},
}

@article{alfalah_factors_2023,
	title = {Factors influencing students’ adoption and use of mobile learning management systems (m-{LMSs}): {A} quantitative study of {Saudi} {Arabia}},
	volume = {3},
	issn = {26670968},
	shorttitle = {Factors influencing students’ adoption and use of mobile learning management systems (m-{LMSs})},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2667096822000866},
	doi = {10.1016/j.jjimei.2022.100143},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-22},
	journal = {International Journal of Information Management Data Insights},
	author = {Alfalah, Adel Abdulmohsen},
	month = apr,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Bildungstheorien, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur},
	pages = {100143},
	file = {Alfalah - 2023 - Factors influencing students’ adoption and use of .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MJP4SKA4/Alfalah - 2023 - Factors influencing students’ adoption and use of .pdf:application/pdf},
}

@article{choo_abrupt_2023,
	title = {Abrupt academic dishonesty: {Pressure}, opportunity, and deterrence},
	volume = {21},
	issn = {14728117},
	shorttitle = {Abrupt academic dishonesty},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S1472811723000538},
	doi = {10.1016/j.ijme.2023.100815},
	abstract = {The first objective of this study was to explore whether students would be involved in abrupt academic dishonesty (AAD) at high levels of perceived pressure and low levels of perceived op­ portunities to cheat. We used Cusp R software to fit a cusp catastrophe model to the student cheating data. We found that students involved in AAD experienced high/low levels of perceived pressure/opportunity to cheat. The findings yield valuable insights into how the complex and nonlinear forces of perceived pressure and opportunity push students towards AAD in the classroom. The second objective was to design an original low-effort warning post (WP) in learning management systems and test whether it would reduce AAD based on the perceived psychological costs of being exposed (i.e., being reported to the Office of Student Conduct). We found that WP significantly reduced AAD, thereby contributing to an original deterrence of AAD in the classroom.},
	language = {en-GB},
	number = {2},
	urldate = {2023-11-22},
	journal = {The International Journal of Management Education},
	author = {Choo, Freddie and Tan, Kim},
	month = jul,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bewertungsmethoden, Bildungstheorien, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur},
	pages = {100815},
	file = {Choo und Tan - 2023 - Abrupt academic dishonesty Pressure, opportunity,.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WQ3JUHEK/Choo und Tan - 2023 - Abrupt academic dishonesty Pressure, opportunity,.pdf:application/pdf},
}

@article{cheng_correction_2019,
	title = {Correction to: {Cultural} divides in acceptance and continuance of learning management system use: a longitudinal study of teenagers},
	volume = {67},
	issn = {1042-1629, 1556-6501},
	shorttitle = {Correction to},
	url = {http://link.springer.com/10.1007/s11423-019-09697-w},
	doi = {10.1007/s11423-019-09697-w},
	language = {en-GB},
	number = {5},
	urldate = {2023-11-22},
	journal = {Educational Technology Research and Development},
	author = {Cheng, Miaoting and Yuen, Allan H. K.},
	month = oct,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur},
	pages = {1351--1351},
	file = {Cheng und Yuen - 2019 - Correction to Cultural divides in acceptance and .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SWFUTPI2/Cheng und Yuen - 2019 - Correction to Cultural divides in acceptance and .pdf:application/pdf},
}

@article{brannan_moving_2019,
	title = {Moving healthcare professionals – a whole system approach to embed physical activity in clinical practice},
	volume = {19},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-019-1517-y},
	doi = {10/gs5688},
	abstract = {Background: Healthcare professionals are key informants to support individual behaviour change, and although there has been some progress in empowering clinicians to promote physical activity and health at work, an effective strategy overarching the whole medical educational journey is still lacking. This report provides an overview from the Moving Healthcare Professionals programme (MHPP), a whole-system educational approach to embed prevention and physical activity promotion into clinical practice.
Methods: The MHPP model integrates educational resources into three core domains of medical education: undergraduate education, postgraduate education and continuing professional development. The interventions are designed to spiral through existing educational approaches rather than as additional special study modules or bolton courses, thus reducing self-selection bias in exposure. Interventions include spiral undergraduate education materials, e-learning, embedded post-graduate resources and face-to-face peer-to-peer education.
Results: To date the MHPP model has been applied in two key areas, physical activity and health and work. The physical activity programme in a partnership between Public Health England and Sport England has delivered face-to-face training to 17,105 healthcare professionals, embedded materials in almost three quarters of English medical schools and overseen {\textgreater} 95,000 e-learning modules completed over two and half years. Evaluation of the individual elements of the model is ongoing and aims to show improvements in knowledge, skills and practice. Further evaluation is planned to assess patient impact.
Conclusions: The MHPP model offers a coherent whole-system approach to embed public health action into existing healthcare education models, and as such provides a framework for rapid change as well as upstream implementation to support the clinicians of today and tomorrow.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Brannan, Michael and Bernardotto, Matteo and Clarke, Nick and Varney, Justin},
	month = dec,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:FU3, \#5:Zeitschriftenartikel:e-learning},
	pages = {84},
	file = {Brannan et al. - 2019 - Moving healthcare professionals – a whole system a.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K58BUP7Z/Brannan et al. - 2019 - Moving healthcare professionals – a whole system a.pdf:application/pdf},
}

@article{al-jasmi_hunter_2010,
	title = {Hunter disease {eClinic}:interactive, computer-assisted, problem-based approach to independent learning about a rare genetic disease},
	volume = {10},
	issn = {1472-6920},
	shorttitle = {Hunter disease {eClinic}},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/1472-6920-10-72},
	doi = {10/d4hh3q},
	abstract = {Background: Computer-based teaching (CBT) is a well-known educational device, but it has never been applied systematically to the teaching of a complex, rare, genetic disease, such as Hunter disease (MPS II). Aim: To develop interactive teaching software functioning as a virtual clinic for the management of MPS II. Implementation and Results: The Hunter disease eClinic, a self-training, user-friendly educational software program, available at the Lysosomal Storage Research Group (http://www.lysosomalstorageresearch.ca), was developed using the Adobe Flash multimedia platform. It was designed to function both to provide a realistic, interactive virtual clinic and instantaneous access to supporting literature on Hunter disease. The Hunter disease eClinic consists of an eBook and an eClinic. The eClinic is the interactive virtual clinic component of the software. Within an environment resembling a real clinic, the trainee is instructed to perform a medical history, to examine the patient, and to order appropriate investigation. The program provides clinical data derived from the management of actual patients with Hunter disease. The eBook provides instantaneous, electronic access to a vast collection of reference information to provide detailed background clinical and basic science, including relevant biochemistry, physiology, and genetics. In the eClinic, the trainee is presented with quizzes designed to provide immediate feedback on both trainee effectiveness and efficiency. User feedback on the merits of the program was collected at several seminars and formal clinical rounds at several medical centres, primarily in Canada. In addition, online usage statistics were documented for a 2-year period. Feedback was consistently positive and confirmed the practical benefit of the program. The online English-language version is accessed daily by users from all over the world; a Japanese translation of the program is also available. Conclusions: The Hunter disease eClinic employs a CBT model providing the trainee with realistic clinical problems, coupled with comprehensive basic and clinical reference information by instantaneous access to an electronic textbook, the eBook. The program was rated highly by attendees at national and international presentations. It provides a potential model for use as an educational approach to other rare genetic diseases.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Al-Jasmi, Fatma and Moldovan, Laura and Clarke, Joe Tr},
	month = dec,
	year = {2010},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur, Promotion:FU3},
	pages = {72},
	file = {Al-Jasmi et al. - 2010 - Hunter disease eClinicinteractive, computer-assis.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LWLIE27Y/Al-Jasmi et al. - 2010 - Hunter disease eClinicinteractive, computer-assis.pdf:application/pdf},
}

@article{benamer_relationship_2023,
	title = {The relationship of online pre-recorded neurology mini-lectures to medical student assessment: a pilot study},
	volume = {23},
	issn = {1472-6920},
	shorttitle = {The relationship of online pre-recorded neurology mini-lectures to medical student assessment},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04185-5},
	doi = {10/gs569d},
	abstract = {Introduction  eLearning has become an essential part of medical education. However, there is a lack of published research on student engagement with online pre-recorded mini-lectures and its relation to assessment. The aim of this pilot study is to explore the relationship between newly introduced neurology pre-recorded mini-lectures and undergraduate medical students engagement and assessment. This may encourage the wider use of mini-lectures in undergraduate medical curricula.
Methods  The engagement of medical students with 48 online pre-recorded neurology mini-lectures was assessed through a Learning Management System. To measure engagement, data was stratified according to the number of watched/downloaded mini-lectures. A point system was used (out of 5): − 1 point = watching/downloading 0–10 mini-lectures, 2 points = watching/downloading 11–20 mini-lectures, 3 points = watching/downloading 21–30 minilectures, 4 points = watching/downloading 31–40 mini-lectures and, 5 points = watching/downloading 41–48 minilectures. The students’ engagement was correlated with their neurology assessments [Objective Structured Clinical Examination (OSCE), and knowledge-based assessment 10 Multiple Choice Questions (MCQs) and one 10-mark Short Answer Question, (SAQ)], internal medicine grade and annual grade point average (GPA) using the Pearson correlation coefficient.
Results  The mean engagement of 34, Year 5, medical students is 3.9/5. There is a significant positive correlation between engagement and internal medicine grade (r = 0.35, p = 0.044). There is a moderate correlation between engagement and neurology OSCE (r = 0.23), annual Year 5 GPA (r = 0.23), neurology knowledge-based score (r = 0.22) and composite neurology knowledge/OSCE (r = 0.27). The knowledge-based assessment included SAQ and MCQs: there was a moderate correlation with SAQ (r = 0.30), but a weak negative correlation with the MCQs (r =-0.11). Subgroups analysis comparing the top- and low- or non- engaging students made these weaker correlations stronger.
Conclusion  This pilot study indicates a high rate of engagement with an online pre-recorded mini-lectures resource and evidence of moderate correlation between engagement and assessment. Online pre-recorded mini-lectures should be used more in delivering the curriculum contents of the clinical clerkships. Further studies are needed to evaluate the relation and the impact of the mini-lectures on assessment.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Benamer, Hani Ts and Stanley, Adrian G},
	month = apr,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur},
	pages = {225},
	file = {Benamer und Stanley - 2023 - The relationship of online pre-recorded neurology .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9H5I4FNC/Benamer und Stanley - 2023 - The relationship of online pre-recorded neurology .pdf:application/pdf},
}

@article{barnard-ashton_integration_2017,
	title = {The integration of blended learning into an occupational therapy curriculum: a qualitative reflection},
	volume = {17},
	issn = {1472-6920},
	shorttitle = {The integration of blended learning into an occupational therapy curriculum},
	url = {http://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-017-0977-1},
	doi = {10/gckwwg},
	abstract = {Background: This paper presents a critical reflection of the integration of Blended Learning (BL) into an undergraduate occupational therapy curriculum which was delivered through Problem Based Learning (PBL).
Method: This is a qualitative reflection of a Participatory Action Research (PAR) study using Brookfield’s model for critical reflection of an educator’s practice. The model uses four ‘lenses’ through which to focus enquiry: Lens 1) our autobiography as a learner of practice; Lens 2) our learners’ eyes; Lens 3) our colleagues’ experiences; and Lens 4) the theoretical literature. Grounded theory analysis was applied to the data.
Results: The factors that contributed to successful integration of technology and e-Learning into an existing curriculum, the hurdles that were navigated along the way, and how these influenced decisions and innovation are explored. The core categories identified in the data were “drivers of change” and “outcomes of BL integration”. Key situations and pivotal events are highlighted for their role in the process that led to the project maturing. Each lens reflects the successes and hurdles experienced during the study.
Conclusion: Brookfield’s model provides an objective method of reflection which showed that despite the hurdles, e-Learning was successfully integrated into the curriculum.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Barnard-Ashton, Paula and Rothberg, Alan and McInerney, Patricia},
	month = dec,
	year = {2017},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:FU3, \#5:Zeitschriftenartikel:e-learning},
	pages = {135},
	file = {Barnard-Ashton et al. - 2017 - The integration of blended learning into an occupa.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z2TSW6V5/Barnard-Ashton et al. - 2017 - The integration of blended learning into an occupa.pdf:application/pdf},
}

@article{brooks_evaluation_2016,
	title = {An evaluation of {UK} foundation trainee doctors’ learning behaviours in a technology-enhanced learning environment},
	volume = {16},
	issn = {1472-6920},
	url = {http://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-016-0651-z},
	doi = {10/f8wxds},
	abstract = {Background: Technology-Enhanced Learning (TEL) can be used to educate Foundation Programme trainee (F1 and F2) doctors. Despite the advantages of TEL, learning behaviours may be exhibited that are not desired by system developers or educators. The aim of this evaluation was to investigate how learner behaviours (e.g. time spent on task) were affected by temporal (e.g. time of year), module (e.g. word count), and individual (e.g. knowledge) factors for 16 mandatory TEL modules related to prescribing and therapeutics.
Methods: Data were extracted from the SCRIPT e-Learning platform for first year Foundation trainee (F1) doctors in the Health Education England’s West Midland region from 1st August 2013 to 5th August 2014. Generalised Estimating Equation models were used to examine the relationship between time taken to complete modules, date modules were completed, pre- and post-test scores, and module factors.
Results: Over the time period examined, 688 F1 doctors interacted with the 16 compulsory modules 10,255 times. The geometric mean time taken to complete a module was 28.9 min (95 \% Confidence Interval: 28.4–29.5) and 1,075 (10.5 \%) modules were completed in less than 10 min. In February and June (prior to F1 progression reviews) peaks occurred in the number of modules completed and troughs in the time taken. Most modules were completed, and the greatest amount of time was spent on the learning on a Sunday. More time was taken by those doctors with greater pre-test scores and those with larger improvements in test scores.
Conclusions: Foundation trainees are exhibiting unintended learning behaviours in this TEL environment, which may be attributed to several factors. These findings can help guide future developments of this TEL programme and the integration of other TEL programmes into curricula by raising awareness of potential behavioural issues that may arise.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Brooks, Hannah L. and Pontefract, Sarah K. and Hodson, James and Blackwell, Nicholas and Hughes, Elizabeth and Marriott, John F. and Coleman, Jamie J.},
	month = dec,
	year = {2016},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:FU3, \#5:Zeitschriftenartikel:e-learning},
	pages = {133},
	file = {Brooks et al. - 2016 - An evaluation of UK foundation trainee doctors’ le.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4RVKF22A/Brooks et al. - 2016 - An evaluation of UK foundation trainee doctors’ le.pdf:application/pdf},
}

@article{gruner_introducing_2015,
	title = {Introducing global health into the undergraduate medical school curriculum using an e-learning program: a mixed method pilot study},
	volume = {15},
	issn = {1472-6920},
	shorttitle = {Introducing global health into the undergraduate medical school curriculum using an e-learning program},
	url = {http://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-015-0421-3},
	doi = {10/f7zczm},
	abstract = {Background: Physicians need global health competencies to provide effective care to culturally and linguistically diverse patients. Medical schools are seeking innovative approaches to support global health learning. This pilot study evaluated e-learning versus peer-reviewed articles to improve conceptual knowledge of global health.
Methods: A mixed methods study using a randomized-controlled trial (RCT) and qualitative inquiry consisting of four post-intervention focus groups. Outcomes included pre/post knowledge quiz and self-assessment measures based on validated tools from a Global Health CanMEDS Competency Model. RCT results were analyzed using SPSS-21 and focus group transcripts coded using NVivo-9 and recoded using thematic analysis.
Results: One hundred and sixty-one pre-clerkship medical students from three Canadian medical schools participated in 2012–2013: 59 completed all elements of the RCT, 24 participated in the focus groups. Overall, comparing pre to post results, both groups showed a significant increase in the mean knowledge (quiz) scores and for 5/7 self-assessed competencies (p {\textless} 0.05). These quantitative data were triangulated with the focus groups findings that revealed knowledge acquisition with both approaches. There was no statistically significant difference between the two approaches. Participants highlighted their preference for e-learning to introduce new global health knowledge and as a repository of resources. They also mentioned personal interest in global health, online convenience and integration into the curriculum as incentives to complete the e-learning. Beta version e-learning barriers included content overload and technical difficulties.
Conclusions: Both the e-learning and the peer reviewed PDF articles improved global health conceptual knowledge. Many students however, preferred e-learning given its interactive, multi-media approach, access to links and reference materials and its capacity to engage and re-engage over long periods of time.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Gruner, Douglas and Pottie, Kevin and Archibald, Douglas and Allison, Jill and Sabourin, Vicki and Belcaid, Imane and McCarthy, Anne and Brindamour, Mahli and Augustincic Polec, Lana and Duke, Pauline},
	month = dec,
	year = {2015},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:FU3, \#5:Zeitschriftenartikel:e-learning},
	pages = {142},
	file = {Gruner et al. - 2015 - Introducing global health into the undergraduate m.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G633JGFU/Gruner et al. - 2015 - Introducing global health into the undergraduate m.pdf:application/pdf},
}

@article{alomari_framework_2020,
	title = {A {Framework} for the {Impact} of {Human} {Factors} on the {Effectiveness} of {Learning} {Management} {Systems}},
	volume = {8},
	issn = {2169-3536},
	url = {https://ieeexplore.ieee.org/document/8974212/},
	doi = {10/gs3z58},
	abstract = {Higher education institutions (HEI) have realized the advantages of implementing a blended learning environment by using learning management systems (LMSs) to provide effective ways of learning and teaching. However, recent literature has revealed that developing countries’ educational institutions fail when they adopt LMS technologies because they ignore the human factors related to these technologies. This study investigated the impact of human factors on the effectiveness of LMS in a blended learning environment at Kuwait’s HEIs (KHEIs). In this paper, a pragmatic approach consisting of quantitative and qualitative methods is used. User characteristics traits from the literature review were organized into three main indicators of human impact on the effectiveness of LMS: technological characteristics, psychological characteristics, and student-instructor interaction characteristics. After these indicators were identiﬁed, a conceptual model was developed to study the characteristics. A deductive approach was used, and the model was tested for signiﬁcance through receiving feedback from the universities’ students and faculty members. In addition, an inductive approach was implemented through conducting interviews to explore more factors related to the effectiveness of LMS. The inductive approach’s results revealed the relevant factors for the usage of the LMS, such as training, needs, expectations, and branding. The human factors that positively affect the success and effectiveness of LMS included attitude, enjoyment, experience, self-efﬁcacy, and promptness, which had the most substantial impacts on user satisfaction. The modiﬁed conceptual model that this paper presents includes these impacting factors and provides an acceptable ﬁt to the data. This research has developed an updated framework for demonstrating the effectiveness of LMS as it pertains to human factors, and its ﬁndings can be used to enhance user experience in a blended learning environment, thus improving the quality of Kuwaiti education.},
	language = {en-GB},
	urldate = {2023-11-07},
	journal = {IEEE Access},
	author = {Alomari, Majdi M. and El-Kanj, Hania and Alshdaifat, Nafesah I. and Topal, Ayse},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildungstheorien, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Lernsystemarchitektur, Kernstudie},
	pages = {23542--23558},
	file = {Alomari et al. - 2020 - A Framework for the Impact of Human Factors on the.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TWG6VCJ4/Alomari et al. - 2020 - A Framework for the Impact of Human Factors on the.pdf:application/pdf},
}

@article{asada_possibility_2023,
	title = {The possibility of {Moodle}-based e-portfolio with database module for medical education},
	volume = {3},
	issn = {2185-9922},
	url = {https://iaiai.org/letters/index.php/lir/article/view/125},
	doi = {10/gsswbc},
	abstract = {In medical education, e-portfolios are needed both for supporting students’ self-learning and for quality assurance of education based on the global standards. Although there are some e-portfolio systems, it is sometimes complicated to use both learning management systems and e-portfolios. In this study, a Moodle-based e-portfolio with database module are proposed for the minimal portfolio use in medical education. Although it has a limited feature compared to the e-portfolios as commonly used, the advantages of the system are that it is unified and easy to use, and that data can be exported easily.},
	language = {en-GB},
	urldate = {2023-09-28},
	journal = {IIAI Letters on Institutional Research},
	author = {Asada, Yoshikazu},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Krisenreaktion im Bildungsbereich, E-Portfolio},
	pages = {1},
	file = {Asada - 2023 - The possibility of Moodle-based e-portfolio with d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2YWG5YYJ/Asada - 2023 - The possibility of Moodle-based e-portfolio with d.pdf:application/pdf},
}

@article{nicolaidou_virtual_2015,
	title = {A {Virtual} {Emergency} {Telemedicine} {Serious} {Game} in {Medical} {Training}: {A} {Quantitative}, {Professional} {Feedback}-{Informed} {Evaluation} {Study}},
	volume = {17},
	issn = {1438-8871},
	shorttitle = {A {Virtual} {Emergency} {Telemedicine} {Serious} {Game} in {Medical} {Training}},
	url = {http://www.jmir.org/2015/6/e150/},
	doi = {10/f7hfmd},
	abstract = {Background: Serious games involving virtual patients in medical education can provide a controlled setting within which players can learn in an engaging way, while avoiding the risks associated with real patients. Moreover, serious games align with medical students’ preferred learning styles. The Virtual Emergency TeleMedicine (VETM) game is a simulation-based game that was developed in collaboration with the mEducator Best Practice network in response to calls to integrate serious games in medical education and training. The VETM game makes use of data from an electrocardiogram to train practicing doctors, nurses, or medical students for problem-solving in real-life clinical scenarios through a telemedicine system and virtual patients. The study responds to two gaps: the limited number of games in emergency cardiology and the lack of evaluations by professionals. Objective: The objective of this study is a quantitative, professional feedback-informed evaluation of one scenario of VETM, involving cardiovascular complications. The study has the following research question: “What are professionals’ perceptions of the potential of the Virtual Emergency Telemedicine game for training people involved in the assessment and management of emergency cases?” Methods: The evaluation of the VETM game was conducted with 90 professional ambulance crew nursing personnel specializing in the assessment and management of emergency cases. After collaboratively trying out one VETM scenario, participants individually completed an evaluation of the game (36 questions on a 5-point Likert scale) and provided written and verbal comments. The instrument assessed six dimensions of the game: (1) user interface, (2) difficulty level, (3) feedback, (4) educational value, (5) user engagement, and (6) terminology. Data sources of the study were 90 questionnaires, including written comments from 51 participants, 24 interviews with 55 participants, and 379 log files of their interaction with the game.},
	language = {en-GB},
	number = {6},
	urldate = {2023-02-09},
	journal = {Journal of Medical Internet Research},
	author = {Nicolaidou, Iolie and Antoniades, Athos and Constantinou, Riana and Marangos, Charis and Kyriacou, Efthyvoulos and Bamidis, Panagiotis and Dafli, Eleni and Pattichis, Constantinos S},
	month = jun,
	year = {2015},
	keywords = {Feedback, Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Krisenreaktion im Bildungsbereich},
	pages = {e150},
	file = {Nicolaidou et al. - 2015 - A Virtual Emergency Telemedicine Serious Game in M.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QGLYYAIW/Nicolaidou et al. - 2015 - A Virtual Emergency Telemedicine Serious Game in M.pdf:application/pdf},
}

@article{schaper_entwicklung_2020,
	title = {Entwicklung und {Validierung} eines {Modells} zur {E}-{Lehrkompetenz}},
	volume = {37},
	issn = {1424-3636},
	url = {https://www.medienpaed.com/article/view/766},
	doi = {10.21240/mpaed/37/2020.07.17.X},
	abstract = {The use of E-learning in higher education is no matter of course. Many different experiences in projects implementing E-learning at universities have demonstrated that. One of the influential factors that is responsible for the sustainable use of E-learning in higher education teaching are the competences of the university teachers to use the new media to conduct a didactically well designed course and to achieve additional values for learning and teaching using E-learning. With reference to this background and in the context of a big research and development project to spread and perpetuate E-learning at the University of Paderborn a structural competence model to describe E-teaching competences of university teachers was developed. The main goal of this model was to develop and implement measures of competence development in a needs oriented way. The competence model allows the well-founded and differentiated description of competence requirements for different E-learning scenarios and also the deduction of needs oriented competence development measures. The article describes how the structural competence model with eight dimensions, 39 sub-dimensions and 283 competence facets (including knowledge, ability and motivational/attitudinal facets) was developed and formulated with reference to theoretical conceptions of the domain and additional empirical steps. Furthermore, the model of E-teaching was validated with the help of empirical steps concerning the content, structural and criteria oriented validation of the model. The methods to raise the data and to statistically analyze them are reported to demonstrate the validation process.},
	language = {de-DE},
	urldate = {2022-03-01},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Schaper, Niclas},
	month = jul,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Weiterführung, Kompetenzentwicklung, \#5:Zeitschriftenartikel:e-learning},
	pages = {313--342},
	file = {Schaper - 2020 - Entwicklung und Validierung eines Modells zur E-Le.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H3DFQ59R/Schaper - 2020 - Entwicklung und Validierung eines Modells zur E-Le.pdf:application/pdf},
}

@article{stunden_replicating_2021,
	title = {Replicating {Anatomical} {Teaching} {Specimens} {Using} {3D} {Modeling} {Embedded} {Within} a {Multimodal} e-{Learning} {Course}: {Pre}-{Post} {Study} {Exploring} the {Impact} on {Medical} {Education} {During} {COVID}-19},
	volume = {7},
	issn = {2369-3762},
	shorttitle = {Replicating {Anatomical} {Teaching} {Specimens} {Using} {3D} {Modeling} {Embedded} {Within} a {Multimodal} e-{Learning} {Course}},
	url = {https://mededu.jmir.org/2021/4/e30533},
	doi = {10.2196/30533},
	abstract = {Background: The COVID-19 pandemic has had significant effects on anatomy education. During the pandemic, students have had no access to cadavers, which has been the principal method of learning anatomy. We created and tested a customized congenital heart disease e-learning course for medical students that contained interactive 3D models of anonymized pediatric congenital heart defects.
Objective: The aim of this study is to assess whether a multimodal e-learning course contributed to learning outcomes in a cohort of first-year undergraduate medical students studying congenital heart diseases. The secondary aim is to assess student attitudes and experiences associated with multimodal e-learning.
Methods: The pre-post study design involved 290 first-year undergraduate medical students. Recruitment was conducted by course instructors. Data were collected before and after using the course. The primary outcome was knowledge acquisition (test scores). The secondary outcomes included attitudes and experiences, time to complete the modules, and browser metadata.
Results: A total of 141 students were included in the final analysis. Students’ knowledge significantly improved by an average of 44.6\% (63/141) when using the course (SD 1.7\%; Z=−10.287; P{\textless}.001). Most students (108/122, 88.3\%) were highly motivated to learn with the course, and most (114/122, 93.5\%) reported positive experiences with the course. There was a strong correlation between attitudes and experiences, which was statistically significant (rs=0.687; P{\textless}.001; n=122). No relationships were found between the change in test scores and attitudes (P=.70) or experiences (P=.47). Students most frequently completed the e-learning course with Chrome (109/141, 77.3\%) and on Apple macOS (86/141, 61\%) or Windows 10 (52/141, 36.9\%). Most students (117/141, 83\%) had devices with high-definition screens. Most students (83/141, 58.9\%) completed the course in {\textless}3 hours.
Conclusions: Multimodal e-learning could be a viable solution in improving learning outcomes and experiences for undergraduate medical students who do not have access to cadavers. Future research should focus on validating long-term learning outcomes.},
	language = {en-GB},
	number = {4},
	urldate = {2021-12-12},
	journal = {JMIR Medical Education},
	author = {Stunden, Chelsea and Zakani, Sima and Martin, Avery and Moodley, Shreya and Jacob, John},
	month = nov,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Argumentation, Bildung, Multimedia, education, \#5:Zeitschriftenartikel:e-learning, 3D models, cardiac anatomy, pathologic anatomy, congenital heart disease, learning aids},
	pages = {e30533},
	file = {Stunden et al. - 2021 - Replicating Anatomical Teaching Specimens Using 3D.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QCG8LK7C/Stunden et al. - 2021 - Replicating Anatomical Teaching Specimens Using 3D.pdf:application/pdf},
}

@article{barteit_how_2018,
	title = {How {Self}-{Directed} e-{Learning} {Contributes} to {Training} for {Medical} {Licentiate} {Practitioners} in {Zambia}: {Evaluation} of the {Pilot} {Phase} of a {Mixed}-{Methods} {Study}},
	volume = {4},
	issn = {2369-3762},
	shorttitle = {How {Self}-{Directed} e-{Learning} {Contributes} to {Training} for {Medical} {Licentiate} {Practitioners} in {Zambia}},
	url = {http://mededu.jmir.org/2018/2/e10222/},
	doi = {10.2196/10222},
	abstract = {Background: Zambia faces a severe shortage of health workers, particularly in rural areas. To tackle this shortage, the Medical Licentiate program was initiated at Chainama College of Health Sciences in the capital, Lusaka, in 2002. The objective of the program was to alleviate the shortage of human resources in curative care. On-the-job training is conducted in decentralized teaching hospitals throughout Zambia. However, the program faces significant challenges such as shortages of senior medical instructors and learning materials.
Objective: Our aim was to address these challenges by introducing a self-directed, e-learning platform with an offline tablet as part of a collaborative blended-learning intervention to supplement local teaching and training.
Methods: The pilot phase of the e-learning platform was evaluated using a mixed-methods approach with a convergent parallel design. Various methods were employed to test the data’s adequacy and potential for generating valid results. Methods included questionnaires according to the technology acceptance model and information system success model by DeLone and McLean, semistructured interviews, learner diaries, pretesting, the collection of usage data, exam results, demographics, and informal feedback. Outcome measures included usage, adoption, efficiency, acceptance, user-friendliness, and gained knowledge and skills.
Results: In total, 52 students and 17 medical instructors participated in the pilot evaluation. The questionnaire results showed a high acceptance of the technology ({\textgreater}80\%) and high agreement ({\textgreater}75\%) with the e-learning platform. Semistructured interview results showed an overall appreciation of the e-learning intervention, but the need for more e-learning materials. Respondents identified a need for multimedia materials that transfer skills such as medical procedure visualization and interactive exercises to practice procedural knowledge. The learning diaries identified the lack of specific learning materials and potential shortcomings of existing learning materials. However, students were satisfied with the current e-learning content. The majority of students used the e-learning platform offline on their tablets; online e-learning was underutilized.
Conclusions: The pilot phase of the tablet-based e-learning platform to support the self-directed learning intervention was well received and appreciated by students and medical instructors of Chainama College of Health Sciences. E-learning for knowledge acquisition appears to be adequate and feasible for this low-resource educational environment. Our evaluation results guide the further development of the full implementation of the e-learning platform in this educational setting. E-learning materials should reflect curriculum requirements, and additional multimedia and interactive content is needed, as well as improved integration and active participation from medical instructors in the e-learning processes.},
	language = {en-GB},
	number = {2},
	urldate = {2021-11-12},
	journal = {JMIR Medical Education},
	author = {Barteit, Sandra and Jahn, Albrecht and Bowa, Annel and Lüders, Sigrid and Malunga, Gregory and Marimo, Clemence and Wolter, Sigrid and Neuhann, Florian},
	month = nov,
	year = {2018},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:FU5, Bildung, Multimedia, Digitale Bildung, evaluation, effectiveness, \#5:Zeitschriftenartikel:e-learning, adoption, health care workers, intervention, rural health, sub-Saharan Africa, sustainability},
	pages = {e10222},
	file = {Barteit et al. - 2018 - How Self-Directed e-Learning Contributes to Traini.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EVJQJRPU/Barteit et al. - 2018 - How Self-Directed e-Learning Contributes to Traini.pdf:application/pdf},
}

@article{de_leeuw_how_2019,
	title = {How {We} {Evaluate} {Postgraduate} {Medical} {E}-{Learning}: {Systematic} {Review}},
	volume = {5},
	issn = {2369-3762},
	shorttitle = {How {We} {Evaluate} {Postgraduate} {Medical} {E}-{Learning}},
	url = {http://mededu.jmir.org/2019/1/e13128/},
	doi = {10.2196/13128},
	abstract = {Background: Electronic learning (e-learning) in postgraduate medical education has seen a rapid evolution; however, we tend to evaluate it only on its primary outcome or learning aim, whereas its effectiveness also depends on its instructional design. We believe it is important to have an overview of all the methods currently used to evaluate e-learning design so that the preferred method may be identified and the next steps needed to continue to evaluate postgraduate medical e-learning may be outlined.
Objective: This study aimed to identify and compare the outcomes and methods used to evaluate postgraduate medical e-learning.
Methods: We performed a systematic literature review using the Web of Science, PubMed, Education Resources Information Center, and Cumulative Index of Nursing and Allied Health Literature databases. Studies that used postgraduates as participants and evaluated any form of e-learning were included. Studies without any evaluation outcome (eg, just a description of e-learning) were excluded.
Results: The initial search identified 5973 articles, of which we used 418 for our analysis. The types of studies were trials, prospective cohorts, case reports, and reviews. The primary outcomes of the included studies were knowledge, skills, and attitude. A total of 12 instruments were used to evaluate a specific primary outcome, such as laparoscopic skills or stress related to training. The secondary outcomes mainly evaluated satisfaction, motivation, efficiency, and usefulness. We found 13 e-learning design methods across 19 studies (4\% 19/418). The methods evaluated usability, motivational characteristics, and the use of learning styles or were based on instructional design theories, such as Gagne’s instructional design, the Heidelberg inventory, Kern’s curriculum development steps, and a scale based on the cognitive load theory. Finally, 2 instruments attempted to evaluate several aspects of a design, based on the experience of creating e-learning.
Conclusions: Evaluating the effect of e-learning design is complicated. Given the diversity of e-learning methods, there are many ways to carry out such an evaluation, and probably, many ways to do so correctly. However, the current literature shows us that we have yet to reach any form of consensus about which indicators to evaluate. There is a great need for an evaluation tool that is properly constructed, validated, and tested. This could be a more homogeneous way to compare the effects of e-learning and for the authors of e-learning to continue to improve their product.},
	language = {en-GB},
	number = {1},
	urldate = {2021-11-12},
	journal = {JMIR Medical Education},
	author = {de Leeuw, Robert and de Soet, Anneloes and van der Horst, Sabine and Walsh, Kieran and Westerman, Michiel and Scheele, Fedde},
	month = apr,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Datenschutz und IT-Sicherheit, Promotion:FU3, distance education, \#5:Zeitschriftenartikel:e-learning, learning, professional education},
	pages = {e13128},
	file = {de Leeuw et al. - 2019 - How We Evaluate Postgraduate Medical E-Learning S.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G36NPDAM/de Leeuw et al. - 2019 - How We Evaluate Postgraduate Medical E-Learning S.pdf:application/pdf},
}

@article{forster_how_2021,
	title = {How to {Plan} and {Perform} {E}-{Learning} in {Family} {Medicine} {Vocational} {Training}},
	abstract = {As of the start of the COVID-19-pandemic, basis undergraduate, postgraduate as well as continuous medical education had often been switched to e-learning. This is a chance and a challenge at the same time. In this work, we describe the e-learning experiences of the competence center for postgraduate medical education in Baden-Württemberg. We aim to support broad implementation of e-learning by the exchange of educational as well as organizational approaches. In March 2020, we planned synchronic (live) webinars with asynchronic preparation and postprocessing (flipped classroom). We focused on elements to improve interaction. All the process was managed with respect to the program curriculum in a multicentered team. In 2020, n = 263 postgraduate trainees in family medicine (FM trainees) participated in n = 12 online single seminar days of the KWBW Verbundweiterbildungplus. Due to multiple participation, they induced n = 379 participations. N = 353 evaluations could be included (93,1 \% response rate). 77 \% (n = 182/236) assessed the use of the software Zoom® with satisfying or very satisfying, 75 \% (n = 122/163) the use of the software Heiconf® with satisfying or very satisfying. 59 \% (n = 208) wanted to continue with seminar days during workdays, whereas 26 \% (n = 91) wished for trainings on Saturdays. A technical check was rated as very helpful. From the organizational point of view, an additional lecturer (= moderator) was necessary. Some lecturers needed extra support in advance of the e-learning. We provide didactic elements that can help to improve the interaction between participants which have to be planned ahead. We present a successful approach to face the educational and organizational challenges of e-learning. E-learning was broadly accepted which supports permanent implementation. However, social and collegial interaction is both, most challenging and most important for postgraduate training in family medicine. Therefore, approaches supporting the interaction in e-learning should be developed and implemented.},
	language = {de-DE},
	journal = {Zeitschrift für Allgemeinmedizin},
	author = {Förster, Christian and Eismann-Schweimler, Jessica and Stengel, Sandra and Bischoff, Martina and Fuchs, Monika and Graf, Andreas},
	year = {2021},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:FH, \#5:Zeitschriftenartikel:e-learning},
	pages = {9},
	file = {Förster et al. - 2021 - How to Plan and Perform E-Learning in Family Medic.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WG22QSLK/Förster et al. - 2021 - How to Plan and Perform E-Learning in Family Medic.pdf:application/pdf},
}

@article{ataei_effective_2020,
	title = {Effective methods in medical education: from giving lecture to simulation},
	volume = {10},
	issn = {2249-3379},
	abstract = {Effective relationship between education and practice is of great importance for medical graduate students. Obviously, graduates of medical sciences should be familiar with the practical application of theoretical knowledge, clinical actions and encounter with patients. Along this, continuing medical education (CME) programs are introduced and implemented in the field of medical education throughout the world. Continuing medical education includes activities aimed at preserving and developing the knowledge, skills and professional performance of medical team members being in line with providing better services to patients, community or profession. The ultimate goal of continuing medical education programs is to improve the quality of patient care through professional training. However, improving the quality of learner’s education is not possible without the transformation of methods and teaching techniques. The use of innovative educational methods in the process of continuing education in different countries leads to favorable outcomes which can be very effective for other countries. In this research, the common and effective methods of medical education are introduced by reviewing the contexts of medical sciences. These methods include lectures, collaborative patterns, group discussions, problem solving, e-learning, clinical education, evidence-based medicine, and medical-based simulations. According to the aforementioned methods, three methods of clinical education, evidence-based medicine and medical-based simulations are specific to medical science, and the rest of the methods are common with other disciplines.},
	language = {en-GB},
	number = {5},
	journal = {Journal of Advanced Pharmacy Education \& Research},
	author = {Ataei, Mostafa and Hamedani, Saeid Saffarian and Zameni, Farshideh},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, \#5:Zeitschriftenartikel:e-learning},
	pages = {7},
	file = {Ataei et al. - 2020 - Effective methods in medical education from givin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C9RLWYZD/Ataei et al. - 2020 - Effective methods in medical education from givin.pdf:application/pdf},
}

@article{karapanos_hochschullehre_2021,
	title = {Hochschullehre im {Pandemiebetrieb}: {Wie} {Studierende} in {Sachsen} das digitale {Sommersemester} erlebten},
	volume = {40},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Hochschullehre im {Pandemiebetrieb}},
	url = {https://www.medienpaed.com/article/view/1159},
	doi = {10/ghzr52},
	abstract = {Im Sommersemester 2020 beteiligten sich 3469 Studierende sächsischer Hochschulen an einer Onlinebefragung zum Studium während der Coronapandemie. Trotz Campusschliessungen konnten die Befragten ihr Studium weitgehend wie geplant fortführen. Während die technische Ausstattung der Studierenden eine Teilnahme an digitalen Lehrveranstaltungen zuliess, zeigten sich Defizite bei der Qualität der Internetverbindung. Im Vergleich zum Vorsemester wurden die Studienorganisation als moderat (d = -0.48, 95 \% CI [-0.52, -0.45]), Lernaktivitäten als deutlich (d = -0.86, 95 \% CI [-0.90, -0.82]) schwerer empfunden. Auch die Konzentration auf das Studium fiel den Befragten schwerer als im Semester davor (d = -0.69, 95 \% CI [-0.72, -0.65]). Mit den angebotenen Lernmedien zeigten sich die Befragten tendenziell zufrieden. Vor allem Learning-Management-Systeme, digitale Texte und Präsentationen dominierten das Lerngeschehen an den sächsischen Hochschulen. Fehlende soziale Interaktionen mit Peers und fehlende lernbezogene Interaktionen mit Dozentinnen und Dozenten wurden als besonders nachteilig erlebt. Zeit- und Kostenersparnisse sowie mehr Autonomie beim Lernen sind die grössten Vorteile des Studierens von zu Hause. Es zeigen sich keine Hinweise, dass leistungsschwache Studierende von den veränderten Studienbedingungen stärker nachteilig betroffen waren.},
	language = {de-DE},
	urldate = {2021-02-06},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Karapanos, Marios and Pelz, Robert and Hawlitschek, Patrick and Wollersheim, Heinz-Werner},
	month = jan,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur},
	pages = {1--24},
	file = {Karapanos et al. - 2021 - Hochschullehre im Pandemiebetrieb Wie Studierende.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/873S2ESJ/Karapanos et al. - 2021 - Hochschullehre im Pandemiebetrieb Wie Studierende.pdf:application/pdf},
}

@article{mayweg-paus_kommunikation_2020,
	title = {Kommunikation und {E}-{Learning}: {Bedingungen}, {Gestaltungsmöglichkeiten} und {Qualitätssicherung} beim {Einsatz} von {Foren} in der {Hochschullehre}},
	volume = {6},
	abstract = {Based on educational-psychological backgrounds on learning through communication and current requirements regarding the development of media skills this article examines the use of online forums in academic teaching from a theoretical and a practical perspective. First, the potential and the specific characteristics of asynchronous and text-based communication in forums are outlined. Then, didactical methods to support frequent participation and transactive communication are introduced. The main focus lays on the role of moderation processes by university teachers or peers as well as on the potentials of using cooperation scripts as instructional guidance for argumentation and exchange processes. Against this background concrete didactic scenarios as well as recommendations on how they might be realized in virtual environments are deduced and illustrated. Subsequently, suggestions are made on how the effectiveness and quality of these approaches can be proved and secured by using the indicators of participation and knowledge and skill acquisition. Finally, practical implications and future research perspectives are discussed.},
	language = {de-DE},
	journal = {die hochschullehre},
	author = {Mayweg-Paus, Elisabeth and Enders, Natalie and Zimmermann, Maria},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Lernsystemarchitektur, \#5:Zeitschriftenartikel:e-learning},
	pages = {35--60},
	file = {Mayweg-Paus et al. - 2020 - Kommunikation und E-Learning Bedingungen, Gestalt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8BWBF8CB/Mayweg-Paus et al. - 2020 - Kommunikation und E-Learning Bedingungen, Gestalt.pdf:application/pdf},
}

@incollection{strang_simplified_2025,
	address = {Cham},
	title = {Simplified {Stakeholder} {Management} in {Project} {Management}: {Biopharmaceutical} {Case} {Study}},
	volume = {31},
	isbn = {978-3-031-80274-4 978-3-031-80275-1},
	shorttitle = {Simplified {Stakeholder} {Management} in {Project} {Management}},
	url = {https://link.springer.com/10.1007/978-3-031-80275-1_6},
	abstract = {A biopharmaceutical drug discovery project was leveraged as a case study to illustrate a proposed simpliﬁed stakeholder management approach. The driving force underlying this chapter was the lack of effective stakeholder management in projects thought to be a contributing factor to the approximate 50\% project failure rate. Existing stakeholder management techniques in the project management body of knowledge were based on stakeholder theory from the strategic management discipline. This encourages decision-makers to consider the non-related interests of stock shareholders, customers, employees, suppliers, and the local community—such as ethics and social good. Those stakeholders are not necessarily as relevant in projects. In a project, the key stakeholders are those affected by WBS activities and deliverables. Therefore, a new simpliﬁed stakeholder management model was proposed by interviewing a panel of experienced project managers to document stakeholder identiﬁcation best practices. Machine learning, nonparametric Kruskal Wallis, and Chi-Square contingency analysis statistical techniques were applied to analyze the results. The empirical literature was reviewed to inform the development of two models, the ﬁrst for stakeholder analysis and the second for stakeholder engagement. Power and impact were argued to be the two key factors driving stakeholder analysis. A stakeholder engagement model was developed to leverage the stakeholder analysis.},
	language = {en-GB},
	urldate = {2025-03-10},
	booktitle = {International {Program} and {Project} {Management} — {Best} {Practices} in {Selected} {Industries}},
	publisher = {Springer Nature Switzerland},
	author = {Strang, Kenneth David},
	editor = {Strang, Kenneth David and Vajjhala, Narasimha Rao},
	year = {2025},
	doi = {10.1007/978-3-031-80275-1_6},
	note = {Series Title: Information Systems Engineering and Management},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#1:Buchteil:learning:management:system},
	pages = {109--133},
	file = {Strang - 2025 - Simplified Stakeholder Management in Project Management Biopharmaceutical Case Study:/Users/jochenhanisch-johannsen/Zotero/storage/4LEJKN4K/Strang - 2025 - Simplified Stakeholder Management in Project Management Biopharmaceutical Case Study.pdf:application/pdf},
}

@incollection{strang_understanding_2025,
	address = {Cham},
	title = {Understanding the {Trade}-off {Between} {Efficiency} and {Value} in {Collaborative} {R}\&{D} {Projects}—{A} {Complexity} {Theory} {Based} {Conceptual} {Framework}},
	volume = {31},
	isbn = {978-3-031-80274-4 978-3-031-80275-1},
	url = {https://link.springer.com/10.1007/978-3-031-80275-1_3},
	abstract = {The concept of project success is a heavily researched topic within the ﬁeld of project management, typically viewed through two contrasting lenses: efﬁciency and value. This chapter aims to illuminate the functioning of these perspectives within collaborative R\&D projects, where outcomes are inherently unpredictable and hinge on complex partner interactions. This chapter seeks to unravel the interplay between equivocality and governance, including the moderating effects of participants’ learning capabilities and their impact on project success, measured by either efﬁciency or value. Consequently, a conceptual framework grounded in the complex adaptive system model is outlined. Through a multiple-case analysis of collaborative R\&D projects, an inductive grounded theory approach is used to gain a deeper understanding of the four cases. Empirical data was gathered through open-ended interviews and archival data. The proposed framework delineates the ﬁndings of this chapter, enhancing comprehension of collaborative R\&D projects by modeling the interactions of governance, equivocality, and organizational learning as a complex adaptive system. From an academic perspective, this framework offers additional insights into the planning and control functions within collaborative R\&D projects. For practitioners, it provides a deeper understanding of management practices and their implications for success, emphasizing the nonlinear interactions among the three constructs.},
	language = {en-GB},
	urldate = {2025-03-10},
	booktitle = {International {Program} and {Project} {Management} — {Best} {Practices} in {Selected} {Industries}},
	publisher = {Springer Nature Switzerland},
	author = {Miralles, Francesc and Nihoul, Juan Augusto and Neamtu, Laurentiu and Castro-Fernández, Juan Antonio},
	editor = {Strang, Kenneth David and Vajjhala, Narasimha Rao},
	year = {2025},
	doi = {10.1007/978-3-031-80275-1_3},
	note = {Series Title: Information Systems Engineering and Management},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#1:Buchteil:learning:management:system},
	pages = {37--64},
	file = {Miralles et al. - 2025 - Understanding the Trade-off Between Efficiency and Value in Collaborative R&D Projects—A Complexity:/Users/jochenhanisch-johannsen/Zotero/storage/3ECDZ672/Miralles et al. - 2025 - Understanding the Trade-off Between Efficiency and Value in Collaborative R&D Projects—A Complexity.pdf:application/pdf},
}

@incollection{vajjhala_empowering_2025,
	address = {Cham},
	title = {Empowering {Clinical} {Decision}-{Making} with {Generative} {AI} in {Intelligent} {Decision} {Support} {Systems}},
	volume = {24},
	isbn = {978-3-031-76709-8 978-3-031-76710-4},
	url = {https://link.springer.com/10.1007/978-3-031-76710-4_12},
	abstract = {Wilm’s tumor (WT) is a type of cancer that primarily affects children. In medical centers, inadequate equipment and a shortage of experienced staff make it difﬁcult for families suffering from this disease to receive post-treatment care after the treatment period is over. This chapter proposes an intelligent mechanism combining Machine Learning (ML), the Internet of Things (IoT), and blockchain technology to support families of patients with WT, which primarily affects children. The hybrid system enables continuous child health monitoring using IoT devices, with ML algorithms analyzing data to provide real-time health models. The system categorizes the child’s condition into acute, requiring further investigation, and normal. By incorporating blockchain technology, the system ensures secure data exchange, addressing privacy concerns. This intelligent mechanism aims to improve early detection of disease recurrence, thereby enhancing recovery rates and survival chances. The proposed system demonstrates signiﬁcant potential in reducing diagnosis time and providing timely medical intervention.},
	language = {en-GB},
	urldate = {2025-02-11},
	booktitle = {Generative {Artificial} {Intelligence} ({AI}) {Approaches} for {Industrial} {Applications}},
	publisher = {Springer Nature Switzerland},
	author = {Ghorbian, Mohsen and Ghorbian, Saeid},
	editor = {Vajjhala, Narasimha Rao and Roy, Sanjiban Sekhar and Taşcı, Burak and Hoque Chowdhury, Muhammad Enamul},
	year = {2025},
	doi = {10.1007/978-3-031-76710-4_12},
	note = {Series Title: Information Systems Engineering and Management},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#1:Buchteil:learning:management:system},
	pages = {241--259},
	file = {Ghorbian und Ghorbian - 2025 - Empowering Clinical Decision-Making with Generative AI in Intelligent Decision Support Systems:/Users/jochenhanisch-johannsen/Zotero/storage/9B3S4XWH/Ghorbian und Ghorbian - 2025 - Empowering Clinical Decision-Making with Generative AI in Intelligent Decision Support Systems.pdf:application/pdf},
}

@incollection{vajjhala_integrating_2025,
	address = {Cham},
	title = {Integrating {Generative} {AI} in {Education}: {Themes}, {Challenges}, and {Future} {Directions}},
	volume = {24},
	isbn = {978-3-031-76709-8 978-3-031-76710-4},
	shorttitle = {Integrating {Generative} {AI} in {Education}},
	url = {https://link.springer.com/10.1007/978-3-031-76710-4_8},
	abstract = {This chapter examines the transformative impact of generative AI in higher education, focusing on its applications, beneﬁts, and challenges. Through a systematic analysis of 31 articles, we identiﬁed ﬁve core themes: the transformative impact on educational methodologies, challenges of integration, AI in research and innovation, beneﬁts in teaching and learning, and future directions and recommendations. The key subthemes include personalized learning paths, ethical and privacy concerns, data analysis and management, and sustainable implementation strategies. The ﬁndings reveal generative AI’s signiﬁcant potential to enhance personalized learning, support innovative curriculum design, and improve student engagement. However, integrating AI technologies presents challenges related to ethics, technological infrastructure, and adaptation by faculty and students. The chapter concludes with future research directions, emphasizing the need for robust ethical frameworks, continuous assessment of AI-driven tools, and interdisciplinary collaboration to maximize AI’s beneﬁts in education. This analysis provides valuable insights for educators, policymakers, and researchers aiming to beneﬁt from generative AI to create more effective, inclusive, and engaging educational environments.},
	language = {en-GB},
	urldate = {2025-02-11},
	booktitle = {Generative {Artificial} {Intelligence} ({AI}) {Approaches} for {Industrial} {Applications}},
	publisher = {Springer Nature Switzerland},
	author = {Çela, Eriona and Vedishchev, Alexey and Fonkam, Mathias and Eappen, Philip and Potluri, Rajasekhara Mouly and Vajjhala, Narasimha Rao},
	editor = {Vajjhala, Narasimha Rao and Roy, Sanjiban Sekhar and Taşcı, Burak and Hoque Chowdhury, Muhammad Enamul},
	year = {2025},
	doi = {10.1007/978-3-031-76710-4_8},
	note = {Series Title: Information Systems Engineering and Management},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#1:Buchteil:learning:management:system},
	pages = {149--167},
	file = {Çela et al. - 2025 - Integrating Generative AI in Education Themes, Challenges, and Future Directions:/Users/jochenhanisch-johannsen/Zotero/storage/J3QQS6WA/Çela et al. - 2025 - Integrating Generative AI in Education Themes, Challenges, and Future Directions.pdf:application/pdf},
}

@incollection{vajjhala_mathematical_2025,
	address = {Cham},
	title = {Mathematical {Foundations} and {Applications} of {Generative} {AI} {Models}},
	volume = {24},
	isbn = {978-3-031-76709-8 978-3-031-76710-4},
	url = {https://link.springer.com/10.1007/978-3-031-76710-4_2},
	abstract = {This chapter examines the mathematical foundations of generative models, key components of modern machine learning (ML) and artiﬁcial intelligence (AI). Generative models are algorithms designed to replicate complex patterns in data by generating new samples that resemble the original dataset. This chapter reviews the essential concepts in probability theory, such as conditional probability, probability distributions, and Bayes’ theorem, which are fundamental to understanding generative modeling. This chapter also explores core techniques in generative modeling, including probabilistic graphical models like Markov random ﬁelds and Bayesian networks, which provide structured frameworks for representing relationships between variables. The chapter also examines deep generative models, which utilize deep neural networks to learn hierarchical data representations, enabling the creation of highly accurate examples. Further, this chapter also discusses the importance of loss functions in guiding the learning process and evaluating the quality of generated data. The chapter also covers the mathematical principles behind neural networks, using linear algebra and calculus to explain how these networks learn and make predictions. Ultimately, this chapter equips readers with a solid understanding of the mathematical underpinnings of generative models, enabling them to develop innovative algorithms for applications like text generation, drug discovery, and image synthesis.},
	language = {en-GB},
	urldate = {2025-02-11},
	booktitle = {Generative {Artificial} {Intelligence} ({AI}) {Approaches} for {Industrial} {Applications}},
	publisher = {Springer Nature Switzerland},
	author = {Venkata Pavan Saish, Naru and Jayashree, J. and Vijayashree, J.},
	editor = {Vajjhala, Narasimha Rao and Roy, Sanjiban Sekhar and Taşcı, Burak and Hoque Chowdhury, Muhammad Enamul},
	year = {2025},
	doi = {10.1007/978-3-031-76710-4_2},
	note = {Series Title: Information Systems Engineering and Management},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#1:Buchteil:learning:management:system},
	pages = {19--45},
	file = {Venkata Pavan Saish et al. - 2025 - Mathematical Foundations and Applications of Generative AI Models:/Users/jochenhanisch-johannsen/Zotero/storage/C9WD43HY/Venkata Pavan Saish et al. - 2025 - Mathematical Foundations and Applications of Generative AI Models.pdf:application/pdf},
}

@incollection{vajjhala_text_2025,
	address = {Cham},
	title = {Text {Summarization}: {An} {Application} of {Generative} {AI}},
	volume = {24},
	isbn = {978-3-031-76709-8 978-3-031-76710-4},
	shorttitle = {Text {Summarization}},
	url = {https://link.springer.com/10.1007/978-3-031-76710-4_16},
	abstract = {This chapter explores the application of Generative AI in text summarization, a technique used to condense long pieces of text into concise, informative summaries. The primary goal is to create summaries that retain the key points of the original document while being coherent and contextually relevant. The chapter highlights two main approaches to text summarization: extractive and abstractive. Extractive summarization involves selecting key sentences directly from the source text, whereas abstractive summarization generates new sentences that convey the essential information. The chapter provides a comparative analysis of these two methods, evaluating their effectiveness in different contexts. With the advent of generative AI powered by deep learning models, such as recurrent neural networks (RNNs) and convolutional neural networks (CNNs), the ﬁeld of text summarization has seen signiﬁcant advancements. These AI-driven approaches offer enhanced capabilities for producing high-quality summaries that can signiﬁcantly improve information processing workﬂows across various industries. The chapter concludes by discussing the potential of generative AI in transforming the landscape of automated text summarization and its implications for future research and practical applications.},
	language = {en-GB},
	urldate = {2025-02-11},
	booktitle = {Generative {Artificial} {Intelligence} ({AI}) {Approaches} for {Industrial} {Applications}},
	publisher = {Springer Nature Switzerland},
	author = {Das, Tapan Kumar and Mohapatro, Arati},
	editor = {Vajjhala, Narasimha Rao and Roy, Sanjiban Sekhar and Taşcı, Burak and Hoque Chowdhury, Muhammad Enamul},
	year = {2025},
	doi = {10.1007/978-3-031-76710-4_16},
	note = {Series Title: Information Systems Engineering and Management},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#1:Buchteil:learning:management:system},
	pages = {325--342},
	file = {Das und Mohapatro - 2025 - Text Summarization An Application of Generative AI:/Users/jochenhanisch-johannsen/Zotero/storage/UP76ACGG/Das und Mohapatro - 2025 - Text Summarization An Application of Generative AI.pdf:application/pdf},
}

@incollection{vajjhala_transformative_2025,
	address = {Cham},
	title = {The {Transformative} {Role} of {Big} {Data} {Analytics} and {Generative} {AI} in {Redefining} {FinTech} for {New} {Business} {Models}},
	volume = {24},
	isbn = {978-3-031-76709-8 978-3-031-76710-4},
	url = {https://link.springer.com/10.1007/978-3-031-76710-4_14},
	abstract = {This chapter elaborates on the role of Big Data Analytics and Generative AI’s impact in redeﬁning FinTech and transforming new business models in the ﬁnancial services industry. This chapter addresses several issues regarding the integration of Generative AI and digital technologies in ﬁnance and describes how AI and machine learning systems are contributing in improved data analysis, process automation, and enhanced decision-making in the modern business environment. Handling and analyzing big data pose a considerable challenge primarily related to the quality of available data and ethical issues associated with using existing or acquired data. The chapter deals with the evolution of banking technologies, which have produced competitive customer-oriented ﬁnancial services through digitization and AI’s generative capabilities. The chapter provides a holistic perspective on the opportunities, challenges, beneﬁts, and risks associated with the transformative potential of using generative AI and big data analytics in the FinTech industry.},
	language = {en-GB},
	urldate = {2025-02-11},
	booktitle = {Generative {Artificial} {Intelligence} ({AI}) {Approaches} for {Industrial} {Applications}},
	publisher = {Springer Nature Switzerland},
	author = {Nuhiu, Artor and Aliu, Florin},
	editor = {Vajjhala, Narasimha Rao and Roy, Sanjiban Sekhar and Taşcı, Burak and Hoque Chowdhury, Muhammad Enamul},
	year = {2025},
	doi = {10.1007/978-3-031-76710-4_14},
	note = {Series Title: Information Systems Engineering and Management},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#1:Buchteil:learning:management:system},
	pages = {281--304},
	file = {Nuhiu und Aliu - 2025 - The Transformative Role of Big Data Analytics and Generative AI in Redefining FinTech for New Busine:/Users/jochenhanisch-johannsen/Zotero/storage/GW6HKHKS/Nuhiu und Aliu - 2025 - The Transformative Role of Big Data Analytics and Generative AI in Redefining FinTech for New Busine.pdf:application/pdf},
}

@incollection{vajjhala_leveraging_2025,
	address = {Cham},
	title = {Leveraging {Generative} {AI} for {Enhanced} {Predictive} {Maintenance} and {Anomaly} {Detection} in {Manufacturing}},
	volume = {24},
	isbn = {978-3-031-76709-8 978-3-031-76710-4},
	url = {https://link.springer.com/10.1007/978-3-031-76710-4_13},
	abstract = {This chapter explores the potential of Generative AI in enhancing predictive maintenance and fault diagnosis within the context of Industry 4.0. As manufacturing companies strive to improve productivity and reduce downtime, this innovative approach goes beyond traditional predictive maintenance models by utilizing historical failure data, machine learning-based control limits, and optimal sensor thresholds to predict and mitigate issues. The chapter also integrates Standard Operating Procedures (SOPs) and historical maintenance records into a comprehensive diagnostic system. By implementing a Retrieval-Augmented Generation (RAG) system combined with Large Language Models (LLMs), this chapter demonstrates how this approach analyzes sensor data, SOPs, and maintenance logs to generate detailed, context-aware maintenance responses leading to more effective and timely decisionmaking. The study is illustrated through a simulated pump-related scenario, showcasing the successful application of the proposed methods. The ﬁndings reveal significant improvements in identifying and diagnosing equipment anomalies, offering a proactive maintenance strategy that enhances operational reliability and efﬁciency. By incorporating AI-driven techniques like Skope-Rules and RAG, this chapter highlights the critical role of AI in modernizing manufacturing processes and sets the stage for future research focused on real-time processing and broader equipment monitoring.},
	language = {en-GB},
	urldate = {2025-02-11},
	booktitle = {Generative {Artificial} {Intelligence} ({AI}) {Approaches} for {Industrial} {Applications}},
	publisher = {Springer Nature Switzerland},
	author = {Mugala, Vamshi},
	editor = {Vajjhala, Narasimha Rao and Roy, Sanjiban Sekhar and Taşcı, Burak and Hoque Chowdhury, Muhammad Enamul},
	year = {2025},
	doi = {10.1007/978-3-031-76710-4_13},
	note = {Series Title: Information Systems Engineering and Management},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#1:Buchteil:learning:management:system},
	pages = {261--279},
	file = {Mugala - 2025 - Leveraging Generative AI for Enhanced Predictive Maintenance and Anomaly Detection in Manufacturing:/Users/jochenhanisch-johannsen/Zotero/storage/2CC6NXTU/Mugala - 2025 - Leveraging Generative AI for Enhanced Predictive Maintenance and Anomaly Detection in Manufacturing.pdf:application/pdf},
}

@article{fonseca_collaborative_2024,
	title = {Collaborative {Learning} {Ecosystems}: {Enhancing} {Communities} of {Practice} in {Digital} {Spaces}},
	volume = {1},
	issn = {29987229},
	shorttitle = {Collaborative {Learning} {Ecosystems}},
	url = {https://scipubhouse.com/home/international-journal-of-strategy-and-organisational-learning-ijsol/ijsol-content/december-2024/collaborative-learning-ecosystems-enhancing-communities-of-practice-in-digital-spaces/},
	doi = {10.56830/IJSOL12202405},
	abstract = {Exploring the intersection of digital spaces and peer collaboration, this paper delves into the evolving landscape of collaborative learning ecosystems and communities of practice. Drawing on theoretical frameworks rooted in socio-cultural traditions, the study investigates the implications of digital interactions on professional domains such as accounting, nursing, law, and social work. Through empirical analysis, the paper highlights the porous boundaries of collaborative learning activities within a broader learning ecosystem, emphasizing the significance of personal emotions and social relations in educational contexts. The concept of "community of practice" is examined as a catalyst for transforming organizational cultures and enhancing participatory communication in learning environments. By proposing design principles that prioritize intergenerational, mixed-class, and intersectional dynamics, the paper underscores the importance of diversity and authentic feedback in fostering effective collaboration. Case studies illustrating successful collaborations underscore the importance of clear communication, shared goals, and supportive cultures. Ultimately, the paper offers insights for educators and researchers seeking to leverage digital technologies for enriching collaborative learning experiences within diverse communities of practice.},
	language = {en-GB},
	number = {2},
	urldate = {2025-01-31},
	journal = {International Journal of Strategy and Organisational Learning},
	author = {Fonseca, Ana Paula and Zegers, Carolien and Firoozi, Sara},
	month = dec,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Lernsystemarchitektur, Promotion:FU6, \#5:Zeitschriftenartikel:e-learning},
	file = {Paula Fonseca et al. - 2024 - Collaborative Learning Ecosystems Enhancing Communities of Practice in Digital Spaces:/Users/jochenhanisch-johannsen/Zotero/storage/XUI373ZB/Paula Fonseca et al. - 2024 - Collaborative Learning Ecosystems Enhancing Communities of Practice in Digital Spaces.pdf:application/pdf},
}

@article{mudrak_impact_2020,
	title = {Impact of {Using} {Personalized} {E}-{Course} in {Computer} {Science} {Education}},
	volume = {13},
	issn = {23362375, 18031617},
	url = {https://www.eriesjournal.com/index.php/eries/article/view/305},
	doi = {10.7160/eriesj.2020.130402},
	abstract = {At current e-learning platforms, is often seen non-efficient usage of their possibilities when creating educational content. This article deals with the possibilities of using adaptive tools that are offered by learning management system (LMS) Moodle when creating a personalised e-course. The methodology created by the authors of the article for personalised e-course adjusts the study content based on characteristics of each student stated by his or her initial knowledge, learning style, and motivation. The article is aimed at the presentation of the created methodology and its impact on the level of student’s output knowledge as well as overall learning efficiency. By using the methodology, there was an opportunity to compare the impact of two different approaches – the personalised one and non-personalised. Statistical analysis revealed that the use of personalized e-course has a positive impact on students’ activity, motivation, and their level of output knowledge. The results showed that the attended secondary school has no or only minimal impact on the output knowledge if the students studied through the personalized e-course. An interesting finding was that students in all surveys have a stronger tendency to prefer the same learning styles over the years.},
	language = {en-GB},
	number = {4},
	urldate = {2025-01-02},
	journal = {Journal on Efficiency and Responsibility in Education and Science},
	author = {Mudrák, Marián and Turčáni, Milan and Reichel, Jaroslav},
	month = dec,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:Relevanz:4, \#1:Zeitschriftenartikel:learning:management:system, Promotion:FU6},
	pages = {174--188},
	file = {Mudrák et al. - 2020 - Impact of Using Personalized E-Course in Computer Science Education:/Users/jochenhanisch-johannsen/Zotero/storage/F5G4FBB5/Mudrák et al. - 2020 - Impact of Using Personalized E-Course in Computer Science Education.pdf:application/pdf},
}

@article{ns_mmeded_efektifitas_2024,
	title = {Efektifitas {Pengembangan} {Collaborative} {Learning} {Management} {System} ({CLMS}) {Untuk} {Meningkatkan} {Keterlibatan} {Belajar} {Mahasiswa}},
	volume = {3},
	issn = {2963-5411, 2963-5381},
	url = {https://e-journal.saku.co.id/index.php/IPK/article/view/272},
	doi = {10.58439/ipk.v3i2.272},
	abstract = {Student involvement in the learning process is crucial as it affects their learning success. The implementation of online learning at UNISA Yogyakarta faced obstacles due to low student participation. Student interest in accessing the LMS is influenced by the quality of the LMS. The results of LMS monitoring and evaluation over the past year showed an average score of 2.28 (categorized as sufficient). Courses with good LMS evaluation scores accounted for 23.6\%. The development of the LMS is an effort to increase student involvement in cognitive, behavioral, emotional, and performance aspects. This research is a collaborative study on LMS development in partnership with Universiti Malaysia Pahang. The development method uses the 4D model (Define, Design, Develop, Disseminate). The measurement of learning engagement, as the impact of CLMS development, was conducted using the Online Student Engagement Scale (OSE) adapted from Dixson (2015). Data analysis employed qualitative analysis and statistical frequency distribution for each engagement component. The results showed that the average engagement of respondents at UNISA Yogyakarta before CLMS development was 74.7, and the post-test average was 78.8, indicating a score increase of 5\% (4.1). Meanwhile, the average engagement score of respondents at UMP was 73.4. The effectiveness test resulted in a p-value of 0.002 (p{\textless}0.05), indicating that CLMS development is effective in improving student learning engagement. Each course is expected to develop innovative teaching media within the LMS to enhance the student learning process.},
	language = {id-ID},
	number = {2},
	urldate = {2025-01-02},
	journal = {Informasi dan Promosi Kesehatan},
	author = {Ns., M.Med.Ed., Suryani and {Sulistyaningsih} and {Sadr Lutfi Mufreni} and {Farida Noor Rohmah}},
	month = dec,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur, Promotion:FU6},
	pages = {161--175},
	file = {Ns., M.Med.Ed. et al. - 2024 - Efektifitas Pengembangan Collaborative Learning Management System (CLMS) Untuk Meningkatkan Keterlib:/Users/jochenhanisch-johannsen/Zotero/storage/IF26LQBZ/Ns., M.Med.Ed. et al. - 2024 - Efektifitas Pengembangan Collaborative Learning Management System (CLMS) Untuk Meningkatkan Keterlib.pdf:application/pdf},
}

@article{kucirkova_english_2014,
	title = {English for specific purposes e-learning experimental research},
	volume = {7},
	issn = {23362375, 18031617},
	url = {https://www.eriesjournal.com/index.php/eries/article/view/109},
	doi = {10.7160/eriesj.2014.070306},
	abstract = {The paper deals with English for Specific Purposes (ESP) e-learning experimental research conducted in the lessons of Business English in winter term of academic year 2012/13 at the Czech University of Life Sciences (CULS) in Prague. Online study support for Business English is a 14 module course in the Moodle Learning Management System (LMS) which is used for study purposes on the B1 level of the Common European Framework of References for Languages. The research sample is represented by 107 students enrolled into the optional subject of Business English. These students enrolled into the lessons individually on the basis of their specialist schedules and it was not possible to influence how many of them would be enrolled into the subject of Business English and into what days of Business English lessons. The students were divided randomly into the experimental and control groups. At the beginning of the course the students wrote the pre-test and at the end the post-test. The students of the experimental group were statistically significantly better in listening comprehension, they had exactly the same results in translation and writing as the control group, and very slightly worse results in vocabulary and reading comprehension than the control group, but not statistically significant. Nevertheless, the total results in post-tests were equal, there were not any statistically significant differences. We also analysed students´ questionnaires in which students expressed their opinions on e-learning effectiveness. The findings in the questionnaires proved that the students had positive attitude to e-learning.},
	language = {en-GB},
	number = {3-4},
	urldate = {2025-01-02},
	journal = {Journal on Efficiency and Responsibility in Education and Science},
	author = {Kucirkova, Lenka and Kucera, Petr and Vostra Vydrova, Hana},
	month = dec,
	year = {2014},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:Relevanz:4, \#1:Zeitschriftenartikel:learning:management:system, Promotion:FU6},
	pages = {80--86},
	file = {Kucirkova et al. - 2014 - ENGLISH FOR SPECIFIC PURPOSES E-LEARNING EXPERIMENTAL RESEARCH:/Users/jochenhanisch-johannsen/Zotero/storage/MHJ7DEDS/Kucirkova et al. - 2014 - ENGLISH FOR SPECIFIC PURPOSES E-LEARNING EXPERIMENTAL RESEARCH.pdf:application/pdf},
}

@incollection{fahr_flipped_2025,
	address = {Wiesbaden},
	title = {Flipped {Classroom} als {Erfolgskonzept} für das „{New} {Normal}“ in der {Hochschullehre}?: {Entwicklung} und {Erprobung} von {FC}-{Konzepten} für unterschiedliche {Lehrformate} und {Fachkontexte}},
	isbn = {978-3-658-45214-8 978-3-658-45215-5},
	shorttitle = {Flipped {Classroom} als {Erfolgskonzept} für das „{New} {Normal}“ in der {Hochschullehre}?},
	url = {https://link.springer.com/10.1007/978-3-658-45215-5_4},
	abstract = {Zusammenfassung
            Die Hochschullehre befindet sich in einem Transformationsprozess, in dem Erkenntnisse aus der Online-Lehre der Pandemiezeit mit der etablierten Präsenzlehre verbunden werden. Im Projekt INKULT an der Friedrich-Alexander-Universität Erlangen-Nürnberg wurden Flipped Classroom (FC)-Modelle für 13 Lehrveranstaltungen aus unterschiedlichen Fachkulturen entwickelt. Der Fokus lag darauf, FC-Modelle zu erstellen, die den besonderen Bedürfnissen verschiedener Fachrichtungen gerecht werden und die Wahrnehmung des FC-Konzepts durch Lehrende und Studierende zu analysieren. Die Untersuchung brachte zentrale Erfolgsfaktoren und Herausforderungen zum Vorschein und unterstrich die Wichtigkeit einer sorgfältigen Veranstaltungsplanung und der Interaktion mit den Studierenden für den Erfolg des FC. Dabei wird betont, dass eine Reflexion über die veränderte Rolle der Lehrenden und die Förderung des selbstgesteuerten Lernens der Studierenden essentiell für den Erfolg des Formates sind. Weiterbildungsmaßnahmen für Lehrende und die Entwicklung metakognitiver Kompetenzen bei Studierenden sind dabei von zentraler Bedeutung. Die Resultate unterstreichen zudem die wesentliche Bedeutung von Ressourcen, sowohl finanzieller als auch personeller Art, für die Implementierung des FC-Ansatzes. Die Implementierung des FC-Konzepts erfordert also eine ganzheitliche Herangehensweise, die organisatorische, didaktische und individuelle Aspekte gleichermaßen berücksichtigt und unterstützt. Durch kontinuierliche Reflexion, kritische Evaluation und iterative Anpassung kann ein Mehrwert durch FC-Modelle für die Lehre generiert werde.},
	language = {de-DE},
	urldate = {2025-01-02},
	booktitle = {Digital gestützte {Lehre}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hetzner, Sónia and Krauß, Elisabeth and Schmidt, Claudia},
	editor = {Fahr, Uwe and Riegler, Peter},
	year = {2025},
	doi = {10.1007/978-3-658-45215-5_4},
	note = {Series Title: Diversität und Bildung im digitalen Zeitalter},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {73--96},
	file = {Hetzner et al. - 2025 - Flipped Classroom als Erfolgskonzept für das „New Normal“ in der Hochschullehre Entwicklung und Er:/Users/jochenhanisch-johannsen/Zotero/storage/G4FXGV64/Hetzner et al. - 2025 - Flipped Classroom als Erfolgskonzept für das „New Normal“ in der Hochschullehre Entwicklung und Er.pdf:application/pdf},
}

@incollection{fahr_portfolio-prufungen_2025,
	address = {Wiesbaden},
	title = {Portfolio-{Prüfungen} – die {Patentlösung} für kompetenzorientiertes {Prüfen}?: {Ergebnisse} aus der {Evaluation} von sechs {Pilotveranstaltungen}},
	isbn = {978-3-658-45214-8 978-3-658-45215-5},
	shorttitle = {Portfolio-{Prüfungen} – die {Patentlösung} für kompetenzorientiertes {Prüfen}?},
	url = {https://link.springer.com/10.1007/978-3-658-45215-5_5},
	abstract = {Zusammenfassung
            Portfolio-Prüfungen werden immer beliebter. Das Projekt THDKomPort an der Technischen Hochschule Deggendorf hat Portfolio-Prüfungen im Rahmen verschiedener Pilotveranstaltungen evaluiert. Folgende Ergebnisse wurden konstatiert: Je nach Ausgestaltung der Lehrveranstaltung ergeben sich positive Effekte auf das studentische Lernen. Portfolio-Prüfungen gehen jedoch mit einem höheren Workload für Studierende und Lehrende einher. Insgesamt wurde das Potenzial von Portfolio-Prüfungen in den Pilotveranstaltungen nicht immer voll ausgeschöpft. Portfolio-Prüfungen sind ein gutes Instrument für Kompetenzorientiertes Prüfen, wenn Lehrveranstaltungen im Sinne von Constructive Alignment geplant und höhere Kompetenzniveaus abgebildet werden. Portfolio-Prüfungen werden daher vor allem für Lehrveranstaltungen, bei denen ein breites Spektrum an Kompetenzen in höheren kognitiven Niveaus erworben werden soll, empfohlen. Voraussetzung ist zudem eine Sensibilisierung der Lehrenden für Constructive Alignment.},
	language = {de-DE},
	urldate = {2025-01-02},
	booktitle = {Digital gestützte {Lehre}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fischer, Sabine and Jung, Simone and Fisch, Karina},
	editor = {Fahr, Uwe and Riegler, Peter},
	year = {2025},
	doi = {10.1007/978-3-658-45215-5_5},
	note = {Series Title: Diversität und Bildung im digitalen Zeitalter},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {97--123},
	file = {Fischer et al. - 2025 - Portfolio-Prüfungen – die Patentlösung für kompetenzorientiertes Prüfen Ergebnisse aus der Evaluat:/Users/jochenhanisch-johannsen/Zotero/storage/TVB7TZFN/Fischer et al. - 2025 - Portfolio-Prüfungen – die Patentlösung für kompetenzorientiertes Prüfen Ergebnisse aus der Evaluat.pdf:application/pdf},
}

@article{suryani_initial_2024,
	title = {An initial user model design for adaptive interface development in learning management system based on cognitive load},
	volume = {26},
	issn = {1435-5558, 1435-5566},
	url = {https://link.springer.com/10.1007/s10111-024-00772-8},
	doi = {10.1007/s10111-024-00772-8},
	abstract = {The cognitive aspect is crucial in developing interactive and adaptive systems, including learning management systems (LMS). By understanding human cognitive processes, developers can create adaptive systems that are sustainably used by targeted users. Cognitive traits need to be explored to become part of the user model, especially especially to develop an LMS with an adaptive interface based on cognitive load. However, there is limited research exploring the correlation between cognitive load and adaptive interfaces, as well as the visualization of information, within online learning settings, including those specifically within LMS platforms. Additionally, a lack of understanding of cognitive processes renders the use of LMS static and unable to adapt to learners’ abilities. Therefore, information regarding the specific characteristics or model of cognitive load that accurately represent LMS users as triggers for adaptive interfaces needs to be further examined. A total of four experts in the cognitive field were interviewed. The interview process was conducted in a semi-structured manner to obtain information about problems in the use of e-learning, the nature of cognitive, and the process of capturing cognitive load during learning using LMS. By using a soft system methodology, the results from the interviews are mapped into a cognitive load-based LMS user model design. The initial model design includes information on working memory capacity, task performance (time, true/false rate), learning behavior (learner log), physiological (in a lab scale), and self-reporting (Likert scale). This model design is a promising first step towards a more technical process in developing adaptive and interactive systems.},
	language = {en-GB},
	number = {4},
	urldate = {2025-01-01},
	journal = {Cognition, Technology \& Work},
	author = {Suryani, Mira and Sensuse, Dana Indra and Santoso, Harry Budi and Aji, Rizal Fathoni and Hadi, Setiawan and Suryono, Ryan Randy and {Kautsarina}},
	month = nov,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur, Promotion:FU3},
	pages = {653--672},
	file = {Suryani et al. - 2024 - An initial user model design for adaptive interface development in learning management system based:/Users/jochenhanisch-johannsen/Zotero/storage/DEJGP3D4/Suryani et al. - 2024 - An initial user model design for adaptive interface development in learning management system based.pdf:application/pdf},
}

@article{cabi_relationship_2024,
	title = {The relationship between academic performance and the interaction patterns of online students in learning management system},
	issn = {1360-2357, 1573-7608},
	url = {https://link.springer.com/10.1007/s10639-024-13168-y},
	doi = {10.1007/s10639-024-13168-y},
	abstract = {Learning Management System (LMS) can track student interactions with digital learning resources during an online learning activity. Learners with different goals, motivations and preferences may exhibit different behaviours when accessing these materials. These different behaviours may further affect their learning performance. The purpose of this study is to examine the relationship between students’ interaction behaviours in online learning activities and their academic performance. In this study, including 214 students, the LMS was used for sharing course content, communicating with students, and conducting evaluations. At the end of the 14-week teaching period, the tracking data, which were obtained from the learning activities of the students, were analysed. A two-step clustering analysis was carried out to categorise students’ interactions with learning activities. Thus, it was determined that they had low, moderate, and high interactions, respectively. The normal distribution and homogeneity of variances of the variables were checked. ANOVA was used when assumptions were met, and the Kruskal-Wallis test was used when assumptions were met. A significant difference was found between the different behaviour clusters and students’ academic performance. This study showed that students with high levels of interaction according to behaviour patterns also performed well academically. In addition, students’ expectations and motivations for the course were collected and examined using a questionnaire.},
	language = {en-GB},
	urldate = {2025-01-01},
	journal = {Education and Information Technologies},
	author = {Cabı, Emine},
	month = nov,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Bewertungsmethoden, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur, Promotion:FU6},
	file = {Cabı - 2024 - The relationship between academic performance and the interaction patterns of online students in lea:/Users/jochenhanisch-johannsen/Zotero/storage/UGZD8EGG/Cabı - 2024 - The relationship between academic performance and the interaction patterns of online students in lea.pdf:application/pdf},
}

@incollection{rocha_magnat_2024,
	address = {Cham},
	title = {{MAGNAT}: {Maritime} {Management} {Ensemble} {Learning} {System}},
	volume = {986},
	isbn = {978-3-031-60217-7 978-3-031-60218-4},
	shorttitle = {{MAGNAT}},
	url = {https://link.springer.com/10.1007/978-3-031-60218-4_1},
	abstract = {The classiﬁcation of ships using remotely sensed data is increasingly vital for maritime security, environmental monitoring, and commercial applications. Advances in satellite imagery and remote sensing technologies have heightened the need for effective ship classiﬁcation algorithms. A key challenge lies in the variability of ship appearances due to size, shape, orientation, and environmental factors. Ensemble learning, which combines multiple classiﬁers for improved accuracy, has shown promise in this area. However, this method faces issues like increased memory and time complexity, and the inﬂuence of lower-quality models, highlighting the need for model pruning. This study presents a new approach to maritime management through the introduction of an ensemble learning system. The MAGNAT (Maritime mAnaGement eNsemble leArning sysTem) proposal and novel contribution in this paper represent an intelligent ensemble solution that signiﬁcantly enhances ship classiﬁcation in the maritime domain through the adoption of ensemble learning techniques. Incorporating various Convolutional Neural Network (CNN) models into the training process, a novel aggregation strategy is devised to eliminate redundant models, retaining only those that actively enhance the learning process. Extensive experiments utilizing a renowned ship dataset were conducted to validate the effectiveness of the framework, ultimately demonstrating its superiority over conventional ensemble solutions.},
	language = {en-GB},
	urldate = {2025-01-01},
	booktitle = {Good {Practices} and {New} {Perspectives} in {Information} {Systems} and {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Mesgaribarzi, Niusha},
	editor = {Rocha, Álvaro and Adeli, Hojjat and Dzemyda, Gintautas and Moreira, Fernando and Poniszewska-Marańda, Aneta},
	year = {2024},
	doi = {10.1007/978-3-031-60218-4_1},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#1:Buchteil:learning:management:system},
	pages = {3--12},
	file = {Mesgaribarzi - 2024 - MAGNAT Maritime Management Ensemble Learning System:/Users/jochenhanisch-johannsen/Zotero/storage/VRBVYPND/Mesgaribarzi - 2024 - MAGNAT Maritime Management Ensemble Learning System.pdf:application/pdf},
}

@incollection{rocha_deep_2024,
	address = {Cham},
	title = {Deep {Learning} for {Healthcare}: {A} {Web}-{Microservices} {System} {Ready} for {Chest} {Pathology} {Detection}},
	volume = {986},
	isbn = {978-3-031-60217-7 978-3-031-60218-4},
	shorttitle = {Deep {Learning} for {Healthcare}},
	url = {https://link.springer.com/10.1007/978-3-031-60218-4_16},
	abstract = {The automation of medical diagnosis has accelerated thanks to the integration of artiﬁcial intelligence (AI), particularly in interpreting pathologies in chest X-rays. This study presents a web microservices system that uses a deep learning model to classify thoracic pathologies. The system improves clinical decision-making by providing visual aids, including heat maps for model explainability and a comprehensive set of medical image manipulation tools. The back-end, developed using a microservices architecture, ensures robust data management, secure user authentication, and eﬃcient AI model integration. The results highlight the system’s accuracy in detecting pathologies with an average AUC of 0.89, an easy-to-use interface, and the transformative impact of AI explainability in clinical settings.},
	language = {en-GB},
	urldate = {2025-01-01},
	booktitle = {Good {Practices} and {New} {Perspectives} in {Information} {Systems} and {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Quevedo, Sebastián and Behzadi-Khormouji, Hamed and Domínguez, Federico and Peláez, Enrique},
	editor = {Rocha, Álvaro and Adeli, Hojjat and Dzemyda, Gintautas and Moreira, Fernando and Poniszewska-Marańda, Aneta},
	year = {2024},
	doi = {10.1007/978-3-031-60218-4_16},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#1:Buchteil:learning:management:system},
	pages = {158--169},
	file = {Quevedo et al. - 2024 - Deep Learning for Healthcare A Web-Microservices System Ready for Chest Pathology Detection:/Users/jochenhanisch-johannsen/Zotero/storage/LQPBS4XB/Quevedo et al. - 2024 - Deep Learning for Healthcare A Web-Microservices System Ready for Chest Pathology Detection.pdf:application/pdf},
}

@article{sharma_identification_2024,
	title = {Identification, quality perceptions, and cultural moderators in learning management system group commitment},
	volume = {29},
	issn = {1360-2357, 1573-7608},
	url = {https://link.springer.com/10.1007/s10639-024-12516-2},
	doi = {10.1007/s10639-024-12516-2},
	abstract = {Students’ commitment to online collaborative learning poses a significant challenge for higher education institutions. This study explores the factors that affect students’ commitment to Learning Management System (LMS) groups. A conceptual framework is developed that integrates social identity theory, DeLone and McLean’s information systems success model, and Hofstede’s cultural theory. By adopting a quantitative research design, 367 responses were gathered from university students. The data was analyzed using covariance-based structural equation modelling (CB-SEM). The findings reveal that factors such as LMS group identification, adherence to LMS group norms, perceived system quality, perceived service quality, and perceived information quality positively influence students’ commitment to the LMS group. Interestingly, collectivism as a cultural variable moderates the positive relationship between compliance with LMS group norms and commitment to LMS groups. Furthermore, uncertainty avoidance amplified the positive relationships that perceived system quality and information quality had with LMS group commitment. The model presented in this study offers significant predictive power concerning commitment to an LMS group. These findings will provide valuable insights for systems developers, higher education institutions, and instructors aiming to bolster online group commitment within LMS.},
	language = {en-GB},
	number = {13},
	urldate = {2025-01-01},
	journal = {Education and Information Technologies},
	author = {Sharma, Shavneet and Singh, Gurmeet and Prasad, Biman and Hussein, Mohammed J.},
	month = sep,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, \#1:Zeitschriftenartikel:learning:management:system, Promotion:Ausschluss, Promotion:FU6},
	pages = {17071--17096},
	file = {Sharma et al. - 2024 - Identification, quality perceptions, and cultural moderators in learning management system group com:/Users/jochenhanisch-johannsen/Zotero/storage/YES34TLM/Sharma et al. - 2024 - Identification, quality perceptions, and cultural moderators in learning management system group com.pdf:application/pdf},
}

@article{fahrni_vendor-assisted_2004,
	title = {Vendor-{Assisted} {Evaluation} of a {Learning} {Management} {System}},
	volume = {5},
	issn = {1492-3831},
	url = {http://www.irrodl.org/index.php/irrodl/article/view/162},
	doi = {10.19173/irrodl.v5i1.162},
	abstract = {A product evaluation was conducted of Desire2Learn, an online learning management system gaining popularity in educational institutions. Since an online trial version of the software was not available for evaluation, an inspection meeting with the vendor was arranged. This provided the evaluation team with an opportunity to examine the precautions necessary for ensuring the objectivity of a product evaluation based on vendor-supplied information. The report outlines the team’s use of evaluator-driven enquiry and a triangulated approach to information checking. The Desire2Learn product is assessed as a flexible and useful addition to the range of learning management system options.},
	language = {en-GB},
	number = {1},
	urldate = {2025-01-01},
	journal = {The International Review of Research in Open and Distributed Learning},
	author = {Fahrni, Patricia and Rudolph, Jim and De Schutter, Adrienne},
	month = apr,
	year = {2004},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, Promotion:FU5, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur},
	file = {Fahrni et al. - 2004 - Vendor-Assisted Evaluation of a Learning Management System:/Users/jochenhanisch-johannsen/Zotero/storage/V96F7VN9/Fahrni et al. - 2004 - Vendor-Assisted Evaluation of a Learning Management System.pdf:application/pdf},
}

@incollection{staffler_sichere_2024,
	address = {Wiesbaden},
	title = {Sichere {Digitalwirtschaft}: {Cyber}-{Sicherheit}, mehr als nur {Technik}},
	isbn = {978-3-658-45723-5 978-3-658-45724-2},
	shorttitle = {Sichere {Digitalwirtschaft}},
	url = {https://link.springer.com/10.1007/978-3-658-45724-2_7},
	language = {de-DE},
	urldate = {2025-01-01},
	booktitle = {Digitalwirtschaft},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hofmann, Tom F.},
	editor = {Staffler, Lukas and Ebersberger, Bernd and Jobin, Anna},
	year = {2024},
	doi = {10.1007/978-3-658-45724-2_7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {151--205},
	file = {Hofmann - 2024 - Sichere Digitalwirtschaft Cyber-Sicherheit, mehr als nur Technik:/Users/jochenhanisch-johannsen/Zotero/storage/6R4VM2LD/Hofmann - 2024 - Sichere Digitalwirtschaft Cyber-Sicherheit, mehr als nur Technik.pdf:application/pdf},
}

@article{wang_topic_2024,
	title = {A topic map based learning management system to facilitate meaningful grammar learning: the case of {Japanese} grammar learning},
	volume = {11},
	issn = {2196-7091},
	shorttitle = {A topic map based learning management system to facilitate meaningful grammar learning},
	url = {https://slejournal.springeropen.com/articles/10.1186/s40561-024-00338-1},
	doi = {10.1186/s40561-024-00338-1},
	abstract = {Abstract
            This study investigates the effect of studying with topic maps provided by a self-developed language learning support system on (a) learning perception, (b) learning achievement and (c) variation in learning attitude and motivation, from the perspective of prior learning attitude, motivation and learning style. An analysis was conducted on the learning data of 90 participants for examining pre-test and post-test scores, learning perception, learning style indicators, attitude and motivation rankings before and after the study of target Japanese grammar content with the support of the system. The findings suggest that learners with high attitude/motivation perceived greater development of the habit of “learning from the comparison of related knowledge” and felt more satisfied with the learning situation in the system environment. Furthermore, the learners' attitude towards Japanese grammar learning and their motivation toward Japanese language learning were significantly stronger after the learning activity. It is also observed that (a) learner attitude towards Japanese grammar after studying with the system only had a positive correlation to prior attitudes; and (b) learner motivation towards Japanese language after studying with the system correlated highly with prior motivation and perception of development of the habit of “learning from the comparison of related knowledge.” Finally, from a learning style perspective, the analysis result suggests that “Global learners” expressed a stronger feeling about the usefulness of the comparison function of the system and their increment in motivation after using the system was higher than for “Sequential learners.” Moreover, between learning style indicators in the Sequential/Global dimension and level of learner expertise in the reported mental load scale, a significant interaction effect was found.},
	language = {en-GB},
	number = {1},
	urldate = {2025-01-01},
	journal = {Smart Learning Environments},
	author = {Wang, Jingyun and Wynn, Adam and Mendori, Takahiko and Hwang, Gwo-Jen},
	month = nov,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Bewertungsmethoden, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur, Promotion:FU6},
	pages = {53},
	file = {Wang et al. - 2024 - A topic map based learning management system to facilitate meaningful grammar learning the case of:/Users/jochenhanisch-johannsen/Zotero/storage/7SVREXQI/Wang et al. - 2024 - A topic map based learning management system to facilitate meaningful grammar learning the case of.pdf:application/pdf},
}

@incollection{staffler_okonomik_2024,
	address = {Wiesbaden},
	title = {Die Ökonomik digitaler multinationaler {Unternehmen}},
	isbn = {978-3-658-45723-5 978-3-658-45724-2},
	url = {https://link.springer.com/10.1007/978-3-658-45724-2_3},
	language = {de-DE},
	urldate = {2025-01-01},
	booktitle = {Digitalwirtschaft},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ebersberger, Bernd and Dachs, Bernhard},
	editor = {Staffler, Lukas and Ebersberger, Bernd and Jobin, Anna},
	year = {2024},
	doi = {10.1007/978-3-658-45724-2_3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {69--85},
	file = {Ebersberger und Dachs - 2024 - Die Ökonomik digitaler multinationaler Unternehmen:/Users/jochenhanisch-johannsen/Zotero/storage/YI4U2R7H/Ebersberger und Dachs - 2024 - Die Ökonomik digitaler multinationaler Unternehmen.pdf:application/pdf},
}

@incollection{staffler_digitale_2024,
	address = {Wiesbaden},
	title = {Digitale {Geschäftsmodelle}},
	isbn = {978-3-658-45723-5 978-3-658-45724-2},
	url = {https://link.springer.com/10.1007/978-3-658-45724-2_4},
	language = {de-DE},
	urldate = {2025-01-01},
	booktitle = {Digitalwirtschaft},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Degischer, Daniel and Wallnöfer, Maria},
	editor = {Staffler, Lukas and Ebersberger, Bernd and Jobin, Anna},
	year = {2024},
	doi = {10.1007/978-3-658-45724-2_4},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {87--107},
	file = {Degischer und Wallnöfer - 2024 - Digitale Geschäftsmodelle:/Users/jochenhanisch-johannsen/Zotero/storage/BB66RCJI/Degischer und Wallnöfer - 2024 - Digitale Geschäftsmodelle.pdf:application/pdf},
}

@incollection{staffler_ethische_2024,
	address = {Wiesbaden},
	title = {Ethische {Dimensionen} der {Digitalwirtschaft}},
	isbn = {978-3-658-45723-5 978-3-658-45724-2},
	url = {https://link.springer.com/10.1007/978-3-658-45724-2_5},
	language = {de-DE},
	urldate = {2025-01-01},
	booktitle = {Digitalwirtschaft},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Frischhut, Markus},
	editor = {Staffler, Lukas and Ebersberger, Bernd and Jobin, Anna},
	year = {2024},
	doi = {10.1007/978-3-658-45724-2_5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {109--128},
	file = {Frischhut - 2024 - Ethische Dimensionen der Digitalwirtschaft:/Users/jochenhanisch-johannsen/Zotero/storage/TN8KKQKE/Frischhut - 2024 - Ethische Dimensionen der Digitalwirtschaft.pdf:application/pdf},
}

@incollection{staffler_vertrauen_2024,
	address = {Wiesbaden},
	title = {Vertrauen: {Welche} {Rolle} spielt {Vertrauen} in der {Digitalwirtschaft}?},
	isbn = {978-3-658-45723-5 978-3-658-45724-2},
	shorttitle = {Vertrauen},
	url = {https://link.springer.com/10.1007/978-3-658-45724-2_6},
	language = {de-DE},
	urldate = {2025-01-01},
	booktitle = {Digitalwirtschaft},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gille, Felix and Papadopoulos, Kimon and Sedlakova, Jana and Zavattaro, Federica and Brall, Caroline},
	editor = {Staffler, Lukas and Ebersberger, Bernd and Jobin, Anna},
	year = {2024},
	doi = {10.1007/978-3-658-45724-2_6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {129--149},
	file = {Gille et al. - 2024 - Vertrauen Welche Rolle spielt Vertrauen in der Digitalwirtschaft:/Users/jochenhanisch-johannsen/Zotero/storage/PRGHNG9Y/Gille et al. - 2024 - Vertrauen Welche Rolle spielt Vertrauen in der Digitalwirtschaft.pdf:application/pdf},
}

@incollection{staffler_fintech_2024,
	address = {Wiesbaden},
	title = {{FinTech}},
	isbn = {978-3-658-45723-5 978-3-658-45724-2},
	url = {https://link.springer.com/10.1007/978-3-658-45724-2_9},
	language = {de-DE},
	urldate = {2025-01-01},
	booktitle = {Digitalwirtschaft},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Caramanica, Luca and Schedler, Gerhard Andreas},
	editor = {Staffler, Lukas and Ebersberger, Bernd and Jobin, Anna},
	year = {2024},
	doi = {10.1007/978-3-658-45724-2_9},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {253--284},
	file = {Caramanica und Schedler - 2024 - FinTech:/Users/jochenhanisch-johannsen/Zotero/storage/K5JARF6U/Caramanica und Schedler - 2024 - FinTech.pdf:application/pdf},
}

@incollection{staffler_healthtech_2024,
	address = {Wiesbaden},
	title = {{HealthTech} \& {MedTech}},
	isbn = {978-3-658-45723-5 978-3-658-45724-2},
	url = {https://link.springer.com/10.1007/978-3-658-45724-2_11},
	language = {de-DE},
	urldate = {2025-01-01},
	booktitle = {Digitalwirtschaft},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Aebi, MLaw Ariana and Staudinger-Fürer, MLaw Sina and Wilhelm, Theo},
	editor = {Staffler, Lukas and Ebersberger, Bernd and Jobin, Anna},
	year = {2024},
	doi = {10.1007/978-3-658-45724-2_11},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {295--312},
	file = {Aebi et al. - 2024 - HealthTech & MedTech:/Users/jochenhanisch-johannsen/Zotero/storage/2ZUYMVIQ/Aebi et al. - 2024 - HealthTech & MedTech.pdf:application/pdf},
}

@incollection{staffler_esports_2024,
	address = {Wiesbaden},
	title = {Esports: {Akteure}, {Motivation} und Ökosystem},
	isbn = {978-3-658-45723-5 978-3-658-45724-2},
	shorttitle = {Esports},
	url = {https://link.springer.com/10.1007/978-3-658-45724-2_18},
	language = {de-DE},
	urldate = {2025-01-01},
	booktitle = {Digitalwirtschaft},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Brauer, Claudia},
	editor = {Staffler, Lukas and Ebersberger, Bernd and Jobin, Anna},
	year = {2024},
	doi = {10.1007/978-3-658-45724-2_18},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {419--434},
	file = {Brauer - 2024 - Esports Akteure, Motivation und Ökosystem:/Users/jochenhanisch-johannsen/Zotero/storage/6CJ365H6/Brauer - 2024 - Esports Akteure, Motivation und Ökosystem.pdf:application/pdf},
}

@incollection{gondlach_bildung_2024,
	address = {Wiesbaden},
	title = {Bildung für nachhaltige {Entwicklung} ({BNE}) für {Digital} {Planetary} {Health}},
	isbn = {978-3-658-44851-6 978-3-658-44852-3},
	url = {https://link.springer.com/10.1007/978-3-658-44852-3_7},
	language = {de-DE},
	urldate = {2024-12-27},
	booktitle = {Regenerative {Zukünfte} und künstliche {Intelligenz}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ehlers, Jan P. and Nitsche, Julia},
	editor = {Gondlach, Kai and Brinkmann, Birgit and Brinkmann, Mark and Plath, Julia},
	year = {2024},
	doi = {10.1007/978-3-658-44852-3_7},
	note = {Series Title: SDG - Forschung, Konzepte, Lösungsansätze zur Nachhaltigkeit},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {73--81},
	file = {Ehlers und Nitsche - 2024 - Bildung für nachhaltige Entwicklung (BNE) für Digital Planetary Health:/Users/jochenhanisch-johannsen/Zotero/storage/7UP86CLY/Ehlers und Nitsche - 2024 - Bildung für nachhaltige Entwicklung (BNE) für Digital Planetary Health.pdf:application/pdf},
}

@article{beste_self-rning_2024,
	title = {Self-le@rning an der {Universität} {Hildesheim}: {Entwicklung} einer {Selbstlernplattform}},
	volume = {19},
	copyright = {https://creativecommons.org/licenses/by/4.0},
	issn = {2219-6994},
	shorttitle = {Self-le@rning an der {Universität} {Hildesheim}},
	url = {https://www.zfhe.at/index.php/zfhe/article/view/2053},
	doi = {10.21240/zfhe/19-4/03},
	abstract = {To meet the challenges of contemporary university teaching, including heterogeneous students and the demand for flexible and individualised self-study support, the University of Hildesheim launched the SELF-le@rning sub-project of the Digital C@MPUS-le@rning initiative, which is developing a platform designed for personalised learning. The cornerstone of this platform is the implementation of nanomodules and skills-based modeling to create individualised learning paths. These are further enhanced by learning analytics and a learning diary to optimally support selfdirected learning. This paper provides an overview of the current development status of the self-learning platform.},
	language = {de-DE},
	number = {4},
	urldate = {2024-12-27},
	journal = {Zeitschrift für Hochschulentwicklung},
	author = {Beste, Meeri-Liisa and El-Sharkawy, Sascha and Enders, Natalie and Schmid, Klaus and Wolff, Bianca and Zaepernick-Rothe, Ute},
	month = dec,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur, Promotion:FU3},
	pages = {37--55},
	file = {Beste et al. - 2024 - Self-le@rning an der Universität Hildesheim Entwicklung einer Selbstlernplattform:/Users/jochenhanisch-johannsen/Zotero/storage/FHP4EAUA/Beste et al. - 2024 - Self-le@rning an der Universität Hildesheim Entwicklung einer Selbstlernplattform.pdf:application/pdf},
}

@incollection{gondlach_digital_2024,
	address = {Wiesbaden},
	title = {Digital {Divide} oder die {Armut} von morgen: {Warum} wir das {Recht} auf digitale {Teilhabe} von {Kindern} und {Jugendlichen} in die {Entwicklungszusammenarbeit} integrieren müssen},
	isbn = {978-3-658-44851-6 978-3-658-44852-3},
	shorttitle = {Digital {Divide} oder die {Armut} von morgen},
	url = {https://link.springer.com/10.1007/978-3-658-44852-3_4},
	language = {de-DE},
	urldate = {2024-12-27},
	booktitle = {Regenerative {Zukünfte} und künstliche {Intelligenz}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Idriss, Lanna and Antoni, Florian and Hübers, Tobias and Bodewig, Marcel},
	editor = {Gondlach, Kai and Brinkmann, Birgit and Brinkmann, Mark and Plath, Julia},
	year = {2024},
	doi = {10.1007/978-3-658-44852-3_4},
	note = {Series Title: SDG - Forschung, Konzepte, Lösungsansätze zur Nachhaltigkeit},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {39--49},
	file = {Idriss et al. - 2024 - Digital Divide oder die Armut von morgen Warum wir das Recht auf digitale Teilhabe von Kindern und:/Users/jochenhanisch-johannsen/Zotero/storage/GQNIGB2K/Idriss et al. - 2024 - Digital Divide oder die Armut von morgen Warum wir das Recht auf digitale Teilhabe von Kindern und.pdf:application/pdf},
}

@incollection{mays_renaissance_2020,
	address = {Wiesbaden},
	title = {Die {Renaissance} der „{Unobtrusive} {Methods}“ im digitalen {Zeitalter}},
	isbn = {978-3-658-15628-2 978-3-658-15629-9},
	url = {http://link.springer.com/10.1007/978-3-658-15629-9_8},
	language = {de-DE},
	urldate = {2024-12-17},
	booktitle = {Grundlagen - {Methoden} - {Anwendungen} in den {Sozialwissenschaften}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Diekmann, Andreas},
	editor = {Mays, Anja and Dingelstedt, André and Hambauer, Verena and Schlosser, Stephan and Berens, Florian and Leibold, Jürgen and Höhne, Jan Karem},
	year = {2020},
	doi = {10.1007/978-3-658-15629-9_8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {161--172},
	file = {Diekmann - 2020 - Die Renaissance der „Unobtrusive Methods“ im digitalen Zeitalter:/Users/jochenhanisch-johannsen/Zotero/storage/ERTSSWAT/Diekmann - 2020 - Die Renaissance der „Unobtrusive Methods“ im digitalen Zeitalter.pdf:application/pdf},
}

@incollection{baur_digitale_2022,
	address = {Wiesbaden},
	title = {Digitale {Spiele}},
	isbn = {978-3-658-37984-1 978-3-658-37985-8},
	url = {https://link.springer.com/10.1007/978-3-658-37985-8_95},
	language = {de-DE},
	urldate = {2024-12-17},
	booktitle = {Handbuch {Methoden} der empirischen {Sozialforschung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bottel, Matthias and Kirschner, Heiko},
	editor = {Baur, Nina and Blasius, Jörg},
	year = {2022},
	doi = {10.1007/978-3-658-37985-8_95},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1387--1401},
	file = {Bottel und Kirschner - 2022 - Digitale Spiele:/Users/jochenhanisch-johannsen/Zotero/storage/9GBXEJ8I/Bottel und Kirschner - 2022 - Digitale Spiele.pdf:application/pdf},
}

@incollection{grosseck_scoping_2024,
	address = {Singapore},
	title = {A {Scoping} {Review} on {Online} {Assessment} {Accommodations} for {Students} with {Disabilities}: {Findings} and {Recommendations} for {Curricular} {Design} in {Higher} {Education}},
	isbn = {978-981-97-6135-7 978-981-97-6136-4},
	shorttitle = {A {Scoping} {Review} on {Online} {Assessment} {Accommodations} for {Students} with {Disabilities}},
	url = {https://link.springer.com/10.1007/978-981-97-6136-4_7},
	abstract = {The online environment has always been an efﬁcient option for accommodating learning for students of all abilities. This scoping review aims to analyze the key features, methodologies, and outcomes of research regarding online assessment accommodations for students with disabilities and extract the best recommendations for curricular design in higher education. Exploring Google Scholar, Taylor and Francis, and Web of Science (WoS) databases, a systematic literature search identiﬁed 26 pertinent studies published since 2019. Thematic analysis revealed four main themes: conceptual developments, barriers to online assessment, recommendations for enhanced accessibility, and accessible curriculum design. The ﬁndings indicate that online assessment is increasingly being viewed as a universal assessment approach with accommodations designed to beneﬁt all students. Higher education institutions should promote uniform accommodations by fostering collaboration between support services and instructors for consistent application across all courses. These accommodations could include strategies like enhancing the accessibility of learning management systems through collaboration, designing courses with progress evaluations and constructive feedback, and allowing task revisions until mastery. Additionally, advocating for various assessment formats, including blackboard quizzes, self-marking tests, and multimedia presentations with ﬂexible completion timelines, aims to boost inclusivity. The insights from this review have the potential to drive positive changes in curriculum design, promoting inclusive education for all students in higher education settings.},
	language = {en-GB},
	urldate = {2024-11-21},
	booktitle = {Digital {Assessment} in {Higher} {Education}},
	publisher = {Springer Nature Singapore},
	author = {Luştrea, Anca and Craşovan, Mariana},
	editor = {Grosseck, Gabriela and Sava, Simona and Ion, Georgeta and Malita, Laura},
	year = {2024},
	doi = {10.1007/978-981-97-6136-4_7},
	note = {Series Title: Lecture Notes in Educational Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#1:Buchteil:learning:management:system},
	pages = {145--175},
	file = {Luştrea und Craşovan - 2024 - A Scoping Review on Online Assessment Accommodations for Students with Disabilities Findings and Re:/Users/jochenhanisch-johannsen/Zotero/storage/ZRCVSDFQ/Luştrea und Craşovan - 2024 - A Scoping Review on Online Assessment Accommodations for Students with Disabilities Findings and Re.pdf:application/pdf},
}

@incollection{plass_serious_2025,
	address = {Cham},
	title = {Serious {Practices} for {Interactive} {Waste} {Sorting} {Mini}-game},
	volume = {15259},
	isbn = {978-3-031-74137-1 978-3-031-74138-8},
	url = {https://link.springer.com/10.1007/978-3-031-74138-8_11},
	abstract = {Eﬀective waste management is crucial for sustainable living, but many individuals ﬁnd it challenging to navigate the complexities of waste classiﬁcation. This study presents a web-based serious game that utilizes interactive sorting quizzes, created by both users and AI, to promote environmental sustainability learning. The game incorporates AI-generated feedback, a carbon credit system, and user-generated content to engage and educate participants. Two user studies involving 48 university students were conducted to evaluate the game’s eﬀectiveness. The ﬁndings suggest that the game eﬀectively promotes learning and improves participants’ understanding of sustainable waste management practices. The results highlight the potential of serious games to encourage environmental education and sustainable behaviors, particularly when they incorporate user agency and community involvement. Using emerging technologies and engaging users, serious games can serve as valuable tools to promote sustainable practices and address environmental challenges.},
	language = {en-GB},
	urldate = {2024-11-12},
	booktitle = {Serious {Games}},
	publisher = {Springer Nature Switzerland},
	author = {Sun, Qiming and Hsiao, I-Han},
	editor = {Plass, Jan L. and Ochoa, Xavier},
	year = {2025},
	doi = {10.1007/978-3-031-74138-8_11},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#1:Buchteil:learning:management:system},
	pages = {134--141},
	file = {Sun und Hsiao - 2025 - Serious Practices for Interactive Waste Sorting Mini-game:/Users/jochenhanisch-johannsen/Zotero/storage/MKM9KCND/Sun und Hsiao - 2025 - Serious Practices for Interactive Waste Sorting Mini-game.pdf:application/pdf},
}

@inproceedings{tze_fung_lam_application_2024,
	title = {Application of {Artificial} {Intelligence}, {Machine} {Learning} and {Deep} {Learning} in {Piloted} {Aircraft} {Operations}: {Systematic} {Review}},
	shorttitle = {Application of {Artificial} {Intelligence}, {Machine} {Learning} and {Deep} {Learning} in {Piloted} {Aircraft} {Operations}},
	url = {https://openaccess.cms-conferences.org/publications/book/978-1-958651-98-8/article/978-1-958651-98-8_30},
	doi = {10.54941/ahfe1004666},
	abstract = {Aviation research on artiﬁcial intelligence (AI), machine learning (ML), and deep learning (DL) has seen signiﬁcant growth as these emerging technologies hold immense potential for supporting both human-centered and technology-centered aspects of civil aircraft operations. This systematic review, following the guidelines of Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020, was registered on the Open Science Framework (DOI 10.17605/OSF.IO/ZR7A3) and focused speciﬁcally on the use of AI, ML, and DL in human-centric ﬂight operations. The review conducted a comprehensive search of databases including Scopus, Web of Science, IEEE Xplore, as well as online repositories (ResearchGate and Aerospace Research Central) to identify relevant articles published between 2013 and 2023. In total, 32 studies were included, which explored various applications of AI, ML, and DL in aircraft pilots and ﬂight operations. The studies were categorized into four main areas: (i) assessment and management of human factors risks, including AI-assisted data analysis of pilot performance, crew resource management, and ML-based support for pilots’ cognitive workload monitoring, (ii) detection of human errors, with support systems based on ML-based approaches for real-time monitoring and DL models for biometric monitoring of cockpit pilots were identiﬁed for the detection of human errors in ﬂight safety, (iii) reduction and prediction of human errors, categorized into AI-assisted predictive analytics in ﬂight accidents, and ML-based pattern recognition to predict unstable approaches, and (iv) prevention of human errors in aviation through ML utilization for pilot training enhancement, and AI-supporting ﬂight automation and decision support systems for ﬂight operation. Analysis of the included studies revealed a rising trend in the publication of articles after 2020, albeit at a slow rate. It is worth noting that the majority of studies focused on conceptual applications, with fewer studies involving empirical testing. The ﬁndings of this review highlight the potential for future research in developing and testing improved human factors risk assessment (HRA) models assisted by computational intelligence in piloted aircraft operations, with the ultimate aim of enhancing ﬂight safety.},
	language = {en-GB},
	urldate = {2024-08-31},
	author = {Tze Fung Lam, Steven and H.S. Chan, Alan},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:FU4b, \#1:Konferenz-Paper:learning:management:system},
	file = {Tze Fung Lam und H.S. Chan - 2024 - Application of Artificial Intelligence, Machine Le.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3ZE4DNVE/Tze Fung Lam und H.S. Chan - 2024 - Application of Artificial Intelligence, Machine Le.pdf:application/pdf},
}

@article{ramos_development_2024,
	title = {Development of a {Filipinized} {Learning} {Management} {System}},
	volume = {5},
	issn = {2661-8907},
	url = {https://link.springer.com/10.1007/s42979-024-02621-x},
	doi = {10.1007/s42979-024-02621-x},
	abstract = {The problem of internet connectivity in the Philippines has added a heavy burden to the online learning environment and the use of learning management systems by the nursing educational sector. Thus, the researchers developed the Filipinized Learning Management System (FLMS) that addresses the problem of unstable internet connection, is freely accessible, and is responsive to the teaching and learning needs of Filipino nursing faculty and students. Faculty and students were surveyed about their initial experiences and thoughts with the system utilizing a mixed-methods approach, which involved a series of focus group discussions and the use of the Technology-Acceptance Model (TAM) questionnaire. The FLMS’s design features include target user appropriateness, lower and lesser system operating and maintenance requirements, offline features, and multi-modal means of content presentation and communication. Preliminary findings indicate that the Filipinized Learning Management System (FLMS) demonstrated the potential to address connectivity issues, featuring a user-friendly interface and offline capabilities. It facilitated engagement and community building through collaborative tools and discussion boards. However, users also faced notable technical challenges, leading to recommendations for system enhancements. The results of the study prove that developing a learning management system entails a process of assessing and understanding its intended users to maximize its potential effectively. The pilot implementation of the FLMS uncovered vital insights into its ability to mitigate connectivity obstacles and enhance online education in the Philippines. It is challenging yet possible. The study hopes to contribute to the discourse of creating technological advancements in the field of education.},
	language = {en-GB},
	number = {3},
	urldate = {2024-07-11},
	journal = {SN Computer Science},
	author = {Ramos, Rita C. and Garcia, Primo and Roxas-Ridulme, Queenie and Cabanes, Ria Valerie and Rosario, Hanna May and Enrile, Marie Karen and De Jesus, Ronaldo and Dolliente, Cariza and Sandoval, Adrian},
	month = feb,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit, Promotion:FU4b, Lernsystemarchitektur, Promotion:FU6},
	pages = {275},
	file = {Ramos et al. - 2024 - Development of a Filipinized Learning Management S.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/925D2RI8/Ramos et al. - 2024 - Development of a Filipinized Learning Management S.pdf:application/pdf},
}

@article{bhatnagar_digital_2024,
	title = {Digital eye strain among medical students associated with shifting to e-learning during {COVID}-19 pandemic: {An} online survey},
	volume = {72},
	issn = {1998-3689},
	shorttitle = {Digital eye strain among medical students associated with shifting to e-learning during {COVID}-19 pandemic},
	doi = {10.4103/IJO.IJO_492_23},
	abstract = {PURPOSE: This study aimed to determine the prevalence, risk factors, symptoms, and awareness of computer vision syndrome (CVS) among medical students during the coronavirus disease 2019 (COVID-19) pandemic.
METHODS: A cross-sectional observational study was conducted among 283 undergraduate medical students at a tertiary healthcare center. An electronic survey was conducted to collect the data. Data were analyzed using Statistical Package for Social Sciences (SPSS version 23). The Chi-square test (Fisher's exact test when required) was used to study the significance of associations. A P value {\textless}0.05 was considered statistically significant.
RESULTS: A high prevalence of CVS was observed in which 92\% reported at least one symptom while using a digital device, the most frequent being eye strain (49\%). Among extraocular complaints, joint pain in the wrist and fingers was most frequent. Significant association (P {\textless} 0.05) of CVS was found with increased duration of digital device usage, refractive error, use of glasses or contact lens, preexisting dry eye disease, and use of topical eye drops. 37\% of the participants were aware of the 20-20-20 rule, while only 11\% followed it.
CONCLUSION: CVS is a common health concern among medical students. Hence, to increase the productivity of work, significant risk factors need to be addressed and awareness must be raised.},
	language = {en-GB},
	number = {1},
	journal = {Indian Journal of Ophthalmology},
	author = {Bhatnagar, Kavita R. and Dixit, Shilpi G. and Pandey, Latika and Prakash, Sujeet and Shiromani, Sakshi and Singh, Kuldeep},
	month = jan,
	year = {2024},
	pmid = {38131578},
	pmcid = {PMC10841805},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:Ausschluss, Humans, COVID-19, Cross-Sectional Studies, Students, Medical, \#5:Zeitschriftenartikel:e-learning, Computer-Assisted Instruction, Asthenopia, Pandemics},
	pages = {98--104},
	file = {Bhatnagar et al. - 2024 - Digital eye strain among medical students associat.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MQDXIHZK/Bhatnagar et al. - 2024 - Digital eye strain among medical students associat.pdf:application/pdf},
}

@incollection{staiger_als_2025,
	address = {Berlin, Heidelberg},
	title = {Als die {Texte} das {Laufen} lernten – Über die {Medialität} des {Lesens} und digitale {Lesemedien}},
	isbn = {978-3-662-69716-0 978-3-662-69717-7},
	url = {https://link.springer.com/10.1007/978-3-662-69717-7_6},
	language = {de-DE},
	urldate = {2025-03-22},
	booktitle = {Schrift / {Bild} – {Lesen}},
	publisher = {Springer Berlin Heidelberg},
	author = {Kosch, Lukas},
	editor = {Staiger, Michael},
	year = {2025},
	doi = {10.1007/978-3-662-69717-7_6},
	note = {Series Title: Abhandlungen zur Medien- und Kulturwissenschaft},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {99--110},
	file = {Kosch - 2025 - Als die Texte das Laufen lernten – Über die Medialität des Lesens und digitale Lesemedien:/Users/jochenhanisch-johannsen/Zotero/storage/RI88KGUC/Kosch - 2025 - Als die Texte das Laufen lernten – Über die Medialität des Lesens und digitale Lesemedien.pdf:application/pdf},
}

@incollection{staiger_visuelle_2025,
	address = {Berlin, Heidelberg},
	title = {Visuelle {Marker} und spielerische {Immersion} in multimodalen digitalen {Lesepraktiken}},
	isbn = {978-3-662-69716-0 978-3-662-69717-7},
	url = {https://link.springer.com/10.1007/978-3-662-69717-7_7},
	language = {de-DE},
	urldate = {2025-03-22},
	booktitle = {Schrift / {Bild} – {Lesen}},
	publisher = {Springer Berlin Heidelberg},
	author = {Wilke, Franziska},
	editor = {Staiger, Michael},
	year = {2025},
	doi = {10.1007/978-3-662-69717-7_7},
	note = {Series Title: Abhandlungen zur Medien- und Kulturwissenschaft},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {111--130},
	file = {Wilke - 2025 - Visuelle Marker und spielerische Immersion in multimodalen digitalen Lesepraktiken:/Users/jochenhanisch-johannsen/Zotero/storage/8YFREBRZ/Wilke - 2025 - Visuelle Marker und spielerische Immersion in multimodalen digitalen Lesepraktiken.pdf:application/pdf},
}

@incollection{kupiek_fallstudie_2025,
	address = {Wiesbaden},
	title = {Fallstudie: die {Digitale} {Disruption} der {Medienbranche}},
	isbn = {978-3-658-45531-6 978-3-658-45532-3},
	shorttitle = {Fallstudie},
	url = {https://link.springer.com/10.1007/978-3-658-45532-3_6},
	language = {de-DE},
	urldate = {2025-03-10},
	booktitle = {Dynamisches {Change} {Management}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Toulali, Ingrid},
	editor = {Kupiek, Martin and Marcinkowski, Bettina},
	year = {2025},
	doi = {10.1007/978-3-658-45532-3_6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {131--147},
	file = {Toulali - 2025 - Fallstudie die Digitale Disruption der Medienbranche:/Users/jochenhanisch-johannsen/Zotero/storage/I7PUQ6TN/Toulali - 2025 - Fallstudie die Digitale Disruption der Medienbranche.pdf:application/pdf},
}

@book{gasch_digitale_2022,
	address = {Bielefeld},
	edition = {1st ed},
	series = {Beiträge zu {Arbeit} - {Lernen} - {Persönlichkeitsentwicklung}},
	title = {Digitale {Medien} in der {Pflegeausbildung}: {Didaktik}, {Rahmenbedingungen} und {Organisationsentwicklung}},
	isbn = {978-3-7639-7076-6},
	shorttitle = {Digitale {Medien} in der {Pflegeausbildung}},
	abstract = {Der Leitfaden unterstützt die Einführung des Lernens mit digitalen Medien in der betrieblichen Pflegeausbildung. Verantwortliche für die betriebliche Aus- und Weiterbildung erhalten Anleitungen für die Implementierung digitaler Medien in die betriebliche Aus- und Weiterbildung sowie Informationen zu einer geeigneten E-Learning-Didaktik. Schwerpunkt der Publikation sind praktische Handlungsempfehlungen zum Aufbau, Einsatz und zur Implementierung digitaler Medien in der (Alten-)Pflegeausbildung. Weitere Kapitel informieren über das BMBF-Projekt DiMAP als Grundlage des Leitfadens sowie über theoretische Hintergründe zur (Medien-)Didaktik und Betrachtung der Pflegesituation. Der Leitfaden richtet sich an Verantwortliche der internen Aus- und Weiterbildung in Pflegeeinrichtungen, PDLs, ELs, IT-Verantwortliche sowie Praxisanleiter:innen und weitere ausbildungsrelevante Akteure},
	language = {de-DE},
	publisher = {wbv Publikation},
	editor = {Gasch, Florian and Maurus, Anna and {GAB München eG}},
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buch:e-learning},
	file = {Gasch et al. - 2022 - Digitale Medien in der Pflegeausbildung Didaktik, Rahmenbedingungen und Organisationsentwicklung:/Users/jochenhanisch-johannsen/Zotero/storage/KR5KQ933/Gasch et al. - 2022 - Digitale Medien in der Pflegeausbildung Didaktik, Rahmenbedingungen und Organisationsentwicklung.pdf:application/pdf},
}

@incollection{fahr_co-kreative_2025,
	address = {Wiesbaden},
	title = {Co-kreative {Lehrentwicklung}. {Neue} {Wege} in der {Hochschulbildung}},
	isbn = {978-3-658-45214-8 978-3-658-45215-5},
	url = {https://link.springer.com/10.1007/978-3-658-45215-5_2},
	abstract = {Zusammenfassung
            
              Lehrlabor
              3
              ist ein Programm, das einen Rahmen für die gemeinsame Weiter- und Neuentwicklung von Lehrkonzepten bietet. Es wird als wirkungsvoller Hebel zur Gestaltung der Hochschulbildung verstanden. Das „Hoch drei“ symbolisiert die Kollaboration zwischen Studierenden, Lehrenden und Mitarbeitenden. Mithilfe dieser Zusammensetzung können Fächer- und Hochschulgrenzen durchbrochen werden, wodurch ein co-kreatives, rollenübergreifendes Arbeiten entsteht. Die Lehre wird spielerisch als „kaputtes Spiel“ betrachtet, um Anreize zu setzen, Motivationslücken zu erkennen und neue Ideen zu generieren. Das neunmonatige Programm basiert auf interdisziplinärer Zusammenarbeit, Kreativität und einem forschenden Ansatz zum Lehren und Lernen. Fünf Teams von verschiedenen Hochschulen für Angewandte Wissenschaften (HAWs) haben hierbei Lehrkonzepte entwickelt und verfeinert. Das Ergebnis ist eine kreative Ideenschmiede für die Lehre, die eine Atmosphäre der Wertschätzung und produktiven Kreativität in sich vereint und die Hochschulbildung damit als Gemeinschaftsaufgabe erlebbar macht.},
	language = {de-DE},
	urldate = {2025-01-02},
	booktitle = {Digital gestützte {Lehre}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Zinger, Benjamin and Wester, Ann Marie and Zitzmann, Christina and Weidel, Antonia and Bauer, Marina},
	editor = {Fahr, Uwe and Riegler, Peter},
	year = {2025},
	doi = {10.1007/978-3-658-45215-5_2},
	note = {Series Title: Diversität und Bildung im digitalen Zeitalter},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {19--44},
	file = {Zinger et al. - 2025 - Co-kreative Lehrentwicklung. Neue Wege in der Hochschulbildung:/Users/jochenhanisch-johannsen/Zotero/storage/SCU8HUJY/Zinger et al. - 2025 - Co-kreative Lehrentwicklung. Neue Wege in der Hochschulbildung.pdf:application/pdf},
}

@incollection{pfaff_digitale_2024,
	address = {Wiesbaden},
	title = {Digitale {Innovationen} und {Interventionen} in der {Versorgungsforschung}},
	isbn = {978-3-658-42862-4 978-3-658-42863-1},
	url = {https://link.springer.com/10.1007/978-3-658-42863-1_39},
	language = {de-DE},
	urldate = {2025-01-02},
	booktitle = {Versorgungsforschung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Vollmar, Horst Christian and Busse, Theresa Sophie and Kernebeck, Sven and Sinha, Monika},
	editor = {Pfaff, Holger and Neugebauer, Edmund A.M. and Ernstmann, Nicole and Härter, Martin and Hoffmann, Falk},
	year = {2024},
	doi = {10.1007/978-3-658-42863-1_39},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {523--537},
	file = {Vollmar et al. - 2024 - Digitale Innovationen und Interventionen in der Versorgungsforschung:/Users/jochenhanisch-johannsen/Zotero/storage/5ASS9DSL/Vollmar et al. - 2024 - Digitale Innovationen und Interventionen in der Versorgungsforschung.pdf:application/pdf},
}

@incollection{staffler_technische_2024,
	address = {Wiesbaden},
	title = {Technische {Grundlagen}},
	isbn = {978-3-658-45723-5 978-3-658-45724-2},
	url = {https://link.springer.com/10.1007/978-3-658-45724-2_2},
	language = {de-DE},
	urldate = {2025-01-01},
	booktitle = {Digitalwirtschaft},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Janetschek, Matthias and Schöttle, Pascal},
	editor = {Staffler, Lukas and Ebersberger, Bernd and Jobin, Anna},
	year = {2024},
	doi = {10.1007/978-3-658-45724-2_2},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {21--65},
	file = {Janetschek und Schöttle - 2024 - Technische Grundlagen:/Users/jochenhanisch-johannsen/Zotero/storage/ADMVJFFJ/Janetschek und Schöttle - 2024 - Technische Grundlagen.pdf:application/pdf},
}

@incollection{staffler_nachhaltige_2024,
	address = {Wiesbaden},
	title = {Nachhaltige {Digitalwirtschaft}},
	isbn = {978-3-658-45723-5 978-3-658-45724-2},
	url = {https://link.springer.com/10.1007/978-3-658-45724-2_8},
	language = {de-DE},
	urldate = {2025-01-01},
	booktitle = {Digitalwirtschaft},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pribas, Sebastian and Staffler, Lukas},
	editor = {Staffler, Lukas and Ebersberger, Bernd and Jobin, Anna},
	year = {2024},
	doi = {10.1007/978-3-658-45724-2_8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {207--250},
	file = {Pribas und Staffler - 2024 - Nachhaltige Digitalwirtschaft:/Users/jochenhanisch-johannsen/Zotero/storage/7MS5HNB8/Pribas und Staffler - 2024 - Nachhaltige Digitalwirtschaft.pdf:application/pdf},
}

@incollection{staffler_retail_2024,
	address = {Wiesbaden},
	title = {Retail},
	isbn = {978-3-658-45723-5 978-3-658-45724-2},
	url = {https://link.springer.com/10.1007/978-3-658-45724-2_17},
	language = {de-DE},
	urldate = {2025-01-01},
	booktitle = {Digitalwirtschaft},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rosanelli, Stefan},
	editor = {Staffler, Lukas and Ebersberger, Bernd and Jobin, Anna},
	year = {2024},
	doi = {10.1007/978-3-658-45724-2_17},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {401--418},
	file = {Rosanelli - 2024 - Retail:/Users/jochenhanisch-johannsen/Zotero/storage/TW8N9HFF/Rosanelli - 2024 - Retail.pdf:application/pdf},
}

@incollection{staffler_legaltech_2024,
	address = {Wiesbaden},
	title = {{LegalTech}},
	isbn = {978-3-658-45723-5 978-3-658-45724-2},
	url = {https://link.springer.com/10.1007/978-3-658-45724-2_12},
	language = {de-DE},
	urldate = {2025-01-01},
	booktitle = {Digitalwirtschaft},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Linder, Annika and Staffler, Lukas},
	editor = {Staffler, Lukas and Ebersberger, Bernd and Jobin, Anna},
	year = {2024},
	doi = {10.1007/978-3-658-45724-2_12},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {313--334},
	file = {Linder und Staffler - 2024 - LegalTech:/Users/jochenhanisch-johannsen/Zotero/storage/8SCCKFQ8/Linder und Staffler - 2024 - LegalTech.pdf:application/pdf},
}

@incollection{staffler_adtech_2024,
	address = {Wiesbaden},
	title = {{AdTech}},
	isbn = {978-3-658-45723-5 978-3-658-45724-2},
	url = {https://link.springer.com/10.1007/978-3-658-45724-2_13},
	language = {de-DE},
	urldate = {2025-01-01},
	booktitle = {Digitalwirtschaft},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Laux, Johann},
	editor = {Staffler, Lukas and Ebersberger, Bernd and Jobin, Anna},
	year = {2024},
	doi = {10.1007/978-3-658-45724-2_13},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {335--349},
	file = {Laux - 2024 - AdTech:/Users/jochenhanisch-johannsen/Zotero/storage/8FMWPB5G/Laux - 2024 - AdTech.pdf:application/pdf},
}

@incollection{staffler_edtech_2024,
	address = {Wiesbaden},
	title = {{EdTech}: {Educational} {Technologies}. {Die} {Digitalisierung} des {Bildungssektors}},
	isbn = {978-3-658-45723-5 978-3-658-45724-2},
	shorttitle = {{EdTech}},
	url = {https://link.springer.com/10.1007/978-3-658-45724-2_14},
	language = {de-DE},
	urldate = {2025-01-01},
	booktitle = {Digitalwirtschaft},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Moessenlechner, Claudia},
	editor = {Staffler, Lukas and Ebersberger, Bernd and Jobin, Anna},
	year = {2024},
	doi = {10.1007/978-3-658-45724-2_14},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {351--370},
	file = {Moessenlechner - 2024 - EdTech Educational Technologies. Die Digitalisierung des Bildungssektors:/Users/jochenhanisch-johannsen/Zotero/storage/I8NAWKEU/Moessenlechner - 2024 - EdTech Educational Technologies. Die Digitalisierung des Bildungssektors.pdf:application/pdf},
}

@incollection{staffler_constructiontech_2024,
	address = {Wiesbaden},
	title = {{ConstructionTech}},
	isbn = {978-3-658-45723-5 978-3-658-45724-2},
	url = {https://link.springer.com/10.1007/978-3-658-45724-2_15},
	language = {de-DE},
	urldate = {2025-01-01},
	booktitle = {Digitalwirtschaft},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Oswald, Bernd},
	editor = {Staffler, Lukas and Ebersberger, Bernd and Jobin, Anna},
	year = {2024},
	doi = {10.1007/978-3-658-45724-2_15},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {371--386},
	file = {Oswald - 2024 - ConstructionTech:/Users/jochenhanisch-johannsen/Zotero/storage/CXHFWQ5Q/Oswald - 2024 - ConstructionTech.pdf:application/pdf},
}

@incollection{staffler_negotech_2024,
	address = {Wiesbaden},
	title = {{NegoTech}: {Digitale} {Verhandlungen} mit {Negoisst}},
	isbn = {978-3-658-45723-5 978-3-658-45724-2},
	shorttitle = {{NegoTech}},
	url = {https://link.springer.com/10.1007/978-3-658-45724-2_16},
	language = {de-DE},
	urldate = {2025-01-01},
	booktitle = {Digitalwirtschaft},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schoop, Mareike},
	editor = {Staffler, Lukas and Ebersberger, Bernd and Jobin, Anna},
	year = {2024},
	doi = {10.1007/978-3-658-45724-2_16},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {387--399},
	file = {Schoop - 2024 - NegoTech Digitale Verhandlungen mit Negoisst:/Users/jochenhanisch-johannsen/Zotero/storage/3F5VW8AA/Schoop - 2024 - NegoTech Digitale Verhandlungen mit Negoisst.pdf:application/pdf},
}

@incollection{staffler_virtuelle_2024,
	address = {Wiesbaden},
	title = {Virtuelle und erweiterte {Realitäten}},
	isbn = {978-3-658-45723-5 978-3-658-45724-2},
	url = {https://link.springer.com/10.1007/978-3-658-45724-2_20},
	language = {de-DE},
	urldate = {2025-01-01},
	booktitle = {Digitalwirtschaft},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ritter, Marcel and Harders, Matthias and Kim, Yeongmi},
	editor = {Staffler, Lukas and Ebersberger, Bernd and Jobin, Anna},
	year = {2024},
	doi = {10.1007/978-3-658-45724-2_20},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {449--468},
	file = {Ritter et al. - 2024 - Virtuelle und erweiterte Realitäten:/Users/jochenhanisch-johannsen/Zotero/storage/YZVD3946/Ritter et al. - 2024 - Virtuelle und erweiterte Realitäten.pdf:application/pdf},
}

@incollection{staffler_wearables_2024,
	address = {Wiesbaden},
	title = {Wearables},
	isbn = {978-3-658-45723-5 978-3-658-45724-2},
	url = {https://link.springer.com/10.1007/978-3-658-45724-2_19},
	language = {de-DE},
	urldate = {2025-01-01},
	booktitle = {Digitalwirtschaft},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Käferböck, Anna-Sophie and Winkler, Simon and Heyer, Yannic},
	editor = {Staffler, Lukas and Ebersberger, Bernd and Jobin, Anna},
	year = {2024},
	doi = {10.1007/978-3-658-45724-2_19},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {435--448},
	file = {Käferböck et al. - 2024 - Wearables:/Users/jochenhanisch-johannsen/Zotero/storage/M3S6NTDI/Käferböck et al. - 2024 - Wearables.pdf:application/pdf},
}

@incollection{gondlach_digitale_2024,
	address = {Wiesbaden},
	title = {Digitale {Transformation} im gesundheitlichen {Bevölkerungsschutz}: {Wie} sich durch die {Digitalisierung} von {Prozessen} die {Patientenversorgung} und {Führung} in einem {Behandlungsplatz} verändern kann},
	isbn = {978-3-658-44851-6 978-3-658-44852-3},
	shorttitle = {Digitale {Transformation} im gesundheitlichen {Bevölkerungsschutz}},
	url = {https://link.springer.com/10.1007/978-3-658-44852-3_9},
	language = {de-DE},
	urldate = {2024-12-27},
	booktitle = {Regenerative {Zukünfte} und künstliche {Intelligenz}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Zill, Marcel},
	editor = {Gondlach, Kai and Brinkmann, Birgit and Brinkmann, Mark and Plath, Julia},
	year = {2024},
	doi = {10.1007/978-3-658-44852-3_9},
	note = {Series Title: SDG - Forschung, Konzepte, Lösungsansätze zur Nachhaltigkeit},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {95--109},
	file = {Zill - 2024 - Digitale Transformation im gesundheitlichen Bevölkerungsschutz Wie sich durch die Digitalisierung v:/Users/jochenhanisch-johannsen/Zotero/storage/8EIEURNA/Zill - 2024 - Digitale Transformation im gesundheitlichen Bevölkerungsschutz Wie sich durch die Digitalisierung v.pdf:application/pdf},
}

@incollection{baur_digitale_2022-1,
	address = {Wiesbaden},
	title = {Digitale {Methoden} im Überblick},
	isbn = {978-3-658-37984-1 978-3-658-37985-8},
	url = {https://link.springer.com/10.1007/978-3-658-37985-8_86},
	language = {de-DE},
	urldate = {2024-12-17},
	booktitle = {Handbuch {Methoden} der empirischen {Sozialforschung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Thimm, Caja and Nehls, Patrick and Peters, Yannik},
	editor = {Baur, Nina and Blasius, Jörg},
	year = {2022},
	doi = {10.1007/978-3-658-37985-8_86},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1267--1283},
	file = {Thimm et al. - 2022 - Digitale Methoden im Überblick:/Users/jochenhanisch-johannsen/Zotero/storage/9F2QZSQ9/Thimm et al. - 2022 - Digitale Methoden im Überblick.pdf:application/pdf},
}

@incollection{baur_digitale_2022-2,
	address = {Wiesbaden},
	title = {Digitale {Selbstvermessung}},
	isbn = {978-3-658-37984-1 978-3-658-37985-8},
	url = {https://link.springer.com/10.1007/978-3-658-37985-8_94},
	language = {de-DE},
	urldate = {2024-12-17},
	booktitle = {Handbuch {Methoden} der empirischen {Sozialforschung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Koch, Gertraud},
	editor = {Baur, Nina and Blasius, Jörg},
	year = {2022},
	doi = {10.1007/978-3-658-37985-8_94},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1377--1385},
	file = {Koch - 2022 - Digitale Selbstvermessung:/Users/jochenhanisch-johannsen/Zotero/storage/GJMIKH3D/Koch - 2022 - Digitale Selbstvermessung.pdf:application/pdf},
}

@book{reichelt_von_2024,
	address = {Wiesbaden},
	title = {Von {Lernorten} zu {KI}-gestützten {Lernräumen}: {E}-{Learning}: {Geschichte}, {Geschichten} und {Konzepte}},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-3-658-44728-1 978-3-658-44729-8},
	shorttitle = {Von {Lernorten} zu {KI}-gestützten {Lernräumen}},
	url = {https://link.springer.com/10.1007/978-3-658-44729-8},
	language = {de-DE},
	urldate = {2024-11-07},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Reichelt, Wolfgang},
	year = {2024},
	doi = {10.1007/978-3-658-44729-8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buch:e-learning},
	file = {Reichelt - 2024 - Von Lernorten zu KI-gestützten Lernräumen E-Learning Geschichte, Geschichten und Konzepte:/Users/jochenhanisch-johannsen/Zotero/storage/7JPVELQ2/Reichelt - 2024 - Von Lernorten zu KI-gestützten Lernräumen E-Learning Geschichte, Geschichten und Konzepte.pdf:application/pdf},
}

@incollection{reichelt_digitale_2024,
	address = {Wiesbaden},
	title = {Digitale {Medien} zum {Lehren} und {Lernen}},
	isbn = {978-3-658-44728-1 978-3-658-44729-8},
	url = {https://link.springer.com/10.1007/978-3-658-44729-8_3},
	language = {de-DE},
	urldate = {2024-11-03},
	booktitle = {Von {Lernorten} zu {KI}-gestützten {Lernräumen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Reichelt, Wolfgang},
	collaborator = {Reichelt, Wolfgang},
	year = {2024},
	doi = {10.1007/978-3-658-44729-8_3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {59--111},
	file = {Reichelt - 2024 - Digitale Medien zum Lehren und Lernen:/Users/jochenhanisch-johannsen/Zotero/storage/W5WBSZ9R/Reichelt - 2024 - Digitale Medien zum Lehren und Lernen.pdf:application/pdf},
}

@incollection{steiner_digitale_2024,
	address = {Wiesbaden},
	title = {Die {Digitale} {Transformation} der {HR} erfolgreich umsetzen},
	isbn = {978-3-658-45262-9 978-3-658-45263-6},
	url = {https://link.springer.com/10.1007/978-3-658-45263-6_5},
	language = {de-DE},
	urldate = {2024-11-03},
	booktitle = {Die {Zukunft} der {HR} erfolgreich gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Steiner, Patrik},
	collaborator = {Steiner, Patrik},
	year = {2024},
	doi = {10.1007/978-3-658-45263-6_5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {73--96},
	file = {Steiner - 2024 - Die Digitale Transformation der HR erfolgreich umsetzen:/Users/jochenhanisch-johannsen/Zotero/storage/TVGAN2R6/Steiner - 2024 - Die Digitale Transformation der HR erfolgreich umsetzen.pdf:application/pdf},
}

@incollection{steiner_themenfelder_2024,
	address = {Wiesbaden},
	title = {Die {Themenfelder} der {Digitalen} {Transformation} der {HR}},
	isbn = {978-3-658-45262-9 978-3-658-45263-6},
	url = {https://link.springer.com/10.1007/978-3-658-45263-6_3},
	language = {de-DE},
	urldate = {2024-11-03},
	booktitle = {Die {Zukunft} der {HR} erfolgreich gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Steiner, Patrik},
	collaborator = {Steiner, Patrik},
	year = {2024},
	doi = {10.1007/978-3-658-45263-6_3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {37--59},
	file = {Steiner - 2024 - Die Themenfelder der Digitalen Transformation der HR:/Users/jochenhanisch-johannsen/Zotero/storage/TQMJ9SJ5/Steiner - 2024 - Die Themenfelder der Digitalen Transformation der HR.pdf:application/pdf},
}

@incollection{thomas_ethik_2024,
	address = {Wiesbaden},
	title = {Ethik in der öffentlichen digitalen {Kommunikation} – {Jessica} {Heesen}},
	isbn = {978-3-531-14416-0 978-3-531-18824-9},
	url = {https://link.springer.com/10.1007/978-3-531-18824-9_6},
	language = {de-DE},
	urldate = {2024-11-03},
	booktitle = {Ethik der öffentlichen {Kommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Thomaß, Barbara and Bentele, Günter and Borchers, Nils S. and Dernbach, Beatrice and Heesen, Jessica},
	collaborator = {Thomaß, Barbara and Bentele, Günter and Borchers, Nils S. and Dernbach, Beatrice and Heesen, Jessica},
	year = {2024},
	doi = {10.1007/978-3-531-18824-9_6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {227--261},
	file = {Thomaß et al. - 2024 - Ethik in der öffentlichen digitalen Kommunikation – Jessica Heesen:/Users/jochenhanisch-johannsen/Zotero/storage/QZSXLHKK/Thomaß et al. - 2024 - Ethik in der öffentlichen digitalen Kommunikation – Jessica Heesen.pdf:application/pdf},
}

@incollection{steiner_digitale_2024-1,
	address = {Wiesbaden},
	title = {Die {Digitale} {Transformation} verstehen},
	isbn = {978-3-658-45262-9 978-3-658-45263-6},
	url = {https://link.springer.com/10.1007/978-3-658-45263-6_2},
	language = {de-DE},
	urldate = {2024-11-03},
	booktitle = {Die {Zukunft} der {HR} erfolgreich gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Steiner, Patrik},
	collaborator = {Steiner, Patrik},
	year = {2024},
	doi = {10.1007/978-3-658-45263-6_2},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {15--36},
	file = {Steiner - 2024 - Die Digitale Transformation verstehen:/Users/jochenhanisch-johannsen/Zotero/storage/DGE934E5/Steiner - 2024 - Die Digitale Transformation verstehen.pdf:application/pdf},
}

@incollection{uskov_smart_2024,
	address = {Singapore},
	title = {Smart {University}: {A} {Bibliometric} {Analysis}},
	volume = {399},
	isbn = {978-981-97-4953-9 978-981-97-4954-6},
	shorttitle = {Smart {University}},
	url = {https://link.springer.com/10.1007/978-981-97-4954-6_9},
	abstract = {This paper presents a comprehensive study of the evolution and trends in the smart university research area. This study methodically compiles and examines data sourced from various academic publications in the Scopus database and afﬁliated sources, ranging from journal articles to conference proceedings. The bibliometric analysis was conducted using a set of the following keywords: “Smart University”, “Smart School”, “Intelligent University”, and “Smart Classroom”. Limit-ToLanguage parameter was assigned as “English”. A total of 1520 documents, related to the smart university area were identiﬁed in the Scopus database and analyzed for this project. The publications cover the time period from 1989 to 2023. A bibliometric analysis was carried out using the Scopus toolkit. VOSviewer was applied as a visualization tool to generate visualization network maps, including visualization network maps of co-authorship, countries and keywords.},
	language = {en-GB},
	urldate = {2024-10-18},
	booktitle = {Smart {Education} and e-{Learning} 2024},
	publisher = {Springer Nature Singapore},
	author = {Singh, Abhishek and Bakken, Jeffrey P. and Uskov, Vladimir L. and Velampalli, Madhu Mitha},
	editor = {Uskov, Vladimir L. and Howlett, Robert J. and Jain, Lakhmi C.},
	year = {2024},
	doi = {10.1007/978-981-97-4954-6_9},
	note = {Series Title: Smart Innovation, Systems and Technologies},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {107--118},
	file = {Singh et al. - 2024 - Smart University A Bibliometric Analysis.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LSZP5YTL/Singh et al. - 2024 - Smart University A Bibliometric Analysis.pdf:application/pdf},
}

@incollection{uskov_experiential_2024,
	address = {Singapore},
	title = {Experiential {Learning} and {Empathy} in {Extended} {Reality} for {Teaching} {Protection} of {Civilians}},
	volume = {399},
	isbn = {978-981-97-4953-9 978-981-97-4954-6},
	url = {https://link.springer.com/10.1007/978-981-97-4954-6_7},
	abstract = {The research and development project Military Education in Extended Reality (XR) focuses on novel ways of teaching protection of civilians to military ofﬁcers. The target group is postgraduate military ofﬁcers from all branches of the armed forces involved in planning and assessing joint military operations. The holistic design of the learning experience consists of ﬁve steps, including three applications in XR: combined embodiment/360° videos, avatar dialogue, and a collaborative virtual map activity. The goal of the XR tools is to trigger an empathetic presence and foster logical reasoning and analytical skills. The XR sessions are supplemented with traditional lectures, peer-to-peer discussions, and a debrieﬁng session. A pilot study in 2022 captured data from a wide range of sources, including self-reporting surveys, physiological data, and visual observations. This article leans on data captured during observation notes and focus group discussions in the aftermath of the study that were videotaped and analyzed thematically. The qualitative pilot study aims to discover if the overarching educational design enhances student engagement with the topic of protection of civilians and offers an alternative approach to teaching it by provoking empathy in XR.},
	language = {en-GB},
	urldate = {2024-10-18},
	booktitle = {Smart {Education} and e-{Learning} 2024},
	publisher = {Springer Nature Singapore},
	author = {Themeli, Chryssa and Prasolova-Førland, Ekaterina and Hokstad, Leif Martin and Kjeksrud, Stian},
	editor = {Uskov, Vladimir L. and Howlett, Robert J. and Jain, Lakhmi C.},
	year = {2024},
	doi = {10.1007/978-981-97-4954-6_7},
	note = {Series Title: Smart Innovation, Systems and Technologies},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {83--94},
	file = {Themeli et al. - 2024 - Experiential Learning and Empathy in Extended Real.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P2Y8GUXU/Themeli et al. - 2024 - Experiential Learning and Empathy in Extended Real.pdf:application/pdf},
}

@incollection{uskov_randomized_2024,
	address = {Singapore},
	title = {Randomized {Control} {Trial} of an {Early} {Learning} {CAI} on {Literacy} {Skills} {Across} {Demographic} {Factors}},
	volume = {399},
	isbn = {978-981-97-4953-9 978-981-97-4954-6},
	url = {https://link.springer.com/10.1007/978-981-97-4954-6_6},
	abstract = {This study examined the impact of a targeted computer-assisted instruction (CAI) program on pre-kindergarten literacy skills across demographics, including race/ethnicity, gender, multilingual/monolingual learners, and experience of poverty. A diverse population of students (N = 2356) across ﬁve U.S. states was randomly assigned to either a CAI reading (experimental) condition or a CAI math and science (control) condition. When assessed following the completion of their respective programs, students in the experimental group outperformed their control counterparts across all subskills assessed. These overall positive literacy outcomes were also mirrored in observations of the demographics considered. The results of this study provide a high-quality contribution to the body of research indicating that usage of CAI can equitably beneﬁt early learners.},
	language = {en-GB},
	urldate = {2024-10-18},
	booktitle = {Smart {Education} and e-{Learning} 2024},
	publisher = {Springer Nature Singapore},
	author = {Shamir, Haya and Tom, Mikayla and Pocklington, David and Houchins, Alexander and Yoder, Erik},
	editor = {Uskov, Vladimir L. and Howlett, Robert J. and Jain, Lakhmi C.},
	year = {2024},
	doi = {10.1007/978-981-97-4954-6_6},
	note = {Series Title: Smart Innovation, Systems and Technologies},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {71--81},
	file = {Shamir et al. - 2024 - Randomized Control Trial of an Early Learning CAI .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FBA6AT9F/Shamir et al. - 2024 - Randomized Control Trial of an Early Learning CAI .pdf:application/pdf},
}

@incollection{uskov_teaching_2024,
	address = {Singapore},
	title = {Teaching {Smart} {Metrology} {Through} {Monte} {Carlo} {Simulations}},
	volume = {399},
	isbn = {978-981-97-4953-9 978-981-97-4954-6},
	url = {https://link.springer.com/10.1007/978-981-97-4954-6_4},
	abstract = {Metrology is the scientiﬁc study of measurement. In this paper, the utilization of Monte Carlo simulations is demonstrated to enable students to better estimate uncertainties in calculated values during practical lab work. This method aligns with the development of “smart metrology”, which aids companies in optimizing resources, reducing production costs and adjusting preventive maintenance. These simulations are easy to implement, computationally efﬁcient, and provide an accurate estimation of measurement uncertainties.},
	language = {en-GB},
	urldate = {2024-10-18},
	booktitle = {Smart {Education} and e-{Learning} 2024},
	publisher = {Springer Nature Singapore},
	author = {Kany, Françcois},
	editor = {Uskov, Vladimir L. and Howlett, Robert J. and Jain, Lakhmi C.},
	year = {2024},
	doi = {10.1007/978-981-97-4954-6_4},
	note = {Series Title: Smart Innovation, Systems and Technologies},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {43--53},
	file = {Kany - 2024 - Teaching Smart Metrology Through Monte Carlo Simul.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6XP7QLCY/Kany - 2024 - Teaching Smart Metrology Through Monte Carlo Simul.pdf:application/pdf},
}

@incollection{uskov_smart_2024-1,
	address = {Singapore},
	title = {Smart {Pedagogy}: {Challenge}-{Based} {Learning} in {Graduate} {Computing} {Curriculum}},
	volume = {399},
	isbn = {978-981-97-4953-9 978-981-97-4954-6},
	shorttitle = {Smart {Pedagogy}},
	url = {https://link.springer.com/10.1007/978-981-97-4954-6_1},
	abstract = {The application of Challenge-Based Learning (CBL) has increased in higher education institutions in several recent years, fostering student skills, competencies, knowledge of sociotechnical problems, and team-working skills. In general, CBL is an evolving new ﬂexible framework that may have various implementations in different applied areas, hybrid approaches to teaching, new types of design and development of educational solutions, and numerous aspects and types of implementations in higher education. This paper presents the current outcomes of the on-going research, design and development project at the Department of Computer Science and Information Systems (CSIS) and the InterLabs Research Institute at Bradley University (Peoria, IL, USA) that is aimed to identify and test the optimal ways to implement CBL in in graduate computing curriculum. It describes the obtained datadriven research outcomes, including (a) summaries of student surveys to get student perception about quality of CBL-based graduate courses, (b) student opinion about “smartness” features of CBL-based smart pedagogy, including adaptation, sensing, inferring, self-learning, anticipation, and self-optimization, and (c) student recommendations about the improvements of design, development, teaching and offering of CBL-based smart pedagogy and courses in graduate computing curriculum.},
	language = {en-GB},
	urldate = {2024-10-18},
	booktitle = {Smart {Education} and e-{Learning} 2024},
	publisher = {Springer Nature Singapore},
	author = {Uskov, Vladimir L.},
	editor = {Uskov, Vladimir L. and Howlett, Robert J. and Jain, Lakhmi C.},
	year = {2024},
	doi = {10.1007/978-981-97-4954-6_1},
	note = {Series Title: Smart Innovation, Systems and Technologies},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {3--18},
	file = {Uskov - 2024 - Smart Pedagogy Challenge-Based Learning in Gradua.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FXXI643E/Uskov - 2024 - Smart Pedagogy Challenge-Based Learning in Gradua.pdf:application/pdf},
}

@incollection{uskov_smart_2024-2,
	address = {Singapore},
	title = {Smart {Pedagogy}: {A} {Bibliometric} {Analysis}},
	volume = {399},
	isbn = {978-981-97-4953-9 978-981-97-4954-6},
	shorttitle = {Smart {Pedagogy}},
	url = {https://link.springer.com/10.1007/978-981-97-4954-6_5},
	abstract = {This paper presents a comprehensive study of the evolution and trends in research in the smart pedagogy area by using analysis tools and approaches of bibliometric analysis. Smart pedagogy is a set of innovative teaching strategies, methods and practices to provide smart features—adaptation, sensing, inferring, selflearning, anticipation and self-optimization—for educational processes, objects, and teaching/learning environment. This study methodically compiles and examines data sourced from various academic publications in the Scopus database and afﬁliated sources, ranging from journal articles to conference proceedings. The bibliometric analysis was conducted using a set of the following keywords: “Smart Pedagogy”, “Smart Education”, “Smart Learning”, “Smart Teaching”, “Smart Learning Environments”, “Smart Learning Analytics”, “Smart e-Learning”, “Smart Educational Systems”, “Smart Educational Technology”, and “Smart Assessment”. Limit-ToLanguage parameter was assigned as “English”. A total of 2382 documents, related to the smart pedagogy area were identiﬁed in Scopus database and analyzed for this project. The publications cover the time period from 1982 to 2023. A bibliometric analysis was carried out using the Scopus toolkit. VOSviewer was applied as a visualization tool to generate visualization network maps, including visualization network maps of co-authorship, countries and keywords.},
	language = {en-GB},
	urldate = {2024-10-18},
	booktitle = {Smart {Education} and e-{Learning} 2024},
	publisher = {Springer Nature Singapore},
	author = {Singh, Abhishek and Velampalli, Madhu Mitha and Bakken, Jeffrey P. and Uskov, Vladimir L.},
	editor = {Uskov, Vladimir L. and Howlett, Robert J. and Jain, Lakhmi C.},
	year = {2024},
	doi = {10.1007/978-981-97-4954-6_5},
	note = {Series Title: Smart Innovation, Systems and Technologies},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {55--67},
	file = {Singh et al. - 2024 - Smart Pedagogy A Bibliometric Analysis.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4W8CFURC/Singh et al. - 2024 - Smart Pedagogy A Bibliometric Analysis.pdf:application/pdf},
}

@incollection{uskov_informatics_2024,
	address = {Singapore},
	title = {Informatics {Curriculum} {Development}: {Teacher} {Feedback}},
	volume = {399},
	isbn = {978-981-97-4953-9 978-981-97-4954-6},
	shorttitle = {Informatics {Curriculum} {Development}},
	url = {https://link.springer.com/10.1007/978-981-97-4954-6_3},
	abstract = {This paper deals with the process of developing the new concept of the Informatics curriculum. The main objective is to monitor and explore how the new concept was developed and implemented within the Czech educational system through the lens of Czech teachers. The process started in the two-year transition period, which was monitored in three rounds: at the beginning (Round 1, autumn 2021), in the middle (Round 2, autumn 2022), and at the end (Round 3, summer 2022). In total, data were collected from Czech primary school teachers of Informatics (N = 229) using a questionnaire. Nine research questions were set that focused on the preference for the new concept, evaluation of respondents’ subject knowledge and didactic skills, consideration of the school equipment, use of new learning materials and teaching methods, main sources of new information in Informatics and teaching Informatics, perceiving the new concept of the Informatics curriculum, in particular, what they consider positive, negative, and what topic/s they miss in the learning content. The results showed that the teachers were not sure of their opinions during and after the transition period, they needed more experience. Therefore, further investigation needs to be conducted that can be carried out continuously every year after the implementation of the new concept, without geographical limits, so that the results could be generalized to the whole population of the country.},
	language = {en-GB},
	urldate = {2024-10-18},
	booktitle = {Smart {Education} and e-{Learning} 2024},
	publisher = {Springer Nature Singapore},
	author = {Simonova, Ivana and Cirus, Lukas and Kostolanyova, Katerina},
	editor = {Uskov, Vladimir L. and Howlett, Robert J. and Jain, Lakhmi C.},
	year = {2024},
	doi = {10.1007/978-981-97-4954-6_3},
	note = {Series Title: Smart Innovation, Systems and Technologies},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {31--41},
	file = {Simonova et al. - 2024 - Informatics Curriculum Development Teacher Feedba.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TVMLDJBU/Simonova et al. - 2024 - Informatics Curriculum Development Teacher Feedba.pdf:application/pdf},
}

@incollection{uskov_building_2024,
	address = {Singapore},
	title = {Building a {Reference} {Architecture} for {Integrating} {Emerging} {Technologies} in {Instructional} {Design}},
	volume = {399},
	isbn = {978-981-97-4953-9 978-981-97-4954-6},
	url = {https://link.springer.com/10.1007/978-981-97-4954-6_2},
	abstract = {This paper reports on the development of a novel pedagogical framework for supporting instructors in their teaching process. Speciﬁcally, it describes a reference architecture that may accommodate a series of instructional design functionalities, which integrate and are enhanced by emerging technologies such as Artiﬁcial Intelligence and Machine Learning. Much attention is paid to the description of the constituent modules of the proposed architecture, as well as to the compliance of the proposed technical solution with the requirements of contemporary instructional design. Through two use case scenarios, we demonstrate the applicability and potential of the proposed solution.},
	language = {en-GB},
	urldate = {2024-10-18},
	booktitle = {Smart {Education} and e-{Learning} 2024},
	publisher = {Springer Nature Singapore},
	author = {Livieris, Ioannis E. and Domalis, Georgios and Karacapilidis, Nikos and Karachristos, Christoforos and Komis, Vassilis and Tsakalidis, Dimitris and Filippidi, Andromachi},
	editor = {Uskov, Vladimir L. and Howlett, Robert J. and Jain, Lakhmi C.},
	year = {2024},
	doi = {10.1007/978-981-97-4954-6_2},
	note = {Series Title: Smart Innovation, Systems and Technologies},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {19--29},
	file = {Livieris et al. - 2024 - Building a Reference Architecture for Integrating .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/27C7Q4EQ/Livieris et al. - 2024 - Building a Reference Architecture for Integrating .pdf:application/pdf},
}

@incollection{cheng_capacity_2024,
	address = {Cham},
	title = {Capacity for the {Usage} of {Disruptive} {Technologies} in {Higher} {Education}},
	volume = {14785},
	isbn = {978-3-031-65880-8 978-3-031-65881-5},
	url = {https://link.springer.com/10.1007/978-3-031-65881-5_3},
	abstract = {This paper describes screening the capacity of tertiary education institutions in integrating practice-based e-learning with disruptive learning technologies. Within the scope of the H2020 project eDiploma, a self-evaluation questionnaire was developed and carried out in 6 project partner countries. The sample incorporated responses from educators, students and technical personnel from 146 tertiary education institutions. We aimed to identify the institutional, learning- and teaching-related, and personal components that differed in countries signiﬁcantly, as well as the components that contributed to these differences. The discriminant analysis was used. The ﬁndings revealed that all countries are still on the low capacity level for integrating disruptive technologies to e-learning on a large scale. Infrastructural capacity in the countries did not differ signiﬁcantly, but institutional norms and regulations, practices for teaching, and in attitudes and values diverged the countries. These critical elements may be used to develop the capacities in institutions to support the disruptive technology uptake.},
	language = {en-GB},
	urldate = {2024-08-02},
	booktitle = {Innovative {Technologies} and {Learning}},
	publisher = {Springer Nature Switzerland},
	author = {Pata, Kai and Väljataga, Terje and Matrov, Mairi and Karu, Katrin and Gómez-Cambroneroai, Águeda and García-Vida, Rubén and Remolar, Inmaculada and Theodoridou, Katerina},
	editor = {Cheng, Yu-Ping and Pedaste, Margus and Bardone, Emanuele and Huang, Yueh-Min},
	year = {2024},
	doi = {10.1007/978-3-031-65881-5_3},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {20--29},
	file = {Pata et al. - 2024 - Capacity for the Usage of Disruptive Technologies .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Y8YYHAFS/Pata et al. - 2024 - Capacity for the Usage of Disruptive Technologies .pdf:application/pdf},
}

@incollection{arai_camcorder_2022,
	address = {Cham},
	title = {Camcorder as an e-{Learning} {Tool}},
	volume = {508},
	isbn = {978-3-031-10466-4 978-3-031-10467-1},
	url = {https://link.springer.com/10.1007/978-3-031-10467-1_18},
	abstract = {With distance learning, the issue of organizing and conducting laboratory work in physics becomes relevant. It is clear that it is impossible to completely translate experimental science into a remote format, but thanks to modern video cameras, this is partially possible. Our goal: to develop a method for analyzing video ﬁles for remote laboratory work in physics without using programming skills. As an example, laboratory work from the section “Mechanics” and “Thermal radiation” are given. An algorithm for obtaining experimental data, an algorithm for spatial calibration in the ImageJ program is described. The results of the correlation analysis of student feedback on the proposed methodology are presented. It is shown that 25\% of students are ready to overcome difﬁculties arising in the process of mastering the methodology in order to obtain additional competencies (p = 0.66). The majority of students (75\%) consider tasks to be extremely difﬁcult and they cannot get the desired skills and abilities. The above facts indicate that the proposed methodology is intended for students with high motivation to learn. They also testify in favor of students’ independent choice of methods, techniques and tools used in experiments.},
	language = {en-GB},
	urldate = {2022-12-29},
	booktitle = {Intelligent {Computing}},
	publisher = {Springer International Publishing},
	author = {Oksana, Isaeva and Yuri, Boronenko and Marina, Boronenko},
	editor = {Arai, Kohei},
	year = {2022},
	doi = {10.1007/978-3-031-10467-1_18},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#5:Buchteil:e-learning},
	pages = {294--304},
	file = {Oksana et al. - 2022 - Camcorder as an e-Learning Tool.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HBGR28V7/Oksana et al. - 2022 - Camcorder as an e-Learning Tool.pdf:application/pdf},
}

@incollection{arai_conceptual_2022,
	address = {Cham},
	title = {A {Conceptual} {Framework} for the {Development} of {Argumentation} {Skills} {Using} {CSCL} in a {Graduate} {Students}’ {Research} {Course}},
	volume = {508},
	isbn = {978-3-031-10466-4 978-3-031-10467-1},
	url = {https://link.springer.com/10.1007/978-3-031-10467-1_16},
	abstract = {Developing and presenting a well-formulated research argument is core to the learning journey of a graduate student. In open distance e-learning, computer-supported learning is instrumental in providing a platform for graduate students to develop their argumentation skills. However, there is little guidance on the elements required in using computer supportive collaborative learning (CSCL) to augment argumentation skills development (ASD). This paper reports on elements identiﬁed in literature that should be present in a framework using CSCL to augment ASD. The thematically analysed data gathered during the focus group sessions were used to conﬁrm the structure of the argumentation skills development framework (ASDF), and conﬁrmed that there is a need for a framework to provide guidance in using CSCL to augment ASD. The contribution includes the conceptual ASDF using CSCL, comprising seven elements, that provides a strategy of scaﬀolded learning for implementation in a graduate course to augment ASD.},
	language = {en-GB},
	urldate = {2022-12-29},
	booktitle = {Intelligent {Computing}},
	publisher = {Springer International Publishing},
	author = {van der Merwe, R. and van Biljon, J. and Pilkington, C.},
	editor = {Arai, Kohei},
	year = {2022},
	doi = {10.1007/978-3-031-10467-1_16},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#5:Buchteil:e-learning},
	pages = {258--278},
	file = {van der Merwe et al. - 2022 - A Conceptual Framework for the Development of Argu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JGFQLAEU/van der Merwe et al. - 2022 - A Conceptual Framework for the Development of Argu.pdf:application/pdf},
}

@incollection{arai_smartphone_2022,
	address = {Cham},
	title = {Smartphone in {Detecting} {Developmental} {Disability} in {Infancy}: {A} {Theoretical} {Approach} to {Shared} {Intentionality} for {Assessment} {Tool} of {Cognitive} {Decline} and e-{Learning}},
	volume = {508},
	isbn = {978-3-031-10466-4 978-3-031-10467-1},
	shorttitle = {Smartphone in {Detecting} {Developmental} {Disability} in {Infancy}},
	url = {https://link.springer.com/10.1007/978-3-031-10467-1_19},
	abstract = {The paper aims to create a concept design of further research for developing the digital tool to improve e-learning method. Speciﬁcally, one of its applications is a computerized assessment quiz for detecting developmental disabilities in infants online at the earliest stage. Notably, this smartphone app can detect a developmental delay at such an age when only proven behavioral markers are challenging since behavioral markers are based to a large extent on verbal communication. The theoretical approach to the problem discusses interaction modality at the onset of cognition from perspectives of communication theory, embodied dynamicism, and genetics. Newborns and even already fetuses demonstrate different social achievements, respectively–early imitation, other-race effect, facial attractiveness, distinguishing mother and stranger, other-species effect, preference of faces, recognition of other newborns crying, as well as twin fetuses comovements, recognition of voices, emotion expression–which are not consistent with their cognitive and communicative abilities. The article discusses the Primary Data Entry (PDE) problem: what interaction modality provides acquiring initial social data at the beginning of life. How does shared intentionality emerge in organisms? This question can guide understanding interaction modality at the onset of cognition that is critical for many rapidly evolving knowledge domains, such as assessment tool of a developmental delay and advanced e-learning. This article is one of the ﬁrst attempts to build a framework for a theoretical model of shared intentionality by discussing theoretical approaches and empirical data of intelligence and cognitive processes in interpersonal interaction.},
	language = {en-GB},
	urldate = {2022-12-29},
	booktitle = {Intelligent {Computing}},
	publisher = {Springer International Publishing},
	author = {Val Danilov, Igor},
	editor = {Arai, Kohei},
	year = {2022},
	doi = {10.1007/978-3-031-10467-1_19},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#5:Buchteil:e-learning},
	pages = {305--315},
	file = {Val Danilov - 2022 - Smartphone in Detecting Developmental Disability i.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SWVZM5MJ/Val Danilov - 2022 - Smartphone in Detecting Developmental Disability i.pdf:application/pdf},
}

@incollection{dorer_sichtbarkeit_2023,
	address = {Wiesbaden},
	title = {Sichtbarkeit. {Epistemologie} und {Politik} eines {Schlüsselbegriffs} analoger und digitaler {Medienrealitäten}},
	isbn = {978-3-658-20706-9 978-3-658-20707-6},
	url = {https://link.springer.com/10.1007/978-3-658-20707-6_8},
	language = {de-DE},
	urldate = {2025-03-10},
	booktitle = {Handbuch {Medien} und {Geschlecht}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schaffer, Johanna},
	editor = {Dorer, Johanna and Geiger, Brigitte and Hipfl, Brigitte and Ratković, Viktorija},
	year = {2023},
	doi = {10.1007/978-3-658-20707-6_8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {159--170},
	file = {Schaffer - 2023 - Sichtbarkeit. Epistemologie und Politik eines Schlüsselbegriffs analoger und digitaler Medienrealitä:/Users/jochenhanisch-johannsen/Zotero/storage/UB5NLVFK/Schaffer - 2023 - Sichtbarkeit. Epistemologie und Politik eines Schlüsselbegriffs analoger und digitaler Medienrealitä.pdf:application/pdf},
}

@incollection{dorer_antifeminismus_2023,
	address = {Wiesbaden},
	title = {Antifeminismus und {Antigenderismus} in medialen und digitalen Öffentlichkeiten},
	isbn = {978-3-658-20706-9 978-3-658-20707-6},
	url = {https://link.springer.com/10.1007/978-3-658-20707-6_45},
	language = {de-DE},
	urldate = {2025-03-10},
	booktitle = {Handbuch {Medien} und {Geschlecht}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Aigner, Isolde and Lenz, Ilse},
	editor = {Dorer, Johanna and Geiger, Brigitte and Hipfl, Brigitte and Ratković, Viktorija},
	year = {2023},
	doi = {10.1007/978-3-658-20707-6_45},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {721--730},
	file = {Aigner und Lenz - 2023 - Antifeminismus und Antigenderismus in medialen und digitalen Öffentlichkeiten:/Users/jochenhanisch-johannsen/Zotero/storage/B3NY3VJC/Aigner und Lenz - 2023 - Antifeminismus und Antigenderismus in medialen und digitalen Öffentlichkeiten.pdf:application/pdf},
}

@incollection{dorer_digitale_2023,
	address = {Wiesbaden},
	title = {Digitale {Spiele} als {Gegenstand} feministischer {Game} {Studies}},
	isbn = {978-3-658-20706-9 978-3-658-20707-6},
	url = {https://link.springer.com/10.1007/978-3-658-20707-6_55},
	language = {de-DE},
	urldate = {2025-03-10},
	booktitle = {Handbuch {Medien} und {Geschlecht}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ebner-Zarl, Astrid},
	editor = {Dorer, Johanna and Geiger, Brigitte and Hipfl, Brigitte and Ratković, Viktorija},
	year = {2023},
	doi = {10.1007/978-3-658-20707-6_55},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {975--988},
	file = {Ebner-Zarl - 2023 - Digitale Spiele als Gegenstand feministischer Game Studies:/Users/jochenhanisch-johannsen/Zotero/storage/EFQJ4CET/Ebner-Zarl - 2023 - Digitale Spiele als Gegenstand feministischer Game Studies.pdf:application/pdf},
}

@incollection{dorer_digitale_2023-1,
	address = {Wiesbaden},
	title = {Digitale Öffentlichkeiten und feministische {Protestkulturen}},
	isbn = {978-3-658-20706-9 978-3-658-20707-6},
	url = {https://link.springer.com/10.1007/978-3-658-20707-6_42},
	language = {de-DE},
	urldate = {2025-03-10},
	booktitle = {Handbuch {Medien} und {Geschlecht}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Drüeke, Ricarda},
	editor = {Dorer, Johanna and Geiger, Brigitte and Hipfl, Brigitte and Ratković, Viktorija},
	year = {2023},
	doi = {10.1007/978-3-658-20707-6_42},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {629--640},
	file = {Drüeke - 2023 - Digitale Öffentlichkeiten und feministische Protestkulturen:/Users/jochenhanisch-johannsen/Zotero/storage/AU9YMLAC/Drüeke - 2023 - Digitale Öffentlichkeiten und feministische Protestkulturen.pdf:application/pdf},
}

@article{hosavaranchi_puttaraju_augmenting_2023,
	title = {Augmenting {Classical} {Strategic} {Tools} with {Artificial} {Intelligence}: {A} {Systematic} {Review} of {Enhanced} {Decision} - {Making} {Methodologies}},
	volume = {12},
	issn = {23197064},
	shorttitle = {Augmenting {Classical} {Strategic} {Tools} with {Artificial} {Intelligence}},
	url = {https://www.ijsr.net/getabstract.php?paperid=SR23114091158},
	doi = {10.21275/SR23114091158},
	abstract = {This literature review examines the transformation of established strategic management tools through artificial intelligence (AI) integration, focusing on nine fundamental methodologies: SWOT Analysis, BCG Matrix, Porter’s Five Forces, OKRs, Blue Ocean Strategy, Balanced Scorecard, Hoshin Kanri, Agile Strategies, and Digital Transformation. While these frameworks have proven their value over decades, the emergence of AI technologies presents unprecedented opportunities for enhancement. This review synthesizes current research on how AI capabilities—including machine learning, natural language processing, and predictive analytics—can augment these traditional frameworks to improve their effectiveness and adaptability in the modern business landscape. The analysis reveals several key themes: (1) AI’s potential to process vast amounts of data for more comprehensive environmental scanning in SWOT and Porter’s analyses, (2) the use of predictive modeling to dynamically update BCG Matrix classifications and Blue Ocean opportunities, (3) real - time monitoring and adjustment of OKRs and Balanced Scorecard metrics through AI - driven dashboards, and (4) the integration of AI decision support systems in Hoshin Kanri and Agile methodologies. The review also identifies critical gaps in current research, particularly regarding the ethical implications of AI - enhanced strategic decision - making and the need for human oversight in strategic planning processes, contributing to both academic literature and practical application by providing a structured framework for the understanding of how AI can enhance rather than replace traditional strategic tools while highlighting areas requiring further research and development. The findings suggest that successfully integrating AI into these frameworks requires a balanced approach that leverages technological capabilities while preserving the human - centric aspects of strategic decision - making.},
	language = {en-GB},
	number = {11},
	urldate = {2025-02-23},
	journal = {International Journal of Science and Research (IJSR)},
	author = {Hosavaranchi Puttaraju, Karthik},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Promotion:FU7, Promotion:Relevanz:3},
	pages = {2242--2247},
	file = {Hosavaranchi Puttaraju - 2023 - Augmenting Classical Strategic Tools with Artificial Intelligence A Systematic Review of Enhanced D:/Users/jochenhanisch-johannsen/Zotero/storage/EMZSLK79/Hosavaranchi Puttaraju - 2023 - Augmenting Classical Strategic Tools with Artificial Intelligence A Systematic Review of Enhanced D.pdf:application/pdf},
}

@incollection{kersting_agenda-setting_2023,
	address = {Wiesbaden},
	title = {Agenda-{Setting} als {Ursache} und {Ausprägung} politischer {Beteiligung} vor dem {Hintergrund} eines medialen {Strukturwandels}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_8-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fitzpatrick, Jasmin},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_8-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--16},
	file = {Fitzpatrick - 2023 - Agenda-Setting als Ursache und Ausprägung politischer Beteiligung vor dem Hintergrund eines medialen:/Users/jochenhanisch-johannsen/Zotero/storage/YX8J34WN/Fitzpatrick - 2023 - Agenda-Setting als Ursache und Ausprägung politischer Beteiligung vor dem Hintergrund eines medialen.pdf:application/pdf},
}

@incollection{kersting_subjekt_2023,
	address = {Wiesbaden},
	title = {Das {Subjekt} im politischen {Diskurs} zu „digitaler {Souveränität}“},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_12-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pohle, Julia and Thüer, Leo and Dammann, Finn and Winkler, Jan},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_12-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--23},
	file = {Pohle et al. - 2023 - Das Subjekt im politischen Diskurs zu „digitaler Souveränität“:/Users/jochenhanisch-johannsen/Zotero/storage/DEIZ43UD/Pohle et al. - 2023 - Das Subjekt im politischen Diskurs zu „digitaler Souveränität“.pdf:application/pdf},
}

@incollection{kersting_open_2023,
	address = {Wiesbaden},
	title = {Die {Open} {Government} {Partnership} als internationaler {Akteur} zur {Förderung} eines offenen {Regierungs}- und {Verwaltungshandelns}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_17-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gollasch, Katja and Von Lucke, Jörn},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_17-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--22},
	file = {Gollasch und Von Lucke - 2023 - Die Open Government Partnership als internationaler Akteur zur Förderung eines offenen Regierungs- u:/Users/jochenhanisch-johannsen/Zotero/storage/XR5FX4BI/Gollasch und Von Lucke - 2023 - Die Open Government Partnership als internationaler Akteur zur Förderung eines offenen Regierungs- u.pdf:application/pdf},
}

@incollection{kersting_algorithmen_2023,
	address = {Wiesbaden},
	title = {Algorithmen und {KI} in der {Partizipation}. {Der} {Ansatz} der {Technikfolgenabschätzung}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_11-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Grunwald, Armin},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_11-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--20},
	file = {Grunwald - 2023 - Algorithmen und KI in der Partizipation. Der Ansatz der Technikfolgenabschätzung:/Users/jochenhanisch-johannsen/Zotero/storage/TZDBQ92E/Grunwald - 2023 - Algorithmen und KI in der Partizipation. Der Ansatz der Technikfolgenabschätzung.pdf:application/pdf},
}

@incollection{kersting_auswirkungen_2024,
	address = {Wiesbaden},
	title = {Auswirkungen von {Digitalisierung} auf politische {Bildung}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_52-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Besand, Anja and Rentsch, Susanne},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2024},
	doi = {10.1007/978-3-658-31480-4_52-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--14},
	file = {Besand und Rentsch - 2024 - Auswirkungen von Digitalisierung auf politische Bildung:/Users/jochenhanisch-johannsen/Zotero/storage/RAG9QT4M/Besand und Rentsch - 2024 - Auswirkungen von Digitalisierung auf politische Bildung.pdf:application/pdf},
}

@incollection{kersting_digital_2023,
	address = {Wiesbaden},
	title = {Digital {Health}: {Bürgerinnen} und {Bürger} als {Subjekte} und {Objekte} ihrer {Gesundheit}},
	isbn = {978-3-658-31480-4},
	shorttitle = {Digital {Health}},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_27-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Strünck, Christoph},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_27-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--14},
	file = {Strünck - 2023 - Digital Health Bürgerinnen und Bürger als Subjekte und Objekte ihrer Gesundheit:/Users/jochenhanisch-johannsen/Zotero/storage/PBCM95GR/Strünck - 2023 - Digital Health Bürgerinnen und Bürger als Subjekte und Objekte ihrer Gesundheit.pdf:application/pdf},
}

@incollection{kersting_digitale_2023,
	address = {Wiesbaden},
	title = {Digitale {Kompetenzen} in konnektiven politischen {Räumen}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_26-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Szukala, Andrea},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_26-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--20},
	file = {Szukala - 2023 - Digitale Kompetenzen in konnektiven politischen Räumen:/Users/jochenhanisch-johannsen/Zotero/storage/XFIM2R78/Szukala - 2023 - Digitale Kompetenzen in konnektiven politischen Räumen.pdf:application/pdf},
}

@incollection{kersting_digitale_2024,
	address = {Wiesbaden},
	title = {Digitale {Plattformen} und die {Vermittlung} politischer Öffentlichkeit},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_2-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Neuberger, Christoph},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2024},
	doi = {10.1007/978-3-658-31480-4_2-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--22},
	file = {Neuberger - 2024 - Digitale Plattformen und die Vermittlung politischer Öffentlichkeit:/Users/jochenhanisch-johannsen/Zotero/storage/XYTBZQ48/Neuberger - 2024 - Digitale Plattformen und die Vermittlung politischer Öffentlichkeit.pdf:application/pdf},
}

@incollection{kersting_e-planning_2025,
	address = {Wiesbaden},
	title = {E-{Planning}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_41-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Radtke, Jörg and Bosch, Stephan},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2025},
	doi = {10.1007/978-3-658-31480-4_41-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--32},
	file = {Radtke und Bosch - 2025 - E-Planning:/Users/jochenhanisch-johannsen/Zotero/storage/V8DYBKDK/Radtke und Bosch - 2025 - E-Planning.pdf:application/pdf},
}

@incollection{kersting_neue_2024,
	address = {Wiesbaden},
	title = {Eine neue {Unübersichtlichkeit}: {Digitalisierung} und politische {Beteiligung} in ländlichen {Räumen}},
	isbn = {978-3-658-31480-4},
	shorttitle = {Eine neue {Unübersichtlichkeit}},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_31-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kühne, Olaf and Kamlage, Jan-Hendrik},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2024},
	doi = {10.1007/978-3-658-31480-4_31-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--22},
	file = {Kühne und Kamlage - 2024 - Eine neue Unübersichtlichkeit Digitalisierung und politische Beteiligung in ländlichen Räumen:/Users/jochenhanisch-johannsen/Zotero/storage/6E5QU8WL/Kühne und Kamlage - 2024 - Eine neue Unübersichtlichkeit Digitalisierung und politische Beteiligung in ländlichen Räumen.pdf:application/pdf},
}

@incollection{kersting_gamification_2023,
	address = {Wiesbaden},
	title = {Gamification, {Serious} {Games} und politische {Beteiligung}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_49-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hoffmann, Christian Pieter},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_49-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--15},
	file = {Hoffmann - 2023 - Gamification, Serious Games und politische Beteiligung:/Users/jochenhanisch-johannsen/Zotero/storage/TP8UQIZA/Hoffmann - 2023 - Gamification, Serious Games und politische Beteiligung.pdf:application/pdf},
}

@incollection{kersting_rolle_2023,
	address = {Wiesbaden},
	title = {Die {Rolle} der {Verwaltung} im {Kontext} kommunaler {Online}-{Partizipation}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_15-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Möltgen-Sicking, Katrin and Najemnik, Nicole},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_15-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--19},
	file = {Möltgen-Sicking und Najemnik - 2023 - Die Rolle der Verwaltung im Kontext kommunaler Online-Partizipation:/Users/jochenhanisch-johannsen/Zotero/storage/FEMVPXZU/Möltgen-Sicking und Najemnik - 2023 - Die Rolle der Verwaltung im Kontext kommunaler Online-Partizipation.pdf:application/pdf},
}

@incollection{kersting_digitale_2023-1,
	address = {Wiesbaden},
	title = {Digitale {Gegen}-{Demokratie}: {Online}-{Partizipation} politischer {Protestakteure}},
	isbn = {978-3-658-31480-4},
	shorttitle = {Digitale {Gegen}-{Demokratie}},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_5-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Baringhorst, Sigrid},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_5-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--20},
	file = {Baringhorst - 2023 - Digitale Gegen-Demokratie Online-Partizipation politischer Protestakteure:/Users/jochenhanisch-johannsen/Zotero/storage/8VEF6HAM/Baringhorst - 2023 - Digitale Gegen-Demokratie Online-Partizipation politischer Protestakteure.pdf:application/pdf},
}

@incollection{kersting_digitale_2023-2,
	address = {Wiesbaden},
	title = {Digitale {Informationsumgebungen}: {Echokammern}, {Filterblasen}, {Fake} {News} und {Algorithmen}},
	isbn = {978-3-658-31480-4},
	shorttitle = {Digitale {Informationsumgebungen}},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_34-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Jungherr, Andreas},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_34-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--17},
	file = {Jungherr - 2023 - Digitale Informationsumgebungen Echokammern, Filterblasen, Fake News und Algorithmen:/Users/jochenhanisch-johannsen/Zotero/storage/K37KG4GI/Jungherr - 2023 - Digitale Informationsumgebungen Echokammern, Filterblasen, Fake News und Algorithmen.pdf:application/pdf},
}

@incollection{kersting_e-deliberation_2024,
	address = {Wiesbaden},
	title = {E-{Deliberation}: {Instrumente}},
	isbn = {978-3-658-31480-4},
	shorttitle = {E-{Deliberation}},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_43-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Datts, Mario},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2024},
	doi = {10.1007/978-3-658-31480-4_43-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--15},
	file = {Datts - 2024 - E-Deliberation Instrumente:/Users/jochenhanisch-johannsen/Zotero/storage/Q2ZRQAW8/Datts - 2024 - E-Deliberation Instrumente.pdf:application/pdf},
}

@incollection{kersting_jugend_2024,
	address = {Wiesbaden},
	title = {Jugend und politische {Beteiligung} im {Netz}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_24-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hoffmann, Dagmar},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2024},
	doi = {10.1007/978-3-658-31480-4_24-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--13},
	file = {Hoffmann - 2024 - Jugend und politische Beteiligung im Netz:/Users/jochenhanisch-johannsen/Zotero/storage/TXSS5ESN/Hoffmann - 2024 - Jugend und politische Beteiligung im Netz.pdf:application/pdf},
}

@incollection{kersting_liquid_2023,
	address = {Wiesbaden},
	title = {Liquid {Democracy}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_7-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schwanholz, Julia},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_7-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--10},
	file = {Schwanholz - 2023 - Liquid Democracy:/Users/jochenhanisch-johannsen/Zotero/storage/EPFVG2IT/Schwanholz - 2023 - Liquid Democracy.pdf:application/pdf},
}

@incollection{kersting_online-beteiligung_2023,
	address = {Wiesbaden},
	title = {Online-{Beteiligung} und autoritäre {Systeme}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_9-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kneuer, Marianne and Jasser, Greta},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_9-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--17},
	file = {Kneuer und Jasser - 2023 - Online-Beteiligung und autoritäre Systeme:/Users/jochenhanisch-johannsen/Zotero/storage/8C4FPX89/Kneuer und Jasser - 2023 - Online-Beteiligung und autoritäre Systeme.pdf:application/pdf},
}

@incollection{kersting_open_2023-1,
	address = {Wiesbaden},
	title = {Open {Government} {Data} – {Offene} {Verwaltungsdaten}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_36-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kubicek, Herbert and Jarke, Juliane},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_36-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--26},
	file = {Kubicek und Jarke - 2023 - Open Government Data – Offene Verwaltungsdaten:/Users/jochenhanisch-johannsen/Zotero/storage/PMTD6PEN/Kubicek und Jarke - 2023 - Open Government Data – Offene Verwaltungsdaten.pdf:application/pdf},
}

@incollection{kersting_migration_2023,
	address = {Wiesbaden},
	title = {Migration und {Inklusion}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_32-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Köster, Antonia},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_32-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--10},
	file = {Köster - 2023 - Migration und Inklusion:/Users/jochenhanisch-johannsen/Zotero/storage/N54JH94B/Köster - 2023 - Migration und Inklusion.pdf:application/pdf},
}

@incollection{kersting_mini_2024,
	address = {Wiesbaden},
	title = {Mini {Publics} {Online}: {Erfahrungen} mit {Online}-{Bürgerräten} und {Online}-{Planungszellen}},
	isbn = {978-3-658-31480-4},
	shorttitle = {Mini {Publics} {Online}},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_37-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Dienel, Hans-Liudger and Von Blanckenburg, Christine and Bach, Nicolas},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2024},
	doi = {10.1007/978-3-658-31480-4_37-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--16},
	file = {Dienel et al. - 2024 - Mini Publics Online Erfahrungen mit Online-Bürgerräten und Online-Planungszellen:/Users/jochenhanisch-johannsen/Zotero/storage/N5YBFHDG/Dienel et al. - 2024 - Mini Publics Online Erfahrungen mit Online-Bürgerräten und Online-Planungszellen.pdf:application/pdf},
}

@incollection{kersting_politische_2023,
	address = {Wiesbaden},
	title = {Politische {Partizipation} durch {Soziale} {Medien}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_3-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Theocharis, Yannis},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_3-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--18},
	file = {Theocharis - 2023 - Politische Partizipation durch Soziale Medien:/Users/jochenhanisch-johannsen/Zotero/storage/9U5RINZ9/Theocharis - 2023 - Politische Partizipation durch Soziale Medien.pdf:application/pdf},
}

@incollection{kersting_populismus_2023,
	address = {Wiesbaden},
	title = {Populismus und {Digitalisierung}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_53-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lewandowsky, Marcel and Siri, Jasmin},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_53-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--16},
	file = {Lewandowsky und Siri - 2023 - Populismus und Digitalisierung:/Users/jochenhanisch-johannsen/Zotero/storage/RQ4MJGFK/Lewandowsky und Siri - 2023 - Populismus und Digitalisierung.pdf:application/pdf},
}

@incollection{kersting_qualitat_2023,
	address = {Wiesbaden},
	title = {Qualität und {Inzivilität} von {Online}-{Diskussionen}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_51-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Heinbach, Dominique},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_51-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--24},
	file = {Heinbach - 2023 - Qualität und Inzivilität von Online-Diskussionen:/Users/jochenhanisch-johannsen/Zotero/storage/ZYJTMIEB/Heinbach - 2023 - Qualität und Inzivilität von Online-Diskussionen.pdf:application/pdf},
}

@incollection{kersting_regierungen_2023,
	address = {Wiesbaden},
	title = {Regierungen},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_13-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kneuer, Marianne and Schünemann, Wolf},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_13-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--18},
	file = {Kneuer und Schünemann - 2023 - Regierungen:/Users/jochenhanisch-johannsen/Zotero/storage/TDHNABL7/Kneuer und Schünemann - 2023 - Regierungen.pdf:application/pdf},
}

@incollection{kersting_sicherheit_2023,
	address = {Wiesbaden},
	title = {Sicherheit und {Datenschutz} in der elektronischen {Beteiligung}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_62-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Leitner, Maria},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_62-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--13},
	file = {Leitner - 2023 - Sicherheit und Datenschutz in der elektronischen Beteiligung:/Users/jochenhanisch-johannsen/Zotero/storage/2Z79P8CU/Leitner - 2023 - Sicherheit und Datenschutz in der elektronischen Beteiligung.pdf:application/pdf},
}

@incollection{kersting_virtualitat_2023,
	address = {Wiesbaden},
	title = {Virtualität},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_10-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kasprowicz, Dawid and Rieger, Stefan},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_10-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--18},
	file = {Kasprowicz und Rieger - 2023 - Virtualität:/Users/jochenhanisch-johannsen/Zotero/storage/C9VJ3L9H/Kasprowicz und Rieger - 2023 - Virtualität.pdf:application/pdf},
}

@incollection{kersting_smart_2023,
	address = {Wiesbaden},
	title = {Smart {Government} und {Smart} {City}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_30-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Von Lucke, Jörn and Zanchet Maciel, Paulo Vinicius},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_30-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--20},
	file = {Von Lucke und Zanchet Maciel - 2023 - Smart Government und Smart City:/Users/jochenhanisch-johannsen/Zotero/storage/LF3WCMZP/Von Lucke und Zanchet Maciel - 2023 - Smart Government und Smart City.pdf:application/pdf},
}

@incollection{kersting_social_2023,
	address = {Wiesbaden},
	title = {Social {Bots} im demokratischen {Online}-{Diskurs}: {Ein} {Update} zur {Infodemie} und {Handlungsperspektiven}},
	isbn = {978-3-658-31480-4},
	shorttitle = {Social {Bots} im demokratischen {Online}-{Diskurs}},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_21-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hamm, Andrea and Schossböck, Judith and Edelmann, Noella and Parycek, Peter},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_21-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--17},
	file = {Hamm et al. - 2023 - Social Bots im demokratischen Online-Diskurs Ein Update zur Infodemie und Handlungsperspektiven:/Users/jochenhanisch-johannsen/Zotero/storage/S2HVXMCZ/Hamm et al. - 2023 - Social Bots im demokratischen Online-Diskurs Ein Update zur Infodemie und Handlungsperspektiven.pdf:application/pdf},
}

@incollection{kersting_verbande_2024,
	address = {Wiesbaden},
	title = {Verbände ({Gewerkschaften})},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_20-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schroeder, Wolfgang and Greef, Samuel},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2024},
	doi = {10.1007/978-3-658-31480-4_20-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--23},
	file = {Schroeder und Greef - 2024 - Verbände (Gewerkschaften):/Users/jochenhanisch-johannsen/Zotero/storage/4W2ZDWJQ/Schroeder und Greef - 2024 - Verbände (Gewerkschaften).pdf:application/pdf},
}

@incollection{kersting_voting_2023,
	address = {Wiesbaden},
	title = {Voting {Advice} {Applications}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_40-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Thomeczek, Jan Philipp},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_40-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--21},
	file = {Thomeczek - 2023 - Voting Advice Applications:/Users/jochenhanisch-johannsen/Zotero/storage/Q6VQNSKI/Thomeczek - 2023 - Voting Advice Applications.pdf:application/pdf},
}

@incollection{kersting_zur_2023,
	address = {Wiesbaden},
	title = {Zur {Zukunft} von {Verfassungsreformen} mit {Bürgerbeteiligung} – {Online}-{Komponenten}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_38-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Geißel, Brigitte and Kersting, Norbert},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_38-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--18},
	file = {Geißel und Kersting - 2023 - Zur Zukunft von Verfassungsreformen mit Bürgerbeteiligung – Online-Komponenten:/Users/jochenhanisch-johannsen/Zotero/storage/8CV3KKAJ/Geißel und Kersting - 2023 - Zur Zukunft von Verfassungsreformen mit Bürgerbeteiligung – Online-Komponenten.pdf:application/pdf},
}

@incollection{uskov_management_2024,
	address = {Singapore},
	title = {Management {Approach} for {Digital} {Maturity} of {Smart} {Education} {Systems}: {Robustness}},
	volume = {399},
	isbn = {978-981-97-4953-9 978-981-97-4954-6},
	shorttitle = {Management {Approach} for {Digital} {Maturity} of {Smart} {Education} {Systems}},
	url = {https://link.springer.com/10.1007/978-981-97-4954-6_17},
	abstract = {The paper discusses the use of robust management tools to simulate a conceptual model for assessing the development level of the digital maturity in smart education systems. It is represented on the basis of various indices of human capital required for university development due to the modern educational trend. The proposed “digital maturity model” of the university acts as an “integrator” of knowledge and a “translator” of knowledge transfer to the general population in order to improve their quality of life through education. The robust approach was chosen as the research method. The quality function deployment (QFD) was used for evaluating the external environment challenges and demands. The robust approach ensures that the requirements of the stakeholders are updated and it allows ﬁnding opportunities for adapting these requirements to the development of society.},
	language = {en-GB},
	urldate = {2024-10-18},
	booktitle = {Smart {Education} and e-{Learning} 2024},
	publisher = {Springer Nature Singapore},
	author = {Glukhova, Lyudmila V. and Sherstobitova, Anna A. and Gudkova, Svetlana A. and Gudkov, Anton A.},
	editor = {Uskov, Vladimir L. and Howlett, Robert J. and Jain, Lakhmi C.},
	year = {2024},
	doi = {10.1007/978-981-97-4954-6_17},
	note = {Series Title: Smart Innovation, Systems and Technologies},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {199--209},
	file = {Glukhova et al. - 2024 - Management Approach for Digital Maturity of Smart .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZDVHQLUC/Glukhova et al. - 2024 - Management Approach for Digital Maturity of Smart .pdf:application/pdf},
}

@incollection{uskov_chaotic_2024,
	address = {Singapore},
	title = {The {Chaotic} {Presystem}’s {Digital} {Management}},
	volume = {399},
	isbn = {978-981-97-4953-9 978-981-97-4954-6},
	url = {https://link.springer.com/10.1007/978-981-97-4954-6_16},
	abstract = {Recently, there has been an increasing interest in describing chaotic systems and processes that affect almost all spheres of both the world around us and the spheres of functioning of society. The current digital transformation of the functioning of society opens up broad opportunities in this direction. The article deals with issues: The new concept of a presystem is introduced. As a practice application of this notion chaotic presystem models are considered, for example, such as Chaotic logic. The expressive possibilities of chaotic logic are considered. The notion of a quasi—fractal chaotic logic to show the impossibility of controlling chaos from the standpoint of quasi-fractal logic due to the presence of holes in chaotic logic from the standpoint of non—deterministic chaos. To investigate presystem conditional groups’ probability function and conditional digitalization function are introduced. Conditional groups’ function of digitalization can be used to clarify the qualitative side of the forecast and its connection with the quantitative characteristics. The deﬁnition of a measurement error, connected with conditional digitalization function is given. As a practice application of this notion the explanation of possible causes of forecasting errors in smart systems/in smart university ranking systems, in ﬁnancial—economic systems can be got. Also, the following results are presented: The existence an element in a chaotic closed associative presystem at which any connections are impossible to set. The existence a level in a chaotic closed associative quasi-fractal presystem at which connections are impossible to set.},
	language = {en-GB},
	urldate = {2024-10-18},
	booktitle = {Smart {Education} and e-{Learning} 2024},
	publisher = {Springer Nature Singapore},
	author = {Serdyukova, Natalia A. and Serdyukov, Vladimir I. and Kusminova, Olga A. and Shishkina, Svetlana I.},
	editor = {Uskov, Vladimir L. and Howlett, Robert J. and Jain, Lakhmi C.},
	year = {2024},
	doi = {10.1007/978-981-97-4954-6_16},
	note = {Series Title: Smart Innovation, Systems and Technologies},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {185--197},
	file = {Serdyukova et al. - 2024 - The Chaotic Presystem’s Digital Management.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5588E4YC/Serdyukova et al. - 2024 - The Chaotic Presystem’s Digital Management.pdf:application/pdf},
}

@incollection{uskov_intelligent_2024,
	address = {Singapore},
	title = {Intelligent {Information} {System} for {Simulation} and {Management} {Decision}},
	volume = {399},
	isbn = {978-981-97-4953-9 978-981-97-4954-6},
	url = {https://link.springer.com/10.1007/978-981-97-4954-6_15},
	abstract = {Currently, intelligent decision support systems (IDSS) are widely used. Their main component is a knowledge base. Its adequacy determines the ability of the system to justify the recommended decisions, especially in conditions of diversity and incompleteness of input data. Research Methods: the methods of classiﬁcation and systematization, fuzzy logic was used to solve the problems. The paper presents: a model of knowledge base structure, a model of intelligent information system for assessing the adequacy of the knowledge base, a set of rules for making managerial decisions. The results were tested in the Higher School of Intelligent Systems and Cybertechnologies.},
	language = {en-GB},
	urldate = {2024-10-18},
	booktitle = {Smart {Education} and e-{Learning} 2024},
	publisher = {Springer Nature Singapore},
	author = {Glukhova, Lyudmila V. and Filippova, Olga A. and Syrotyuk, Svetlana D. and Gudkova, Svetlana A. and Munirova, Yuliya S.},
	editor = {Uskov, Vladimir L. and Howlett, Robert J. and Jain, Lakhmi C.},
	year = {2024},
	doi = {10.1007/978-981-97-4954-6_15},
	note = {Series Title: Smart Innovation, Systems and Technologies},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {175--184},
	file = {Glukhova et al. - 2024 - Intelligent Information System for Simulation and .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3XEF637I/Glukhova et al. - 2024 - Intelligent Information System for Simulation and .pdf:application/pdf},
}

@incollection{uskov_what_2024,
	address = {Singapore},
	title = {What {Is} the {Impact} of {Screen} {Time} on the {Development} of {Communication} in {Children} with {Autism} {Spectrum} {Disorder} ({ASD})? {Possible} {Trajectories}},
	volume = {399},
	isbn = {978-981-97-4953-9 978-981-97-4954-6},
	shorttitle = {What {Is} the {Impact} of {Screen} {Time} on the {Development} of {Communication} in {Children} with {Autism} {Spectrum} {Disorder} ({ASD})?},
	url = {https://link.springer.com/10.1007/978-981-97-4954-6_14},
	abstract = {The article presents information on children’s screen exposure and its relationship to development in typically developing children and children with autism spectrum disorders (ASD). Research data on the impact of reducing screen time on the development of children with autism, the impact of screen time in children with autism on relationships with adults, and some positive aspects of technology use are reviewed. Possibilities for developmental trajectories in predisposition to certain disorders and possible change in impact on screen time in children with autism and children who exhibit some of the symptoms of autism are presented with suggestions by the authors for directions of impact to achieve improvement in the manifestations of social dysfunctions and use of language as a means of communication.},
	language = {en-GB},
	urldate = {2024-10-18},
	booktitle = {Smart {Education} and e-{Learning} 2024},
	publisher = {Springer Nature Singapore},
	author = {Stankova, Margarita and Tuparov, Georgi and Mihova, Polina},
	editor = {Uskov, Vladimir L. and Howlett, Robert J. and Jain, Lakhmi C.},
	year = {2024},
	doi = {10.1007/978-981-97-4954-6_14},
	note = {Series Title: Smart Innovation, Systems and Technologies},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {163--171},
	file = {Stankova et al. - 2024 - What Is the Impact of Screen Time on the Developme.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G5LTR4ND/Stankova et al. - 2024 - What Is the Impact of Screen Time on the Developme.pdf:application/pdf},
}

@incollection{uskov_mapping_2024,
	address = {Singapore},
	title = {Mapping {Students}’ {Digital} {Eco}-system {Usage} {Patterns} {Using} {Kernel}-{Based} {Principal} {Component} {Analysis} to {Inform} {Course} {Design}},
	volume = {399},
	isbn = {978-981-97-4953-9 978-981-97-4954-6},
	url = {https://link.springer.com/10.1007/978-981-97-4954-6_12},
	abstract = {In today’s technology-driven world, educators need to understand how students use Information and Communication Technologies (ICT) for educational purposes if they wish to effectively design curricula. Today, students seamlessly navigate various devices, creating complex, nontraditional learning environments from a young age. This means educators must recognize the positive affordances of technology while being cautious of negative aspects. Personalized learning opportunities can be developed by understanding students’ digital learning environments or digital eco-systems through learning analytics. This research aims to map students’ digital eco-system usage patterns to inform course design that aligns with student learning expectations as they relate to learning technology. To contextualize technologies and learning environments, a clear understanding of learners’ technological adoption and use in speciﬁc learning contexts is necessary. Artiﬁcial Intelligence techniques can be employed to better understand participants’ technological adoption and use in collaborative educational activities. In this study, participant activity was captured in log data, and Kernel-Based Principal Component Analysis (KPCA) was applied over one academic year. Key ﬁndings include a consistent decrease in online activity throughout the academic year and students favoring mobile and non-mobile devices at different times during activities, suggesting they selectively utilize different affordances based on context and purpose. If this is the case, it would be an insight into how they are shifting between device types depending on the context and purpose. These ﬁndings provide a clearer understanding of how the students behave within a digital eco-system of interconnected devices that function to support their learning. The results and implications for education were discussed, along with suggestions for future research.},
	language = {en-GB},
	urldate = {2024-10-18},
	booktitle = {Smart {Education} and e-{Learning} 2024},
	publisher = {Springer Nature Singapore},
	author = {Ilic, Peter and Sato-Ilic, Mika},
	editor = {Uskov, Vladimir L. and Howlett, Robert J. and Jain, Lakhmi C.},
	year = {2024},
	doi = {10.1007/978-981-97-4954-6_12},
	note = {Series Title: Smart Innovation, Systems and Technologies},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {141--150},
	file = {Ilic und Sato-Ilic - 2024 - Mapping Students’ Digital Eco-system Usage Pattern.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TZICI69C/Ilic und Sato-Ilic - 2024 - Mapping Students’ Digital Eco-system Usage Pattern.pdf:application/pdf},
}

@incollection{uskov_preventing_2024,
	address = {Singapore},
	title = {Preventing {Summer} {Learning} {Loss}: {A} {Randomized} {Control} {Trial}},
	volume = {399},
	isbn = {978-981-97-4953-9 978-981-97-4954-6},
	shorttitle = {Preventing {Summer} {Learning} {Loss}},
	url = {https://link.springer.com/10.1007/978-981-97-4954-6_10},
	abstract = {Identifying effective methods that can counteract seasonal trends in learning loss is essential to ensure continuous literacy growth of young learners. Computer-assisted instruction (CAI) is a solution for providing an effective summer literacy program that could help offset summer learning loss. In this study, four-yearold students from South Dakota and Wyoming were randomly assigned to use either an early literacy or early math and science summer learning CAI program. Students were expected to use the CAI for 20 min a day, ﬁve days a week, during the summer before entering kindergarten. Literacy performance was assessed at the beginning and end of the program, and scores of students who were assigned to the literacy program were compared to the scores of students who were assigned to use the math and science program. Students who used the literacy program scored signiﬁcantly higher in overall literacy and for the subskills of blending and letter recognition than their control group counterparts. Demographic effects were assessed for students experiencing poverty and students of color. For these demographics, students in the experimental group outperformed their control group counterparts in overall literacy scores and blending and letter recognition subskills.},
	language = {en-GB},
	urldate = {2024-10-18},
	booktitle = {Smart {Education} and e-{Learning} 2024},
	publisher = {Springer Nature Singapore},
	author = {Shamir, Haya and Pocklington, David and Yoder, Erik and Tom, Mikayla and Houchins, Alexander},
	editor = {Uskov, Vladimir L. and Howlett, Robert J. and Jain, Lakhmi C.},
	year = {2024},
	doi = {10.1007/978-981-97-4954-6_10},
	note = {Series Title: Smart Innovation, Systems and Technologies},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {119--126},
	file = {Shamir et al. - 2024 - Preventing Summer Learning Loss A Randomized Cont.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8IP467UF/Shamir et al. - 2024 - Preventing Summer Learning Loss A Randomized Cont.pdf:application/pdf},
}

@incollection{uskov_smart_2024-3,
	address = {Singapore},
	title = {Smart {Technology} {Enhanced} {Teaching} and {Learning} of {Programming}—{Several} {Case} {Studies}},
	volume = {399},
	isbn = {978-981-97-4953-9 978-981-97-4954-6},
	url = {https://link.springer.com/10.1007/978-981-97-4954-6_11},
	abstract = {In educational processes is important to make students actively learn. Widely spread one-size-ﬁts-all approach in the past nowadays is not more acceptable. There are differences between students and some of them learn better in diverse ways. It is evident that different technological and pedagogical innovative and challenging ways for encouraging individual students to better learn new concepts and gain new knowledge are necessary. This paper brieﬂy presents three different smart educational systems used in teaching programming in a more innovative and personalized way. Comparison of systems’ functionalities and students’ opinions are valuable for their further improvements.},
	language = {en-GB},
	urldate = {2024-10-18},
	booktitle = {Smart {Education} and e-{Learning} 2024},
	publisher = {Springer Nature Singapore},
	author = {Ivanovic, Mirjana and Klašnja-Milićević, Aleksandra},
	editor = {Uskov, Vladimir L. and Howlett, Robert J. and Jain, Lakhmi C.},
	year = {2024},
	doi = {10.1007/978-981-97-4954-6_11},
	note = {Series Title: Smart Innovation, Systems and Technologies},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {129--140},
	file = {Ivanovic und Klašnja-Milićević - 2024 - Smart Technology Enhanced Teaching and Learning of.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L8DANBZI/Ivanovic und Klašnja-Milićević - 2024 - Smart Technology Enhanced Teaching and Learning of.pdf:application/pdf},
}

@incollection{kokoschka_vom_2025,
	title = {Vom {Beobachter} zum {Aktivisten}? {Veränderungen} der journalistischen {Berufsrolle} und der {Kompetenzen} im {Kontext} der gesellschaftlichen {Transformation}},
	isbn = {978-3-7489-4061-6},
	shorttitle = {Vom {Beobachter} zum {Aktivisten}?},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783748940616-89},
	abstract = {Aufgrund globaler Herausforderungen, allen voran die Klimakrise, verändern sich nicht nur die Strukturen und Bedingungen der Weltgesellschaft, sondern es wächst auch der Druck auf den Journalismus. Seine Funktionen, Leistungen, Aufgaben und Rollen wandeln sich angesichts der gesellschaftlichen Transformation, die wesentlich von der Digitalisierung beschleunigt wird. Vor diesem Hintergrund werden im Folgenden primär die alten journalistischen Berufsbilder und Rollen mit Blick auf ihr Potenzial zur Neujustierung betrachtet: Sind noch die neutralen, distanzierten Beobachter gefragt? Oder ist nicht inzwischen von Journalistinnen und Journalisten gefordert, sich aktiv für die „gute Sache“, wie Klimaschutz und Nachhaltigkeit, einzusetzen? Vorgestellt und unter ethischen Prämissen diskutiert werden aktuelle Konzepte eines aktivierenden Nachhaltigkeitsjournalismus.},
	language = {de-DE},
	urldate = {2025-01-30},
	booktitle = {Nachhaltigkeit in der {Medienkommunikation}},
	publisher = {Nomos Verlagsgesellschaft mbH \& Co. KG},
	author = {Dernbach, Beatrice},
	editor = {Kokoschka, Vanessa and Kosak, Stefan and Paganini, Claudia and Rademacher, Lars},
	year = {2025},
	doi = {10.5771/9783748940616-89},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {89--102},
	file = {Dernbach - 2025 - Vom Beobachter zum Aktivisten Veränderungen der journalistischen Berufsrolle und der Kompetenzen im:/Users/jochenhanisch-johannsen/Zotero/storage/E6WMWECF/Dernbach - 2025 - Vom Beobachter zum Aktivisten Veränderungen der journalistischen Berufsrolle und der Kompetenzen im.pdf:application/pdf},
}

@article{paavilainen_using_2024,
	title = {Using {Learning} {Analytics} to {Support} {Self}-{Regulated} {Learning} in {Primary} {Education} – {A} {Learning} {Design} {Perspective}},
	issn = {2211-1662, 2211-1670},
	url = {https://link.springer.com/10.1007/s10758-024-09808-4},
	doi = {10.1007/s10758-024-09808-4},
	abstract = {In digitalized learning processes, learning analytics (LA) can help teachers make pedagogically sound decisions and support pupils’ self-regulated learning (SRL). However, research on the role of the pedagogical dimensions of learning design (LD) in influencing the possibilities of LA remains scarce. Primary school presents a unique LA context characterized by blended learning environments and pupils’ various abilities to regulate their learning, underscoring teachers’ vital importance. This study explores how pedagogically diverse LDs influence pupils’ SRL behaviors and learning management system (LMS) usage, as well as how this is reflected in LA visualizations. Two LDs were designed and implemented in two primary school classes of fifth (n = 30) and sixth (n = 22) graders within authentic pedagogical and technological contexts. We used sequence analysis to examine the pupils’ SRL actions during LDs, using LMS log data and observation data to contextualize these actions. The results show that LA offers less accurate feedback in more open, collaborative LDs as pupils tend to rely less on the LMS to regulate their learning. Furthermore, the teacher powerfully influences LMS usage in blended primary school classrooms. To maximize the potential of using LA to support SRL, its design needs to be grounded in the LD through an understanding of how the regulation of learning is promoted in diverse learning processes.},
	language = {en-GB},
	urldate = {2025-01-02},
	journal = {Technology, Knowledge and Learning},
	author = {Paavilainen, Teija and López-Pernas, Sonsoles and Väisänen, Sanna and Kontkanen, Sini and Hirsto, Laura},
	month = dec,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:Relevanz:4, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur, Leraning:Analytics},
	file = {Paavilainen et al. - 2024 - Using Learning Analytics to Support Self-Regulated Learning in Primary Education – A Learning Design:/Users/jochenhanisch-johannsen/Zotero/storage/2DZFMIZG/Paavilainen et al. - 2024 - Using Learning Analytics to Support Self-Regulated Learning in Primary Education – A Learning Design.pdf:application/pdf},
}

@incollection{kersting_online-petitionen_2023,
	address = {Wiesbaden},
	title = {Online-{Petitionen}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_45-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Voss, Kathrin},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_45-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--19},
	file = {Voss - 2023 - Online-Petitionen:/Users/jochenhanisch-johannsen/Zotero/storage/B93MZGE3/Voss - 2023 - Online-Petitionen.pdf:application/pdf},
}

@incollection{hess_e-portfolios_2024,
	address = {Wiesbaden},
	title = {E-{Portfolios} als (sozio-)kognitive {Werkzeuge} im {Spannungsfeld} {Hochschule} – {Studierende} – {Praxis}},
	isbn = {978-3-658-44109-8 978-3-658-44110-4},
	url = {https://link.springer.com/10.1007/978-3-658-44110-4_10},
	language = {de-DE},
	urldate = {2024-10-18},
	booktitle = {Erfolgsmodell duales {Studium} {Sozialer} {Arbeit}?},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Krauskopf, Karsten},
	editor = {Hess, Simone and Gründer, René and Alleweldt, Erika and Boße, Michel and Rahn, Sebastian},
	year = {2024},
	doi = {10.1007/978-3-658-44110-4_10},
	note = {Series Title: Edition Centaurus - Perspektiven Sozialer Arbeit in Theorie und Praxis},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, E-Portfolio},
	pages = {183--198},
	file = {Krauskopf - 2024 - E-Portfolios als (sozio-)kognitive Werkzeuge im Sp.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MHGXT9VZ/Krauskopf - 2024 - E-Portfolios als (sozio-)kognitive Werkzeuge im Sp.pdf:application/pdf},
}

@book{weber_hochschullernwerkstatten_nodate,
	title = {Hochschullernwerkstätten im analogen und digitalen {Raum}. {Perspektiven} auf {Didaktik} und {Forschung} in innovativen {Lernsettings}},
	language = {de-DE},
	author = {Weber, Nadine [Hrsg ] and Moos, Michelle [Hrsg ] and Kucharz, Diemut [Hrsg ]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#3:Buch:online:Lernumgebung},
	file = {Weber et al. - Hochschullernwerkstätten im analogen und digitalen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZZVS2ZG7/Weber et al. - Hochschullernwerkstätten im analogen und digitalen.pdf:application/pdf},
}

@article{asilo_designing_2024,
	title = {Designing {Technology}-{Based} e-{Learning} for {Adult} {Education} in the {Philippine} {Agriculture} {Sector}: {The} {PCAARRD} {Advanced} {Learning} {Management} {System} {Experience}},
	volume = {5},
	issn = {2661-8907},
	shorttitle = {Designing {Technology}-{Based} e-{Learning} for {Adult} {Education} in the {Philippine} {Agriculture} {Sector}},
	url = {https://link.springer.com/10.1007/s42979-024-02966-3},
	doi = {10.1007/s42979-024-02966-3},
	abstract = {The pandemic has tested the resilience of organizations and consequently hastened the digital acceleration in many organizations. With the Philippine Council for Agriculture, Forestry and Natural Resources Research and Development (DOST-PCAARRD), an e-learning modality was developed to disseminate relevant technologies that have been generated through its various research and development programs and projects. In developing the e-learning platform, the project adopted the ADDIE model of instructional design. This paper describes the process undertaken as PCAARRD transitioned from traditional classroom, face-to-face courses into an e-learning platform, adopting the ADDIE framework of instructional design and using Moodle as a learning management system. It also outlines the challenges and lessons learned from digitization, as well as recommendations and future directions for the program. Following the PCAARRD experience, the ADDIE model was an effective framework to use in e-learning development, primarily based on formative and summative evaluations. The success of e-learning can be considered a factor of various elements, including the learner, resource persons, the training course content, as well as the social interactions and ease of use of technology. The adoption of e-learning as a human capital investment continues to increase, which merits the evaluation of different organizational e-learning programs to introduce new insights or approaches in the delivery of adult learning for agriculture sector research and development.},
	language = {en-GB},
	number = {5},
	urldate = {2024-07-11},
	journal = {SN Computer Science},
	author = {Asilo, Eriza C. and Laranas, Jesselle S. and Decena, Fezoil Luz C.},
	month = jun,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit, Promotion:FU4b, Promotion:FU6},
	pages = {620},
	file = {Asilo et al. - 2024 - Designing Technology-Based e-Learning for Adult Ed.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6KQVHXK9/Asilo et al. - 2024 - Designing Technology-Based e-Learning for Adult Ed.pdf:application/pdf},
}

@article{wangang_design_2023,
	title = {Design and {Implementation} of an {Educational} {Information} {Management} {System} {Using} {Deep} {Learning} and {Wireless} {Communication}},
	issn = {1383-469X, 1572-8153},
	url = {https://link.springer.com/10.1007/s11036-023-02171-1},
	doi = {10.1007/s11036-023-02171-1},
	abstract = {Wireless communication and Deep Learning can enhance the capabilities of an educational information management system by optimizing physical resources, improving student learning outcomes, and reducing costs. However, the current information asymmetry in educational information management makes providing convenient information services for schools challenging. Therefore, this paper proposes an educational information management system (EIMS) that integrates wireless communication and deep learning techniques to optimize physical resources, improve student learning outcomes, and reduce costs. The current information asymmetry in educational information management makes providing convenient information services for schools challenging. The suggested design of the EIMS consists of four components: terminals, subsystems, server and database, and school website. The client/server and the browser/server modes are adopted to cross and utilize them under the work features of educational information management. The functional design of the system consists of a management terminal, a teacher terminal, and login and registration. The management terminal includes seven module functions: personal management function, comprehensive query function, status statistics function, attendance management function, teaching resource management function, and basic data management function. The teacher terminal is mainly divided into two parts, one is to upload the video information of the teaching status of the course, and the other is the docking of the algorithm. The system database design consists of four modules: student status management, training management, degree management, and course selection management. In addition, the designed forms include student information, teacher personal information, class schedule, cultivation plan, and student attendance sheet. The suggested EIMS is experimentally tested and analyzed using MATLAB software to educational information management system under BP neural network. The experimental results show that the BP neural network has good applicability to the educational information management system and can accurately predict the trend of educational information management, providing a reference for further improvement.},
	language = {en-GB},
	urldate = {2024-07-11},
	journal = {Mobile Networks and Applications},
	author = {Wangang, Cai},
	month = jul,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Promotion:FU4b, Lernsystemarchitektur},
	file = {Wangang - 2023 - Design and Implementation of an Educational Inform.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5ZWHZ4DJ/Wangang - 2023 - Design and Implementation of an Educational Inform.pdf:application/pdf},
}

@incollection{saqr_broad_2024,
	address = {Cham},
	title = {A {Broad} {Collection} of {Datasets} for {Educational} {Research} {Training} and {Application}},
	isbn = {978-3-031-54463-7 978-3-031-54464-4},
	url = {https://link.springer.com/10.1007/978-3-031-54464-4_2},
	abstract = {Abstract
            In this chapter, we present the main types of data that are used in learning analytics research. Learning analytics has grown to encompass the digital trails left by online learning technologies—clicks, events, and interactions—, sensor data and self-reports among others. We present a collection of curated real-life open datasets that represent the most common types of educational data. The datasets have been collected from diverse sources such as learning management systems, online forums, and surveys. These datasets are used throughout the book to illustrate methods of analysis such as sequence analysis, social network analysis, Markov models, predictive analytics and structure equation modeling, to mention a few. Each data set in the chapter is presented with its context, main properties, links to the original source, as well as a brief exploratory data analysis.},
	language = {en-GB},
	urldate = {2024-07-02},
	booktitle = {Learning {Analytics} {Methods} and {Tutorials}},
	publisher = {Springer Nature Switzerland},
	author = {López-Pernas, Sonsoles and Saqr, Mohammed and Conde, Javier and Del-Río-Carazo, Laura},
	editor = {Saqr, Mohammed and López-Pernas, Sonsoles},
	year = {2024},
	doi = {10.1007/978-3-031-54464-4_2},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#1:Buchteil:learning:management:system, Leraning:Analytics},
	pages = {17--66},
	file = {López-Pernas et al. - 2024 - A Broad Collection of Datasets for Educational Res.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CZJ6GNNP/López-Pernas et al. - 2024 - A Broad Collection of Datasets for Educational Res.pdf:application/pdf},
}

@incollection{saqr_visualizing_2024,
	address = {Cham},
	title = {Visualizing and {Reporting} {Educational} {Data} with {R}},
	isbn = {978-3-031-54463-7 978-3-031-54464-4},
	url = {https://link.springer.com/10.1007/978-3-031-54464-4_6},
	abstract = {Abstract
            Visualizing data is central in learning analytics research, underpins learning dashboards, and is a prime method for reporting results and insights to stakeholders. In this chapter, the reader will be guided through the process of generating meaningful and aesthetically pleasing visualizations of different types of student data using well-known R packages. The main visualization types will be demonstrated with an explanation of their usage and use cases. Furthermore, learning-related examples will be discussed in detail. For instance, readers will learn how to visualize learners’ logs extracted from learning management systems to show how trace data can be used to track students’ learning activities. In addition to creating compelling plots, readers will also be able to generate professional-looking tables with summary statistics.},
	language = {en-GB},
	urldate = {2024-07-02},
	booktitle = {Learning {Analytics} {Methods} and {Tutorials}},
	publisher = {Springer Nature Switzerland},
	author = {López-Pernas, Sonsoles and Misiejuk, Kamila and Tikka, Santtu and Kopra, Juho and Heinäniemi, Merja and Saqr, Mohammed},
	editor = {Saqr, Mohammed and López-Pernas, Sonsoles},
	year = {2024},
	doi = {10.1007/978-3-031-54464-4_6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#1:Buchteil:learning:management:system, Leraning:Analytics},
	pages = {151--194},
	file = {López-Pernas et al. - 2024 - Visualizing and Reporting Educational Data with R.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ESXURN7H/López-Pernas et al. - 2024 - Visualizing and Reporting Educational Data with R.pdf:application/pdf},
}

@incollection{saqr_predictive_2024,
	address = {Cham},
	title = {Predictive {Modelling} in {Learning} {Analytics}: {A} {Machine} {Learning} {Approach} in {R}},
	isbn = {978-3-031-54463-7 978-3-031-54464-4},
	shorttitle = {Predictive {Modelling} in {Learning} {Analytics}},
	url = {https://link.springer.com/10.1007/978-3-031-54464-4_7},
	abstract = {Abstract
            Prediction of learners’ course performance has been a central theme in learning analytics (LA) since the inception of the field. The main motivation for such predictions has been to identify learners who are at risk of low achievement so that they could be offered timely support based on intervention strategies derived from analysis of learners’ data. To predict student success, numerous indicators, from varying data sources, have been examined and reported in the literature. Likewise, a variety of predictive algorithms have been used. The objective of this chapter is to introduce the reader to predictive modelling in LA, through a review of the main objectives, indicators, and algorithms that have been operationalized in previous works as well as a step-by-step tutorial of how to perform predictive modelling in LA using R. The tutorial demonstrates how to predict student success using learning traces originating from a learning management system, guiding the reader through all the required steps from the data preparation all to the evaluation of the built models.},
	language = {en-GB},
	urldate = {2024-07-02},
	booktitle = {Learning {Analytics} {Methods} and {Tutorials}},
	publisher = {Springer Nature Switzerland},
	author = {Jovanovic, Jelena and López-Pernas, Sonsoles and Saqr, Mohammed},
	editor = {Saqr, Mohammed and López-Pernas, Sonsoles},
	year = {2024},
	doi = {10.1007/978-3-031-54464-4_7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#1:Buchteil:learning:management:system, Leraning:Analytics},
	pages = {197--229},
	file = {Jovanovic et al. - 2024 - Predictive Modelling in Learning Analytics A Mach.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GTWZSTFH/Jovanovic et al. - 2024 - Predictive Modelling in Learning Analytics A Mach.pdf:application/pdf},
}

@incollection{saqr_why_2024,
	address = {Cham},
	title = {The {Why}, the {How} and the {When} of {Educational} {Process} {Mining} in {R}},
	isbn = {978-3-031-54463-7 978-3-031-54464-4},
	url = {https://link.springer.com/10.1007/978-3-031-54464-4_14},
	abstract = {Abstract
            This chapter presents the topic of process mining applied to learning analytics data. The chapter begins by introducing the fundamental concepts of the method, with a focus on event log construction and visual representation using directly-follows graphs. A review of the existing literature on educational process mining is also presented to introduce the reader to the state of the art of the field. The chapter follows with a guided tutorial in R on how to apply process mining to trace log data extracted from an online learning management system. The tutorial uses the  framework for data handling and visualization. We finish the chapter with a reflection on the method and its reliability and applicability.},
	language = {en-GB},
	urldate = {2024-07-02},
	booktitle = {Learning {Analytics} {Methods} and {Tutorials}},
	publisher = {Springer Nature Switzerland},
	author = {López-Pernas, Sonsoles and Saqr, Mohammed},
	editor = {Saqr, Mohammed and López-Pernas, Sonsoles},
	year = {2024},
	doi = {10.1007/978-3-031-54464-4_14},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#1:Buchteil:learning:management:system, Leraning:Analytics},
	pages = {467--488},
	file = {López-Pernas und Saqr - 2024 - The Why, the How and the When of Educational Proce.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SSDM9KK2/López-Pernas und Saqr - 2024 - The Why, the How and the When of Educational Proce.pdf:application/pdf},
}

@incollection{viberg_statoodle_2023,
	address = {Cham},
	title = {Statoodle: {A} {Learning} {Analytics} {Tool} to {Analyze} {Moodle} {Students}’ {Actions} and {Prevent} {Cheating}},
	volume = {14200},
	isbn = {978-3-031-42681-0 978-3-031-42682-7},
	shorttitle = {Statoodle},
	url = {https://link.springer.com/10.1007/978-3-031-42682-7_70},
	abstract = {In higher education, Learning Management Systems (LMS) are widely used to enable a space where instructors can deliver the materials, propose and collect activities, and interact with students, among other functionalities. These LMS allow collecting a vast amount of information whose analysis may improve the learning process and can even detect situations of cheating. In the literature, there are some plugins to analyze LMS data, but the issue is that plugins need to be installed by the administrators. This demo presents Statoodle, a simple desktop tool aimed to analyze Moodle data based on exported logs, which can be obtained by any instructor. Among its functionalities, it can inspect activity within the exams to determine whether or not there are unauthorized accesses, which is something that other plugins do not often include, it can provide detailed PDF reports about the overall performance of the quizzes (using algorithms, such as the Item Response Theory to analyze items’ difficulty), Excel reports with indicators about students’ activity and overall statistics about the grades. The tool has been tested in two courses and it has shown potential to detect cheating cases and/or prevent students from cheating when they are alerted that logs will be processed.},
	language = {en-GB},
	urldate = {2024-07-01},
	booktitle = {Responsive and {Sustainable} {Educational} {Futures}},
	publisher = {Springer Nature Switzerland},
	author = {Moreno-Marcos, Pedro Manuel and Barredo, Jorge and Muñoz-Merino, Pedro J. and Delgado Kloos, Carlos},
	editor = {Viberg, Olga and Jivet, Ioana and Muñoz-Merino, Pedro J. and Perifanou, Maria and Papathoma, Tina},
	year = {2023},
	doi = {10.1007/978-3-031-42682-7_70},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#1:Buchteil:learning:management:system, Leraning:Analytics},
	pages = {736--741},
	file = {Moreno-Marcos et al. - 2023 - Statoodle A Learning Analytics Tool to Analyze Mo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7PJF4TJG/Moreno-Marcos et al. - 2023 - Statoodle A Learning Analytics Tool to Analyze Mo.pdf:application/pdf},
}

@article{akinyi_learning_2024,
	title = {Learning {Analytics} {Intervention} {Using} {Prompts} and {Feedback} for {Measurement} of e-{Learners}’ {Socially}-{Shared} {Regulated} {Learning}},
	volume = {22},
	copyright = {https://creativecommons.org/licenses/by-nc-nd/4.0},
	issn = {1479-4403},
	url = {https://academic-publishing.org/index.php/ejel/article/view/3253},
	doi = {10.34190/ejel.22.5.3253},
	abstract = {The future of university learning in Sub-Saharan Africa has become increasingly digitally transformed by both eLearning, and learning analytics, post-COVID-19 pandemic. Learning analytics intervention is critical for effective support of socially-shared regulated learning skills, which are crucial for twenty-first-century e-Learners. Socially-shared regulation is the major determinant of successful collaborative e-learning. However, most e-learners lack such skills thereby facing sociocognitive challenges, due to the unavailability of intelligent support during learning. This research aims to investigate and understand the effect of Learning Analytics instructional support using feedback and prompts, on e-learners’ SSRL indicators. A theoretical model was derived from these factors and built from selected features. Both survey data and behavioral trace data were employed in the Learning analytics-based intervention. In this paper, only a segment of the data is discussed. The e-learners’ perceptions and feedback confirmed that Learning Analytics-based interventions using prompts and feedback are effective in promoting SSRL in collaborative e-learning contexts. The findings indicated that the success of SSRLA-based intervention be tied to support from instructors and academic counselors, particularly feedback on previous problems and quizzes. This will improve e-learners’ SSRL skills for quality educational experience, hence motivate e-learners, and help lecturers to identify at-risk learners in web programming problem-based courses. In conclusion, without adequate utilization of the Learning Analytics interventional trace data, critical information about learners’ behavior patterns in terms of their online interactivity with the course activities and their SSRL profiles and strategies cannot be disclosed leading to little improvement of e-Learning interventions.},
	language = {en-GB},
	number = {5},
	urldate = {2024-07-01},
	journal = {Electronic Journal of e-Learning},
	author = {Akinyi, Grace Leah and Oboko, Robert and Muchemi, Lawrence},
	month = jun,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:FU2a, Promotion:Relevanz:4, Leraning:Analytics, \#5:Zeitschriftenartikel:e-learning},
	pages = {103--116},
	file = {Akinyi et al. - 2024 - Learning Analytics Intervention Using Prompts and .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E2FRS58K/Akinyi et al. - 2024 - Learning Analytics Intervention Using Prompts and .pdf:application/pdf},
}

@incollection{sahin_hierarchical_2024,
	address = {Cham},
	title = {Hierarchical {Clustering} in {Profiling} {University} {Students} for {Online} {Teaching} and {Learning}},
	isbn = {978-3-031-56364-5 978-3-031-56365-2},
	url = {https://link.springer.com/10.1007/978-3-031-56365-2_12},
	abstract = {Data analytics provide an important contribution to improving educational processes, as well as managerial and organisational processes in higher education. They are also significant in transforming behavioural, performance, and interaction data on digital learning platforms into pivotal information about the learning process. This chapter presents analysis results from instructional and behavioural formative assessment data for an online common course stored on a Turkish state university’s learning management system using cluster analysis. This chapter focuses on evaluating activity and assessment data to discover student groups as an important input of assessment analytics. Developing supervised models require a priori labels, such as individual student success or fail scores, and a multidimensional dataset identifying relevant performance information gathered during the learning process. In a more realistic setting, the labels are not fully known until the semester end and supervised learning models may then create learning bias when trained only using assessment data. Therefore, cluster analysis presents a promising approach through observing performance similarities between students not yet evaluated for a course or subjected to end-of-term assessment. Although feedback mechanisms were not studied in this chapter, this approach can further help achieve necessary steps to increase student success before a course ends. This study grouped students based on learning performance data using cluster analysis, with models developed and evaluated according to various performance indicators.},
	language = {en-GB},
	urldate = {2024-05-14},
	booktitle = {Assessment {Analytics} in {Education}},
	publisher = {Springer International Publishing},
	author = {Akhanlı, Serhat E. and Koçoğlu, F. Önay and Doğu, Eralp and Adnan, Müge},
	editor = {Sahin, Muhittin and Ifenthaler, Dirk},
	year = {2024},
	doi = {10.1007/978-3-031-56365-2_12},
	note = {Series Title: Advances in Analytics for Learning and Teaching},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#1:Buchteil:learning:management:system, Leraning:Analytics},
	pages = {235--258},
	file = {Akhanlı et al. - 2024 - Hierarchical Clustering in Profiling University St.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YV2JJK6T/Akhanlı et al. - 2024 - Hierarchical Clustering in Profiling University St.pdf:application/pdf},
}

@article{osakwe_towards_2023,
	title = {Towards prescriptive analytics of self-regulated learning strategies: {A} reinforcement learning approach},
	volume = {n/a},
	issn = {1467-8535},
	shorttitle = {Towards prescriptive analytics of self-regulated learning strategies},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13429},
	doi = {10.1111/bjet.13429},
	abstract = {Self-regulated learning (SRL) is an essential skill to achieve one's learning goals. This is particularly true for online learning environments (OLEs) where the support system is often limited compared to a traditional classroom setting. Likewise, existing research has found that learners often struggle to adapt their behaviour to the self-regulatory demands of OLEs. Even so, existing SRL analysis tools have limited utility for real-time or individualised support of a learner's SRL strategy during a study session. Accordingly, we explore a reinforcement learning based approach to learning optimal SRL strategies for a specific learning task. Specifically, we utilise the sequences of SRL processes acted by 44 participants, and their assessment scores for a prescribed learning task, in a purpose-built OLE to develop a long short-term memory (LSTM) network based reward function. This is used to train a reinforcement learning agent to find the optimal sequence of SRL processes for the learning task. Our findings indicate that the developed agents were able to effectively select SRL processes so as to maximise a prescribed learning goal as measured by predicted assessment score and predicted knowledge gains. The contributions of this work will facilitate the development of a tool which can detect sub-optimal SRL strategy in real-time and enable individualised SRL focused scaffolding. Practitioner notes What is already known about this topic Learners often fail to adequately adapt their behavior to the self-regulatory demands of e-Learning environments. In order to promote effective Self-regulated learning (SRL) capabilities, researchers and educators need tools that are able to analyze and diagnose a learner's SRL strategy use. Current methods for SRL analysis are more often descriptive as opposed to prescriptive and have limited utility for real-time analysis or support of a learner's SRL behavior. What this paper adds This paper proposes the use of Reinforcement Learning for prescriptive analytics of SRL. We train a Reinforcement Learning agent on sequences of SRL processes acted by learners in order to learn the optimal SRL strategy for a given learning task. Implications for practice and/or policy Our work will facilitate the development of a tool which can detect sub-optimal SRL strategy in real-time and enable individualized SRL focused scaffolding. The implications of our work can aid in course design by predicting the self-regulatory load imposed by a given task. The ability to model SRL strategies using Reinforcement Learning can be extended to simulate or test SRL theories.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Osakwe, Ikenna and Chen, Guanliang and Fan, Yizhou and Rakovic, Mladen and Singh, Shaveen and Lim, Lyn and van der Graaf, Joep and Moore, Johanna and Molenaar, Inge and Bannert, Maria and Whitelock-Wainwright, Alex and Gašević, Dragan},
	year = {2023},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13429},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Leraning:Analytics, learning analytics, \#5:Zeitschriftenartikel:e-learning, Kernstudie, learning strategies, reinforcement learning, self-regulated learning},
	file = {Osakwe et al. - 2023 - Towards prescriptive analytics of self-regulated l.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WK7NCWRX/Osakwe et al. - 2023 - Towards prescriptive analytics of self-regulated l.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/7CCDMKQY/bjet.html:text/html},
}

@article{chang_using_2024,
	title = {Using social media as e-{Portfolios} to support learning in higher education: a literature analysis},
	volume = {36},
	issn = {1042-1726, 1867-1233},
	shorttitle = {Using social media as e-{Portfolios} to support learning in higher education},
	url = {https://link.springer.com/10.1007/s12528-022-09344-z},
	doi = {10.1007/s12528-022-09344-z},
	abstract = {Although e-Portfolio is acknowledged as one of the powerful pedagogical practices that enhance learning in higher education (HE), not much is known about the types of social media (SM) utilized as e-Portfolios and the benefits for students. This literature analysis, using directed content analysis, aims to explore the above vacuum. The research questions in this study are: (1) In what ways do the SM as e-Portfolios benefit students in HE? (2) To what extent are the benefits of SM as e-Portfolios comparable to those of conventional e-Portfolios? and (3) What are the drawbacks that practitioners and researchers need to be concerned with? Findings indicate that blogs are the most popular SM used as e-Portfolios to support learning, followed by social networking sites and collaborative projects. The study yields 13 advantages and 12 drawbacks when SM is manipulated as e-Portfolios. These findings conclude that the use of SM as e-Portfolios has a great potential in supporting students’ learning and development by providing an environment for them to learn meaningfully from their experiences and engage in critical reflections and dialogues that allow them to gain new knowledge and valuable insights and thus, improve their skills. A pedagogical framework for the planning and implementation of SM as e-Portfolios is suggested based on the findings and aims of the papers that were reviewed.},
	language = {en-GB},
	number = {1},
	urldate = {2024-05-09},
	journal = {Journal of Computing in Higher Education},
	author = {Chang, Siew Lee and Kabilan, Muhammad Kamarul},
	month = apr,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, E-Portfolio},
	pages = {1--28},
	file = {Chang und Kabilan - 2024 - Using social media as e-Portfolios to support lear.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4M95BY44/Chang und Kabilan - 2024 - Using social media as e-Portfolios to support lear.pdf:application/pdf},
}

@incollection{hiller_e-portfolio_2024,
	address = {Wiesbaden},
	title = {Das {E}-{Portfolio} – oder wie ein bewährtes {Reflexionstool} online zum {Highlight} wurde},
	isbn = {978-3-658-40408-6 978-3-658-40409-3},
	url = {https://link.springer.com/10.1007/978-3-658-40409-3_11},
	language = {de-DE},
	urldate = {2024-03-07},
	booktitle = {Interkulturelle {Kompetenz} online vermitteln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kasis, Niki and Zillmer-Tantan, Ulrike},
	editor = {Hiller, Gundula Gwenn and Zillmer-Tantan, Ulrike and Fattohi, Reema},
	year = {2024},
	doi = {10.1007/978-3-658-40409-3_11},
	note = {Series Title: Key Competences for Higher Education and Employability},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, E-Portfolio},
	pages = {173--198},
	file = {Kasis und Zillmer-Tantan - 2024 - Das E-Portfolio – oder wie ein bewährtes Reflexion.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9KE55WKW/Kasis und Zillmer-Tantan - 2024 - Das E-Portfolio – oder wie ein bewährtes Reflexion.pdf:application/pdf},
}

@unpublished{noauthor_exabis_nodate,
	title = {exabis {ePortfolio} 4.6.5},
	language = {de-DE},
	keywords = {Charité:Promotion, E-Portfolio, Promotion:Literaturanalyse},
	file = {exabis ePortfolio 4.6.5.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UJTZYRQE/exabis ePortfolio 4.6.5.pdf:application/pdf},
}

@article{paulsen_learning_2024,
	title = {Learning analytics dashboards are increasingly becoming about learning and not just analytics - {A} systematic review},
	issn = {1360-2357, 1573-7608},
	url = {https://link.springer.com/10.1007/s10639-023-12401-4},
	doi = {10.1007/s10639-023-12401-4},
	abstract = {This systematic review explores the emerging themes in the design and implementation of student-facing learning analytics dashboards in higher education. Learning Analytics has long been criticised for focusing too much on the analytics, and not enough on the learning. The review is then guided by an interest in whether these dashboards are still primarily analytics-driven or if they have become pedagogically informed over time. By mapping the identified themes of technological maturity, informing frameworks, affordances, data sources, and analytical levels over publications per year, the review identifies an emerging trajectory towards studentfocused dashboards. These dashboards are informed by theory-oriented frameworks, designed to incorporate affordances that supporting student learning, and realised through integration of more than just activity data from learning management systems – allowing the dashboards to better support students’ learnings processes. Based on this emerging trajectory, the review provides a series of design recommendations for student-focused dashboards that are connected to learning sciences as well as analytics.},
	language = {en-GB},
	urldate = {2024-01-10},
	journal = {Education and Information Technologies},
	author = {Paulsen, Lucas and Lindsay, Euan},
	month = jan,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildungstheorien, Promotion:Relevanz:4, \#1:Zeitschriftenartikel:learning:management:system, Promotion:FU3, Leraning:Analytics},
	file = {Paulsen und Lindsay - 2024 - Learning analytics dashboards are increasingly bec.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/28QFG3YC/Paulsen und Lindsay - 2024 - Learning analytics dashboards are increasingly bec.pdf:application/pdf},
}

@article{bleasel_feedback_2016,
	title = {Feedback using an {ePortfolio} for medicine long cases: quality not quantity},
	volume = {16},
	issn = {1472-6920},
	shorttitle = {Feedback using an {ePortfolio} for medicine long cases},
	url = {http://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-016-0801-3},
	doi = {10/f88wkj},
	abstract = {Background: The evidence for the positive impact of an electronic Portfolio (ePortfolio) on feedback in medicine is mixed. An ePortfolio for medical long cases in a Graduate Medical Program was developed. The purpose of this study was to explore the perceptions of medical students and faculty of the impact of the ePortfolio on the feedback process.
Methods: In total, 130 Year 3 medical students, and six faculty participated in the study. This is a mixed methods study, using a combination of both quantitative and qualitative approaches. Quantitative methods were used to quantify the number of long cases performed. Qualitative methods were used to explore the relationship between quantity and quality of feedback, and provide a rich understanding of both students’ and faculty’s experience and perceptions of the ePortfolio.
Results: Students received a variable quantity of feedback at each of the three studied clinical schools, with an average of between 4 – 5.4 feedback episodes per student. Feedback that was constructive, specific and timely and delivered by a senior academic was important. Quantity was not an essential factor, with two episodes of detailed feedback reported to be adequate. The barriers to the use of the ePortfolio were technical aspects of the platform that interfered with student engagement.
Conclusions: Feedback using the ePortfolio for medical long cases is a valuable tool providing a senior clinician delivers detailed, constructive and personalized feedback in a timely fashion. The ePortfolio system needs to be user-friendly to engage students.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Bleasel, Jane and Burgess, Annette and Weeks, Ruth and Haq, Inam},
	month = dec,
	year = {2016},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, E-Portfolio},
	pages = {278},
	file = {Bleasel et al. - 2016 - Feedback using an ePortfolio for medicine long cas.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TWKVI2WV/Bleasel et al. - 2016 - Feedback using an ePortfolio for medicine long cas.pdf:application/pdf},
}

@article{van_sluijs_predicting_2023,
	title = {Predicting time‐management skills from learning analytics},
	issn = {0266-4909, 1365-2729},
	url = {https://onlinelibrary.wiley.com/doi/10.1111/jcal.12893},
	doi = {10/gs4mfg},
	abstract = {Background: Technological innovations such as Learning Management Systems (LMS) are becoming more and more prevalent in the learning environments of students. Distilling and acting on knowledge gathered from these systems, the field known as learning analytics, allows educators to hone their craft and support students more effectively by providing timely interventions.
Objectives: While most learning analytics studies focus on using LMS data to predict performance, this study instead predicts students' self-reported time-management skills using trace data from the Canvas LMS. This is done for courses at one Dutch technical university with in total 462 students.
Methods: Linear regression and multi-level regression models are constructed using both theory and findings from previous research. The predictions made by these models are compared to previously filled in questionnaire data to validate the results.
Results: Our results show that models can be constructed and time-management can be predicted for individual courses. Furthermore, there are several predictors that are significant in multiple models. However, these models and predictions are not immediately transferable to other courses.
Conclusions: The study therefore emphasizes the need for further research, using multiple sources of data or more theoretically grounded predictors, to investigate the extent of the portability issues with these predictive models. Despite this we were able to predict the students' self-reported time-management skills in multiple different courses using Learning Analytics, and managed to identify multiple consistently predictive trace data variables.},
	language = {en-GB},
	urldate = {2023-11-12},
	journal = {Journal of Computer Assisted Learning},
	author = {Van Sluijs, Maarten and Matzat, Uwe},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit, Lernsystemarchitektur, Leraning:Analytics},
	pages = {jcal.12893},
	file = {Van Sluijs und Matzat - 2023 - Predicting time‐management skills from learning an.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BV8MFH7G/Van Sluijs und Matzat - 2023 - Predicting time‐management skills from learning an.pdf:application/pdf},
}

@incollection{bauer_e-portfolio_2013,
	title = {E-{Portfolio} als  {Schaufenster} des {Lernens}  {Drei} {Beispiele} von {Musterbeschreibungen}},
	language = {de-DE},
	booktitle = {Schaufenster des {Lernens} – {Eine} {Sammlung} von {Mustern} zur {Arbeit} mit {E}-{Portfolios}},
	publisher = {Waxmann-Verlag},
	author = {Bauer, Reinhard and Baumgartner, Peter},
	month = aug,
	year = {2013},
	keywords = {\#5:Buch:e-learning, Bildung, Charité:Promotion, Digitale Bildung, E-Portfolio, Multimedia, Promotion:Literaturanalyse},
	file = {Bauer und Baumgartner - E-Portfolio als Schaufenster des Lernens.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZIRCTMCK/Bauer und Baumgartner - E-Portfolio als Schaufenster des Lernens.pdf:application/pdf},
}

@article{bruck-hubner_partizipation_2022,
	title = {Partizipation und {Kooperation}: {Die} {Chancen} und {Grenzen} von {E}-{Portfolios} als {Entwicklungsinstrument} einer neuen schulischen {Lernkultur}},
	volume = {49},
	issn = {1424-3636},
	shorttitle = {Partizipation und {Kooperation}},
	url = {https://www.medienpaed.com/article/view/1393},
	doi = {10/gqfq4k},
	abstract = {In der schulpädagogischen Diskussion wird immer wieder auf das Potenzial von E-Portfolios als «Entwicklungsinstrument einer neuen Lernkultur» verwiesen. Häufig bleibt dabei jedoch unklar, was genau unter der «neuen Lernkultur» zu verstehen ist, und auch die empirische Evidenz steht bezüglich vieler Aspekte noch aus. In diesem Beitrag wird ein Modell der ‹neuen Lernkultur› vorgestellt. Anhand der Teilaspekte ‹Partizipation› und ‹Kooperation› wird anschliessend die theoretische Diskussion über das Potenzial von E-Portfolios als Schulentwicklungsinstrument exemplarisch skizziert. Zur Überprüfung der theoretischen Annahmen wurde im Jahr 2016 eine systematische qualitative Fallstudie mit sechs Lehrpersonen durchgeführt, die E-Portfolios im Unterricht der Sekundarstufe I/II einsetzen. Die Ergebnisse verdeutlichen eine grosse Diskrepanz zwischen theoretischem Anspruch und beobachteter Praxis. Basierend auf den Studienerkenntnissen gilt es die Chancen und Grenzen von E-Portfolios als Entwicklungsinstrument einer neuen Lernkultur zu diskutieren.},
	language = {de-DE},
	urldate = {2022-07-02},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Brück-Hübner, Annika},
	month = jun,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, E-Portfolio},
	pages = {137--161},
	file = {Brück-Hübner - 2022 - Partizipation und Kooperation Die Chancen und Gre.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XVSFIWZI/Brück-Hübner - 2022 - Partizipation und Kooperation Die Chancen und Gre.pdf:application/pdf},
}

@book{rachbauer_e-portfolio_2013,
	address = {Hamburg},
	edition = {1. Aufl},
	title = {Das {E}-{Portfolio} im {Bildungskontext}: {Anforderungen}, {Potenziale}, {Grenzen} und {Gefahren} beim {E}-{Portfolioeinsatz}},
	isbn = {978-3-8428-9195-1},
	shorttitle = {Das {E}-{Portfolio} im {Bildungskontext}},
	language = {de-DE},
	publisher = {Diplomica Verl},
	author = {Rachbauer, Tamara},
	year = {2013},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, E-Portfolio},
	file = {Table of Contents PDF:/Users/jochenhanisch-johannsen/Zotero/storage/AMUQIYMW/Rachbauer - 2013 - Das E-Portfolio im Bildungskontext Anforderungen,.pdf:application/pdf},
}

@article{ioanna_menhard_kompetent_nodate,
	title = {Kompetent kompetenzorientiert lehren? {Einsatz} von lehrveranstaltungsbezogenen {Kompetenzprofilen} im {Rahmen} eines {E}-{Portfolio}-{Projekts}},
	shorttitle = {Kompetent kompetenzorientiert lehren?},
	url = {http://www.zfhe.at/index.php/zfhe/article/view/490},
	doi = {10/gqcnxk},
	abstract = {The paper addresses competence orientation in university teaching in the context of using E-Portfolios. The focus is on an E-Portfolio concept called dikopost (digital competence portfolio for students), which was implemented in a project at the Technische Universität Darmstadt, Germany. Interviews were conducted with teaching staff involved in the project in order to analyse and evaluate their experiences in dealing with competence orientation in the context of the EPortfolio. This paper presents the result of these interviews.},
	language = {de-DE},
	urldate = {2022-06-18},
	journal = {Zeitschrift für Hochschulentwicklung},
	author = {Ioanna Menhard and Nadine Scholz and Regina Bruder},
	note = {Publisher: Verlag der Technischen Universität Graz},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, E-Portfolio},
	file = {Ioanna Menhard et al. - Kompetent kompetenzorientiert lehren Einsatz von .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KQQCM8VD/Ioanna Menhard et al. - Kompetent kompetenzorientiert lehren Einsatz von .pdf:application/pdf},
}

@incollection{meyer_paradoxien_2011,
	address = {Wiesbaden},
	edition = {1. Aufl},
	series = {Medienbildung und {Gesellschaft}},
	title = {Paradoxien mit {E}-{Portfolios}: ein {Erfahrungsbericht}},
	isbn = {978-3-531-17683-3},
	language = {de-DE},
	number = {19},
	booktitle = {Kontrolle und {Selbstkontrolle}: {Zur} {Ambivalenz} von {E}-{Portfolios} in {Bildungsprozessen}},
	publisher = {VS, Verl. für Sozialwiss},
	author = {Plönges, Sebastian},
	editor = {Meyer, Torsten and Mayrberger, Kerstin and Münte-Goussar, Stephan and Schwalbe, Christina},
	year = {2011},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, E-Portfolio},
	pages = {151--153},
	file = {Plöngcs - Paradoxien mit E-Portfolios ein Erfahrungsbericht.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MRGJRMMB/Plöngcs - Paradoxien mit E-Portfolios ein Erfahrungsbericht.pdf:application/pdf},
}

@incollection{meyer_ruckschau_2011,
	address = {Wiesbaden},
	edition = {1. Aufl},
	series = {Medienbildung und {Gesellschaft}},
	title = {Eine {Rückschau} auf {E}-{Portfolios}: {Ausgewählte} {Meilensteine}, quantitative {Entwicklungen} sowie fünf kritische {Aspekte}},
	isbn = {978-3-531-17683-3},
	language = {de-DE},
	number = {19},
	booktitle = {Kontrolle und {Selbstkontrolle}: {Zur} {Ambivalenz} von {E}-{Portfolios} in {Bildungsprozessen}},
	publisher = {VS, Verl. für Sozialwiss},
	author = {Hilzensauer, Wolf and Schaffer, Sandra},
	editor = {Meyer, Torsten and Mayrberger, Kerstin and Münte-Goussar, Stephan and Schwalbe, Christina},
	year = {2011},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, E-Portfolio},
	pages = {281--297},
}

@incollection{fahr_e-portfolioarbeit_2022,
	address = {Wiesbaden},
	title = {E-{Portfolioarbeit} im {Kontext} der {Persönlichkeitsentwicklung}},
	isbn = {978-3-658-34184-8 978-3-658-34185-5},
	url = {https://link.springer.com/10.1007/978-3-658-34185-5_12},
	language = {de-DE},
	urldate = {2022-02-15},
	booktitle = {Hochschullehre erforschen},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Studer, Judith},
	editor = {Fahr, Uwe and Alessandra, Kenner and Angenent, Holger and Eßer-Lüghausen, Alexandra},
	year = {2022},
	doi = {10.1007/978-3-658-34185-5_12},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, FernUni-Hagen:MABM:M6, E-Portfolio},
	pages = {215--234},
	file = {Studer - 2022 - E-Portfolioarbeit im Kontext der Persönlichkeitsen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RWVSGF36/Studer - 2022 - E-Portfolioarbeit im Kontext der Persönlichkeitsen.pdf:application/pdf},
}

@book{meyer_kontrolle_2011,
	address = {Wiesbaden},
	edition = {1. Aufl},
	series = {Medienbildung und {Gesellschaft}},
	title = {Kontrolle und {Selbstkontrolle}: {Zur} {Ambivalenz} von {E}-{Portfolios} in {Bildungsprozessen}},
	isbn = {978-3-531-17683-3},
	shorttitle = {Kontrolle {Und} {Selbstkontrolle}},
	language = {de-DE},
	number = {19},
	publisher = {VS, Verl. für Sozialwiss},
	editor = {Meyer, Torsten and Mayrberger, Kerstin and Münte-Goussar, Stephan and Schwalbe, Christina},
	year = {2011},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, FernUni-Hagen:MABM:M6, E-Portfolio},
	file = {Meyer et al. - 2011 - Kontrolle und Selbstkontrolle Zur Ambivalenz von .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/53IJZZH7/Meyer et al. - 2011 - Kontrolle und Selbstkontrolle Zur Ambivalenz von .pdf:application/pdf},
}

@book{mayer_handlungsorientiertes_2004,
	address = {München},
	title = {Handlungsorientiertes {Lernen} nd {eLearning}: {Grundlagen} und {Praxisbeispiele}},
	isbn = {978-3-486-20021-8},
	shorttitle = {Handlungsorientiertes {Lernen} {Und} {eLearning}},
	language = {de-DE},
	publisher = {Oldenbourg},
	editor = {Mayer, Horst O. and Treichel, Dietmar},
	year = {2004},
	note = {OCLC: 249894686},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#5:Buch:e-learning},
}

@incollection{mayer_pragmatismus_2004,
	address = {München},
	title = {Pragmatismus als theoretische {Grundlage} für die {Konzeption} von {eLearning}},
	isbn = {978-3-486-20021-8},
	language = {de-DE},
	booktitle = {Handlungsorientiertes {Lernen} {Und} {eLearning}: {Grundlagen} {Und} {Praxisbeispiele}},
	publisher = {Oldenbourg},
	author = {Kerres, Michael and de Witt, Claudia},
	editor = {Mayer, Horst O. and Treichel, Dietmar},
	year = {2004},
	note = {OCLC: 249894686},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#5:Buchteil:e-learning},
	pages = {77--99},
	file = {Kerres und de Witt - 2004 - Pragmatismus als theoretische Grundlage für die Ko.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/86MEC73M/Kerres und de Witt - 2004 - Pragmatismus als theoretische Grundlage für die Ko.pdf:application/pdf},
}

@book{schulmeister_elearning_2006,
	address = {München Wien},
	title = {{eLearning}: {Einsichten} und {Aussichten}},
	isbn = {978-3-486-58003-7},
	shorttitle = {{eLearning}},
	language = {de-DE},
	publisher = {Oldenbourg Verlag},
	author = {Schulmeister, Rolf},
	year = {2006},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#5:Buch:e-learning},
}

@incollection{meyer_implementierungsstrategien_2011,
	address = {Wiesbaden},
	title = {Implementierungsstrategien für {E}-{Portfolios} an (österreichischen) {Hochschulen}},
	isbn = {978-3-531-17683-3 978-3-531-92722-0},
	url = {http://link.springer.com/10.1007/978-3-531-92722-0_19},
	language = {de-DE},
	urldate = {2021-10-29},
	booktitle = {Kontrolle und {Selbstkontrolle}},
	publisher = {VS Verlag für Sozialwissenschaften},
	author = {Baumgartner, Peter and Himpsl-Gutermann, Klaus},
	editor = {Meyer, Torsten and Mayrberger, Kerstin and Münte-Goussar, Stephan and Schwalbe, Christina},
	year = {2011},
	doi = {10.1007/978-3-531-92722-0_19},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#6:Buchteil:Bildung:Technologie, Bewertungsmethoden, Bildung, Bildungstheorien, Charité:Promotion, E-Portfolio, FernUni-Hagen:MABM:M6, Forschungsansätze, Lehr- und Lerneffektivität, Lernsystemarchitektur, Multimedia, Promotion:Argumentation, Promotion:FU3, Promotion:Literaturanalyse, Promotion:Relevanz:5, Systemanpassung, Technologieintegration},
	pages = {203--223},
	file = {Baumgartner und Himpsl-Gutermann - 2011 - Implementierungsstrategien für E-Portfolios an (ös.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R2KLFGN2/Baumgartner und Himpsl-Gutermann - 2011 - Implementierungsstrategien für E-Portfolios an (ös.pdf:application/pdf},
}

@incollection{meyer_e-portfolioarbeit_2011,
	address = {Wiesbaden},
	title = {E-{Portfolioarbeit} in der {Schule}},
	isbn = {978-3-531-17683-3 978-3-531-92722-0},
	url = {http://link.springer.com/10.1007/978-3-531-92722-0_6},
	language = {de-DE},
	urldate = {2021-10-29},
	booktitle = {Kontrolle und {Selbstkontrolle}},
	publisher = {VS Verlag für Sozialwissenschaften},
	author = {Fink, Matthias C.},
	editor = {Meyer, Torsten and Mayrberger, Kerstin and Münte-Goussar, Stephan and Schwalbe, Christina},
	year = {2011},
	doi = {10.1007/978-3-531-92722-0_6},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#6:Buchteil:Bildung:Technologie, Bildung, Bildungstheorien, Charité:Promotion, E-Portfolio, FernUni-Hagen:MABM:M6, Kollaboratives Lernen, Lehr- und Lerneffektivität, Multimedia, Promotion:FU2a, Promotion:Literaturanalyse, Promotion:Relevanz:4, Promotion:Schlussfolgerung, Systemanpassung, Technologieintegration},
	pages = {111--114},
	file = {Fink - 2011 - E-Portfolioarbeit in der Schule.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DPY5SDHW/Fink - 2011 - E-Portfolioarbeit in der Schule.pdf:application/pdf},
}

@article{handl_pimp_2014,
	title = {“{Pimp} my {Hygiene}!” – {Lehrveranstaltungsbegleitende} {Praxisreflexion} mit {ePortfolio}},
	language = {de-DE},
	journal = {Allgemeiner Teil},
	author = {Handl, Gerald},
	year = {2014},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, E-Portfolio},
	pages = {7},
	file = {Handl - 2014 - “Pimp my Hygiene!” – Lehrveranstaltungsbegleitende.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ICUDLUR5/Handl - 2014 - “Pimp my Hygiene!” – Lehrveranstaltungsbegleitende.pdf:application/pdf},
}

@book{dittler_wie_2021,
	address = {Wiesbaden},
	title = {Wie {Corona} die {Hochschullehre} verändert: {Erfahrungen} und {Gedanken} aus der {Krise} zum zukünftigen {Einsatz} von {eLearning}},
	isbn = {978-3-658-32608-1 978-3-658-32609-8},
	shorttitle = {Wie {Corona} die {Hochschullehre} verändert},
	url = {http://link.springer.com/10.1007/978-3-658-32609-8},
	language = {de-DE},
	urldate = {2021-03-30},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Dittler, Ullrich and Kreidl, Christian},
	year = {2021},
	doi = {10.1007/978-3-658-32609-8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#5:Buch:e-learning},
	file = {dittler_kreidl_2021_wie_corona_die_hochschullehre_verandert.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7P966N4R/dittler_kreidl_2021_wie_corona_die_hochschullehre_verandert.pdf:application/pdf},
}

@article{platen_neue_2003,
	title = {Neue {Medien} in der {Bildung} – {Neue} {Chancen} in der {Sportmedizin}! spomedial – {Sportmedizin} interaktiv lernen},
	volume = {54},
	abstract = {New media and blended learning are two of the current buzzwords among universities and other educational institutions when characterizing teaching and learning strategies of the digital age. However, the question arises what’s it all about. Primarily the term new media describes any digital media production that is interactive and digitally distributed. Blended learning incorporates a blend of different methods such as traditional learning and e-learning and its goal is to effectively reach all individuals in a given audience. The spomedial project serves as an interface between learning theories and how they can be realized in sports medical teaching practice. Supported by the German Ministry of Education and Research (bmb+f), an e-learning platform was developed, presenting in modules all sports medical contents, which are accessible online as well as offline. Spomedial mainly addresses instructors, students and all interested persons in the fields of sports sciences and medicine during their studies or continuing education. In addition to the spomedial-learning environment, a database could be set up where all the interactive multimedia components are stored. Authorized instructors are invited to download them for use in teaching as of January 2004.},
	language = {de-DE},
	journal = {Deutsche Zeitschrift für Sportmedizin},
	author = {Platen, P and Abel, T and Friedrich, T and Kerres, M and Klose, C and Lalyko, V and Lebenstedt, M and Machanek, A and Menz, C and Ojstersek, N and Schneider, S and Wienold, K and Wouters, E},
	year = {2003},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU5, Multimedia, Promotion:FU4b, \#2:Zeitschriftenartikel:online:Lernplattform},
	pages = {361--365},
	file = {Platen et al. - 2003 - Neue Medien in der Bildung – Neue Chancen in der S.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E3DTLZXE/Platen et al. - 2003 - Neue Medien in der Bildung – Neue Chancen in der S.pdf:application/pdf;Platen et al. - Neue Medien in der Bildung – Neue Chancen in der Sportmedizin! spomedial – Sportmedizin interaktiv l:/Users/jochenhanisch-johannsen/Zotero/storage/6IYZA6BG/Platen et al. - Neue Medien in der Bildung – Neue Chancen in der Sportmedizin! spomedial – Sportmedizin interaktiv l.pdf:application/pdf},
}

@article{kuanyshbayevich_use_nodate,
	title = {Use {Of} {Collaborative} {Technologies} {In} {Inclusive} {Education}},
	abstract = {This article examines the role of collaborative technologies in an inclusive learning environment, analyzing their advantages and limitations when working with students of diverse needs. It begins with an overview of the inclusive education concept and universal design for learning principles, followed by a review of modern collaborative tools – Learning Management Systems (LMS), Google Workspace for Education, Microsoft Teams, Padlet, interactive whiteboards, and videoconferencing platforms – and practical examples of their use. The study discusses their capabilities for lesson planning, real-time collaborative project work, teacher-and-peer collaboration, and process individualization. It evaluates the impact of these technologies on student engagement and motivation. The conclusion offers recommendations for developing integrated digital strategies and teacher professional development.},
	language = {en-GB},
	author = {Kuanyshbayevich, Qodirbergen Bekmuratov},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:FU5, \#1:Zeitschriftenartikel:learning:management:system},
	file = {Kuanyshbayevich - Use Of Collaborative Technologies In Inclusive Education:/Users/jochenhanisch-johannsen/Zotero/storage/E7BKHDE2/Kuanyshbayevich - Use Of Collaborative Technologies In Inclusive Education.pdf:application/pdf},
}

@article{abovarda_e-learning_2023,
	title = {E-learning as {Part} of {Residency} {Education}},
	volume = {302},
	issn = {1879-8365},
	doi = {10.3233/SHTI230188},
	abstract = {Through a literature review in combination with qualitative analysis of course evaluations, this study examines aspects that contribute to enhancing e-learning for physicians in a residency education program. The literature review and the qualitative analysis outline three main factors (pedagogical, technological, and organizational), highlighting the importance of a holistic approach that includes learning and technology in context when integrating e-learning strategies in adult learning programs. The findings contribute insights and practical guidance for education organizers on how to conduct e-learning during and after the pandemic.},
	language = {en-GB},
	journal = {Studies in Health Technology and Informatics},
	author = {Abovarda, Adam and Vallo Hult, Helena and Master Östlund, Christian and Pålsson, Paul},
	month = may,
	year = {2023},
	pmid = {37203732},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:FU5, Krisenreaktion im Bildungsbereich, Learning, Humans, Adult, \#5:Zeitschriftenartikel:e-learning, Computer-Assisted Instruction, Internship and Residency, continuing professional development (CPD), Covid-19, digitalization, e-learning, healthcare, physicians, Physicians, residency education},
	pages = {496--497},
	file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/UZ2IBS2N/Abovarda et al. - 2023 - E-learning as Part of Residency Education.pdf:application/pdf},
}

@article{flinspach_rise_2023,
	title = {Rise of public e-learning opportunities in the context of {COVID}-19 pandemic-induced curtailment of face-to-face courses, exemplified by epidural catheterization on {YouTube}},
	volume = {23},
	issn = {1472-6920},
	doi = {10.1186/s12909-023-04409-8},
	abstract = {BACKGROUND: In the context of the coronavirus pandemic, countless face-to-face events as well as medical trainings were cancelled or moved to online courses, which resulted in increased digitalization in many areas. In the context of medical education, videos provide tremendous benefit for visualizing skills before they are practised.
METHODS: Based on a previous investigation of video material addressing epidural catheterization available on the YouTube platform, we aimed to investigate new content produced in the context of the pandemic. Thus, a video search was conducted in May 2022.
RESULTS: We identified twelve new videos since the pandemic with a significant improvement in the new content in terms of procedural items (p = 0.03) compared to the prepandemic video content. Video content released in the course of the COVID-19 pandemic was more often created by private content creators and were significantly shorter in total runtime than those from university and medical societies (p = 0.04).
CONCLUSION: The profound changes in the learning and teaching of health care education in relation to the pandemic are largely unclear. We reveal improved procedural quality of predominantly privately uploaded content despite a shortened runtime compared to the prepandemic period. This might indicate that technical and financial hurdles to producing instructional videos by discipline experts have decreased. In addition to the teaching difficulties caused by the pandemic, this change is likely to be due to validated manuals on how to create such content. The awareness that medical education needs to be improved has grown, so platforms offer specialized sublevels for high-quality medical videos.},
	language = {en-GB},
	number = {1},
	journal = {BMC medical education},
	author = {Flinspach, Armin N. and Sterz, Jasmina and Neef, Vanessa and Flinspach, Mairen H. and Zacharowski, Kai and Ruesseler, Miriam and Janker, Lena and Raimann, Florian J.},
	month = jun,
	year = {2023},
	pmid = {37277758},
	pmcid = {PMC10240447},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:FU5, Krisenreaktion im Bildungsbereich, Promotion:Schlussfolgerung, Teaching, Humans, COVID-19, Education, \#5:Zeitschriftenartikel:e-learning, Computer-Assisted Instruction, Pandemics, Anesthesia, Epidural, Health Education, Instructional film and video, Obstetrics, Social Media, Video Recording},
	pages = {406},
	file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/DWB4W744/Flinspach et al. - 2023 - Rise of public e-learning opportunities in the context of COVID-19 pandemic-induced curtailment of f.pdf:application/pdf},
}

@article{belfi_using_2024,
	title = {Using {Rubrics} to {Evaluate} {E}-{Learning} {Tools} in {Radiology} {Education}},
	volume = {53},
	issn = {1535-6302},
	doi = {10.1067/j.cpradiol.2023.08.017},
	abstract = {Recent trends in medical education with an emphasis on active learning strategies and blended learning techniques have resulted in a growing volume and utilization of online educational resources. Integration of online learning tools into medical curricula has been further necessitated during the COVID-19 pandemic. With access to abundant digital radiology education resources, it has become increasingly important for educators to be able to evaluate the efficacy of e-learning tools for use in radiology education. In this manuscript, the authors describe their successful search for a vetted method to evaluate e-learning tools in radiology education. The selected rubric was designed by educational developers supporting technology to be used as a formative tool in higher education. The rubric was applied in condensed and noncondensed formats to 2 existing popular highly subscribed radiology e-learning resources and results were displayed in narrative and visual formats. More widespread application of this rubric would be beneficial to the content creators and learners alike.},
	language = {en-GB},
	number = {1},
	journal = {Current Problems in Diagnostic Radiology},
	author = {Belfi, Lily M. and Bartolotta, Roger J. and Jordan, Sheryl G.},
	year = {2024},
	pmid = {37741698},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Curriculum, Humans, \#5:Zeitschriftenartikel:e-learning, Computer-Assisted Instruction, Radiology, Pandemics, Education, Medical},
	pages = {121--127},
}

@article{holzmann-littig_design_2023,
	title = {Design and {Transition} of an {Emergency} {E}-{Learning} {Pathology} {Course} for {Medical} {Students}-{Evaluation} of a {Novel} {Course} {Concept}},
	volume = {13},
	issn = {2254-9625},
	doi = {10.3390/ejihpe13010008},
	abstract = {BACKGROUND: Around the world, the emergency brought about by the COVID-19 pandemic forced medical schools to create numerous e-learning supplements to provide instruction during this crisis. The question now is to determine a way in which to capitalize on this momentum of digitization and harness the medical e-learning content created for the future. We have analyzed the transition of a pathology course to an emergency remote education online course and, in the second step, applied a flipped classroom approach including research skills training.
METHODS: In the summer semester of 2020, the pathology course at the Technical University of Munich was completely converted to an asynchronous online course. Its content was adapted in winter 2021 and incorporated into a flipped classroom concept in which research skills were taught at the same time.
RESULTS: Screencasts and lecture recordings were the most popular asynchronous teaching formats. Students reported developing a higher interest in pathology and research through group work. The amount of content was very challenging for some students.
CONCLUSION: Flipped classroom formats are a viable option when using pre-existing content. We recommend checking such content for technical and didactic quality and optimizing it if necessary. Content on research skills can be combined very well with clinical teaching content.},
	language = {en-GB},
	number = {1},
	journal = {European Journal of Investigation in Health, Psychology and Education},
	author = {Holzmann-Littig, Christopher and Jedlicska, Nana and Wijnen-Meijer, Marjo and Liesche-Starnecker, Friederike and Schmidt-Bäse, Karen and Renders, Lutz and Weimann, Katja and Konukiewitz, Björn and Schlegel, Jürgen},
	month = jan,
	year = {2023},
	pmid = {36661758},
	pmcid = {PMC9858035},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Bildungstheorien, Krisenreaktion im Bildungsbereich, COVID-19, medical education, \#5:Zeitschriftenartikel:e-learning, e-learning, flipped classroom, pathology, remote education},
	pages = {112--129},
	file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/36EDSTQ4/Holzmann-Littig et al. - 2023 - Design and Transition of an Emergency E-Learning Pathology Course for Medical Students-Evaluation of.pdf:application/pdf},
}

@article{kumar_e-learning_2022,
	title = {E-learning during the {COVID}-19 {Pandemic} in {Various} {Healthcare} {Institutes} of {India}},
	volume = {14},
	issn = {0976-4879},
	doi = {10.4103/jpbs.jpbs_373_22},
	abstract = {INTRODUCTION: A multicentric study on the benefits and outcomes of e-learning was lacking during the pandemic. This study aimed to find out the participation, satisfaction, and insights of dental and medical undergraduate learners toward digital learning during the COVID-19 pandemic in various healthcare institutes of India.
MATERIAL AND METHODS: A questionnaire-based cross-sectional study was conducted using Google Forms online on e-learning among students from the first to the final year of MBBS and BDS courses in five healthcare institutions.
RESULTS: Most participants (72.7\%) reported cellular data as their mode of internet connection. Seventy point eight percent of participants stated online classes did not affect health. Eyestrain (54.6\%) was the most common, followed by headache and fatigue, whereas only 21.2\% chose obesity and disturbed sleep as a consequence of e-learning.
CONCLUSION: Most students had experience in digital learning, in which the use of smart phones with cellular data was the most common mode of digital learning during the pandemic.},
	language = {en-GB},
	number = {4},
	journal = {Journal of Pharmacy \& Bioallied Sciences},
	author = {Kumar, Surender and Singh, Bishnupati and Mahuli, Amit Vasant and Singh, Ankita and Mahadevan, Vallabh and Ranjan, Madhu},
	year = {2022},
	pmid = {37051420},
	pmcid = {PMC10084998},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, COVID-19, online education, \#5:Zeitschriftenartikel:e-learning, e-learning, medical and dental students, multicentric},
	pages = {196--200},
}

@article{tan_rehearsal-based_2023,
	title = {Rehearsal-based digital serious boardgame versus a game-free e-learning tool for anatomical education: {Quasi}-randomized controlled trial},
	volume = {16},
	issn = {1935-9780},
	shorttitle = {Rehearsal-based digital serious boardgame versus a game-free e-learning tool for anatomical education},
	doi = {10.1002/ase.2286},
	abstract = {Serious games may resolve problems relating to low motivation in complex medical topics such as anatomy. However, they remain relatively novel introductions to the science of learning, and further research is required to ascertain their benefits. This study describes the overall development and testing of a digital serious boardgame designed to facilitate the rehearsal of musculoskeletal anatomy based on self-determination theory with considerations for the psychological state of Flow. It was hypothesized that students assigned to the intervention game condition would attain higher Flow scores, a measure of engagement and intrinsic motivation, than students assigned to the game-free control, and that the intervention condition would report either superior or non-superior, but not inferior, scores on a surprise recall test. A total of 36 second-year undergraduate medical students participated in the quasi-randomized controlled trial, where the intervention groups went first and randomly drew questions that were mirrored into the control groups. All students were administered an identical 10-question baseline assessment before their interventions, the Short Flow Scale immediately after, and a surprise test four-to-six weeks later. Independent samples t-tests indicated that students of both conditions were of similar baseline knowledge (t = 0.7, p = 0.47), significantly higher Flow scores in the game condition (t = 2.99, p = 0.01), and no significant differences between surprise test scores (t = -0.3, p = 0.75). The game appears to be an appropriate game-based tool for student rehearsal of anatomical education, stemming from a strong theoretical base that facilitates high engagement and intrinsic motivation.},
	language = {en-GB},
	number = {5},
	journal = {Anatomical Sciences Education},
	author = {Tan, Jun Wen and Chong, Darren Kai Siang and Ng, Kian Bee and Car, Lorainne Tudor and Mogali, Sreenivasulu Reddy},
	year = {2023},
	pmid = {37166085},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, Bildungstheorien, Learning, Humans, medical education, Education, Medical, Undergraduate, \#5:Zeitschriftenartikel:e-learning, Computer-Assisted Instruction, e-learning, anatomical education, Anatomy, boardgames, musculoskeletal system, rehearsal, serious games, Video Games},
	pages = {830--842},
	file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/D2D6JG9H/Tan et al. - 2023 - Rehearsal-based digital serious boardgame versus a game-free e-learning tool for anatomical educatio.pdf:application/pdf},
}

@article{meaney_development_2023,
	title = {Development of pediatric acute care education ({PACE}): {An} adaptive electronic learning (e-learning) environment for healthcare providers in {Tanzania}},
	volume = {9},
	issn = {2055-2076},
	shorttitle = {Development of pediatric acute care education ({PACE})},
	doi = {10.1177/20552076231180471},
	abstract = {Globally, inadequate healthcare provider (HCP) proficiency with evidence-based guidelines contributes to millions of newborn, infant, and child deaths each year. HCP guideline proficiency would improve patient outcomes. Conventional (in person) HCP in-service education is limited in 4 ways: reach, scalability, adaptability, and the ability to contextualize. Adaptive e-learning environments (AEE), a subdomain of e-learning, incorporate artificial intelligence technology to create a unique cognitive model of each HCP to improve education effectiveness. AEEs that use existing internet access and personal mobile devices may overcome limits of conventional education. This paper provides an overview of the development of our AEE HCP in-service education, Pediatric Acute Care Education (PACE). PACE uses an innovative approach to address HCPs' proficiency in evidence-based guidelines for care of newborns, infants, and children. PACE is novel in 2 ways: 1) its patient-centric approach using clinical audit data or frontline provider input to determine content and 2) its ability to incorporate refresher learning over time to solidify knowledge gains. We describe PACE's integration into the Pediatric Association of Tanzania's (PAT) Clinical Learning Network (CLN), a multifaceted intervention to improve facility-based care along a single referral chain. Using principles of co-design, stakeholder meetings modified PACE's characteristics and optimized integration with CLN. We plan to use three-phase, mixed-methods, implementation process. Phase I will examine the feasibility of PACE and refine its components and protocol. Lessons gained from this initial phase will guide the design of Phase II proof of concept studies which will generate insights into the appropriate empirical framework for (Phase III) implementation at scale to examine effectiveness.},
	language = {en-GB},
	journal = {Digital Health},
	author = {Meaney, Peter Andrew and Hokororo, Adolfine and Masenge, Theopista and Mwanga, Joseph and Kalabamu, Florence Salvatory and Berg, Marc and Rozenfeld, Boris and Smith, Zachary and Chami, Neema and Mkopi, Namala and Mwanga, Castory and Agweyu, Ambrose},
	year = {2023},
	pmid = {37529543},
	pmcid = {PMC10387696},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Zeitschriftenartikel:e-learning, eHealth, general, digital health, general education, lifestyle, smartphone, media paediatrics, medicine, mHealth, psychology, mixed methods, studies},
	pages = {20552076231180471},
}

@article{ghaedi-heidari_opportunities_2024,
	title = {Opportunities and {Challenges} of {E}-learning for {Nursing} {Students} at the {Beginning} of the {COVID}-19 {Pandemic} in {Iran}: {A} {Qualitative} {Content} {Analysis}},
	volume = {29},
	issn = {1735-9066},
	shorttitle = {Opportunities and {Challenges} of {E}-learning for {Nursing} {Students} at the {Beginning} of the {COVID}-19 {Pandemic} in {Iran}},
	doi = {10.4103/ijnmr.ijnmr_133_21},
	abstract = {BACKGROUND: Given the limited presence of students in universities and the closure of educational centers, including nursing schools, during the COVID-19 outbreak, there has been a significant shift toward e-learning. However, there is a lack of research in this area. Therefore, this study aimed to explore the experiences of undergraduate nursing students with e-learning during the COVID-19 outbreak in 2020.
MATERIALS AND METHODS: This qualitative-descriptive study focused on 12 undergraduate nursing students from the School of Nursing and Midwifery at Isfahan University of Medical Sciences. The participants were selected using purposive sampling. In-depth and semi-structured interviews were conducted to collect the data. The collected data were analyzed using MAXQDA10 and conventional content analysis. The study was conducted between May and September 2020.
RESULTS: Analysis of the findings led to the emergence of 11 subcategories and two main categories: E-Learning opportunities and Challenges of E-Learning, providing a comprehensive description of the experiences reported by the participants.
CONCLUSIONS: Unforeseen crises, such as the current COVID-19 pandemic, can significantly affect the quality of education by disrupting face-to-face learning. To mitigate such disruptions, it is crucial to plan and establish infrastructure that supports alternative modes of education, such as e-learning. Additionally, providing training to students and educators on effectively utilizing digital platforms and producing electronic content can help ensure a smoother transition during crises.},
	language = {en-GB},
	number = {2},
	journal = {Iranian Journal of Nursing and Midwifery Research},
	author = {Ghaedi-Heidari, Fatemeh and Ghezelbash, Sima and Heydarikhayat, Nastaran and Shafiei, Zahra},
	year = {2024},
	pmid = {38721232},
	pmcid = {PMC11075917},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, COVID-19, online learning, qualitative research, \#5:Zeitschriftenartikel:e-learning, nursing students},
	pages = {180--186},
}

@article{zhu_ct-based_2024,
	title = {{CT}-based radiomics of machine-learning to screen high-risk individuals with kidney stones},
	volume = {52},
	issn = {2194-7236},
	doi = {10.1007/s00240-024-01593-0},
	abstract = {Screening high-risk populations is crucial for the prevention and treatment of kidney stones. Here, we employed radiomics to screen high-risk patients for kidney stones. A total of 513 independent kidneys from our hospital between 2020 and 2022 were randomly allocated to training and validation sets at a 7:3 ratio. Radiomic features were extracted using 3Dslicer software. The least absolute shrinkage and selection operator (LASSO) method was used to select radiomic features from the 107 extracted features, and logistic regression, decision tree, AdaBoost, and support vector machine (SVM) models were subsequently used to construct radiomic feature prediction models. Among these, the logistic regression algorithm demonstrated the best predictive performance and stability. The area under the curve (AUC) of the logistic regression model based on radiomic features was 0.858 in the training cohort and 0.806 in the validation cohort. Furthermore, univariate and multivariate logistic regression analyses were performed to identify the independent risk factors for kidney stones, which were gender and body mass index (BMI). Combining these independent risk factors improved the predictive performance of the model, with AUC values of 0.860 in the training cohort and 0.814 in the validation cohort. Clinical decision curve analysis (DCA) indicated that the radiomic model provided clinical benefit when the probability ranged from 0.2 to 1.0. The radiomic model has a good ability to screen high-risk patients with kidney stones, facilitating early intervention in kidney stone cases and improving patient prognosis.},
	language = {en-GB},
	number = {1},
	journal = {Urolithiasis},
	author = {Zhu, Bo and Nie, Yuxi and Zheng, Sijie and Lin, Shutong and Li, Zhen and Wu, Wenqi},
	month = jun,
	year = {2024},
	pmid = {38878124},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Humans, Female, Male, Retrospective Studies, Risk Factors, Adult, \#5:Zeitschriftenartikel:e-learning, Aged, Computed tomography, Kidney Calculi, Kidney stone, Machine learning, Machine Learning, Middle Aged, Prediction model, Radiomics, Risk Assessment, Tomography, X-Ray Computed},
	pages = {91},
}

@article{hayes_development_2024,
	title = {Development and validation of machine-learning algorithms predicting retention, overdoses, and all-cause mortality among {US} military veterans treated with buprenorphine for opioid use disorder},
	issn = {1545-0848},
	doi = {10.1080/10550887.2024.2363035},
	abstract = {BACKGROUND: Buprenorphine for opioid use disorder (B-MOUD) is essential to improving patient outcomes; however, retention is essential.
OBJECTIVE: To develop and validate machine-learning algorithms predicting retention, overdoses, and all-cause mortality among US military veterans initiating B-MOUD.
METHODS: Veterans initiating B-MOUD from fiscal years 2006-2020 were identified. Veterans' B-MOUD episodes were randomly divided into training (80\%;n = 45,238) and testing samples (20\%;n = 11,309). Candidate algorithms [multiple logistic regression, least absolute shrinkage and selection operator regression, random forest (RF), gradient boosting machine (GBM), and deep neural network (DNN)] were used to build and validate classification models to predict six binary outcomes: 1) B-MOUD retention, 2) any overdose, 3) opioid-related overdose, 4) overdose death, 5) opioid overdose death, and 6) all-cause mortality. Model performance was assessed using standard classification statistics [e.g., area under the receiver operating characteristic curve (AUC-ROC)].
RESULTS: Episodes in the training sample were 93.0\% male, 78.0\% White, 72.3\% unemployed, and 48.3\% had a concurrent drug use disorder. The GBM model slightly outperformed others in predicting B-MOUD retention (AUC-ROC = 0.72). RF models outperformed others in predicting any overdose (AUC-ROC = 0.77) and opioid overdose (AUC-ROC = 0.77). RF and GBM outperformed other models for overdose death (AUC-ROC = 0.74 for both), and RF and DNN outperformed other models for opioid overdose death (RF AUC-ROC = 0.79; DNN AUC-ROC = 0.78). RF and GBM also outperformed other models for all-cause mortality (AUC-ROC = 0.76 for both). No single predictor accounted for {\textgreater}3\% of the model's variance.
CONCLUSIONS: Machine-learning algorithms can accurately predict OUD-related outcomes with moderate predictive performance; however, prediction of these outcomes is driven by many characteristics.},
	language = {en-GB},
	journal = {Journal of Addictive Diseases},
	author = {Hayes, Corey J. and Bin Noor, Nahiyan and Raciborski, Rebecca A. and Martin, Bradley and Gordon, Adam and Hoggatt, Katherine and Hudson, Teresa and Cucciare, Michael},
	month = jun,
	year = {2024},
	pmid = {38946144},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Zeitschriftenartikel:e-learning, buprenorphine, machine-learning algorithms, opioid use disorder, predictive modeling, Veterans},
	pages = {1--18},
}

@article{roth_e-learning_2025,
	title = {E-learning {Interventions} for {Quality} {Improvement} {Continuing} {Medical} {Education}-{A} {Scoping} {Review}},
	volume = {45},
	issn = {1554-558X},
	doi = {10.1097/CEH.0000000000000564},
	abstract = {INTRODUCTION: Improving health care quality and patient safety are top priorities for the medical field. Robust continuing medical education (CME) programs represent major interventions to effectively teach quality improvement (QI) principles to practicing physicians. In particular, eLearning, a term describing online and distance learning interventions using digital tools, provides a means for CME interventions to reach broader audiences. Although there has been a focus on CME addressing QI, no knowledge synthesis has focused specifically on eLearning interventions. The purpose of this review was to examine the current landscape of eLearning interventions in QI-focused CME.
METHODS: We conducted a scoping review using the framework developed by Arksey and O'Malley as revised by Levac. We searched five databases and identified 2467 prospective publications, which two authors independently screened for inclusion. From each included article, two authors independently extracted data on the instructional modalities and QI tools used and met regularly to achieve consensus.
RESULTS: Twenty-one studies were included. Most studies used blended instruction ( n = 12) rather than solely eLearning interventions. Salient findings included the importance of coaching from QI experts and institutional support for planning and implementing eLearning interventions. Lack of protected time and resources for participants were identified as barriers to participation in CME activities, with small practices being disproportionately affected.
DISCUSSION: Partnerships between CME developers and sponsoring organizations are vital in creating sustainable eLearning interventions for QI-focused CME. Remote coaching can be an effective strategy to provide ongoing support to geographically separated learners.},
	language = {en-GB},
	number = {1},
	journal = {The Journal of Continuing Education in the Health Professions},
	author = {Roth, Michael J. and Maggio, Lauren A. and Costello, Joseph A. and Samuel, Anita},
	month = jan,
	year = {2025},
	pmid = {39028318},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Humans, \#5:Zeitschriftenartikel:e-learning, Education, Distance, Education, Medical, Continuing, Quality Improvement},
	pages = {35--43},
}

@article{roncal-belzunce_optipharm_2024,
	title = {Optipharm: {Enhancing} pharmacological management skills in healthcare students for geriatric care through gamified e-learning},
	volume = {190},
	issn = {1872-8243},
	shorttitle = {Optipharm},
	doi = {10.1016/j.ijmedinf.2024.105535},
	abstract = {BACKGROUND: Complexities in older patient care and frequent polypharmacy requires tailored tools, specific skills and interdisciplinary collaborations. Traditional disease-centered education often overlooks these issues. Despite digital gamification's relevance in health education, limited exploration exists for gamified platforms addressing polypharmacy, especially within comprehensive geriatric assessment (CGA).
OBJECTIVE: This study outlines Optipharm's design, a gamified e-learning tool designed to enhance health students' education in managing polypharmacy among older adults. It also assesses its usability using a validated scale.
METHODS: Optipharm development utilized gamification techniques guided by pedagogical principles. Learning objectives addressed clinical and educational gaps in older adult care. Hosted on a Moodle system, the platform housed a structured clinical case as a SCORM file, a usability scale, a certificate of achievement, and a literature library. Optipharm was assessed by 304 medical students from the University of Navarre, Spain, using the SUS-G-Sp scale.
RESULTS: An immersive gamified e-learning tool simulating clinical practice settings was developed, requiring users to assume the role of healthcare professionals in multidisciplinary outpatient consultations. The interface, with a 2D cartoon-style aesthetic, aligns with learning objectives, integrating engaging storytelling and clear instructions for CGA in Phase 1 and pharmacological optimization in Phase 2. The evaluation of Optipharm's usability revealed very positive perceptions among users, with high agreement rates on usability items.
CONCLUSION: Optipharm represents a pioneering gamified tool designed to simulate clinical scenarios, allowing users to engage as healthcare professionals within multidisciplinary teams and address medication-related challenges in older patients with polypharmacy. It provides a secure, interactive learning environment with clear educational objectives and seamless integration of gamification elements, enhancing users' knowledge and skills in managing complex medication regimens. As a platform for experiential learning and knowledge exchange, Optipharm contributes to shaping the future of health education and fostering a culture of patient-centred care among future healthcare professionals.},
	language = {en-GB},
	journal = {International Journal of Medical Informatics},
	author = {Roncal-Belzunce, Victoria and Gutiérrez-Valencia, Marta and Echeverría-Beistegui, Icíar and Martínez-Velilla, Nicolás},
	month = oct,
	year = {2024},
	pmid = {39047675},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Humans, Female, Male, Adult, Students, Medical, \#5:Zeitschriftenartikel:e-learning, Computer-Assisted Instruction, Video Games, Aged, Clinical Competence, E-learning, Gamification, Geriatrics, Healthcare education, Polypharmacy, Usability},
	pages = {105535},
}

@article{harrington_mixed_2024,
	title = {A {Mixed} {Methods} {Pilot} {Study} to {Evaluate} {User} {Engagement} with {MedMicroMaps}: {A} {Novel} {Interactive} {E}-learning {Tool} for {Medical} {Microbiology}},
	volume = {34},
	issn = {2156-8650},
	shorttitle = {A {Mixed} {Methods} {Pilot} {Study} to {Evaluate} {User} {Engagement} with {MedMicroMaps}},
	doi = {10.1007/s40670-024-02047-3},
	abstract = {Educators are witnessing the unfolding of the era of artificial intelligence, raising the question of how to transfer the benefits of yesterday's pedagogy to the future of education. An interactive digital mind map of infectious diseases was developed for second-year medical students (n = 865). Analysis of user engagement showed global distribution with 498 QR scans on a single day. Student responses (n = 79, 9.1\% response rate) indicated positive feedback on the resources of Extremely Satisfied (range 65-75\%, n = 59-51). The findings of the study support further expansion of MedMicroMaps to cross-platform interfaces with adaptations for diverse audiences within allied health fields.
SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s40670-024-02047-3.},
	language = {en-GB},
	number = {4},
	journal = {Medical Science Educator},
	author = {Harrington, Jane},
	month = aug,
	year = {2024},
	pmid = {39099852},
	pmcid = {PMC11296994},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Bildungstheorien, Lernsystemarchitektur, Promotion:FU6, Promotion:Schlussfolgerung, Artificial intelligence, \#5:Zeitschriftenartikel:e-learning, Machine learning, E-learning, Augmented reality, Extended reality, Infectious diseases, Metaverse, Method of loci, Microbiology, Mindmap, Spatial memory, Virtual reality},
	pages = {753--757},
	file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/2LB96JHA/Harrington - 2024 - A Mixed Methods Pilot Study to Evaluate User Engagement with MedMicroMaps A Novel Interactive E-lea.pdf:application/pdf},
}

@article{awada_e-learning_2024,
	title = {An e-learning platform for clinical reasoning in cardiovascular diseases: a study reporting on learner and tutor satisfaction},
	volume = {24},
	issn = {1472-6920},
	shorttitle = {An e-learning platform for clinical reasoning in cardiovascular diseases},
	doi = {10.1186/s12909-024-05938-6},
	abstract = {BACKGROUND: Medical students gain essential skills through hospital training and internships, which complement their theoretical education. However, virtual patient platforms have been shown to effectively promote clinical reasoning and enhance learning outcomes. This study evaluates a web-based platform designed for learning clinical reasoning in cardiovascular diseases, detailing its functionalities and user satisfaction.
METHODS: The Virtual Patient platform presents medical students with clinically valid scenarios, encompassing stages such as patient description, anamnesis, objective examination, presumptive diagnosis, health investigations, treatment planning, complications, differential and final diagnoses, and prognosis. Scenarios are generated either automatically or manually by professors, based on labeled and annotated clinical data. The Virtual Patient contains two types of medical cases: simple scenarios describing patients with one pathology, and complex scenarios describing patients with several related pathologies. The platform was evaluated by a total of 210 users: 178 medical students, 7 professors, and 25 engineering students, using questionnaires adjusted for each evaluation round to assess satisfaction and gather feedback. The evaluation by medical students was performed in four rounds, each round corresponding to successive enhancements of the platform functionalities and addition of new cases, with a total number of 1,098 evaluation sessions.
RESULTS: The platform was evaluated at different implementation stages, involving simple and complex scenarios for various heart diseases. The majority of students found the platform very useful (82.58\%), with significant appreciation for its features and functionalities, for example the dialogue module supporting natural language interactions in Romanian and English or the feed-back obtained during interaction. Professors highly valued the platform's flexibility in scenario generation, real-time feedback provision, and data management capabilities. They appreciated the possibility to provide feedback and score student performance in real-time or after the session, though some professors suggested improving the explainability of the scores.
CONCLUSIONS: The Virtual Patient platform enables medical students to virtually replicate hospital interactions, diagnose patients, and plan treatments in clinically valid scenarios for cardiovascular diseases. User evaluations demonstrated high satisfaction and appreciation for the platform's features. Future work will focus on expanding medical cases, enhancing the dialogue module, improving scenario generation for complex cases, and extending the synthetic data generation component to produce additional types of medical investigations.},
	language = {en-GB},
	number = {1},
	journal = {BMC medical education},
	author = {Awada, Imad Alex and Florea, Adina Magda and Scafa-Udriște, Alexandru},
	month = sep,
	year = {2024},
	pmid = {39256793},
	pmcid = {PMC11385837},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Bildungstheorien, Internet, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur, Humans, Education, Medical, Undergraduate, Students, Medical, \#5:Zeitschriftenartikel:e-learning, Computer-Assisted Instruction, Clinical Competence, E-learning, Cardiovascular Diseases, Clinical Reasoning, Education in Medical Science, Personal Satisfaction, Simulation Engine, Virtual cases},
	pages = {984},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/YM4WAB5K/Awada et al. - 2024 - An e-learning platform for clinical reasoning in cardiovascular diseases a study reporting on learn.pdf:application/pdf},
}

@article{doueiri_bridging_2024,
	title = {Bridging the {Telehealth} {Digital} {Divide} {With} {Collegiate} {Navigators}: {Mixed} {Methods} {Evaluation} {Study} of a {Service}-{Learning} {Health} {Disparities} {Course}},
	volume = {10},
	issn = {2369-3762},
	shorttitle = {Bridging the {Telehealth} {Digital} {Divide} {With} {Collegiate} {Navigators}},
	doi = {10.2196/57077},
	abstract = {BACKGROUND: Limited digital literacy is a barrier for vulnerable patients accessing health care.
OBJECTIVE: The Stanford Technology Access Resource Team (START), a service-learning course created to bridge the telehealth digital divide, trained undergraduate and graduate students to provide hands-on patient support to improve access to electronic medical records (EMRs) and video visits while learning about social determinants of health.
METHODS: START students reached out to 1185 patients (n=711, 60\% from primary care clinics of a large academic medical center and n=474, 40\% from a federally qualified health center). Registries consisted of patients without an EMR account (at primary care clinics) or patients with a scheduled telehealth visit (at a federally qualified health center). Patient outcomes were evaluated by successful EMR enrollments and video visit setups. Student outcomes were assessed by reflections coded for thematic content.
RESULTS: Over 6 academic quarters, 57 students reached out to 1185 registry patients. Of the 229 patients contacted, 141 desired technical support. START students successfully established EMR accounts and set up video visits for 78.7\% (111/141) of patients. After program completion, we reached out to 13.5\% (19/141) of patients to collect perspectives on program utility. The majority (18/19, 94.7\%) reported that START students were helpful, and 73.7\% (14/19) reported that they had successfully connected with their health care provider in a digital visit. Inability to establish access included a lack of Wi-Fi or device access, the absence of an interpreter, and a disability that precluded the use of video visits. Qualitative analysis of student reflections showed an impact on future career goals and improved awareness of health disparities of technology access.
CONCLUSIONS: Of the patients who desired telehealth access, START improved access for 78.7\% (111/141) of patients. Students found that START broadened their understanding of health disparities and social determinants of health and influenced their future career goals.},
	language = {en-GB},
	journal = {JMIR medical education},
	author = {Doueiri, Zakaria Nadeem and Bajra, Rika and Srinivasan, Malathi and Schillinger, Erika and Cuan, Nancy},
	month = oct,
	year = {2024},
	pmid = {39353186},
	pmcid = {PMC11480730},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Curriculum, Humans, Female, Male, education, Adult, medical education, Telemedicine, mobile phone, digital health, \#5:Zeitschriftenartikel:e-learning, access to care, collegiate navigator, community engagement, digital divide, Digital Divide, digital literacy, Electronic Health Records, experimental, health disparities, health equity, Health Services Accessibility, Healthcare Disparities, qualitative analysis, service learning, social determinants of health, student, technology, telehealth, telemedicine, value-added medical education, vulnerable populations},
	pages = {e57077},
}

@article{hsu_classification_2024,
	title = {Classification of mindfulness experiences from gamma-band effective connectivity: {Application} of machine-learning algorithms on resting, breathing, and body scan},
	volume = {257},
	issn = {1872-7565},
	shorttitle = {Classification of mindfulness experiences from gamma-band effective connectivity},
	doi = {10.1016/j.cmpb.2024.108446},
	abstract = {BACKGROUND AND OBJECTIVE: Practicing mindfulness is a mental process toward interoceptive awareness, achieving stress reduction and emotion regulation through brain-function alteration. Literature has shown that electroencephalography (EEG)-derived connectivity possesses the potential to differentiate brain functions between mindfulness naïve and mindfulness experienced, where such quantitative differentiation could benefit telediagnosis for mental health. However, there is no prior guidance in model selection targeting on the mindfulness-experience prediction. Here we hypothesized that the EEG effective connectivity could reach a good prediction performance in mindfulness experiences with brain interpretability.
METHODS: We aimed at probing direct Directed Transfer Function (dDTF) to classify the participants' history of mindfulness-based stress reduction (MBSR), and aimed at optimizing the prediction accuracy by comparing multiple machine learning (ML) algorithms. Targeting the gamma-band effective connectivity, we evaluated the EEG-based prediction of the mindfulness experiences across 7 machine learning (ML) algorithms and 3 sessions (i.e., resting, focus-breathing, and body-scan).
RESULTS: The support vector machine and naïve Bayes classifiers exhibited significant accuracies above the chance level across all three sessions, and the decision tree algorithm reached the highest prediction accuracy of 91.7 \% with the resting state, compared to the classification accuracies with the other two mindful states. We further conducted the analysis on essential EEG channels to preserve the classification accuracy, revealing that preserving just four channels (F7, F8, T7, and P7) out of 19 yielded the accuracy of 83.3 \%. Delving into the contribution of connectivity features, specific connectivity features predominantly located in the frontal lobe contributed more to classifier construction, which aligned well with the existing mindfulness literature.
CONCLUSION: In the present study, we initiated a milestone of developing an EEG-based classifier to detect a person's mindfulness experience objectively. The prediction accuracy of the decision tree was optimal to differentiate the mindfulness experiences using the local resting-state EEG data. The suggested algorithm and key channels on the mindfulness-experience prediction may provide guidance for predicting mindfulness experiences using the EEG-based classification embedded in future wearable neurofeedback systems or plausible digital therapeutics.},
	language = {en-GB},
	journal = {Computer Methods and Programs in Biomedicine},
	author = {Hsu, Ai-Ling and Wu, Chun-Yu and Ng, Hei-Yin Hydra and Chuang, Chun-Hsiang and Huang, Chih-Mao and Wu, Changwei W. and Chao, Yi-Ping},
	month = dec,
	year = {2024},
	pmid = {39369588},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Humans, Female, Male, Adult, Brain, Algorithms, \#5:Zeitschriftenartikel:e-learning, Machine learning, Machine Learning, Bayes Theorem, Decision tree, Effective connectivity, Electroencephalography, Electroencephalography (EEG), Mindfulness, Mindfulness-based stress reduction (MBSR), Respiration, Rest, Stress, Psychological, Support Vector Machine, Young Adult},
	pages = {108446},
}

@article{chen_examining_2024,
	title = {Examining the factors influencing academic performance of medical technology students in e-learning: {A} questionnaire survey},
	volume = {19},
	issn = {1932-6203},
	shorttitle = {Examining the factors influencing academic performance of medical technology students in e-learning},
	doi = {10.1371/journal.pone.0311528},
	abstract = {In an era of rapid digital development, e-learning has become a significant trend in the educational field. Medical technology students need to acquire extensive theoretical knowledge and practical skills. E-learning can enhance learning experiences, improving students' understanding and application abilities. This study examined the impact of learning motivation, learning approaches, and learning burnout on the academic performance of medical technology students in an e-learning environment. This study conducted a quantitative survey on 37 medical technology students. The questionnaires included learning motivations, learning methods, and burnout, and responses provided on a 5-point Likert scale. First, the 37 students were categorized into three groups based on their academic performance. Then, differences between these groups were analyzed using the Kruskal-Wallis test, and correlations between academic performance and questionnaire variables were calculated using Spearman correlation analysis. It revealed that motivation varies among different academic performance levels. Furthermore, in the high-grade group, self-efficacy (r = -0.502, p = 0.047), monitoring studying (r = 0.494, p = 0.032), and emotional exhaustion (r = 0.514, p = 0.024) were correlated to academic performance. In the middle-grade group, self-efficacy for learning and performance was correlated to academic performance (r = 0.858, p = 0.001). In the low-grade group, academic performance was correlated to depth approach (r = 0.826, p = 0.022) and organized studying (r = 0.833, p = 0.020). This study, through a quantitative survey, found significant differences in learning motivation, learning methods, and learning burnout among medical technology students with different academic performance levels. High-grade students demonstrated higher levels of emotional exhaustion, which may reflect feelings of overextension and academic burnout in e-learning environments; the academic performance of the middle-grade group was related to intrinsic motivation; and low-grade students showed a stronger correlation between their learning methods in e-learning and their academic performance. These insights underscore the necessity for personalized learning strategies to enhance educational outcomes effectively.},
	language = {en-GB},
	number = {12},
	journal = {PloS One},
	author = {Chen, Ding-Ping and Hour, Ai-Ling and Tsao, Kuo-Chien and Huang, Chung-Guei and Lin, Wei-Tzu and Hsu, Fang-Ping},
	year = {2024},
	pmid = {39666611},
	pmcid = {PMC11637255},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Bewertungsmethoden, Systemanpassung, Learning, Humans, Female, Male, Surveys and Questionnaires, Adult, Students, Medical, \#5:Zeitschriftenartikel:e-learning, Education, Distance, Young Adult, Academic Performance, Motivation, Self Efficacy},
	pages = {e0311528},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/N6DAJTA6/Chen et al. - 2024 - Examining the factors influencing academic performance of medical technology students in e-learning.pdf:application/pdf},
}

@article{mohri_medical_2025,
	title = {Medical students' perception of paid {E}-learning},
	volume = {20},
	issn = {1932-6203},
	doi = {10.1371/journal.pone.0317340},
	abstract = {BACKGROUND: In addition to the medical school curriculum, medical students often take the initiative to incorporate external paid digital educational resources, especially during the pandemic. In this study, we organized an exemplary questionnaire method to enable evidence-based decisions before providing paid e-learning resources to medical students.
METHODS: An online form was distributed to all registered medical students at a Turkish medical school, and the compiled responses were subjected to statistical analysis. The participants were queried about their general background, post-graduation plans, use of study materials, purpose and perceived benefits of utilizing paid e-learning resources, as well as any financial burden or opinions regarding the associated costs.
RESULTS: A total of 119 medical students participated in the online form. The findings revealed that 87\% of the participants reported using paid e-learning resources for school exams, with 71.5\% of them indicating an improvement in their exam scores. Approximately 26.1\% of the participants did not specify any change. When asked to rate the cost of using paid e-learning resources on a scale of 1 to 10, the average score was 8.6 ± 1.58. Furthermore, 40\% of the participants relied on repeated free demo sessions, while only 27\% reported paying the fees associated with these resources.
CONCLUSIONS: With the evolution of medical education, particularly in the aftermath of the pandemic, medical students are increasingly seeking to supplement their medical curriculum, pursue self-interests, and engage in extracurricular research by utilizing paid e-learning resources. However, the costs associated with these resources often prevent some students from fully benefiting from them. Therefore, it is essential for medical schools to make evidence-based decisions to support their students, recognizing that digitally available resources play an integral role in the assimilation of medical education.},
	language = {en-GB},
	number = {3},
	journal = {PloS One},
	author = {Mohri, Parsa and Koyluoglu, Yilmaz Onat and Seker, Mustafa Ege and Sancak, S'ehla Nurefs'an and Dikeç, Mirkan and Mazlumoglu, Ayça Aydemir and Gurol, Yesim and Sungur, Ilhan Cem},
	year = {2025},
	pmid = {40063656},
	pmcid = {PMC11892812},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:FU5, Learning, Promotion:Schlussfolgerung, Curriculum, Humans, Female, Male, Surveys and Questionnaires, COVID-19, Adult, Students, Medical, \#5:Zeitschriftenartikel:e-learning, Computer-Assisted Instruction, Education, Medical, Education, Distance, Young Adult, Perception, Turkey},
	pages = {e0317340},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/THCSWJTD/Mohri et al. - 2025 - Medical students' perception of paid E-learning.pdf:application/pdf},
}

@article{roshal_out_2025,
	title = {Out of {Touch}: {A} {Nationwide} {Mixed}-{Methods} e-{Learning} {Needs} {Assessment} of {General} {Surgery} {Residents}},
	volume = {82},
	issn = {1878-7452},
	shorttitle = {Out of {Touch}},
	doi = {10.1016/j.jsurg.2025.103514},
	abstract = {INTRODUCTION: The digital age has transformed health professions education, making online learning (e-learning) essential for instruction, assessment, and evaluation. However, general surgery residents are dissatisfied with current study methods and routines. As they progress through the new Entrustable Professional Activities (EPA) milestones, adapting content delivery to their learning preferences is crucial for engagement, a key element in the Kirkpatrick training evaluation model. This study explores general surgery residents' experiences, attitudes, and preferences toward e-learning to enhance instruction in the EPA era of surgical education.
METHODS: We used a convergent parallel design, distributing a national survey and conducting semi-structured interviews with general surgery residents from 22 U.S. institutions. The survey examined e-learning resource utilization, satisfaction, and financial investment in medical school and residency. Interviews provided insights into residents' desired features of effective e-learning. Data analysis included comparative statistics for survey results and reflexive thematic analysis for interviews.
RESULTS: The survey was completed by 106 general surgery residents. Residents reported higher satisfaction with e-learning resources utilized in medical school (e.g., UWorld, Sketchy Medical) than those in residency (e.g., TrueLearn, SCORE Web Portal) (mean difference = 0.4, 95\% CI = [0.3,0.5], p {\textless} 0.001). Learners' financial investment in USMLE preparation was significantly higher than for ABSITE (74\% vs. 21\% willing to spend {\textgreater}\$500; p {\textless} 0.001). Separately, 30 general surgery residents participated in semi-structured interviews, which highlighted preferences for mobile learning, multimedia, gamification, and competency-based assessments. Residents noted a gap between current e-learning resources and the EPA assessment paradigm.
CONCLUSIONS: General surgery residents find current e-learning resources in residency lacking clinical relevance and alignment with competency-based assessments. In the EPA era of surgical education, there is a need to develop innovative e-learning platforms that prepare residents for standardized examinations and support clinical competency development. Addressing these gaps will enhance the quality and efficiency of surgical training to better prepare residents for independent practice.},
	language = {en-GB},
	number = {6},
	journal = {Journal of Surgical Education},
	author = {Roshal, Joshua A. and Lund, Sarah and L'Huillier, Joseph C. and Silvestri, Caitlin and Woodward, John M. and Gan, Connie and Moreci, Rebecca and Hoagland, Darian L. and McDermott, Colleen E. and Anand, Ananya and Everling, Kathleen and Klimberg, V. Suzanne and Perez, Alexander},
	month = apr,
	year = {2025},
	pmid = {40253954},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Zeitschriftenartikel:e-learning, e-learning, competency-based education, digital age, entrustable professional activities, Online learning, surgical education},
	pages = {103514},
}

@article{mikkonen_learning_2024,
	title = {Learning {Outcomes} of e-{Learning} in {Psychotherapy} {Training} and {Comparison} {With} {Conventional} {Training} {Methods}: {Systematic} {Review}},
	volume = {26},
	issn = {1438-8871},
	shorttitle = {Learning {Outcomes} of e-{Learning} in {Psychotherapy} {Training} and {Comparison} {With} {Conventional} {Training} {Methods}},
	doi = {10.2196/54473},
	abstract = {BACKGROUND: Mental disorders pose a major public health problem in most western countries. The demand for services for common mental health disorders has been on the rise despite the widespread accessibility of medication. Especially, the supply and demand for evidence-based psychotherapy do not align. Large-scale increase of modern psychotherapy is difficult with current methods of training which are often expensive, time consuming, and dependent on a small number of top-level professionals as trainers. E-learning has been proposed to enhance psychotherapy training accessibility, quality, and scalability.
OBJECTIVE: This systematic review aims to provide an overview of the current evidence regarding e-learning in psychotherapy training. In particular, the review examines the usability, acceptability, and learning outcomes associated with e-learning. Learning outcomes are assessed in different modalities including trainee experiences, knowledge acquisition, skill acquisition, and application of trained content in daily practice. Furthermore, the equivalence of web-based training and conventional training methods is evaluated.
METHODS: Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, a search from Ovid, MEDLINE, PsycINFO, and Scopus databases between 2008 and June 2022 was conducted. Inclusion criteria required studies to describe e-learning systems for psychotherapy training and assess acceptability, feasibility, or learning outcomes. The risk of bias was evaluated for both randomized and nonrandomized studies. Learning outcomes were categorized using the Kirkpatrick model. Effect sizes comparing e-learning and traditional methods were calculated.
RESULTS: The search yielded 3380 publications, of which 34 fulfilled the inclusion criteria. Positive learning outcomes are generally associated with various e-learning programs in psychotherapy training including trainee satisfaction, knowledge, and skill acquisition, and in application of trained content in clinical practice. Learning outcomes generally show equivalence between e-learning and conventional training methods. The overall effect size, indicating this disparity, was 0.01, suggesting no significant difference. This literature displays a high level of heterogeneity in e-learning solutions and assessment methods.
CONCLUSIONS: e-Learning seems to have good potential to enhance psychotherapy training by increasing access, scalability, and cost-effectiveness while maintaining quality in terms of learning outcomes. Results are congruent with findings related to e-learning in health education in general where e-learning as a pedagogy is linked to an opportunity to carry out learner-centric practices. Recommendations for conducting psychotherapy training programs in blended settings supported by activating learning methods are presented. However, due to the heterogeneity and limitations in the existing literature, further research is necessary to replicate these findings and to establish global standards for e-learning, as well as for the assessment of training outcomes in psychotherapy education. Research is especially needed on the effects of training on patient outcomes and optimal ways to combine e-learning and conventional training methods in blended learning settings.},
	language = {en-GB},
	journal = {Journal of Medical Internet Research},
	author = {Mikkonen, Kasperi and Helminen, Eeva-Eerika and Saarni, Samuli I. and Saarni, Suoma E.},
	month = jul,
	year = {2024},
	pmid = {39073862},
	pmcid = {PMC11319893},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Promotion:Relevanz:4, Learning, Humans, education, internet, systematic review, learning outcomes, digital learning, \#5:Zeitschriftenartikel:e-learning, Computer-Assisted Instruction, e-learning, Education, Distance, accessibility, cost-effectiveness, evidence-based, Kirkpatrick model, learning outcome, mental disorder, mental disorders, mental health, online health, psychotherapy, Psychotherapy, psychotherapy training, scalability, training methods},
	pages = {e54473},
	file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/HVP65V55/Mikkonen et al. - 2024 - Learning Outcomes of e-Learning in Psychotherapy Training and Comparison With Conventional Training.pdf:application/pdf},
}

@article{lange-drenth_development_2025,
	title = {Development and effectiveness evaluation of an interactive e-learning environment to enhance digital health literacy in cancer patients: study protocol for a randomized controlled trial},
	volume = {7},
	issn = {2673-253X},
	shorttitle = {Development and effectiveness evaluation of an interactive e-learning environment to enhance digital health literacy in cancer patients},
	doi = {10.3389/fdgth.2025.1455143},
	abstract = {BACKGROUND: The Internet allows cancer patients to access information about their disease at any time. However, the quality of online information varies widely and is often inaccurate or does not provide all the details patients need to make informed decisions. Additionally, patients' often limited ability to find and evaluate cancer-related online information can lead to misinformation.
OBJECTIVE: An interactive e-learning environment to promote digital health literacy will be developed and evaluated for effectiveness.
PRIMARY HYPOTHESIS: Cancer patients who use the e-learning environment (IG1.1-IG1.3) or the content of the environment as a non-interactive PDF file (IG2) will show greater improvement in their digital health literacy from baseline to 8 weeks after baseline compared to patients who receive no such intervention, but are referred to a standard information brochure.
METHODS: The hypothesis will be tested in a stratified randomized controlled superiority trial with five parallel groups and the primary endpoint of digital health literacy. In an e-learning environment, patients will learn strategies to use when searching for reliable cancer-related online information. During development, a prototype will be refined through focus groups and tested for usability by experts and patients. 660 cancer patients will be recruited using convenience sampling and randomly assigned in a 3:1:1 ratio to IG1.1-IG1.3 (three variants of the environment), IG2, or the control group. Two thirds of the 660 participants will be recruited through the German Cancer Information Service (CIS) and one third through non-CIS routes. Allocation will follow stratified randomization, accounting for recruitment route (CIS vs. non-CIS) and cancer type (breast cancer vs. other cancers), with variable block length. The primary outcome, digital health literacy, will be measured at baseline, 2 weeks, and 8 weeks after baseline.
CONCLUSION: If the results support the primary hypothesis, then the e-learning environment could empower patients to retrieve more reliable information about their disease. Concerns about the generalizability of the results, since a disproportionate number of inquiries to the CIS come from breast cancer patients, are addressed by a proportionally stratified randomization strategy and diversified recruitment routes.},
	language = {en-GB},
	journal = {Frontiers in Digital Health},
	author = {Lange-Drenth, Lukas and Willemer, Hellena and Banse, Mirjam and Ernst, Anke and Daubmann, Anne and Holz, Anja and Bleich, Christiane and Weg-Remers, Susanne and Schulz, Holger},
	year = {2025},
	pmid = {39925640},
	pmcid = {PMC11802532},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, medical education, eHealth, digital health, \#5:Zeitschriftenartikel:e-learning, e-learning, digital health literacy, eHealth literacy, health information, health literacy},
	pages = {1455143},
}

@article{ambad_effectiveness_2024,
	title = {Effectiveness of {E}-{Learning} in the {Field} of {Biochemistry}},
	volume = {16},
	issn = {0976-4879},
	doi = {10.4103/jpbs.jpbs_1102_24},
	abstract = {E-learning has gradually become tolerated in the teaching and learning process in higher learning institutions as one of the main learning aids, which enable learners get access to so many resources with so much ease. As in the field of biochemistry, in which concepts are complex and procedures are integral to the information, e-learning has its advantages and drawbacks. This study was designed with the intention to examine the suitability of e-learning model in the context of biochemistry course, more specifically, it was to identify the extent to which digital learning environment supports students' understanding and real-life use of biochemical knowledge. Quantitative research comprises of the use of Survivors to obtain numerical data concerning the success of e-learning platforms concerning biochemistry. A survey is designed to have closed questions (such as the Likert scale) as well as demographic questions to capture. Closed questions measure participants' views on e-learning tools, its utility and instructional usefulness as well as the demographic questions, which give a précis of participant profile and their past experiences in e-learning. The learning objectives laid down for the course were specific, measurable, and generic and included topics, such as enzyme kinetics, metabolic pathways, and protein structures. These were grouped into topic-based weekly work schedule. These sessions revealed that students who were attending the biochemistry courses are different, in that 71\% of them agreed that the learning objectives for each of the modules, which were at the start of the course, served as a useful guide for understanding biochemistry as the learning objectives were well outlined at the start of the course. In about and through all of these recommendations, educational institutions will be able to design a more responsive and fair-blended e-learning environment that fosters success among learners and advanced understanding of biochemistry.},
	language = {en-GB},
	number = {Suppl 4},
	journal = {Journal of Pharmacy \& Bioallied Sciences},
	author = {Ambad, Ranjit and Dhok, Archana and Jha, Roshan K.},
	month = dec,
	year = {2024},
	pmid = {39926849},
	pmcid = {PMC11805276},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Zeitschriftenartikel:e-learning, e-learning, Asynchronous learning, learning biochemistry, learning management system, synchronous learning},
	pages = {S3695--S3698},
}

@article{mastour_exploring_2025,
	title = {Exploring the acceptance of e-learning in health professions education in {Iran} based on the technology acceptance model ({TAM})},
	volume = {15},
	issn = {2045-2322},
	doi = {10.1038/s41598-025-90742-5},
	abstract = {The COVID-19 pandemic has rapidly accelerated the adoption of e-learning across educational institutions worldwide, especially in health professions education. This study explored the factors influencing e-learning acceptance among health professions students and faculty members in Iran using an extended Technology Acceptance Model (TAM). A descriptive cross-sectional study was conducted among 932 participants, including faculty members, postgraduates, and undergraduates at Mashhad University of Medical Sciences, one of the top five universities in Iran. Data were collected through an online survey from August 1 to August 31, 2020. The TAM was extended by incorporating innovation, social, and organizational characteristics. Partial least squares structural equation modeling was used to analyze the relationships between constructs, including perceived ease of use (PEU), perceived usefulness (PU), and intention to use e-learning. The findings revealed that PEU and PU were pivotal in shaping e-learning acceptance, underscoring the need for user-friendly and effective platforms. Attitude toward e-learning significantly influenced participants' intention to use e-learning platforms, with PEU emerging as the most influential factor. PU had a more substantial impact on faculty members and undergraduate students, while postgraduates placed less emphasis on usefulness. Organizational factors only indirectly affected e-learning acceptance, mediated by individual characteristics. This study underscores the importance of usability, technological infrastructure, and digital literacy training in promoting e-learning acceptance among health professions students and faculty members. These findings significantly impact policymakers, educators, and administrators in designing more user-centered e-learning platforms. Future research should explore the longitudinal effects of technological advancements and institutional policies on e-learning adoption.},
	language = {en-GB},
	number = {1},
	journal = {Scientific Reports},
	author = {Mastour, Haniye and Yousefi, Razieh and Niroumand, Shabnam},
	month = mar,
	year = {2025},
	pmid = {40065055},
	pmcid = {PMC11894139},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Bildungstheorien, Humans, Female, Male, Surveys and Questionnaires, COVID-19, Cross-Sectional Studies, Adult, Promotion:FU1, \#5:Zeitschriftenartikel:e-learning, Middle Aged, Education, Distance, Young Adult, Online learning, Faculty, Health Occupations, Health professions education, Iran, Medical education, PLS-SEM, Technology acceptance model (TAM)},
	pages = {8178},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/U59EN5FL/Mastour et al. - 2025 - Exploring the acceptance of e-learning in health professions education in Iran based on the technolo.pdf:application/pdf},
}

@article{ipek_systematic_2025,
	title = {Systematic {Review} {Study} on {Self}-{Regulation} {Supports} in {E}-{Learning} {Environments}},
	volume = {13},
	language = {en-GB},
	number = {25},
	author = {İPek, Mahmure and Gök, Bilge},
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Bildungstheorien, \#5:Zeitschriftenartikel:e-learning},
	file = {İPek und Gök - 2025 - Systematic Review Study on Self-Regulation Supports in E-Learning Environments:/Users/jochenhanisch-johannsen/Zotero/storage/SY5MU4RV/İPek und Gök - 2025 - Systematic Review Study on Self-Regulation Supports in E-Learning Environments.pdf:application/pdf},
}

@article{mtebe_learning_2015,
	title = {Learning {Management} {System} success: {Increasing} {Learning} {Management} {System} usage in higher education in sub-{Saharan} {Africa}},
	volume = {11},
	abstract = {Learning Management Systems (LMS) have been widely adopted by higher education institutions globally for over a decade. Institutions in sub-Saharan Africa now spend a significant proportion of their limited resources on installing and maintaining these systems. This expenditure continues to increase, raising questions as to whether LMS in these institutions are fulfilling their potential. The article investigates this question by analyzing the literature published on LMS usage from across the region. The article concludes by proposing strategies that can help institutions make more effective use of their LMS. The aim is to help institutions to identify effective strategies for supporting increased and cost-effective LMS usage.},
	language = {en-GB},
	number = {2},
	journal = {International Journal of Education and Development using Information and Communication Technology},
	author = {Mtebe, Joel S.},
	year = {2015},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:FU5, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur},
	pages = {51--64},
	file = {Mtebe - 2015 - Learning Management System success Increasing Learning Management System usage in higher education:/Users/jochenhanisch-johannsen/Zotero/storage/3XHCRBTW/Mtebe - 2015 - Learning Management System success Increasing Learning Management System usage in higher education.pdf:application/pdf},
}

@incollection{uskov_affordances_2024,
	address = {Singapore},
	title = {Affordances of {Technology}-{Enhanced} {Learning} in {Heritage} {Tourism}—{Exploratory} {Study}},
	volume = {399},
	isbn = {978-981-97-4953-9 978-981-97-4954-6},
	url = {https://link.springer.com/10.1007/978-981-97-4954-6_13},
	abstract = {Approaches to language teaching and learning change and develop as they try to keep pace with the development of technologies. We are experiencing transformative practices being applied to meet the societal and technological changes. We offer a revised scenario outlining the steps for developing academic writing skills with highlighted affordances of technology in undergraduate students of Management of Tourism. The psychodidactic approach is applied in assisting students in the scientiﬁc processing of a heritage tourism topic in individual stages, from establishing existing knowledge to own contribution in the form of literary research. It forms a frame within which a set of activities is conducted in blended learning environment. The presented exploratory study employs a mixed-methods approach encompassing frequency analysis followed by thematic analysis, comparison of ﬁndings, and survey. Individual steps in the didactic scenario are described and ﬁndings are visualized. Experience of students with utilization of bibliographic databases is highlighted. Simple-seeming exercises had to be inserted into the scenario because the students had no prior experience with AI-powered technologies like Chat GPT or Copilot. For academic writing, no one employed any writing assistant, yet the majority could use bibliographic databases and cite sources quite well.},
	language = {en-GB},
	urldate = {2024-10-18},
	booktitle = {Smart {Education} and e-{Learning} 2024},
	publisher = {Springer Nature Singapore},
	author = {Černá, Miloslava and Borkovcová, Anna and Poulová, Petra},
	editor = {Uskov, Vladimir L. and Howlett, Robert J. and Jain, Lakhmi C.},
	year = {2024},
	doi = {10.1007/978-981-97-4954-6_13},
	note = {Series Title: Smart Innovation, Systems and Technologies},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Promotion:Relevanz:4, \#5:Buchteil:e-learning, Promotion:01-02},
	pages = {151--161},
	file = {Černá et al. - 2024 - Affordances of Technology-Enhanced Learning in Her.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BLD6ZF74/Černá et al. - 2024 - Affordances of Technology-Enhanced Learning in Her.pdf:application/pdf},
}

@incollection{kerrache_data-driven_2024,
	address = {Dordrecht},
	title = {Data-{Driven} {Decision} {Support} {System} for {Analyzing} {Student} {Engagement} in {Learning} {Analytics}},
	volume = {184},
	isbn = {978-94-6463-495-2 978-94-6463-496-9},
	url = {https://www.atlantis-press.com/doi/10.2991/978-94-6463-496-9_27},
	abstract = {In the landscape of higher education, a significant portion of student learning occurs within digital environments, facilitated by interconnected networks such as Learning Management Systems (LMS), Massive Open Online Courses (MOOCs), and various online platforms. This digital landscape generates a vast repository of educational data, offering valuable insights for educational stakeholders. However, evaluating student engagement in online learning presents a critical challenge. This study addresses this challenge by focusing on the evaluation of student engagement using Learning Analytics (LA). We introduce DDS-Eng, a Data-Driven Decision Support System designed to analyze students’ engagement. Our approach involves thorough requirement analysis to define decision-makers’ needs and selected data sources, followed by the development of a multidimensional model capturing engagement aspects and associated metrics. We then implement a dedicated interface utilizing Online Analytical Processing (OLAP) queries and a Learning Analytics Dashboard (LAD) to analyze individual student behavior and overall student engagement comprehensively. Finally, we present an empirical evaluation of our LAD conducted in a controlled environment. This research underscores the importance of student engagement in online learning and emphasizes the need for innovative approaches to evaluate learner engagement in multimodal and informal learning environments.},
	language = {en-GB},
	urldate = {2024-09-05},
	booktitle = {Proceedings of the {International} {Conference} on {Emerging} {Intelligent} {Systems} for {Sustainable} {Development} ({ICEIS} 2024)},
	publisher = {Atlantis Press International BV},
	author = {Talbi, Omar and Ouared, Abdelkader},
	editor = {Kerrache, Chaker Abdelaziz and Tahari, Abdou El Karim and Kassimi, Dounya and Chakraborty, Chinmay},
	year = {2024},
	doi = {10.2991/978-94-6463-496-9_27},
	note = {Series Title: Advances in Intelligent Systems Research},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#1:Buchteil:learning:management:system, Leraning:Analytics},
	pages = {357--370},
	file = {Talbi und Ouared - 2024 - Data-Driven Decision Support System for Analyzing .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MG3K8764/Talbi und Ouared - 2024 - Data-Driven Decision Support System for Analyzing .pdf:application/pdf},
}

@article{majid_promoting_2024,
	title = {Promoting and {Assessing} {Collaborative} {Learning} using {Learning} {Analytics} in {Higher} {Education}– {Overview} of {Drivers} and {Wheels}},
	volume = {12},
	abstract = {Learning analytics leverages the use of technology to gather and analyse data about student performance, engagement, and learning behaviours, which can help educators make informed decisions about how to improve learning outcomes. In higher education, learning analytics can provide insights into student engagement, performance, and learning pathways. Collaborative learning in higher education involves a group of students working together towards a common goal or task. Collaborative learning encourages students to work together to solve problems, analyse information, and make decisions, especially in self-directed learning environment. Through discussion and debate, students develop critical thinking skills and learn to approach problems from different perspectives to enhance problem-solving skills. Collaborative learning provides opportunities for students to work with others from diverse backgrounds, helping them develop interpersonal skills such as communication, teamwork, and leadership. While collaborative learning helps students to foster critical thinking and develop interpersonal skills, students’ activities and engagement in collaborative learning are not properly assessed and measured. Student performance indicators are highly dependent on the learning activities and resources used in the learning management system based on individual basis. The ability and potential of learning analytics to track students’ behaviour and performance in team, and to monitor the effectiveness of their sharing and communication is not fully utilised in higher education. This paper addresses this issue and aims to provide an overview of collaborative learning analytics. The overview elaborates essential elements in collaborative learning and defines features in analytics to support collaborative learning. The overview is expected to guide to educators and developers in promoting and assessing students’ performance based on collaborative works.},
	language = {en-GB},
	number = {1},
	journal = {Educatum JSMT},
	author = {Majid, Norjumaahtul Adawwiah Ab and Judi, Hairulliza Mohamad},
	month = aug,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Weiterführung, Promotion:FU5, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit, Leraning:Analytics},
	file = {Majid und Judi - 2025 - Promoting and Assessing Collaborative Learning usi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XPE5GZ6W/Majid und Judi - 2025 - Promoting and Assessing Collaborative Learning usi.pdf:application/pdf},
}

@article{sonmez_comprehensive_2024,
	title = {A {Comprehensive} {Bibliometric} {Analysis} of {Learning} {Analytics} in {Education} {Research}},
	volume = {6},
	url = {https://doi.org/10.46328/ijonse.234},
	abstract = {The purpose of this study is to present data on the use of learning analytics in the field of education. For this purpose, data available in the Web of Science database were examined using bibliometric analysis. The publication distribution varied between 2011 and 2022, with the number of publications reaching its peak in 2020 and declining thereafter. Findings from co-authorship analysis indicate that Dragan Gašević is the most prolific author and the most cited researcher in the field of learning analytics. Results of co-authorship analysis by country suggest that researchers affiliated with institutions in Australia engage in more collaborative work and cooperation. Results of co-authorship analysis by organizations demonstrate that Monash University in Australia is the organization with the highest level of collaboration with other organizations. The most cited work is Ferguson's (2012) article titled "Learning analytics: drivers, developments and challenges." The most frequently used keywords in conjunction with learning analytics are higher education, educational data mining, online learning, learning design, and self-regulated learning. In recent years, there has been a focus on learning analytics related to learning management systems (LMS) rather than MOOCs in learning environments. The British Journal of Educational Technology, which was established in 1970, is the most cited journal that is commonly referenced in the articles. It is hoped that this study will serve as a valuable reference for researchers interested in the field and guide them in making accurate inferences based on a broad perspective.},
	language = {en-GB},
	number = {3},
	journal = {International Journal on Studies in Education (IJonSE)},
	author = {Sönmez, Esra Ergül},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Relevanz:4, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Promotion:FU3, Leraning:Analytics},
	pages = {446--462},
	file = {Sönmez - A Comprehensive Bibliometric Analysis of Learning .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CH67WAKE/Sönmez - A Comprehensive Bibliometric Analysis of Learning .pdf:application/pdf},
}

@article{jankovski_eyes_2017,
	title = {The {Eyes} {Have} {It}:  {Using} {Eye} {Tracking} {Technology} {To} {Assess}  {The} {Usability} {Of} {Learning} {Management} {Systems}  {In} {Elementary} {Schools}},
	copyright = {Creative Commons Attribution 4.0, Open Access},
	shorttitle = {The {Eyes} {Have} {It}},
	url = {https://zenodo.org/record/1034181},
	doi = {10.5281/ZENODO.1034181},
	abstract = {Twenty-six students from a sixth grade math class in Upstate New York received guardian approval to participate in a study that gathered data pertaining to student navigation ability, information retrieval ability, and satisfaction in regards to the Learning Management System (LMS) their school utilized. Data collection began with the researchers attending math classes for observation and to conduct cognitive walkthroughs with the students to gather information about their experiences and navigation through the LMS. An eye tracker and the associated eye tracking software were utilized to monitor and detect patterns of eye movements when the students were looking at a device screen. For this study, students were monitored by the eye tracker while they attempted to complete several tasks from the experiment. By measuring the length of time taken by students as they completed tasks on the LMS, quantitative data can be collected and used later in the experiment. After analyzing the time metrics and the eye tracking data produced and feedback given on the questionnaire distributed at the beginning of the experiment, a targeted LMS page was slightly modified in hopes to increase the effectiveness of the page, based on user interface design standards. Well defined organization, accessibility, and usability in an LMS is essential to allow learners to focus to be on their curriculums, and not how to access their assignments. An in-depth analysis of navigation through an LMS will allow for a better understanding of how users interact with the structure of their curriculum in an electronic format. The study described in this paper intended to address the question of whether an LMS used in an elementary school setting can provide users with an interface that optimizes the accessibility and usability of their class materials.},
	language = {en-GB},
	urldate = {2024-07-14},
	author = {Jankovski, Christopher and Schofield, Damian},
	month = oct,
	year = {2017},
	note = {Publisher: Zenodo},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:Relevanz:4, \#1:Zeitschriftenartikel:learning:management:system, Promotion:01-02, education, Promotion:Eye-Tracking, Promotion:FU1, eye tracking, human computer interaction, learning management systems, usability},
	file = {Jankovski und Schofield - 2017 - The Eyes Have It  Using Eye Tracking Technology T.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XYVT5HQE/Jankovski und Schofield - 2017 - The Eyes Have It  Using Eye Tracking Technology T.pdf:application/pdf},
}

@article{kawtar_design_2024,
	title = {Design and {Modeling} of {Educational} {Scenarios} for {Collaborative} {Online} {Learning} {Activities}},
	volume = {5},
	copyright = {https://creativecommons.org/licenses/by-nc-nd/4.0},
	issn = {2633-3538, 2633-352X},
	url = {https://ijor.co.uk/ijor/article/view/4881},
	doi = {10.61707/70c04n50},
	abstract = {Collaborative learning has evolved from traditional classroom teaching to e-learning platforms, at this level of revolution, Educational scenarios for online collaborative learning activities must be carefully designed to make an interactive and engaging learning experience. This research aims to model collaborative educational scenarios within the framework of online learning activities to allow learners to participate in online activities. We discuss the appropriate educational scenario, which combines multimedia content, interaction between the collaborative group, and active learning elements, and then we model this scenario with the UML modeling language. As a result, we represent how the design of educational scenarios, provides a better enhancement of the collaborative learning experience through the use of new technologies so that learners are encouraged to reflect on their learning processes and their group's collaboration, thus promoting better understanding. In conclusion, designing and modeling a collaborative learning educational scenario emphasizes collaboration, interaction, and knowledge acquisition between learners within a collaborative learning activity.},
	language = {en-GB},
	number = {9},
	urldate = {2024-06-01},
	journal = {International Journal of Religion},
	author = {Kawtar, Zargane and Mohamed, Khaldi and Mohamed, Erradi},
	month = may,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Lernsystemarchitektur, Promotion:FU3, \#5:Zeitschriftenartikel:e-learning},
	pages = {525--537},
	file = {Kawtar et al. - 2024 - Design and Modeling of Educational Scenarios for C.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G6CKYNHG/Kawtar et al. - 2024 - Design and Modeling of Educational Scenarios for C.pdf:application/pdf},
}

@article{chan_use_2019,
	title = {Use of {Learning} {Analytics} {Data} in {Health} {Care}–{Related} {Educational} {Disciplines}: {Systematic} {Review}},
	volume = {21},
	issn = {1438-8871},
	shorttitle = {Use of {Learning} {Analytics} {Data} in {Health} {Care}–{Related} {Educational} {Disciplines}},
	url = {http://www.jmir.org/2019/2/e11241/},
	doi = {10.2196/11241},
	abstract = {Background: While the application of learning analytics in tertiary education has received increasing attention in recent years, a much smaller number have explored its use in health care-related educational studies.
Objective: This systematic review aims to examine the use of e-learning analytics data in health care studies with regards to how the analytics is reported and if there is a relationship between e-learning analytics and learning outcomes.
Methods: We performed comprehensive searches of papers from 4 electronic databases (MEDLINE, EBSCOhost, Web of Science, and ERIC) to identify relevant papers. Qualitative studies were excluded from this review. Papers were screened by 2 independent reviewers. We selected qualified studies for further investigation.
Results: A total of 537 papers were screened, and 19 papers were identified. With regards to analytics undertaken, 11 studies reported the number of connections and time spent on e-learning. Learning outcome measures were defined by summative final assessment marks or grades. In addition, significant statistical results of the relationships between e-learning usage and learning outcomes were reported in 12 of the identified papers. In general, students who engaged more in e-learning resources would get better academic attainments. However, 2 papers reported otherwise with better performing students consuming less e-learning videos. A total of 14 papers utilized satisfaction questionnaires for students, and all were positive in their attitude toward e-learning. Furthermore, 6 of 19 papers reported descriptive statistics only, with no statistical analysis.
Conclusions: The nature of e-learning activities reported in this review was varied and not detailed well. In addition, there appeared to be inadequate reporting of learning analytics data observed in over half of the selected papers with regards to definitions and lack of detailed information of what the analytic was recording. Although learning analytics data capture is popular, a lack of detail is apparent with regards to the capturing of meaningful and comparable data. In particular, most analytics record access to a management system or particular e-learning materials, which may not necessarily detail meaningful learning time or interaction. Hence, learning analytics data should be designed to record the time spent on learning and focus on key learning activities. Finally, recommendations are made for future studies.},
	language = {en-GB},
	number = {2},
	urldate = {2024-05-14},
	journal = {Journal of Medical Internet Research},
	author = {Chan, Albert Km and Botelho, Michael G and Lam, Otto Lt},
	month = feb,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit, Leraning:Analytics},
	pages = {e11241},
	file = {Chan et al. - 2019 - Use of Learning Analytics Data in Health Care–Rela.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4GANYQE2/Chan et al. - 2019 - Use of Learning Analytics Data in Health Care–Rela.pdf:application/pdf},
}

@article{fajarianto_implementation_2024,
	title = {Implementation of {Learning} {Management} {System}-{Based} {Character} {Education} in {Elementary} {Schools}},
	volume = {18},
	issn = {1981-982X},
	url = {https://rgsa.emnuvens.com.br/rgsa/article/view/5257},
	doi = {10.24857/rgsa.v18n5-053},
	abstract = {Objective: This research aims to describe the extent to which the application of character education based on the learning management system in basic education.},
	language = {en-GB},
	number = {5},
	urldate = {2024-03-23},
	journal = {Revista de Gestão Social e Ambiental},
	author = {Fajarianto, Otto and Sangadji, Kapraja and Wijayanti, Silvana Kardinar and Sakmaf, Marius Suprianto and Afriani, Linda},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur, Promotion:Promotion:FU4a},
	pages = {e05257},
	file = {Fajarianto et al. - 2024 - Implementation of Learning Management System-Based.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/45QAURMJ/Fajarianto et al. - 2024 - Implementation of Learning Management System-Based.pdf:application/pdf},
}

@article{horta_using_2024,
	title = {Using {Learning} {Analytics} to {Evaluate} the {Clinical} {Education} {Podcast} {Format}},
	issn = {2156-8650},
	url = {https://link.springer.com/10.1007/s40670-024-02011-1},
	doi = {10.1007/s40670-024-02011-1},
	abstract = {Learning analytics has been rigorously applied to various forms of e-learning, but not to the evaluation of clinical education podcasts. We created a podcast series using the Anchor by Spotify platform, uploading an episode every 2 weeks starting on March 30, 2021. We examined analytics data using a censoring date of November 1, 2022. Based on 29,747 total plays, average audience retention declined 10\%/minute until an inflection point at 2.5 minutes, followed by a steady decline of 1.8\%/ minute. With a maximum episode length of 17 minutes, we did not identify a limit on learner attention for short-form podcasts.},
	language = {en-GB},
	urldate = {2024-03-23},
	journal = {Medical Science Educator},
	author = {Horta, Lucas and Ho, Dave and Lau, K. H. Vincent},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Relevanz:4, Promotion:Weiterführung, Datenschutz und IT-Sicherheit, Leraning:Analytics, \#5:Zeitschriftenartikel:e-learning},
	file = {Horta et al. - 2024 - Using Learning Analytics to Evaluate the Clinical .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZFS5JL3W/Horta et al. - 2024 - Using Learning Analytics to Evaluate the Clinical .pdf:application/pdf},
}

@article{murumba_learning_2022,
	title = {Learning {Analytics} and {Educational} {Data} {Visualization} in the {Digital} {Era}},
	volume = {1},
	url = {http://matjournals.co.in/index.php/JIDSBDM/article/view/201},
	doi = {10.46610/JIDSBDM.2022.v01i01.001},
	abstract = {Visualizations of educational data using tools like graphs and charts are critical for making the right decisions about what learners need and discovering possibilities for resource deployment. This study provides a literature review of methodologies and scientific tools for manipulating educational data and performing visual analysis. The paper also synthesizes the applicability, benefits of learning analytics, and barriers to adoption by higher education institutions. The paper concludes that Learning Analytics and Educational Data Visualization are an essential component of educational systems in the Digital Era, and as a result, educational systems must rethink how learning is structured, managed, and enhanced.},
	language = {en-GB},
	number = {1},
	urldate = {2024-03-23},
	journal = {Journal of Innovations in Data Science and Big Data Management},
	author = {Murumba, Julius},
	month = mar,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit, Lernsystemarchitektur, Leraning:Analytics},
	pages = {1--7},
	file = {Murumba - 2022 - Learning Analytics and Educational Data Visualizat.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U7M77XT7/Murumba - 2022 - Learning Analytics and Educational Data Visualizat.pdf:application/pdf},
}

@incollection{stephanidis_using_2013,
	address = {Berlin, Heidelberg},
	title = {Using the {Learning} {Management} {System} for {Encouraging} {Self}-reflection on {Expressive} {Actions} in {Higher} {Education}},
	volume = {374},
	isbn = {978-3-642-39475-1 978-3-642-39476-8},
	url = {http://link.springer.com/10.1007/978-3-642-39476-8_21},
	abstract = {This study examines the effectiveness of using a learning management system (LMS) for learning expressive actions in higher education. The author intended to use the LMS as a tool for students’ self-reflection on their class experiences. Students in the course “Seminar on expression” were given writing assignments with the LMS. An analysis of the student essays showed that the students were able to reflect on their class experiences and improve their understanding of expressive actions. Specifically, through their essay writing using the LMS, they related changes in their way of thinking with regard to expressive actions with their class learning experiences.},
	language = {en-GB},
	urldate = {2023-11-22},
	booktitle = {{HCI} {International} 2013 - {Posters}’ {Extended} {Abstracts}},
	publisher = {Springer Berlin Heidelberg},
	author = {Shiroma, Shoko},
	editor = {Stephanidis, Constantine},
	year = {2013},
	doi = {10.1007/978-3-642-39476-8_21},
	note = {Series Title: Communications in Computer and Information Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Bildungstheorien, \#1:Buchteil:learning:management:system},
	pages = {98--102},
	file = {Shiroma - 2013 - Using the Learning Management System for Encouragi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q35JUQN2/Shiroma - 2013 - Using the Learning Management System for Encouragi.pdf:application/pdf},
}

@article{paneque_e-lion_2023,
	title = {e-{LION}: {Data} integration semantic model to enhance predictive analytics in e-{Learning}},
	volume = {213},
	issn = {09574174},
	shorttitle = {e-{LION}},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S0957417422019108},
	doi = {10.1016/j.eswa.2022.118892},
	abstract = {In the last years, Learning Management systems (LMSs) are acquiring great importance in online education, since they offer flexible integration platforms for organising a vast amount of learning resources, as well as for establishing effective communication channels between teachers and learners, at any direction. These online platforms are then attracting an increasing number of users that continuously access, download/upload resources and interact each other during their teaching/learning processes, which is even accelerating by the breakout of COVID-19. In this context, academic institutions are generating large volumes of learning-related data that can be analysed for supporting teachers in lesson, course or faculty degree planning, as well as administrations in university strategic level. However, managing such amount of data, usually coming from multiple heterogeneous sources and with attributes sometimes reflecting semantic inconsistencies, constitutes an emerging challenge, so they require common definition and integration schemes to easily fuse them, with the aim of efficiently feeding machine learning models. In this regard, semantic web technologies arise as a useful framework for the semantic integration of multi-source e-learning data, allowing the consolidation, linkage and advanced querying in a systematic way. With this motivation, the e-LION (e-Learning Integration ONtology) semantic model is proposed for the first time in this work to operate as data consolidation approach of different e-learning knowledge-bases, hence leading to enrich on-top analysis. For demonstration purposes, the proposed ontological model is populated with real-world private and public data sources from different LMSs referring university courses of the Software Engineering degree of the University of Malaga (Spain) and the Open University Learning. In this regard, a set of four case studies are worked for validation, which comprise advance semantic querying of data for feeding predictive modelling and time-series forecasting of students’ interactions according to their final grades, as well as the generation of SWRL reasoning rules for student’s behaviour classification. The results are promising and lead to the possible use of e-LION as ontological mediator scheme for the integration of new future semantic models in the domain of e-learning.},
	language = {en-GB},
	urldate = {2023-11-22},
	journal = {Expert Systems with Applications},
	author = {Paneque, Manuel and Roldán-García, María Del Mar and García-Nieto, José},
	month = mar,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Bewertungsmethoden, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur, Leraning:Analytics},
	pages = {118892},
	file = {Paneque et al. - 2023 - e-LION Data integration semantic model to enhance.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U8NN7XKW/Paneque et al. - 2023 - e-LION Data integration semantic model to enhance.pdf:application/pdf},
}

@article{gachanja_e-learning_2021,
	title = {E-learning in medical education during {COVID}-19 pandemic: experiences of a research course at {Kenya} {Medical} {Training} {College}},
	volume = {21},
	issn = {1472-6920},
	shorttitle = {E-learning in medical education during {COVID}-19 pandemic},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-021-03050-7},
	doi = {10/gsgh3v},
	abstract = {Background:  E-learning has been widely adopted as a teaching and learning approach in medical education internationally. However, its adoption in low- and middle-income countries is still at an infantile stage. The use of e-learning may help to overcome some of the barriers to access to quality education and provide flexible, low-cost, user-centred, and easily updated learning. To address the need for research education during the COVID-19 pandemic, we developed and implemented an e-learning course for students enrolled in higher diploma courses at the Kenya Medical Training College (KMTC). In this paper, we report our experience teaching the online research course in resource-constrained settings to enable other medical educators, students and institutions in similar settings to understand the most appropriate approaches to incorporating e-learning interventions.
Methods:  This was a cross-sectional study that reviewed the experiences of learners and lecturers on a research course at Kenya Medical Training College. All higher diploma students admitted to the college in the 2020/21 academic year were invited to take part in the study. We also included all lecturers that were involved in the coordination and facilitation of the course. We analysed qualitative and quantitative data that were collected from the e-learning platform, an online course-evaluation form and reports from course lecturers.
Results:  We enrolled 933 students on the online research course. These students had joined 44 higher diploma courses in 11 campuses of the college. The students struggled to complete synchronous e-learning activities on the e-learning platform. Only 53 and 45\% of the students were able to complete the pretest and the posttest, respectively. Four themes were identified through a thematic analysis of qualitative data (1) Students gained research competencies (2) Students appreciated the use of diverse e-learning technologies (3) Students felt overwhelmed by the research course (4) Technological challenges reduce the effectiveness of online learning.
Conclusion:  Our results suggest that e-learning can be used to teach complex courses, such as research in resourceconstrained settings. However, faculty should include more asynchronous e-learning activities to enhance teaching and learning and improve student experiences.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Gachanja, Francis and Mwangi, Nyawira and Gicheru, Wagaki},
	month = dec,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, Promotion:04-03:3.2, \#5:Zeitschriftenartikel:e-learning},
	pages = {612},
	file = {Gachanja et al. - 2021 - E-learning in medical education during COVID-19 pa.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5XQTMHQJ/Gachanja et al. - 2021 - E-learning in medical education during COVID-19 pa.pdf:application/pdf},
}

@article{stiller_modelling_2023,
	title = {Modelling e-learning acceptance of clinical staff using the general extended technology acceptance model for e-learning},
	volume = {11},
	abstract = {Companies still increasingly rely on online training to train employees continuously, effectively, and efficiently. The intention of employees in using e-learning, however, is influenced by various factors. In this study, the influence of external factors on the acceptance of online training was examined in an operational context according to the General Extended Technology Acceptance Model for E-Learning. In this model, computer experience, computer self-efficacy, computer anxiety, perceived enjoyment, and subjective norm were included as important external factors that have been shown to be relevant in numerous empirical studies. In operational contexts, few studies to date have investigated the acceptance model and even less in Europe or Germany. To investigate the influence of external factors, data of 113 employees from a medical institution were collected after participation in an online training course by means of an online questionnaire and were evaluated by regression analyses. The predictors computer experience, perceived enjoyment, and subjective norm were the strongest predictors of perceived usefulness (R2 = 0.59 of the complete model). The perceived ease of use was best explained by the factors computer experience, computer self-efficacy, computer anxiety, and enjoyment (R2 = 0.43 of the complete model). The attitude towards using e-learning and the intention to use e-learning in this study were mainly influenced by perceived usefulness (R2 = 0.67 and R2 = 0.59 of the complete models, together with perceived ease of use). Overall, the acceptance model was largely confirmed in this study.},
	language = {en-GB},
	number = {4},
	journal = {The Online Journal of Distance Education and e-Learning},
	author = {Stiller, Klaus D and Wager, Sven},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, Datenschutz und IT-Sicherheit, Promotion:FU1, \#5:Zeitschriftenartikel:e-learning},
	file = {Stiller und Wager - 2023 - MODELLING E-LEARNING ACCEPTANCE OF CLINICAL STAFF .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WFDN7TW5/Stiller und Wager - 2023 - MODELLING E-LEARNING ACCEPTANCE OF CLINICAL STAFF .pdf:application/pdf},
}

@inproceedings{ludwig_problem_2021,
	address = {Virtual Event Germany},
	title = {Problem {Solving} {Analytics} ({PSA}) in the {Web}-{Based} {Office} {Simulation} {LUCA}},
	isbn = {978-1-4503-8215-1},
	url = {https://dl.acm.org/doi/10.1145/3430895.3460877},
	doi = {10/gsv8xj},
	abstract = {Open-ended e-learning environments allow for explorative behaviour in challenging scenarios and hence, foster problem-solving competences. The web-based office simulation LUCA (funded by the German Federal Ministry of Education and Research) addresses the domain-specific competences of students in commercial vocational education and training (VET). The office simulation provides authentic office tools such as a spreadsheet application and an ERP software to solve complex work scenarios. These scenarios are implemented via the “LUCA Editor” and can contain automated assistance based on evidence rules of certain behaviours (“scaffolding”). The real-time analysis of the resulting log files enables the analysis of individual problemsolving behaviour („Problem Solving Analytics“, PSA). Teachers and trainers can monitor their students’ problemsolving efforts in the “LUCA Dashboard”, where they can also provide individual assistance via a chat tool. In our contribution, the scientific foundations of PSA will be outlined, followed by a demonstration of the latest prototype of LUCA and visitors’ interaction with the software. LUCA’s alpha version will be released in September of this year and will be available for practitioners in vocational schools and companies.},
	language = {en-GB},
	urldate = {2023-10-10},
	booktitle = {Proceedings of the {Eighth} {ACM} {Conference} on {Learning} @ {Scale}},
	publisher = {ACM},
	author = {Ludwig, Sabrina and Rausch, Andreas and Deutscher, Viola and Seifried, Jürgen},
	month = jun,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, Leraning:Analytics, \#5:Konferenz-Paper:e-learning},
	pages = {363--364},
	file = {Ludwig et al. - 2021 - Problem Solving Analytics (PSA) in the Web-Based O.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N5YB6RWN/Ludwig et al. - 2021 - Problem Solving Analytics (PSA) in the Web-Based O.pdf:application/pdf},
}

@article{dillenhofer_development_2023,
	title = {Development of modular e-learning materials as oer for a mooc},
	abstract = {This paper is (I) a report about the development of modular E-Learning materials as OER for a MOOC and the changes regarding the creation surrounding Covid-19, as well as (II) an evaluation of the changes on the initial situation of higher education met in 2019 in contrast to the current situation for teachers and learners that is given through the availability of the developed modular MOOC. Advantages and limitations for the creation of E-Learning materials within a syndicate are discussed and a survey conducted at six German universities is evaluated in order to indicate the encountered changes precisely. Moreover, the framework including the modularity of the learning materials in combination with the principle of Constructive Alignment is described and analyzed. The empirical data regarding the students and teachers experience with the framework and learning materials collected through the survey are discussed elaborately. Last but not least, a conclusion on the consolidation and continuous use of the learning materials is drawn, which shows that transparent learning objectives help to raise the students’ motivation.},
	language = {en-GB},
	author = {Dillenhöfer, Fabian and Künne, Bernd and Frye, Silke and Haertel, Tobias and Altland, Laura and Kossack, Frederike and Bender, Beate and Sersch, Alina and Gust, Peter and Lattner, Yannick and Müller, Matthias and Hinse, Dominik and Pantke, Klaus and Bechthold, Jens and Frank, Julia and Richard, Tim},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Systemanpassung, Bildungstheorien, Promotion:Weiterführung, Promotion:FU5, Bildung, Multimedia, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur, \#5:Zeitschriftenartikel:e-learning},
	file = {Dillenhöfer et al. - DEVELOPMENT OF MODULAR E-LEARNING MATERIALS AS OER.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JHVPWAMX/Dillenhöfer et al. - DEVELOPMENT OF MODULAR E-LEARNING MATERIALS AS OER.pdf:application/pdf},
}

@incollection{arai_ambient_2022,
	address = {Cham},
	title = {Ambient {Intelligence} in {Learning} {Management} {System} ({LMS})},
	volume = {508},
	isbn = {978-3-031-10466-4 978-3-031-10467-1},
	url = {https://link.springer.com/10.1007/978-3-031-10467-1_24},
	abstract = {The common use of Learning Management Systems in academic institutions requires solutions to make these systems accessible and to consider the differences between students. Ambient Intelligence is an optional tool for this purpose. Because Ambient intelligence-based systems allow personal access for the end-user; it is, therefore, an option for Learning Management Systems use. A Learning Management System provides students with information content and educational resources based on the web but in the same format for all users. Ambient Intelligence in fact makes it possible to give a speciﬁc answer to each student according to his character and personal characteristics and thus maximize his use of these systems for more efﬁcient use. An advanced and innovative learning system will integrate all the learning processes relevant to the particular learner according to his abilities - his weaknesses and strengths. In this paper, we offer a structure for the use of Ambient Intelligence for academic Learning Management System. On the one hand - by deﬁning the habits and needs of the student and on the other hand by mapping the skill that the systems need for relevant processing. This will create a customized interface to the speciﬁc needs of the student.},
	language = {en-GB},
	urldate = {2022-12-29},
	booktitle = {Intelligent {Computing}},
	publisher = {Springer International Publishing},
	author = {Rahimi, Ilan Daniels},
	editor = {Arai, Kohei},
	year = {2022},
	doi = {10.1007/978-3-031-10467-1_24},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, Bildung, Multimedia, Promotion:FU4b, Lernsystemarchitektur, \#1:Buchteil:learning:management:system},
	pages = {379--387},
	file = {Rahimi - 2022 - Ambient Intelligence in Learning Management System.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9UQ24QL8/Rahimi - 2022 - Ambient Intelligence in Learning Management System.pdf:application/pdf},
}

@article{ruppert_effectiveness_2025,
	title = {The effectiveness of e-learning in focused cardiac ultrasound training: a prospective controlled study},
	volume = {25},
	issn = {1472-6920},
	shorttitle = {The effectiveness of e-learning in focused cardiac ultrasound training},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-025-07409-y},
	doi = {10.1186/s12909-025-07409-y},
	abstract = {Introduction Focused Cardiac Ultrasound (FOCUS) is an essential tool for rapid cardiac assessment across various clinical subspecialties. Consequently, teaching foundational FOCUS skills is of critical importance. This study investigates the effectiveness of e-learning in imparting FOCUS skills. Materials and methods This prospective, controlled study assessed competency development among medical students attending a FOCUS workshop (study group) at two time points: T1 (pre-training) and T2 (post-training, after completing e-learning). The competence gain of the group was compared to a reference group (control group) of physicians who had also used the e-learning in preparation for a certified FOCUS workshop. Objective competencies were measured at both time points using short-answer and multiple-choice theory tests. Subjective self-assessments of competencies and opinions of the e-learning were investigated through evaluation forms at T2 using a 7-point Likert scale (1 = strongly disagree, 7 = strongly agree). Demographic information was collected at T1, and user behaviour during e-learning was assessed at T2. Primary endpoints were the increase in theoretical competencies (study group) and the comparison of subjective and objective competency levels (study vs. reference).
Results A total of 104 participants (study group = 48; reference group = 56) were included. The study group exhibited a significant (p {\textless} 0.001) increase in theoretical competencies. However, at T2 the reference group achieved significantly higher theoretical test scores (p {\textless} 0.001). One influencing factor was previous practical experience (p = 0.02), which was significantly higher in the reference group (p {\textless} 0.001). Both groups estimated their competency at the end of preparation to be at similar levels (4.3 ± 0.9 scalepoints [SP] versus 4.3 ± 1.0 SP; p = 0.94). Evaluation results of the e-learning were positive in both groups (5.8 ± 0.9 SP versus 6.2 ± 0.7 SP; p = 0.04), with results in the reference group being significantly higher.
Conclusion Both the improvement in competencies and the positive reception of digital learning media should encourage the increased implementation of e-learning formats. This study shows that such formats in ultrasound training can effectively complement face-to-face workshops and should be included in certified training curricula. The effectiveness of e-learning in focused},
	language = {en-GB},
	number = {1},
	urldate = {2025-06-03},
	journal = {BMC Medical Education},
	author = {Ruppert, Johannes and Krüger, Rebecca and Göbel, Sebastian and Wolfhard, Susanna and Lorenz, Liv-Annebritt and Weimer, Andreas Michael and Kloeckner, Roman and Waezsada, Elias and Buggenhagen, Holger and Weinmann-Menke, Julia and Weimer, Johannes Matthias},
	month = may,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Systemanpassung, Bildungstheorien, Promotion:FU3, \#5:Zeitschriftenartikel:e-learning},
	pages = {806},
	file = {Ruppert et al. - 2025 - The effectiveness of e-learning in focused cardiac ultrasound training a prospective controlled stu:/Users/jochenhanisch-johannsen/Zotero/storage/LNLRSD5J/Ruppert et al. - 2025 - The effectiveness of e-learning in focused cardiac ultrasound training a prospective controlled stu.pdf:application/pdf},
}

@article{bagheri_effect_2025,
	title = {The effect of combined training program on clinical competence and professional commitment of perioperative nursing students in laparoscopic surgery: a quasi-experimental study},
	volume = {25},
	issn = {1472-6920},
	shorttitle = {The effect of combined training program on clinical competence and professional commitment of perioperative nursing students in laparoscopic surgery},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-025-07400-7},
	doi = {10.1186/s12909-025-07400-7},
	abstract = {Background With rapid advancements in medical sciences, minimally invasive surgical techniques such as laparoscopy have replaced traditional open surgeries. Enhancing the clinical competence and professional commitment of operating room nurses can empower nurses and directly impact surgical outcomes and patient safety.
Methods A quasi-experimental pre-test-post-test control group design was employed. Ninety-four students were selected through convenience sampling and randomly allocated to two groups: an intervention group (n = 47) and a control group (n = 47). The intervention group received five sessions for training on laparoscopic surgical principles using E-learning, video demonstrations, and participatory methods. The control group received training using lectures and PowerPoint presentation. Data was collected using a demographic questionnaire, perceived perioperative competence scale- revised (PPCS-R), and the nursing professional commitment scale (NPCS), before and two weeks after the intervention.
Results There was no significant difference in the mean scores of clinical competence and professional commitment between the two groups at baseline (P {\textgreater} 0.05). After the intervention, the mean score of clinical competence in the intervention group was significantly higher than the control group (p = 0.005). However, there was no significant difference in the mean score of professional commitment between the two groups after the intervention (P = 0.261).
Conclusion Using a combined learning approach in laparoscopic surgery led to a significant increase in the clinical skills of nursing students, resulting in improved performance in the clinical setting. However, to further generalize the results, similar studies with larger sample sizes and in different educational settings are recommended.},
	language = {en-GB},
	number = {1},
	urldate = {2025-06-03},
	journal = {BMC Medical Education},
	author = {Bagheri, Majid and Adelmanesh, Yaser and Alizadeh, Amirali and Sadeghi Meymand, Shiva and Amiri, Azadeh and Khaki, Sahar},
	month = jun,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Systemanpassung, Bildungstheorien, \#5:Zeitschriftenartikel:e-learning},
	pages = {817},
	file = {Bagheri et al. - 2025 - The effect of combined training program on clinical competence and professional commitment of periop:/Users/jochenhanisch-johannsen/Zotero/storage/6LIWQ8NL/Bagheri et al. - 2025 - The effect of combined training program on clinical competence and professional commitment of periop.pdf:application/pdf},
}

@incollection{leibniz-institut_fur_bildungsforschung_und_bildungsinformation_dipf_eye_2012,
	title = {Eye {Tracking} in {Forschung} und {Lehre}. {Möglichkeiten} und {Grenzen} eines vielversprechenden {Erkenntnismittels}},
	volume = {Medien in der Wissenschaft},
	copyright = {Deutsches Urheberrecht},
	isbn = {978-3-8309-2741-9},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=8301},
	abstract = {Die kognitiven Prozesse eines Menschen ähneln einer „Black box“, da sie nicht direkt messbar sind. Die Eye-Tracking-Technologie bietet die Möglichkeit, über die Augenbewegungen an diese Prozesse heranzukommen und gilt seit langer Zeit als vielversprechendes Erkenntnismittel der Wissenschaft. Durch die Fortschritte in der Computertechnologie sowie in der digitalen Bild- bzw. Informationsverarbeitung erfuhr Eye Tracking einen weiteren spürbaren Schub, woraufhin vielfältige Forschungsgebiete entstanden – so auch in Zusammenhang mit neuen Medien der Wissenschaft. In diesem Artikel werden nun diese in Hinblick auf Nutzungsmöglichkeiten, Potenziale und Synergieeffekte aufgezeigt, aber auch Grenzen der Technologie diskutiert – die scheinbar trotz der Jahrhunderte langen Entwicklung der Blickerfassung weiter bestehen. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2024-07-14},
	booktitle = {Digitale {Medien} - {Werkzeuge} für exzellente {Forschung} und {Lehre}},
	publisher = {Waxmann : Münster u.a.},
	author = {Rakoczi, Gergely},
	editor = {{Leibniz-Institut für Bildungsforschung und Bildungsinformation (DIPF)}},
	year = {2012},
	doi = {10.25656/01:8301},
	doi = {10.25656/01:8301},
	note = {Issue: 61},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie, 370 Education, 370 Erziehung, Schul- und Bildungswesen, Promotion:01-02, Promotion:Eye-Tracking, Analyseverfahren, Analysis procedure, Augenbewegung, Cognitive process, Computertechnologie, Eye movements, Informationsaufnahme, Kognitiver Prozess},
	pages = {87--98},
	file = {Rakoczi - 2012 - Eye Tracking in Forschung und Lehre. Möglichkeiten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5JQLFN26/Rakoczi - 2012 - Eye Tracking in Forschung und Lehre. Möglichkeiten.pdf:application/pdf},
}

@book{leibniz-institut_fur_bildungsforschung_und_bildungsinformation_dipf_kunstliche_2023,
	title = {Künstliche {Intelligenz} in der {Hochschulbildung}. {Chancen} und {Grenzen} des {KI}-gestützten {Lernens} und {Lehrens}},
	copyright = {Creative Commons Namensnennung - Weitergabe unter gleichen Bedingungen 4.0 International},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=26427},
	abstract = {Higher education teaching contexts are becoming increasingly interested in the use of artificial intelligence. Individualized learning paths give students and lecturers new opportunities for learning and teaching. The volume, however, also covers the risks that follow: There must be clear boundaries when it comes to privacy or ethical issues. To enable a multidisciplinary view of the new issues raised by the application of AI in the university context, the volume's authors adopt various vantage points. (Editors)},
	language = {de-DE},
	urldate = {2023-04-16},
	editor = {{Leibniz-Institut für Bildungsforschung und Bildungsinformation (DIPF)}},
	collaborator = {Schmohl, Tobias and Watanabe, Alice and Schelling, Kathrin},
	year = {2023},
	note = {Artwork Size: 283 pages
Publisher: transcript : Bielefeld},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Computer science, Digitale Bildung, Digitalisierung, Digitalization, Hochschullehre, Informatics, Informatik, Technological development, Technologische Entwicklung, University lecturing, University teaching, Ethik, Hochschule, Technologie, Technology, Higher education lecturing, Bildungsforschung, Educational research, Pädagogik, Pedagogics, Sciences of education, Promotion:01-02, Training method, Academic sector, Academic studies, Male student, Student, Studium, Universität, University, Hochschulbildung, Education, Higher education, University level of education, Medien, Artificial intelligence, Learning Analytics, \#6:Buch:Bildung:Technologie, Acceptance, Akzeptanz, Chatten, Computer game, Computerspiel, Higher education institute, Multidisziplinarität, Schreibkompetenz, Technik, Technology uses in education, Wissenschaftliches Schreiben, Writing ability},
	file = {null - 2023 - Künstliche Intelligenz in der Hochschulbildung. Ch.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZNNYFHU9/null - 2023 - Künstliche Intelligenz in der Hochschulbildung. Ch.pdf:application/pdf},
}

@book{reich_digitale_2025,
	address = {Weinheim},
	edition = {1. Auflage},
	series = {Pädagogik},
	title = {Digitale {Didaktik}: {Methoden} und {Modelle} für eine erfolgreiche {Praxis}},
	isbn = {978-3-407-63312-5 978-3-407-63320-0},
	shorttitle = {Digitale {Didaktik}},
	abstract = {Digitale Didaktik begründet, worauf im digitalen Lernen und Blended Learning zu achten ist. In diesem Buch geben Charlotte und Kersten Reich einen Überblick über zehn zentrale Aspekte, die das moderne Lernen in Präsenz und Online heute ausmachen, unter anderem Selbstlernen und Selbstwirksamkeit, Blended-Learning-Modelle in der Umsetzung, handlungsorientiertes Lernen mit heterogenen Lerngruppen, agiles und mobiles Lernen (Design Thinking, Scrum), künstliche Intelligenz, analoge und digitale Lernorte, insbesondere auch Lerncluster und -landschaften, sowie gezieltes und effektives Feedback. Diese zehn Aspekte werden mit Methoden verknüpft, die zu einem fundierten und zugleich praxisnahen Konzept für die Verbindung von digitalem und analogem Lernen führen. Im Kern einer solchen digitalen Didaktik stehen Anwenden, Üben und Wiederholen. Einzelne Methoden werden im Buch abgebildet, darüber hinaus steht ein umfangreicher Online-Methodenpool zur Verfügung},
	language = {de-DE},
	publisher = {Beltz},
	author = {Reich, Charlotte and Reich, Kersten},
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#8:Buch:blended:learning},
	file = {Reich und Reich - 2025 - Digitale Didaktik Methoden und Modelle für eine erfolgreiche Praxis:/Users/jochenhanisch-johannsen/Zotero/storage/JWCW2V5W/Reich und Reich - 2025 - Digitale Didaktik Methoden und Modelle für eine erfolgreiche Praxis.pdf:application/pdf},
}

@incollection{hubener_trialogische_nodate,
	title = {Trialogische {Lehre} in virtuellen studentischen {Lernumgebungen}: {Neue} {Wege} in der {Hochschulausbildung} für die {Soziale} {Arbeit}},
	language = {de-DE},
	booktitle = {Digitalisierung in der {Hochschulbildung} für {Soziale} {Arbeit}},
	author = {Hübener, Anne-Friederike and {Ulf-Henning Willée}},
	editor = {Hübener, Anne-Friederike and Willée, Ulf-Henning},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, \#5:Buchteil:e-learning, E-Learning, Promotion:S05},
	pages = {208--225},
	file = {Hübener und Willée - Trialogische Lehre in virtuellen studentischen Lernumgebungen Neue Wege in der Hochschulausbildung:/Users/jochenhanisch-johannsen/Zotero/storage/AIEP995X/Hübener und Willée - Trialogische Lehre in virtuellen studentischen Lernumgebungen Neue Wege in der Hochschulausbildung.pdf:application/pdf},
}

@incollection{kustermann_selbstreflexion_2021,
	address = {Wiesbaden},
	title = {Selbstreflexion mit {Hilfe} von {E}-{Portfolios}},
	isbn = {978-3-658-31278-7 978-3-658-31279-4},
	url = {http://link.springer.com/10.1007/978-3-658-31279-4_6},
	abstract = {Zusammenfassung
            Selbstlernmaterialien, Übungsmöglichkeiten, formative Assessments und Unterstützung in diesen Lern- und Arbeitsphasen sind Bausteine, die sich für gewöhnlich in Online- aber auch Präsenzbrückenkursen oder -vorkursen finden – wenn auch der Fokus sich von Angebot zu Angebot unterscheiden mag. Studierfähigkeit zu Studienbeginn ist in Zeiten von und nach dem Bologna-Prozess das Credo von selbstbestimmtem, selbstorganisiertem und vor allem kompetenzorientiertem Lernen. Doch wie lässt sich dies in Zeiten von stetig wachsenden Blended- und Distance-Learning-Szenarien verzahnen?},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Selbststudium im digitalen {Wandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Samoila, Oliver},
	editor = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	year = {2021},
	doi = {10.1007/978-3-658-31279-4_6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Bildung, Multimedia, Lernsystemarchitektur, \#5:Buchteil:e-learning, FernUni-Hagen:MABM:M6, E-Portfolio},
	pages = {55--60},
	file = {Samoila - 2021 - Selbstreflexion mit Hilfe von E-Portfolios.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZENRRPQV/Samoila - 2021 - Selbstreflexion mit Hilfe von E-Portfolios.pdf:application/pdf},
}

@incollection{hemmler_personalisierte_nodate,
	title = {Personalisierte und adaptive {Lernumgebungen} für {Onlineweiterbildungen}},
	abstract = {Advances in educational technology and artificial intelligence (AI) enable the development of personalized and adaptive learning environments. The aim of this chapter is to provide an overview of recent research contributions on personalized and adaptive learning environments and their potentials for online further education. Since research on personalized and adaptive learning environments for online further education is scarce, empirical findings from higher education research are applied to research and practice of online further education. We elaborate which indicators (e. g., cognitive abilities, prior knowledge) reveal important information about learning behavior and should, therefore, be used to predict and specifically support learning processes. Challenges for the development of personalized and adaptive learning environments for online further education are discussed.},
	language = {de-DE},
	author = {Hemmler, Yvonne M and Ifenthaler, Dirk},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Systemanpassung, Bildungstheorien, Promotion:Argumentation, Datenschutz und IT-Sicherheit, Lernsystemarchitektur, \#3:Buchteil:online:Lernumgebung},
	file = {Hemmler und Ifenthaler - Personalisierte und adaptive Lernumgebungen für On.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/USAUZJK8/Hemmler und Ifenthaler - Personalisierte und adaptive Lernumgebungen für On.pdf:application/pdf},
}

@incollection{niedermeier_weg_2021,
	title = {Weg vom "{Spoonfeeding}" – hin zur {Eigenverantwortung} mithilfe problembasierten {Lernens}. {Fallbeispiel} – virtueller {Kurs}},
	copyright = {Deutsches Urheberrecht},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=23566},
	abstract = {Der Lernende kann und muss sein Lernen selbst bestimmen können, um mit den aktuellen Dynamiken der Digitalisierung mithalten zu können und sich auf die Arbeitswelt der Zukunft vorzubereiten. Denn diese verändert sich ständig und macht neue Kompetenzen notwendig. Diesen Aspekt betont der Begriff der Eigenverantwortung, eine Schlüsselkompetenz der Zukunft und Kennzeichen einer zeitgemäßen Lernkultur. Für die Konzeption von Lernszenarien sind folglich didaktische Interventionen notwendig, um die bewusste Auseinandersetzung mit der eigenen Verantwortung im Lernen, also die eigenen Lernprozesse, das eigen handeln, die Lernleistungen und -fortschritte, zu fördern. Das Konzept des Problembasierten Lernens (PBL) kann eine solche selbständigkeitsfördernde, kognitiv aktivierende Unterrichts- oder Lernumgebungsgestaltung bieten. Die Lernenden sind, indem sie ihr Wissen selbständig anhand von praxisnahen Problemstellungen konstruieren, aktiv und eigenverantwortlich in ihren eigenen Lernprozess involviert. Der Lehrende agiert als Lernbegleiter und fördert durch aktive Betreuung des Lernprozesses das selbstständige und eigenverantwortliche Lernen. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2021-11-05},
	author = {Niedermeier, Sandra and Fink, Jasmin},
	month = oct,
	year = {2021},
	note = {Publisher: :null},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:FU2a, Systemanpassung, Bildungstheorien, Promotion:Argumentation, Promotion:Relevanz:4, Bildung, Digitale Bildung, Digitalisierung, Digitalization, Virtual learning, Hochschule, Learning, On line, Online, Virtuelle Lehre, Pädagogik, Male student, Student, Psychologie, Self-instruction, Constructivism, Konstruktivismus, Eigenverantwortung, Lernen, Higher education institute, E-Learning, Selbstständiges Lernen, \#3:Buchteil:online:Lernumgebung, Educational psychology, Exemplary model, Fallbeispiel, Learning psychology, Pädagogische Psychologie, Pedagogical psychology, Problem based learning, Problemorientiertes Lernen, Psychology of learning},
	file = {Niedermeier und Fink - 2021 - Weg vom Spoonfeeding – hin zur Eigenverantwortun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KJZDQVPZ/Niedermeier und Fink - 2021 - Weg vom Spoonfeeding – hin zur Eigenverantwortun.pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_mobiles_2021,
	address = {Wiesbaden},
	title = {Mobiles {Lernen}, {Selbststeuerung} und {Gamification}. {Ergebnisse} einer qualitativen {Begleitstudie} zu {Chancen} und {Grenzen} einer {Inverted}-{Classroom}-{Veranstaltung} in der {Lehrer}*innenprofessionalisierung},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_27},
	abstract = {Zusammenfassung
            Der Ansatz des Inverted Classrooms verspricht eine gelungene Kombination aus flexiblem Selbstlernen und sozialem Lernen. Im vorliegenden Aufsatz wird eine um Methoden der Selbststeuerung und Gamification angereicherte, für die Lehramtsbildung entwickelte mobile Lernumgebung vorgestellt. Hierbei füllen die Studierenden in Onlinephasen eine persönliche „digitale Lehrer*innentasche“ mit Kompetenzen zur Vorbereitung auf die Präsenztermine. Die aus mehreren Elementen bestehende Begleitstudie legt offen, welche Aspekte der Lernumgebung die Studierenden als lernfördernd und welche als lernhemmend erachten.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Borukhovich-Weis, Swantje and Gryl, Inga and Łączkowska, Ewa and Bulizek, Björn},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_27},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Systemanpassung, Bildungstheorien, Lernsystemarchitektur, \#3:Buchteil:online:Lernumgebung},
	pages = {475--493},
	file = {Borukhovich-Weis et al. - 2021 - Mobiles Lernen, Selbststeuerung und Gamification. .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/F4DCHSKR/Borukhovich-Weis et al. - 2021 - Mobiles Lernen, Selbststeuerung und Gamification. .pdf:application/pdf},
}

@incollection{hochholdinger_evaluation_2002,
	edition = {Stand: 2002},
	title = {Evaluation betrieblichen {E}-{Learnings}: {Methoden} und {Befunde}},
	isbn = {978-3-87156-298-3},
	language = {de-DE},
	number = {0},
	booktitle = {Handbuch {E}-{Learning}: {Expertenwissen} aus {Wissenschaft} und {Praxis}},
	author = {Hochholdinger, Sabine and Beinicke, Andrea},
	editor = {Hohenstein, Andreas and Wilbers, Karl},
	year = {2002},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:FU5, Lernsystemarchitektur, \#5:Buchteil:e-learning, Promotion:01-02},
	file = {Hochholdinger und Beinicke - 2002 - Evaluation betrieblichen E-Learnings Methoden und.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U4TISU9S/Hochholdinger und Beinicke - 2002 - Evaluation betrieblichen E-Learnings Methoden und.pdf:application/pdf},
}

@incollection{roth_digitale_2023,
	address = {Berlin, Heidelberg},
	title = {Digitale {Lernangebote} selbst gestalten},
	isbn = {978-3-662-66130-7 978-3-662-66131-4},
	url = {https://link.springer.com/10.1007/978-3-662-66131-4_9},
	abstract = {Zusammenfassung
            
              Ausgehend vom Bedarf, Lehrpersonen zu befähigen, eigene digitale Lernangebote zu konzipieren, lerntheoretisch fundiert zu gestalten und zielgruppenorientiert einzusetzen, entwickelte die Fachdidaktik Geographie der TU Kaiserslautern (TUK) in Kooperation mit dem eTeaching Service Center (eTSC) des Distance and Independent Studies Center (DISC) den von Tutorinnen sowie Fachexperten und -expertinnen moderierten Online-Kurs „Digitale Lernangebote selbst gestalten“. Er adressierte in zwei Durchläufen bislang mehr als 600 Personen in Ausbildung und Beruf im Lehr-Lern-Kontext Schule sowie Erwachsenenbildung. Die Kommunikation in moderierten Foren ermöglichte es den Teilnehmenden und Lehrenden, unter- und miteinander in einen konstruktiven Diskurs zu treten. Was entstand, war eine komplexe Lerngelegenheit für alle Beteiligten, um digitale Lernangebote zur Gestaltung digitaler Lernumgebungen intensiver einsetzen zu können. Durch
              Peer
              -Lernen konnten die Teilnehmenden die eigenen fachlichen Inhalte und Vermittlungsmethoden durch das Feedback von Fachfremden reflektieren sowie Bestärkung in neuen kreativen Umsetzungsideen mit der im Kurs verwendeten Applikation erhalten. Der Beitrag skizziert konzeptionelle Überlegungen und den Aufbau des achtwöchigen Kurses sowie die Erfahrung mit dieser Öffnung der Hochschullehre für eine heterogene Teilnehmerschaft. Einige Kursinhalte wurden parallel zum Online-Kurs auch im Sinne des
              Blended Learning
              in fachdidaktischen Lehrveranstaltungen der Biologie und Geographie eingesetzt. Einzelne ausgewählte Lernangebote, die Studierende erstellt haben, werden ergänzend vorgestellt.},
	language = {de-DE},
	urldate = {2022-12-29},
	booktitle = {Die {Zukunft} des {MINT}-{Lernens} – {Band} 1},
	publisher = {Springer Berlin Heidelberg},
	author = {Henninger, Sascha and Kaiser, Tanja},
	editor = {Roth, Jürgen and Baum, Michael and Eilerts, Katja and Hornung, Gabriele and Trefzger, Thomas},
	year = {2023},
	doi = {10.1007/978-3-662-66131-4_9},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Bildungstheorien, Bildung, Multimedia, Promotion:FU3, \#3:Buchteil:online:Lernumgebung},
	pages = {155--168},
	file = {Henninger und Kaiser - 2023 - Digitale Lernangebote selbst gestalten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4DAXIN9L/Henninger und Kaiser - 2023 - Digitale Lernangebote selbst gestalten.pdf:application/pdf},
}

@incollection{furst_learning_2020,
	address = {Wiesbaden},
	title = {Learning {Analytics} im {Hochschulkontext} – {Potenziale} aus {Sicht} von {Stakeholdern}, {Datenschutz} und {Handlungsempfehlungen}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_22},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ifenthaler, Dirk},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_22},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Leraning:Analytics},
	pages = {519--535},
	file = {ifenthaler_2020_learning_analytics_im_hochschulkontext_–_potenziale_aus_sicht_von_stakeholdern,.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I5S4CD2C/ifenthaler_2020_learning_analytics_im_hochschulkontext_–_potenziale_aus_sicht_von_stakeholdern,.pdf:application/pdf;ifenthaler_2020_learning_analytics_im_hochschulkontext_–_potenziale_aus_sicht_von_stakeholdern,.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8PMDLTXY/ifenthaler_2020_learning_analytics_im_hochschulkontext_–_potenziale_aus_sicht_von_stakeholdern,.pdf:application/pdf},
}

@article{huber_covid-19_2020,
	title = {{COVID}-19: {Fernunterricht} aus {Sicht} der {Mitarbeitenden} von {Schulen} in {Deutschland}, Österreich und der {Schweiz}},
	volume = {Vol. 2 No. 6},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	shorttitle = {{COVID}-19},
	url = {https://www.pflb-journal.de/index.php/pflb/article/view/3967},
	doi = {10/ghzqbv},
	abstract = {Im Zuge der Corona-Pandemie wurden weltweit temporären Schulschließungen vorgenommen. Wie funktioniert(e) Bildung in dieser Kri­se? Daten des Schul-Barometers von insgesamt 5.167 Mitarbeitenden an Schulen aus Deutschland, Österreich und der Schweiz ermöglichen einen Einblick in die Rahmenbedingungen von Digitalisierung während des Lehrens und Lernens während der Schulschließung. Die Daten bestätigen den „digital divide“ in den Kompetenzen und Erfahrungen der Lehrkräfte. Lehrkräfte in Österreich und der Schweiz schätzen ihre digitalen Kompetenzen höher ein als deutsche Mitarbeitende. Die technische Ausstattung wird von Befragten aus Österreich und der Schweiz ebenfalls besser eingeschätzt als in Deutschland. Die Kooperation zwischen Mitarbeitenden der Schule selbst sowie mit Eltern und ein stärkerer Fokus auf die Beziehungsebene zu Schüler*innen wird in Zeiten der Krise trotz und wegen der Distanz noch bedeutsamer für Lehre und Lernen. Perspektivisch können aus den Daten des Schul-Barometers Empfehlungen für die „Schule von morgen“ abgeleitet werden.},
	language = {de-DE},
	urldate = {2021-02-06},
	journal = {Praxis Forschung Lehrer*innen Bildung. Zeitschrift für Schul- und Professionsentwicklung.},
	author = {Huber, Stephan Gerhard and Helm, Christoph and Günther, Paula S. and Schneider, Nadine and Schwander, Marius and Pruitt, Jane and Schneider, Julia Alexandra},
	month = dec,
	year = {2020},
	note = {Artwork Size: 27-44
Publisher: PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, Promotion:04-03:3.2, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FU1},
	pages = {27--44},
	file = {huber_et_al_2020_covid-19.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3A2QI7FW/huber_et_al_2020_covid-19.pdf:application/pdf},
}

@article{kostolanyova_adaptation_2011,
	title = {Adaptation of teaching process based on a students individual learning needs},
	volume = {4},
	issn = {1803-1617},
	url = {www.eriesjournal.com/_papers/article_130.pdf},
	abstract = {Development of current society requires integration of information technology to every sector, including education. The idea of adaptive teaching in e-learning environment is based on paying attention and giving support to various learning styles. More effective, user friendly thus better quality education can be achieved through such an environment (Schaik, 2002; Barker, 2009).},
	language = {en-US},
	number = {1},
	urldate = {2011-03-01},
	journal = {Journal on Efficiency and Responsibility in Education and Science},
	author = {Kostolányová, Kateřina and Šarmanová, Jana and Takács, Ondřej},
	month = mar,
	year = {2011},
	keywords = {Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Bildungstheorien, Lernsystemarchitektur, \#5:Zeitschriftenartikel:e-learning, Promotion:S05},
	pages = {3--17},
	file = {Kostolányová et al. - ADAPTATION OF TEACHING PROCESS BASED ON A STUDENTS INDIVIDUAL LEARNING NEEDS:/Users/jochenhanisch-johannsen/Zotero/storage/VD5M9CDD/Kostolányová et al. - ADAPTATION OF TEACHING PROCESS BASED ON A STUDENTS INDIVIDUAL LEARNING NEEDS.pdf:application/pdf},
}

@article{de_leeuw_9-step_2019,
	title = {A 9-{Step} {Theory}- and {Evidence}-{Based} {Postgraduate} {Medical} {Digital} {Education} {Development} {Model}: {Empirical} {Development} and {Validation}},
	volume = {5},
	url = {http://mededu.jmir.org/2019/2/e13004/},
	doi = {10.2196/13004},
	abstract = {Background: Digital education tools (e-learning, technology-enhanced learning) can be defined as any educational intervention that is electronically mediated. Decveloping and applying such tools and interventions for postgraduate medical professionals who work and learn after graduation can be called postgraduate medical digital education (PGMDE), which is increasingly being used and evaluated. However, evaluation has focused mainly on reaching the learning goals and little on the design. Design models for digital education (instructional design models) help educators create a digital education curriculum, but none have been aimed at PGMDE. Studies show the need for efficient, motivating, useful, and satisfactory digital education. Objective: Our objective was (1) to create an empirical instructional design model for PGMDE founded in evidence and theory, with postgraduate medical professionals who work and learn after graduation as the target audience, and (2) to compare our model with existing models used to evaluate and create PGMDE. Methods: Previously we performed an integrative literature review, focus group discussions, and a Delphi procedure to determine which building blocks for such a model would be relevant according to experts and users. This resulted in 37 relevant items. We then used those 37 items and arranged them into chronological steps. After we created the initial 9-step plan, we compared these steps with other models reported in the literature. Results: The final 9 steps were (1) describe who, why, what, (2) select educational strategies, (3) translate to the real world, (4) choose the technology, (5) complete the team, (6) plan the budget, (7) plan the timing and timeline, (8) implement the project, and (9) evaluate continuously. On comparing this 9-step model with other models, we found that no other was as complete, nor were any of the other models aimed at PGMDE. Conclusions: Our 9-step model is the first, to our knowledge, to be based on evidence and theory building blocks aimed at PGMDE. We have described a complete set of evidence-based steps, expanding a 3-domain model (motivate, learn, and apply) to an instructional design model that can help every educator in creating efficient, motivating, useful, and satisfactory PGMDE. Although certain steps are more robust and have a deeper theoretical background in current research (such as education), others (such as budget) have been barely touched upon and should be investigated more thoroughly in order that proper guidelines may also be provided for them.},
	number = {2},
	journal = {JMIR Med Educ},
	author = {de Leeuw, Robert and Scheele, Fedde and Walsh, Kieran and Westerman, Michiel},
	month = jul,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Bildungstheorien, Promotion:Argumentation, Digitale Bildung, Lernsystemarchitektur, Promotion:FU3, distance education, \#5:Zeitschriftenartikel:e-learning, design model, education, distance, education, medical, instructional design, models, educational},
	pages = {e13004},
	file = {de Leeuw et al. - 2019 - A 9-Step Theory- and Evidence-Based Postgraduate M.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4M9G67W7/de Leeuw et al. - 2019 - A 9-Step Theory- and Evidence-Based Postgraduate M.pdf:application/pdf},
}

@incollection{fuhrer_wege_2023,
	address = {Tübingen},
	series = {Schriftenreihe 2 der {Tübingen} {School} of {Education}},
	title = {Wege zu neuen {Bewertungssystemen} in der {Hochschullehre}: {Gameful} {Learning} und {Pädagogische} {Psychologie}},
	isbn = {978-3-946552-91-8},
	url = {https://publikationen.uni-tuebingen.de/xmlui/bitstream/handle/10900/144580/Relativität%20und%20Normativität%20von%20Beurteilungen.pdf?sequence=1&isAllowed=y},
	abstract = {Christian Fischer und Johanna Grad diskutieren in ihrem Beitrag "Wege zu neuen Bewertungssystemen in der Hochschullehre: Gameful Learning und Pädagogische Psychologie" die Einführung innovativer Lehr- und Bewertungsmethoden an Hochschulen.

Gameful Learning als innovativer Ansatz: Gameful Learning kombiniert Prinzipien des Game-Designs mit pädagogischer Psychologie und ist in Selbstbestimmungstheorie und Konstruktivismus verankert. Es zielt darauf ab, das Engagement, die intrinsische Motivation und die Lernerfolge der Studierenden zu verbessern, indem vielseitige Lernumgebungen geschaffen werden, die Autonomie, soziales Zugehörigkeitsgefühl und Kompetenz der Lernenden fördern.
Traditionelle Bewertungssysteme vs. Gameful Learning: Im Gegensatz zu traditionellen Bewertungssystemen, die sich auf normierte Kriterien und summative Evaluationen wie Klausuren und Tests stützen, erlaubt Gameful Learning den Studierenden, ihren Lernerfolg durch eine Vielzahl von Aktivitäten zu gestalten und zu beeinflussen. Beispielsweise können sie Punkte durch verschiedene Aktivitäten sammeln, um eine bestimmte Note zu erreichen.
Elemente des Gameful Learnings:
Autonomie: Studierende können aus verschiedenen Aufgaben wählen, um Punkte zu sammeln.
Soziale Zugehörigkeit: Gameful Learning fördert Gruppenarbeit und Kollaboration und betont aktives Lernen.
Kompetenz: Aufgaben bieten unterschiedliche Schwierigkeitsgrade und Herausforderungen und ermöglichen individuelle Lernerfahrungen.
Beispiel für Gameful Learning: Das Lernmanagement-System GradeCraft unterstützt diese Methode und bietet Funktionen wie einen Grade Predictor, der Studierenden hilft, ihren Lernweg zu planen und zu überwachen.
Positive Effekte von Gameful Learning: Studien zeigen, dass Studierende in Gameful Learning-Kursen bessere Noten erzielen, aktiver sind und ein stärkeres Gefühl der Kontrolle über ihre Bewertung haben. Diese Methode wird als fairer und effektiver im Vergleich zu herkömmlichen Notensystemen wahrgenommen.
Insgesamt argumentieren Fischer und Grad, dass Gameful Learning das Potenzial hat, die Lehr- und Lernprozesse im Hochschulbereich zu verbessern und zu unterstützen.},
	language = {de-DE},
	urldate = {2024-01-21},
	booktitle = {Relativität und {Normativität} von {Beurteilungen}: {Fachübergreifende} und fachspezifische {Analysen}},
	author = {Fischer, Christian and Grad, Johanna},
	editor = {Führer, Carolin and Magirius, Marco and Bohl, Thorsten and Grewe, Bernd-Stefan and Polleichtner, Wolfgang and Ulfat, Fahimah},
	year = {2023},
	keywords = {BZPG, Charité:Promotion, Promotion:Literaturanalyse, Notfallsanitäter, \#1:Buchteil:learning:management:system, Prüfung},
	pages = {107--111},
}

@article{darici_webcam-basiertes_2023,
	title = {Webcam-basiertes {Eye}-{Tracking} zur {Messung} von visueller  {Expertise} bei {Medizinstudierenden} in einem  {Online}-{Histologiekurs}},
	volume = {40},
	issn = {366-50 17},
	abstract = {Ziel: Visuelle Expertisespielt einewichtige RollebeiderProzessierung vonBildern, wiesiehäufiginderRadiologie oderHistologie vorkommen. Dogus Darici1 CarstenReissner 1 Studien zeigen, dasssichmitzunehmender visueller ExpertisedieAu- MarkusMissler 1 genbewegungen derUntersuchenden verändern. DieEntwicklungen im Webcam-Eye-Trackingermöglichen seiteiniger Zeitdenkostengünstigen undflächendeck enden Einsatz dieser Methode. Dievorliegende Studie 1Westfälische- WilhelmsUniversität,Institut für untersuchtedieQualität dieser Technologie ineinem Histologie-Kurs imSommer semester2021. AnatomieandNeurobiologie, Münster,Deutschland Methoden: AnzweiZeitpunkt enwurdenMedizinstudierende imdritten Semestergebeten,eineReihehistologischer Präparatezubeurteilen. Währenddessen wurdenihreAugenbe wegungen aufgezeichnetund gemeinsam mitderPerformanz, sowiebehavioralen Parametermittels Varianzanalysen undmultipler Regressionsmodelle analysiert. Ergebnisse: DieErgebnisse zeigten,dassWebcam-Ey e-Tracking qualitativ hochwertigeDatenliefernkann(mittlere Genauigkeit=115.7 px±31.1).Außerdemspiegelt enAugenbe wegungen dieFähigk eitder Teilnehmenden wider,relevanteBildbereiche zufinden (Fixationsanzahl relevanterBereiche=6.96±1 .56vs.irrelevanterBereiche =4.50±1 .25). Schließlich konntendieAugenbe wegungen derTeilnehmenden deren Leistung vorhersagen (R2 adj=0.39, p{\textless}0.001). Diskussion: Diese Studie unterstützt denEinsatz vonWebcam-Ey eTracking Technologie zurErfassung vonvisueller Expertise.Daauch dieAkzeptanz hoch war,werdenmögliche Implementierungsoptionen diskutiert.},
	language = {de-DE},
	number = {5},
	journal = {GMS Journal for Medical Education},
	author = {Darici, Dogus and Reissner, Carsten and Missler, Markus},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Bewertungsmethoden, Bildungstheorien, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU4b, Promotion:01-02, Promotion:Eye-Tracking},
	pages = {13--25},
	file = {Darici et al. - 2023 - Webcam-basiertesEye-TrackingzurMessung vonvisuelle.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z4IVI7WS/Darici et al. - 2023 - Webcam-basiertesEye-TrackingzurMessung vonvisuelle.pdf:application/pdf},
}

@article{tanoubi_vergleich_2021,
	title = {Vergleich der visuellen {Wahrnehmung} in {Abhängigkeit} von der {Leistung} unter {Verwendung} der {Eye}-{Tracking}-{Technologie} in realitätsnahen {Simulationen}},
	volume = {11},
	issn = {2076-328X},
	url = {https://www.mdpi.com/2076-328X/11/3/31},
	doi = {10.3390/bs11030031},
	abstract = {Introduction: We used eye-tracking technology to explore the visual perception of clinicians during a high-fidelity simulation scenario. We hypothesized that physicians who were able to successfully manage a critical situation would have a different visual focus compared to those who failed. Methods: A convenience sample of 18 first-year emergency medicine residents were enrolled voluntarily to participate in a high-fidelity scenario involving a patient in shock with a 3rd degree atrioventricular block. Their performance was rated as pass or fail and depended on the proper use of the pacing unit. Participants were wearing pre-calibrated eye-tracking glasses throughout the 9-min scenario and infrared (IR) markers installed in the simulator were used to define various Areas of Interest (AOI). Total View Duration (TVD) and Time to First Fixation (TFF) by the participants were recorded for each AOI and the results were used to produce heat maps. Results: Twelve residents succeeded while six failed the scenario. The TVD for the AOI containing the pacing unit was significantly shorter (median [quartile]) for those who succeeded compared to the ones who failed (42 [31–52] sec vs. 70 [61–90] sec, p = 0.0097). The TFF for the AOI containing the ECG and vital signs monitor was also shorter for the participants who succeeded than for those who failed (22 [6–28] sec vs. 30 [27–77] sec, p = 0.0182). Discussion: There seemed to be a connection between the gaze pattern of residents in a high-fidelity bradycardia simulation and their performance. The participants who succeeded looked at the monitor earlier (diagnosis). They also spent less time fixating the pacing unit, using it promptly to address the bradycardia. This study suggests that eye-tracking technology could be used to explore how visual perception, a key information-gathering element, is tied to decision-making and clinical performance.},
	language = {de-DE},
	number = {3},
	urldate = {2024-01-27},
	journal = {Behavioral Sciences},
	author = {Tanoubi, Issam and Tourangeau, Mathieu and Sodoké, Komi and Perron, Roger and Drolet, Pierre and Bélanger, Marie-Ève and Morris, Judy and Ranger, Caroline and Paradis, Marie-Rose and Robitaille, Arnaud and Georgescu, Mihai},
	month = mar,
	year = {2021},
	keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Bewertungsmethoden, Bildungstheorien, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU4b, Promotion:01-02, Promotion:Eye-Tracking},
	pages = {31},
	file = {Tanoubi et al. - 2021 - Vergleich der visuellen Wahrnehmung in Abhängigkei.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZGD3R674/Tanoubi et al. - 2021 - Vergleich der visuellen Wahrnehmung in Abhängigkei.pdf:application/pdf},
}

@article{hsiao_developing_2020,
	title = {Developing a {Competency}-{Based} {Learning} and {Assessment} {System} for {Residency} {Training}: {Analysis} {Study} of {User} {Requirements} and {Acceptance}},
	volume = {22},
	url = {https://www.jmir.org/2020/4/e15655},
	doi = {10.2196/15655},
	abstract = {Background: The increasingly complex medical environment highlights the importance of milestones and entrustable professional activities (EPAs) to realize the ideals of competency-based medical education (CBME). However, if enormous amounts of assessment results need to be compiled, the development of a digital system to manage, integrate, and synthesize learning and assessment data will be necessary. Furthermore, this system should be able to facilitate real-time assessment with feedback and therefore enhance users? learning through coaching in the moment in the clinical workplace. Objective: The main purpose of this study was to develop a competency-based electronic platform system to provide resident physicians with clinical assessments and learning in order to enhance the learning of trainees and reduce the burden of assessments. Methods: A competency-based learning and assessment system (CBLAS) for residency training was designed, developed, and evaluated in this study. Opinion interviews and a focus group consensus meeting of key users, including trainees, clinical teachers, and administrative staff, were conducted as needs assessments. The structure of the CBLAS was designed according to the thematic analysis of needs assessments. Clinical teachers? acceptance of using CBME assessments, according to the constructs of attitude, perceived usefulness, and perceived ease of use, was surveyed in the beginning and half a year after implementation of the CBLAS. Additionally, the satisfaction of using the CBLAS, according to information, system, and service qualities, was surveyed after implementation. Results: The main functions of the CBLAS, including milestones, EPAs, learning portfolios, teacher/student feedback, e-books, learning materials, assessment progress tracking, and statistical analysis of assessment results, were designed and developed for responding to nine themes, which emerged from the needs assessments of the three user groups. Twenty clinical teachers responded to the CBME assessment acceptance surveys before and after CBLAS implementation, which revealed a significant improvement in the factor of ?attitude? (P=.02) but no significant differences in the two factors of ?usefulness? (P=.09) and ?ease of use? (P=.58) for CBME assessments. Furthermore, satisfaction surveys were performed in 117 users, and 87.2\% (102/117) were satisfied with the CBLAS in terms of information, system, and service qualities. There was no significant difference in satisfaction among different user groups. Conclusions: The CBLAS is a user-centered platform that supports clinical teachers? assessment exercises and residents? learning, as well as administrative work for staff according to users? needs assessments and operationalized features of CBME assessments. With the system, clinical teachers had a more positive attitude to conduct the assessment activities of milestones and EPAs and learners could arrange their study schedules to enhance their learning effectiveness. The CBLAS sheds light on how to effectively design and develop a digital system to execute milestone- and EPA-based assessments for enhancing competency-based education among residents, according to our experiences in Taiwan.},
	number = {4},
	journal = {J Med Internet Res},
	author = {Hsiao, Cheng-Ting and Chou, ChihChen Fremen and Hsieh, Chih-Cheng and Chang, Chun Li and Hsu, Chih-Ming},
	month = apr,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Assessment, Promotion:01-02, Promotion:Eye-Tracking, entrustable professional activities, competency-based learning, learning platform, milestones},
	pages = {e15655},
	file = {Hsiao et al. - 2020 - Developing a Competency-Based Learning and Assessm.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QQYRBAZH/Hsiao et al. - 2020 - Developing a Competency-Based Learning and Assessm.pdf:application/pdf},
}

@incollection{dilling_informelle_2022,
	address = {Wiesbaden},
	title = {Informelle {Diagnostik} mittels digitalem {Eye} {Tracking} – {Fallanalyse} am {Beispiel} der {Division}},
	isbn = {978-3-658-36763-3 978-3-658-36764-0},
	url = {https://link.springer.com/10.1007/978-3-658-36764-0_10},
	language = {de-DE},
	urldate = {2022-05-14},
	booktitle = {Neue {Perspektiven} auf mathematische {Lehr}-{Lernprozesse} mit digitalen {Medien}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Götze, Daniela and Seidel, Nicole},
	editor = {Dilling, Frederik and Pielsticker, Felicitas and Witzke, Ingo},
	year = {2022},
	doi = {10.1007/978-3-658-36764-0_10},
	note = {Series Title: MINTUS – Beiträge zur mathematisch-naturwissenschaftlichen Bildung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Promotion:01-02, Promotion:Eye-Tracking},
	pages = {209--226},
	file = {Götze und Seidel - 2022 - Informelle Diagnostik mittels digitalem Eye Tracki.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9G22B8N6/Götze und Seidel - 2022 - Informelle Diagnostik mittels digitalem Eye Tracki.pdf:application/pdf},
}

@article{hunter_influence_2025,
	title = {The {Influence} of {Student} {Personality} {Traits} on {Satisfaction} and {Success} in {Online} {Education} in {Higher} {Education}: {A} {Systematic} {Review}},
	volume = {9},
	abstract = {Online learning is a growing area in occupational therapy education. It is important for faculty to use the modality of online learning to understand the influence of student personality traits, defined as relatively stable characteristics that influence thinking and behavior, on student satisfaction and success in graduate level programs. By understanding the influence of personality traits, faculty can better develop online materials that are flexible enough to support individuals who may have a higher risk of low satisfaction and success. There has been plentiful research in the areas of education and psychology assessing the influence of personality on the online learning experience. The goal of this systematic review was to collect, evaluate, and synthesize this literature to provide guidance to faculty working in or developing online courses or programs in occupational therapy. This systematic review was conducted according to the Cochrane Collaboration methodology and reporting is consistent with the PRISMA guidelines. The article search included January 2000 through June 2024. After duplicates were removed 848 articles remained, ultimately 99 were eligible for a full text review, and 23 were included in the three themes which were synthesized based on design and type of online education. The review highlights what is currently known related to the influence of personality type on online education. The information can be used to help sensitize educators to the influence different personality types can have when teaching online courses.},
	language = {en-GB},
	number = {2},
	journal = {Journal of Occupational Therapy Education},
	author = {Hunter, Elizabeth G and Niblock, Jayna and Barefoot, Samantha and Miller, Jackson and Hughes, Jason and Kite, Lydia and Scarletto, Edith},
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Systemanpassung, Bildungstheorien, Dissertation:2.2.4},
	pages = {1--40},
	file = {Hunter et al. - 2025 - The Influence of Student Personality Traits on Satisfaction and Success in Online Education in Highe:/Users/jochenhanisch-johannsen/Zotero/storage/GDGFYX25/Hunter et al. - 2025 - The Influence of Student Personality Traits on Satisfaction and Success in Online Education in Highe.pdf:application/pdf},
}

@article{marasri_cooperative_2025,
	title = {Cooperative and {Collaborative} {Learning}: {A} {Historical} and {Theoretical} {Analysis}},
	volume = {2},
	abstract = {This paper presents a historical and theoretical analysis of cooperative and collaborative learning, emphasizing their evolution and impact on modern education. Rooted in social constructivist principles, these pedagogical approaches foster student engagement, critical thinking, and problem-solving by promoting interactive and group-based learning environments. The study traces the historical development of cooperative learning from early educational theories to contemporary applications, highlighting key figures and models that have shaped its implementation. Additionally, it examines collaborative learning as a distinct but complementary framework that enhances knowledge construction through shared inquiry and digital integration. The paper also explores theoretical foundations such as Vygotsky’s Zone of Proximal Development, Piaget’s Cognitive Development Theory, and theories of group dynamics that inform these methodologies. While cooperative and collaborative learning offer numerous benefits, including improved social skills, academic performance, and motivation, challenges such as group dynamics, assessment complexities, and institutional barriers remain. The findings suggest that integrating these approaches with emerging educational technologies and inclusive teaching strategies can optimize learning experiences, fostering deeper student engagement and success in diverse educational settings.},
	language = {en-GB},
	number = {3},
	journal = {Insight into Modern Education},
	author = {Marasri, Sarinya},
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Bildungstheorien, Promotion:Argumentation, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:F4a},
	pages = {61--76},
	file = {Marasri - 2025 - Cooperative and Collaborative Learning A Historical and Theoretical Analysis:/Users/jochenhanisch-johannsen/Zotero/storage/4GKQFMC9/Marasri - 2025 - Cooperative and Collaborative Learning A Historical and Theoretical Analysis.pdf:application/pdf},
}

@article{cassandra_facilitating_2024,
	title = {Facilitating {Dialogues} in an {Online} {Classroom}: {Insights} from an {EFL} {Classroom}},
	volume = {8},
	abstract = {Research on classroom discussions and dialogues is wellestablished, however, studies on how classroom dialogue is facilitated in online classrooms remain underexplored. This qualitative case study addresses this gap by examining the experiences of an EFL teacher educator and her 16 students during a twelve-week enacting dialogic pedagogy mediated by Microsoft Teams (MT). Utilizing thematic analysis from thirteen video recordings, four discussion forums, three series of teacher interviews, student feedback, and researchers' observations, the study revealed that the classroom dialogue was facilitated in MT by structuring the online environment, enhancing synchronous video conferencing through ‘meet now,’ extending dialogue through chat-based learning in ‘channel,’ and enriching interaction with multimodal cues. The study suggests that while digital technologies can enhance dialogic activities, it is crucial for teachers and students to enhance and maintain their dialogic stance and digital competence in online classrooms.},
	language = {en-GB},
	number = {1},
	journal = {IRJE {\textbar}Indonesian Research Journal in Education},
	author = {Cassandra, Nina Wanda and Hamied, Fuad Abdul and Bukhori, Ahmad and Gandana, Isti Saleha},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU3},
	pages = {284--309},
	file = {Cassandra et al. - Facilitating Dialogues in an Online Classroom Ins.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ERSVMUZL/Cassandra et al. - Facilitating Dialogues in an Online Classroom Ins.pdf:application/pdf},
}

@incollection{volk_online_2024,
	title = {Online {Blended} und {Online} {Flipped} {Learning}},
	url = {https://www.researchgate.net/publication/378631115_Online_Blended_und_Online_Flipped_Learning},
	language = {de-DE},
	urldate = {2025-03-11},
	booktitle = {Bildung, {Praxistransfer} und {Kooperation}},
	author = {Volk, Benno and Lehner, Marion and Pedrocchi, Serena},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Lernsystemarchitektur, Promotion:FU3, \#8:Buchteil:blended:learning},
	pages = {95--118},
	file = {Volk et al. - Online Blended und Online Flipped Learning:/Users/jochenhanisch-johannsen/Zotero/storage/6HPXBG85/Volk et al. - Online Blended und Online Flipped Learning.pdf:application/pdf},
}

@article{selby_review_2015,
	title = {Review and {Evaluation} of {Online} {Tobacco} {Dependence} {Treatment} {Training} {Programs} for {Health} {Care} {Practitioners}},
	volume = {17},
	url = {http://www.jmir.org/2015/4/e97/},
	doi = {10.2196/jmir.3284},
	abstract = {Background: Training health care professionals is associated with increased capacity to deliver evidence-based smoking cessation interventions and increased quit rates among their patients. Online training programs hold promise to provide training but questions remain regarding the quality and usability of available programs. Objective: The aim was to assess the quality of English-language online courses in tobacco dependence treatment using a validated instrument. Methods: An environmental scan was conducted using the Google search engine to identify available online tobacco dependence treatment courses. The identified courses were then evaluated using the Peer Review Rubric for Online Learning, which was selected based on its ability to evaluate instructional design. It also has clear and concise criteria descriptions to ensure uniformity of evaluations by trained experts. Results: A total of 39 courses were identified, of which 24 unique courses were assessed based on their accessibility and functionality during the period of evaluation. Overall, the course ratings indicated that 17 of 24 courses evaluated failed to meet minimal quality standards and none of the courses evaluated could be ranked as superior. However, many excelled in providing effective navigation, course rationale, and content. Many were weak in the use of instructional design elements, such as teaching effectiveness, learning strategies, instructor?s role, and assessment and evaluation. Evaluation results and suggestions for improvement were shared with course administrators. Conclusions: Based on the courses evaluated in this review, course developers are encouraged to employ best practices in instructional design, such as cohesiveness of material, linearity of design, practice exercises, problem solving, and ongoing evaluation to improve existing courses and in the design of new online learning opportunities.},
	number = {4},
	journal = {J Med Internet Res},
	author = {Selby, Peter and Goncharenko, Karina and Barker, Megan and Fahim, Myra and Timothy, Valerie and Dragonetti, Rosa and Kemper, Katherine and Herie, Marilyn and Hays, Taylor J.},
	month = apr,
	year = {2015},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU5, Bildung, distance education, health care, program evaluation, smoking cessation, tobacco dependence, tobacco use},
	pages = {e97},
	file = {Selby et al. - 2015 - Review and Evaluation of Online Tobacco Dependence Treatment Training Programs for Health Care Pract:/Users/jochenhanisch-johannsen/Zotero/storage/R8HLEXPS/Selby et al. - 2015 - Review and Evaluation of Online Tobacco Dependence Treatment Training Programs for Health Care Pract.pdf:application/pdf},
}

@article{creutzfeldt_cardiopulmonary_2013,
	title = {Cardiopulmonary {Resuscitation} {Training} in {High} {School} {Using} {Avatars} in {Virtual} {Worlds}: {An} {International} {Feasibility} {Study}},
	volume = {15},
	url = {http://www.jmir.org/2013/1/e9/},
	doi = {10.2196/jmir.1715},
	abstract = {Background: Approximately 300,000 people suffer sudden cardiac arrest (SCA) annually in the United States. Less than 30\% of out-of-hospital victims receive cardiopulmonary resuscitation (CPR) despite the American Heart Association training over 12 million laypersons annually to conduct CPR. New engaging learning methods are needed for CPR education, especially in schools. Massively multiplayer virtual worlds (MMVW) offer platforms for serious games that are promising learning methods that take advantage of the computer capabilities of today?s youth (ie, the digital native generation). Objective: Our main aim was to assess the feasibility of cardiopulmonary resuscitation training in high school students by using avatars in MMVM. We also analyzed experiences, self-efficacy, and concentration in response to training. Methods: In this prospective international collaborative study, an e-learning method was used with high school students in Sweden and the United States. A software game platform was modified for use as a serious game to train in emergency medical situations. Using MMVW technology, participants in teams of 3 were engaged in virtual-world scenarios to learn how to treat victims suffering cardiac arrest. Short debriefings were carried out after each scenario. A total of 36 high school students (Sweden, n=12; United States, n=24) participated. Their self-efficacy and concentration (task motivation) were assessed. An exit questionnaire was used to solicit experiences and attitudes toward this type of training. Among the Swedish students, a follow-up was carried out after 6 months. Depending on the distributions, t tests or Mann-Whitney tests were used. Correlation between variables was assessed by using Spearman rank correlation. Regression analyses were used for time-dependent variables. Results: The participants enjoyed the training and reported a self-perceived benefit as a consequence of training. The mean rating for self-efficacy increased from 5.8/7 (SD 0.72) to 6.5/7 (SD 0.57, P{\textless}.001). In the Swedish follow-up, it subsequently increased from 5.7/7 (SD 0.56) to 6.3/7 (SD 0.38, P=.006). In the Swedish group, the mean concentration value increased from 52.4/100 (SD 9.8) to 62.7/100 (SD 8.9, P=.05); in the US group, the concentration value increased from 70.8/100 (SD 7.9) to 82.5/100 (SD 4.7, P{\textless}.001). We found a significant positive correlation (P{\textless}.001) between self-efficacy and concentration scores. Overall, the participants were moderately or highly immersed and the software was easy to use. Conclusions: By using online MMVWs, team training in CPR is feasible and reliable for this international group of high school students (Sweden and United States). A high level of appreciation was reported among these adolescents and their self-efficacy increased significantly. The described training is a novel and interesting way to learn CPR teamwork, and in the future could be combined with psychomotor skills training.},
	number = {1},
	journal = {J Med Internet Res},
	author = {Creutzfeldt, Johan and Hedman, Leif and Heinrichs, LeRoy and Youngblood, Patricia and Fell�nder-Tsai, Li},
	month = jan,
	year = {2013},
	keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU3, \#5:Zeitschriftenartikel:e-learning, avatars, cardiopulmonary resuscitation, concentration, MMVW, self-efficacy, serious game, students, virtual learning environments},
	pages = {e9},
	file = {Creutzfeldt et al. - 2013 - Cardiopulmonary Resuscitation Training in High Sch.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D4YVU5N5/Creutzfeldt et al. - 2013 - Cardiopulmonary Resuscitation Training in High Sch.pdf:application/pdf},
}

@article{pohlmann-rother_wer_2023,
	series = {Themenheft},
	title = {Wer besucht ein mediendidaktisches {Seminar} und wer profitiert davon? {Ergebnisse} einer wissenschaftlichen {Begleitstudie} zu den mediendidaktischen Überzeugungen von {Lehramtsstudierenden}},
	issn = {1424-3636, 1424-3636},
	abstract = {The promotion of media pedagogical competence of prospective teachers is considered a central task of university teacher education. However, courses in this field are usually not compulsory for students and the success of such learning opportunities is hardly explored empirically. This paper presents a quantitative scientific study of a media didactic seminar. In this seminar, students of elementary school didactics develop innovative teaching materials, specifically ebooks for beginning readers with very heterogeneous learning conditions. The accompanying study follows a pretest-posttest design (N = 99). In addition, students in a comparison group (N = 103) who chose a seminar without a digital focus were surveyed. The study focuses on media didactic beliefs as a central and actionable area of media pedagogical competence. The results show a selection effect: It is primarily the students who already have comparatively positive beliefs about the use of digital media in elementary school teaching that choose the media didactic seminar. These beliefs can be significantly changed in a positive direction by attending the seminar. The changes are particularly large among those students who were comparatively reluctant to use digital media when seminar started. The results point to the importance and potential impact of media didactic courses and allow the derivation of implications for their curricular anchoring and content design in the first phase of teacher training. Finally, the delimiting potential of the seminar concept is discussed with regard to digitally learning processes in the classroom as well as the different phases of teacher education.},
	language = {de-DE},
	number = {53},
	journal = {MedienPädagogik Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Pohlmann-Rother, Sanna and Kindermann, Katharina},
	editor = {Ade, Larissa and Breiwe, René and Dehmel, Lukas and {Karsten D. Wolf} and Rummler, Klaus and Dander, Valentin and Grünberger, Nina and Schiefner-Rohs, Mandy},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Bildungstheorien, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU3},
	file = {Pohlmann-Rother und Kindermann - 2023 - Wer besucht ein mediendidaktisches Seminar und wer.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Y97D6ATP/Pohlmann-Rother und Kindermann - 2023 - Wer besucht ein mediendidaktisches Seminar und wer.pdf:application/pdf},
}

@article{zhan_effects_2017,
	title = {Effects of {Improving} {Primary} {Health} {Care} {Workers}? {Knowledge} {About} {Public} {Health} {Services} in {Rural} {China}: {A} {Comparative} {Study} of {Blended} {Learning} and {Pure} {E}-{Learning}},
	volume = {19},
	url = {http://www.jmir.org/2017/5/e116/},
	doi = {10.2196/jmir.6453},
	abstract = {Background: Primary health care workers (PHCWs) are a major force in delivering basic public health services (BPHS) in rural China. It is necessary to take effective training approaches to improve PHCWs? competency on BPHS. Both electronic learning (e-learning) and blended learning have been widely used in the health workers? education. However, there is limited evidence on the effects of blended learning in comparison with pure e-learning. Objective: The aim of this study was to evaluate the effects of a blended-learning approach for rural PHCWs in improving their knowledge about BPHS as well as training satisfaction in comparison with a pure e-learning approach. Methods: The study was conducted among PHCWs in 6 rural counties of Hubei Province, China, between August 2013 and April 2014. Three counties were randomly allocated blended-learning courses (29 township centers or 612 PHCWs?the experimental group), and three counties were allocated pure e-learning courses (31 township centers or 625 PHCWs?the control group). Three course modules were administered for 5 weeks, with assessments at baseline and postcourse. Primary outcomes were score changes in courses? knowledge. Secondary outcome was participant satisfaction (5-point Likert scale anchored between 1 [strongly agree] and 5 [strongly disagree]). Results: The experimental group had higher mean scores than the control group in knowledge achievement in three course modules: (1) module 1: 93.21 (95\% CI 92.49-93.93) in experimental group versus 88.29 (95\% CI 87.19-89.40) in the control group; adjusted difference, 4.92 (95\% CI 2.61-7.24; P{\textless}.001); (2) module 2: 94.05 (95\% CI 93.37-94.73) in the experimental group vs 90.22 (95\% CI 89.12-91.31) in the control group; adjusted difference, 3.67 (95\% CI 1.17-6.18; P=.004); (3) module 3: 93.88 (95\% CI 93.08-94.68) in the experimental group versus 89.09 (95\% CI 87.89-90.30) in control group; adjusted difference, 4.63 (95\% CI 2.12-7.14; P{\textless}.001). The participants in the experimental learning group gave more positive responses with the four issues than control group participants: (1) the increase of interest in learning, 1.85 (95\% CI 1.22-2.80; P=.003); (2) the increase of interaction with others, 1.77 (95\% CI 1.20-2.60; P=.004); (3) the satisfaction with learning experience, 1.78 (95\% CI 1.11-2.88; P=.02); and (4) achievement of learning objectives, 1.63 (95\% CI 1.08-2.48; P=.02). Conclusions: Among PHCWs in rural China, a blended-learning approach to BPHS training could result in a higher knowledge achievement and satisfaction level compared with a pure e-learning approach. The findings of the study will contribute knowledge to improve the competency of PHCWs in similar settings.},
	number = {5},
	journal = {J Med Internet Res},
	author = {Zhan, Xingxin and Zhang, Zhixia and Sun, Fang and Liu, Qian and Peng, Weijun and Zhang, Heng and Yan, Weirong},
	month = may,
	year = {2017},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, Bildung, Multimedia, Digitale Bildung, \#5:Zeitschriftenartikel:e-learning, primary health care workers, public health services},
	pages = {e116},
	file = {Zhan et al. - 2017 - Effects of Improving Primary Health Care Workers .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RYEI7HW7/Zhan et al. - 2017 - Effects of Improving Primary Health Care Workers .pdf:application/pdf},
}

@article{tolks_einfuhrung_2016,
	title = {Eine {Einführung} in die {Inverted}/{Flipped}-{Classroom}-{Methode} in der {Aus}- und {Weiterbildung} in der {Medizin} und den {Gesundheitsberufen}},
	volume = {33},
	issn = {2366-50 17},
	abstract = {Dieser Artikel beschreibt die Inverted-Classroom-Methode (ICM) im Sinne einer Einführung in die Thematik und soll als Praxisleitleitfaden für diejenigen dienen, die diese Methode in der medizinischen Aus-, Fort- und Weiterbildung einsetzen möchten. Es handelt sich bei der ICM um einen Blended-Learning-Methode, bei dem eine Selbstlernphase (individuelle Phase) vor die Präsenzunterrichtsphase gesetzt wird. In der Online-Phase wird Faktenwissen vermittelt, das als Grundlage für die Präsenzphase dient. Die Präsenzphase soll anschließend dafür ge- nutzt werden, das erlernte Wissen zu vertiefen und anzuwenden. Dem gegenüber stehen die traditionellen Kurskonzepte, in denen das Fak- tenwissen beispielsweise in Vorlesungen oder in anderen Präsenzunter- richt-Formaten vermittelt wird und die Vertiefung dieses Wissens durch die Studierenden im Anschluss daran im Selbststudium stattfinden soll. Das Ziel der ICM ist die Verschiebung des passiven Lernens hin zum aktivierenden Lernen, um das Lernen auf kognitiv anspruchvollen Ebenen wie Analyse, Synthese und Evaluation zu unterstützen.
Dabei haben die gestiegene Produktion und Nutzung von Screencasts und Lernvideos, die „Bewegung“ der „Open Educational Resources“ und die verbreitete Nutzung von „Massive Open Online Courses“ (MOOCs) zu einer gestiegenen Verbreitung der Inverted-Classroom- Methode beigetragen. Der Artikel soll als Einführung in die Thematik dienen und dabei eine kurze Übersicht über wichtige Projekte und For- schungsergebnisse in der medizinischen Ausbildung und in weiteren Gesundheitsberufen geben. Außerdem werden die Vor- und Nachteile der Methode und ihr potentieller Nutzen für die zukünftige medizinische Aus- und Weiterbildung dargestellt.},
	number = {3},
	journal = {GMS Journal for Medical Education},
	author = {Tolks, Daniel and Schäfer, Christine and Raupach, Tobias and Krus, Leona and Sarikas, Antonio and Gerhardt-Szép, Susanne and Kllauer, Gertrud and Lemos, Martin and {Martin R. Fische} and Eichner, Barbara and {Kai Sostmann} and Heg, Inga},
	year = {2016},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Technologieintegration, Bildungstheorien, Promotion:Relevanz:4, Bildung, Multimedia, FernUni-Hagen:MABM:M3, \#5:Zeitschriftenartikel:e-learning},
	pages = {12--23},
	file = {Daniel Tolks et al. - 2016 - Eine Einführung in die InvertedFlipped-Classroom-.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GRSIEFNV/Daniel Tolks et al. - 2016 - Eine Einführung in die InvertedFlipped-Classroom-.pdf:application/pdf},
}

@article{delsignore_test-enhanced_2016,
	title = {Test-{Enhanced} {E}-{Learning} {Strategies} in {Postgraduate} {Medical} {Education}: {A} {Randomized} {Cohort} {Study}},
	volume = {18},
	url = {http://www.jmir.org/2016/11/e299/},
	doi = {10.2196/jmir.6199},
	abstract = {Background: The optimal design of pedagogical strategies for e-learning in graduate and postgraduate medical education remains to be determined. Video-based e-learning use is increasing, with initial research suggesting that taking short breaks while watching videos (independent of answering test questions) may improve learning by focusing attention on the content presented. Interspersed test questions may also improve knowledge acquisition and retention. Objective: To examine the effect of interspersed test questions and periodic breaks on immediate knowledge acquisition and retention at 6 months by pediatric residents engaged in video-based e-learning. Methods: First- and second-year pediatric residents were randomized to 1 of the following 3 groups: viewing the complete video uninterrupted (full video), viewing the video interrupted with unrelated logic puzzles (logic puzzles), or viewing the video interrupted with brief comprehension test questions (short answer questions). Residents answered pre- and post-tests before and after video viewing, followed by a retention test at 6 months. Primary outcome included comparison of the change in test scores between groups. Results: A total of 49 residents completed the initial testing session. All 3 learning groups had comparable mean increases in immediate knowledge gain, but with no significant differences between groups (F2,46=0.35, P=.71). Thirty-five residents completed retention testing with comparable degrees of knowledge retention in the full video and short answer test questions groups (P{\textless}.001), but no significant change in the logic puzzles group (F1,32=2.44, P=.13). Conclusions: Improved knowledge gain was not demonstrated among residents answering interspersed questions or completing logic puzzles during interrupted online video viewing when compared with residents viewing uninterrupted video content. However, residents who either participated in uninterrupted video viewing or answered interspersed questions during interrupted video viewing demonstrated significant knowledge retention at 6 months.},
	number = {11},
	journal = {J Med Internet Res},
	author = {DelSignore, A. Lisa and Wolbrink, A. Traci and Zurakowski, David and Burns, P. Jeffrey},
	month = nov,
	year = {2016},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, medical education, distance learning, \#5:Zeitschriftenartikel:e-learning, computer-assisted instruction, educational measurement, retention},
	pages = {e299},
	file = {DelSignore et al. - 2016 - Test-Enhanced E-Learning Strategies in Postgraduat.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4LHKILUX/DelSignore et al. - 2016 - Test-Enhanced E-Learning Strategies in Postgraduat.pdf:application/pdf},
}

@article{barteit_perspectives_2019,
	title = {Perspectives of {Nonphysician} {Clinical} {Students} and {Medical} {Lecturers} on {Tablet}-{Based} {Health} {Care} {Practice} {Support} for {Medical} {Education} in {Zambia}, {Africa}: {Qualitative} {Study}},
	volume = {7},
	url = {http://mhealth.jmir.org/2019/1/e12637/},
	doi = {10.2196/12637},
	abstract = {Background: Zambia is faced with a severe shortage of health workers and challenges in national health financing. This burdens the medical licentiate practitioner (MLP) program for training nonphysician clinical students in Zambia because of the shortage of qualified medical lecturers and learning resources at training sites. To address this shortage and strengthen the MLP program, a self-directed electronic health (eHealth) platform was introduced, comprising technology-supported learning (e-learning) for medical education and support for health care practice. MLP students were provided with tablets that were preloaded with content for offline access. Objective: This study aimed to explore MLP students? and medical lecturers? perceptions of the self-directed eHealth platform with an offline-based tablet as a training and health care practice support tool during the first year of full implementation. Methods: We conducted in-depth qualitative interviews with 8 MLP students and 5 lecturers and 2 focus group discussions with 16 students to gain insights on perceptions of the usefulness, ease of use, and adequacy of self-directed e-learning and health care practice support accessible through the offline-based tablet. Participants were purposively sampled. Verbatim transcripts were analyzed following hypothesis coding. Results: The eHealth platform (e-platform), comprising e-learning for medical education and health care practice support, was positively received by students and medical lecturers and was seen as a step toward modernizing the MLP program. Tablets enabled equal access to offline learning contents, thus bridging the gap of slow or no internet connections. The study results indicated that the e-platform appears adequate to strengthen medical education within this low-resource setting. However, student self-reported usage was low, and medical lecturer usage was even lower. One stated reason was the lack of training in tablet usage and another was the quality of the tablets. The mediocre quality and quantity of most e-learning contents were perceived as a primary concern as materials were reported to be outdated, missing multimedia features, and addressing only part of the curriculum. Medical lecturers were noted to have little commitment to updating or creating new learning materials. Suggestions for improving the e-platform were given. Conclusions: To address identified major challenges, we plan to (1) introduce half-day training sessions at the beginning of each study year to better prepare users for tablet usage, (2) further update and expand e-learning content by fostering collaborations with MLP program stakeholders and nominating an e-platform coordinator, (3) set up an e-platform steering committee including medical lecturers, (4) incorporate e-learning and e-based health care practice support across the curriculum, as well as (5) implement processes to promote user-generated content. With these measures, we aim to sustainably strengthen the MLP program by implementing the tablet-based e-platform as a serious learning technology for medical education and health care practice support.},
	number = {1},
	journal = {JMIR Mhealth Uhealth},
	author = {Barteit, Sandra and Neuhann, Florian and B�rnighausen, Till and Bowa, Annel and L�ders, Sigrid and Malunga, Gregory and Chileshe, Geoffrey and Marimo, Clemence and Jahn, Albrecht},
	month = jan,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:FU5, education, educational technology, \#5:Zeitschriftenartikel:e-learning, Africa, Southern, allied health occupations, computer-assisted decision making, computers, handheld, information dissemination, mobile apps, Zambia},
	pages = {e12637},
	file = {Barteit et al. - 2019 - Perspectives of Nonphysician Clinical Students and.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3SCALPXA/Barteit et al. - 2019 - Perspectives of Nonphysician Clinical Students and.pdf:application/pdf},
}

@article{oliveira_development_2017,
	title = {Development and {Assessment} of an {E}-learning {Course} on {Pediatric} {Cardiology} {Basics}},
	volume = {3},
	url = {http://mededu.jmir.org/2017/1/e10/},
	doi = {10.2196/mededu.5434},
	abstract = {Background: Early detection of congenital heart disease is a worldwide problem. This is more critical in developing countries, where shortage of professional specialists and structural health care problems are a constant. E-learning has the potential to improve capacity, by overcoming distance barriers and by its ability to adapt to the reduced time of health professionals. Objective: The study aimed to develop an e-learning pediatric cardiology basics course and evaluate its pedagogical impact and user satisfaction. Methods: The sample consisted of 62 health professionals, including doctors, nurses, and medical students, from 20 hospitals linked via a telemedicine network in Northeast Brazil. The course was developed using Moodle (Modular Object Oriented Dynamic Learning Environment; Moodle Pty Ltd, Perth, Australia) and contents adapted from a book on this topic. Pedagogical impact evaluation used a pre and posttest approach. User satisfaction was evaluated using Wang?s questionnaire. Results: Pedagogical impact results revealed differences in knowledge assessment before and after the course (Z=?4.788; P{\textless}.001). Questionnaire results indicated high satisfaction values (Mean=87\%; SD=12\%; minimum=67\%; maximum=100\%). Course adherence was high (79\%); however, the withdrawal exhibited a value of 39\%, with the highest rate in the early chapters. Knowledge gain revealed significant differences according to the profession (X22=8.6; P=.01) and specialty (X22=8.4; P=.04). Time dedication to the course was significantly different between specialties (X22=8.2; P=.04). Conclusions: The main contributions of this study are the creation of an asynchronous e-learning course on Moodle and the evaluation of its impact, confirming that e-learning is a viable tool to improve training in neonatal congenital heart diseases.},
	number = {1},
	journal = {JMIR Med Educ},
	author = {Oliveira, Cristina Ana and Mattos, Sandra and Coimbra, Miguel},
	month = may,
	year = {2017},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Systemanpassung, Bildung, Multimedia, Promotion:FU6, Promotion:Schlussfolgerung, pediatrics, distance learning, \#5:Zeitschriftenartikel:e-learning, cardiology, congenital heart defects},
	pages = {e10},
	file = {Oliveira et al. - 2017 - Development and Assessment of an E-learning Course.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XIJUGCYG/Oliveira et al. - 2017 - Development and Assessment of an E-learning Course.pdf:application/pdf},
}

@article{dornebusch_digitale_2022,
	series = {Themenheft},
	title = {Digitale {Kompetenzen} umfassend und integrativ erwerben: {Vorstellung} des {Seminars} ‹{Lehren} und {Lernen} in der digitalen {Welt}›},
	issn = {1424-3636, 1424-3636},
	abstract = {Digital skills are now also indispensable in everyday school life. The utilization of digital tools for preparing and following up lessons or entire events have to be performed virtually under the pandemic conditions can be seen as an example of digital change in education. However, it is unclear how prospective teachers can actually acquire these digital competencies. To counteract this, concrete concepts are essential to promote the acquisition of competencies in this area. It is also unclear how this acquisition of competencies can be sufficient developed during the course of study. This paper shows one way to do so. This article presents the seminar «Teaching and learning in the digital world» at the TU-Dresden in the supplementary area (interdisciplinary) for student teachers. The seminar approaches the topic from two perspectives, teaching and learning «with» and «about» digital media. In addition to presenting the seminar, the article discusses the extension of the topic of «inclusive educational processes». The article shows how an established seminar concept on the digital educational context aims to introduce prospective teachers to the basics of inclusion in addition to digital competencies. The article hopes to inspire people on the integration and connection between digital and inclusion topics in teaching formats.},
	language = {de-DE},
	number = {48},
	journal = {MedienPädagogik Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Dornebusch, Konrad},
	editor = {Reich-Stiebert, Natalia and Raimann, ennifer and Thorbrügge, Carsten and Schäfer, Len Ole},
	month = jun,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU3},
	pages = {9},
	file = {Dornebusch - 2022 - Digitale Kompetenzen umfassend und integrativ erwe.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/29TUNV2J/Dornebusch - 2022 - Digitale Kompetenzen umfassend und integrativ erwe.pdf:application/pdf},
}

@article{hurley_evaluation_2019,
	title = {Evaluation of an {E}-{Learning} {Training} {Program} to {Support} {Implementation} of a {Group}-{Based}, {Theory}-{Driven}, {Self}-{Management} {Intervention} {For} {Osteoarthritis} and {Low}-{Back} {Pain}: {Pre}-{Post} {Study}},
	volume = {21},
	url = {https://www.jmir.org/2019/3/e11123/},
	doi = {10.2196/11123},
	abstract = {Background: By adaptation of the face-to-face physiotherapist-training program previously used in the Self-management of Osteoarthritis and Low back pain through Activity and Skills (SOLAS) feasibility trial, an asynchronous, interactive, Web-based, e-learning training program (E-SOLAS) underpinned by behavior and learning theories was developed. Objective: This study investigated the effect of the E-SOLAS training program on relevant outcomes of effective training and implementation. Methods: Thirteen physiotherapists from across Ireland were trained via E-SOLAS by using mixed methods, and seven physiotherapists progressed to implementation of the 6-week group-based SOLAS intervention. The effectiveness of E-SOLAS was evaluated using the Kirkpatrick model at the levels of reaction (physiotherapist engagement and satisfaction with E-SOLAS training methods and content), learning (pre- to posttraining changes in physiotherapists? confidence and knowledge in delivering SOLAS content and self-determination theory-based communication strategies, administered via a SurveyMonkey questionnaire), and behavior (fidelity to delivery of SOLAS content using physiotherapist-completed weekly checklists). During implementation, five physiotherapists audio recorded delivery of one class, and the communication between physiotherapists and clients was assessed using the Health Care Climate Questionnaire (HCCQ), the Controlling Coach Behaviour Scale (CCBS), and an intervention-specific measure (ISM; 7-point Likert scale). A range of implementation outcomes were evaluated during training and delivery (ie, acceptability, appropriateness, feasibility, fidelity, and sustainability of E-SOLAS) using a posttraining feedback questionnaire and individual semistructured telephone interviews. Results: With regard to their reaction, physiotherapists (n=13) were very satisfied with E-SOLAS posttraining (median 5.0; interquartile range 1.0; min-max 4.0-5.0) and completed training within 3-4 weeks. With regard to learning, there were significant increases in physiotherapists? confidence and knowledge in delivery of all SOLAS intervention components (P{\textless}.05). Physiotherapists? confidence in 7 of 10 self-determination theory-based communication strategies increased (P{\textless}.05), whereas physiotherapists? knowledge of self-determination theory-based strategies remained high posttraining (P{\textgreater}.05). In terms of behavior, physiotherapists delivered SOLAS in a needs supportive manner (HCCQ: median 5.2, interquartile range 1.3, min-max 3.7-5.8; CCBS: median 6.6, interquartile range 1.0, min-max 5.6-7.0; ISM: median 4.5, interquartile range 1.2, min-max 2.8-4.8). Fidelity scores were high for SOLAS content delivery (total \%mean fidelity score 93.5\%; SD 4.9\%). The posttraining questionnaire and postdelivery qualitative interviews showed that physiotherapists found E-SOLAS acceptable, appropriate, feasible, and sustainable within primary care services to support the implementation of the SOLAS intervention. Conclusions: This study provides preliminary evidence of the effectiveness, acceptability, and feasibility of an e-learning program to train physiotherapists to deliver a group-based self-management complex intervention in primary care settings, which is equivalent to face-to-face training outcomes and would support inclusion of physiotherapists in a definitive trial of SOLAS.},
	number = {3},
	journal = {J Med Internet Res},
	author = {Hurley, A. Deirdre and Keogh, Alison and Mc Ardle, Danielle and Hall, M. Amanda and Richmond, Helen and Guerin, Suzanne and Magdalinski, Tara and Matthews, James},
	month = mar,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:FU5, Digitale Bildung, evaluation, implementation, effectiveness, digital learning, \#5:Zeitschriftenartikel:e-learning, program evaluation, low-back pain, osteoarthritis, physiotherapy, technology-enhanced learning},
	pages = {e11123},
	file = {Hurley et al. - 2019 - Evaluation of an E-Learning Training Program to Su.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5I633GKF/Hurley et al. - 2019 - Evaluation of an E-Learning Training Program to Su.pdf:application/pdf},
}

@article{hackbart_field_2024,
	title = {A {Field} {Study} on {Students}’ {Competence} {Expectations} of {Lecturers}},
	abstract = {The Pygmalion effect, which is the influence of teachers’ competence expectations of learners, has been widely studied, but not learners’ competence expectations of teachers. High learner expectations of teachers’ competence seem to have a positive effect on learners themselves, e.g., on motivation and performance. Little is known about the effects of learners’ expectation on teachers’ experience and behavior. In this field study, the relationship between university students’ initial competence expectations of lecturers on their experience during and evaluation of a course session was explored for both students (N = 871 responses; multiple participations possible) and lecturers (N = 41). Multilevel analyses (controlling for students’ initial warmth and attractiveness perceptions of lecturers) showed that students’ competence expectations of their lecturers were positively related to their motivation (interest and boredom) and negatively related to their perceptions of disruptions. The relationship between students’ competence expectations and lecturers’ experience was more unsystematic: positive correlations were found with the rating of the lecturers’ own positive emotions and their feelings of competence, and a negative correlation was found with their disruption mismanagement. In summary, students’ expectations of lecturers seem to be relevant in a teaching-learning context, even though mostly small effect sizes could be shown.},
	language = {en-GB},
	author = {Hackbart, Marcel and Thies, Barbara},
	month = jul,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Bildungstheorien, Promotion:Argumentation, Promotion:Relevanz:4, \#1:Zeitschriftenartikel:learning:management:system, Promotion:FU2b},
	pages = {22},
	file = {Hackbart und Thies - A Field Study on Students’ Competence Expectations of Lecturers:/Users/jochenhanisch-johannsen/Zotero/storage/IA2UA2YF/Hackbart und Thies - A Field Study on Students’ Competence Expectations of Lecturers.pdf:application/pdf},
}

@article{carson_development_2020,
	title = {Development and {Implementation} of a {Web}-{Based} {Learning} {Environment} for an {Inpatient} {Internal} {Medicine} {Team}: {Questionnaire} {Study}},
	volume = {6},
	url = {http://mededu.jmir.org/2020/2/e18102/},
	doi = {10.2196/18102},
	abstract = {Background: The notion of anytime, anyplace communication is characteristic of the current generation of learners. Such communications have facilitated the growth and integration of a blended or hybrid learning platform in multiple educational settings. However, there are limited reports on the use of an anytime, anyplace communication platform in clinical inpatient medical education. Objective: The setting of a high-demand inpatient clinical rotation is ideal for the use of collaborative software, and this integration is expected to positively influence medical education. The purpose of this study is to evaluate medical students? and residents? educational experiences with incorporating a simple, web-based content management and file sharing platform into an internal medicine inpatient rotation. Methods: During an inpatient internal medicine rotation, faculty and learners jointly used collaborative software for educational purposes, and a postrotation survey tool was used to measure the educational influence of the software. Results: Based on the results of the postrotation survey, the integration of a collaborative software application during clinical rotations improved the learning experience. Learning climate, the communication of rotation goals, and self-directed learning all scored favorably, but feedback from the survey participants was mixed. The learners enthusiastically accepted the practical use of this tool for both communication and information sharing. Conclusions: This generation of learners is accustomed to frequent electronic communication. Based on our survey, these learners appear to be highly receptive to this web-based intervention design for improving clinical education during active patient care. Adding effective blended learning features to a traditional clinical setting is achievable.},
	number = {2},
	journal = {JMIR Med Educ},
	author = {Carson, Y. Thaddeus and Hatzigeorgiou, Christos and Wyatt, R. Tasha and Egan, Sarah and Beidas, O. Sary},
	month = dec,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:FU5, Bildung, Multimedia, Sozialwissenschaft, \#8:Zeitschriftenartikel:blended:learning, medical education, online education, academic hospitalist, inpatient internal medicine, internal medicine education, internal medicine ward},
	pages = {e18102},
	file = {Carson et al. - 2020 - Development and Implementation of a Web-Based Learning Environment for an Inpatient Internal Medicin:/Users/jochenhanisch-johannsen/Zotero/storage/JXWTB32W/Carson et al. - 2020 - Development and Implementation of a Web-Based Learning Environment for an Inpatient Internal Medicin.pdf:application/pdf},
}

@article{hughes_mpowered_2020,
	title = {The {mPOWERED} {Electronic} {Learning} {System} for {Intimate} {Partner} {Violence} {Education}: {Mixed} {Methods} {Usability} {Study}},
	volume = {3},
	url = {https://nursing.jmir.org/2020/1/e15828},
	doi = {10.2196/15828},
	abstract = {Background: Nurse practitioners are a common resource for victims of intimate partner violence (IPV) presenting to health care settings. However, they often have inadequate knowledge about IPV and lack self-efficacy and confidence to be able to screen for IPV and communicate effectively with patients. Objective: The aim of this study was to develop and test the usability of a blended learning system aimed at educating nurse practitioner students on topics related to IPV (ie, the mPOWERED system [Health Equity Institute]). Methods: Development of the mPOWERED system involved usability testing with 7 nurse educators (NEs) and 18 nurse practitioner students. Users were asked to complete usability testing using a speak-aloud procedure and then complete a satisfaction and usability questionnaire. Results: Overall, the mPOWERED system was deemed to have high usability and was positively evaluated by both NEs and nurse practitioner students. Respondents provided critical feedback that will be used to improve the system. Conclusions: By including target end users in the design and evaluation of the mPOWERED system, we have developed a blended IPV learning system that can easily be integrated into health care education. Larger-scale evaluation of the pedagogical impact of this system is underway.},
	number = {1},
	journal = {JMIR Nursing},
	author = {Hughes, Charmayne and Musselman, A. Elaine and Walsh, Lilia and Mariscal, Tatiana and Warner, Sam and Hintze, Amy and Rashidi, Neela and Gordon-Murer, Chloe and Tanha, Tiana and Licudo, Fahrial and Ng, Rachel and Tran, Jenna},
	month = jan,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU5, Bildung, Multimedia, \#8:Zeitschriftenartikel:blended:learning, nursing education, learning, domestic violence, intimate partner violence},
	pages = {e15828},
	file = {Hughes et al. - 2020 - The mPOWERED Electronic Learning System for Intimate Partner Violence Education Mixed Methods Usabi:/Users/jochenhanisch-johannsen/Zotero/storage/UUWY3V2R/Hughes et al. - 2020 - The mPOWERED Electronic Learning System for Intimate Partner Violence Education Mixed Methods Usabi.pdf:application/pdf},
}

@article{liaw_finding_2019,
	title = {Finding the {Right} {Blend} of {Technologically} {Enhanced} {Learning} {Environments}: {Randomized} {Controlled} {Study} of the {Effect} of {Instructional} {Sequences} on {Interprofessional} {Learning}},
	volume = {21},
	url = {http://www.jmir.org/2019/5/e12537/},
	doi = {10.2196/12537},
	abstract = {Background: With the availability and capabilities of varied technologically enhanced learning activities, the blended learning approach has become increasingly popular in interprofessional education. The combined use of different technologically enhanced learning activities has not been fully examined, particularly to determine the effects of instructional sequences for effective learning outcomes. Objective: The objective of this study was to investigate whether the instructional sequences of a blended learning approach can improve students? learning outcomes on interprofessional competencies. Methods: A randomized controlled study was conducted with 40 interprofessional health care teams. These teams undertook three technologically enhanced learning activities?Web-based instruction (WI), virtual reality (VR), and simulation exercise (SE)?after random assignment to three groups based on three different instructional sequences (WI-VR-SE, WI-SE-VR, and SE-WI-VR). Pretests and posttests were conducted to evaluate the students? learning outcomes on interprofessional competencies. Results: A total of 198 participants from the three groups completed the questionnaires. All three groups reported significant improvement in their levels of self-efficacy (P{\textless}.05) and attitudes (P{\textless}.001) toward interprofessional team care about 1 month after the interprofessional learning activity. Although no significant difference was found (P=.06) between the WI-VR-SE and WI-SE-VR groups in the self-efficacy posttests, participants in the SE-WI-VR group reported significantly lower (P{\textless}.05) posttest scores than those in the WI-SE-VR group. The majority of the participants (137/198, 69.1\%) selected the instructional sequence ?WI-VR-SE? as their top preference. Conclusions: This study shows that the instructional sequence of a blended learning approach can have a significant impact on students? learning outcomes. The learning of concepts from WI followed by problem-solving activity in the SE was found to be a more effective learning sequence than the reverse sequence. We recommend that future studies focus on scaffolding students? learning when planning instructional sequences for technologically enhanced learning activities within blended learning environments.},
	number = {5},
	journal = {J Med Internet Res},
	author = {Liaw, Ying Sok and Tan, Kiat Khoon and Wu, Ting Ling and Tan, Chee Seng and Choo, Hyekyung and Yap, John and Lim, Mui Sok and Wong, Lilian and Ignacio, Jeanette},
	month = may,
	year = {2019},
	keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:FU5, Bildung, Multimedia, \#8:Zeitschriftenartikel:blended:learning, constructivism, instructional sequence, interprofessional learning, technologically-enhanced learning, virtual reality, web-based instruction},
	pages = {e12537},
	file = {Liaw et al. - 2019 - Finding the Right Blend of Technologically Enhanced Learning Environments Randomized Controlled Stu:/Users/jochenhanisch-johannsen/Zotero/storage/D7F7NDJV/Liaw et al. - 2019 - Finding the Right Blend of Technologically Enhanced Learning Environments Randomized Controlled Stu.pdf:application/pdf},
}

@article{stenzel_blended_2020,
	title = {Blended {Learning} zur {Betreuung} der deutschen männlichen {U19} {Handballnationalmannschaft} bei der {WM} 2019},
	volume = {27},
	issn = {1612-5010},
	url = {https://doi.org/10.1026/1612-5010/a000315},
	doi = {2021031609281400853},
	abstract = {Zusammenfassung. Die vorliegende Fallstudie beschreibt detailliert und ganzheitlich das App-basierte mentale Training (MT) der deutschen männlichen U19 Handballnationalmannschaft vor und während der Weltmeisterschaft 2019 in Mazedonien. Die Betreuung folgte einem Blended Learning Ansatz und bestand aus einem dreistündigen psychoedukativen Präsenzworkshop, einer App und einer begleitenden E-Mail-Kampagne. Die Eingangsdiagnostik, das Grundlagen- und Fertigkeitstraining sowie die Krisenintervention fanden über die auf das MT zugeschnittene App statt. Die Fallstudie enthält eine Outcome- und Prozess-Evaluation. Das Team gewann in Mazedonien die Silbermedaille. In anderen Outcome-Variablen zeigten sich keine signifikanten Veränderungen. Die Prozess-Evaluation zeigt, dass die Nutzungszeit mit der App gering war. In der Praxis arbeitende Sportpsychologinnen und Sportpsychologen sollten daher die Nutzung von Apps mit ausreichend persönlichem Kontakt mit Athletinnen und Athleten verbinden, um diese systematisch zu betreuen.},
	number = {4},
	urldate = {2021-04-06},
	journal = {Zeitschrift für Sportpsychologie},
	author = {Stenzel, Lukas and Röcken, Melissa and Thrien, Henning and Stoll, Oliver},
	month = oct,
	year = {2020},
	note = {ZSCC: 0000000 
Publisher: Hogrefe Verlag},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:FU5, Bildung, Multimedia, \#8:Zeitschriftenartikel:blended:learning},
	pages = {153--163},
	file = {Stenzel et al. - 2020 - Blended Learning zur Betreuung der deutschen männlichen U19 Handballnationalmannschaft bei der WM 20:/Users/jochenhanisch-johannsen/Zotero/storage/QYVTSXAE/Stenzel et al. - 2020 - Blended Learning zur Betreuung der deutschen männlichen U19 Handballnationalmannschaft bei der WM 20.pdf:application/pdf},
}

@article{bohme_lernunterstutzung_2020-1,
	title = {Lernunterstützung mit digitalen {Unterrichtsmaterialien}},
	volume = {17},
	doi = {10/gg84gt},
	number = {Jahrbuch Medienpädagogik},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Böhme, Richard and Munser-Kiefer, Meike},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU5},
	pages = {427--454},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/JSS7T4N2/775-Artikeltext-2864-1-10-20200813.pdf:application/pdf},
}

@article{baecker_agilitat_2017,
	title = {Agilität in der {Hochschule}},
	volume = {26},
	copyright = {Deutsches Urheberrecht},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=16633},
	doi = {10/grstg6},
	abstract = {Hochschulen sind nicht dafür bekannt, den jeweils neuesten Managementmoden zu folgen. Das gilt auch für das Thema der agilen Produktentwicklung. Der Autor widmet sich trotzdem dem Thema, weil er zum einen den Eindruck hat, dass dieses Thema auch Hochschulen dabei helfen kann, sich auf elektronische Medien und digitale Apparate einzustellen, und zum anderen vermutet, dass Hochschulen in gewisser Weise immer schon agil gewesen sind. Agilität lässt sich für Zwecke der Hochschule als ein Managementkonzept verstehen, in dem die Anerkennung, Pflege und Entwicklung des Eigensinns von Fakultäten, Lehrstühlen und Mitarbeiterstellen durch die Einrichtung von Rückkopplungen konditioniert und kontrolliert wird, die diesen Eigensinn mit Aufgabenstellungen kombinieren, die von Außen kommen. Die Definition und Moderation dessen, was unter einem Außen verstanden wird, ist die vornehmste Aufgabe der Hochschulleitung, die unter den verschiedenen Kandidaten für dieses Außen, etwa Studienbewerbern, Stand der Wissenschaft und Anfragen von Aufsichtsbehörden, eine Innen bewältigbare Balance finden muss. (HoF/Text übernommen)},
	language = {de-DE},
	number = {1},
	urldate = {2023-02-17},
	journal = {Die Hochschule: Journal für Wissenschaft und Bildung},
	author = {Baecker, Dirk},
	year = {2017},
	note = {Publisher: HoF Wittenberg, Institut für Hochschulforschung an der Martin-Luther-Universität Halle-Wittenberg},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Bildung, Deutschland, Digitalisierung, Digitalization, Germany, Hochschule, Promotion:FU3, FernUni-Hagen:MABM:Master-Arbeit, Organisationsentwicklung, Organizational development, Bildungsmanagement, Educational management, Organisationsstruktur, Organizational structure},
	pages = {19--28},
	file = {Baecker - 2017 - Agilität in der Hochschule.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9A245MWD/Baecker - 2017 - Agilität in der Hochschule.pdf:application/pdf},
}

@article{ebner_editorialeditorial_2023,
	title = {{EditorialEditorial}: {Digitalisierung} der {Hochschullehre} – {Projekte} österreichischer {Hochschulen} 2020–2024},
	shorttitle = {{EditorialEditorial}},
	url = {https://zfhe.at/index.php/zfhe/article/view/1801},
	doi = {10/gr65vm},
	abstract = {As part of the Austria-wide call for "Projects for digital and social transformation in higher education" of the Federal Ministry of Education, Science and Research (BMBWF), a total of 50 million euros in funding was awarded in 2020 for in summary 34 projects. Funding is provided for forward-looking cooperative projects that aim to have a structurally transformative effect on Higher Education within their duration until 2024. This edition now offers the projects from the field of Higher Education the opportunity to make their project results and experiences accessible to a broad audience. In addition, it presents the extent to which the respective project contributes to the digital and social transformation of Austrian higher education and thus creates added value for the Austrian higher education landscape.},
	language = {de-DE},
	urldate = {2023-05-02},
	journal = {Sonderheft Hochschullehre},
	author = {Ebner, Martin and Zwiauer, Charlotte},
	month = apr,
	year = {2023},
	note = {Publisher: Verlag der Technischen Universität Graz \& Verein Forum neue Medien in der Lehre Austria},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU3},
	pages = {11--16},
	file = {Ebner und Zwiauer - EditorialEditorial Digitalisierung der Hochschull.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9T5WYAS5/Ebner und Zwiauer - EditorialEditorial Digitalisierung der Hochschull.pdf:application/pdf},
}

@article{autenrieth_transformationsprozesse_2023,
	title = {Transformationsprozesse und der {Aufbau} von (medialer) {Gestaltungskompetenz} zur nachhaltigen {Entwicklung} in {Bildungsprozessen}},
	volume = {52},
	doi = {10.21240/mpaed/52/2023.02.06.X},
	abstract = {Der Beitrag präsentiert das Entwicklungsprojekt «Expo Zukunft der Nachhaltigkeit digital und partizipativ» (ExpoNaDig partizipativ) sowie erste qualitativ erhobene projektbegleitende Forschungsergebnisse. Im Zentrum steht ein virtuell-kreativer Raum, mit dem Ziel der gemeinschaftlichen und offenen Gestaltung einer erweiterbaren digitalen Weltausstellung für eine nachhaltige Zukunft. Es geht darum, jungen Menschen (national wie global) eine Plattform zu geben, um prospektiv ihre Ideen und Wünsche visualisieren zu können sowie um aus den Visionen der nachwachsenden Generation (Unterrichts-)Material und Aktivitäten zur Stärkung von Gestaltungskompetenzen zugunsten einer Bildung für nachhaltige Entwicklung abzuleiten. ExpoNaDig möchte für eine zukunftsfähige Entwicklung im Zusammenspiel von Ökologie, Sozialem und Ökonomie die in Grundsatz 21 der Rio-Deklaration angesprochene geistig-schöpferische Dimension stärken, in der es darum geht, «die Kreativität, die Ideale und den Mut der jungen Menschen auf der ganzen Welt» zu mobilisieren. Der Beitrag untersucht anhand des Projektbeispiels die Fragen danach, wie junge Menschen Nachhaltigkeits-Kompetenzen entwickeln können, und untersucht dabei (organisationslogische) Strukturen und deren Auswirkungen auf pädagogisches sowie kreatives und partizipatives Handeln.},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Autenrieth, Daniel and Nickel, Stefanie},
	month = feb,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Bildungstheorien, \#7:Zeitschriftenartikel:digital:Medien, Promotion:Weiterführung, Promotion:FU5, Bildung, Multimedia},
	pages = {108--128},
	file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/RH7IQHSU/Autenrieth und Nickel - 2023 - Transformationsprozesse und der Aufbau von (medial.pdf:application/pdf},
}

@article{lee_cognitive_2018,
	title = {Cognitive {Style} and {Mobile} {E}-{Learning} in {Emergent} {Otorhinolaryngology}-{Head} and {Neck} {Surgery} {Disorders} for {Millennial} {Undergraduate} {Medical} {Students}: {Randomized} {Controlled} {Trial}},
	volume = {20},
	url = {http://www.jmir.org/2018/2/e56/},
	doi = {10.2196/jmir.8987},
	abstract = {Background: Electronic learning (e-learning) through mobile technology represents a novel way to teach emergent otorhinolaryngology-head and neck surgery (ORL-HNS) disorders to undergraduate medical students. Whether a cognitive style of education combined with learning modules can impact learning outcomes and satisfaction in millennial medical students is unknown. Objective: The aim of this study was to assess the impact of cognitive styles and learning modules using mobile e-learning on knowledge gain, competence gain, and satisfaction for emergent ORL-HNS disorders. Methods: This randomized controlled trial included 60 undergraduate medical students who were novices in ORL-HNS at an academic teaching hospital. The cognitive style of the participants was assessed using the group embedded figures test. The students were randomly assigned (1:1) to a novel interactive multimedia (IM) group and conventional Microsoft PowerPoint show (PPS) group matched by age, sex, and cognitive style. The content for the gamified IM module was derived from and corresponded to the textbook-based learning material of the PPS module (video lectures). The participants were unblinded and used fully automated courseware containing the IM or PPS module on a 7-inch tablet for 100 min. Knowledge and competence were assessed using multiple-choice questions and multimedia situation tests, respectively. Each participant also rated their global satisfaction. Results: All of the participants (median age 23 years, range 22-26 years; 36 males and 24 females) received the intended intervention after randomization. Overall, the participants had significant gains in knowledge (median 50\%, interquartile range [IQR]=17\%-80\%, P{\textless}.001) and competence (median 13\%, IQR=0\%-33\%, P=.006). There were no significant differences in knowledge gain (40\%, IQR=13\%-76\% vs 60\%, IQR=20\%-100\%, P=.42) and competence gain (0\%, IQR= ?21\% to 38\% vs 25\%, IQR=0\%-33\%, P=.16) between the IM and PPS groups. However, the IM group had a higher satisfaction score (8, IQR=6-9 vs 6, IQR=4-7, P=.01) compared with the PPS group. Using Friedman?s two-way nonparametric analysis of variance, cognitive styles (field-independent, field-intermediate, or field-dependent classification) and learning modules (IM or PPS) had significant effects on both knowledge gain (both adjusted P{\textless}.001) and satisfaction (both adjusted P{\textless}.001). Conclusions: Mobile e-learning is an effective modality to improve knowledge of emergent ORL-HNS in millennial undergraduate medical students. Our findings suggest the necessity of developing various modules for undergraduate medical students with different cognitive styles. Trial Registration: Clinicaltrials.gov NCT02971735; https://clinicaltrials.gov/ct2/show/NCT02971735 (Archived by WebCite at http://www.webcitation.org/6waoOpCEV)},
	number = {2},
	journal = {J Med Internet Res},
	author = {Lee, Li-Ang and Chao, Yi-Ping and Huang, Chung-Guei and Fang, Ji-Tseng and Wang, Shu-Ling and Chuang, Cheng-Keng and Kang, Chung-Jan and Hsin, Li-Jen and Lin, Wan-Ni and Fang, Tuan-Jen and Li, Hsueh-Yu},
	month = feb,
	year = {2018},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Digitale Bildung, Promotion:FU4b, \#5:Zeitschriftenartikel:e-learning, cognitive style, mobile technology, randomized controlled trial},
	pages = {e56},
	file = {Lee et al. - 2018 - Cognitive Style and Mobile E-Learning in Emergent .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DGWBSV99/Lee et al. - 2018 - Cognitive Style and Mobile E-Learning in Emergent .pdf:application/pdf},
}

@article{mesko_digital_2015,
	title = {Digital {Literacy} in the {Medical} {Curriculum}: {A} {Course} {With} {Social} {Media} {Tools} and {Gamification}},
	volume = {1},
	url = {http://mededu.jmir.org/2015/2/e6/},
	doi = {10.2196/mededu.4411},
	abstract = {Background: The profession of practicing medicine is based on communication, and as social media and other digital technologies play a major role in today?s communication, digital literacy must be included in the medical curriculum. The value of social media has been demonstrated several times in medicine and health care, therefore it is time to prepare medical students for the conditions they will have to face when they graduate. Objective: The aim of our study was to design a new e-learning-based curriculum and test it with medical students. Method: An elective course was designed to teach students how to use the Internet, with a special emphasis on social media. An e-learning platform was also made available and students could access material about using digital technologies on the online platforms they utilized the most. All students filled in online surveys before and after the course in order to provide feedback about the curriculum. Results: Over a 3-year period, 932 students completed the course. The course did not increase the number of hours spent online but aimed at making that time more efficient and useful. Based on the responses of students, they found the information provided by the curriculum useful for their studies and future practices. Conclusions: A well-designed course, improved by constant evaluation-based feedback, can be suitable for preparing students for the massive use of the Internet, social media platforms, and digital technologies. New approaches must be applied in modern medical education in order to teach students new skills. Such curriculums that put emphasis on reaching students on the online channels they use in their studies and everyday lives introduce them to the world of empowered patients and prepare them to deal with the digital world.},
	number = {2},
	journal = {JMIR Medical Education},
	author = {Mesko, Bertalan and Gy?rffy, Zsuzsanna and Koll�r, J�nos},
	month = oct,
	year = {2015},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:FU4b, Sozialwissenschaft, medical education, \#5:Zeitschriftenartikel:e-learning, digital literacy},
	pages = {e6},
	file = {Mesko et al. - 2015 - Digital Literacy in the Medical Curriculum A Cour.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DE9CGZDA/Mesko et al. - 2015 - Digital Literacy in the Medical Curriculum A Cour.pdf:application/pdf},
}

@article{schochow_zum_2015,
	title = {Zum {Stand} digitaler {Lehrangebote} für die {Bereiche} {Medizinische} {Terminologie} sowie {Geschichte}, {Theorie} und {Ethik} der {Medizin}},
	volume = {32},
	issn = {1860-3572},
	abstract = {Geschichte, Theorie und Ethik der Medizin E-Learning-Angebote produ- ziert, die auf unterschiedlichen Lernplattformen basieren (LMS) und spezifisch auf die jeweilige curriculare Präsenzlehre zugeschnitten sind. Bisher existieren keine validen Daten darüber, welche Einrichtungen E-Learning-Angebote bereitstellen und welche Formen des E-Learning diese anbieten.
Methoden: Von den 31 deutschen Einrichtungen für Geschichte, Theorie und Ethik der Medizin, die gefragt wurden, den Fragebogen auszufüllen, haben 30 geantwortet, was einer Rücklaufquote von 97\% entspricht. Die telefonische Befragung fand zwischen Juli und August 2012 statt. Ergebnisse: Der Einsatz digitaler interaktiver Lehrmaterialien, die web- basiert den Studierenden zur Verfügung gestellt werden, hat in den vergangenen Jahren eine Konjunktur an deutschen Einrichtungen für die Bereiche Geschichte, Theorie und Ethik der Medizin erfahren. Dieser Trend wird sich weiter fortsetzen, da mehr als die Hälfte (67\%) der Einrichtungen ihre bisherigen E-Learning-Angebote ausbauen will. In den vergangenen Jahren sind vor allem Angebote für Medizinische Terminologie entstanden. Viele Einrichtungen möchten künftig ihre Angebote für Medizinische Terminologie weiterentwickeln. Insgesamt wurden die E-Learning-Angebote von den Studierenden sehr gut aufge- nommen. 57\% der Einrichtungen gaben an, dass 90-100\% der Studie- renden die Angebote regelmäßig nutzen.
Schlussfolgerungen: Dieser Artikel diskutiert die Ergebnisse einer um- fangreichen empirischen Studie über E-Learning. Er zeigt den Rahmen auf, in dem deutsche Einrichtungen vorhaben, ihre E-Learning-Optionen in der Zukunft auszuweiten. Schließlich werden spezifische Vorschläge für die Zusammenarbeit unter den Einrichtungen (nicht nur online) ge- macht, deren Ziel es ist, Synergien im Bereich E-Learning zu erzeugen.},
	number = {2},
	journal = {GMS Zeitschrift für Medizinische Ausbildung},
	author = {Schochow, Maximilian and Steger, Florian},
	year = {2015},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Bildung, Multimedia, Digitale Bildung, Ethik, Curriculum, History, Fliedner Fachhochschule Düsseldorf, Promotion:FU1, \#5:Zeitschriftenartikel:e-learning, Digital Education, Forms of Cooperation},
	file = {Schochow und Steger - 2015 - Zum Stand digitaler Lehrangebote für die Bereiche .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JT3JH9UD/Schochow und Steger - 2015 - Zum Stand digitaler Lehrangebote für die Bereiche .pdf:application/pdf},
}

@article{rouleau_effects_2019,
	title = {Effects of {E}-{Learning} in a {Continuing} {Education} {Context} on {Nursing} {Care}: {Systematic} {Review} of {Systematic} {Qualitative}, {Quantitative}, and {Mixed}-{Studies} {Reviews}},
	volume = {21},
	url = {https://www.jmir.org/2019/10/e15118},
	doi = {10.2196/15118},
	abstract = {Background: E-learning is rapidly growing as an alternative way of delivering education in nursing. Two contexts regarding the use of e-learning in nursing are discussed in the literature: (1) education among nursing students and (2) nurses? continuing education within a life-long learning perspective. A systematic review of systematic reviews on e-learning for nursing and health professional students in an academic context has been published previously; however, no such review exists regarding e-learning for registered nurses in a continuing education context. Objective: We aimed to systematically summarize the qualitative and quantitative evidence regarding the effects of e-learning on nursing care among nurses in a continuing education context. Methods: We conducted a systematic review of systematic qualitative, quantitative, and mixed-studies reviews, searching within four bibliographic databases. The eligibility criteria were formulated using the population, interventions, comparisons, outcomes, and study design (PICOS) format. The included population was registered nurses. E-learning interventions were included and compared with face-to-face and any other e-learning interventions, as well as blended learning. The outcomes of interest were derived from two models: nursing-sensitive indicators from the Nursing Care Performance Framework (eg, teaching and collaboration) and the levels of evaluation from the Kirkpatrick model (ie, reaction, learning, behavior, and results). Results: We identified a total of 12,906 records. We retrieved 222 full-text papers for detailed evaluation, from which 22 systematic reviews published between 2008 and 2018 met the eligibility criteria. The effects of e-learning on nursing care were grouped under Kirkpatrick?s levels of evaluation: (1) nurse reactions to e-learning, (2) nurse learning, (3) behavior, and (4) results. Level 2, nurse learning, was divided into three subthemes: knowledge, skills, attitude and self-efficacy. Level 4, results, was divided into patient outcomes and costs. Most of the outcomes were reported in a positive way. For instance, nurses were satisfied with the use of e-learning and they improved their knowledge. The most common topics covered by the e-learning interventions were medication calculation, preparation, and administration. Conclusions: The effects of e-learning are mainly reported in terms of nurse reactions, knowledge, and skills (ie, the first two levels of the Kirkpatrick model). The effectiveness of e-learning interventions for nurses in a continuing education context remains unknown regarding how the learning can be transferred to change practice and affect patient outcomes. Further scientific, methodological, theoretical, and practice-based breakthroughs are needed in the fast-growing field of e-learning in nursing education, especially in a life-learning perspective. Trial Registration: International Prospective Register of Systematic Reviews (PROSPERO) CRD42016050714; https://www.crd.york.ac.uk/prospero/display\_record.php?RecordID=50714},
	number = {10},
	journal = {J Med Internet Res},
	author = {Rouleau, Genevi�ve and Gagnon, Marie-Pierre and C�t�, Jos� and Payne-Gagnon, Julie and Hudson, Emilie and Dubois, Carl-Ardy and Bouix-Picasso, Julien},
	month = oct,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildung, Multimedia, Digitale Bildung, \#5:Zeitschriftenartikel:e-learning, continuing education, nurses, nursing care, systematic review of systematic reviews},
	pages = {e15118},
	file = {Rouleau et al. - 2019 - Effects of E-Learning in a Continuing Education Co.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EQLJ8EEY/Rouleau et al. - 2019 - Effects of E-Learning in a Continuing Education Co.pdf:application/pdf},
}

@article{de_leeuw_consensus_2018,
	title = {Consensus on {Quality} {Indicators} of {Postgraduate} {Medical} {E}-{Learning}: {Delphi} {Study}},
	volume = {4},
	url = {http://mededu.jmir.org/2018/1/e13/},
	doi = {10.2196/mededu.9365},
	abstract = {Background: The progressive use of e-learning in postgraduate medical education calls for useful quality indicators. Many evaluation tools exist. However, these are diversely used and their empirical foundation is often lacking. Objective: We aimed to identify an empirically founded set of quality indicators to set the bar for ?good enough? e-learning. Methods: We performed a Delphi procedure with a group of 13 international education experts and 10 experienced users of e-learning. The questionnaire started with 57 items. These items were the result of a previous literature review and focus group study performed with experts and users. Consensus was met when a rate of agreement of more than two-thirds was achieved. Results: In the first round, the participants accepted 37 items of the 57 as important, reached no consensus on 20, and added 15 new items. In the second round, we added the comments from the first round to the items on which there was no consensus and added the 15 new items. After this round, a total of 72 items were addressed and, of these, 37 items were accepted and 34 were rejected due to lack of consensus. Conclusions: This study produced a list of 37 items that can form the basis of an evaluation tool to evaluate postgraduate medical e-learning. This is, to our knowledge, the first time that quality indicators for postgraduate medical e-learning have been defined and validated. The next step is to create and validate an e-learning evaluation tool from these items.},
	number = {1},
	journal = {JMIR Med Educ},
	author = {de Leeuw, Adrianus Robert and Walsh, Kieran and Westerman, Michiel and Scheele, Fedde},
	month = apr,
	year = {2018},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildungstheorien, Bildung, Digitale Bildung, Promotion:FU4b, distance education, \#5:Zeitschriftenartikel:e-learning, education, distance, education, medical, education, medical, continuing, postgraduate medical education, quality indicators, quality tool},
	pages = {e13},
	file = {de Leeuw et al. - 2018 - Consensus on Quality Indicators of Postgraduate Me.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/685YVZ4C/de Leeuw et al. - 2018 - Consensus on Quality Indicators of Postgraduate Me.pdf:application/pdf},
}

@article{rotter_potenziale_2022,
	title = {Potenziale von {Serious} {Games} als virtuelle {Lernumgebung} in der betrieblichen {Weiterbildung}. {Konzeptuelle} Überlegungen und empirische {Erkenntnisse}.},
	issn = {1618-8543},
	shorttitle = {Potenziale von {Serious} {Games} als virtuelle {Lernumgebung} in der betrieblichen {Weiterbildung}},
	url = {https://www.bwpat.de/ausgabe/43/rotter-etal},
	abstract = {Um den Herausforderungen zu begegnen, die sich durch technologischen Wandel und die damit verbundenen Veränderungen für eine digitalisierte Arbeit ergeben, müssen auch die Lernräume erweitert und darauf angepasst werden. Vor diesem Hintergrund haben digitale Lernspielangebote (Serious Games) ein enormes Potenzial, um die erforderlichen Fähig- und Fertigkeiten zu entwickeln, da sie authentische, komplexe Handlungssituationen simulieren und so betriebliches Lernen individuell angepasst sowie auf spielerische und motivierende Weise unterstützen können. Der Beitrag thematisiert die forschungsbasierte Konzeption von KI-gestützten Serious Games als digitales Lernangebot im Kontext virtueller Lernräume. Hierzu werden die Erkenntnisse aus einer Literaturrecherche und explorativen Bedarfsanalyse sowie die Erfahrungen bei der theoriegeleiteten Umsetzung eines Lernspielkonzepts im Rahmen des Forschungsprojekts „Serious Games für die Berufliche Bildung“ (SG4BB) exemplifiziert vorgestellt. Im Ausblick wird das bevorstehende Evaluationsvorhaben zur Untersuchung der Potenziale des spielbasierten Lernens für die Lernförderlichkeit dargelegt.},
	language = {de-DE},
	number = {43},
	urldate = {2023-02-20},
	journal = {Berufs- und Wirtschaftspädagogik - online},
	author = {Rotter, Elisabeth and Maier, Angelika and Funken, Franziska and Ziegler, Birgit and Göbel, Stefan},
	editor = {Büchter, Karin and Wilbers, Karl and Windelband, Lars and Gössling, Bernd},
	month = dec,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bildung, Multimedia, Promotion:FU3, \#3:Zeitschriftenartikel:online:Lernumgebung},
	file = {Rotter et al. - 2022 - Potenziale von Serious Games als virtuelle Lernumg.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TYLWFTH4/Rotter et al. - 2022 - Potenziale von Serious Games als virtuelle Lernumg.pdf:application/pdf},
}

@article{ahadi_online_2021,
	title = {Online {Professional} {Learning} in {Response} to {COVID}-19—{Towards} {Robust} {Evaluation}},
	volume = {13},
	doi = {10/gj3fcv},
	number = {3},
	journal = {Future Internet},
	author = {Ahadi, Alireza and Bower, Matt and Singh, Abhay and Garrett, Michael},
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU5},
	pages = {56},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/DNU4496E/online-professional-learning-in-response-to-covid-19-towards-robust-evaluation.pdf:application/pdf},
}

@article{eiben-zach_digitales_2021,
	title = {Digitales {Lesen} in der {Hochschule}: {Ein} {Vergleich} von {Lehramtsstudierenden} mit anderen {Studierendengruppen}},
	issn = {1424-3636, 1424-3636},
	abstract = {Digitale Lesefähigkeiten sind für Lehramtsstudierende in zweifacher Form bedeutsam: Sie werden im Rahmen der eigenen Ausbildung benötigt und stellen eine an Schülerinnen und Schüler zu vermittelnde Fähigkeit dar. Dass Lehramtsstudierende mit digitalen wissenschaftlichen Texten kompetent umgehen, gewann im Rahmen der digital organisierten ‹Corona-Semester› besondere Bedeutung. Vor diesem Hintergrund untersucht der vorliegende Beitrag, wie Lehramtsstudierende den Umgang mit digitaler Lektüre in Lehrveranstaltungen wahrnahmen, wie sie ihre eigene Arbeit mit diesen Texten – auch in emotionaler und motivationaler Hinsicht sowie mit Blick auf den Austausch über das Gelesene – einschätzten und welche Hilfestellung sie von Seiten der Universitäten und Hochschulen erhielten. Mithilfe einer online durchgeführten Umfrage wurden die Einschätzungen Lehramtsstudierender mit denen von Studierenden aus anderen Studiengängen (N = 4701) verglichen. Die Untersuchung hat gezeigt: Lehramtsstudierende berichteten nicht nur von grösseren Schwierigkeiten im effizienten Umgang mit Texten am Bildschirm, sondern schätzten auch ihre Konzentration und Stimmung beim Lesen negativer ein als Studierende anderer Fächer. Insgesamt stellten sich Lehramtsstudierende weniger selbstständig und intrinsisch motiviert dar als andere Studierende. Handlungsbedarf zeichnet sich insbesondere in dem Sinne ab, dass Studierenden verstärkt für das digitale Lesen adäquate Textformate bereitzustellen sind. Auch sollten Hochschulen Studierende insgesamt stärker im Umgang mit digitalen Texten unterstützen.},
	language = {de-DE},
	number = {40},
	journal = {MedienPädagogik Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Eiben-Zach, Britta and Schwabe, Annika and Brendel-Kepser, Ina and Führer, Carolin and {Marion Krause-Wolters}},
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU5},
	pages = {282--304},
	file = {Britta Eiben-Zach et al. - 2021 - Digitales Lesen in der Hochschule Ein Vergleich v.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/THFFNNC2/Britta Eiben-Zach et al. - 2021 - Digitales Lesen in der Hochschule Ein Vergleich v.pdf:application/pdf},
}

@incollection{bailenson_implementierung_2008,
	title = {Implementierung von {VR}-basierten {Lernumgebungen} {Theoretischer} {Bezugsrahmen} und praktische {Anwendung}},
	volume = {17},
	booktitle = {Seamless {Learning} - lebenslanges, durchgängiges {Lernen} ermöglichen},
	author = {Bailenson, Jeremy N. and Yee, Nick and Blascovich, Jim and Beall, Andrew C. and Lundblad, Nicole and Jin, Michael},
	year = {2008},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {59--68},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/2FNFJVZP/Dyrnaetal.2020ImplementierungvonVR-basiertenLernumgebungen.pdf:application/pdf},
}

@article{keller_stefan_d_e-portfolios_2016,
	title = {E-{Portfolios} als {Lern}- und {Prüfungsinstrumente} in der {Lehrerinnen}- und {Lehrerbildung}},
	copyright = {Deutsches Urheberrecht},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=12668},
	doi = {10/gqcns8},
	abstract = {In this article, electronic portfolios (e-portfolios) are discussed as learning tools in teacher education that are well suited to the specif c challenges of that discipline. E-portfolios can take the following key functions: f rst, helping students connect their individual beliefs about teaching with scientif c knowledge of learning processes in their subject; second, documenting complex action competences and forming a basis for assessment; and third, linking different components of a teacher education programme (e.g. subject-specif c teaching methodology and practical placements). Using concrete examples, I will show how e-portfolios can be of help to put these goals into practice, and what challenges need to be overcome in this process.},
	language = {de-DE},
	number = {32},
	urldate = {2022-06-18},
	journal = {Beiträge zur Lehrerinnen- und Lehrerbildung},
	author = {Keller, Stefan D.},
	month = dec,
	year = {2016},
	note = {Publisher: Schweizerische Gesellschaft für Lehrerinnen- und Lehrerbildung (SGL)},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, DRK-Bildungszentrum Düsseldorf, Bildung, Multimedia, Digitale Bildung, Promotion:FU4b, Methode, Specialized didactics, Subject didactics, Lehrerausbildung, Lehrerbildung, Teacher training, Teachers' training, Kompetenz, Competence for action, Competence to act, notsanumfrage, Berufliche Bildung, Lehramtsstudent, Student teachers, E-Portfolio, Learning method, Learning techniques, Occupational practice},
	file = {Keller, Stefan D. - 2016 - E-Portfolios als Lern- und Prüfungsinstrumente in .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BM8K9842/Keller, Stefan D. - 2016 - E-Portfolios als Lern- und Prüfungsinstrumente in .pdf:application/pdf},
}

@article{brunner_ehealth_2018,
	title = {An {eHealth} {Capabilities} {Framework} for {Graduates} and {Health} {Professionals}: {Mixed}-{Methods} {Study}},
	volume = {20},
	url = {http://www.jmir.org/2018/5/e10229/},
	doi = {10.2196/10229},
	abstract = {Background: The demand for an eHealth-ready and adaptable workforce is placing increasing pressure on universities to deliver eHealth education. At present, eHealth education is largely focused on components of eHealth rather than considering a curriculum-wide approach. Objective: This study aimed to develop a framework that could be used to guide health curriculum design based on current evidence, and stakeholder perceptions of eHealth capabilities expected of tertiary health graduates. Methods: A 3-phase, mixed-methods approach incorporated the results of a literature review, focus groups, and a Delphi process to develop a framework of eHealth capability statements. Results: Participants (N=39) with expertise or experience in eHealth education, practice, or policy provided feedback on the proposed framework, and following the fourth iteration of this process, consensus was achieved. The final framework consisted of 4 higher-level capability statements that describe the learning outcomes expected of university graduates across the domains of (1) digital health technologies, systems, and policies; (2) clinical practice; (3) data analysis and knowledge creation; and (4) technology implementation and codesign. Across the capability statements are 40 performance cues that provide examples of how these capabilities might be demonstrated. Conclusions: The results of this study inform a cross-faculty eHealth curriculum that aligns with workforce expectations. There is a need for educational curriculum to reinforce existing eHealth capabilities, adapt existing capabilities to make them transferable to novel eHealth contexts, and introduce new learning opportunities for interactions with technologies within education and practice encounters. As such, the capability framework developed may assist in the application of eHealth by emerging and existing health care professionals. Future research needs to explore the potential for integration of findings into workforce development programs.},
	number = {5},
	journal = {Journal of medical internet research},
	author = {Brunner, Melissa and McGregor, Deborah and Keep, Melanie and Janssen, Anna and Spallek, Heiko and Quinn, Deleana and Jones, Aaron and Tseris, Emma and Yeung, Wilson and Togher, Leanne and Solman, Annette and Shaw, Tim},
	month = may,
	year = {2018},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Telemedizin, clinical competence, education, graduate, education, professional, mobile health},
	pages = {e10229},
	file = {Brunner et al. - 2018 - An eHealth Capabilities Framework for Graduates an.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X2U5JUMT/Brunner et al. - 2018 - An eHealth Capabilities Framework for Graduates an.pdf:application/pdf},
}

@article{taveira-gomes_what_2016,
	title = {What {Are} {We} {Looking} for in {Computer}-{Based} {Learning} {Interventions} in {Medical} {Education}? {A} {Systematic} {Review}},
	volume = {18},
	url = {http://www.jmir.org/2016/8/e204/},
	doi = {10.2196/jmir.5461},
	abstract = {Background: Computer-based learning (CBL) has been widely used in medical education, and reports regarding its usage and effectiveness have ranged broadly. Most work has been done on the effectiveness of CBL approaches versus traditional methods, and little has been done on the comparative effects of CBL versus CBL methodologies. These findings urged other authors to recommend such studies in hopes of improving knowledge about which CBL methods work best in which settings. Objective: In this systematic review, we aimed to characterize recent studies of the development of software platforms and interventions in medical education, search for common points among studies, and assess whether recommendations for CBL research are being taken into consideration. Methods: We conducted a systematic review of the literature published from 2003 through 2013. We included studies written in English, specifically in medical education, regarding either the development of instructional software or interventions using instructional software, during training or practice, that reported learner attitudes, satisfaction, knowledge, skills, or software usage. We conducted 2 latent class analyses to group articles according to platform features and intervention characteristics. In addition, we analyzed references and citations for abstracted articles. Results: We analyzed 251 articles. The number of publications rose over time, and they encompassed most medical disciplines, learning settings, and training levels, totaling 25 different platforms specifically for medical education. We uncovered 4 latent classes for educational software, characteristically making use of multimedia (115/251, 45.8\%), text (64/251, 25.5\%), Web conferencing (54/251, 21.5\%), and instructional design principles (18/251, 7.2\%). We found 3 classes for intervention outcomes: knowledge and attitudes (175/212, 82.6\%), knowledge, attitudes, and skills (11.8\%), and online activity (12/212, 5.7\%). About a quarter of the articles (58/227, 25.6\%) did not hold references or citations in common with other articles. The number of common references and citations increased in articles reporting instructional design principles (P=.03), articles measuring online activities (P=.01), and articles citing a review by Cook and colleagues on CBL (P=.04). There was an association between number of citations and studies comparing CBL versus CBL, independent of publication date (P=.02). Conclusions: Studies in this field vary highly, and a high number of software systems are being developed. It seems that past recommendations regarding CBL interventions are being taken into consideration. A move into a more student-centered model, a focus on implementing reusable software platforms for specific learning contexts, and the analysis of online activity to track and predict outcomes are relevant areas for future research in this field.},
	number = {8},
	journal = {J Med Internet Res},
	author = {Taveira-Gomes, Tiago and Ferreira, Patrícia and Taveira-Gomes, Isabel and Severo, Milton and Ferreira, Maria Amélia},
	month = aug,
	year = {2016},
	note = {ZSCC: 0000071},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Promotion:Argumentation, \#0:Zeitschriftenartikel:digital:learning, Digitale Bildung, Promotion:FU3, medical education, systematic review, b-learning, computer-based learning, internet-based learning},
	pages = {e204},
	file = {Taveira-Gomes et al. - 2016 - What Are We Looking for in Computer-Based Learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9LK7SC5B/Taveira-Gomes et al. - 2016 - What Are We Looking for in Computer-Based Learning.pdf:application/pdf},
}

@article{bastian_digitale_2021,
	title = {‹{Digitale} {Bildung}›: {Medienbezogene} {Bildungskonzepte} für die «nächste {Gesellschaft}»},
	volume = {31},
	issn = {424-3636},
	doi = {10/gh3sxj},
	language = {de-DE},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	editor = {Bastian, Jasmin and Rummler, Klaus},
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {240},
	file = {Bastian und Rummler - 2021 - ‹Digitale Bildung› Medienbezogene Bildungskonzept.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8MITSFXG/Bastian und Rummler - 2021 - ‹Digitale Bildung› Medienbezogene Bildungskonzept.pdf:application/pdf},
}

@article{liu_effectiveness_2016,
	title = {The {Effectiveness} of {Blended} {Learning} in {Health} {Professions}: {Systematic} {Review} and {Meta}-{Analysis}},
	volume = {18},
	doi = {10/f76s87},
	number = {1},
	journal = {Journal of Medical Internet Research},
	author = {Liu, Qian and Peng, Weijun and Zhang, Fan and Hu, Rong and Li, Yingxue and Yan, Weirong},
	year = {2016},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bildung, Multimedia, Krisenreaktion im Bildungsbereich, meta-analysis, Promotion:FU1, \#8:Zeitschriftenartikel:blended:learning, effectiveness, health professions, knowledge},
	pages = {e2},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/9QJV38TP/zma001396.pdf:application/pdf},
}

@article{lozano-lozano_blended_2020,
	title = {A {Blended} {Learning} {System} to {Improve} {Motivation}, {Mood} {State}, and {Satisfaction} in {Undergraduate} {Students}: {Randomized} {Controlled} {Trial}},
	volume = {22},
	url = {http://www.jmir.org/2020/5/e17101/},
	doi = {10.2196/17101},
	abstract = {Background: Smartphone-based learning, or mobile learning (m-learning), has become a popular learning-and-teaching strategy in educational environments. Blended learning combines strategies such as m-learning with conventional learning to offer continuous training, anytime and anywhere, via innovative learning activities. Objective: The main aim of this work was to examine the short-term (ie, 2-week) effects of a blended learning method using traditional materials plus a mobile app?the iPOT mobile learning app?on knowledge, motivation, mood state, and satisfaction among undergraduate students enrolled in a health science first-degree program. Methods: The study was designed as a two-armed, prospective, single-blind, randomized controlled trial. Subjects who met the inclusion criteria were randomly assigned to either the intervention group (ie, blended learning involving traditional lectures plus m-learning via the use of the iPOT app) or the control group (ie, traditional on-site learning). For both groups, the educational program involved 13 lessons on basic health science. The iPOT app is a hybrid, multiplatform (ie, iOS and Android) smartphone app with an interactive teacher-student interface. Outcomes were measured via multiple-choice questions (ie, knowledge), the Instructional Materials Motivation Survey (ie, motivation), the Profile of Mood States scale (ie, mood state), and Likert-type questionnaires (ie, satisfaction and linguistic competence). Results: A total of 99 students were enrolled, with 49 (49\%) in the intervention group and 50 (51\%) in the control group. No difference was seen between the two groups in terms of theoretical knowledge gain (P=.92). However, the intervention group subjects returned significantly higher scores than the control group subjects for all postintervention assessed items via the motivation questionnaire (all P{\textless}.001). Analysis of covariance (ANCOVA) revealed a significant difference in the confusion and bewilderment component in favor of the intervention group (P=.01), but only a trend toward significance in anger and hostility as well as total score. The intervention group subjects were more satisfied than the members of the control group with respect to five out of the six items evaluated: general satisfaction (P{\textless}.001), clarity of the instructions (P{\textless}.01), clarity with the use of the learning method (P{\textless}.001), enough time to complete the proposed exercises (P{\textless}.01), and improvement in the capacity to learn content (P{\textless}.001). Finally, the intervention group subjects who were frequent users of the app showed stronger motivation, as well as increased perception of greater gains in their English-language competence, than did infrequent users. Conclusions: The blended learning method led to significant improvements in motivation, mood state, and satisfaction compared to traditional teaching, and elicited statements of subjective improvement in terms of competence in English. Trial Registration: ClinicalTrials.gov NCT03335397; https://clinicaltrials.gov/ct2/show/NCT03335397},
	number = {5},
	journal = {J Med Internet Res},
	author = {Lozano-Lozano, Mario and Fern�ndez-Lao, Carolina and Cantarero-Villanueva, Irene and Noguerol, Ignacio and �lvarez-Salvago, Francisco and Cruz-Fern�ndez, Mayra and Arroyo-Morales, Manuel and Galiano-Castillo, Noelia},
	month = may,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Bildung, Multimedia, education, Promotion:FU1, \#8:Zeitschriftenartikel:blended:learning, teaching, learning, mobile apps, students, health occupations},
	pages = {e17101},
	file = {Lozano-Lozano et al. - 2020 - A Blended Learning System to Improve Motivation, M.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PBY95C75/Lozano-Lozano et al. - 2020 - A Blended Learning System to Improve Motivation, M.pdf:application/pdf},
}

@article{walldorf_using_2016,
	title = {Using {Foreign} {Virtual} {Patients} {With} {Medical} {Students} in {Germany}: {Are} {Cultural} {Differences} {Evident} and {Do} {They} {Impede} {Learning}?},
	volume = {18},
	url = {http://www.jmir.org/2016/9/e260/},
	doi = {10.2196/jmir.6040},
	abstract = {Background: Learning with virtual patients (VPs) is considered useful in medical education for fostering clinical reasoning. As the authoring of VPs is highly demanding, an international exchange of cases might be desirable. However, cultural differences in foreign VPs might hamper learning success. Objective: We investigated the need for support for using VPs from the United States at a German university, with respect to language and cultural differences. Our goal was to better understand potential implementation barriers of a intercultural VP exchange. Methods: Two VPs were presented to 30 German medical students featuring a cultural background different from German standards with respect to diagnostic and therapeutic procedures, ethical aspects, role models, and language (as identified by a cultural adaptation framework). Participants were assigned to two groups: 14 students were advised to complete the cases without further instructions (basic group), and 16 students received written explanatory supplemental information specifically with regard to cultural differences (supplement group). Using a 6-point scale (6=strongly agree), we analyzed the results of an integrated assessment of learning success as well as an evaluation of cases by the students on usefulness for learning and potential issues regarding the language and cultural background. Results: The German students found it motivating to work with cases written in English (6-point scale, 4.5 points). The clinical relevance of the VPs was clearly recognized (6 points), and the foreign language was considered a minor problem in this context (3 points). The results of the integrated learning assessment were similar in both groups (basic 53\% [SD 4] vs supplement 52\% [SD 4] correct answers, P=.32). However, students using the supplemental material more readily realized culturally different diagnostic and therapeutic strategies (basic 4 vs supplement 5 points, P=.39) and were less affirmative when asked about the transferability of cases to a German context (basic 5 vs supplement 3 points, P=.048). Conclusions: German students found English VPs to be highly clinically relevant, and they rated language problems much lower than they rated motivation to work on cases in English. This should encourage the intercultural exchange of VPs. The provision of supplemental explanatory material facilitates the recognition of cultural differences and might help prevent unexpected learning effects.},
	number = {9},
	journal = {J Med Internet Res},
	author = {Walldorf, Jens and J�hnert, Tina and Berman, B. Norman and Fischer, R. Martin},
	month = sep,
	year = {2016},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Digitale Bildung, medical education, competency-based education, virtual patients, cultural differences},
	pages = {e260},
}

@article{paim_development_2017,
	title = {Development of an {Educational} {Game} to {Set} {Up} {Surgical} {Instruments} on the {Mayo} {Stand} or {Back} {Table}: {Applied} {Research} in {Production} {Technology}},
	volume = {5},
	url = {http://games.jmir.org/2017/1/e1/},
	doi = {10.2196/games.6048},
	abstract = {Background: Existing research suggests that digital games can be used effectively for educational purposes at any level of training. Perioperative nursing educators can use games to complement curricula, in guidance and staff development programs, to foster team collaboration, and to give support to critical thinking in nursing practice because it is a complex environment. Objective: To describe the process of developing an educational game to set up surgical instruments on the Mayo stand or back table as a resource to assist the instructor in surgical instrumentation training for students and nursing health professionals in continued education. Methods: The study was characterized by applied research in production technology. It included the phases of analysis and design, development, and evaluation. The objectives of the educational game were developed through Bloom?s taxonomy. Parallel to the physical development of the educational game, a proposed model for the use of digital elements in educational game activities was applied to develop the game content. Results: The development of the game called ?Playing with Tweezers? was carried out in 3 phases and was evaluated by 15 participants, comprising students and professional experts in various areas of knowledge such as nursing, information technology, and education. An environment was created with an initial screen, menu buttons containing the rules of the game, and virtual tour modes for learning and assessment. Conclusions: The ?digital? nursing student needs engagement, stimulation, reality, and entertainment, not just readings. ?Playing with Tweezers? is an example of educational gaming as an innovative teaching strategy in nursing that encourages the strategy of involving the use of educational games to support theoretical or practical classroom teaching. Thus, the teacher does not work with only 1 type of teaching methodology, but with a combination of different methodologies. In addition, we cannot forget that skill training in an educational game does not replace curricular practice, but helps.},
	number = {1},
	journal = {JMIR Serious Games},
	author = {Paim, Padilha Crislaine Pires and Goldmeier, Silvia},
	month = jan,
	year = {2017},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, educational technology, nursing education research, perioperative nursing},
	pages = {e1},
}

@article{micheel_internet-based_2017,
	title = {Internet-{Based} {Assessment} of {Oncology} {Health} {Care} {Professional} {Learning} {Style} and {Optimization} of {Materials} for {Web}-{Based} {Learning}: {Controlled} {Trial} {With} {Concealed} {Allocation}},
	volume = {19},
	url = {http://www.jmir.org/2017/7/e265/},
	doi = {10.2196/jmir.7506},
	abstract = {Background: Precision medicine has resulted in increasing complexity in the treatment of cancer. Web-based educational materials can help address the needs of oncology health care professionals seeking to understand up-to-date treatment strategies. Objective: This study aimed to assess learning styles of oncology health care professionals and to determine whether learning style-tailored educational materials lead to enhanced learning. Methods: In all, 21,465 oncology health care professionals were invited by email to participate in the fully automated, parallel group study. Enrollment and follow-up occurred between July 13 and September 7, 2015. Self-enrolled participants took a learning style survey and were assigned to the intervention or control arm using concealed alternating allocation. Participants in the intervention group viewed educational materials consistent with their preferences for learning (reading, listening, and/or watching); participants in the control group viewed educational materials typical of the My Cancer Genome website. Educational materials covered the topic of treatment of metastatic estrogen receptor-positive (ER+) breast cancer using cyclin-dependent kinases 4/6 (CDK4/6) inhibitors. Participant knowledge was assessed immediately before (pretest), immediately after (posttest), and 2 weeks after (follow-up test) review of the educational materials. Study statisticians were blinded to group assignment. Results: A total of 751 participants enrolled in the study. Of these, 367 (48.9\%) were allocated to the intervention arm and 384 (51.1\%) were allocated to the control arm. Of those allocated to the intervention arm, 256 (69.8\%) completed all assessments. Of those allocated to the control arm, 296 (77.1\%) completed all assessments. An additional 12 participants were deemed ineligible and one withdrew. Of the 552 participants, 438 (79.3\%) self-identified as multimodal learners. The intervention arm showed greater improvement in posttest score compared to the control group (0.4 points or 4.0\% more improvement on average; P=.004) and a higher follow-up test score than the control group (0.3 points or 3.3\% more improvement on average; P=.02). Conclusions: Although the study demonstrated more learning with learning style-tailored educational materials, the magnitude of increased learning and the largely multimodal learning styles preferred by the study participants lead us to conclude that future content-creation efforts should focus on multimodal educational materials rather than learning style-tailored content.},
	number = {7},
	journal = {J Med Internet Res},
	author = {Micheel, M. Christine and Anderson, A. Ingrid and Lee, Patricia and Chen, Sheau-Chiann and Justiss, Katy and Giuse, B. Nunzia and Ye, Fei and Kusnoor, V. Sheila and Levy, A. Mia},
	month = jul,
	year = {2017},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Digitale Bildung, learning, education, distance, information dissemination, continuing education, online systems, medical oncology/education, teaching materials, Web-based Instruction},
	pages = {e265},
}

@article{nicolai_facebook_2017,
	title = {Facebook {Groups} as a {Powerful} and {Dynamic} {Tool} in {Medical} {Education}: {Mixed}-{Method} {Study}},
	volume = {19},
	url = {http://www.jmir.org/2017/12/e408/},
	doi = {10.2196/jmir.7990},
	abstract = {Background: Social networking sites, in particular Facebook, are not only predominant in students? social life but are to varying degrees interwoven with the medical curriculum. Particularly, Facebook groups have been identified for their potential in higher education. However, there is a paucity of data on user types, content, and dynamics of study-related Facebook groups. Objective: The aim of this study was to identify the role of study-related Facebook group use, characterize medical students that use or avoid using Facebook groups (demographics, participation pattern, and motivation), and analyze student posting behavior, covered topics, dynamics, and limitations in Facebook groups with regards to educational usage. Methods: Using a multi-method approach (interviews, focus groups, and qualitative and quantitative analysis of Facebook posts), we analyzed two representative Facebook groups of medical preclinical semesters at Ludwig-Maximilians-University (LMU) Munich. Facebook primary posts and replies over one semester were extracted and evaluated by using thematic content analysis. We developed and applied a coding scheme for studying the frequency and distribution of these posts. Additionally, we interviewed students with various degrees of involvement in the groups, as well as ?new minorities,? students not registered on Facebook. Results: Facebook groups seem to have evolved as the main tool for medical students at LMU to complement the curriculum and to discuss study-related content. These Facebook groups are self-organizing and quickly adapt to organizational or subject-related challenges posed by the curriculum. A wide range of topics is covered, with a dominance of organization-related posts (58.35\% [6916/11,853] of overall posts). By measuring reply rates and comments per category, we were able to identify learning tips and strategies, material sharing, and course content discussions as the most relevant categories. Rates of adequate replies in these categories ranged between 78\% (11/14) and 100\% (13/13), and the number of comments per post ranged from 8.4 to 13.7 compared with the average overall reply rate of 68.69\% (1167/1699) and 3.9 comments per post. User typology revealed social media drivers ({\textgreater}30 posts per semester) as engines of group function, frequent users (11-30 posts), and a majority of average users acting rather as consumers or lurkers (1-10 posts). Conclusions: For the moment, the medical faculty has no active involvement in these groups and therefore no influence on accuracy of information, professionalism, and ethical issues. Nevertheless, faculty could in the future benefit by extracting relevant information, identifying common problems, and understanding semester-related dynamics.},
	number = {12},
	journal = {J Med Internet Res},
	author = {Nicolai, Leo and Schmidbauer, Moritz and Gradel, Maximilian and Ferch, Sabine and Ant�n, Sof�a and Hoppe, Boj and Pander, Tanja and von der Borch, Philip and Pinilla, Severin and Fischer, Martin and Dimitriadis, Konstantinos},
	month = dec,
	year = {2017},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Digitale Bildung, Sozialwissenschaft, medical education, Facebook, faculty, networking},
	pages = {e408},
}

@article{tang_online_2018,
	title = {Online {Lectures} in {Undergraduate} {Medical} {Education}: {Scoping} {Review}},
	volume = {4},
	url = {http://mededu.jmir.org/2018/1/e11/},
	doi = {10.2196/mededu.9091},
	abstract = {Background: The adoption of the flipped classroom in undergraduate medical education calls on students to learn from various self-paced tools?including online lectures?before attending in-class sessions. Hence, the design of online lectures merits special attention, given that applying multimedia design principles has been shown to enhance learning outcomes. Objective: The aim of this study was to understand how online lectures have been integrated into medical school curricula, and whether published literature employs well-accepted principles of multimedia design. Methods: This scoping review followed the methodology outlined by Arksey and O'Malley (2005). Databases, including MEDLINE, PsycINFO, Education Source, FRANCIS, ERIC, and ProQuest, were searched to find articles from 2006 to 2016 related to online lecture use in undergraduate medical education. Results: In total, 45 articles met our inclusion criteria. Online lectures were used in preclinical and clinical years, covering basic sciences, clinical medicine, and clinical skills. The use of multimedia design principles was seldom reported. Almost all studies described high student satisfaction and improvement on knowledge tests following online lecture use. Conclusions: Integration of online lectures into undergraduate medical education is well-received by students and appears to improve learning outcomes. Future studies should apply established multimedia design principles to the development of online lectures to maximize their educational potential.},
	number = {1},
	journal = {JMIR Med Educ},
	author = {Tang, Brandon and Coret, Alon and Qureshi, Aatif and Barron, Henry and Ayala, Patricia Ana and Law, Marcus},
	month = apr,
	year = {2018},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Multimedia, Digitale Bildung, Assessment, scoping review, undergraduate medical education, online lectures},
	pages = {e11},
}

@article{vaysse_impact_2018,
	title = {The {Impact} of a {Small} {Private} {Online} {Course} as a {New} {Approach} to {Teaching} {Oncology}: {Development} and {Evaluation}},
	volume = {4},
	url = {http://mededu.jmir.org/2018/1/e6/},
	doi = {10.2196/mededu.9185},
	abstract = {Background: Oncology involves complex care and multidisciplinary management of patients; however, misinformation and ineffective communication remain problematic. Objective: The educational objective of our study was to develop a new teaching method to improve cancer treatment and management by emphasizing the link between hospitals (inpatients) and their surrounding communities (outpatients). Methods: A team of 22 professionals from public and private institutions developed a small private online course (SPOC). Each offering of the course lasted 6 weeks and covered 6 topics: individual health care plans, cancer surgery, ionizing radiation, cancer medicines, clinical research, and oncological supportive care. For participants in the course, we targeted people working in the cancer field. The SPOC used an active teaching method with collaborative and multidisciplinary learning. A final examination was offered in each session. We evaluated participants? satisfaction rate through a questionnaire and the success of the SPOC by participants? completion, success, and commitment rates. Results: Of the total participants (N=1574), 446 completed the evaluation form. Most participants were aged 31 to 45 years. Participants included 56 nurses, 131 pharmacists, 80 from the medical field (including 26 physicians), 53 from patients? associations, 28 health teachers, and 13 students (medical and paramedical). Among the participants, 24.7\% (90/446) had an independent medical practice, 38.5\% (140/446) worked in a public institution, and 36.8\% (134/446) worked in a private institution. After completing the SPOC sessions, 85.9\% (384/446) thought they had learned new information, 90.8\% (405/446) felt their expectations were met, and 90.4\% (403/446) considered that the information had a positive impact on their professional practice. The completion rate was 35.51\% (559/1574), the success rate was 71.47\% (1025/1574), and the commitment rate was 64.67\% (1018/1574). Concerning the cost effectiveness of SPOC compared with a traditional classroom of 25 students, online education became more effective when there were more than 950 participants. Conclusions: SPOCs improved the management of oncology patients. This new digital learning technique is an attractive concept to integrate into teaching practice. It offered optimal propagation of information and met the students? expectations.},
	number = {1},
	journal = {JMIR Med Educ},
	author = {Vaysse, Charlotte and Chantalat, Elodie and Beyne-Rauzy, Odile and Morineau, Louise and Despas, Fabien and Bachaud, Jean-Marc and Caunes, Nathalie and Poublanc, Muriel and Serrano, Elie and Bugat, Roland and Roug� Bugat, Marie-Eve and Fize, Anne-Laure},
	month = mar,
	year = {2018},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Digitale Bildung, education, medical, continuing education, education, medical, continuing, health education, oncology, small private online course, SPOC},
	pages = {e6},
}

@article{tyagi_leveraging_2020,
	title = {Leveraging {Providers}? {Preferences} to {Customize} {Instructional} {Content} in {Information} and {Communications} {Technology}?{Based} {Training} {Interventions}: {Retrospective} {Analysis} of a {Mobile} {Phone}?{Based} {Intervention} in {India}},
	volume = {8},
	url = {https://mhealth.jmir.org/2020/3/e15998},
	doi = {10.2196/15998},
	abstract = {Background: Many public health programs and interventions across the world increasingly rely on using information and communications technology (ICT) tools to train and sensitize health professionals. However, the effects of such programs on provider knowledge, practice, and patient health outcomes have been inconsistent. One of the reasons for the varied effectiveness of these programs is the low and varying levels of provider engagement, which, in turn, could be because of the form and mode of content used. Tailoring instructional content could improve engagement, but it is expensive and logistically demanding to do so with traditional training Objective: This study aimed to discover preferences among providers on the form (articles or videos), mode (featuring peers or experts), and length (short or long) of the instructional content; to quantify the extent to which differences in these preferences can explain variation in provider engagement with ICT-based training interventions; and to compare the power of content preferences to explain provider engagement against that of demographic variables. Methods: We used data from a mobile phone?based intervention focused on improving tuberculosis diagnostic practices among 24,949 private providers from 5 specialties and 1734 cities over 1 year. Engagement time was used as the primary outcome to assess provider engagement. K-means clustering was used to segment providers based on the proportion of engagement time spent on content formats, modes, and lengths to discover their content preferences. The identified clusters were used to predict engagement time using a linear regression model. Subsequently, we compared the accuracy of the cluster-based prediction model with one based on demographic variables of providers (eg, specialty and geographic location). Results: The average engagement time across all providers was 7.5 min (median 0, IQR 0-1.58). A total of 69.75\% (17,401/24,949) of providers did not consume any content. The average engagement time for providers with nonzero engagement time was 24.8 min (median 4.9, IQR 2.2-10.1). We identified 4 clusters of providers with distinct preferences for form, mode, and length of content. These clusters explained a substantially higher proportion of the variation in engagement time compared with demographic variables (32.9\% vs 1.0\%) and yielded a more accurate prediction for the engagement time (root mean square error: 4.29 vs 5.21 and mean absolute error: 3.30 vs 4.26). Conclusions: Providers participating in a mobile phone?based digital campaign have inherent preferences for instructional content. Targeting providers based on individual content preferences could result in higher provider engagement as compared to targeting providers based on demographic variables.},
	number = {3},
	journal = {JMIR Mhealth Uhealth},
	author = {Tyagi, Hanu and Sabharwal, Manisha and Dixit, Nishi and Pal, Arnab and Deo, Sarang},
	month = mar,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, health care providers, health care workers, mobile health, infectious diseases, public health, information technology, instructional technology, learning preferences, provider training, Promotion:04-04:4.4.4},
	pages = {e15998},
}

@article{hartnup_how_2018,
	title = {How an {Environment} of {Stress} and {Social} {Risk} {Shapes} {Student} {Engagement} {With} {Social} {Media} as {Potential} {Digital} {Learning} {Platforms}: {Qualitative} {Study}},
	volume = {4},
	url = {http://mededu.jmir.org/2018/2/e10069/},
	doi = {10.2196/10069},
	abstract = {Background: Social media has been increasingly used as a learning tool in medical education. Specifically, when joining university, students often go through a phase of adjustment, and they need to cope with various challenges such as leaving their families and friends and trying to fit into a new environment. Research has shown that social media helps students to connect with old friends and to establish new relationships. However, managing friendships on social media might intertwine with the new learning environment that shapes students? online behaviors. Especially, when students perceive high levels of social risks when using social media, they may struggle to take advantage of the benefits that social media can provide for learning. Objective: This study aimed to develop a model that explores the drivers and inhibitors of student engagement with social media during their university adjustment phase. Methods: We used a qualitative method by interviewing 78 undergraduate students studying medical courses at UK research-focused universities. In addition, we interviewed 6 digital technology experts to provide additional insights into students? learning behaviors on social media. Results: Students? changing relationships and new academic environment in the university adjustment phase led to various factors that affected their social media engagement. The main drivers of social media engagement were maintaining existing relationships, building new relationships, and seeking academic support. Simultaneously, critical factors that inhibited the use of social media for learning emerged, namely, collapsed online identity, uncertain group norms, the desire to present an ideal self, and academic competition. These inhibitors led to student stress when managing their social media accounts, discouraged them from actively engaging on social media, and prevented the full exploitation of social media as an effective learning tool. Conclusions: This study identified important drivers and inhibitors for students to engage with social media platforms as learning tools. Although social media supported students to manage their relationships and support their learning, the interaction of critical factors, such as collapsed online identity, uncertain group norms, the desire to present an ideal self, and academic competition, caused psychological stress and impeded student engagement. Future research should explore how these inhibitors can be removed to reduce students? stress and to increase the use of social media for learning. More specifically, such insights will allow students to take full advantage of being connected, thus facilitating a richer learning experience during their university life.},
	number = {2},
	journal = {JMIR Med Educ},
	author = {Hartnup, Becky and Dong, Lin and Eisingerich, Benedikt Andreas},
	month = jul,
	year = {2018},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Sozialwissenschaft, Resilienz, education, online learning, digital engagement, digital platforms, university adjustment},
	pages = {e10069},
}

@article{georg_web-based_2014,
	title = {Web-{Based} {Virtual} {Patients} in {Nursing} {Education}: {Development} and {Validation} of {Theory}-{Anchored} {Design} and {Activity} {Models}},
	volume = {16},
	url = {http://www.jmir.org/2014/4/e105/},
	doi = {10.2196/jmir.2556},
	abstract = {Background: Research has shown that nursing students find it difficult to translate and apply their theoretical knowledge in a clinical context. Virtual patients (VPs) have been proposed as a learning activity that can support nursing students in their learning of scientific knowledge and help them integrate theory and practice. Although VPs are increasingly used in health care education, they still lack a systematic consistency that would allow their reuse outside of their original context. There is therefore a need to develop a model for the development and implementation of VPs in nursing education. Objective: The aim of this study was to develop and evaluate a virtual patient model optimized to the learning and assessment needs in nursing education. Methods: The process of modeling started by reviewing theoretical frameworks reported in the literature and used by practitioners when designing learning and assessment activities. The Outcome-Present State Test (OPT) model was chosen as the theoretical framework. The model was then, in an iterative manner, developed and optimized to the affordances of virtual patients. Content validation was performed with faculty both in terms of the relevance of the chosen theories but also its applicability in nursing education. The virtual patient nursing model was then instantiated in two VPs. The students? perceived usefulness of the VPs was investigated using a questionnaire. The result was analyzed using descriptive statistics. Results: A virtual patient Nursing Design Model (vpNDM) composed of three layers was developed. Layer 1 contains the patient story and ways of interacting with the data, Layer 2 includes aspects of the iterative process of clinical reasoning, and finally Layer 3 includes measurable outcomes. A virtual patient Nursing Activity Model (vpNAM) was also developed as a guide when creating VP-centric learning activities. The students perceived the global linear VPs as a relevant learning activity for the integration of theory and practice. Conclusions: Virtual patients that are adapted to the nursing paradigm can support nursing students? development of clinical reasoning skills. The proposed virtual patient nursing design and activity models will allow the systematic development of different types of virtual patients from a common model and thereby create opportunities for sharing pedagogical designs across technical solutions.},
	number = {4},
	journal = {J Med Internet Res},
	author = {Georg, Carina and Zary, Nabil},
	month = apr,
	year = {2014},
	keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Digitale Bildung, nursing education, clinical reasoning, virtual patient},
	pages = {e105},
}

@article{chan_how_2017,
	title = {How the ?{Understanding} {Research} {Evidence}? {Web}-{Based} {Video} {Series} {From} the {National} {Collaborating} {Centre} for {Methods} and {Tools} {Contributes} to {Public} {Health} {Capacity} to {Practice} {Evidence}-{Informed} {Decision} {Making}: {Mixed}-{Methods} {Evaluation}},
	volume = {19},
	url = {http://www.jmir.org/2017/9/e286/},
	doi = {10.2196/jmir.6958},
	abstract = {Background: The National Collaborating Centre for Methods and Tools (NCCMT) offers workshops and webinars to build public health capacity for evidence-informed decision-making. Despite positive feedback for NCCMT workshops and resources, NCCMT users found key terms used in research papers difficult to understand. The Understanding Research Evidence (URE) videos use plain language, cartoon visuals, and public health examples to explain complex research concepts. The videos are posted on the NCCMT website and YouTube channel. Objective: The first four videos in the URE web-based video series, which explained odds ratios (ORs), confidence intervals (CIs), clinical significance, and forest plots, were evaluated. The evaluation examined how the videos affected public health professionals? practice. A mixed-methods approach was used to examine the delivery mode and the content of the videos. Specifically, the evaluation explored (1) whether the videos were effective at increasing knowledge on the four video topics, (2) whether public health professionals were satisfied with the videos, and (3) how public health professionals applied the knowledge gained from the videos in their work. Methods: A three-part evaluation was conducted to determine the effectiveness of the first four URE videos. The evaluation included a Web-based survey, telephone interviews, and pretest and posttests, which evaluated public health professionals? experience with the videos and how the videos affected their public health work. Participants were invited to participate in this evaluation through various open access, public health email lists, through informational flyers and posters at the Canadian Public Health Association (CPHA) conference, and through targeted recruitment to NCCMT?s network. Results: In the Web-based surveys (n=46), participants achieved higher scores on the knowledge assessment questions from watching the OR (P=.04), CI (P=.04), and clinical significance (P=.05) videos but not the forest plot (P=.12) video, as compared with participants who had not watched the videos. The pretest and posttest (n=124) demonstrated that participants had a better understanding of forest plots (P{\textless}.001) and CIs (P{\textless}.001) after watching the videos. Due to small sample size numbers, there were insufficient pretest and posttest data to conduct meaningful analyses on the clinical significance and OR videos. Telephone interview participants (n=18) thought the videos? use of animation, narration, and plain language was appropriate for people with different levels of understanding and learning styles. Participants felt that by increasing their understanding of research evidence, they could develop better interventions and design evaluations to measure the impact of public health initiatives. Conclusions: Overall, the results of the evaluation showed that watching the videos resulted in an increase in knowledge, and participants had an overall positive experience with the URE videos. With increased competence in using the best available evidence, professionals are empowered to contribute to decisions that can improve health outcomes of communities.},
	number = {9},
	journal = {J Med Internet Res},
	author = {Chan, Linda and Mackintosh, Jeannie and Dobbins, Maureen},
	month = sep,
	year = {2017},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Digitale Bildung, computer-assisted instruction, continuing education, evidence-based practice, public health, capacity building, public health practice},
	pages = {e286},
}

@article{chan_facebook_2020,
	title = {Facebook as a {Novel} {Tool} for {Continuous} {Professional} {Education} on {Dementia}: {Pilot} {Randomized} {Controlled} {Trial}},
	volume = {22},
	url = {https://www.jmir.org/2020/6/e16772},
	doi = {10.2196/16772},
	abstract = {Background: Social network sites (SNSs) are widely exploited in health education and communication by the general public, including patients with various conditions. Nevertheless, there is an absence of evidence evaluating SNSs in connecting health professionals for professional purposes. Objective: This pilot randomized controlled trial was designed to evaluate the feasibility of an intervention aiming to investigate the effects of a continuous professional education program utilizing Facebook to obtain knowledge on dementia and care for patients with dementia. Methods: Eighty health professionals from Hong Kong were recruited for participation in the study and randomized at a 1:1 ratio by a block randomization method to the intervention group (n=40) and control group (n=40). The intervention was an 8-week educational program developed to deliver updated knowledge on dementia care from a multidisciplinary perspective, either by Facebook (intervention group) or by email (control group) from October 2018 to January 2019. The primary outcomes were the effects of the intervention, measured by differences in the means of changes in pre- and postintervention scores of knowledge assessments from the 25-item Dementia Knowledge Assessment Scale (DKAS) and formative evaluation of 20 multiple choice questions. Other outcome measurements included participant compliance, participant engagement in Facebook, satisfaction, and self-perceived uses of Facebook for continuing professional education programs. Results: Significantly more intervention group participants (n=35) completed the study than the control group (n=25) (P{\textless}.001). The overall retention rate was 75\% (60/80). The mean of changes in scores in the intervention group were significant in all assessments (P{\textless}.001). A significant difference in the mean of changes in scores between the two groups was identified in the DKAS subscale Communication and Behavior (95\% CI 0.4-3.3, P=.02). There was no significant difference in the total DKAS scores, scores of other DKAS subscales, and multiple choice questions. Participant compliance was significantly higher in the intervention group than in the control group (P{\textless}.001). The mean numbers of participants accessing the learning materials were 31.5 (SD 3.9) and 17.6 (SD 5.2) in the intervention and control group, respectively. Polls attracted the highest level of participant engagement, followed by videos. Intervention group participants scored significantly higher in favoring the use of Facebook for the continuing education program (P=.03). Overall, participants were satisfied with the interventions (mean score 4 of a total of 5, SD 0.6). Conclusions: The significantly higher retention rate, together with the high levels of participant compliance and engagement, demonstrate that Facebook is a promising tool for professional education. Education delivered through Facebook was significantly more effective at improving participants? knowledge of how people with dementia communicate and behave. Participants demonstrated positive attitudes toward utilizing Facebook for professional learning. These findings provide evidence for the feasibility of using Facebook as an intervention delivery tool in a manner that can be rolled out into practical settings.},
	number = {6},
	journal = {J Med Internet Res},
	author = {Chan, SY Windy and Leung, YM Angela},
	month = jun,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Digitale Bildung, Soziale Arbeit, dementia, Facebook, continuous professional education},
	pages = {e16772},
	file = {Chan und Leung - 2020 - Facebook as a Novel Tool for Continuous Profession.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WM3WL8P7/Chan und Leung - 2020 - Facebook as a Novel Tool for Continuous Profession.pdf:application/pdf},
}

@article{bergeron_impact_2018,
	title = {Impact of a {Student}-{Driven}, {Virtual} {Patient} {Application} on {Objective} {Structured} {Clinical} {Examination} {Performance}: {Observational} {Study}},
	volume = {20},
	url = {http://www.jmir.org/2018/2/e60/},
	doi = {10.2196/jmir.7548},
	abstract = {Background: Peer-assisted learning (PAL) refers to a learning activity whereby students of similar academic level teach and learn from one another. Groupe de perfectionnement des habilet�s cliniques (Clinical Skills Improvement Group), a student organization at Universit� Laval, Canada, propelled PAL into the digital era by creating a collaborative virtual patient platform. Medical interviews can be completed in pairs (a student-patient and a student-doctor) through an interactive Web-based application, which generates a score (weighted for key questions) and automated feedback. Objectives: The aim of the study was to measure the pedagogical impact of the application on the score at medical interview stations at the summative preclerkship Objective Structured Clinical Examination (OSCE). Methods: We measured the use of the application (cases completed, mean score) in the 2 months preceding the OSCE. We also accessed the results of medical interview stations at the preclerkship summative OSCE. We analyzed whether using the application was associated with higher scores and/or better passing grades (?60\%) at the OSCE. Finally, we produced an online form where students could comment on their appreciation of the application. Results: Of the 206 students completing the preclerkship summative OSCE, 170 (82.5\%) were registered users on the application, completing a total of 3133 cases (18 by active user in average, 7 minutes by case in average). The appreciation questionnaire was answered online by 45 students who mentioned appreciating the intuitive, easy-to-use, and interactive design, the diversity of cases, and the automated feedback. Using the application was associated with reduced reported stress, improved scores (P=.04), and improved passing rates (P=.11) at the preclerkship summative OSCE. Conclusions: This study suggests that PAL can go far beyond small-group teaching, showing students? potential to create helpful pedagogical tools for their peers.},
	number = {2},
	journal = {J Med Internet Res},
	author = {Bergeron, David and Champagne, Jean-Nicolas and Qi, Wen and Dion, Maxime and Th�riault, Julie and Renaud, Jean-S�bastien},
	month = feb,
	year = {2018},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, medical education, undergraduate, virtual patient, peer-assisted learning},
	pages = {e60},
	file = {Bergeron et al. - 2018 - Impact of a Student-Driven, Virtual Patient Applic.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UHHUXZYT/Bergeron et al. - 2018 - Impact of a Student-Driven, Virtual Patient Applic.pdf:application/pdf},
}

@article{nicoll_evaluation_2018,
	title = {Evaluation of {Technology}-{Enhanced} {Learning} {Programs} for {Health} {Care} {Professionals}: {Systematic} {Review}},
	volume = {20},
	url = {http://www.jmir.org/2018/4/e131/},
	doi = {10.2196/jmir.9085},
	abstract = {Background: Technology-enhanced learning (TEL) programs are increasingly seen as the way in which education for health care professionals can be transformed, giving access to effective ongoing learning and training even where time or geographical barriers exist. Given the increasing emphasis on this mode of educational support for health care practitioners, it is vital that we can effectively evaluate and measure impact to ensure that TEL programs are effective and fit for purpose. This paper examines the current evidence base for the first time, in relation to the evaluation of TEL programs for health care professionals. Objective: We conducted a systematic review of the current literature relating to the evaluation of TEL programs for health care professionals and critically appraised the quality of the studies. Methods: This review employed specific search criteria to identify research studies that included evaluation of TEL for health care professionals. The databases searched included Medline Ovid, Cumulative Index of Nursing and Allied Health Literature Plus Advanced, Applied Social Sciences Index and Abstracts, ZETOC, Institute of Electrical and Electronics Engineers Explore Digital Library, Allied and Complementary Medicine, and Education Resources Information Center between January 2006 and January 2017. An additional hand search for relevant articles from reference lists was undertaken. Each of the studies identified was critically appraised for quality using the Crowe Critical Appraisal Tool. This approach produced a percentage total score for each study across specified categories. A proportion of the studies were independently assessed by an additional two reviewers. Results: The review identified 21 studies that met the inclusion criteria. The studies included scored totals across eight categories within a range of 37\%-95\% and an average score of 68\%. Studies that measured TEL using learner satisfaction surveys, or combined pretest and posttest knowledge score testing with learner satisfaction surveys, were found to be the most common types of TEL evaluations evident in the literature. The studies reviewed had low scores across reporting on ethical matters, design, and data collection categories. Conclusions: There continues to be a need to develop effective and standard TEL evaluation tools, and good quality studies that describe effective evaluation of TEL education for health care professionals. Studies often fail to provide sufficient detail to support transferability or direct future TEL health care education programs.},
	number = {4},
	journal = {J Med Internet Res},
	author = {Nicoll, Pam and MacRury, Sandra and van Woerden, C. Hugo and Smyth, Keith},
	month = apr,
	year = {2018},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Multimedia, Digitale Bildung, evaluation, effectiveness, digital learning, program evaluation, technology-enhanced learning},
	pages = {e131},
}

@article{lara_virtual_2020,
	title = {A {Virtual} {3D} {Dynamic} {Model} of {Caries} {Lesion} {Progression} as a {Learning} {Object} for {Caries} {Detection} {Training} and {Teaching}: {Video} {Development} {Study}},
	volume = {6},
	url = {http://mededu.jmir.org/2020/1/e14140/},
	doi = {10.2196/14140},
	abstract = {Background: In the last decade, 3D virtual models have been used for educational purposes in the health sciences, specifically for teaching human anatomy and pathology. These models provide an opportunity to didactically visualize key spatial relations that can be poorly understood when taught by traditional educational approaches. Caries lesion detection is a crucial process in dentistry that has been reported to be difficult to learn. One especially difficult aspect is linking clinical characteristics of the different severity stages with their histological features, which is fundamental for treatment decision-making. Objective: This project was designed to develop a virtual 3D digital model of caries lesion formation and progression to aid the detection of lesions at different severity stages as a potential complement to traditional lectures. Methods: Pedagogical planning, including identification of objectives, exploration of the degree of difficulty of caries diagnosis?associated topics perceived by dental students and lecturers, review of the literature regarding key concepts, and consultation of experts, was performed prior to constructing the model. An educational script strategy was created based on the topics to be addressed (dental tissues, biofilm stagnation areas, the demineralization process, caries lesion progression on occlusal surfaces, clinical characteristics related to different stages of caries progression, and histological correlations). Virtual 3D models were developed using the Virtual Man Project and refined using multiple 3D software applications. In the next phase, computer graphic modelling and previsualization were executed. After that, the video was revised and edited based on suggestions. Finally, explanatory subtitles were generated, the models were textured and rendered, and voiceovers in 3 languages were implemented. Results: We developed a 6-minute virtual 3D dynamic video in 3 languages (English, Spanish, and Brazilian Portuguese) intended for dentists and dental students to support teaching and learning of caries lesion detection. The videos were made available on YouTube; to date, they have received more than 100,000 views. Conclusions: Complementary pedagogical tools are valuable to support cariology education. This tool will be further tested in terms of utility and usability as well as user satisfaction in achieving the proposed objectives in specific contexts.},
	number = {1},
	journal = {JMIR Med Educ},
	author = {Lara, Sebastian Juan and Braga, Minatel Mariana and Zagatto, Gustavo Carlos and Wen, Lung Chao and Mendes, Medeiros Fausto and Murisi, Uribe Pedroza and Haddad, Estela Ana},
	month = may,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Digitale Bildung, dental education, caries, cariology, 3d virtual models, learning object},
	pages = {e14140},
}

@article{torabi_cardiology_2020,
	title = {A {Cardiology} {Handbook} {App} to {Improve} {Medical} {Education} for {Internal} {Medicine} {Residents}: {Development} and {Usability} {Study}},
	volume = {6},
	url = {http://mededu.jmir.org/2020/1/e14983/},
	doi = {10.2196/14983},
	abstract = {Background: At most institutions, internal medicine residents struggle with balancing clinical duties and learning opportunities, particularly during busy cardiology ward rotations. To improve learning experiences for residents, we helped develop a cardiology handbook app to supplement cardiology education. Objective: The aim of this study was to report the development, implementation, and preliminary impact of the Krannert Cardiology Handbook app on graduate medical education. Methods: In June 2017, 122 residents at Indiana University were invited to download the digital handbook in the Krannert app. The Krannert app featured a total of 13 chapters written by cardiology fellows and faculty at Indiana University. Residents were surveyed on their self-reported improvement in cardiology knowledge and level of satisfaction after using the Krannert app. Residents were also surveyed regarding their preference for a digital handbook app versus a paper handbook. Results: Of the 122 residents, 38 trainees (31.1\%) participated in survey evaluations. Among all respondents, 31 app users (82\%) reported that the app helped improve their cardiology knowledge base. The app had an overall favorable response. Conclusions: The Krannert app shows promise in augmenting clinical education in cardiology with mobile learning. Future work includes adding new topics, updating the content, and comparing the app to other learning modalities.},
	number = {1},
	journal = {JMIR Med Educ},
	author = {Torabi, Asad and Khemka, Abhishek and Bateman, V. Pantila},
	month = apr,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, cardiology, Innere Medizin, mobile learning, medical reference app},
	pages = {e14983},
}

@article{loescher_web-based_2019,
	title = {Web-{Based} {Skin} {Cancer} {Prevention} {Training} for {Massage} {Therapists}: {Protocol} for the {Massage} {Therapists} {Skin} {Health} {Awareness}, {Referral}, and {Education} {Study}},
	volume = {8},
	url = {http://www.researchprotocols.org/2019/5/e13480/},
	doi = {10.2196/13480},
	abstract = {Background: Skin cancer, the most common cancer in the United States, is costly and potentially deadly. Its burden can be reduced by early detection and prevention activities. The scope of skin cancer requires going beyond traditional health care providers to promote risk reduction. Partnering with the nonbiomedical workforce, such as massage therapists (MTs), may reach more individuals at risk. MTs see much of their clients? skin and are amenable to performing skin cancer risk reduction activities during massage appointments. Objective: The objective of this study is to describe the Massage Therapists Skin Health Awareness, Referral, and Education protocol, presenting an overview of our systematic approach to developing rigorous e-training for MTs to enable them to be partners in skin cancer risk reduction. We also describe procedures for usability and feasibility testing of the training. Methods: We developed an integrated electronic learning system that includes electronic training (e-training) technology, simulated client interactions, online data collection instruments, and in-person assessment of MTs? application of their training. Results: A total of 20 participants nationally scored the e-training as high for usability and satisfaction. We have screened an additional 77 MTs in Arizona for interest and eligibility, and currently have 37 enrolled participants, of whom 32 have completed the Web-based training. Conclusions: The structured and rigorous development approach for this skin cancer risk reduction and brief behavioral intervention e-training for MTs begins to fill a gap in skin cancer risk reduction research. Iterative usability testing of our asynchronous Web-based training resulted in positive participant response. Our e-training approach offers greater learner accessibility, increased convenience, and greater scalability than the few existing programs and has the potential to reach many MTs nationally. International Registered Report Identifier (IRRID): DERR1-10.2196/13480},
	number = {5},
	journal = {JMIR Res Protoc},
	author = {Loescher, J. Lois and Heslin, M. Kelly and Szalacha, A. Laura and Silva, E. Graciela and Muramoto, L. Myra},
	month = may,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, \#0:Zeitschriftenartikel:digital:learning, Digitale Bildung, Promotion:FU3, Promotion:Relevanz:3, skin cancer, health education, primary prevention, web-based learning, massage therapists, secondary prevention, Jofqeh-viggij-1jepmo, massage},
	pages = {e13480},
	file = {Loescher et al. - 2019 - Web-Based Skin Cancer Prevention Training for Mass.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FNULV48R/Loescher et al. - 2019 - Web-Based Skin Cancer Prevention Training for Mass.pdf:application/pdf},
}

@article{bientzle_association_2019,
	title = {Association of {Online} {Learning} {Behavior} and {Learning} {Outcomes} for {Medical} {Students}: {Large}-{Scale} {Usage} {Data} {Analysis}},
	volume = {5},
	url = {http://mededu.jmir.org/2019/2/e13529/},
	doi = {10.2196/13529},
	abstract = {Background: Digital learning environments have become very common in the training of medical professionals, and students often use such platforms for exam preparation. Multiple choice questions (MCQs) are a common format in medical exams and are used by students to prepare for said exams. Objective: We aimed to examine whether particular learning activities contributed more strongly than others to users? exam performance. Methods: We analyzed data from users of an online platform that provides learning materials for medical students in preparation for their final exams. We analyzed whether the number of learning cards viewed and the number of MCQs taken were positively related to learning outcomes. We also examined whether viewing learning cards or answering MCQs was more effective. Finally, we tested whether taking individual notes predicted learning outcomes, and whether taking notes had an effect after controlling for the effects of learning cards and MCQs. Our analyses from the online platform Amboss are based on user activity data, which supplied the number of learning cards studied and test questions answered. We also included the number of notes from each of those 23,633 users who had studied at least 200 learning cards and had answered at least 1000 test exam questions in the 180 days before their state exam. The activity data for this analysis was collected retrospectively, using Amboss archival usage data from April 2014 to April 2017. Learning outcomes were measured using the final state exam scores that were calculated by using the answers voluntarily entered by the participants. Results: We found correlations between the number of cards studied (r=.22; P{\textless}.001) and the number of test questions that had been answered (r=.23; P{\textless}.001) with the percentage of correct answers in the learners? medical exams. The number of test questions answered still yielded a significant effect, even after controlling for the number of learning cards studied using a hierarchical regression analysis (?=.14; P{\textless}.001; ?R2=.017; P{\textless}.001). We found a negative interaction between the number of learning cards and MCQs, indicating that users with high scores for learning cards and MCQs had the highest exam scores. Those 8040 participants who had taken at least one note had a higher percentage of correct answers (80.94\%; SD=7.44) than those who had not taken any notes (78.73\%; SD=7.80; t23631=20.95; P{\textless}.001). In a stepwise regression, the number of notes the participants had taken predicted the percentage of correct answers over and above the effect of the number of learning cards studied and of the number of test questions entered in step one (?=.06; P{\textless}.001; ?R2=.004; P{\textless}.001). Conclusions: These results show that online learning platforms are particularly helpful whenever learners engage in active elaboration in learning material, such as by answering MCQs or taking notes.},
	number = {2},
	journal = {JMIR Med Educ},
	author = {Bientzle, Martina and Hircin, Emrah and Kimmerle, Joachim and Knipfer, Christian and Smeets, Ralf and Gaudin, Robert and Holtz, Peter},
	month = aug,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, Promotion:Argumentation, \#0:Zeitschriftenartikel:digital:learning, learning outcomes, big data analytics, Jofqeh-viggij-1jepmo, learning engagement, medical online learning platform, writing notes},
	pages = {e13529},
	file = {Bientzle et al. - 2019 - Association of Online Learning Behavior and Learni.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8MMFR6HW/Bientzle et al. - 2019 - Association of Online Learning Behavior and Learni.pdf:application/pdf},
}

@inproceedings{al-anqoudi_traditional_2023,
	title = {Traditional {Vs} {Non}-{Traditional} {Assessment} {Activities} as {Learning} {Indicators} of {Student} {Learning}: {Teachers}' {Perceptions}},
	shorttitle = {Traditional {Vs} {Non}-{Traditional} {Assessment} {Activities} as {Learning} {Indicators} of {Student} {Learning}},
	url = {https://ieeexplore.ieee.org/document/10305928},
	doi = {10.1109/LWMOOCS58322.2023.10305928},
	abstract = {In online settings, some teachers express reservations about relying only on traditional assessments (e.g., tests, assignments, exams, etc.) as trustworthy instruments to evaluate students' understanding of the content accurately. A previous qualitative study revealed that the richness of online environments has allowed teachers to use traditional assessments (anything contributing to the final grade) and non-traditional assessment-based activities (not factored into the final grade but useful in gauging student knowledge) to assess their students' learning status. This study aims to compare the perceived accuracy of both types of assessment activities as indicators of student learning. A total of 124 participants engaged in online teaching completed a self-report instrument. The results revealed a significant difference in teachers' perceptions of the accuracy of traditional assessment activities (M = 3.16; SD =. 442) compared to non-traditional assessment activities (M = 3.05, SD =. 521), t (122) = -2.64, p =. 009 with small effect size (eta =. 02). No significant gender differences were observed in the perceptions of the accuracy of either assessment activities type. The most commonly employed traditional assessment activities were “final exams” (85.5\%) and “individual assignments” (83.9\%). In comparison, the most common non-traditional assessment methods to evaluate students' knowledge were “questions on previously taught content” (79.8\%) and “asking students questions about current content during the lecture” (79\%). A one-way analysis of variance revealed no significant differences in perceptions of the accuracy of traditional and non-traditional assessment activities among teachers with varying years of experience (up to 10 years, 11–15 years, and 16+ years). The findings suggest that certain non-traditional assessment activities can also be as accurate as traditional learning activities. Moreover, non-assessment-related activities are perceived to be effective learning indicators. This study has implications for academic institutions and educators interested in supplementing traditional approaches to assessing student learning with non-traditional methods.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Al-Anqoudi, Maha and Ada, Mireilla Bikanga and McQuistin, Stephen and Ntarmos, Nikos and Parkinson, Jack and Moshfeghi, Yashar},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:FU3, Promotion:Relevanz:3, Education, Online learning, \#4:Konferenz-Paper:MOOC, accuracy of assessments, Analysis of variance, assessments, Computer aided instruction, Discussion forums, Distance learning, Electronic learning, Instruments, learning activities},
	pages = {1--6},
	file = {Al-Anqoudi et al. - 2023 - Traditional Vs Non-Traditional Assessment Activiti.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L6NFYBUL/Al-Anqoudi et al. - 2023 - Traditional Vs Non-Traditional Assessment Activiti.pdf:application/pdf},
}

@inproceedings{hamonic_designing_2023,
	title = {Designing a unique revision loop updating courses simultaneously on different {MOOC} platforms},
	url = {https://ieeexplore.ieee.org/document/10305900},
	doi = {10.1109/LWMOOCS58322.2023.10305900},
	abstract = {This study introduces a content revision loop for simultaneous course updates across MOOC platforms. It uses a single source of truth and iterative, data-driven methodologies, enabling efficient dissemination of updates and assessment improvement. The approach provides a model for instructors managing courses on multiple platforms.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Hamonic, Ella and Sharrock, Rémi and Bonfert-Taylor, Petra and Goudzwaard, Michael and Memmi, Gérard and Chow, Catherine and Meise, Josh},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, Lernsystemarchitektur, Promotion:FU3, design, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, feedback collection process, Iterative methods, learning programming, LTI, Programming, revision, single source of truth},
	pages = {1--6},
	file = {Hamonic et al. - 2023 - Designing a unique revision loop updating courses .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/F2XW63HM/Hamonic et al. - 2023 - Designing a unique revision loop updating courses .pdf:application/pdf},
}

@inproceedings{elan_ev_professionalisierung_2014,
	address = {Oldenburg},
	series = {Digitale {Medien} in der {Hochschullehre}},
	title = {Professionalisierung der {Beratung} zum {Einsatz} digitaler {Medien} in der {Lehre}: {Das} {Weiterbildungskonzept} "{Hochschuldidaktische} {Beratung}"},
	volume = {2},
	copyright = {Deutsches Urheberrecht},
	shorttitle = {{TeachingTrends14}},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=18458},
	abstract = {Das Lernen und Lehren mit digitalen Medien an Hochschulen hat stark an Bedeutung gewonnen und wird durch aktuelle Programme des BMBF wie den "Qualitätspakt Lehre" oder "Aufstieg durch Bildung - offene Hochschulen" weiter gefördert. Digitale Medien können einen wichtigen Beitrag für hochschuldidaktische Innovation, für mehr Durchlässigkeit und die weitere Öffnung der Hochschulen für neue Zielgruppen leisten. In diesem Sammelband zum ELAN e.V.-Kongress "TEACHINGTRENDS14: Offen für neue Wege: Digitale Medien in der Hochschule" werden empirische Ergebnisse, Beispiele und Erfahrungsberichte zur Umsetzung und Integration didaktischer und technologischer Trends in der Hochschullehre in den Blick genommen. Schwerpunkte bilden hierbei digitale Medien für das forschende Lernen, heterogene Zielgruppen sowie neue Bildungstechnologien und Medienkompetenz. (Verlag)},
	language = {de-DE},
	urldate = {2023-02-17},
	booktitle = {Teaching {Trends} 2014. {Offen} für neue {Wege}: {Digitale} {Medien} in der {Hochschule}},
	publisher = {Waxmann Verlag GmbH},
	author = {Tjettmers, Stephan and Beckmann, Majana and Krüger, Marc and Steffen, Ralf and Dräger, Susanne and Rhein, Rüdiger and Bott, Oliver J.},
	editor = {{ELAN e.V.} and Zawacki-Richter, Olaf and Kergel, David and Kleinefeld, Norbert and Muckel, Petra and Stöter, Joachim and Brinkmann, Katrin},
	year = {2014},
	note = {Publisher: Waxmann},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Bildungstheorien, Promotion:Argumentation, Bildung, Multimedia, Deutschland, Digitale Bildung, Germany, Hochschullehre, University lecturing, University teaching, Educational Environment, Hochschule, Learning environment, Promotion:FU6, Kompetenz, University didactics, Academic studies, Studium, Hochschulbildung, Heterogeneity, Heterogenität, Digitale Medien:Bildungsinformatik, Media competence, Media skills, Lernumgebung, Studierender, Target group, Zielgruppe, Informations- und Kommunikationstechnologie, Computer based training, Computer-aided instruction, Computer-assisted instruction, Computerunterstützter Unterricht, Lower Saxony, Niedersachsen, Programmed instruction, \#6:Konferenz-Paper:Bildung:Technologie},
	pages = {249--263},
	file = {Tjettmers et al. - 2014 - Professionalisierung der Beratung zum Einsatz digi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PRW3AHML/Tjettmers et al. - 2014 - Professionalisierung der Beratung zum Einsatz digi.pdf:application/pdf},
}

@inproceedings{getto_e-learning_2019,
	address = {Duisburg, Essen},
	title = {E-{Learning}. {Ein} {Nachruf}. {Keine} wissenschaftliche {Analyse}},
	copyright = {Deutsches Urheberrecht},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=16860},
	doi = {10/grsth6},
	abstract = {Die Proceedings zur 26. Tagung der Gesellschaft für Medien in der Wissenschaft e.V. an der Universität Duisburg-Essen geben einen Einblick in die aktuelle Debatte zur Digitalisierung und zu ihren Implikationen für die Hochschulentwicklung. Die Beiträge des Bandes lenken die Aufmerksamkeit auf bildungspolitische, institutionelle und mediendidaktische Aspekte der Digitalisierung und zeigen mögliche Entwicklungsrichtungen für die weitere Diskussion. Hochschulen stehen vor der Herausforderung, Lehrenden und Studierenden ein breites Angebot an digitalen Lehr- und Lernressourcen und -services zur Verfügung zu stellen, das auch Unterschieden in der Vorbildung, der sozialen Herkunft und dem Studierverhalten Rechnung trägt und zugleich mehr Menschen den Zugang zu Wissenschaft und Bildung eröffnet. Vorgestellt werden aktuelle Ansätze aus dem deutschsprachigen Raum, wie entsprechende Zielhorizonte in Projekten und durch strukturelle Innovationen an Hochschulen angestrebt werden. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-02-17},
	booktitle = {Digitalisierung und {Hochschulentwicklung}: {Proceedings} zur 26. {Tagung} der {Gesellschaft} für {Medien} in der {Wissenschaft} e. {V}.},
	publisher = {Waxmann},
	author = {Hafer, Jörg and Bremer, Claudia and Himpsl-Gutermann, Klaus and {Thomas Köhler} and Thillosen, Anne},
	editor = {Getto, Barbara and Hintze, Patrick and Hintze, Patrick},
	month = oct,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU5, Bildung, Deutschland, Digitalisierung, Digitalization, Germany, Meeting, Tagung, Innovation, Bildungspolitik, \#7:Konferenz-Paper:digital:Medien, Hochschulentwicklung, University development, Duisburg, Media didactics},
	pages = {26--35},
	file = {Barbara [Hrsg et al. - 2019 - Digitalisierung und Hochschulentwicklung. Proceedi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MZ3ZTPJ2/Barbara [Hrsg et al. - 2019 - Digitalisierung und Hochschulentwicklung. Proceedi.pdf:application/pdf},
}

@inproceedings{schlimbach_selbstreguliertes_2022,
	title = {Selbstreguliertes, digitales {Lernen} - {Eine} {Taxonomie} zu den {Problemfeldern}},
	isbn = {978-3-95908-241-9},
	url = {https://tud.qucosa.de/id/qucosa%3A85622},
	doi = {10/gsc48n},
	language = {de-DE},
	urldate = {2023-06-17},
	booktitle = {Gemeinschaften in {Neuen} {Medien}. {Digitalität} und {Diversität}. {Mit} digitaler {Transformation} {Barrieren} überwinden!?},
	publisher = {Technische Universität Dresden},
	author = {Schlimbach, Ricarda and Lillig, Sascha and Khosrawi-Rad, Bijan and Robra-Bissantz, Susanne},
	month = oct,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, Digitale Bildung, \#7:Konferenz-Paper:digital:Medien},
	pages = {70--81},
	file = {Schlimbach et al. - 2022 - Selbstreguliertes, digitales Lernen - Eine Taxonom.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YK4HMLW5/Schlimbach et al. - 2022 - Selbstreguliertes, digitales Lernen - Eine Taxonom.pdf:application/pdf},
}

@article{lovey_basic_2021,
	title = {Basic {Medical} {Training} for {Refugees} via {Collaborative} {Blended} {Learning}: {Quasi}-{Experimental} {Design}},
	volume = {23},
	url = {https://www.jmir.org/2021/3/e22345},
	doi = {10.2196/22345},
	abstract = {Background: Globally, there is an excess of 68.5 million people who have been forced to leave their homes and seek sanctuary elsewhere because of poverty, persecution, conflict, violence, and human rights violations. Although international humanitarian responses usually focus on ensuring that the basic needs of these people are being met, there is growing attention on the role that development-oriented interventions can play in the longer term. Higher education in a refugee context is one such intervention that can equip refugees with the knowledge and skills they need to serve their communities and move forward. Objective: This study aims to evaluate the outcomes and effectiveness of the University of Geneva InZone-Raft Basic Medical Training Course in the Kakuma refugee camp in Kenya compared with a previous incarnation of the same course in the Dadaab refugee camp in Kenya. Methods: We used a quasi-experimental design to compare the posttest scores of both inequivalent student groups: control group (n=18) and intervention group (n=16). Factors that influenced refugee students? knowledge acquisition, the amount of knowledge they acquired, and their academic outcomes were assessed, and the pedagogical evolution of the project is presented. Results: We found that the Kakuma intervention course yielded better outcomes and was more effective in terms of learning than the Dadaab control course. Of the 16 students who took part in the intervention course, 10 (63\%) completed the program successfully and received accreditation from the University of Geneva. We observed that they received new knowledge well and scored higher on all learning modalities than those in the control course. Comparison of written and oral examinations between the courses showed statistical significance for the intervention group in written and oral exams (two-tailed: P=.006 and P=.05; one-tailed: P=.003 and P=.03, respectively). The Kakuma course was not effective in addressing electricity and internet access problems, nor in reducing the challenge of tight deadlines in the syllabus. Pedagogical adjustments to the intervention course improved student involvement, with higher participation rates in quizzes (10/11, 91\%), and overall satisfaction and learning. Conclusions: The intervention group?with an improved mode of delivery, better contextualized content, and further interaction?reached a higher level of medical knowledge acquisition and developed more complex questions on medical topics than the control group. The positive outcome of this project shows that given the right resources and support, refugees can contribute to the improvement and development of health care in their communities. Nonetheless, a more focused effort is necessary to meet the educational needs of refugee learners and better understand their living conditions.},
	number = {3},
	journal = {J Med Internet Res},
	author = {Lovey, Thibault and O'Keeffe, Paul and Petignat, Ianis},
	month = mar,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Promotion:Argumentation, Promotion:FU5, Bildung, Multimedia, Krisenreaktion im Bildungsbereich, \#8:Zeitschriftenartikel:blended:learning, mobile phone, innovation, refugees, basic medical training, higher education in emergencies},
	pages = {e22345},
	file = {Lovey et al. - 2021 - Basic Medical Training for Refugees via Collaborat.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SCEPYNWH/Lovey et al. - 2021 - Basic Medical Training for Refugees via Collaborat.pdf:application/pdf},
}

@incollection{albers_einsatz_2011,
	address = {Wiesbaden},
	edition = {1. Aufl.},
	series = {Medienbildung und {Gesellschaft}},
	title = {Der {Einsatz} digitaler {Medien} als {Herausforderung} von {Schule} - eine {Annäherung}},
	isbn = {978-3-531-16687-2},
	number = {Bd. 8},
	booktitle = {Schule in der digitalen {Welt}: medienpädagogische {Ansätze} und {Schulforschungsperspektiven}},
	publisher = {VS Verlag für Sozialwissenschaften},
	author = {Albers, Carsten and Magenheim, Johannes and Meister, Dorothee M.},
	editor = {Albers, Carsten and Magenheim, Johannes and Meister, Dorothee},
	year = {2011},
	note = {ZSCC: 0000019},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Teaching, Computer network resources, Internet in education},
	pages = {5--16},
}

@incollection{hefner_erwachsenwerden_2023,
	title = {Erwachsenwerden mit (mobilen) digitalen {Medien} und in digitalen {Sozialräumen}.},
	isbn = {978-3-17-036869-9},
	abstract = {Die Digitalisierung der Medienwelt hat neue Erfahrungs- und Handlungsräume geschaffen. Vor allem Jugendliche wenden sich diesen mit großer Begeisterung und hohem zeitlichen Aufwand zu. Sie pflegen virtuell ihre Beziehungen oder knüpfen neue, ohne dass diese an räumliche Grenzen gebunden sind. Sie agieren – über Soziale Medien – in digitalen Gemeinschaften oder demonstrieren ihre Zugehörigkeit zu diesen. Sie präsentieren, inszenieren und erproben ihre Gedanken-, Gefühls- und Wunschwelten in mehr oder weniger begrenzten digitalen Sozialräumen. In dieses Medienhandeln integrieren sie Identitätsfacetten, bereits stabile Bestandteile ihrer Persönlichkeit oder solche, die sie austesten wollen. In den virtuellen Räumen erleben sie soziale Einbettung, erhalten Aufmerksamkeit, soziale Unterstützung und Anerkennung und können sich als kompetente und teilhabende Subjekte erfahren. Sie können aber auch Erfahrungen machen, die negative Konsequenzen für das Selbstbild und den Selbstwert haben. Ausgrenzungserfahrungen oder das Erleiden von Angriffen im Kontext von Cybermobbing werden nicht selten berichtet (Knop, Hefner, Vorderer \& Schmitt, 2015). Die digital basierte Identitätsarbeit ergänzt die außermediale und kann sie bereichern oder engführen, je nachdem, welche Modi bspw. im Bereich der sozialen Vergleichsprozesse von den Jugendlichen gewählt werden bzw. sich diesen aufdrängen (Theunert, 2009). 
Digitale Medien bieten Möglichkeiten zum Lernen, zur Orientierung, zur Information und zur Alltagsorganisation. Neben Interaktivität und Multioptionalität als relevante Charakteristika sind die vielfältigen Möglichkeiten zu Eigenaktivität und kreativem Selbstausdruck, zu sozialer Vernetzung sowie die Allgegenwärtigkeit zu nennen, aber eben auch die Unüberschaubarkeit dessen, was Heranwachsenden heute medial zur Verfügung steht, und die mit den Möglichkeiten einhergehenden Herausforderungen (Hajok, 2018; Valkenburg \& Peter, 2011). Dass diese mediatisierten Kommunikations- und Handlungsoptionen chancen- und risikoreich zugleich sind, soll exemplarisch aufgezeigt werden.
Wie rasant sich mit der Digitalisierung die Produktion, Vermittlung und Rezeption medialer Inhalte beschleunigt haben (Rosa, 2005), wurde vielfältig diskutiert. Den Heranwachsenden, die sich die neuen Möglichkeiten schnell und unbefangen aneignen, bieten sich dadurch neue und durchaus attraktive Optionen zur Ausgestaltung des eigenen Alltags. Diese Optionen, Informationen und Kommunikationsakte kompetent im Leben zu integrieren ist für Jugendliche aber nicht immer einfach. Um dem potenziell entstehenden digitalen Stress durch permanente digitale Verfügbarkeit, kognitives wie emotionales Verarbeiten von Inhalten und Nachrichten anderer, konstante Selbstpräsentation (Hefner \& Vorderer, 2016) und anderen Herausforderungen zu begegnen, müssen spezifische Kompetenzen ausgebildet werden.
Eine aktuelle Jugenddiagnose kann und soll hier nicht geleistet werden. Vielmehr werden Nutzung und Funktionen von digitalen Medien im Leben und bei der Entwicklung Jugendlicher beleuchtet (► Kap. 11.1.1), Potentiale und Herausforderungen digitaler Mediennutzung (► Kap. 11.1.2), die Rolle der individuellen Persönlichkeitsstruktur, der soziale Kontext von Peers und Partner*innen sowie die Familie (► Kap. 11.1.3) fokussiert. Abschließend werden Kompetenzen dargestellt, die für die Mediensozialisation und für ein gelingendes Aufwachsen in digitalisierten Welten bedeutsam sind (► Kap. 11.1.4).},
	author = {Hefner, Dorothee and Knop, Karin},
	month = may,
	year = {2023},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {2018--226},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/4XIEGJDB/Hefner und Knop - 2023 - Erwachsenwerden mit (mobilen) digitalen Medien und.pdf:application/pdf},
}

@incollection{paulus_perspektiven_2021,
	address = {Münster},
	title = {Perspektiven von angehenden {Lehrpersonen} auf pädagogische {Medienkompetenzen} in {Zeiten} digitalen {Lehrens} und {Unterrichtens}},
	isbn = {978-3-8309-9362-9},
	url = {10.31244/9783830993629},
	abstract = {Die bisherige Forschung zu pädagogischen und unterrichtsbezogenen Medienkompetenzen von Lehramtsstudierenden ist überwiegend quantitativ ausgerichtet. Dabei werden die Perspektiven der zukünftigen Lehrer*innen zur pädagogischen Medienkompetenz nur selten in den Fokus gerückt, sodass dieser wichtige Aspekt im beruflichen Sozialisationsprozess als Desiderat beschrieben werden kann. MEDAL-rekonstruktiv versucht einen Beitrag zu leisten, diese Lücke zu schließen. Anknüpfend an Überlegungen der Grounded Theory Methodology und dem Framework Qualitative Inhaltsanalyse wird das im Zuge der quantitativen MEDAL-Studie (Medienkompetenz angehender Lehrpersonen) mittels einer offenen Frage erhobene Material durch eine induktiv-rekonstruktive Kategorienbildung erschlossen. Das Ziel der (Teil-)Studie ist es, folgende Fragen zu beantworten: Was ist den Lehramtsstudierenden in Bezug auf (pädagogische) Medienkompetenzen wichtig? Welchen Aspekten verleihen die Befragten Bedeutsamkeit, indem sie diese im Rahmen einer freiwilligen Teilnahme äußern? Die Ergebnisse deuten darauf hin, dass der Erwerb von pädagogischen Medienkompetenzen nicht nur durch Wissen über digitale Tools erworben werden kann. Dieser Erwerb erfordert Anwendungsgelegenheiten im fachspezifischen pädagogischen Kontext und kann als langfristiger, phasenübergreifender (Professionalisierungs-)Prozess angesehen werden, der auch mit Einstellungsveränderungen einherzugehen vermag.},
	booktitle = {Das {Bildungssystem} in {Zeiten} der {Krise}: {Empirische} {Befunde}, {Konsequenzen} und {Potenziale} für das {Lehren} und {Lernen}},
	publisher = {Waxmann Verlag GmbH},
	author = {Paulus, David and Veber, Marcel and Gollub, Patrick},
	editor = {Reintjes, Christian and Porsch, Raphaela and im Brahm, Grit},
	year = {2021},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, Kompetenz, FernUni-Hagen:MABM:M7C, Grounded Theory, Lehrer*innenbildung},
	file = {paulus_et_al_2021_perspektiven_von_angehenden_lehrpersonen_auf_padagogische_medienkompetenzen_in.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WH55WGVW/paulus_et_al_2021_perspektiven_von_angehenden_lehrpersonen_auf_padagogische_medienkompetenzen_in.pdf:application/pdf},
}

@incollection{fuhrer_informationen_2023,
	address = {Tübingen},
	series = {Schriftenreihe 2 der {Tübingen} {School} of {Education}},
	title = {Informationen aus dem {Internet} beurteilen: {Wahrheit} und {Quellenbeurteilung} in {Sozialen} {Medien} und digitalen {Diensten} aus {Perspektive} der {Medienethik}},
	isbn = {978-3-946552-91-8},
	shorttitle = {Informationen aus dem {Internet} beurteilen},
	url = {https://publikationen.uni-tuebingen.de/xmlui/bitstream/handle/10900/144580/Relativität%20und%20Normativität%20von%20Beurteilungen.pdf?sequence=1&isAllowed=y},
	abstract = {Jessica Heesen beschäftigt sich in ihrem Beitrag mit der Bewertung von Informationen aus dem Internet, insbesondere aus sozialen Medien, aus der Perspektive der Medienethik. Sie betont die Bedeutung dieser Fähigkeit für die schulische Bildung und diskutiert Wege zur Vermittlung kritischer Reflexion von Online-Informationen.

Bedeutung der Informationsbeurteilung im Internet: Heesen erörtert die Wichtigkeit der Fähigkeit, Informationen im Internet kritisch zu beurteilen, was besonders im Kontext der schulischen Bildung relevant ist. Im Mittelpunkt stehen dabei die Wahrheit von Informationen und die Glaubwürdigkeit von Quellen.
Medienethische Perspektive: Aus medienethischer Sicht ist es entscheidend, Schüler*innen zur Medienmündigkeit zu befähigen. Dies beinhaltet das Verständnis für die Funktionsweisen der öffentlichen Kommunikation und deren Abhängigkeit von Medientechniken und spezifischen Medienlogiken.
Herausforderungen digitaler Kommunikation: Probleme bei der Bewertung von Online-Informationen entstehen durch technische Einflüsse auf die Informationsauswahl, Meinungsstreit in sozialen Medien, die schiere Menge an Informationen und die mangelnde Vertrauenswürdigkeit von Quellen bis hin zu Manipulation und Falschinformation.
Demokratische und bildungsbezogene Perspektive:
Schulische Bildung soll Schülerinnen befähigen, als mündige Bürgerinnen in einer Demokratie teilzunehmen. Dazu gehört das Verständnis für die Mechanismen der öffentlichen Kommunikation.
Für die Nutzung von Online-Informationen im schulischen Kontext ist ein kritisches Bewusstsein für die Produktionsbedingungen von Informationen im Internet erforderlich. Schülerinnen sollten lernen, zwischen verschiedenen Informationsarten und Rollen von Akteurinnen im Internet zu unterscheiden.
Methoden und Hilfsmittel zur Informationsbewertung:
Medienkompetenzansätze und Konzepte wie Data oder Computer Literacy können nützlich sein, müssen jedoch durch kontextbezogene Lehrangebote ergänzt werden.
Einbindung von Expertinnen in den Unterricht, wie Faktenchecker oder Vertreterinnen von NGOs, kann hilfreich sein.
Unterstützung für die Unterrichtsgestaltung bieten verschiedene Organisationen und Websites, die spezifisches Material und Hilfsmittel bereitstellen.
Insgesamt betont Heesen die Notwendigkeit, Schüler*innen beizubringen, Informationen aus dem Internet kritisch zu hinterfragen und zu bewerten, um sie auf die Herausforderungen einer digital geprägten Informationslandschaft vorzubereiten.},
	language = {de-DE},
	urldate = {2024-01-21},
	booktitle = {Relativität und {Normativität} von {Beurteilungen}: {Fachübergreifende} und fachspezifische {Analysen}},
	author = {Heesen, Jessica},
	editor = {Führer, Carolin and Magirius, Marco and Bohl, Thorsten and Grewe, Bernd-Stefan and Polleichtner, Wolfgang and Ulfat, Fahimah},
	year = {2023},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {113--117},
}

@article{li_optimization_2023,
	title = {Optimization of enterprise human resource management system by using information search and machine learning},
	issn = {1432-7643, 1433-7479},
	url = {https://link.springer.com/10.1007/s00500-023-08992-2},
	doi = {10.1007/s00500-023-08992-2},
	abstract = {In modern market economy, effective management of human resources is one of the important factors for the success of enterprises. Enterprises need to fully leverage the enthusiasm and creativity of employees in management, pay attention to talent cultivation and development, and provide strong support for the development of the enterprise. This article proposes an enterprise human resource management system based on information search and machine learning technology. The system adopts various technical means, including data transmission, data information management, user identity and role authentication, network user interface, etc., to carry out security prevention and control of the system from multiple perspectives, meeting the actual security needs of enterprise human resource management system development and operation. At the same time, the system adopts Apriori and column level sorting as information search methods for recommendation and ﬁnding requirement items. After testing, the enterprise human resource management system proposed in this article has been proven to have good performance and reliability, and can quickly manage and analyze human resource data, meeting the requirements of enterprises for human resource management systems. This system can effectively improve the human resource management level of enterprises, improve the work efﬁciency and productivity of employees, and thus achieve the maximization of enterprise proﬁts and the enhancement of market competitiveness.},
	language = {en-US},
	urldate = {2024-07-11},
	journal = {Soft Computing},
	author = {Li, Sining and Zhou, Lin},
	month = jul,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit, Promotion:FU4b},
	pages = {11},
	file = {Li und Zhou - 2023 - Optimization of enterprise human resource manageme.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DZNUCIMC/Li und Zhou - 2023 - Optimization of enterprise human resource manageme.pdf:application/pdf},
}

@article{tudor_car_conversational_2020,
	title = {Conversational {Agents} in {Health} {Care}: {Scoping} {Review} and {Conceptual} {Analysis}},
	volume = {22},
	url = {http://www.jmir.org/2020/8/e17158/},
	doi = {10.2196/17158},
	abstract = {Background: Conversational agents, also known as chatbots, are computer programs designed to simulate human text or verbal conversations. They are increasingly used in a range of fields, including health care. By enabling better accessibility, personalization, and efficiency, conversational agents have the potential to improve patient care. Objective: This study aimed to review the current applications, gaps, and challenges in the literature on conversational agents in health care and provide recommendations for their future research, design, and application. Methods: We performed a scoping review. A broad literature search was performed in MEDLINE (Medical Literature Analysis and Retrieval System Online; Ovid), EMBASE (Excerpta Medica database; Ovid), PubMed, Scopus, and Cochrane Central with the search terms ?conversational agents,? ?conversational AI,? ?chatbots,? and associated synonyms. We also searched the gray literature using sources such as the OCLC (Online Computer Library Center) WorldCat database and ResearchGate in April 2019. Reference lists of relevant articles were checked for further articles. Screening and data extraction were performed in parallel by 2 reviewers. The included evidence was analyzed narratively by employing the principles of thematic analysis. Results: The literature search yielded 47 study reports (45 articles and 2 ongoing clinical trials) that matched the inclusion criteria. The identified conversational agents were largely delivered via smartphone apps (n=23) and used free text only as the main input (n=19) and output (n=30) modality. Case studies describing chatbot development (n=18) were the most prevalent, and only 11 randomized controlled trials were identified. The 3 most commonly reported conversational agent applications in the literature were treatment and monitoring, health care service support, and patient education. Conclusions: The literature on conversational agents in health care is largely descriptive and aimed at treatment and monitoring and health service support. It mostly reports on text-based, artificial intelligence?driven, and smartphone app?delivered conversational agents. There is an urgent need for a robust evaluation of diverse health care conversational agents? formats, focusing on their acceptability, safety, and effectiveness.},
	number = {8},
	journal = {J Med Internet Res},
	author = {Tudor Car, Lorainne and Dhinagaran, Ardhithy Dhakshenya and Kyaw, Myint Bhone and Kowatsch, Tobias and Joty, Shafiq and Theng, Yin-Leng and Atun, Rifat},
	month = aug,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, artificial intelligence, mobile phone, conversational agents, machine learning, health care, scoping review, chatbots},
	pages = {e17158},
}

@article{aylwin_faculty_2019,
	title = {Faculty and {Student} {Interaction} in an {Online} {Master}?s {Course}: {Survey} and {Content} {Analysis}},
	volume = {5},
	url = {http://mededu.jmir.org/2019/1/e10464/},
	doi = {10.2196/10464},
	abstract = {Background: The provision of online educational courses has soared since the creation of the World Wide Web, with most universities offering some degree of distance-based programs. The social constructivist pedagogy is widely accepted as the framework to provide education, but it largely relies on the face-to-face presence of students and faculty to foster a learning environment. The concern with online courses is that this physical interaction is removed, and therefore learning may be diminished. Objective: The Community of Inquiry (CoI) is a framework designed to support the educational experience of such courses. This study aims to examine the characteristics of the CoI across the whole of an entirely online master?s course. Methods: This research used a case study method, using a convergent parallel design to study the interactions described by the CoI model in an online master?s program. The MSc program studied is a postgraduate medical degree for doctors or allied health professionals. Different data sources were used to corroborate this dataset including content analysis of both asynchronous and synchronous discussion forums. Results: This study found that a CoI can be created within the different learning activities of the course. The discussion forums integral to online courses are a rich source of interaction, with the ability to promote social interaction, teaching presence, and cognitive learning. Conclusions: The results show that meaningful interaction between faculty and student can be achieved in online courses, which is important to ensure deep learning and reflection.},
	number = {1},
	journal = {JMIR Med Educ},
	author = {Aylwin, Christopher},
	month = apr,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, online learning, medicine, Community of Inquiry, faculty \& student interaction},
	pages = {e10464},
}

@article{liu_reinforcement_2020,
	title = {Reinforcement {Learning} for {Clinical} {Decision} {Support} in {Critical} {Care}: {Comprehensive} {Review}},
	volume = {22},
	url = {https://www.jmir.org/2020/7/e18477},
	doi = {10.2196/18477},
	abstract = {Background: Decision support systems based on reinforcement learning (RL) have been implemented to facilitate the delivery of personalized care. This paper aimed to provide a comprehensive review of RL applications in the critical care setting. Objective: This review aimed to survey the literature on RL applications for clinical decision support in critical care and to provide insight into the challenges of applying various RL models. Methods: We performed an extensive search of the following databases: PubMed, Google Scholar, Institute of Electrical and Electronics Engineers (IEEE), ScienceDirect, Web of Science, Medical Literature Analysis and Retrieval System Online (MEDLINE), and Excerpta Medica Database (EMBASE). Studies published over the past 10 years (2010-2019) that have applied RL for critical care were included. Results: We included 21 papers and found that RL has been used to optimize the choice of medications, drug dosing, and timing of interventions and to target personalized laboratory values. We further compared and contrasted the design of the RL models and the evaluation metrics for each application. Conclusions: RL has great potential for enhancing decision making in critical care. Challenges regarding RL system design, evaluation metrics, and model choice exist. More importantly, further work is required to validate RL in authentic clinical environments.},
	number = {7},
	journal = {J Med Internet Res},
	author = {Liu, Siqi and See, Choong Kay and Ngiam, Yuan Kee and Celi, Anthony Leo and Sun, Xingzhi and Feng, Mengling},
	month = jul,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, artificial intelligence, reinforcement learning, machine learning, Intensivmedizin, critical care, decision support systems, clinical},
	pages = {e18477},
}

@article{zhang_wechat_2019,
	title = {{WeChat} as a {Platform} for {Problem}-{Based} {Learning} in a {Dental} {Practical} {Clerkship}: {Feasibility} {Study}},
	volume = {21},
	url = {http://www.jmir.org/2019/3/e12127/},
	doi = {10.2196/12127},
	abstract = {Background: Problem-Based-Learning (PBL) has been widely accepted in student-centered medical education. Since WeChat is the most popular communication app in China, we have chosen to use WeChat as new platform for online PBL in order to reduce the limitations of traditional PBL in dental practical clerkships. Objective: This study aims to demonstrate the feasibility and acceptability of online PBL using WeChat (WeChat-PBL) in a dental practical clerkship. Methods: A total of 72 students in a dental practical clerkship and 10 tutors participated in this study from June to August 2017. We created 10 WeChat groups to provide a communication platform for the PBL teaching, in which the students selected the PBL cases themselves from their practical clerkship. After each individual PBL case, group members were required to complete an evaluation on the PBL process itself. A final questionnaire survey was completed by the participants to summarize the long-term evaluation of the whole WeChat-PBL experience after the 3-month clerkship. Data from the PBL cases, WeChat messages, periodic evaluations, and long-term evaluations were collected for analysis. Results: There were 45 cases presented in the WeChat-PBL within the 3-month clerkship. All students had positive reactions to the communication within the PBL groups. The results of the periodic evaluation showed that the students and tutors were quite satisfied with the process of WeChat-PBL and appreciated the group members? contributions and performance. The final questionnaire results indicated that the WeChat-PBL had achieved positive effects. Conclusions: The results of this study indicate the feasibility and acceptability of the app, WeChat, for problem-based learning in a dental practical clerkship.},
	number = {3},
	journal = {J Med Internet Res},
	author = {Zhang, Wei and Li, Zheng-Rong and Li, Zhi},
	month = mar,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, app, Zahnheilkunde, clerkship, PBL, WeChat},
	pages = {e12127},
}

@article{alexander_internet-based_2018,
	title = {An {Internet}-{Based} {Radiology} {Course} in {Medical} {School}: {Comparison} of {Academic} {Performance} of {Students} on {Campus} {Versus} {Those} {With} {Absenteeism} {Due} to {Residency} {Interviews}},
	volume = {4},
	url = {http://mededu.jmir.org/2018/1/e14/},
	doi = {10.2196/mededu.8747},
	abstract = {Background: Imaging and its optimal use are imperative to the practice of medicine, yet many students don?t receive a formal education in radiology. Concurrently, students look for ways to take time away from medical school for residency interviewing. Web-based instruction provides an opportunity to combine these imperatives using online modalities. Objective: A largely Web-based course in radiology during the 4th year of medical school was evaluated both for its acceptance to students who needed to be away from campus for interviews, and its effectiveness on a nationally administered standardized test. Methods: All students were placed into a structured program utilizing online videos, online modules, online textbook assignments, and live interactive online lectures. Over half of the course could be completed away from campus. The Alliance of Medical Student Educators in Radiology test exam bank was used as a final exam to evaluate medical knowledge. Results: Positive student feedback included the freedom to travel for interviews, hands-on ultrasound training, interactive teaching sessions, and quality Web-based learning modules. Negative feedback included taking quizzes in-person, a perceived outdated online textbook, and physically shadowing hospital technicians. Most students elected to take the course during the interview months of October through January. The Alliance of Medical Student Educators in Radiology final exam results (70.5\%) were not significantly different than the national cohort (70\%) who took the course in-person. Test scores from students taking the course during interview travel months were not significantly different from students who took the course before (P=.30) or after (P=.34) the interview season. Conclusions: Students desire to learn radiology and often choose to do so when they need to be away from campus during the fall of their 4th year of study to accomplish their residency interviews. Web-based education in radiology allows students? interview traveling and radiology course objectives to be successfully met without adversely affecting the outcomes on a nationally normed examination in radiology. A curriculum that includes online content and live Web-based teleconference access to faculty can accomplish both imperatives.},
	number = {1},
	journal = {JMIR Med Educ},
	author = {Alexander, George Andrew and Deas, Deborah and Lyons, Eric Paul},
	month = may,
	year = {2018},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, online education, imaging, radiology clerkship, radiology rotation, Web-based education},
	pages = {e14},
}

@article{pascoe_taking_2018,
	title = {Taking {Constructivism} {One} {Step} {Further}: {Post} {Hoc} {Analysis} of a {Student}-{Created} {Wiki}},
	volume = {4},
	url = {http://mededu.jmir.org/2018/1/e16/},
	doi = {10.2196/mededu.9197},
	abstract = {Background: Wiki platform use has potential to improve student learning by improving engagement with course material. A student-created wiki was established to serve as a repository of study tools for students in a medical school curriculum. There is a scarcity of information describing student-led creation of wikis in medical education. Objective: The aim is to characterize website traffic of a student-created wiki and evaluate student perceptions of usage via a short anonymous online survey. Methods: Website analytics were used to track visitation statistics to the wiki and a survey was distributed to assess ease of use, interest in contributing to the wiki, and suggestions for improvement. Results: Site traffic data indicated high usage, with a mean of 315 (SD 241) pageviews per day from July 2011 to March 2013 and 74,317 total user sessions. The mean session duration was 1.94 (SD 1.39) minutes. Comparing Fall 2011 to Fall 2012 sessions revealed a large increase in returning visitors (from 12,397 to 20,544, 65.7\%) and sessions via mobile devices (831 to 1560, 87.7\%). The survey received 164 responses; 88.0\% (162/184) were aware of the wiki at the time of the survey. On average, respondents felt that the wiki was more useful in the preclinical years (mean 2.73, SD 1.25) than in the clinical years (mean 1.88, SD 1.12; P{\textless}.001). Perceived usefulness correlated with the percent of studying for which the respondent used electronic resources (Spearman ?=.414, P{\textless}.001). Conclusions: Overall, the wiki was a highly utilized, although informal, part of the curriculum with much room for improvement and future exploration.},
	number = {1},
	journal = {JMIR Med Educ},
	author = {Pascoe, Michael and Monroe, Forrest and Macfarlane, Helen},
	month = jun,
	year = {2018},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, medical education, analytics, constructivist learning, wiki},
	pages = {e16},
}

@article{liaw_effectiveness_2016,
	title = {Effectiveness of a {Web}-{Based} {Simulation} in {Improving} {Nurses}? {Workplace} {Practice} {With} {Deteriorating} {Ward} {Patients}: {A} {Pre}- and {Postintervention} {Study}},
	volume = {18},
	url = {http://www.jmir.org/2016/2/e37/},
	doi = {10.2196/jmir.5294},
	abstract = {Background: Nurses play an important role in detecting patients with clinical deterioration. However, the problem of nurses failing to trigger deteriorating ward patients still persists despite the implementation of a patient safety initiative, the Rapid Response System. A Web-based simulation was developed to enhance nurses? role in recognizing and responding to deteriorating patients. While studies have evaluated the effectiveness of the Web-based simulation on nurses? clinical performance in a simulated environment, no study has examined its impact on nurses? actual practice in the clinical setting. Objective: The objective of this study was to evaluate the impact of Web-based simulation on nurses' recognition of and response to deteriorating patients in clinical settings. The outcomes were measured across all levels of Kirkpatrick?s 4-level evaluation model with clinical outcome on triggering rates of deteriorating patients as the primary outcome measure. Methods: A before-and-after study was conducted on two general wards at an acute care tertiary hospital over a 14-month period. All nurses from the two study wards who undertook the Web-based simulation as part of their continuing nursing education were invited to complete questionnaires at various time points to measure their motivational reaction, knowledge, and perceived transfer of learning. Clinical records on cases triggered by ward nurses from the two study wards were evaluated for frequency and types of triggers over a period of 6 months pre- and 6 months postintervention. Results: The number of deteriorating patients triggered by ward nurses in a medical general ward increased significantly (P{\textless}.001) from pre- (84/937, 8.96\%) to postintervention (91/624, 14.58\%). The nurses reported positively on the transfer of learning (mean 3.89, SD 0.49) from the Web-based simulation to clinical practice. A significant increase (P{\textless}.001) on knowledge posttest score from pretest score was also reported. The nurses also perceived positively their motivation (mean 3.78, SD 0.56) to engage in the Web-based simulation. Conclusions: This study provides evidence on the effectiveness of Web-based simulation in improving nursing practice when recognizing and responding to deteriorating patients. This educational tool could be implemented by nurse educators worldwide to address the educational needs of a large group of hospital nurses responsible for patients in clinical deterioration.},
	number = {2},
	journal = {J Med Internet Res},
	author = {Liaw, Ying Sok and Wong, Fun Lai and Lim, Ping Eunice Ya and Ang, Leng Sophia Bee and Mujumdar, Sandhya and Ho, Yin Jasmine Tze and Mordiffi, Zubaidah Siti and Ang, Kim Emily Neo},
	month = feb,
	year = {2016},
	keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, online learning, nursing education, nursing practice, clinical deterioration, transfer of learning},
	pages = {e37},
}

@article{alvarez_mobile_2015,
	title = {Mobile {Virtual} {Learning} {Object} for the {Assessment} of {Acute} {Pain} as a {Learning} {Tool} to {Assess} {Acute} {Pain} in {Nursing}: {An} {Analysis} of the {Mental} {Workload}},
	volume = {1},
	url = {http://mededu.jmir.org/2015/2/e15/},
	doi = {10.2196/mededu.4958},
	abstract = {Background: The inclusion of new technologies in education has motivated the development of studies on mental workload. These technologies are now being used in the teaching and learning process. The analysis enables identification of factors intervening in this workload as well as planning of overload prevention for educational activities using these technologies. Objective: To analyze the mental workload of an educational intervention with the Mobile Virtual Learning Object for the Assessment of Acute Pain in adults and newborns, according to the NASA Task Load Index criteria. Methods: A methodological study with data collected from 5 nurses and 75 students, from November of 2013 to February of 2014. Results: The highest students? and specialists? means were in the dimensions of ?Mental demand? (57.20 � 22.27; 51 � 29.45) and ?Performance? (58.47 � 24.19; 73 � 28.85). The specialists? mental workload index was higher (50.20 � 7.28) when compared with students? (47.87 � 16.85) on a scale from 0 to 100 (P=.557). Conclusions: The instrument allowed for the assessment of mental workload after an online educational intervention with a mobile learning virtual object. An excessive overload was not identified among participants. Assessing mental workload from the use of educational technologies at the end of a task is a key to their applicability, with the aim of providing a more effective, stimulating, and long-lasting experience of the learning process.},
	number = {2},
	journal = {JMIR Medical Education},
	author = {Alvarez, Graziela Ana and Sasso, Grace and Iyengar, Sriram},
	month = nov,
	year = {2015},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, nursing, nursing education, distance learning, educational technology, computer-assisted instruction, acute pain, nursing informatics, persuasive technology, mental workload},
	pages = {e15},
}

@article{akour_using_2021,
	title = {Using {Machine} {Learning} {Algorithms} to {Predict} {People}?s {Intention} to {Use} {Mobile} {Learning} {Platforms} {During} the {COVID}-19 {Pandemic}: {Machine} {Learning} {Approach}},
	volume = {7},
	url = {http://mededu.jmir.org/2021/1/e24032/},
	doi = {10.2196/24032},
	abstract = {Background: Mobile learning has become an essential instruction platform in many schools, colleges, universities, and various other educational institutions across the globe, as a result of the COVID-19 pandemic crisis. The resulting severe, pandemic-related circumstances have disrupted physical and face-to-face contact teaching practices, thereby requiring many students to actively use mobile technologies for learning. Mobile learning technologies offer viable web-based teaching and learning platforms that are accessible to teachers and learners worldwide. Objective: This study investigated the use of mobile learning platforms for instruction purposes in United Arab Emirates higher education institutions. Methods: An extended technology acceptance model and theory of planned behavior model were proposed to analyze university students? adoption of mobile learning platforms for accessing course materials, searching the web for information related to their disciplines, sharing knowledge, and submitting assignments during the COVID-19 pandemic. We collected a total of 1880 questionnaires from different universities in the United Arab Emirates. Partial least squares-structural equation modeling and machine learning algorithms were used to assess the research model, which was based on the data gathered from a student survey. Results: Based on our results, each hypothesized relationship within the research model was supported by our data analysis results. It should also be noted that the J48 classifier (89.37\% accuracy) typically performed better than the other classifiers when it came to the prediction of the dependent variable. Conclusions: Our study revealed that teaching and learning could considerably benefit from adopting remote learning systems as educational tools during the COVID-19 pandemic. However, the value of such systems could be lessened because of the emotions that students experience, including a fear of poor grades, stress resulting from family circumstances, and sadness resulting from a loss of friends. Accordingly, these issues can only be resolved by evaluating the emotions of students during the pandemic.},
	number = {1},
	journal = {JMIR Med Educ},
	author = {Akour, Iman and Alshurideh, Muhammad and Al Kurdi, Barween and Al Ali, Amel and Salloum, Said},
	month = feb,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, COVID-19, online learning, machine learning, prediction, technology acceptance model, fear, pandemic, behavior, theory of planned behavior, mobile learning, intent},
	pages = {e24032},
}

@article{murad_quantifying_2019,
	title = {Quantifying {Use} of a {Health} {Virtual} {Community} of {Practice} for {General} {Practitioners}? {Continuing} {Professional} {Development}: {A} {Novel} {Methodology} and {Pilot} {Evaluation}},
	volume = {21},
	url = {http://www.jmir.org/2019/11/e14545/},
	doi = {10.2196/14545},
	abstract = {Background: Health care practitioners (HPs), in particular general practitioners (GPs), are increasingly adopting Web-based social media platforms for continuing professional development (CPD). As GPs are restricted by time, distance, and demanding workloads, a health virtual community of practice (HVCoP) is an ideal solution to replace face-to-face CPD with Web-based CPD. However, barriers such as time and work schedules may limit participation in an HVCoP. Furthermore, it is difficult to gauge whether GPs engage actively or passively in HVCoP knowledge-acquisition for Web-based CPD, as GPs? competencies are usually measured with pre- and posttests. Objective: This study investigated a method for measuring the engagement features needed for an HVCoP (the Community Fracture Capture [CFC] Learning Hub) for learning and knowledge sharing among GPs for their CPD activity. Methods: A prototype CFC Learning Hub was developed using an Igloo Web-based social media software platform and involved a convenience sample of GPs interested in bone health topics. This Hub, a secure Web-based community site, included 2 key components: an online discussion forum and a knowledge repository (the Knowledge Hub). The discussion forum contained anonymized case studies (contributed by GP participants) and topical discussions (topics that were not case studies). Using 2 complementary tools (Google Analytics and Igloo Statistical Tool), we characterized individual participating GPs? engagement with the Hub. We measured the GP participants? behavior by quantifying the number of online sessions of the participants, activities undertaken within these online sessions, written posts made per learning topic, and their time spent per topic. We calculated time spent in both active and passive engagement for each topic. Results: Seven GPs participated in the CFC Learning Hub HVCoP from September to November 2017. The complementary tools successfully captured the GP participants? engagement in the Hub. GPs were more active in topics in the discussion forum that had direct clinical application as opposed to didactic, evidence-based discussion topics (ie, topical discussions). From our knowledge hub, About Osteoporosis and Prevention were the most engaging topics, whereas shared decision making was the least active topic. Conclusions: We showcased a novel complementary analysis method that allowed us to quantify the CFC Learning Hub?s usage data into (1) sessions, (2) activities, (3) active or passive time spent, and (4) posts made to evaluate the potential engagement features needed for an HVCoP focused on GP participants? CPD process. Our design and evaluation methods for ongoing use and engagement in this Hub may be useful to evaluate future learning and knowledge-sharing projects for GPs and may allow for extension to other HPs? environments. However, owing to the limited number of GP participants in this study, we suggest that further research with a larger cohort should be performed to validate and extend these findings.},
	number = {11},
	journal = {J Med Internet Res},
	author = {Murad, Abdulaziz and Hyde, Natalie and Chang, Shanton and Lederman, Reeva and Bosua, Rachelle and Pirotta, Marie and Audehm, Ralph and Yates, J. Christopher and Briggs, M. Andrew and Gorelik, Alexandra and Chiang, Cherie and Wark, D. John},
	month = nov,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Sozialwissenschaft, Methode, online learning, professional education, continuing education, general practitioners, online systems, information sharing, knowledgebases, quantitative evaluation, use-effectiveness},
	pages = {e14545},
}

@article{moehead_web-based_2020,
	title = {A {Web}-{Based} {Dementia} {Education} {Program} and its {Application} to an {Australian} {Web}-{Based} {Dementia} {Care} {Competency} and {Training} {Network}: {Integrative} {Systematic} {Review}},
	volume = {22},
	url = {http://www.jmir.org/2020/1/e16808/},
	doi = {10.2196/16808},
	abstract = {Background: Dementia education that meets quality and safety standards is paramount to ensure a highly skilled dementia care workforce. Web-based education provides a flexible and cost-effective medium. To be successful, Web-based education must contain features that promote learning and support knowledge translation into practice. The Dementia Care Competency and Training Network (DCC\&TN) has developed an innovative Web-based program that promotes improvement of the attitudes, knowledge, skills, behavior, and practice of clinicians, regardless of their work setting, in order to improve the quality of life for people living with dementia. Objective: This review aims to (1) determine the key features that are associated with an effective and functional Web-based education program?an effective and functional Web-based program is defined as one that measures results, is accessible, is user friendly, and translates into clinical practice?and (2) determine how these features correlate with the DCC\&TN. Methods: Six electronic databases?Medline, Embase, Cumulative Index to Nursing and Allied Health Literature (CINAHL), AusHealth, Nursing@Ovid, and Google Scholar?were searched for articles published between 2009 and 2018 using the following keywords: Education, Distance, Continuing, Learning, Online, Web-Based, Internet, Dementia, Program Evaluation, Validation Studies, Outcome and Process Assessment Healthcare, Nursing, Assisted Instruction, and Facilitated. The Critical Appraisal Skills Programme (CASP) and Kirkpatrick?s model for the evaluation of training were used to ensure quality and rigor of the analysis. Results: A total of 46 studies met the inclusion criteria. In total, 14 key features were associated with an effective Web-based learning environment, which enabled the environment to be as follows: self-directed, individualized, interactive, multimodal, flexible, accessible, consistent, cost-effective, measurable with respect to participant satisfaction, equitable, facilitated, nurturing of critical thinking and reflection, supportive of creating a learning community, and translated into practice. These features were further categorized into five subgroups: applicability, attractiveness, functionality, learner interaction, and implementation into practice. Literature frequently cites Kirkpatrick?s four-level model of evaluation and application in the review of education and training; however, few studies appeared to integrate all four levels of Kirkpatrick?s model. Features were then correlated against the DCC\&TN, with an encouraging connection found between these features and their inclusion within the content and structure of the DCC\&TN. Conclusions: A total of 14 key features were identified that support an effective and functional Web-based learning environment. Few studies incorporated Kirkpatrick?s salient elements of the model?reaction, learning, behavior, and results?in their evaluation and clinical application. It could, therefore, be considered prudent to include Kirkpatrick?s levels of training evaluation within studies of dementia training. There were few studies that evaluated Web-based dementia education programs, with even fewer reporting evidence that Web-based training could increase staff confidence, knowledge, skills, and attitudes toward people with dementia and be sustainable over time. The DCC\&TN appeared to contain the majority of key features and is one of the few programs inclusive of hospital, community, and residential care settings. The 14 key features can potentially enhance and complement future development of online training programs for health sciences education and beyond. The DCC\&TN model could potentially be used as a template for future developers and evaluators of Web-based dementia training.},
	number = {1},
	journal = {J Med Internet Res},
	author = {Moehead, Anne and DeSouza, Kathryn and Walsh, Karen and Pit, W. Sabrina},
	month = jan,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, education, nursing, online learning, distance education, training, dementia, competency, Web-based learning, network, capability, facilitated learning, person-centered, skills, workforce},
	pages = {e16808},
}

@article{liaw_designing_2015,
	title = {Designing and {Evaluating} an {Interactive} {Multimedia} {Web}-{Based} {Simulation} for {Developing} {Nurses}? {Competencies} in {Acute} {Nursing} {Care}: {Randomized} {Controlled} {Trial}},
	volume = {17},
	url = {http://www.jmir.org/2015/1/e5/},
	doi = {10.2196/jmir.3853},
	abstract = {Background: Web-based learning is becoming an increasingly important instructional tool in nursing education. Multimedia advancements offer the potential for creating authentic nursing activities for developing nursing competency in clinical practice. Objective: This study aims to describe the design, development, and evaluation of an interactive multimedia Web-based simulation for developing nurses? competencies in acute nursing care. Methods: Authentic nursing activities were developed in a Web-based simulation using a variety of instructional strategies including animation video, multimedia instructional material, virtual patients, and online quizzes. A randomized controlled study was conducted on 67 registered nurses who were recruited from the general ward units of an acute care tertiary hospital. Following a baseline evaluation of all participants? clinical performance in a simulated clinical setting, the experimental group received 3 hours of Web-based simulation and completed a survey to evaluate their perceptions of the program. All participants were re-tested for their clinical performances using a validated tool. Results: The clinical performance posttest scores of the experimental group improved significantly (P{\textless}.001) from the pretest scores after the Web-based simulation. In addition, compared to the control group, the experimental group had significantly higher clinical performance posttest scores (P{\textless}.001) after controlling the pretest scores. The participants from the experimental group were satisfied with their learning experience and gave positive ratings for the quality of the Web-based simulation. Themes emerging from the comments about the most valuable aspects of the Web-based simulation include relevance to practice, instructional strategies, and fostering problem solving. Conclusions: Engaging in authentic nursing activities using interactive multimedia Web-based simulation can enhance nurses? competencies in acute care. Web-based simulations provide a promising educational tool in institutions where large groups of nurses need to be trained in acute nursing care and accessibility to repetitive training is essential for achieving long-term retention of clinical competency.},
	number = {1},
	journal = {J Med Internet Res},
	author = {Liaw, Ying Sok and Wong, Fun Lai and Chan, Wai-Chi Sally and Ho, Yin Jasmine Tze and Mordiffi, Zubaidah Siti and Ang, Leng Sophia Bee and Goh, Sun Poh and Ang, Kim Emily Neo},
	month = jan,
	year = {2015},
	keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Multimedia, deterioration, acute nursing care, authentic learning, clinical competency, instructional strategies},
	pages = {e5},
}

@article{riley_exploring_2014,
	title = {Exploring the {Value} of {Technology} to {Stimulate} {Interprofessional} {Discussion} and {Education}: {A} {Needs} {Assessment} of {Emergency} {Medicine} {Professionals}},
	volume = {16},
	url = {http://www.jmir.org/2014/6/e162/},
	doi = {10.2196/jmir.3482},
	abstract = {Background: The emergency department (ED) is an environment fraught with increasing patient volumes, competing priorities, fluctuating information, and ad hoc interprofessional clinical teams. Limited time is available to reflect on and discuss clinical experiences, policies, or research with others on the involved team. Online resources, such as webcasts and blogs, offer an accessible platform for emergency shift workers to engage in interprofessional discussion and education. Objective: Our objective was to explore the current opportunities for shared learning and discussion and to discover the potential of online resources to foster and facilitate interprofessional education within an academic tertiary emergency department community. Methods: A qualitative study using semistructured interviews was conducted to solicit participants? views of the current culture of IPE in the ED, the potential value of introducing new online resources and technology in support of IPE, and possible barriers to uptake. Participation was voluntary and participants provided verbal informed consent. Results: Online resources discussed included webcasts, interactive discussion forums, websites, and dashboard with links to central repositories. Identified barriers to uptake of new online resources were an unwillingness to ?work? off-shift, a dislike of static one-directional communication, concerns with confidentiality, and the suggestion that new resources would be used by only a select few. Conclusions: Owing to the sensitive dynamics of emergency medicine?and the preference among its professional staff to foster interprofessional discussion and education through personal engagement, in an unhurried, non-stressful environment?introducing and investing in online resources should be undertaken with caution.},
	number = {6},
	journal = {J Med Internet Res},
	author = {Riley, Jennifer and McGowan, Melissa and Rozmovits, Linda},
	month = jun,
	year = {2014},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Notfallmedizin, qualitative research, technology, interprofessional education},
	pages = {e162},
}

@article{dafli_virtual_2015,
	title = {Virtual {Patients} on the {Semantic} {Web}: {A} {Proof}-of-{Application} {Study}},
	volume = {17},
	url = {http://www.jmir.org/2015/1/e16/},
	doi = {10.2196/jmir.3933},
	abstract = {Background: Virtual patients are interactive computer simulations that are increasingly used as learning activities in modern health care education, especially in teaching clinical decision making. A key challenge is how to retrieve and repurpose virtual patients as unique types of educational resources between different platforms because of the lack of standardized content-retrieving and repurposing mechanisms. Semantic Web technologies provide the capability, through structured information, for easy retrieval, reuse, repurposing, and exchange of virtual patients between different systems. Objective: An attempt to address this challenge has been made through the mEducator Best Practice Network, which provisioned frameworks for the discovery, retrieval, sharing, and reuse of medical educational resources. We have extended the OpenLabyrinth virtual patient authoring and deployment platform to facilitate the repurposing and retrieval of existing virtual patient material. Methods: A standalone Web distribution and Web interface, which contains an extension for the OpenLabyrinth virtual patient authoring system, was implemented. This extension was designed to semantically annotate virtual patients to facilitate intelligent searches, complex queries, and easy exchange between institutions. The OpenLabyrinth extension enables OpenLabyrinth authors to integrate and share virtual patient case metadata within the mEducator3.0 network. Evaluation included 3 successive steps: (1) expert reviews; (2) evaluation of the ability of health care professionals and medical students to create, share, and exchange virtual patients through specific scenarios in extended OpenLabyrinth (OLabX); and (3) evaluation of the repurposed learning objects that emerged from the procedure. Results: We evaluated 30 repurposed virtual patient cases. The evaluation, with a total of 98 participants, demonstrated the system?s main strength: the core repurposing capacity. The extensive metadata schema presentation facilitated user exploration and filtering of resources. Usability weaknesses were primarily related to standard computer applications? ease of use provisions. Most evaluators provided positive feedback regarding educational experiences on both content and system usability. Evaluation results replicated across several independent evaluation events. Conclusions: The OpenLabyrinth extension, as part of the semantic mEducator3.0 approach, is a virtual patient sharing approach that builds on a collection of Semantic Web services and federates existing sources of clinical and educational data. It is an effective sharing tool for virtual patients and has been merged into the next version of the app (OpenLabyrinth 3.3). Such tool extensions may enhance the medical education arsenal with capacities of creating simulation/game-based learning episodes, massive open online courses, curricular transformations, and a future robust infrastructure for enabling mobile learning.},
	number = {1},
	journal = {J Med Internet Res},
	author = {Dafli, Eleni and Antoniou, Panagiotis and Ioannidis, Lazaros and Dombros, Nicholas and Topps, David and Bamidis, D. Panagiotis},
	month = jan,
	year = {2015},
	keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, medical education, problem-based learning, educational assessment, data sharing, semantics},
	pages = {e16},
}

@article{papadopoulos_design_2013,
	title = {Design and {Evaluation} of a {Simulation} for {Pediatric} {Dentistry} in {Virtual} {Worlds}},
	volume = {15},
	url = {http://www.jmir.org/2013/10/e240/},
	doi = {10.2196/jmir.2651},
	abstract = {Background: Three-dimensional virtual worlds are becoming very popular among educators in the medical field. Virtual clinics and patients are already used for case study and role play in both undergraduate and continuing education levels. Dental education can also take advantage of the virtual world?s pedagogical features in order to give students the opportunity to interact with virtual patients (VPs) and practice in treatment planning. Objective: The objective of this study was to design and evaluate a virtual patient as a supplemental teaching tool for pediatric dentistry. Methods: A child VP, called Erietta, was created by utilizing the programming and building tools that online virtual worlds offer. The case is about an eight-year old girl visiting the dentist with her mother for the first time. Communication techniques such as Tell-Show-Do and parents? interference management were the basic elements of the educational scenario on which the VP was based. An evaluation of the simulation was made by 103 dental students in their fourth year of study. Two groups were formed: an experimental group which was exposed to the simulation (n=52) and a control group which did not receive the simulation (n=51). At the end, both groups were asked to complete a knowledge questionnaire and the results were compared. Results: A statistically significant difference between the two groups was found by applying a t test for independent samples (P{\textless}.001), showing a positive learning effect from the VP. The majority of the participants evaluated the aspects of the simulation very positively while 69\% (36/52) of the simulation group expressed their preference for using this module as an additional teaching tool. Conclusions: This study demonstrated that a pediatric dentistry VP built in a virtual world offers significant learning potential when used as a supplement to the traditional teaching techniques.},
	number = {10},
	journal = {J Med Internet Res},
	author = {Papadopoulos, Lazaros and Pentzou, Afroditi-Evaggelia and Louloudiadis, Konstantinos and Tsiatsos, Thrasyvoulos-Konstantinos},
	month = oct,
	year = {2013},
	keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Second Life, communication, virtual patient, behavior management, OpenSim, pediatric dentistry, tell-show-do, virtual world},
	pages = {e240},
}

@article{maloney_breakeven_2012,
	title = {Breakeven, {Cost} {Benefit}, {Cost} {Effectiveness}, and {Willingness} to {Pay} for {Web}-{Based} {Versus} {Face}-to-{Face} {Education} {Delivery} for {Health} {Professionals}},
	volume = {14},
	url = {http://www.jmir.org/2012/2/e47/},
	doi = {10.2196/jmir.2040},
	abstract = {Background: The introduction of Web-based education and open universities has seen an increase in access to professional development within the health professional education marketplace. Economic efficiencies of Web-based education and traditional face-to-face educational approaches have not been compared under randomized controlled trial conditions. Objective: To compare costs and effects of Web-based and face-to-face short courses in falls prevention education for health professionals. Methods: We designed two short courses to improve the clinical performance of health professionals in exercise prescription for falls prevention. One was developed for delivery in face-to-face mode and the other for online learning. Data were collected on learning outcomes including participation, satisfaction, knowledge acquisition, and change in practice, and combined with costs, savings, and benefits, to enable a break-even analysis from the perspective of the provider, cost-effectiveness analysis from the perspective of the health service, and cost-benefit analysis from the perspective of the participant. Results: Face-to-face and Web-based delivery modalities produced comparable outcomes for participation, satisfaction, knowledge acquisition, and change in practice. Break-even analysis identified the Web-based educational approach to be robustly superior to face-to-face education, requiring a lower number of enrollments for the program to reach its break-even point. Cost-effectiveness analyses from the perspective of the health service and cost-benefit analysis from the perspective of the participant favored face-to-face education, although the outcomes were contingent on the sensitivity analysis applied (eg, the fee structure used). Conclusions: The Web-based educational approach was clearly more efficient from the perspective of the education provider. In the presence of relatively equivocal results for comparisons from other stakeholder perspectives, it is likely that providers would prefer to deliver education via a Web-based medium. Trial Registration: Australian New Zealand Clinical Trials Registry (ACTRN): 12610000135011; http://www.anzctr.org.au/trial\_view.aspx?id=335135 (Archived by WebCite at http://www.webcitation.org/668POww4L)},
	number = {2},
	journal = {J Med Internet Res},
	author = {Maloney, Stephen and Haas, Romi and Keating, L. Jenny and Molloy, Elizabeth and Jolly, Brian and Sims, Jane and Morgan, Prue and Haines, Terry},
	month = apr,
	year = {2012},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, education, Economics, performance, teaching methods, training programs},
	pages = {e47},
}

@article{edirippulige_student_2012,
	title = {Student {Perceptions} of a {Hands}-on {Practicum} to {Supplement} an {Online} {eHealth} {Course}},
	volume = {14},
	url = {http://www.jmir.org/2012/6/e182/},
	doi = {10.2196/jmir.2029},
	abstract = {Background: Since 2000, the Centre for Online Health (COH) at The University of Queensland has offered a range of online eHealth courses at the undergraduate and postgraduate level. While online learning has a number of advantages, in some domains, it can present some challenges to the development of practical skills and experience. Objective: To assess students? perceptions of the value of an eHealth practicum. Methods: To supplement our online learning program, we introduced an eHealth practicum component that aimed to expose students to a range of clinically relevant learning experiences. Subsequently, by means of a questionnaire, student perceptions of the practicum were assessed. Results: Over two semesters, a total of 66 students participated in the eHealth practicum, and questionnaire responses were very positive. The majority of students agreed that the practicum allowed them to gain necessary skills in eHealth applications (59\%) and provided them with an opportunity to explore ways of using different eHealth tools for the delivery of health care at a distance (62\%). Conclusions: The study shows that a practical component in eHealth teaching was well received by students. While online teaching is appropriate for providing knowledge, the opportunity to develop practical skills may encourage students to use eHealth techniques in their future practices.},
	number = {6},
	journal = {J Med Internet Res},
	author = {Edirippulige, Sisira and Smith, C. Anthony and Armfield, R. Nigel and Bensink, Mark and Wootton, Richard},
	month = dec,
	year = {2012},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Telemedicine, curriculum, Education and training, Remote consultation},
	pages = {e182},
}

@article{de_gagne_microlearning_2019,
	title = {Microlearning in {Health} {Professions} {Education}: {Scoping} {Review}},
	volume = {5},
	url = {http://mededu.jmir.org/2019/2/e13997/},
	doi = {10.2196/13997},
	abstract = {Background: Microlearning, the acquisition of knowledge or skills in the form of small units, is endorsed by health professions educators as a means of facilitating student learning, training, and continuing education, but it is difficult to define in terms of its features and outcomes. Objective: This review aimed to conduct a systematic search of the literature on microlearning in health professions education to identify key concepts, characterize microlearning as an educational strategy, and evaluate pedagogical outcomes experienced by health professions students. Methods: A scoping review was performed using the bibliographic databases PubMed (MEDLINE), CINAHL, Education Resources Information Center, EMBASE, PsycINFO, Education Full Text (HW Wilson), and ProQuest Dissertations and Theses Global. A combination of keywords and subject headings related to microlearning, electronic learning, or just-in-time learning combined with health professions education was used. No date limits were placed on the search, but inclusion was limited to materials published in English. Pedagogical outcomes were evaluated according to the 4-level Kirkpatrick model. Results: A total of 3096 references were retrieved, of which 17 articles were selected after applying the inclusion and exclusion criteria. Articles that met the criteria were published between 2011 and 2018, and their authors were from a range of countries, including the United States, China, India, Australia, Canada, Iran, Netherlands, Taiwan, and the United Kingdom. The 17 studies reviewed included various health-related disciplines, such as medicine, nursing, pharmacy, dentistry, and allied health. Although microlearning appeared in a variety of subject areas, different technologies, such as podcast, short messaging service, microblogging, and social networking service, were also used. On the basis of Buchem and Hamelmann?s 10 microlearning concepts, each study satisfied at least 40\% of the characteristics, whereas all studies featured concepts of maximum time spent less than 15 min as well as content aggregation. According to our assessment of each article using the Kirkpatrick model, 94\% (16/17) assessed student reactions to the microlearning (level 1), 82\% (14/17) evaluated knowledge or skill acquisition (level 2), 29\% (5/17) measured the effect of the microlearning on student behavior (level 3), and no studies were found at the highest level. Conclusions: Microlearning as an educational strategy has demonstrated a positive effect on the knowledge and confidence of health professions students in performing procedures, retaining knowledge, studying, and engaging in collaborative learning. However, downsides to microlearning include pedagogical discomfort, technology inequalities, and privacy concerns. Future research should look at higher-level outcomes, including benefits to patients or practice changes. The findings of this scoping review will inform education researchers, faculty, and academic administrators on the application of microlearning, pinpoint gaps in the literature, and help identify opportunities for instructional designers and subject matter experts to improve course content in didactic and clinical settings.},
	number = {2},
	journal = {JMIR Med Educ},
	author = {De Gagne, Chang Jennie and Park, Kate Hyeyoung and Hall, Katherine and Woodward, Amanda and Yamane, Sandra and Kim, Suk Sang},
	month = jul,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, online learning, distance learning, mobile applications, Web 2.0, active learning, health occupations students},
	pages = {e13997},
}

@article{ross_adapting_2021,
	title = {Adapting a {Classroom} {Simulation} {Experience} to an {Online} {Escape} {Room} in {Nutrition} {Education}},
	volume = {25},
	doi = {10/gk76k3},
	number = {1},
	journal = {Online Learning},
	author = {Ross, Jenifer and Wright, Lauri and Arikawa, Andrea},
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/3RGSIG66/Adapting a Classroom Simulation Experience to an Online Escape Ro.pdf:application/pdf},
}

@incollection{stadler-altmann_fur_2021,
	address = {Landau},
	series = {Lehrerbildung auf dem {Prüfstand}},
	title = {Für den {Umgang} mit {Heterogenität} professionalisieren {Wie} bewerten {Grundschullehramtsstudierende} {Lehrangebote} im {Online}- und {Blended}-{LearningFormat}?},
	volume = {1},
	isbn = {978-3-944996-77-6},
	language = {de-DE},
	number = {14},
	booktitle = {Digitale {Lehrerbildung}},
	publisher = {Verlag Empirische Pädagogik},
	author = {Baumann, Rebecca and Martschinke, Sabine},
	editor = {Stadler-Altmann, Ulrike},
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#8:Buchteil:blended:learning},
	pages = {28--39},
	file = {Baumann und Martschinke - 2021 - Für den Umgang mit Heterogenität professionalisier.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EWL5LB6V/Baumann und Martschinke - 2021 - Für den Umgang mit Heterogenität professionalisier.pdf:application/pdf},
}

@incollection{stadler-altmann_sprachliches_2021,
	address = {Landau},
	series = {Lehrerbildung auf dem {Prüfstand}},
	title = {Sprachliches, literarisches und ästhetisches {Lernen} im digitalen {Raum}},
	volume = {1},
	isbn = {978-3-944996-77-6},
	language = {de-DE},
	number = {14},
	booktitle = {Digitale {Lehrerbildung}},
	publisher = {Verlag Empirische Pädagogik},
	author = {Egerer, Katharina and {Franziska Herrmann} and Hoffmann, Jeanette},
	editor = {Stadler-Altmann, Ulrike},
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {170--182},
	file = {Egerer et al. - 2021 - Sprachliches, literarisches und ästhetisches Lerne.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NQGJUBSZ/Egerer et al. - 2021 - Sprachliches, literarisches und ästhetisches Lerne.pdf:application/pdf},
}

@article{prodinger_onboarding_2024,
	title = {Onboarding und {E}-{Learning} in der {Nachhaltigen} {Tierhaltung} Österreich},
	abstract = {Sustainable Animal Husbandry Austria (NTÖ) aims to educate farmers in cattle, poultry, sheep, and goat farming. Each sector has the educational staff required to carry out educational programs funded by the M1a project for knowledge transfer and information measures in agriculture and forestry. Because of the unique forms and procedures involved, managing such initiatives necessitates competencies and know-how that may extend beyond typical project and education management.},
	language = {de-A},
	author = {Prodinger, Michael and Klausner, Daniela and Prodinger, Johanna},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, Lernsystemarchitektur, Promotion:FU1, \#5:Zeitschriftenartikel:e-learning},
	file = {Prodinger et al. - Onboarding und E-Learning in der Nachhaltigen Tier.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XXY7NFQQ/Prodinger et al. - Onboarding und E-Learning in der Nachhaltigen Tier.pdf:application/pdf},
}

@book{kerres_mediendidaktik_2024,
	edition = {6. Aufl.},
	series = {De {Gruyter} {Studium}},
	title = {Mediendidaktik: {Lernen} in der digitalen {Welt}},
	isbn = {978-3-11-120107-8},
	language = {de-DE},
	publisher = {Walter de Gruyter GmbH},
	author = {Kerres, Michael},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Dittler et al. - Weitere empfehlenswerte Titel.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UWHCT2ZP/Dittler et al. - Weitere empfehlenswerte Titel.pdf:application/pdf},
}

@article{mayer_lehren_2022,
	title = {Lehren und {Lernen} mit {Enterprise} {Resource} {Planning} ({ERP}) {Systemen} – {Typische} {Bearbeitungsprobleme} als {Grundlage} der {Lernprozessgestaltung}},
	issn = {1618-8543},
	shorttitle = {Lehren und {Lernen} mit {Enterprise} {Resource} {Planning} ({ERP}) {Systemen}},
	url = {https://www.bwpat.de/ausgabe/43/mayer},
	abstract = {Der Einsatz von Enterprise Resource Planning (ERP) Systemen in der (kaufmännischen) Berufsausbildung bietet aus instruktionaler Perspektive einige vielversprechende Lernpotentiale, handelt es sich doch um authentische virtuelle Lernräume, die eine Veranschaulichung ganzheitlicher Geschäftsprozesse betrieblicher Wertschöpfungsketten ermöglichen und ein ganzheitliches Verständnis gewerblich-technischer und kaufmännischer Abläufe fördern könnten. Nichtsdestotrotz können diese Potentiale in Ausbildungsbetrieben oft nicht umfassend genutzt werden, denn ERP-Systeme sind i. d. R. auf branchenspezifische und betriebliche Anforderungen angepasst (‚Customizing‘) und individuelle Zugänge im System sind lediglich eingeschränkt möglich. Entsprechend rückt der Lernort Berufsschule in den Blickpunkt. Hier werden mittels didaktisch reduzierter ERP-Systeme und begleitender Lernmaterialien Geschäftsprozesse im virtuellen Lernraum bearbeitet und Lernen aus Fehlern ermöglicht. Hierfür müssen angehende Lehrkräfte entsprechend qualifiziert werden. Der Beitrag arbeitet typische Bearbeitungsprobleme aus einem Seminar zum Einsatz von ERP-Systemen mit Studierenden der Wirtschaftspädagogik heraus und nutzt diese Erkenntnisse als Grundlage für die Lernprozessgestaltung.},
	language = {de-DE},
	number = {43},
	urldate = {2023-02-20},
	journal = {Berufs- und Wirtschaftspädagogik - online},
	author = {Mayer, Christian W. F.},
	editor = {Büchter, Karin and Wilbers, Karl and Windelband, Lars and Gössling, Bernd},
	month = dec,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Weiterführung, Bildung, Multimedia, Lernsystemarchitektur, Promotion:FU3, \#a:Zeitschriftenartikel:online:lernen},
	file = {Mayer - 2022 - Lehren und Lernen mit Enterprise Resource Planning.html:/Users/jochenhanisch-johannsen/Zotero/storage/Q5RAFV5W/Mayer - 2022 - Lehren und Lernen mit Enterprise Resource Planning.html:text/html;Mayer - 2022 - Lehren und Lernen mit Enterprise Resource Planning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M27U5242/Mayer - 2022 - Lehren und Lernen mit Enterprise Resource Planning.pdf:application/pdf},
}

@inproceedings{niedermeier_aus_2020,
	address = {Salzburg},
	title = {Aus der {Praxis}: {Problemorientiertes} {Online}-{Lernen} zur hochschulübergreifenden {Vermittlung} von {Schlüsselkompetenzen} und {Inhalten} der {Psychologie} {Konzept} und studentische {Evaluation}},
	url = {https://pada.psycharchives.org/bitstream/f0668adb-b66e-4186-ad37-354259f92b72},
	abstract = {Im Jahr 2020 sollte die 13. Tagung Psychologiedidaktik und Evaluation in Salzburg stattfinden. Die Zahl der Beitragsanmeldungen war erfreulich hoch und alles war vorbereitet. Aufgrund der Coronakrise musste die Tagung schweren Herzens abgesagt werden. Dank der Sektion Aus-, Fort- und Weiterbildung im Berufsverband Deutscher Psychologinnen und Psychologen können die Beiträge zur Tagung dennoch veröffentlicht werden. Was erwartet Sie in diesem Sammelband? Nur einige Schlaglichter seien erwähnt: In Deutschland wurde 2019 das novellierte Psychotherapeutengesetz ver abschiedet. Das Gesetz wird nicht nur die Ausbildung der Psychotherapeutinnen und Psychotherapeuten verändern, sondern auch weitreichende Auswirkungen auf das Studienangebot und das Berufsfeld der Psychologinnen und Psychologen außerhalb der Psychotherapie haben. Schon in den vorhergehenden Bänden wurde die kontrovers geführte Diskussion um die Gesetzesnovelle dokumentiert. Zentralen Inhalte des novellierten Gesetzes werden vorgestellt und deren mögliche Konsequenzen erwähnt. Psychologie gehört zu den Studiengängen mit der höchsten Nachfrage. Zwei Beiträge beschäftigen sich mit Grundlegungen der Psychologiedidaktik. Thematisiert werden weiterhin Einflussfaktoren auf die Studienwahl, auch im Vergleich unterschiedlicher Fächer. Psychologie in Schulen bildet einen Schwerpunkt in dem vorliegenden Band, insbesondere was psychologischen Anteile der Lehramtsausbildung anbelangt. Hervor gehoben sei ein Artikel, der das Curriculum des neu eingerichteten Studiengangs für das Lehramt im Fach Psychologie an der Uni Paderborn vorstellen. Lehr- und Lernmethoden werden in verschiedenen Anwendungsfeldern thematisiert. Abgerundet wird die Sammlung der Beiträge durch den Schwerpunkt Evaluation. Dabei werden unter anderem die Vermittlung einer wissenschaftlichen Haltung, das problembasierte Lernen und die Studierendengesundheit thematisiert. Die vielfältigen Anwendungsbeispiele weisen auf das große Spektrum des pädagogisch-psychologischen Einsatzfelds hin.},
	language = {de-A},
	urldate = {2024-08-03},
	publisher = {Berufsverband Deutscher Psychologinnen und Psychologen e.V. (BDP)},
	author = {Niedermeier, Sandra and Huschitt, Julian and Fink, Jasmin and Winkler, Katrin},
	editor = {Krämer, Michael and Zumbach, Jörg and Deibl, Ines},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Promotion:FU2a, Systemanpassung, \#a:Konferenz-Paper:online:lernen},
	pages = {255--263},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/EJQANRN4/Niedermeier_Huschitt_Fink_Winkler_2020_Problemorientiertes_Online-Lernen_Konzept_und_Evaluation.pdf:application/pdf},
}

@incollection{turk_vielfalt_1978,
	address = {Opladen},
	edition = {1. Aufl},
	series = {Studienbücher zur {Sozialwissenschaft}},
	title = {Vielfalt},
	volume = {35},
	isbn = {978-3-531-21404-7},
	language = {de-DE},
	booktitle = {Handlungssysteme},
	publisher = {Westdeutscher Verlag},
	author = {Ashby, William Ross},
	editor = {Türk, Klaus},
	year = {1978},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Bildungstheorien, Sozialwissenschaft, Lernsystemarchitektur, Promotion:Fundament},
	pages = {48--60},
	file = {Ashby - 1978 - Vielfalt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SH6G9JNE/Ashby - 1978 - Vielfalt.pdf:application/pdf},
}

@article{decius_studierenden_nodate,
	title = {Die {Studierenden} im {Mittelpunkt}: {Personale} {Unterschiede} beim informellen und formalen {Lernen} in {Zeiten} virtueller {Lehre}},
	abstract = {Virtuelle Lehre spielt eine zunehmend wichtigere Rolle in der universitären Ausbildung. Der Fokus der bisherigen Forschung lag dabei jedoch insbesondere auf dem formalen Lernen (das heißt geplantes Lernen in Vorlesungen und Seminaren), während das auch bei Studierenden häufig vorkommende informelle Lernen vernachlässigt wurde (das heißt Lernen durch beispielsweise eigenes Ausprobieren, Feedback und Reflexion). Der vorliegende Beitrag widmet sich der Fragestellung, inwiefern personale Faktoren wie Persönlichkeit, Selbstwirksamkeit und akademisches Selbstkonzept mit dem Lernen in Zeiten virtueller Lehre in Verbindung stehen. Basierend auf deutschlandweit erhobenen Onlinebefragungsdaten von 823 Studierenden diverser Studienfächer wurde ein Strukturgleichungsmodell berechnet, welches formales und informelles Lernen simultan einbezieht. Die Ergebnisse zeigen, dass manche Personenfaktoren (zum Beispiel studienbezogene Selbstwirksamkeit) für beide Lernformen wichtig sind, während andere Personenfaktoren nur mit informellem Lernen (zum Beispiel Extraversion) beziehungsweise mit formalem Lernen (zum Beispiel akademisches Selbstkonzept mit sozialer Bezugsnorm) signifikant zusammenhängen. Die sich ergebenden Implikationen für Lehrende und Studierende an Universitäten sowie für die angewandte Bildungsforschung werden diskutiert.},
	language = {de-DE},
	author = {Decius, Julian and Dannowsky, Janika and Schaper, Niclas},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU5, Bildung, \#a:Zeitschriftenartikel:online:lernen},
	file = {Decius et al. - Die Studierenden im Mittelpunkt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2USAERF3/Decius et al. - Die Studierenden im Mittelpunkt.pdf:application/pdf},
}

@article{rat_development_2018,
	title = {Development of a {Web}-{Based} {Formative} {Self}-{Assessment} {Tool} for {Physicians} to {Practice} {Breaking} {Bad} {News} ({BRADNET})},
	volume = {4},
	url = {http://mededu.jmir.org/2018/2/e17/},
	doi = {10.2196/mededu.9551},
	abstract = {Background: Although most physicians in medical settings have to deliver bad news, the skills of delivering bad news to patients have been given insufficient attention. Delivering bad news is a complex communication task that includes verbal and nonverbal skills, the ability to recognize and respond to patients? emotions and the importance of considering the patient?s environment such as culture and social status. How bad news is delivered can have consequences that may affect patients, sometimes over the long term. Objective: This project aimed to develop a Web-based formative self-assessment tool for physicians to practice delivering bad news to minimize the deleterious effects of poor way of breaking bad news about a disease, whatever the disease. Methods: BReaking bAD NEws Tool (BRADNET) items were developed by reviewing existing protocols and recommendations for delivering bad news. We also examined instruments for assessing patient-physician communications and conducted semistructured interviews with patients and physicians. From this step, we selected specific themes and then pooled these themes before consensus was achieved on a good practices communication framework list. Items were then created from this list. To ensure that physicians found BRADNET acceptable, understandable, and relevant to their patients? condition, the tool was refined by a working group of clinicians familiar with delivering bad news. The think-aloud approach was used to explore the impact of the items and messages and why and how these messages could change physicians? relations with patients or how to deliver bad news. Finally, formative self-assessment sessions were constructed according to a double perspective of progression: a chronological progression of the disclosure of the bad news and the growing difficulty of items (difficulty concerning the expected level of self-reflection). Results: The good practices communication framework list comprised 70 specific issues related to breaking bad news pooled into 8 main domains: opening, preparing for the delivery of bad news, communication techniques, consultation content, attention, physician emotional management, shared decision making, and the relationship between the physician and the medical team. After constructing the items from this list, the items were extensively refined to make them more useful to the target audience, and one item was added. BRADNET contains 71 items, each including a question, response options, and a corresponding message, which were divided into 8 domains and assessed with 12 self-assessment sessions. The BRADNET Web-based platform was developed according to the cognitive load theory and the cognitive theory of multimedia learning. Conclusions: The objective of this Web-based assessment tool was to create a ?space? for reflection. It contained items leading to self-reflection and messages that introduced recommended communication behaviors. Our approach was innovative as it provided an inexpensive distance-learning self-assessment tool that was manageable and less time-consuming for physicians with often overwhelming schedules.},
	number = {2},
	journal = {JMIR Med Educ},
	author = {Rat, Anne-Christine and Ricci, Laetitia and Guillemin, Francis and Ricatte, Camille and Pongy, Manon and Vieux, Rachel and Spitz, Elisabeth and Muller, Laurent},
	month = jul,
	year = {2018},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Digitale Bildung, health communication, physician-patient relationship, bad news disclosure},
	pages = {e17},
	file = {Rat et al. - 2018 - Development of a Web-Based Formative Self-Assessme.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XKVQUWV5/Rat et al. - 2018 - Development of a Web-Based Formative Self-Assessme.pdf:application/pdf},
}

@article{liyanagunawardena_elderly_2016,
	title = {Elderly {Learners} and {Massive} {Open} {Online} {Courses}: {A} {Review}},
	volume = {5},
	url = {http://www.i-jmr.org/2016/1/e1/},
	doi = {10.2196/ijmr.4937},
	abstract = {Background: Massive open online courses (MOOCs) have become commonplace in the e-learning landscape. Thousands of elderly learners are participating in courses offered by various institutions on a multitude of platforms in many different languages. However, there is very little research into understanding elderly learners in MOOCs. Objective: We aim to show that a considerable proportion of elderly learners are participating in MOOCs and that there is a lack of research in this area. We hope this assertion of the wide gap in research on elderly learners in MOOCs will pave the way for more research in this area. Methods: Pre-course survey data for 10 University of Reading courses on the FutureLearn platform were analyzed to show the level of participation of elderly learners in MOOCs. Two MOOC aggregator sites (Class Central and MOOC List) were consulted to gather data on MOOC offerings that include topics relating to aging. In parallel, a selected set of MOOC platform catalogues, along with a recently published review on health and medicine-related MOOCs, were searched to find courses relating to aging. A systematic literature search was then employed to identify research articles on elderly learners in MOOCs. Results: The 10 courses reviewed had a considerable proportion of elderly learners participating in them. For the over-66 age group, this varied from 0.5\% (on the course ?Managing people?) to 16.3\% (on the course ?Our changing climate?), while for the over-56 age group it ranged from 3.0\% (on ?A beginners guide to writing in English?) to 39.5\% (on ?Heart health?). Only six MOOCs were found to include topics related to aging: three were on the Coursera platform, two on the FutureLearn platform, and one on the Open2Study platform. Just three scholarly articles relating to MOOCs and elderly learners were retrieved from the literature search. Conclusions: This review presents evidence to suggest that elderly learners are already participating in MOOCs. Despite this, there has been very little research into their engagement with MOOCs. Similarly, there has been little research into exploiting the scope of MOOCs for delivering topics that would be of interest to elderly learners. We believe there is potential to use MOOCs as a way of tackling the issue of loneliness among older adults by engaging them as either resource personnel or learners.},
	number = {1},
	journal = {Interact J Med Res},
	author = {Liyanagunawardena, Rekha Tharindu and Williams, Ann Shirley},
	month = jan,
	year = {2016},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Promotion:FU5, Digitale Bildung, education, \#5:Zeitschriftenartikel:e-learning, computer-assisted instruction, continuing education, older adults, loneliness, elderly, massive open online courses},
	pages = {e1},
	file = {Liyanagunawardena und Williams - 2016 - Elderly Learners and Massive Open Online Courses .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZBXBSCF8/Liyanagunawardena und Williams - 2016 - Elderly Learners and Massive Open Online Courses .pdf:application/pdf},
}

@article{choi_effectiveness_2018,
	title = {Effectiveness of the {Malnutrition} {eLearning} {Course} for {Global} {Capacity} {Building} in the {Management} of {Malnutrition}: {Cross}-{Country} {Interrupted} {Time}-{Series} {Study}},
	volume = {20},
	url = {http://www.jmir.org/2018/10/e10396/},
	doi = {10.2196/10396},
	abstract = {Background: Scaling up improved management of severe acute malnutrition has been identified as the nutrition intervention with the largest potential to reduce child mortality, but lack of operational capacity at all levels of the health system constrains scale-up. We therefore developed an interactive malnutrition eLearning course that is accessible at scale to build capacity of the health sector workforce to manage severely malnourished children according to the guidelines of the World Health Organization. Objective: The aim of this study was to test whether the malnutrition eLearning course improves knowledge and skills of in-service and preservice health professionals in managing children with severe acute malnutrition and enables them to apply the gained knowledge and skills in patient care. Methods: This 2-year prospective, longitudinal, cross-country, interrupted time-series study took place in Ghana, Guatemala, El Salvador, and Colombia between January 2015 and February 2017. A subset of 354 in-service health personnel from 12 hospitals and 2 Ministries of Health, 703 preservice trainees from 9 academic institutions, and 204 online users participated. Knowledge gained after training and retention over time was measured through pre- and postassessments comprising questions pertaining to screening, diagnosis, pathophysiology and treatment, and prevention of malnutrition. Comprehension, application, and integration of knowledge were tested. Changes in perception, confidence, and clinical practice were assessed through questionnaires and interviews. Results: Before the course, awareness of the World Health Organization guidelines was 36.73\% (389/1059) overall, and 26.3\% (94/358) among in-service professionals. The mean score gain in knowledge after access to the course in 606 participants who had pre- and postassessment data was 11.8 (95\% CI 10.8-12.9; P{\textless}.001)?a relative increase of 41.5\%. The proportion of participants who achieved a score above the pass mark posttraining was 58.7\% (356/606), compared with 18.2\% (110/606) in pretraining. Of the in-service professionals, 85.9\% (128/149) reported applying their knowledge by changing their clinical practice in screening, assessment, diagnosis, and management. This group demonstrated significantly increased retained knowledge 6 months after training (mean difference [SD] from preassessment of 12.1 [11.8]), retaining 65.8\% (12.1/18.4) of gained knowledge from the training. Changes in the management of malnutrition were reported by trained participants, and institutional, operational, and policy changes were also found. Conclusions: The malnutrition eLearning course improved knowledge, understanding, and skills of health professionals in the diagnosis and management of children with severe acute malnutrition, and changes in clinical practice and confidence were reported following the completion of the course.},
	number = {10},
	journal = {J Med Internet Res},
	author = {Choi, Sunhea and Yuen, Ming Ho and Annan, Reginald and Pickup, Trevor and Pulman, Andy and Monroy-Valle, Michele and Aduku, Linda Nana Esi and Kyei-Boateng, Samuel and Vel�squez Monz�n, Isabel Carmen and Portillo Serme�o, Elisa Carmen and Penn, Andrew and Ashworth, Ann and Jackson, A. Alan},
	month = oct,
	year = {2018},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bildungstheorien, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Digitale Bildung, Krisenreaktion im Bildungsbereich, quality improvement, capacity building, nutrition training and education, severe acute malnutrition, staff development, Transformation 🔵, WHO guidelines for malnutrition},
	pages = {e10396},
	file = {Choi et al. - 2018 - Effectiveness of the Malnutrition eLearning Course.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CBRIUH97/Choi et al. - 2018 - Effectiveness of the Malnutrition eLearning Course.pdf:application/pdf},
}

@article{lukaschek_applicability_2019,
	title = {Applicability of {Motivational} {Interviewing} for {Chronic} {Disease} {Management} in {Primary} {Care} {Following} a {Web}-{Based} {E}-{Learning} {Course}: {Cross}-{Sectional} {Study}},
	volume = {6},
	url = {http://mental.jmir.org/2019/4/e12540/},
	doi = {10.2196/12540},
	abstract = {Background: Motivational interviewing (MI) is an established communication method for enhancing intrinsic motivation for changing health behavior. E-learning can reduce the cost and time involved in providing continuing education and can be easily integrated into individual working arrangements and the daily routines of medical professionals. Thus, a Web-based course was devised to familiarize health professionals with different levels of education and expertise with MI techniques for patients with chronic conditions. Objective: The aim of this study was to report participants? opinion on the practicality of MI (as learned in the course) in daily practice, stratified by the level of education. Methods: Participants (N=607) of the MI Web-based training course evaluated the course over 18 months, using a self-administered questionnaire. The evaluation was analyzed descriptively and stratified for the level of education (medical students, physicians in specialist training [PSTs], and general practitioners [GPs]). Results: Participants rated the applicability of the skills and knowledge gained by the course as positive (medical students: 94\% [79/84] good; PSTs: 88.6\% [109/123] excellent; and GPs: 51.3\% [182/355] excellent). When asked whether they envisage the use of MI in the future, 79\% (67/84) of the students stated to a certain extent, 88.6\% (109/123) of the PSTs stated to a great extent, and 38.6\% (137/355) of GPs stated to a great extent. Participants acknowledged an improvement of communication skills such as inviting (medical students: 85\% [72/84]; PSTs: 90.2\% [111/123]; GPs: 37.2\% [132/355]) and encouraging (medical students: 81\% [68/84]; PSTs: 45.5\% [56/123]; GPs: 36.3\% [129/355]) patients to talk about behavior change and conveying respect for patient?s choices (medical students: 72\% [61/84]; PSTs: 50.0\% [61/123]; GPs: 23.4\% [83/355]). Conclusions: Participants confirmed the practicality of MI. However, the extent to which the practicality of MI was acknowledged as well as its expected benefits depended on the individual?s level of education/expertise.},
	number = {4},
	journal = {JMIR Ment Health},
	author = {Lukaschek, Karoline and Schneider, Nico and Schelle, Mercedes and Kirk, Bak Ulrik and Eriksson, Tina and Kunnamo, Ilkka and Rochfort, Andr�e and Collins, Claire and Gensichen, Jochen},
	month = apr,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Digitale Bildung, Promotion:FU3, primary care, disease management, web-based learning, motivational interviewing, health behavior change},
	pages = {e12540},
	file = {Lukaschek et al. - 2019 - Applicability of Motivational Interviewing for Chr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UL63PUC6/Lukaschek et al. - 2019 - Applicability of Motivational Interviewing for Chr.pdf:application/pdf},
}

@article{smit_e-learning_2021,
	title = {e-{Learning} for {Instruction} and to {Improve} {Reproducibility} of {Scoring} {Tumor}-{Stroma} {Ratio} in {Colon} {Carcinoma}: {Performance} and {Reproducibility} {Assessment} in the {UNITED} {Study}},
	volume = {5},
	url = {https://formative.jmir.org/2021/3/e19408},
	doi = {10.2196/19408},
	abstract = {Background: The amount of stroma in the primary tumor is an important prognostic parameter. The tumor-stroma ratio (TSR) was previously validated by international research groups as a robust parameter with good interobserver agreement. Objective: The Uniform Noting for International Application of the Tumor-Stroma Ratio as an Easy Diagnostic Tool (UNITED) study was developed to bring the TSR to clinical implementation. As part of the study, an e-Learning module was constructed to confirm the reproducibility of scoring the TSR after proper instruction. Methods: The e-Learning module consists of an autoinstruction for TSR determination (instruction video or written protocol) and three sets of 40 cases (training, test, and repetition sets). Scoring the TSR is performed on hematoxylin and eosin?stained sections and takes only 1-2 minutes. Cases are considered stroma-low if the amount of stroma is ?50\%, whereas a stroma-high case is defined as {\textgreater}50\% stroma. Inter- and intraobserver agreements were determined based on the Cohen ? score after each set to evaluate the reproducibility. Results: Pathologists and pathology residents (N=63) with special interest in colorectal cancer participated in the e-Learning. Forty-nine participants started the e-Learning and 31 (63\%) finished the whole cycle (3 sets). A significant improvement was observed from the training set to the test set; the median ? score improved from 0.72 to 0.77 (P=.002). Conclusions: e-Learning is an effective method to instruct pathologists and pathology residents for scoring the TSR. The reliability of scoring improved from the training to the test set and did not fall back with the repetition set, confirming the reproducibility of the TSR scoring method. Trial Registration: The Netherlands Trial Registry NTR7270; https://www.trialregister.nl/trial/7072 International Registered Report Identifier (IRRID): RR2-10.2196/13464},
	number = {3},
	journal = {JMIR Form Res},
	author = {Smit, A. Marloes and van Pelt, W. Gabi and Dequeker, MC Elisabeth and Al Dieri, Raed and Tollenaar, AEM Rob and van Krieken, JM J. Han and Mesker, E. Wilma},
	month = mar,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Bildung, Multimedia, Digitale Bildung, implementation, online learning, \#5:Zeitschriftenartikel:e-learning, cancer, validation, colon cancer, diagnostic, colon, prognosis, carcinoma, reproducibility, reproducibility study, tumor, tumor-stroma ratio},
	pages = {e19408},
	file = {Smit et al. - 2021 - e-Learning for Instruction and to Improve Reproduc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ERRWY35Z/Smit et al. - 2021 - e-Learning for Instruction and to Improve Reproduc.pdf:application/pdf},
}

@article{barteit_e-learning_2019,
	title = {E-{Learning} for {Medical} {Education} in {Sub}-{Saharan} {Africa} and {Low}-{Resource} {Settings}: {Viewpoint}},
	volume = {21},
	url = {http://www.jmir.org/2019/1/e12449/},
	doi = {10.2196/12449},
	number = {1},
	journal = {J Med Internet Res},
	author = {Barteit, Sandra and Jahn, Albrecht and Banda, S. Sekelani and B�rnighausen, Till and Bowa, Annel and Chileshe, Geoffrey and Guzek, Dorota and Jorge, Mendes Margarida and L�ders, Sigrid and Malunga, Gregory and Neuhann, Florian},
	month = jan,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Bildung, Multimedia, Digitale Bildung, Promotion:FU3, medical education, eHealth, \#5:Zeitschriftenartikel:e-learning, sub-Saharan Africa, technology-enhanced learning, mHealth, developing countries, health workers, health system strengthening, low-resource countries, universal health coverage},
	pages = {e12449},
	file = {Barteit et al. - 2019 - E-Learning for Medical Education in Sub-Saharan Af.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A7MTI7J6/Barteit et al. - 2019 - E-Learning for Medical Education in Sub-Saharan Af.pdf:application/pdf},
}

@article{ghoncheh_efficacy_2016,
	title = {Efficacy of {Adolescent} {Suicide} {Prevention} {E}-{Learning} {Modules} for {Gatekeepers}: {A} {Randomized} {Controlled} {Trial}},
	volume = {3},
	url = {http://mental.jmir.org/2016/1/e8/},
	doi = {10.2196/mental.4614},
	abstract = {Background: Face-to-face gatekeeper training can be an effective strategy in the enhancement of gatekeepers? knowledge and self-efficacy in adolescent suicide prevention. However, barriers related to access (eg, time, resources) may hamper participation in face-to-face training sessions. The transition to a Web-based setting could address obstacles associated with face-to-face gatekeeper training. Although Web-based suicide prevention training targeting adolescents exists, so far no randomized controlled trials (RCTs) have been conducted to investigate their efficacy. Objective: This RCT study investigated the efficacy of a Web-based adolescent suicide prevention program entitled Mental Health Online, which aimed to improve the knowledge and self-confidence of gatekeepers working with adolescents (12-20 years old). The program consisted of 8 short e-learning modules each capturing an important aspect of the process of early recognition, guidance, and referral of suicidal adolescents, alongside additional information on the topic of (adolescent) suicide prevention. Methods: A total of 190 gatekeepers (ages 21 to 62 years) participated in this study and were randomized to either the experimental group or waitlist control group. The intervention was not masked. Participants from both groups completed 3 Web-based assessments (pretest, posttest, and 3-month follow-up). The outcome measures of this study were actual knowledge, and participants? ratings of perceived knowledge and perceived self-confidence using questionnaires developed specifically for this study. Results: The actual knowledge, perceived knowledge, and perceived self-confidence of gatekeepers in the experimental group improved significantly compared to those in the waitlist control group at posttest, and the effects remained significant at 3-month follow-up. The overall effect sizes were 0.76, 1.20, and 1.02, respectively, across assessments. Conclusions: The findings of this study indicate that Web-based suicide prevention e-learning modules can be an effective educational method to enhance knowledge and self-confidence of gatekeepers with regard to adolescent suicide prevention. Gatekeepers with limited time and resources can benefit from the accessibility, simplicity, and flexibility of Web-based training. Trial Registration: Netherlands Trial Register�NTR3625; http://www.trialregister.nl/trialreg/admin/rctview.asp?TC=3625 (Archived by WebCite at http://www.webcitation.org/6eHvyRh6M)},
	number = {1},
	journal = {JMIR Mental Health},
	author = {Ghoncheh, Rezvan and Gould, S. Madelyn and Twisk, WR Jos and Kerkhof, JFM Ad and Koot, M. Hans},
	month = jan,
	year = {2016},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Digitale Bildung, Learning, Promotion:FU2b, Adolescent, Training, Prevention, \#5:Zeitschriftenartikel:e-learning, Suicide, Referral and Consultation, Web-based, Gatekeepers, Modules, Online Systems},
	pages = {e8},
	file = {Ghoncheh et al. - 2016 - Efficacy of Adolescent Suicide Prevention E-Learni.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UF8TP2KP/Ghoncheh et al. - 2016 - Efficacy of Adolescent Suicide Prevention E-Learni.pdf:application/pdf},
}

@article{weber_behaviorismus_2023,
	title = {Behaviorismus, {Kognitivismus}, {Konstruktivismus}, {Konnektivismus} {UND} {Hybrider} {Expansivismus} – {Ein} {Szenario} zur {Nachhaltigkeit} im {Lebensmittelbereich}},
	abstract = {Globale Veränderungen wie der demographische Wandel, der klimagerechte Umbau oder die digitale Transformation erzeugen disruptive Herausforderungen auch für die Arbeits- und Lernwelt. In der Arbeitswelt wurde hierauf mit Konzepten wie der New Work (inkl. agile Projektarbeit, virtuelle Teams, Homeoffice, E-Learning etc.) reagiert. Entsprechend ändern sich auch die Perspektiven, Ziele, Settings, Prozesse und Resultate des Lernens in der beruflichen Bildung. So lassen sich hier zunehmend hybride Lernsysteme beobachten, bei denen formale Bildungssettings und Schulungen, Diskussionen mit Kolleg:innen, informelle Netzwerkaktivitäten, Online-Lernmodule, Coaching usw. kombiniert werden. Durch die immer umfassendere Unterstützung dieser Aktivitäten mit digitalen Systemen werden formale und informelle Lernprozesse sichtbar. Lernende können auf notwendiges Wissen weltweit zugreifen und erhalten Feedback, das ihnen nicht nur auf der individuellen Ebene hilft, ihre Aufgaben und Probleme zu bewältigen sowie sich persönlich weiterzuentwickeln, sondern auch hilft, auf der kollektiven Ebene gemeinsam neues Wissen, Prozesse, Artefakte etc. zu generieren, um Projekte, Institutionen und Netzwerke zu fördern. Im Rahmen dieses Beitrages stellen wir das ‚Expansive Lernen‘ von Engeström als einen exemplarischen Ansatz des Hybriden Expansivismus vor und illustrieren es anhand eines Szenarios zur Nachhaltigkeit im Lebensmittelbereich. Mit diesem Vorgehen nehmen wir explizit eine erweiterte Sichtweise auf Lehr- und Lerntheorien ein. Dabei soll die eher traditionelle und individualistisch geprägte Sichtweise um eine kollektivistische ergänzt werden. Eine solche scheint für die Bewältigung der durch Disruption ausgelösten Herausforderungen notwendig zu sein, da sie neue, innovative und kreative Konzeptbildungen und praktische Neugestaltungen ermöglicht, wobei Grenzen einzelner Disziplinen, Positionen oder Organisationen, aber auch traditioneller Selbstverständnisse und Regeln überschritten werden.},
	language = {de-DE},
	journal = {Berufs- und Wirtschaftspädagogik - online},
	author = {Weber, Susanne and Achtenhagen, Frank},
	editor = {Hommel, Mandy and Aprea, Carmela and Heinrichs, Karin},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Promotion:Kerngedanke, Technologieintegration, Bildungstheorien, Bildung, Multimedia, \#5:Zeitschriftenartikel:e-learning, Nachhaltigkeit im Bildungsbereich},
	file = {Weber und Achtenhagen - 2023 - Behaviorismus, Kognitivismus, Konstruktivismus, Ko.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FKP8QUWG/Weber und Achtenhagen - 2023 - Behaviorismus, Kognitivismus, Konstruktivismus, Ko.pdf:application/pdf},
}

@article{wittmann_selbstgesteuertes_2024,
	title = {Selbstgesteuertes {Lernen} in digitalen {Lernumgebungen} in der {Pflegeausbildung}},
	volume = {11},
	abstract = {Lernen in der beruflichen Aus- und Weiterbildung hat verschiedene Bedingungen (z. B. die Motivation) und Anforderungen (z. B. Connectivity of Education and Work), was auch in der Gestaltung von digitalen Lernumgebungen in der beruflichen Bildung berücksichtigt werden muss. Die hier beschriebene Studie fokussiert folgende Forschungsfrage: Inwiefern gibt es Zusammen­ hänge zwischen motivationalen Lernbedingungen, Self-Directed Learning als Lernaktivität und Theorie-Praxis-Transfer von Ler­ nenden in digitalen Lernumgebungen in der Pflegeausbildung? Theoretische Basis stellen die Modelle des Instructional Design dar, hier insbesondere das Vier-Komponenten-Modell. In einer querschnittlichen Online-Fragebogenstudie wurden daher 330 Auszubildende in der Pflege unter anderem zu ihrem selbstgesteuerten Lernen (Aeppli, 2005), der ihnen zur Verfügung stehen­ den digitalen Ausstattung (Freie Universität Berlin, 2008), zu deren Selbstwirksamkeit (Fisher \& King, 2009, S. 44-48), ihren motivationalen Aspekten (Müller et al., 2007) und dem Theorie-Praxis-Transfer (Anselmann, 2022) befragt. Mithilfe von de­ skriptiven statistischen Analysen wie auch Regressionsanalysen wurden die Daten ausgewertet. Die Ergebnisse zeigen, dass das selbstgesteuerte Lernen umso besser gelingt, je besser die Betreuung der Auszubildenden im Rahmen der digitalen Lehre durch ihre Lehrkräfte ist. Der Theorie-Praxis-Transfer gelingt umso besser, je besser die Lernenden selbstgesteuert lernen. Der Fokus der Lehrenden sollte demnach in der digitalen Lehre auf die Betreuung der Lernenden gelegt werden. Die Lernenden benötigen nicht viele unterschiedliche Tools.},
	language = {de-DE},
	number = {1},
	journal = {Pädagogik der Gesundheitsberufe},
	author = {Wittmann, Melanie and Anselmann, Veronika},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:FU2b, \#3:Zeitschriftenartikel:online:Lernumgebung},
	pages = {31--38},
	file = {[No title found].pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9TNKT6UP/[No title found].pdf:application/pdf},
}

@article{bouzo_was_2017,
	title = {Was ist eigentlich ein {Learning} {Management} {System}?},
	abstract = {Der Artikel "Was ist eigentlich ein Learning Management System?" von Annette Bouzo bietet eine umfassende Diskussion über Learning Management Systeme (LMS), deren Funktionen und Bedeutung im Kontext der digitalen Bildung. Das Dokument hebt die Schwierigkeiten hervor, eine einheitliche Definition für LMS zu finden, da verschiedene Anbieter und Nutzer unterschiedliche Funktionen und Merkmale hervorheben. 

Ein LMS ist ein komplexes Content-Management-System, das Lerninhalte bereitstellt und Lernvorgänge organisiert. Es dient als Schnittstelle zwischen Bildungsanbietern und Lernenden und unterstützt die Kommunikation zwischen beiden. Typische Funktionen eines LMS umfassen die Erstellung von Inhalten, Kommunikation, Verwaltung von Lerninhalten, Koordination von Lernangeboten und die Beurteilung der Lernenden.

Der Artikel unterscheidet zwischen Lernplattformen und LMS. Eine Lernplattform kann ein einfaches Portal mit Lerninhalten sein, während ein LMS umfangreichere Funktionen wie Benutzerverwaltung, Kursverwaltung, Rollen und Rechte, Kommunikationsmethoden und Werkzeuge sowie Darstellung von Kursinhalten und Lernobjekten bietet. 

Die Autorin betont die Bedeutung des Managements in LMS, das heißt, die Organisation, Verwaltung und (Teil-)Automatisierung von professionellen Lernprozessen. LMS spielt eine wichtige Rolle in der Softwarelandschaft eines Unternehmens, indem es unterschiedliche Anforderungen an die Administration von Qualifizierungsprogrammen und Bildungskampagnen abdeckt.

Zusammenfassend ist ein LMS ein zentraler Bestandteil moderner Bildungs- und Trainingsstrategien, insbesondere in Unternehmenskontexten. Es unterstützt verschiedene Aspekte des Lernprozesses und hilft bei der Organisation, Verwaltung und Bewertung von Lernaktivitäten. Die Vielfalt und Flexibilität von LMS bieten Unternehmen die Möglichkeit, ihre Lern- und Schulungsprozesse effizient und zielgerichtet zu gestalten.},
	journal = {eLearning Journal},
	author = {Bouzo, Annette},
	year = {2017},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildungstheorien, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur},
	pages = {26--35},
	file = {Bouzo - 2017 - Was ist eigentlich ein Learning Management System.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q4MFECPE/Bouzo - 2017 - Was ist eigentlich ein Learning Management System.pdf:application/pdf},
}

@article{schepkowski_padagogisch-didaktische_2020,
	title = {Pädagogisch-{Didaktische} {Herausforderungen} bei der {Entwicklung} von digitalen {Lernumgebungen} in der laborbasierten {Lehre}: {Am} {Beispiel} des {Projekts} «{DigiLab4You}»},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Pädagogisch-{Didaktische} {Herausforderungen} bei der {Entwicklung} von digitalen {Lernumgebungen} in der laborbasierten {Lehre}},
	url = {10.21240/mpaed/jb17/2020.05.14.X},
	doi = {10/ghzqcf},
	abstract = {The progressing digitalization of university teaching provides teachers and educational researchers with new opportunities and challenges in the design of didactic concepts and learning environments. The project «Open Digital Lab 4 You» focuses on laboratories as places for experimenting, collaborating and testing practical skills within the framework of hybrid learning spaces in engineering sciences. This BMBF-funded collaborative project follows a designbased research approach and combines research questions from the fields of pedagogy and didactics with technical research questions in the context of the development of a hybrid teaching-learning environment. This results in a number of specific challenges: the lack of social presence, the attitude towards and acceptance of technologies and the advantages and disadvantages of mixed reality. The user prerequisites and the decisions based on them, as formulated by the Berlin Model, play an important role in the development of a learning environment. The presented article is intended to give an overview of the project and an excerpt from the theoretical foundations and raise awareness of the aforementioned challenges, so others can keep them in mind when planning a similar project.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Schepkowski, David and Burghardt, Martin and Ferdinand, Peter},
	month = jul,
	year = {2020},
	note = {ZSCC: 0000001},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:Relevanz:3, UTAUT-Modell},
	pages = {347--372},
	file = {Schepkowski et al. - 2020 - Pädagogisch-Didaktische Herausforderungen bei der .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/37FMH2FK/Schepkowski et al. - 2020 - Pädagogisch-Didaktische Herausforderungen bei der .pdf:application/pdf},
}

@article{morgenstern_mediendidaktische_2024,
	title = {Die mediendidaktische {Kompetenz} der {Lehrkräfte} in {Bildungseinrichtungen} des {Gesundheitswesens} in {Zeiten} der digitalen {Transformation}},
	volume = {11},
	abstract = {Aktuell setzen Hochschulen und Bildungseinrichtungen für Gesundheitsberufe nachhaltig Konzepte des Blended Learnings ein. Die Herausforderung des Lehrenden besteht in der Steuerung und Moderation von Lernprozessen auf der Grundlage von Me­ dienkompetenz. Um die Perspektiven der Lehrkräfte auf digitale Formen des Lehrens zu explorieren, wurden zehn halbstandar­ disierte Interviews geführt. Die Auswertung folgte der strukturierenden Inhaltsanalyse nach Kuckartz ( 2018). Die Ergebnisse zeigen weitreichende Veränderungen für den Anspruch an die mediendidaktischen Kompetenzen der Lehrkräfte. Sie verdeutli­ chen, dass sich die Lehrkräfte umfassend auf den nachhaltigen Digitalisierungsschub einstellen müssen. Zu diskutieren ist, wie unter den Bedingungen digitalen Lernens die Steuerung von heterogenen Lerngruppen mit Blick auf eine Chancengleichheit aufgefangen werden kann.},
	language = {de-DE},
	number = {2},
	journal = {Pädagogik der Gesundheitsberufe},
	author = {Morgenstern, Ulrike and Rustemeier-Holtwick, Annette},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Promotion:Argumentation, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {114--124},
	file = {Morgenstern und Rustemeier-Holtwick - 2024 - Die mediendidaktische Kompetenz der Lehrkräfte in .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RP87B8BB/Morgenstern und Rustemeier-Holtwick - 2024 - Die mediendidaktische Kompetenz der Lehrkräfte in .pdf:application/pdf},
}

@article{arnold_medien-_2022,
	series = {Digitale {Arbeitsprozesse} als {Lernräume} für {Aus}- und {Weiterbildung}},
	title = {({Medien}-) didaktische {Gestaltung} digitaler {Lernräume} auf {Basis} von {Seamless} {Learning} – {Handlungsempfehlungen} für nahtlose und kontextübergreifende {Settings}},
	issn = {1618-8543},
	url = {https://www.bwpat.de/ausgabe43/arnold_b_bwpat43.pdf},
	abstract = {Seamless Learning ist ein mediendidaktischer Ansatz, der insbesondere vor dem Hintergrund (hoch-) schulischer Kontexte diskutiert und wissenschaftlich erforscht wird. Er hat die Zielstellung, unterschiedliche Lernkontexte miteinander zu verknüpfen und bestehende Nahtstellen und Grenzen zu überbrücken – vor allem auch durch den niedrigschwelligen Einsatz von digitalen Medien. Großes Potenzial birgt der Ansatz jedoch für die Gestaltung digitaler betrieblicher Lernkontexte: Die Verbindung von Lernen und Arbeiten gelangt mit der Bedeutungszunahmen des Lernens im Prozess der Arbeit wieder in den berufs- und betriebspädagogischen Fokus. Digitale Medien und deren Einbezug in Lernprozesse können diese Verknüpfung initiieren und stärken, wenn sie den mediendidaktischen Maβgaben konzeptionell folgen. Entsprechende Gestaltungshinweise stellen dabei Kontexte, Zielstellungen der Lernprozesse und Voraussetzungen der Lernenden in den Mittelpunkt, zeigen jedoch gleichzeitig auf, mit welcher Komplexität die Konzeption und Umsetzung entsprechender Lernprozesse einhergeht.},
	language = {de-DE},
	number = {43},
	urldate = {2023-03-31},
	journal = {Berufs- und Wirtschaftspädagogik - online},
	author = {Arnold, Tanja},
	editor = {Büchter, Karin and Gramlinger, Franz and Kremer, H.-Hugo and Naeve-Stoß, Nicole and Wilbers, Karl and Windelband, Lars},
	month = dec,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Systemanpassung, Promotion:Weiterführung, Bildung, Digitale Bildung, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen, Seamless Learning},
	pages = {26},
	file = {Arnold - (Zentrum Führungsausbildung der Schweizer Armee, L.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IQCLDNJ6/Arnold - (Zentrum Führungsausbildung der Schweizer Armee, L.pdf:application/pdf},
}

@article{meinert_examining_2019,
	title = {Examining {Cost} {Measurements} in {Production} and {Delivery} of {Three} {Case} {Studies} {Using} {E}-{Learning} for {Applied} {Health} {Sciences}: {Cross}-{Case} {Synthesis}},
	volume = {21},
	url = {https://www.jmir.org/2019/6/e13574/},
	doi = {10.2196/13574},
	abstract = {Background: The World Health Report (2006) by the World Health Organization conveys that a significant increase is needed in global health care resourcing to meet the current and future demand for health professionals. Electronic learning (e-Learning) presents a possible opportunity to change and optimize training by providing a scalable means for instruction, thus reducing the costs for training health professionals and providing patient education. Research literature often suggests that a benefit of e-Learning is its cost-effectiveness compared with face-to-face instruction, yet there is limited evidence with respect to the comparison of design and production costs with other forms of instruction or the establishment of standards pertaining to budgeting for these costs. Objective: To determine the potential cost favorability of e-Learning in contrast to other forms of learning, there must first be an understanding of the components and elements for building an e-Learning course. Without first taking this step, studies lack the essential financial accounting rigor for course planning and have an inconsistent basis for comparison. This study aimed to (1) establish standard ingredients for the cost of e-Learning course production and (2) determine the variance instructional design has on the production costs of e-Learning courses. Methods: This study made use of a cross-case method among 3 case studies using mixed methods, including horizontal budget variance calculation and qualitative interpretation of responses from course designers for budget variance using total quality management themes. The different implementation-specific aspects of these cases were used to establish common principles in the composition of budgets in the production and delivery of an applied health professional e-Learning course. Results: A total of 2 case studies reported significant negative budget variances caused by issues surrounding underreporting of personnel costs, inaccurate resource task estimation, lack of contingency planning, challenges in third-party resource management, and the need to update health-related materials that became outdated during course production. The third study reported a positive budget variance because of the cost efficiency derived from previous implementation, the strong working relationship of the course project team, and the use of iterative project management methods. Conclusions: This research suggests that the delivery costs of an e-Learning course could be underestimated or underreported and identifies factors that could be used to better control budgets. Through consistent management of factors affecting the cost of course production, further research could be undertaken using standard economic evaluation methods to evaluate the advantages of using e-Learning.},
	number = {6},
	journal = {J Med Internet Res},
	author = {Meinert, Edward and Alturkistani, Abrar and Foley, A. Kimberley and Brindley, David and Car, Josip},
	month = jun,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Promotion:FU3, education, online learning, distance education, online education, professional education, costs and cost analysis, economics},
	pages = {e13574},
	file = {Meinert et al. - 2019 - Examining Cost Measurements in Production and Deli.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X56JDGKA/Meinert et al. - 2019 - Examining Cost Measurements in Production and Deli.pdf:application/pdf},
}

@article{kruse_welche_2023,
	title = {Welche digitalen {Lernstrategien} bevorzugen {Studierende} der {Zahnmedizin} im klinischen {Studienabschnitt}? {Eine} {Fragebogenerhebung} an einer deutschen {Universität}},
	issn = {2366-5017},
	number = {4},
	journal = {GMS Journal for Medical Education},
	author = {Kruse, Anne Brigitte and Isailov-Schöchlin, Milena and Giesler, Marianne and Ratka-Krüger, Petra},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Learning Management System (LMS), Systemanpassung, Bildungstheorien, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Wissenschaft},
	pages = {10--19},
	file = {Kruse et al. - 2023 - Welche digitalen Lernstrategien bevorzugen Studier.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AZZGXXV2/Kruse et al. - 2023 - Welche digitalen Lernstrategien bevorzugen Studier.pdf:application/pdf},
}

@article{suppan_asynchronous_2021,
	title = {Asynchronous {Distance} {Learning} of the {National} {Institutes} of {Health} {Stroke} {Scale} {During} the {COVID}-19 {Pandemic} ({E}-{Learning} vs {Video}): {Randomized} {Controlled} {Trial}},
	volume = {23},
	url = {http://www.jmir.org/2021/1/e23594/},
	doi = {10.2196/23594},
	abstract = {Background: The COVID-19 pandemic has considerably altered the regular medical education curriculum while increasing the need for health care professionals. Senior medical students are being incrementally deployed to the front line to address the shortage of certified physicians. These students, some of whom will be fast-tracked as physicians, may lack knowledge regarding the initial management of time-critical emergencies such as stroke. Objective: Our aim was to determine whether an e-learning module could improve asynchronous distance knowledge acquisition of the National Institutes of Health Stroke Scale (NIHSS) in senior medical students compared to the traditional didactic video. Methods: A randomized, data analyst?blinded web-based trial was conducted at the University of Geneva Faculty of Medicine between April and June 2020. Fifth year medical students followed a distance learning path designed to teach the NIHSS. The control group followed the traditional didactic video created by Patrick Lyden, while the e-learning group followed the updated version of a previously tested, highly interactive e-learning module. The main outcome was the score on a 50-question quiz displayed upon completion of the learning material. The difference in the proportion of correct answers for each specific NIHSS item was also assessed. Results: Out of 158 potential participants, 88 started their allocated learning path and 75 completed the trial. Participants who followed the e-learning module performed better than those who followed the video (38 correct answers, 95\% CI 37-39, vs 35 correct answers, 95\% CI 34-36, P{\textless}.001). Participants in the e-learning group scored better on five elements than the video group: key NIHSS concepts (P=.02), the consciousness ? global item (P{\textless}.001), the facial palsy item (P=.04), the ataxia item (P=.03), and the sensory item (P=.04). Conclusions: Compared to the traditional didactic video, a highly interactive e-learning module enhances asynchronous distance learning and NIHSS knowledge acquisition in senior medical students.},
	number = {1},
	journal = {J Med Internet Res},
	author = {Suppan, M�lanie and Stuby, Loric and Carrera, Emmanuel and Cottet, Philippe and Koka, Avinash and Assal, Fr�d�ric and Savoldelli, Louis Georges and Suppan, Laurent},
	month = jan,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Digitale Bildung, Krisenreaktion im Bildungsbereich, COVID-19, online learning, medical education, medical student, randomized controlled trial, stroke, video},
	pages = {e23594},
	file = {Suppan et al. - 2021 - Asynchronous Distance Learning of the National Ins.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PIVI4NVE/Suppan et al. - 2021 - Asynchronous Distance Learning of the National Ins.pdf:application/pdf},
}

@article{vallee_blended_2020,
	title = {Blended {Learning} {Compared} to {Traditional} {Learning} in {Medical} {Education}: {Systematic} {Review} and {Meta}-{Analysis}},
	volume = {22},
	url = {https://www.jmir.org/2020/8/e16504},
	doi = {10.2196/16504},
	abstract = {Background: Blended learning, which combines face-to-face learning and e-learning, has grown rapidly to be commonly used in education. Nevertheless, the effectiveness of this learning approach has not been completely quantitatively synthesized and evaluated using knowledge outcomes in health education. Objective: The aim of this study was to assess the effectiveness of blended learning compared to that of traditional learning in health education. Methods: We performed a systematic review of blended learning in health education in MEDLINE from January 1990 to July 2019. We independently selected studies, extracted data, assessed risk of bias, and compared overall blended learning versus traditional learning, offline blended learning versus traditional learning, online blended learning versus traditional learning, digital blended learning versus traditional learning, computer-aided instruction blended learning versus traditional learning, and virtual patient blended learning versus traditional learning. All pooled analyses were based on random-effect models, and the I2 statistic was used to quantify heterogeneity across studies. Results: A total of 56 studies (N=9943 participants) assessing several types of learning support in blended learning met our inclusion criteria; 3 studies investigated offline support, 7 studies investigated digital support, 34 studies investigated online support, 8 studies investigated computer-assisted instruction support, and 5 studies used virtual patient support for blended learning. The pooled analysis comparing all blended learning to traditional learning showed significantly better knowledge outcomes for blended learning (standardized mean difference 1.07, 95\% CI 0.85 to 1.28, I2=94.3\%). Similar results were observed for online (standardized mean difference 0.73, 95\% CI 0.60 to 0.86, I2=94.9\%), computer-assisted instruction (standardized mean difference 1.13, 95\% CI 0.47 to 1.79, I2=78.0\%), and virtual patient (standardized mean difference 0.62, 95\% CI 0.18 to 1.06, I2=78.4\%) learning support, but results for offline learning support (standardized mean difference 0.08, 95\% CI ?0.63 to 0.79, I2=87.9\%) and digital learning support (standardized mean difference 0.04, 95\% CI ?0.45 to 0.52, I2=93.4\%) were not significant. Conclusions: From this review, blended learning demonstrated consistently better effects on knowledge outcomes when compared with traditional learning in health education. Further studies are needed to confirm these results and to explore the utility of different design variants of blended learning.},
	number = {8},
	journal = {J Med Internet Res},
	author = {Vallée, Alexandre and Blacher, Jacques and Cariou, Alain and Sorbets, Emmanuel},
	month = aug,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Bildung, Multimedia, meta-analysis, online learning, traditional learning, \#5:Zeitschriftenartikel:e-learning, virtual patients, computer-aided instruction},
	pages = {e16504},
	file = {Vallée et al. - 2020 - Blended Learning Compared to Traditional Learning .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U8RP9VLK/Vallée et al. - 2020 - Blended Learning Compared to Traditional Learning .pdf:application/pdf},
}

@article{synnott_digital_2020,
	title = {The {Digital} {Skills}, {Experiences} and {Attitudes} of the {Northern} {Ireland} {Social} {Care} {Workforce} {Toward} {Technology} for {Learning} and {Development}: {Survey} {Study}},
	volume = {6},
	url = {http://mededu.jmir.org/2020/2/e15936/},
	doi = {10.2196/15936},
	abstract = {Background: Continual development of the social care workforce is a key element in improving outcomes for the users of social care services. As the delivery of social care services continues to benefit from innovation in assistive technologies, it is important that the digital capabilities of the social care workforce are aligned. Policy makers have highlighted the importance of using technology to support workforce learning and development, and the need to ensure that the workforce has the necessary digital skills to fully benefit from such provisions. Objective: This study aims to identify the digital capability of the social care workforce in Northern Ireland and to explore the workforce?s appetite for and barriers to using technology for learning and development. This study is designed to answer the following research questions: (1) What is the digital capability of the social care workforce in Northern Ireland? (2) What is the workforce?s appetite to participate in digital learning and development? and (3) If there are barriers to the uptake of technology for learning and development, what are these barriers? Methods: A survey was created and distributed to the Northern Ireland social care workforce. This survey collected data on 127 metrics that described demographics, basic digital skills, technology confidence and access, factors that influence learning and development, experience with digital learning solutions, and perceived value and challenges of using technology for learning. Results: The survey was opened from December 13, 2018, to January 18, 2019. A total of 775 survey respondents completed the survey. The results indicated a workforce with a high level of self-reported basic digital skills and confidence. Face-to-face delivery of learning is still the most common method of accessing learning, which was used by 83.7\% (649/775) of the respondents; however, this is closely followed by digital learning, which was used by 79.0\% (612/775) of the respondents. There was a negative correlation between age and digital skills (rs=?0.262; P{\textless}.001), and a positive correlation between technology confidence and digital skills (rs=0.482; P{\textless}.001). There was also a negative correlation between age and the perceived value of technology (rs=?0.088; P=.02). The results indicated a predominantly motivated workforce in which a sizable portion is already engaged in informal digital learning. The results indicated that lower self-reported basic digital skills and confidence were associated with less interest in engaging with e-learning tools and that a portion of the workforce would benefit from additional basic digital skills training. Conclusions: These promising results provide a positive outlook for the potential of digital learning and development within the social care workforce. The findings provide clear areas of focus for the future use of technology for learning and development of the social care workforce and considerations to maximize engagement with such approaches.},
	number = {2},
	journal = {JMIR Med Educ},
	author = {Synnott, Jonathan and Harkin, Mairead and Horgan, Brenda and McKeown, Andre and Hamilton, David and McAllister, Declan and Trainor, Claire and Nugent, Chris},
	month = sep,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Datenschutz und IT-Sicherheit, Soziale Arbeit, distance education, mobile phone, educational technology, \#5:Zeitschriftenartikel:e-learning, health care workers, learning, digital divide, surveys, teaching methods},
	pages = {e15936},
	file = {Synnott et al. - 2020 - The Digital Skills, Experiences and Attitudes of t.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4DWPL72S/Synnott et al. - 2020 - The Digital Skills, Experiences and Attitudes of t.pdf:application/pdf},
}

@article{kullberg_e-learning_2020,
	title = {E-{Learning} to {Improve} {Suicide} {Prevention} {Practice} {Skills} {Among} {Undergraduate} {Psychology} {Students}: {Randomized} {Controlled} {Trial}},
	volume = {7},
	url = {http://mental.jmir.org/2020/1/e14623/},
	doi = {10.2196/14623},
	abstract = {Background: Despite increasing evidence of the effectiveness of digital learning solutions in higher vocational education, including the training of allied health professionals, the impact of Web-based training on the development of practical skills in psychiatry and psychology, in general, and in suicide prevention, specifically, remains largely understudied. Objective: This study aimed to determine the effectiveness of an electronic learning (e-learning) module on the adherence to suicide prevention guidelines, knowledge of practical skills, and provider?s confidence to have a conversation about suicidal behavior with undergraduate psychology students. Methods: The e-learning module, comprising video recordings of therapist-patient interactions, was designed with the aim of transferring knowledge about suicide prevention guideline recommendations. The program?s effects on guideline adherence, self-evaluated knowledge, and provider?s confidence were assessed using online questionnaires before the program (baseline and at 1 month [T1] and 3 months after baseline). The eligible third- and fourth-year undergraduate psychology students were randomly allocated to the e-learning (n=211) or to a waitlist control condition (n=187), with access to the intervention after T1. Results: Overall, the students evaluated e-learning in a fairly positive manner. The intention-to-treat analysis showed that the students in the intervention condition (n=211) reported higher levels of self-evaluated knowledge, provider?s confidence, and guideline adherence than those in the waitlist control condition (n=187) after receiving the e-learning module (all P values{\textless}.001). When comparing the scores at the 1- and 3-month follow-up, after both groups had received access to the e-learning module, the completers-only analysis showed that the levels of knowledge, guideline adherence, and confidence remained constant (all P values{\textgreater}.05) within the intervention group, whereas a significant improvement was observed in the waitlist control group (all P values{\textless}.05). Conclusions: An e-learning intervention on suicide prevention could be an effective first step toward improved knowledge of clinical skills. The learning outcomes of a stand-alone module were found to be similar to those of a training that combined e-learning with a face-to-face training, with the advantages of flexibility and low costs.},
	number = {1},
	journal = {JMIR Ment Health},
	author = {Kullberg, J. Marie-Louise and Mouthaan, Joanne and Schoorl, Maartje and de Beurs, Derek and Kenter, Francisca Robin Maria and Kerkhof, JFM Ad},
	month = jan,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Digitale Bildung, Promotion:Schlussfolgerung, digital learning, \#5:Zeitschriftenartikel:e-learning, randomized controlled trial, suicide prevention, skills training, undergraduate students},
	pages = {e14623},
	file = {Kullberg et al. - 2020 - E-Learning to Improve Suicide Prevention Practice .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7N5PPKNB/Kullberg et al. - 2020 - E-Learning to Improve Suicide Prevention Practice .pdf:application/pdf},
}

@article{li_development_2020,
	title = {Development and {Assessment} of a {Gastroscopy} {Electronic} {Learning} {System} for {Primary} {Learners}: {Randomized} {Controlled} {Trial}},
	volume = {22},
	url = {http://www.jmir.org/2020/3/e16233/},
	doi = {10.2196/16233},
	abstract = {Background: Endoscopic examination is a popular and routine procedure for the diagnosis and treatment of gastrointestinal (GI) diseases. Skilled endoscopists are in great demand in clinical practice, but the training process for beginners to become endoscopy specialists is fairly long. Convenience and a self-paced, learner-centered approach make electronic learning (e-learning) an excellent instructional prospect. Objective: This study aimed to develop and apply an e-learning system in gastroscopy teaching and learning and to evaluate its effectiveness and user satisfaction. Methods: The e-learning software Gastroscope Roaming System was developed for primary learners. The system simulates the real structure of the upper gastrointestinal (UGI) tract to teach the main characteristics of gastroscopy under both normal conditions and conditions of common UGI tract diseases. A randomized controlled trial was conducted. Participants were randomly allocated to an e-learning group (EG)or a non?e-learning control group after a pretest. On completing the training, participants undertook a posttest and gastroscopy examination. In addition, the EG completed a satisfaction questionnaire. Results: Of the 44 volunteers, 41 (93\%) completed the gastroscopy learning and testing components. No significant pretest differences were found between the intervention and control groups (mean 50.86, SD 6.12 vs mean 50.76, SD 6.88; P=.96). After 1 month of learning, the EG?s posttest scores were higher (mean 83.70, SD 5.99 vs mean 78.76, SD 7.58; P=.03) and improved more (P=.01) than those of the control group, with better performance in the gastroscopy examination (mean 91.05, SD 4.58 vs mean 84.38, SD 5.19; P{\textless}.001). Overall, 85\% (17/20) of the participants were satisfied with the e-learning system, and 95\% (19/20) of the participants considered it successful. Conclusions: E-learning is an effective educational strategy for primary learners to acquire skills in gastroscopy examination and endoscopic imaging of the GI tract. Trial Registration: Chinese Clinical Trial Registry ChiCTR-IOR-17013091; http://www.chictr.org.cn/showproj.aspx?proj=22142},
	number = {3},
	journal = {J Med Internet Res},
	author = {Li, Shuang and Li, Guoqing and Liu, Ying and Xu, Wanying and Yang, Ningning and Chen, Haoyuan and Li, Ning and Luo, Kunpeng and Jin, Shizhu},
	month = mar,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Digitale Bildung, Promotion:Schlussfolgerung, \#5:Zeitschriftenartikel:e-learning, randomized controlled trial, endoscopy, gastroscopy},
	pages = {e16233},
	file = {Li et al. - 2020 - Development and Assessment of a Gastroscopy Electr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H65YWWSM/Li et al. - 2020 - Development and Assessment of a Gastroscopy Electr.pdf:application/pdf},
}

@article{koka_teaching_2020,
	title = {Teaching the {National} {Institutes} of {Health} {Stroke} {Scale} to {Paramedics} ({E}-{Learning} vs {Video}): {Randomized} {Controlled} {Trial}},
	volume = {22},
	url = {http://www.jmir.org/2020/6/e18358/},
	doi = {10.2196/18358},
	abstract = {Background: Prompt and accurate identification of stroke victims is essential to reduce time from symptom onset to adequate treatment and to improve neurological outcomes. Most neurologists evaluate the extent of neurological deficit according to the National Institutes of Health Stroke Scale (NIHSS), but the use of this scale by paramedics, the first healthcare providers to usually take care of stroke victims, has proven unreliable. This might be, at least in part, due to the teaching method. The video used to teach NIHSS lacks interactivity, while more engaging electronic learning (e-learning) methods might improve knowledge acquisition. Objective: This study was designed to evaluate whether a highly interactive e-learning module could enhance NIHSS knowledge acquisition in paramedics. Methods: A randomized controlled trial comparing a specially designed e-learning module with the original NIHSS video was performed with paramedics working in Geneva, Switzerland. A registration number was not required as our study does not come into the scope of the Swiss federal law on human research. The protocol was nevertheless submitted to the local ethics committee (Project ID 2017-00847), which issued a ?Declaration of no objection.? Paramedics were excluded if they had prior knowledge of or previous training in the NIHSS, or if they had worked in a neurology or neurosurgery ward. The primary outcome was overall performance in the study quiz, which contained 50 questions. Secondary outcomes were performance by NIHSS item, time to course and quiz completion, user satisfaction regarding the learning method, user perception of the course duration, and probability the user would recommend the course to a colleague. Results: The study was completed by 39 paramedics. There was a better overall median score (36/50 vs 33/50, P=.04) and a higher degree of satisfaction regarding the learning method in the e-learning group (90\% vs 37\%, P=.002). Users who had followed the e-learning module were more likely to recommend the course to a colleague (95\% vs 63\%, P=.02). Paramedics in the e-learning group took more time to complete the course (93 vs 59 minutes, P{\textless}.001), but considered the duration to be more adequate (75\% vs 32\%, P=.01). Time to quiz completion was similar between groups (25 vs 38 minutes, P=.12). Conclusions: Use of an e-learning module shows promising results in teaching the NIHSS to paramedics.},
	number = {6},
	journal = {J Med Internet Res},
	author = {Koka, Avinash and Suppan, Laurent and Cottet, Philippe and Carrera, Emmanuel and Stuby, Loric and Suppan, M�lanie},
	month = jun,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Systemanpassung, Digitale Bildung, Promotion:Schlussfolgerung, online learning, \#5:Zeitschriftenartikel:e-learning, stroke, active learning, video, electronic learning},
	pages = {e18358},
	file = {Koka et al. - 2020 - Teaching the National Institutes of Health Stroke .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QIQI8TRJ/Koka et al. - 2020 - Teaching the National Institutes of Health Stroke .pdf:application/pdf},
}

@article{ray_e-learning_2019,
	title = {An {E}-{Learning} {Adaptation} of an {Evidence}-{Based} {Media} {Literacy} {Curriculum} to {Prevent} {Youth} {Substance} {Use} in {Community} {Groups}: {Development} and {Feasibility} of {REAL} {Media}},
	volume = {3},
	url = {http://formative.jmir.org/2019/2/e12132/},
	doi = {10.2196/12132},
	abstract = {Background: There is a need for evidence-based substance use prevention efforts that target high school-aged youth that are easy to implement and suitable for dissemination in school and community groups. The Youth Message Development (YMD) program is a brief, four-lesson, in-person curriculum that aims to prevent youth substance use through the development of youth media literacy. Specifically, YMD aims to increase understanding of advertising reach and costs, along with the techniques used to sell products; develop counterarguing and critical thinking skills in response to advertisements; and facilitate application of these skills to the development of youth-generated antisubstance messages. Although YMD has demonstrated evidence of success, it is limited by its delivery method and focus on alcohol and smoking. Objective: Study objectives were two-fold: (1) to adapt the YMD curriculum to a self-paced, interactive, electronic-learning (e-learning) format and expand its content to cover alcohol, combustible cigarettes, e-cigarettes, smokeless tobacco, marijuana, and prescription drugs, and (2) to test the feasibility of the adapted curriculum in partnership with a national youth organization. Methods: An iterative process was employed in partnership with the 4-H youth development organization and a technology developer and consisted of six phases: (1) focus groups to guide adaptation, (2) adaptation to an e-learning format renamed REAL media, (3) pilot-testing of the REAL media prototype to determine feasibility and acceptability, (4) program revisions, (5) usability testing of the revised prototype, and (6) final revisions. Focus groups and pilot and usability testing were conducted with 4-H youth club members and adult club leaders. Results: Focus group feedback guided the build of an e-learning prototype of REAL media, which consisted of five online levels and interactive content guided by a mix of narration and on-screen text. Results of a pilot test of the prototype were neutral to positive, and the program was refined based on end-user feedback. An independent usability test indicated that youth 4-H members felt favorably about navigating REAL media, and they reported high self-efficacy in applying skills learned in the program. Additional refinements to the program were made based on their feedback. Conclusions: The iterative build process involving the end user from the outset yielded an overall successful technology-driven adaptation of an evidence-based curriculum. This should increase the likelihood of effectively impacting behavioral outcomes as well as uptake within community organizations.},
	number = {2},
	journal = {JMIR Form Res},
	author = {Ray, E. Anne and Greene, Kathryn and Hecht, L. Michael and Barriage, C. Sarah and Miller-Day, Michelle and Glenn, D. Shannon and Banerjee, C. Smita},
	month = may,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Bildung, Multimedia, Digitale Bildung, media literacy, \#5:Zeitschriftenartikel:e-learning, substance use, prevention, adaptation},
	pages = {e12132},
	file = {Ray et al. - 2019 - An E-Learning Adaptation of an Evidence-Based Medi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UBHFPALB/Ray et al. - 2019 - An E-Learning Adaptation of an Evidence-Based Medi.pdf:application/pdf},
}

@article{chen_effectiveness_2013,
	title = {Effectiveness of {YouTube} as a {Source} of {Medical} {Information} on {Heart} {Transplantation}},
	volume = {2},
	url = {http://www.i-jmr.org/2013/2/e28/},
	doi = {10.2196/ijmr.2669},
	abstract = {Background: In this digital era, there is a growing tendency to use the popular Internet site YouTube as a new electronic-learning (e-learning) means for continuing medical education. Heart transplantation (HTx) remains the most viable option for patients with end-stage heart failure or severe coronary artery disease. There are plenty of freely accessible YouTube videos providing medical information about HTx. Objective: The aim of the present study is to determine the effectiveness of YouTube as an e-learning source on HTx. Methods: In order to carry out this study, YouTube was searched for videos uploaded containing surgical-related information using the four keywords: (1) ?heart transplantation?, (2) ?cardiac transplantation?, (3) ?heart transplantation operation?, and (4) ?cardiac transplantation operation?. Only videos in English (with comments or subtitles in English language) were included. Two experienced cardiac surgeons watched each video (N=1800) and classified them as useful, misleading, or recipients videos based on the HTx-relevant information. The kappa statistic was used to measure interobserver variability. Data was analyzed according to six types of YouTube characteristics including ?total viewership?, ?duration?, ?source?, ?days since upload?, ?scores? given by the viewers, and specialized information contents of the videos. Results: A total of 342/1800  (19.00\%) videos had relevant information about HTx. Of these 342 videos, 215 (62.8\%) videos had useful information about specialized knowledge, 7/342 (2.0\%) were found to be misleading, and 120/342 (35.1\%) only concerned recipients? individual issues. Useful videos had 56.09\% of total viewership share (2,175,845/3,878,890), whereas misleading had 35.47\% (1,375,673/3,878,890). Independent user channel videos accounted for a smaller proportion (19\% in total numbers) but might have a wider impact on Web viewers, with the highest mean views/day (mean 39, SD 107) among four kinds of channels to distribute HTx-related information. Conclusions: YouTube videos on HTx benefit medical professionals by providing a substantial amount of information. However, it is a time-consuming course to find high-quality videos. More authoritative videos by trusted sources should be posted for dissemination of reliable information. With an improvement of ranking system and content providers in future, YouTube, as a freely accessible outlet, will help to meet the huge informational needs of medical staffs and promote medical education on HTx.},
	number = {2},
	journal = {Interact J Med Res},
	author = {Chen, He-Ming and Hu, Zhong-Kai and Zheng, Xiao-Lin and Yuan, Zhao-Shun and Xu, Zhao-Bin and Yuan, Ling-Qing and Perez, Jesus Vinicio A. De and Yuan, Ke and Orcholski, Mark and Liao, Xiao-Bo},
	month = nov,
	year = {2013},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Datenschutz und IT-Sicherheit, Digitale Bildung, Internet, Promotion:FU4b, \#5:Zeitschriftenartikel:e-learning, medical informatics, YouTube, heart transplantation, online videos},
	pages = {e28},
	file = {Chen et al. - 2013 - Effectiveness of YouTube as a Source of Medical In.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C3IKER7B/Chen et al. - 2013 - Effectiveness of YouTube as a Source of Medical In.pdf:application/pdf},
}

@article{lee_mobile_2018,
	title = {Mobile {Technology} in {E}-{Learning} for {Undergraduate} {Medical} {Education} on {Emergent} {Otorhinolaryngology}?{Head} and {Neck} {Surgery} {Disorders}: {Pilot} {Randomized} {Controlled} {Trial}},
	volume = {4},
	url = {http://mededu.jmir.org/2018/1/e8/},
	doi = {10.2196/mededu.9237},
	abstract = {Background: The use of mobile technology in e-learning (M-TEL) can add new levels of experience and significantly increase the attractiveness of e-learning in medical education. Whether an innovative interactive e-learning multimedia (IM) module or a conventional PowerPoint show (PPS) module using M-TEL to teach emergent otorhinolaryngology?head and neck surgery (ORL-HNS) disorders is feasible and efficient in undergraduate medical students is unknown. Objective: The aim of this study was to compare the impact of a novel IM module with a conventional PPS module using M-TEL for emergent ORL-HNS disorders with regard to learning outcomes, satisfaction, and learning experience. Methods: This pilot study was conducted at an academic teaching hospital and included 24 undergraduate medical students who were novices in ORL-HNS. The cognitive style was determined using the Group Embedded Figures Test. The participants were randomly allocated (1:1) to one of the two groups matched by age, sex, and cognitive style: the IM group and the PPS group. During the 100-min learning period, the participants were unblinded to use the IM or PPS courseware on a 7-inch tablet. Pretests and posttests using multiple-choice questions to evaluate knowledge and multimedia situational tests to evaluate competence were administered. Participants evaluated their satisfaction and learning experience by the AttrakDiff2 questionnaire, and provided feedback about the modules. Results: Overall, the participants had significant gains in knowledge (median of percentage change 71, 95\% CI 1-100, P{\textless}.001) and competence (median of percentage change 25, 95\% CI 0-33, P=.007) after 100 min of learning. Although there was no significant difference in knowledge gain between the two groups (median of difference of percentage change 24, 95\% CI ?75 to 36; P=.55), competence gain was significantly lower in the IM group compared with the PPS group (median of difference of percentage change ?41, 95\% CI ?67 to ?20; P=.008). However, the IM group had significantly higher scores of satisfaction (difference 2, 95\% CI 2-4; P=.01), pragmatic quality (difference 1.7, 95\% CI 0.1-2.7; P=.03), and hedonic stimulation (difference 1.9, 95\% CI 0.3-3.1; P=.01) compared with the PPS group. Qualitative feedback indicated that the various games in the IM module attracted the participants? attention but that the nonlinearly arranged materials affected their learning. Conclusions: Using M-TEL for undergraduate medical education on emergent ORL-HNS disorders, an IM module seems to be useful for gaining knowledge, but competency may need to occur elsewhere. While the small sample size reduces the statistical power of our results, its design seems to be appropriate to determine the effects of M-TEL using a larger group. Trial Registration: ClinicalTrials.gov NCT02971735; https://clinicaltrials.gov/ct2/show/NCT02971735 (Archived by WebCite at http://www.webcitation.org/6waoOpCEV)},
	number = {1},
	journal = {JMIR Med Educ},
	author = {Lee, Li-Ang and Wang, Shu-Ling and Chao, Yi-Ping and Tsai, Ming-Shao and Hsin, Li-Jen and Kang, Chung-Jan and Fu, Chia-Hsiang and Chao, Wei-Chieh and Huang, Chung-Guei and Li, Hsueh-Yu and Chuang, Cheng-Keng},
	month = mar,
	year = {2018},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Digitale Bildung, Promotion:FU4b, \#5:Zeitschriftenartikel:e-learning, mobile technology, randomized controlled trial, gamification, video lecture},
	pages = {e8},
	file = {Lee et al. - 2018 - Mobile Technology in E-Learning for Undergraduate .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NCQ3S8DN/Lee et al. - 2018 - Mobile Technology in E-Learning for Undergraduate .pdf:application/pdf},
}

@article{fontaine_effectiveness_2017,
	title = {Effectiveness of {Adaptive} {E}-{Learning} {Environments} on {Knowledge}, {Competence}, and {Behavior} in {Health} {Professionals} and {Students}: {Protocol} for a {Systematic} {Review} and {Meta}-{Analysis}},
	volume = {6},
	url = {http://www.researchprotocols.org/2017/7/e128/},
	doi = {10.2196/resprot.8085},
	abstract = {Background: Adaptive e-learning environments (AEEs) can provide tailored instruction by adapting content, navigation, presentation, multimedia, and tools to each user?s navigation behavior, individual objectives, knowledge, and preferences. AEEs can have various levels of complexity, ranging from systems using a simple adaptive functionality to systems using artificial intelligence. While AEEs are promising, their effectiveness for the education of health professionals and health professions students remains unclear. Objective: The purpose of this systematic review is to assess the effectiveness of AEEs in improving knowledge, competence, and behavior in health professionals and students. Methods: We will follow the Cochrane Collaboration and the Effective Practice and Organisation of Care (EPOC) Group guidelines on systematic review methodology. A systematic search of the literature will be conducted in 6 bibliographic databases (CINAHL, EMBASE, ERIC, PsycINFO, PubMed, and Web of Science) using the concepts ?adaptive e-learning environments,? ?health professionals/students,? and ?effects on knowledge/skills/behavior.? We will include randomized and nonrandomized controlled trials, in addition to controlled before-after, interrupted time series, and repeated measures studies published between 2005 and 2017. The title and the abstract of each study followed by a full-text assessment of potentially eligible studies will be independently screened by 2 review authors. Using the EPOC extraction form, 1 review author will conduct data extraction and a second author will validate the data extraction. The methodological quality of included studies will be independently assessed by 2 review authors using the EPOC risk of bias criteria. Included studies will be synthesized by a descriptive analysis. Where appropriate, data will be pooled using meta-analysis by applying the RevMan software version 5.1, considering the heterogeneity of studies. Results: The review is in progress. We plan to submit the results in the beginning of 2018. Conclusions: Providing tailored instruction to health professionals and students is a priority in order to optimize learning and clinical outcomes. This systematic review will synthesize the best available evidence regarding the effectiveness of AEEs in improving knowledge, competence, and behavior in health professionals and students. It will provide guidance to policy makers, hospital managers, and researchers in terms of AEE development, implementation, and evaluation in health care. Trial Registration: PROSPERO International Prospective Register of Systematic Reviews: CRD42017065585; https://www.crd.york.ac.uk/PROSPERO/display\_record.asp?ID=CRD42017065585 (Archived by WebCite� at http://www.webcitation.org/6rXGdDwf4)},
	number = {7},
	journal = {JMIR Res Protoc},
	author = {Fontaine, Guillaume and Cossette, Sylvie and Maheu-Cadotte, Marc-Andr� and Mailhot, Tanya and Desch�nes, Marie-France and Mathieu-Dupuis, Gabrielle},
	month = jul,
	year = {2017},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Digitale Bildung, Promotion:FU4b, meta-analysis, medical education, systematic review, nursing education, \#5:Zeitschriftenartikel:e-learning, adaptive learning environments, intelligent tutoring systems, interactive learning environments},
	pages = {e128},
	file = {Fontaine et al. - 2017 - Effectiveness of Adaptive E-Learning Environments .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/REZ2YGD2/Fontaine et al. - 2017 - Effectiveness of Adaptive E-Learning Environments .pdf:application/pdf},
}

@article{fontaine_evaluation_2016,
	title = {Evaluation of a {Web}-{Based} {E}-{Learning} {Platform} for {Brief} {Motivational} {Interviewing} by {Nurses} in {Cardiovascular} {Care}: {A} {Pilot} {Study}},
	volume = {18},
	url = {http://www.jmir.org/2016/8/e224/},
	doi = {10.2196/jmir.6298},
	abstract = {Background: Brief motivational interviewing (MI) can contribute to reductions in morbidity and mortality related to coronary artery disease, through health behavior change. Brief MI, unlike more intensive interventions, was proposed to meet the needs of clinicians with little spare time. While the provision of face-to-face brief MI training on a large scale is complicated, Web-based e-learning is promising because of the flexibility it offers. Objective: The primary objective of this pilot study was to examine the feasibility and acceptability of a Web-based e-learning platform for brief MI (MOTIV@C?UR), which was evaluated by nurses in cardiovascular care. The secondary objective was to assess the preliminary effect of the training on nurses? perceived brief MI skills and self-reported clinical use of brief MI. Methods: We conducted a single-group, pre-post pilot study involving nurses working in a coronary care unit to evaluate MOTIV@C?UR, which is a Web-based e-learning platform for brief MI, consisting of two sessions lasting 30 and 20 minutes. MOTIV@C?UR covers 4 real-life clinical situations through role-modeling videos showing nurse-client interactions. A brief introduction to MI is followed by role playing, during which a nurse practitioner evaluates clients? motivation to change and intervenes according to the principles of brief MI. The clinical situations target smoking, medication adherence, physical activity, and diet. Nurses were asked to complete both Web-based training sessions asynchronously within 20 days, which allowed assessment of the feasibility of the intervention. Data regarding acceptability and preliminary effects (perceived skills in brief MI, and self-reported clinical use of conviction and confidence interventions) were self-assessed through Web-based questionnaires 30 days (�5 days) after the first session. Results: We enrolled 27 women and 4 men (mean age 37, SD 9 years) in March 2016. Of the 31 participants, 24 (77\%, 95\% CI 63\%?91\%) completed both sessions in ?20 days. At 30 days, 28 of the 31 participants (90\%) had completed at least one session. The training was rated as highly acceptable, with the highest scores observed for information quality (mean 6.26, SD 0.60; scale 0?7), perceived ease of use (mean 6.16, SD 0.78; scale 0?7), and system quality (mean 6.15, SD 0.58; scale 0?7). Posttraining scores for self-reported clinical use of confidence interventions were higher than pretraining scores (mean 34.72, SD 6.29 vs mean 31.48, SD 6.75, respectively; P=.03; scale 10?50). Other results were nonsignificant. Conclusions: Brief MI training using a Web-based e-learning platform including role-modeling videos is both feasible and acceptable according to cardiovascular care nurses. Further research is required to evaluate the e-learning platform in a randomized controlled trial. Trial Registration: International Standard Randomized Controlled Trial Number (ISRCTN): 16510888; http://www.isrctn.com/ISRCTN16510888 (Archived by WebCite at http://www.webcitation.org/6jf7dr7bx)},
	number = {8},
	journal = {J Med Internet Res},
	author = {Fontaine, Guillaume and Cossette, Sylvie and Heppell, Sonia and Boyer, Louise and Mailhot, Tanya and Simard, Marie-Jos�e and Tanguay, Jean-Francois},
	month = aug,
	year = {2016},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Digitale Bildung, Promotion:FU4b, \#5:Zeitschriftenartikel:e-learning, coronary artery disease, cardiovascular diseases, pilot study, motivational interviewing, Web-based learning, health behavior change},
	pages = {e224},
	file = {Fontaine et al. - 2016 - Evaluation of a Web-Based E-Learning Platform for .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HMRCJ2IF/Fontaine et al. - 2016 - Evaluation of a Web-Based E-Learning Platform for .pdf:application/pdf},
}

@article{schulz_acceptance_2013,
	title = {Acceptance of {E}-{Learning} {Devices} by {Dental} {Students}},
	volume = {2},
	url = {http://www.medicine20.com/2013/2/e6/},
	abstract = {Background: E-Learning programs and their corresponding devices are increasingly employed to educate dental students during their clinical training. Objective: Recent progress made in the development of e-learning software as well as in hardware (computers, tablet PCs, smartphones) caused us to more closely investigate into the habits of dental students in dealing with these learning techniques. Methods: Dental students during their clinical training attended a survey compiled in cooperation with biostatisticians. The questionnaire probands were asked to complete based on previous surveys of similar subjects, allowing single as well as multiple answers. The data, which were obtained with respect to the learning devices students commonly employ, were compared with their internet learning activities. Results: The e-learning devices utilized are of heterogeneous brands. Each student has access to at least one hardware type suitable for e-learning. All students held mobile devices, about 90 percent employed laptops, and about 60 percent possess smartphones. Unexceptional all participants of the survey acknowledged an unlimited internet access. In contrast, only 16 percent of students utilized tablet PCs. A detailed analysis of the survey outcome reveals that an increasing use of mobile devices (tablet PC, smartphone) facilitates internet learning activities while at the same time utilization of computers (desktop, laptop) declines. Conclusions: Dental students overwhelmingly accept e-learning during their clinical training. Students report outstanding preconditions to conduct e-learning as both their access to hardware and to the internet is excellent. Less satisfying is the outcome of our survey regarding the utilization of e-learning programs. Depending of the hardware employed only one-third to barely one-half of students comprise learning programs.},
	number = {2},
	journal = {Med 2.0},
	author = {Schulz, Peter and Sagheb, Keyvan and Affeldt, Harald and Klumpp, Hannah and Taylor, Kathy and Walter, Christian and Al-Nawas, Bilal},
	month = aug,
	year = {2013},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Digitale Bildung, Promotion:FU1, \#5:Zeitschriftenartikel:e-learning, computer, smartphone, Internet, tablet PC},
	pages = {e6},
	file = {Schulz et al. - 2013 - Acceptance of E-Learning Devices by Dental Student.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QI62B94W/Schulz et al. - 2013 - Acceptance of E-Learning Devices by Dental Student.pdf:application/pdf},
}

@article{wlodarczyk_enhancing_2017,
	title = {Enhancing {Doctors}? {Competencies} in {Communication} {With} and {Activation} of {Older} {Patients}: {The} {Promoting} {Active} {Aging} ({PRACTA}) {Computer}-{Based} {Intervention} {Study}},
	volume = {19},
	url = {http://www.jmir.org/2017/2/e45/},
	doi = {10.2196/jmir.6948},
	abstract = {Background: Demographic changes over the past decades call for the promotion of health and disease prevention for older patients, as well as strategies to enhance their independence, productivity, and quality of life. Objective: Our objective was to examine the effects of a computer-based educational intervention designed for general practitioners (GPs) to promote active aging. Methods: The Promoting Active Aging (PRACTA) study consisted of a baseline questionnaire, implementation of an intervention, and a follow-up questionnaire that was administered 1 month after the intervention. A total of 151 primary care facilities (response rate 151/767, 19.7\%) and 503 GPs (response rate 503/996, 50.5\%) agreed to participate in the baseline assessment. At the follow-up, 393 GPs filled in the questionnaires (response rate, 393/503, 78.1\%), but not all of them took part in the intervention. The final study group of 225 GPs participated in 3 study conditions: e-learning (knowledge plus skills modelling, n=42), a pdf article (knowledge only, n=89), and control (no intervention, n=94). We measured the outcome as scores on the Patients Expectations Scale, Communication Scale, Attitude Toward Treatment and Health Scale, and Self-Efficacy Scale. Results: GPs participating in e-learning demonstrated a significant rise in their perception of older patients? expectations for disease explanation (Wald ?2=19.7, P{\textless}.001) and in perception of motivational aspect of older patients? attitude toward treatment and health (Wald ?2=8.9, P=.03) in comparison with both the control and pdf article groups. We observed additional between-group differences at the level of statistical trend. GPs participating in the pdf article intervention demonstrated a decline in self-assessed communication, both at the level of global scoring (Wald ?2=34.5, P{\textless}.001) and at the level of 20 of 26 specific behaviors (all P{\textless}.05). Factors moderating the effects of the intervention were the number of patients per GP and the facility?s organizational structure. Conclusions: Both methods were suitable, but in different areas and under different conditions. The key benefit of the pdf article intervention was raising doctors? reflection on limitations in their communication skills, whereas e-learning was more effective in changing their perception of older patients? proactive attitude, especially among GPs working in privately owned facilities and having a greater number of assigned patients. Although we did not achieve all expected effects of the PRACTA intervention, both its forms seem promising in terms of enhancing the competencies of doctors in communication with and activation of older patients.},
	number = {2},
	journal = {J Med Internet Res},
	author = {Wlodarczyk, Dorota and Chyli?ska, Joanna and Lazarewicz, Magdalena and Rzadkiewicz, Marta and Jaworski, Mariusz and Adamus, Miroslawa and Haugan, G�rill and Lillefjell, Monica and Espnes, Arild Geir},
	month = feb,
	year = {2017},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Digitale Bildung, Promotion:FU4b, Sozialpsychologie, \#5:Zeitschriftenartikel:e-learning, health communication, active aging, professional competence, general practioners, health services for the aged, seniors? attitude toward treatment and health, seniors? expectations},
	pages = {e45},
	file = {Wlodarczyk et al. - 2017 - Enhancing Doctors Competencies in Communication W.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7RSBLAQD/Wlodarczyk et al. - 2017 - Enhancing Doctors Competencies in Communication W.pdf:application/pdf},
}

@article{de_leeuw_development_2019,
	title = {Development of an {Instructional} {Design} {Evaluation} {Survey} for {Postgraduate} {Medical} {E}-{Learning}: {Content} {Validation} {Study}},
	volume = {21},
	url = {https://www.jmir.org/2019/8/e13921/},
	doi = {10.2196/13921},
	abstract = {Background: E-Learning has taken a firm place in postgraduate medical education. Whereas 10 years ago it was promising, it now has a definite niche and is clearly here to stay. However, evaluating the effect of postgraduate medical e-learning (PGMeL) and improving upon it can be complicated. While the learning aims of e-learning are evaluated, there are no instruments to evaluate the instructional design of PGMeL. Such an evaluation instrument may be developed by following the Association for Medical Education in Europe (AMEE) 7-step process. The first 5 steps of this process were previously performed by literature reviews, focus group discussion, and an international Delphi study. Objective: This study will continue with steps 6 and 7 and answer the research question: Is a content-validated PGMeL evaluation survey useful, understandable, and of added value for creators of e-learning? Methods: There are five phases in this study: creating a survey from 37 items (phase A); testing readability and question interpretation (phase B); adjusting, rewriting, and translating surveys (phase C); gathering completed surveys from three PGMeL modules (phase D); and holding focus group discussions with the e-learning authors (phase E). Phase E was carried out by presenting the results of the evaluations from phase D, followed by a group discussion. There are four groups of participants in this study. Groups A and B are experienced end users of PGMeL and participated in phase B. Group C are users who undertook e-learning and were asked to complete the survey in phase D. Group D are the authors of the e-learning modules described above. Results: From a list of 36 items, we developed a postgraduate Medical E-Learning Evaluation Survey (MEES). Seven residents participated in the phase B group discussion: 4 items were interpreted differently, 3 were not readable, and 2 items were double. The items from phase B were rewritten and, after adjustment, understood correctly. The MEES was translated into Dutch and again pilot-tested. All items were clear and were understood correctly. The MEES version used for the evaluation contained 3 positive domains (motivation, learning enhancers, and real-world translation) and 2 negative domains (barriers and learning discouragers), with 36 items in those domains, 5 Likert scale questions of 1 to 10, and 5 open questions asking participants to give their own comments in each domain. Three e-learning modules were evaluated from July to November 2018. There were a total of 158 responses from a Dutch module, a European OB/GYN (obstetrics and gynecology) module, and a surgical module offered worldwide. Finally, 3 focus group discussions took place with a total of 10 participants. Usefulness was much appreciated, understandability was good, and added value was high. Four items needed additional explanation by the authors, and a Creators? Manual was written at their request. Conclusions: The MEES is the first survey to evaluate the instructional design of PGMeL and was constructed following all 7 steps of the AMEE. This study completes the design of the survey and shows its usefulness and added value to the authors. It finishes with a final, publicly available survey that includes a Creators? Manual. We briefly discuss the number of responses needed and conclude that more is better; in the end, however, one has to work with what is available. The next steps would be to see whether improvement can be measured by using the MEES and continue to work on the end understandability in different languages and cultural groups.},
	number = {8},
	journal = {J Med Internet Res},
	author = {de Leeuw, Adrianus Robert and Westerman, Michiel and Walsh, Kieran and Scheele, Fedde},
	month = aug,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Bildung, Digitale Bildung, Lernsystemarchitektur, Promotion:FU3, evaluation, distance education, \#5:Zeitschriftenartikel:e-learning, postgraduate medical education, survey},
	pages = {e13921},
	file = {de Leeuw et al. - 2019 - Development of an Instructional Design Evaluation .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CQZUKYQW/de Leeuw et al. - 2019 - Development of an Instructional Design Evaluation .pdf:application/pdf},
}

@article{arnold_steigende_2022,
	title = {Steigende {Komplexität} betrieblichen {Lernens} durch und mit digitalen {Medien} – {Analysiert} am {Beispiel} eines {Modells}},
	issn = {1618-8543},
	shorttitle = {Steigende {Komplexität} betrieblichen {Lernens} durch und mit digitalen {Medien}},
	url = {https://www.bwpat.de/ausgabe/43/arnold},
	abstract = {Veränderungsprozesse durch die digitale Transformation und die Bedeutungszunahme des Lernens mit digitalen Medien wirken sich auf die Komplexität betrieblichen Lernens aus: Lernprozesse werden individualisiert und flexibilisiert. Informelles und formelles Lernen können miteinander verbunden werden. Das Verhältnis verschiebt sich immer weiter hin zum vorwiegend informell stattfindenden Lernen im Prozess der Arbeit. Gleichermaßen rückt das selbstgesteuerte Lernen immer weiter in den Fokus. Anhand eines Modells betrieblichen Lernens mit digitalen Medien können diese Veränderungen aufgezeigt werden, da Modelle betrieblichen Lernens zur Theorie-Praxisverbindung beitragen: Daraus lassen sich Implikationen für die Praxis ableiten und dahinterliegende Prozesse können aufgezeigt und verständlich gemacht werden. Auf diese Weise wird die steigende Komplexität digitalisierten betrieblichen Lernens sichtbar.},
	language = {de-DE},
	number = {43},
	urldate = {2023-02-20},
	journal = {Berufs- und Wirtschaftspädagogik - online},
	author = {Arnold, Tanja},
	editor = {Büchter, Karin and Wilbers, Karl and Windelband, Lars and Gössling, Bernd},
	month = dec,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildung, Multimedia, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	file = {Arnold - 2022 - Steigende Komplexität betrieblichen Lernens durch .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2Q24Q4PB/Arnold - 2022 - Steigende Komplexität betrieblichen Lernens durch .pdf:application/pdf},
}

@article{souza_e_silva_impact_2024,
	title = {The impact of the integration of digital platforms and active teaching strategies ({Kahoot}!) on the performance of {Brazilian} medical course students in the discipline of histology},
	issn = {1935-9780},
	doi = {10.1002/ase.2433},
	abstract = {Teaching human histology is part of understanding the tissues of the human body and, therefore, it is part of the training curriculum of all health courses. The increase in technologies and active teaching methodologies has a positive impact on student learning, as it reduces the challenges present in the subject. Therefore, this work aimed to compare the performance of students in the histology discipline, when compared to traditional teaching methodology and its association with game-based learning and a basic histology teaching platform. Three classes of the medical course were selected between the years 2022 and 2023, each of which was separated into a group. One group did not have access to any platform, being called the Traditional Group (TG), a group that used Kahoot!, being called the Kahoot Group (KG), and a group that used the teaching platform, being called the Histoatlas Group (HG). Both KG and HG groups showed greater effectiveness in learning and improved performance, when compared to TG. These improvements in KG and HG were also highlighted as learning aids and easy to use. KG students performed better in the practical test when comparing groups. However, this difference was not observed in the students' averages. However, students pointed out the relevance of trying to improve the traditional teaching methodology. Therefore, this study points out that, even though the traditional teaching methodology is efficient in the student's teaching and learning process, there is a need on the part of students to make the subject more dynamic.},
	language = {en-US},
	journal = {Anatomical Sciences Education},
	author = {Souza E Silva, Renata and da Cunha Lima Freire, Gustavo and Cerqueira, Gilberto Santos},
	month = may,
	year = {2024},
	pmid = {38736103},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU2b, teaching, innovation, histology, Kahoot, teaching platforms},
	file = {Souza E Silva et al. - 2024 - The impact of the integration of digital platforms.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FS8V9UMK/Souza E Silva et al. - 2024 - The impact of the integration of digital platforms.pdf:application/pdf},
}

@article{stegmann_digitaler_2022,
	series = {Themenheft},
	title = {Digitaler {Wandel} des {Schulunterrichts} durch professionelle {Lerngemeinschaften}: {Der} {Einsatz} von {Multiplikatoren} zur {Etablierung} von {Lerngemeinschaften}},
	issn = {1424-3636, 1424-3636},
	abstract = {Numerous studies provide evidence that successful implementation of innovation as well as learning of students benefit from teacher collaboration. Such collaboration often takes place as part of so-called Professional Learning Communities (PLC). PLCs are communities of learners that continuously do research with the goal of further improvement at three levels: individual, community, and institution. All members of PLC learn from and with each other through collaborative work to reach a joint goal. An open issue in research on PLC is, however, to what extent an intensive collaboration with Science can be compensated by facilitation through specifically trained multiplicators. To what extent can multiplicators place the scientific content and facilitate the collaboration within a PLC? To answer these research questions, PLCs on digitalization of teaching STEM in school were founded in 2020/2021 at three Bavarian secondary schools (two Mittelschulen, one Realschule). The results of the conducted interview study suggest, that multiplicators can successfully establish PLCs. However, not all functions of scientific PLC members can be equally compensated. To fulfill the needs of the PLC, additional multiplicators with focus on STEM didactics (e. g., heads of STEM subjects from the schools themselves) may be trained to support the subject-related work on material for teaching with digital media.},
	language = {de-DE},
	number = {49},
	journal = {MedienPädagogik Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Stegmann, Karsten and Kastorff, Tamara and Poluektova, Ilona and Berger, Sonja and Kosiol, Timo and Reith, Sabrina and Förtsch, Christian and Rutkowski, Annemarie and Mohr, Matthias and Lindermayer, Christian and Aufleger, Monika and Traub, Dagmar and Haldenwang, Vera and Ufer, Stefan and Neuhaus, Birgit Jana and Bannert, Maria and Oechslein, Karin and Lindner, Martin and Nerdel, Claudia and Fischer, Frank and Gräsel, Cornelia},
	editor = {Hasselkuß, Marco and Heinemann, Anna and Endberg, Manuela and Gageik, Lisa},
	month = jul,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Bildungstheorien, Promotion:Argumentation, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning},
	pages = {21},
	file = {Stegmann et al. - 2022 - Digitaler Wandel des Schulunterrichts durch profes.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AGIYFYTL/Stegmann et al. - 2022 - Digitaler Wandel des Schulunterrichts durch profes.pdf:application/pdf},
}

@article{matava_mobile_2017,
	title = {Mobile {Apps} for {Teaching} {Intubation}: {Scoping} {Review} and {Critical} {Analysis} in {eLearning}},
	volume = {3},
	url = {http://mededu.jmir.org/2017/2/e15/},
	doi = {10.2196/mededu.7919},
	abstract = {Background: Airway management is a core skill in anesthesia ensuring adequate oxygenation and delivery of inhalational agents for the patient. Objective: The goals of this study were to critically evaluate the quality of airway management apps and target revised Bloom's Taxonomy cognitive levels. Methods: An electronic search using the keywords ?airway? and ?airway management? was conducted in May 2015 across the App Store, Google Play, BlackBerry World, and Windows Store. Apps were included in the study if their content was related to airway management. App content and characteristics were extracted into a standard form and evaluated. Results: A total of 65 apps met the inclusion criteria, and 73\% (47/65) of apps were developed by companies or industry. Anesthesiology trainees were the target audience in only 20\% (13/65) of apps. Bag mask ventilation and laryngeal mask airways were covered in only 20\% (13/65) of apps. Only 2 apps were supported in the scientific literature. For Bloom?s Taxonomy, 37\% (24/65) of apps targeted knowledge, 5\% (3/65) comprehension, 22\% (14/65) application, 28\% (18/65) analysis, 9\% (6/65) evaluation, and 0\% synthesis. Multivariate analysis identified cost of apps, size of apps (MB), and apps targeting trainees and paramedics to be associated with higher levels of cognitive processing of revised Bloom?s Taxonomy. Conclusions: Apps developed for teaching intubation target lower levels of cognitive processing and are largely not validated by research. Cost, app size, and targeted user are associated with higher cognitive levels. Trainees and all users should be aware of the paucity of the published evidence behind the efficacy of some of these apps.},
	number = {2},
	journal = {JMIR Med Educ},
	author = {Matava, Clyde and Leo, Anne-Marie and Alam, Fahad},
	month = sep,
	year = {2017},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Bildung, Multimedia, Digitale Bildung, Promotion:FU3, apps, anesthesiology, anesthesia, difficult airway, intubation, mLearning, residents},
	pages = {e15},
	file = {Matava et al. - 2017 - Mobile Apps for Teaching Intubation Scoping Revie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6JRVUF6U/Matava et al. - 2017 - Mobile Apps for Teaching Intubation Scoping Revie.pdf:application/pdf},
}

@article{rohs_matthias_digitalisierung_2022,
	title = {Digitalisierung als ethische {Herausforderung} für die {Erwachsenenbildung}. {Ein} {Anstoß} für die {Entwicklung} einer {Bereichsethik} aus {Sicht} der {Erwachsenenbildungsforschung}},
	copyright = {Creative Commons Namensnennung 4.0 International},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=24471},
	doi = {10/gp5kbd},
	abstract = {The digital transformation is both an opportunity and a challenge to anchor ethical issues more firmly in adult education discourse. What is missing is a generally binding ethical code that applies to the profession of adult education and thus an orientation for ethical action in digital teaching/learning settings. A deeper analysis is necessary on the macrodidactic as well as the microdidactic level. This includes the critically reflective analysis of the societal impacts of the digital transformation in educational programs for adults as well as the discussion of ethical aspects surrounding the use of digital teaching/ learning media to organize teaching/learning processes. The article gives reasons for the need for a scientifically informed discourse on ethical issues of educational activity in this context. Ethics should be understood and reinforced as its own area of content in adult education. (DIPF/Orig.)},
	language = {de-DE},
	number = {44-45},
	urldate = {2022-05-14},
	journal = {Magazin erwachsenenbildung.at: Das Fachmedium für Forschung, Praxis und Diskurs},
	author = {Rohs, Matthias and Bernhardsson-Laros, Nils},
	month = may,
	year = {2022},
	note = {Publisher: Bundesministerium für Bildung, Wissenschaft und Forschung},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Bildungstheorien, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Datenschutz und IT-Sicherheit, Bildung, Digitale Bildung, Digitalisierung, Digitalization, Krisenreaktion im Bildungsbereich, Ethik, Bildungsforschung, Educational research, Adult training, Erwachsenenbildung, Moral, Morals, Pädagogisches Handeln},
	pages = {14},
	file = {Rohs, Matthias und Bernhardsson-Laros, Nils - 2022 - Digitalisierung als ethische Herausforderung für d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VJ7Q4CFG/Rohs, Matthias und Bernhardsson-Laros, Nils - 2022 - Digitalisierung als ethische Herausforderung für d.pdf:application/pdf},
}

@article{bacher_rolle_2022,
	title = {Die {Rolle} und {Nutzung} digitaler {Medien} im schulischen {Russischunterricht}: {Eine} empirische {Basiserhebung} im deutschsprachigen {Raum}},
	volume = {1},
	copyright = {Creative Commons Attribution 4.0 International},
	shorttitle = {Didaktik der slawischen {Sprachen} 2022/1},
	url = {https://www.uibk.ac.at/slawistik/dislaw/ausgaben},
	doi = {10/gqp2q8},
	abstract = {English This article exemplifies the role digital media play in the Russian language classroom at secondary schools in Austria, Germany, and South Tyrol. The presented baseline study aims at investigating the types of digital media, how frequently these are employed, and the specific purposes they are used for in the Russian language classroom. Moreover, this study examines whether and in how far Russian teachers are satisfied with the pre- and in-service teacher training they received in the field of digital media as well as the digital literacy of teachers and adolescent learners of Russian. The data were collected in a mixedmethods procedure: quantitative data from online-questionnaires and qualitative data from face-to-face semi-structured interviews. In this article, selected study results will be presented and discussed.},
	language = {de-A},
	number = {1},
	urldate = {2022-08-25},
	journal = {DiSlaw – Didaktik slawischer Sprachen},
	author = {Bacher, Sonja},
	year = {2022},
	note = {Publisher: Institut für Slawistik},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU1},
	pages = {1--18},
	file = {Didaktik Der Slawischen Sprachen - 2022 - Didaktik der slawischen Sprachen 20221 Distance .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3DH5RLXV/Didaktik Der Slawischen Sprachen - 2022 - Didaktik der slawischen Sprachen 20221 Distance .pdf:application/pdf},
}

@article{breitschwerdt_digitale_2022,
	title = {Digitale {Medien} in der {Erwachsenenbildung}/{Weiterbildung}},
	abstract = {Aus erwachsenenpädagogischer Perspektive liegt für Deutschland bislang kein ausreichender Überblick dazu vor, welche digitalen Medien vom Weiterbildungspersonal in Lehr-Lern-Settings mit Erwachsenen genutzt werden und wie der Einsatz didaktisch begründet wird.},
	language = {de-DE},
	number = {44-45},
	journal = {Magazin erwachsenenbildung.at: Das Fachmedium für Forschung, Praxis und Diskurs},
	author = {Breitschwerdt, Lisa and Thees, Anne and Egetenmeyer, Regina},
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU3},
	pages = {14},
	file = {Breitschwerdt et al. - 2022 - Digitale Medien in der ErwachsenenbildungWeiterbi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E3LMQ4PY/Breitschwerdt et al. - 2022 - Digitale Medien in der ErwachsenenbildungWeiterbi.pdf:application/pdf},
}

@article{stolakis_wie_2023,
	title = {Wie sehen {Kinder} digitale {Medien}? {Vorschlag} und {Diskussion} einer spielbasierten {Methode} für {Forschung} und {Praxis}},
	volume = {24},
	abstract = {In diesem Beitrag wird eine Methode zur Eruierung der Perspektiven von Kindern auf digitale Medien in der Kindertageseinrichtung sowie auf ihre Mediennutzung in der Familie vorgestellt. Hierzu wurde auf ein dialoggestütztes Gruppeninterview zurückgegriffen, das durch einen Kitarundgang und spielerische Elemente in Form eines Memo-Spiels ergänzt wurde. Der Fokus des Beitrags liegt auf der Beschreibung der Methode. Diese soll für den Einsatz in der Praxis zur Verfügung gestellt werden mit dem Ziel, dass Fachkräfte mit den Kindern zum Thema Medien ins Gespräch kommen und auf dieser Basis deren Perspektiven in ihre pädagogische Planung einbeziehen, indem sie ihr eigenes medienpädagogisches Handeln reflektieren und ggf. anpassen. Erste Erprobungen bestätigten die Praxistauglichkeit, es wurde aber auch deutlich, dass je nach Situation flexible Anpassungen sinnvoll sein können und darauf zu achten ist, dass die Auswertung im Rahmen der zeitlichen Ressourcen der Fachkräfte leistbar ist.},
	language = {de-DE},
	number = {3},
	journal = {Forum: Qualitative Sozialforschung},
	author = {Stolakis, Anja and Schmitt, Annette and Borke, Jörn and Fischer, Luisa and Simon, Eric and Hohmann, Sven},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU6, ⛔ No DOI found},
	pages = {30},
	file = {Stolakis et al. - 2023 - Wie sehen Kinder digitale Medien Vorschlag und Di.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9HBG8MID/Stolakis et al. - 2023 - Wie sehen Kinder digitale Medien Vorschlag und Di.pdf:application/pdf},
}

@article{gebert_wissenschaftsblogs_2019,
	title = {Wissenschaftsblogs als zeitgemäße {Publikationsmedien}: {Das} {Beispiel} {Mittelalter}. {Interdisziplinäre} {Forschung} und {Rezeptionsgeschichte}},
	volume = {66},
	number = {3},
	journal = {Die Digitalisierung der Wissenschaftskommunikation in der Germanistik. Informieren – Recherchieren Publizieren – Partizipieren},
	author = {Gebert, Björn and Beek, Lena van},
	editor = {Hausmann, Albrecht and Michel, Volker and Rau, Ariane},
	year = {2019},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, FernUni-Hagen, FernUni-Hagen:MABM:M5},
	pages = {273--280},
	file = {Gebert und Beek - 2019 - Wissenschaftsblogs als zeitgemäße Publikationsmedi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EBFA52AX/Gebert und Beek - 2019 - Wissenschaftsblogs als zeitgemäße Publikationsmedi.pdf:application/pdf},
}

@article{vogelsang_wie_2023,
	title = {Wie entwickeln sich medienbezogene {Einstellungen}, selbsteingeschätzte {Medienkompetenzen} und motivationale {Orientierungen} angehender {Lehrkräfte}? {Eine} {Sekundäranalyse} von {Evaluationsdaten} zum {Praxissemester} im zweiten {CoViD}-19-bedingten {Lockdown}},
	issn = {1424-3636, 1424-3636},
	doi = {10/gr3tgb},
	abstract = {Für die lernförderliche Einbindung digitaler Medien in schulische Lehr-Lern-Situationen sollten angehende Lehrkräfte neben mediendidaktischen sowie medienerzieherischen Kompetenzen auch über medienbezogene motivationale und volitionale Dispositionen verfügen. Insbesondere Einstellungen und selbsteingeschätzte Kompetenzen sind Einflussfaktoren auf die Motivation zur Mediennutzung. Auf Basis einer Sekundäranalyse wird daher in diesem Beitrag die wechselseitige Entwicklung dieser Dispositionen für verschiedene medienbezogene Kompetenzfacetten von N = 269 Lehramtsstudierenden längsschnittlich untersucht, die ein fünfmonatiges Langzeitpraktikum während der Massnahmen zur Eindämmung der CoViD-19-Pandemie im Wintersemester 2020/2021 absolviert haben. Diese Zeit ging mit vermehrten medienbezogenen Lerngelegenheiten einher. Die Ergebnisse zeigen, dass sich die Einstellungen der angehenden Lehrkräfte hinsichtlich der Mediennutzung kaum veränderten, sich selbsteingeschätzte Medienkompetenzen und medienbezogene Motivation hingegen mit kleinem bis mittlerem Effekt positiv entwickelten. Cross-Lagged-Panel-Analysen zeigen zudem, dass sich eine hohe motivationale Orientierung in Bezug auf die Mediennutzung zu Beginn des Langzeitpraktikums positiv auf die Entwicklung selbsteingeschätzter Kompetenzen auswirkte, allerdings nicht in allen in der Analyse betrachteten Kompetenzfacetten.},
	language = {de-DE},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Vogelsang, Christoph and Caruso, Carina and Seifert, Andreas and Schwabl, Franziska},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, Promotion:Argumentation, \#7:Zeitschriftenartikel:digital:Medien, Bildung, Multimedia, Krisenreaktion im Bildungsbereich},
	file = {Vogelsang et al. - 2023 - Wie entwickeln sich medienbezogene Einstellungen, .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GCVTE9KW/Vogelsang et al. - 2023 - Wie entwickeln sich medienbezogene Einstellungen, .pdf:application/pdf},
}

@article{liyanagunawardena_massive_2014,
	title = {Massive {Open} {Online} {Courses} on {Health} and {Medicine}: {Review}},
	volume = {16},
	url = {http://www.jmir.org/2014/8/e191/},
	doi = {10.2196/jmir.3439},
	abstract = {Background: Massive open online courses (MOOCs) have become immensely popular in a short span of time. However, there is very little research exploring MOOCs in the discipline of health and medicine. Objective: We aim to provide a review of MOOCs related to health and medicine offered by various MOOC platforms in 2013, by analyzing and comparing the various offerings, their target audience, typical length of course, and credentials offered. We also discuss opportunities and challenges presented by MOOCs in health and medicine. Methods: Health and medicine?related MOOCs were gathered using several methods to ensure the richness and completeness of data. Identified MOOC platform websites were used to gather the lists of offerings. In parallel, these MOOC platforms were contacted to access official data on their offerings. Two MOOC aggregator sites (Class Central and MOOC List) were also consulted to gather data on MOOC offerings. Eligibility criteria were defined to concentrate on the courses that were offered in 2013 and primarily on the subject of health and medicine. All language translations in this paper were done using Google Translate. Results: The search identified 225 courses, of which 98 were eligible for the review. Over half (58\%, 57/98) of the MOOCs considered were offered on the Coursera platform, and 94\% (92/98) of all the MOOCs were offered in English. Universities offered 90 MOOCs, and the John Hopkins University offered the largest number of MOOCs (12/90). Only three MOOCs were offered by developing countries (China, West Indies, and Saudi Arabia). The duration of MOOCs varied from 3-20 weeks with an average length of 6.7 weeks. On average, MOOCs expected a participant to work on the material for 4.2 hours a week. Verified certificates were offered by 14 MOOCs, while three others offered other professional recognition. Conclusions: The review presents evidence to suggest that MOOCs can be used as a way to provide continuous medical education. It also shows the potential of MOOCs as a means of increasing health literacy among the public.},
	number = {8},
	urldate = {2024-06-16},
	journal = {J Med Internet Res},
	author = {Liyanagunawardena, Rekha Tharindu and Williams, Ann Shirley},
	month = aug,
	year = {2014},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:4, Promotion:FU5, Digitale Bildung, Krisenreaktion im Bildungsbereich, education, \#4:Zeitschriftenartikel:MOOC, computer-assisted instruction, continuing education, health education},
	pages = {e191},
	file = {Liyanagunawardena und Williams - 2014 - Massive Open Online Courses on Health and Medicine.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S3NBTWGQ/Liyanagunawardena und Williams - 2014 - Massive Open Online Courses on Health and Medicine.pdf:application/pdf},
}

@article{alturkistani_massive_2020,
	title = {Massive {Open} {Online} {Course} {Evaluation} {Methods}: {Systematic} {Review}},
	volume = {22},
	url = {https://www.jmir.org/2020/4/e13851},
	doi = {10.2196/13851},
	abstract = {Background: Massive open online courses (MOOCs) have the potential to make a broader educational impact because many learners undertake these courses. Despite their reach, there is a lack of knowledge about which methods are used for evaluating these courses. Objective: The aim of this review was to identify current MOOC evaluation methods to inform future study designs. Methods: We systematically searched the following databases for studies published from January 2008 to October 2018: (1) Scopus, (2) Education Resources Information Center, (3) IEEE (Institute of Electrical and Electronic Engineers) Xplore, (4) PubMed, (5) Web of Science, (6) British Education Index, and (7) Google Scholar search engine. Two reviewers independently screened the abstracts and titles of the studies. Published studies in the English language that evaluated MOOCs were included. The study design of the evaluations, the underlying motivation for the evaluation studies, data collection, and data analysis methods were quantitatively and qualitatively analyzed. The quality of the included studies was appraised using the Cochrane Collaboration Risk of Bias Tool for randomized controlled trials (RCTs) and the National Institutes of Health?National Heart, Lung, and Blood Institute quality assessment tool for cohort observational studies and for before-after (pre-post) studies with no control group. Results: The initial search resulted in 3275 studies, and 33 eligible studies were included in this review. In total, 16 studies used a quantitative study design, 11 used a qualitative design, and 6 used a mixed methods study design. In all, 16 studies evaluated learner characteristics and behavior, and 20 studies evaluated learning outcomes and experiences. A total of 12 studies used 1 data source, 11 used 2 data sources, 7 used 3 data sources, 4 used 2 data sources, and 1 used 5 data sources. Overall, 3 studies used more than 3 data sources in their evaluation. In terms of the data analysis methods, quantitative methods were most prominent with descriptive and inferential statistics, which were the top 2 preferred methods. In all, 26 studies with a cross-sectional design had a low-quality assessment, whereas RCTs and quasi-experimental studies received a high-quality assessment. Conclusions: The MOOC evaluation data collection and data analysis methods should be determined carefully on the basis of the aim of the evaluation. The MOOC evaluations are subject to bias, which could be reduced using pre-MOOC measures for comparison or by controlling for confounding variables. Future MOOC evaluations should consider using more diverse data sources and data analysis methods. International Registered Report Identifier (IRRID): RR2-10.2196/12087},
	number = {4},
	urldate = {2024-06-16},
	journal = {J Med Internet Res},
	author = {Alturkistani, Abrar and Lam, Ching and Foley, Kimberley and Stenfors, Terese and Blum, R. Elizabeth and Van Velthoven, Helena Michelle and Meinert, Edward},
	month = apr,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Bewertungsmethoden, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU5, online learning, \#4:Zeitschriftenartikel:MOOC, learning, computer-assisted instruction, promotion},
	pages = {e13851},
	file = {Alturkistani et al. - 2020 - Massive Open Online Course Evaluation Methods Sys.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UXF37NFD/Alturkistani et al. - 2020 - Massive Open Online Course Evaluation Methods Sys.pdf:application/pdf},
}

@article{kononowicz_virtual_2015,
	title = {Virtual {Patients} in a {Behavioral} {Medicine} {Massive} {Open} {Online} {Course} ({MOOC}): {A} {Case}-{Based} {Analysis} of {Technical} {Capacity} and {User} {Navigation} {Pathways}},
	volume = {1},
	url = {http://mededu.jmir.org/2015/2/e8/},
	doi = {10.2196/mededu.4394},
	abstract = {Background: Massive open online courses (MOOCs) have been criticized for focusing on presentation of short video clip lectures and asking theoretical multiple-choice questions. A potential way of vitalizing these educational activities in the health sciences is to introduce virtual patients. Experiences from such extensions in MOOCs have not previously been reported in the literature. Objective: This study analyzes technical challenges and solutions for offering virtual patients in health-related MOOCs and describes patterns of virtual patient use in one such course. Our aims are to reduce the technical uncertainty related to these extensions, point to aspects that could be optimized for a better learner experience, and raise prospective research questions by describing indicators of virtual patient use on a massive scale. Methods: The Behavioral Medicine MOOC was offered by Karolinska Institutet, a medical university, on the EdX platform in the autumn of 2014. Course content was enhanced by two virtual patient scenarios presented in the OpenLabyrinth system and hosted on the VPH-Share cloud infrastructure. We analyzed web server and session logs and a participant satisfaction survey. Navigation pathways were summarized using a visual analytics tool developed for the purpose of this study. Results: The number of course enrollments reached 19,236. At the official closing date, 2317 participants (12.1\% of total enrollment) had declared completing the first virtual patient assignment and 1640 (8.5\%) participants confirmed completion of the second virtual patient assignment. Peak activity involved 359 user sessions per day. The OpenLabyrinth system, deployed on four virtual servers, coped well with the workload. Participant survey respondents (n=479) regarded the activity as a helpful exercise in the course (83.1\%). Technical challenges reported involved poor or restricted access to videos in certain areas of the world and occasional problems with lost sessions. The visual analyses of user pathways display the parts of virtual patient scenarios that elicited less interest and may have been perceived as nonchallenging options. Analyzing the user navigation pathways allowed us to detect indications of both surface and deep approaches to the content material among the MOOC participants. Conclusions: This study reported on first inclusion of virtual patients in a MOOC. It adds to the body of knowledge by demonstrating how a biomedical cloud provider service can ensure technical capacity and flexible design of a virtual patient platform on a massive scale. The study also presents a new way of analyzing the use of branched virtual patients by visualization of user navigation pathways. Suggestions are offered on improvements to the design of virtual patients in MOOCs.},
	number = {2},
	urldate = {2024-06-16},
	journal = {JMIR Medical Education},
	author = {Kononowicz, A. Andrzej and Berman, H. Anne and Stathakarou, Natalia and McGrath, Cormac and Barty?ski, Tomasz and Nowakowski, Piotr and Malawski, Maciej and Zary, Nabil},
	month = sep,
	year = {2015},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU5, \#4:Zeitschriftenartikel:MOOC, education, medical, computer-assisted instruction, medical informatics applications},
	pages = {e8},
	file = {Kononowicz et al. - 2015 - Virtual Patients in a Behavioral Medicine Massive .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N5QVHBQM/Kononowicz et al. - 2015 - Virtual Patients in a Behavioral Medicine Massive .pdf:application/pdf},
}

@article{claflin_building_2020,
	title = {Building a {Successful} {Massive} {Open} {Online} {Course} {About} {Multiple} {Sclerosis}: {A} {Process} {Description}},
	volume = {22},
	url = {https://www.jmir.org/2020/7/e16687},
	doi = {10.2196/16687},
	abstract = {Background: Over the course of a year, we developed and tested a 6-week massive open online course (MOOC) on multiple sclerosis (MS) in consultation with the MS community. The course targeted the MS community and interested laypeople and was titled Understanding MS. The primary purpose of the course was to improve MS knowledge, health literacy, and resilience among participants. The final version of the MOOC made available for open enrollment was ranked first among all MOOCs released in 2019 (n{\textgreater}2400) based on participant reviews. Objective: The aim of this study was to present a detailed description and assessment of the development process of the Understanding MS MOOC. Methods: The development process included a course development focus group; the creation of more than 50 content videos and related text, quizzes, activities, and discussion prompts; the creation of original images and animations; a pilot study; and collaborations with people living with MS, MS nurses, allied health care practitioners, and neurologists and researchers from 4 universities. Results: Overall, the process was efficient and effective. With a few small changes, we recommend this approach to those seeking to develop a similar course. This process led to the development of a highly reviewed MOOC with excellent user satisfaction. Conclusions: We identified 5 key lessons from this process: (1) community support is essential, (2) stakeholder involvement improves content quality, (3) plan for research from the beginning, (4) coordination between the academic lead and project manager team ensures a consistent voice, and (5) a network of collaborators is a key resource.},
	number = {7},
	urldate = {2024-06-16},
	journal = {J Med Internet Res},
	author = {Claflin, B. Suzi and Gates, Rachael and Maher, Maree and Taylor, V. Bruce},
	month = jul,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, \#4:Zeitschriftenartikel:MOOC, multiple sclerosis, health education},
	pages = {e16687},
	file = {Claflin et al. - 2020 - Building a Successful Massive Open Online Course A.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VAG75NK2/Claflin et al. - 2020 - Building a Successful Massive Open Online Course A.pdf:application/pdf},
}

@article{blum_benefits_2020,
	title = {Benefits of {Massive} {Open} {Online} {Course} {Participation}: {Deductive} {Thematic} {Analysis}},
	volume = {22},
	url = {https://www.jmir.org/2020/7/e17318},
	doi = {10.2196/17318},
	abstract = {Background: Massive open online courses (MOOCs), as originally conceived, promised to provide educational access to anyone with an internet connection. However, the expansiveness of MOOC education has been found to be somewhat limited. Nonetheless, leading universities continue to offer MOOCs, including many in the health sciences, on a number of private platforms. Therefore, research on online education must include thorough understanding of the role of MOOCs. To date, studies on MOOC participants have focused mainly on learners? assessment of the course. It is known that MOOCs are not reaching the universal audiences that were predicted, and much knowledge has been gained about learners? perceptions of MOOCs. However, there is little scholarship on what learners themselves gain from participating in MOOCs. Objective: As MOOC development persists and expands, scholars and developers should be made aware of the role of MOOCs in education by examining what these courses do offer their participants. The objective of this qualitative synthesis of a set of MOOC evaluation studies was to explore outcomes for MOOC learners, that is, how the learners themselves benefit from participating in MOOCs. Methods: To explore MOOC learners? outcomes, we conducted a qualitative synthesis in the form of a deductive thematic analysis, aggregating findings from 17 individual studies selected from an existing systematic review of MOOC evaluation methods. We structured our inquiry using the Kirkpatrick model, considering Kirkpatrick levels 2, 3, and 4 as potential themes in our analysis. Results: Our analysis identified six types of Kirkpatrick outcomes in 17 studies. Five of these outcomes (learning/general knowledge, skills, attitudes, confidence, and commitment) fit into Kirkpatrick Level 2, while Kirkpatrick Level 3 outcomes concerning behavior/application were seen in four studies. Two additional themes were identified outside of the Kirkpatrick framework: culture and identity outcomes and affective/emotional outcomes. Kirkpatrick Level 4 was not represented among the outcomes we examined. Conclusions: Our findings point to some gains from MOOCs. While we can expect MOOCs to persist, how learners benefit from the experience of participating in MOOCs remains unclear.},
	number = {7},
	urldate = {2024-06-16},
	journal = {J Med Internet Res},
	author = {Blum, R. Elizabeth and Stenfors, Terese and Palmgren, J. Per},
	month = jul,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU6, \#4:Zeitschriftenartikel:MOOC, online education, qualitative, thematic analysis, outcomes, Kirkpatrick framework, learner, MOOC, MOOC evaluation, MOOC outcomes},
	pages = {e17318},
	file = {Blum et al. - 2020 - Benefits of Massive Open Online Course Participati.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3J688NKV/Blum et al. - 2020 - Benefits of Massive Open Online Course Participati.pdf:application/pdf},
}

@article{ebner_erfahrungen_2023,
	title = {Erfahrungen bei {Studienstart} und {Aktivitäten} der {Universitäten} zu {MOOCs} in Österreich},
	volume = {18},
	url = {https://www.zfhe.at/index.php/zfhe/article/view/1741},
	doi = {10.3217/zfhe-18-01/07},
	abstract = {This paper examines the role ‘Massive Open Online Courses’ (MOOCs) currently play at Austrian universities from the students’ and universities’ perspectives. To this end, two analyses are presented here. First, the results of a survey conducted with Graz University of Technology students at the beginning of their studies are presented, which show a significant increase in the amount of prior experience with online courses and MOOCs due to the Covid-19 pandemic (N=1,207). Second, this paper presents the results of an analysis of the current performance agreements of Austrian public universities regarding the mention of the terms MOOCs or the Austrian MOOC platform, iMooX.at. These results show that more than half of the performance agreements mention at least one of the two terms.},
	language = {de-DE},
	number = {1},
	urldate = {2023-04-01},
	journal = {eitschrift für Hochschulentwicklung},
	author = {Ebner, Martin and Mair, Bettina and Nagler, Walther and Schön, Sandra and Steinkellner, Iris and Stojcevic, Ivana and Lipp, Silvia},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, \#4:Zeitschriftenartikel:MOOC},
	pages = {111--129},
	file = {Ebner et al. - 2023 - Erfahrungen bei Studienstart und Aktivitäten der U.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QFYC52GM/Ebner et al. - 2023 - Erfahrungen bei Studienstart und Aktivitäten der U.pdf:application/pdf},
}

@incollection{luhmann_technologiedefizit_1982,
	address = {Frankfurt am Main},
	edition = {1. Aufl.},
	series = {Suhrkamp {Taschenbuch} {Wissenschaft}},
	title = {Das {Technologiedefizit} der {Erziehung} und die {Pädagogik}},
	isbn = {978-3-518-27991-5},
	number = {391},
	booktitle = {Zwischen {Technologie} und {Selbstreferenz}: {Fragen} an die {Pädagogik}},
	publisher = {Suhrkamp Taschenbuch Verlag},
	author = {Luhmann, Niklas and Schorr, Karl- Eberhard},
	editor = {Luhmann, Niklas and Schorr, Karl-Eberhard},
	year = {1982},
	note = {ZSCC: 0000368},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, \#6:Buchteil:Bildung:Technologie, FernUni-Hagen:MABM:Master-Arbeit, FernUni-Hagen:MABM:M6, Philosophy},
	pages = {11--40},
}

@book{wilmers_bildung_2022,
	address = {Münster, New York},
	series = {Digitalisierung in der {Bildung}: {Forschungsstand} und -perspektiven},
	title = {Bildung im digitalen {Wandel}. {Lehren} und {Lernen} mit digitalen {Medien}},
	volume = {3},
	isbn = {978-3-8309-4622-9},
	url = {https://www.waxmann.com/buch4622},
	abstract = {Digitale Medien spielen in allen Lehr- und Lernsettings eine zunehmend bedeutende Rolle – unabhängig davon, ob diese in Präsenz oder als hybride oder digitale Formate gestaltet sind. Fragen in diesem Zusammenhang betreffen pädagogische und didaktische Überlegungen, aber auch bildungspolitische Fragen wie zum Beispiel die Gestaltung von Curricula. Die in diesem Band vertretenen Bildungssektoren – Bildung in Kindheit, Jugend und Familie, allgemeinbildende Schule, Lehrkräfteausbildung, Berufsbildung sowie Erwachsenen- und Weiterbildung – fokussieren jeweils spezifische Aspekte aus dem Themenfeld Lehren und Lernen mit digitalen Medien und arbeiten den Forschungsstand hierzu auf. Die fünf Reviews sowie eine Darstellung der methodischen Vorgehensweise bilden den dritten Teil einer Reihe zur Digitalisierung in der Bildung, deren Anliegen es ist, anhand von Critical Reviews aktuelles Forschungswissen zu verschiedenen inhaltlichen Fragestellungen der digitalen Bildung zu synthetisieren und zu strukturieren.},
	language = {de-DE},
	urldate = {2023-05-18},
	publisher = {Waxmann Verlag GmbH},
	editor = {Wilmers, Annika and Achenbach, Michaela and Keller, Carolin and {Michael Kerres} and {Sybille Stöbe-Blossey} and {Ulrike Creß} and {Marc Rittberger} and {Josef Schrader}},
	month = dec,
	year = {2022},
	doi = {10.31244/9783830996224},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#9:Buch:digital:lernen},
	file = {Wilmers et al. - 2022 - Bildung im digitalen Wandel. Lehren und Lernen mit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H4C2MQRM/Wilmers et al. - 2022 - Bildung im digitalen Wandel. Lehren und Lernen mit.pdf:application/pdf;Wilmers et al. - 2022 - Bildung im digitalen Wandel. Lehren und Lernen mit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XXAXXMTN/Wilmers et al. - 2022 - Bildung im digitalen Wandel. Lehren und Lernen mit.pdf:application/pdf},
}

@book{ortmann-welp_hybride_2011,
	address = {Hamburg},
	title = {Hybride {Lernarrangements}: {Vernetzung} von {Präsenz}- und {Online}-{Lernen}},
	isbn = {978-3-8428-6392-7},
	abstract = {Lebenslanges und Selbstgesteuertes Lernen wird heutzutage von nahezu allen Arbeitnehmern gefordert. Das Fachwissen muss erweitert und aktualisiert werden. Weiterbildungsmaánahmen in Pr„senzform allein k”nnen diese Forderung nicht erf llen. Eine Kombination von Pr„senz- und E-Learning Phasen hat sich f r Lernende als sehr wirkungsvoll erwiesen. Dieses Buch beschreibt nach Vorstellung allgemeiner Kriterien ber das E- Learning die Erstellung einer medialen Lernumgebung f r einen Weiterbildungskurs f r den Operationsdienst. Zuerst wird in Kapitel 2 die Forderung der heutigen Zeit nach Lebenslangem Lernen vorgestellt. Die Ausl”ser f r dieses Konzept und Begriffe, die mit diesem in Verbindung gebracht werden, wie zum Beispiel Kompetenzentwicklung und selbstgesteuertes Lernen, werden etwas n„her erl„utert, da diese Forderung auch als Grobziel der Weiterbildung f r den Operationsdienst formuliert ist. Nach der deduktiven Methode werden in Kapitel 3 zun„chst die allgemeinen Aspekte von E- Learning betrachtet. Die Vielfalt des elektronisch unterst tzten Lernens wird vorgestellt, indem zuerst die Definitionen erkl„rt und die verschiedenen Formen dieses Lernens, sowie die beeinflussenden Lerntheoretischen Ans„tze vorgestellt werden. Danach wird kurz auf die sich ver„nderte Rolle des Lehrenden eingegangen. Auáerdem werden die beim E-Learning m”glichen Kommunikations- und Kooperationsformen beschrieben. Hiernach werden motivationsf”rdernde Interaktionen erl„utert, die beim E-Learning eine sehr wichtige Rolle einnehmen, um Lernfrust zu vermeiden und eine kontinuierliche Teilnahme der Lernenden am medialen Lernangebot zu gew„hrleisten. Als letzter Unterpunkt des dritten Kapitels erfolgt eine zusammenfassende Darstellung der Potentiale, des Mehrwerts und der Grenzen von E-Learning. Kapitel 4 f hrt dann in die Gestaltungstheoretische Mediendidaktik nach Kerres ein, auf der die Konzeption der Lernumgebung f r den Weiterbildungskurs aufgebaut ist. Nach dieser kurzen allgemeing ltigen Vorstellung wird nun in Kapitel 5 die Gestaltungsorientierte Mediendidaktik Schritt f r Schritt auf das Fallbeispiel umgesetzt. Es erfolgt die Definition des Projektziels. Die Zielgruppe wird genau analysiert und die Lehrziele und Inhalte bestimmt. Hiernach erfolgt die didaktische Transformation der festgelegten Inhalte zu den Lernangeboten. Die didaktische Aufbereitung der medialen Lernumgebung mit den verschiedenen Lernaufgaben wird detailliert erl„utert. Aspekte der Lernorganisation und die verwendeten Medien und Hilfsmittel werden vorgestellt. Da eine Qualit„tssicherung bei Bildungsmaánahmen unumg„nglich ist, werden eine durchgef hrte formative Evaluation und deren Auswertung beschrieben. Zum Schluss dieses Kapitels erfolgt eine abschlieáende Betrachtung in Bezug auf die in der Einleitung formulierten Fragestellungen. Der Abschluss besteht aus einer Zusammenfassung mit einem Ausblick.},
	publisher = {Diplomica Verlag GmbH},
	author = {Ortmann-Welp, Eva},
	year = {2011},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, b-quadrat\_00002, FernUni-Hagen:MABM:M4, \#3:Buch:online:Lernumgebung},
}

@book{institut_der_deutschen_wirtschaft_iw_e-learning_2004,
	address = {Köln},
	title = {E-{Learning}: {Theorie} und betriebliche {Praxis} {Fallstudien} aus der betrieblichen {Bildungsarbeit}},
	isbn = {3-602-14002-4},
	shorttitle = {E-{Learning}},
	language = {de-DE},
	publisher = {Deutscher Instituts-Verlag GmbH},
	editor = {{Institut der Deutschen Wirtschaft (IW)}},
	year = {2004},
	note = {ISBN: 9783602140022
Place: Köln
OCLC: 1046404797},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buch:e-learning},
	file = {institut_der_deutschen_wirtschaft_koln_2004_e-learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I3BNTB7F/institut_der_deutschen_wirtschaft_koln_2004_e-learning.pdf:application/pdf},
}

@inproceedings{loro_professional_2023,
	title = {Professional {On}-{Line} {Courses} {Inside} the {ECoVEM} {Project} {Following} {Tasks} {Oriented} {MOOCs} {Alike} {Methodology}},
	url = {https://ieeexplore.ieee.org/document/10305888},
	doi = {10.1109/LWMOOCS58322.2023.10305888},
	abstract = {Professional on-line courses are the way to increase skills, competences and knowledge inside our marketplace workers and might be one of the key actions to promote an increase and engagement on the people interest in a new field, like Microelectronics, allowing them to adapt some more sustainable vision, greener electronics technology, and a more diverse, equity and much more better integration people in this workforce. Recent European Union actions like the Chip Act, [1], as a coordinated answer to the shortage and dependence of the European Union on the foreign technology and microelectronics fabrication aggravated by the Ukrainian war put their outcomes from this project as a reference for future actions on technical VET inside the Europe Union. Early pilot results show that at this moment the students that are doing part of the pilot have less time that should be necessary to follow the curricula as well as probably they are not interested in all the activities and tasks of the pilot courses offered.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Loro, Felix Garcia and Gil, Rosario and Sancristobal, Elio and Merino, Pedro Plaza and Quintana, Blanca and Martin, Sergio and Casanova-Carvajal, Oscar and Miralles, Inma and Tokmakov, Dimitar and Tzanova, Slava Malenkova and Tzanova, Slavka and Meier, Russ and Castro, Manuel},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur, Training, Promotion:FU1, Europe, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, ECoVEM project, electronics simulation, Fabrication, Green products, Microelectronics, professional educational course, technical activities, video enhanced learning, Vocational Educational Training (VET)},
	pages = {1--5},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/ENETQ9PA/10305888.html:text/html;Loro et al. - 2023 - Professional On-Line Courses Inside the ECoVEM Pro.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A4JKY2TD/Loro et al. - 2023 - Professional On-Line Courses Inside the ECoVEM Pro.pdf:application/pdf},
}

@article{knaus_ich_2023,
	series = {Themenheft},
	title = {‹{Ich} machʼ mir die {Welt}, widdewidde wie sie mir gefällt›: {Medien}- und {Technikgestaltung} als {Artikulation}},
	issn = {1424-3636, 1424-3636},
	abstract = {Kommunikation ist grundlegende Voraussetzung für gesellschaftliche Handlungsfähigkeit. Aufgrund des digitalen Wandels kommunizieren Individuen nicht nur vermehrt mit und innerhalb digitaler Medien, sondern können sich auch zunehmend mittels der Gestaltung medialer und digitaler Artefakte artikulieren. In diesem Beitrag widmen wir uns dem Gestalten von Medien und Technik als erweiterte Form menschlicher Artikulation. Im Rahmen einer medienethnografischen Studie auf Basis des Frankfurt-Dreiecks als Referenzrahmen spürten wir den neuen Artikulationsformen nach, die digitale Medien und Technik anbieten. Die Auswertung zeigt, dass diese neuen Artikulationsformen von den meisten Proband:innen (noch?) nicht umfänglich genutzt werden – zumindest nicht in allen möglichen Dimensionen. Technische Artikulationsfähigkeit als Erweiterung individueller Handlungskompetenz ist offenbar keine ‹angeborene› menschliche Befähigung, sondern eine Kompetenz, die erlernt werden kann – etwa wie eine Sprache oder ein Musikinstrument. Wie auch Medienbildung können technische Artikulationsfähigkeiten pädagogisch gefördert werden – gleichermassen sollten sie es auch. Denn in einer digitalen Welt dient die pädagogisch angeleitete Ausprägung von Artikulationsfähigkeiten nichts Geringerem als dem Erhalt gesellschaftlicher Handlungsfähigkeit. In der praktischen Arbeit in Makerspaces konnten wir beobachten, dass gerade die handlungsorientierten Ansätze Tinkering, Coding, Making oder Hacking zur gezielten Förderung der in diesem Beitrag exemplarisch identifizierten Artikulationsformen beitragen können.},
	language = {de-DE},
	number = {56},
	journal = {MedienPädagogik Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Knaus, Thomas and Schmidt, Jennifer},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, Promotion:Argumentation, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU4b},
	pages = {36},
	file = {Knaus und Schmidt - 2023 - ‹Ich machʼ mir die Welt, widdewidde wie sie mir ge.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W43BB44R/Knaus und Schmidt - 2023 - ‹Ich machʼ mir die Welt, widdewidde wie sie mir ge.pdf:application/pdf},
}

@article{seufert_gestaltung_2022,
	series = {Themenheft},
	title = {Gestaltung der digitalen {Transformation} in {Schulen}: {Ein} {Reifegradmodell} für die {Berufsbildung}},
	issn = {1424-3636, 1424-3636},
	abstract = {The digital transformation has far-reaching economic and social effects. This also affects the education sector and schools, especially vocational schools, which are currently facing a strong pressure to change in front of the interface between the employment and education systems (Seufert et al. 2019). In contrast to purely school-based training, combined school- and company-based training programs offer fruitful insights into the world of work to learners. Therefore, additional challenges for successful learning site cooperation need to be considered for vocational schools (Wenner 2018). Meanwhile, several conceptual approaches have been developed for systematic school development to shape the digital transformation (Eickelmann and Gerick 2017; Gräsel, Schledjewski, and Hartmann 2020), which can be transferred to the specific challenges of vocational education and training (VET). In addition, maturity models provide development stages of organisations within the digital transformation process. A conceptual reference framework for shaping the digital transformation has been developed on the basis of a comprehensive literature study and expert interviews with school administrators at 18 different vocational schools as part of the «Future Models of Learning Location Cooperation» project funded by the State Secretariat for Education, Research and Innovation in Switzerland (SERI/SBFI). The aim is to determine the level of digital maturity of vocational schools as a starting point for determining their location and to identify impulses for school development. This article summarizes the core results of the study and provides impulses for organizational pedagogical practice in VET.},
	language = {de-DE},
	number = {49},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Seufert, Sabine and Tarantini, Eric},
	editor = {Hasselkuß, Marco and Heinemann, Anna and Endberg, Manuela and Gageik, Lisa},
	month = jul,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU4b, Lernsystemarchitektur},
	pages = {6},
	file = {Seufert und Tarantini - 2022 - Gestaltung der digitalen Transformation in Schulen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YV3HDN2W/Seufert und Tarantini - 2022 - Gestaltung der digitalen Transformation in Schulen.pdf:application/pdf},
}

@article{schon_moocs_2020,
	title = {{MOOCs} planen und gestalten für {Einsteiger}/innen - mit {Monstern} und {Canvas}},
	author = {Schön, Sandra and Ebner, Martin},
	month = dec,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#4:Zeitschriftenartikel:MOOC},
	file = {Schön und Ebner - 2020 - MOOCs planen und gestalten für Einsteigerinnen - .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CFNQX298/Schön und Ebner - 2020 - MOOCs planen und gestalten für Einsteigerinnen - .pdf:application/pdf},
}

@article{alturkistani_data_2019,
	title = {Data {Collection} {Approaches} to {Enable} {Evaluation} of a {Massive} {Open} {Online} {Course} {About} {Data} {Science} for {Continuing} {Education} in {Health} {Care}: {Case} {Study}},
	volume = {5},
	url = {http://mededu.jmir.org/2019/1/e10982/},
	doi = {10.2196/10982},
	abstract = {Background: This study presents learner perceptions of a pilot massive open online course (MOOC). Objective: The objective of this study was to explore data collection approaches to help inform future MOOC evaluations on the use of semistructured interviews and the Kirkpatrick evaluation model. Methods: A total of 191 learners joined 2 course runs of a limited trial of the MOOC. Moreover, 7 learners volunteered to be interviewed for the study. The study design drew on semistructured interviews of 2 learners transcribed and analyzed using Braun and Clark?s method for thematic coding. This limited participant set was used to identify how the Kirkpatrick evaluation model could be used to evaluate further implementations of the course at scale. Results: The study identified several themes that could be used for further analysis. The themes and subthemes include learner background (educational, professional, and topic significance), MOOC learning (learning achievement and MOOC application), and MOOC features (MOOC positives, MOOC negatives, and networking). There were insufficient data points to perform a Kirkpatrick evaluation. Conclusions: Semistructured interviews for MOOC evaluation can provide a valuable in-depth analysis of learners? experience of the course. However, there must be sufficient data sources to complete a Kirkpatrick evaluation to provide for data triangulation. For example, data from precourse and postcourse surveys, quizzes, and test results could be used to improve the evaluation methodology.},
	number = {1},
	journal = {JMIR Med Educ},
	author = {Alturkistani, Abrar and Majeed, Azeem and Car, Josip and Brindley, David and Wells, Glenn and Meinert, Edward},
	month = apr,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:FU5, education, online learning, \#4:Zeitschriftenartikel:MOOC, online education, teaching, education, distance, MOOC, massive open online course},
	pages = {e10982},
	file = {Alturkistani et al. - 2019 - Data Collection Approaches to Enable Evaluation of.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PVRVVKSV/Alturkistani et al. - 2019 - Data Collection Approaches to Enable Evaluation of.pdf:application/pdf},
}

@article{wendland_design-thinking-orientierte_2024,
	series = {Spezial {HT2023}},
	title = {Design-{Thinking}-orientierte {Konzeption} von {OER} in einer {Kultur} der {Digitalität}},
	issn = {1618-8543},
	abstract = {Die Transformation unserer Lebens- und Arbeitswelt in eine sog. „Kultur der Digitalität“ beschreibt den Übergang einer Welt in eine Kultur, in welcher nicht nur das Einbinden von Machine Learning (z.B. in Form von generativen künstlichen Intelligenzen), sondern vor allem das disziplinübergreifende und selbstverantwortliche Vernetzen und Interagieren von Fachkräften eine zentrale Rolle einnehmen. Zur Vermittlung solcher Kompetenzen an beruflichen Schulen empfiehlt sich das Design Thinking Konzept als Lehr-Lernansatz, welches wiederum bereits in der Lehrkräftebildung an der BUW im Sinne einer fachgerechten Konzeption von Open Educational Resources von den Autoren in einer universitären Lehrveranstaltung für berufliche Fachrichtungen erprobt wurde und den Kontext der folgenden Ausarbeitungen bildet. Im Rahmen der Hochschultage Berufliche Bildung im März 2023 haben die Autoren (Veranstalter der Fachtagung „Mediendesign u. Medientechnik“) dementsprechend zunächst in Form von drei Fachvorträgen die Begriffe und Bezugsgrößen der „Kultur der Digitalität“, des „Design Thinking“ als Lehr-Lernansatz sowie der erziehungswissenschaftlich-allgemeindidaktischen Reflexionen zu Open Educational Resources (vor dem Hintergrund einer zukunftsorientierten Qualifizierung von Bildungspersonal) in einen zielgerichteten Sinnzusammenhang gesetzt, um im Anschluss einen praxiszentrierten Workshop zur methodengerechten und kreativen Konzeption von Open Educational Resources anzuleiten.},
	language = {de-DE},
	journal = {Berufs- und Wirtschaftspädagogik - online},
	author = {Wendland, Sebastian and Heiland, Thomas and Wolters},
	editor = {Gerholz, Karl-Heinz and Annen, Silvia and Braches-Chyrek, Rita and Hufnagl, Julia and Wagner, Anne},
	month = jan,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Technologieintegration, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Promotion:FU4b, Design Thinking},
	pages = {24},
	file = {Wendland et al. - 2024 - Design-Thinking-orientierte Konzeption von OER in .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UGRB6CUQ/Wendland et al. - 2024 - Design-Thinking-orientierte Konzeption von OER in .pdf:application/pdf},
}

@book{horn_online-prufungen_2020,
	address = {Oldenburg},
	title = {Online-{Prüfungen}},
	urldate = {2020-08-28},
	publisher = {E-Learning Academic Network Niedersachsen e.V.},
	author = {Horn, Janine and Schmees, Markus},
	editor = {{ELAN e.V.}},
	month = jul,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, notsanumfrage, \#5:Buch:e-learning},
	file = {horn_et_al_2020_online-prufungen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KJR5TCWU/Online-Prüfungen.pdf:application/pdf},
}

@book{jochems_integrated_2004,
	address = {London ; New York},
	series = {Open and flexible learning series},
	title = {Integrated {E}-learning: implications for pedagogy, technology and organization},
	isbn = {978-0-415-33502-7 978-0-415-33503-4 978-0-7494-4014-5 978-0-7494-4015-2},
	shorttitle = {Integrated {E}-learning},
	publisher = {RoutledgeFalmer},
	editor = {Jochems, Wim and Merriënboer, Jeroen J. G. van and Koper, Rob},
	year = {2004},
	note = {OCLC: ocm52357448},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buch:e-learning, Design, Education, Higher, Effect of technological innovations on, Employees, Instructional systems, Internet in higher education, Teleleren, Training of Computer-assisted instruction},
}

@book{lytras_cognitive_2019,
	address = {Hershey, PA},
	title = {Cognitive computing in technology-enhanced learning},
	isbn = {978-1-5225-9031-6},
	abstract = {"This book investigates the new era of technology-enhanced learning from a learning analytics and innovation perspective. It also examines state-of-the art approaches of advanced data mining systems in e-leaning, such as MOOCs and other innovative technologies"--},
	publisher = {Information Science Reference},
	editor = {Lytras, Miltiadis D.},
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, Education, beschaffen 🛍️, Computer-assisted instruction, Internet in education, \#4:Buch:MOOC, Data processing, Web-based instruction},
}

@inproceedings{amado-salvatierra_combining_2023,
	title = {Combining {Human} {Creativity} and {AI}-{Based} {Tools} in the {Instructional} {Design} of {MOOCs}: {Benefits} and {Limitations}},
	shorttitle = {Combining {Human} {Creativity} and {AI}-{Based} {Tools} in the {Instructional} {Design} of {MOOCs}},
	url = {https://ieeexplore.ieee.org/document/10306023},
	doi = {10.1109/LWMOOCS58322.2023.10306023},
	abstract = {The purpose of this paper is to explore the use of Artificial Intelligence (AI)-based tools in the design and creation of online courses from the perspective of instructional designers. We aim to share how the use of these tools can reduce the time and effort required to create engaging and effective courses, while still providing high-quality educational experiences for students. To achieve this goal, we provide a detailed description of the use of four specific AI-based tools: DALLE-2, Heygen, Tome.ai, and Movio. These tools were chosen because they offer a range of capabilities that are particularly useful to instructional designers, including the ability to generate text, images, and videos, as well as to provide personalized feedback and support to students. We then present a case study of the use of these tools in the creation of a MOOC, showing how they were used to generate initial course content, refine the course structure, and provide personalized support to students. Through this case study, we show how the use of AI-based tools can significantly reduce the time and effort required to create a functional course, while still ensuring high-quality educational experiences for students. In addition to the specific tools used in our case study, we also suggest a range of other AI-based tools that could be useful to instructional designers. By leveraging these tools, instructional designers can create engaging and interactive online courses that are tailored to the needs and preferences of individual students. Overall, this work provides a valuable resource for instructional designers who are looking to incorporate AI-based tools into their work. By exploring the potential benefits and limitations of these tools, and by providing examples of their use in practice, we hope to encourage instructional designers to consider how they can best leverage these tools to create engaging and effective online courses.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Amado-Salvatierra, Hector R. and Chan, Miguel Morales and Hernandez-Rizzardini, Rocael},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Ethics, instructional design, Data privacy, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, AI-based tools, Costs, MOOCs, Navigation, Scalability},
	pages = {1--6},
}

@inproceedings{nair_influence_2023,
	title = {The {Influence} of {Teacher} {Interactions} on {Sentiment} {Development} in {MOOC} {Discussion} {Forums}},
	url = {https://ieeexplore.ieee.org/document/10306198},
	doi = {10.1109/LWMOOCS58322.2023.10306198},
	abstract = {Massive Open Online Courses (MOOCs) are delivering rich learning content to a variety of audiences. Next to the learning material, the discussion forums play a major role in the success of MOOCs. A healthy climate in the discussions is of great importance for the motivation of the instructors and the participants. We have employed a sentiment analyzer to observe the development of the discussions in several of our courses. We expect to obtain a better understanding of the development in the discussions, the influence of the instructors' interventions on this behavior, and to some extent the dropout and course completion development.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Nair, Ranjiraj Rajendran and Staubitz, Thomas and Meinel, Christoph},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Discussion forums, Electronic learning, Behavioral sciences, Meteorology},
	pages = {1--6},
}

@inproceedings{thompson_analyzing_2023,
	title = {Analyzing {Learner} {Trends} in a {Series} of {Online} {Courses}},
	url = {https://ieeexplore.ieee.org/document/10306217},
	doi = {10.1109/LWMOOCS58322.2023.10306217},
	abstract = {In open-access online courses, learners have a wide range of prior experience. Unlike traditional programs, open online courses have no way of enforcing required prerequisites. This contributes to varied learner experiences and low course completion rates. In this paper, we investigate how learners approach available courses to determine if learner behavior aligns with the intended sequence set by course designers. This is a crucial step in understanding learner needs and creating compelling content that serves them.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {{Thompson} and {Armstrong} and {Kotwicki}},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, Behavioral sciences, completion rates, enrollment, Finishing, learner experience, learner trends, Market research, online courses, prerequisites, scaffolding, Time factors, Timing},
	pages = {1--5},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/3FB8ACJW/10306217.html:text/html},
}

@inproceedings{steinberger_increasing_2023,
	title = {Increasing the {Reusability} of {MOOCs} via {Competence}-{Oriented} {Development}},
	url = {https://ieeexplore.ieee.org/document/10305944},
	doi = {10.1109/LWMOOCS58322.2023.10305944},
	abstract = {In this paper, we present a novel life cycle model for MOOC development that focusses on reusability. MOOCs can be used in various contexts: standalone, as an additional resource in a course at an established educational institution, or as the main driver for such a course in, e.g., a flipped classroom setting, among other uses. However, there is no established process how to design and run MOOCs in such a way that it enables their use and re-use in all of these contexts. Our life cycle model is based on a meticulous analysis of the competencies that each unit within the MOOC requires and provides. Based on this analysis, learning objects can be designed in a modular way so as to be easily reusable, clearly specifying their prerequisites, which can also be fulfilled by knowledge supplied from outside the MOOC itself. We illustrate this principle by examining our development of a MOOC about databases, where we follow the proposed life cycle model.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Steinberger, Claudia and Lobnig, Nina and Morak, Michael},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Education, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, Analytical models, competency graphs, Databases, MOOC development, MOOC life cycle model, MOOC reusability, Online services},
	pages = {1--6},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/45TM6L83/10305944.html:text/html},
}

@inproceedings{melendez-norona_laboratories_2023,
	title = {Laboratories for a {Massive} {Open} {Online} {Course} in {Electrical} {Microgrids} using {Machine} {Learning} {Techniques}},
	url = {https://ieeexplore.ieee.org/document/10305977},
	doi = {10.1109/LWMOOCS58322.2023.10305977},
	abstract = {The challenges faced in a post pandemic scenario have forced the creation of improved tools to provide education to scholars and researchers. Massive Open Online Courses (MOOCs) are presented as a solution to bring formation to the academic community. Smart grids, as modern power systems, are responsible for covering the electricity needs of millions of inhabitants around a geographical location. In the smart grid field of application microgrids have emerged as vital components supporting the consumption of electrical energy of both isolated and non-isolated customers. In the same scenario the cybersecurity of electrical microgrids represents a relevant aspect that aims for the protection of the microgrid against cyber-attacks that could expose the system to work under catastrophic conditions. Thus, the idea of creating a MOOC associated with the study of cybersecurity aspects for electrical microgrids becomes a good solution to the study of cyber-attacks in this area. This paper proposes the design of laboratories for a MOOC in electrical microgrids, it describes laboratories focused on detection of cyberattacks. Simulations using machine learning (an area of artificial intelligence) techniques are included as part of the design of the laboratories. These simulations use real data sets associated with the operation of the electrical power system of the Dominican Republic as the input for machine learning using MATLAB and Google Colaboratory engineering tools. This research work is supported by the eFellows program, and the simulations presented in this paper are associated with the real data-based laboratories that will be included in the MOOC on electrical microgrids.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Melendez-Norona, Roxana and Larrondo-Petrie, Maria M.},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Internet, Machine learning, Laboratories, cybersecurity, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, MOOC, electrical microgrid, laboratories, Microgrids, Smart grids},
	pages = {1--5},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/ENDKWUGQ/10305977.html:text/html},
}

@inproceedings{steinmaurer_analyzing_2023,
	title = {Analyzing {Social} {Networks} and {Learning} {Content} on a {Discussion} {Forum} of an {Introductory} {Programming} {MOOC} in {Higher} {Education}},
	url = {https://ieeexplore.ieee.org/document/10305937},
	doi = {10.1109/LWMOOCS58322.2023.10305937},
	abstract = {Massive Open Online Courses (MOOCs) are a well-established learning format in nonformal learning as well as in higher education that allows learners to benefit from self-paced learning. One of the main advantages of MOOCs is their scalability, which enables a high number of learners to enroll in a course due to a clear pre-defined course structure. Additionally, many MOOCs provide discussion forums to support learners during their learning process and provide room for discussion and feedback. These forums can give interesting insights into the interaction between course participants and educators and show which topics might cause problems. In this paper, we conduct an analysis of an introductory programming MOOC in higher education with 2,489 learners using different natural language processing (NLP) techniques. We classify the types of posts that are created and analyze the social network structure between the learners. Specifically, we use text classification techniques to identify different types of posts, such as questions, answers, and comments. Additionally, we analyze the network structure of the discussion subforums to gain insights into the interactions between learners. Our main findings are that there is a positive correlation between achievement in the course and active participation within the forum. The interaction between learners can strengthen the collaborative learning process of a MOOC. These results can be useful when establishing meaningful ways to communicate within MOOC forums, to provide a supportive learning experience.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Steinmaurer, Alexander and Savic, Ratko and Krugel, Johannes and Gütl, Christian},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Education, network analysis, Federated learning, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Discussion forums, Electronic learning, Scalability, MOOC analysis, sentiment analysis, Social networking (online)},
	pages = {1--6},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/KTRQQYXK/10305937.html:text/html},
}

@inproceedings{chan_transforming_2023,
	title = {Transforming {Education} in the 21st {Century}: {The} {Role} of {PROF}-{XXI} {Project} in {Developing} {Teaching} {Competencies}},
	shorttitle = {Transforming {Education} in the 21st {Century}},
	url = {https://ieeexplore.ieee.org/document/10305950},
	doi = {10.1109/LWMOOCS58322.2023.10305950},
	abstract = {The rapid evolution of digital technologies has changed the educational landscape, providing new opportunities for innovative approaches to learning and challenging traditional teaching methods. In response to this, educators must adapt their practices to ensure that they are effectively using digital tools to support their instruction but also students' learning. This article presents the experience of the implementation of a Massive Open Online Course (MOOC) entitled “The 21st Century Teacher: Learning to Teach with Digital Technologies”. The MOOC was designed taking as a reference the competences defined in the DigCompEdu framework with the aim to train educators with the necessary methodologies, strategies, and best practices to teach effectively using digital technologies. The MOOC was designed to be easily accessible and available on an Open edX instance, with four lessons covering various aspects of digital teaching. The MOOC was prepared collaboratively as part of an international Erasmus+ project named PROF-XXI. The target group of this course was mainly Latin American educators. A total of 5,660 participants took this course in two cohorts, with 681 participants completing it (12\% acceptance rate). Results and lessons learned from designing and running this course are presented in this work.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Chan, Miguel Morales and Hoyos, Carlos Alario and Amado-Salvatierra, Hector R. and Pérez-Sanagustin, Mar and Teixeira, António Moreira and Kloos, Carlos Delgado and Hernandez-Rizzardini, Rocael},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Ethics, active learning, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, MOOC, Social networking (online), DigicompEdu, Learning management systems, Multimedia systems, Technological innovation},
	pages = {1--5},
}

@inproceedings{elhayany_exploring_2023,
	title = {Exploring the {Effectiveness} of {Web}-{Based} {Programming} {Environments} for {MOOCs}: {A} {Comparative} {Study} of {CodeOcean} and {OpenJupyter}},
	shorttitle = {Exploring the {Effectiveness} of {Web}-{Based} {Programming} {Environments} for {MOOCs}},
	url = {https://ieeexplore.ieee.org/document/10306228},
	doi = {10.1109/LWMOOCS58322.2023.10306228},
	abstract = {Programming courses offered by openHPI, the European MOOC platform of the Hasso Plattner Institute, feature hands-on programming exercises to support learners in practicing the newly acquired skills. These exercises are facilitated by two tools: CodeOcean and Open Jupyter. Code Ocean is user-friendly and suitable for beginners, while OpenJupyter is more advanced and used in data science courses. In this paper, we compare and discuss the advantages and limitations of both tools, providing recommendations for instructors and researchers in programming courses. We also address technical details, such as scalability and execution environments. Furthermore, we explore future research possibilities, particularly in learner collaboration and automated feedback. Our work supports learners in acquiring knowledge and testing it at their own pace, with individualized feedback and minimal technical requirements, contributing to an open education landscape in programming education.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Elhayany, Mohamed and Serth, Sebastian and Meinel, Christoph},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Education, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, Programming, MOOC, Scalability, Auto-Grader, CodeOcean, Data Science, Oceans, OpenJupyter, Refining, Technical requirements, Web-based Environment},
	pages = {1--6},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/5JTIA5GW/10306228.html:text/html},
}

@inproceedings{noauthor_lwmoocs_2023,
	title = {{LWMOOCS} 2023 {Conference} {Proceedings}},
	url = {https://ieeexplore.ieee.org/document/10306135},
	doi = {10.1109/LWMOOCS58322.2023.10306135},
	abstract = {LWMOOCS 2023 Conference Proceedings.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, Advertising, Indexes, Servers},
	pages = {1--1},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/YDYGZKM5/10306135.html:text/html},
}

@inproceedings{perdue_incorporating_2023,
	title = {Incorporating {Learner} {Perspectives} into {Course} {Design}},
	url = {https://ieeexplore.ieee.org/document/10306167},
	doi = {10.1109/LWMOOCS58322.2023.10306167},
	abstract = {Massive Open Online Courses (MOOCs) are a valuable open educational resource for people around the world. Although they have been published for over a decade, there is not a clear understanding of how to design courses to best meet the expectations and learning goals of the learners who take them. This action research study sought to understand learners' motivations and experiences when taking massive open online courses (MOOCs), in order to better inform MOOC design. MOOC learners were recruited to be interviewed for a qualitative research project seeking to discover, reveal, and characterize their motivations for enrolling, their behavior in courses, and the value they perceived. Analysis of the interviews showed that learners enroll for a variety of reasons, such as curiosity and exploration, connection, or skill acquisition, and these motivations influenced their behavior in the course and their perception of value of the course. Following this research, focus groups of practitioners were recruited to participate in the interpretation of this work for a practical design context and use the results to create a “Learner Design Guide” to help educate the best means to incorporate learners into course design on learners.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Perdue, Meghan},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Interviews, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, MOOCs, Behavioral sciences, learner behavior, learner motivation, Open Educational Resources},
	pages = {1--7},
}

@inproceedings{zobel_towards_2023,
	title = {Towards {Inclusive} {Education}: {A} {Review} of and {Guide} to {Accessible} {Features} in {Chatbots} for {MOOCs}},
	shorttitle = {Towards {Inclusive} {Education}},
	url = {https://ieeexplore.ieee.org/document/10306062},
	doi = {10.1109/LWMOOCS58322.2023.10306062},
	abstract = {This paper explores the potential of chatbots to improve the accessibility of Massive Open Online Courses (MOOCs) for learners with disabilities. MOOCs have become a popular platform for online learning, but they are not always accessible to all learners, which contradicts the concept of inclusive education. The current state of chatbots in MOOCs and their potential to support learners who need additional support or accommodations, especially those with certain accessibility features are reviewed. The paper explores the accessibility issues that can arise on MOOC platforms and the disadvantages that people with disabilities face on these platforms. It also discusses the accessibility issues that can arise when using chatbots and the disadvantages that people with disabilities face when using these platforms. A guide for developers and educators interested in incorporating accessible features into chatbots for MOOCs is provided. This guide outlines key considerations and best practices for developing inclusive chatbots on online learning platforms that meet the needs of all learners. Examples include the provision of accessible course material (subtitles in videos or alternative image text) in MOOCs, as well as step-by-step instructions and the ability to use keyboard shortcuts in a chatbot. Overall, this paper contributes to the ongoing discussion on inclusive education and highlights the potential of chatbots to support learners with disabilities. By providing a comprehensive overview and practical guide, it aims to inspire the development of more accessible and inclusive MOOCs.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Zobel, Theresa and Steinbeck, Hendrik and Meinel, Christoph},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Education, accessibility, chatbot, Chatbots, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, MOOCs, Best practices, Faces, Keyboards},
	pages = {1--5},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/AYGIZ7SK/10306062.html:text/html},
}

@inproceedings{urban_how_2023,
	title = {How {Virtual} {Reality} ({VR}) {Impacts} {Learner} {Engagement} in {Online} {Courses}: {Initial} {Findings}},
	shorttitle = {How {Virtual} {Reality} ({VR}) {Impacts} {Learner} {Engagement} in {Online} {Courses}},
	url = {https://ieeexplore.ieee.org/document/10306080},
	doi = {10.1109/LWMOOCS58322.2023.10306080},
	abstract = {Virtual Reality (VR) has been shown it can have a positive impact on learners' retention and satisfaction. To investigate this possible influence, three massive open online courses (MOOCs) on the Coursera platform were augmented with tailor-made VR immersive experiences via a new integration method. This article documents the initial quantitative effect of these VR additions to the course and explores further extensions of this pilot research.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Urban, Alexandra D. and Varela, Polina and Pingel, Jessica and Liu, Yuxi and Wandres, Laura and Duvoisin, Marcus},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, learning analytics, Virtual reality, virtual reality, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, massive open online courses, quantitative research},
	pages = {1--4},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/67U944MW/10306080.html:text/html},
}

@inproceedings{mabuan_using_2023,
	title = {Using {MOOC} {Camps} to {Scale} {Up} {Professional} {Development} {Programs} in the {Philippines} {During} {Changing} {Times}},
	url = {https://ieeexplore.ieee.org/document/10306202},
	doi = {10.1109/LWMOOCS58322.2023.10306202},
	abstract = {The COVID-19 pandemic has brought significant challenges to the education and professional development sector globally. In the Philippines, traditional professional development programs are often limited in their reach and scalability, particularly for those who work in remote areas with limited access to resources. This research examined the potential of using Massive Open Online Courses (MOOCs) and MOOC camps to scale up professional development during the COVID-19 pandemic. The study aimed to evaluate the effectiveness and sustainability of MOOCs and MOOC camps as a tool for professional development. Using a mixed-methods approach, this research analyzed the experiences of 40 participants from all over the Philippines in participating in a virtual MOOC camp facilitator training conducted from August to September, 2022, including their expectations, engagement, and learning outcomes. In addition, this study explored the participants' perspectives and experiences in organizing MOOC camps in their respective communities through a multiplier-effect method. Data were collected through surveys, focus group discussions, and interviews with the training participants. Findings revealed participants' training expectations focusing on gaining MOOC camp facilitation skills, and training output including facilitation of 17 MOOC camps using six MOOCs (Content-Based Instruction, English for Journalism, English as Medium of Instruction, English for Media Literacy for Educators, English for STEM Fields, and Professional Development for Teacher Trainers) from September to Decemeber, 2022, resulting in 457 completers from five different locations across the Philippines. Findings from this study can help inform the design and implementation of effective and sustainable professional development programs in the Philippines and other contexts facing similar challenges. Overall, this research aims to contribute to the literature on using MOOC camps for professional development, particularly in the context of the changing times.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Mabuan, Romualdo},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Training, COVID-19, Pandemics, Replicability, Media, Surveys, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, Scalability, massive open online course (MOOC), MOOC camp, professional development program, Sustainable development, train the trainer},
	pages = {1--6},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/T26QB3XZ/10306202.html:text/html},
}

@inproceedings{friend_application_2023,
	title = {Application and {Evaluation} of a {Revision} {Framework} to the {Formative} {Assessments} in a {MOOC}},
	url = {https://ieeexplore.ieee.org/document/10305875},
	doi = {10.1109/LWMOOCS58322.2023.10305875},
	abstract = {In a MOOC development process, it is important to analyze learner data after completion of the course as a feedback mechanism for revision in future iterations of the course. The cyclic nature of incorporating data analysis into course development aligns with the process of learning engineering. Many course designers and instructors struggle to find an easy method to evaluate formative assessments systematically to inform revision approaches. In this study, we applied a framework for the revision of formative assessments to identify the source, the cause, and a revision strategy for low-performance questions in the quizzes from multiple runs of a MOOC. The revisions led to an improvement in the percentage of learners correctly answering a subset of those impacted questions with significance, while all other percentages had no change of significance. These score improvements were not due to the reuse of the same questions in multiple runs of a MOOC. We concluded that the framework effectively applied to this online course and was impactful in resulting in positive changes. These results encourage others to try the revision process in their courses in the future.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Friend, Caitlin M. and Gordon, Darcy G. and Wiltrout, Mary Ellen},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Data analysis, formative assessment, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, revision, learning design, learning engineering, online course},
	pages = {1--5},
}

@inproceedings{cradit_what_2023,
	title = {What is a {Successful} {MOOC}? {Lessons} from {Global} {Learner} {Narratives}},
	shorttitle = {What is a {Successful} {MOOC}?},
	url = {https://ieeexplore.ieee.org/document/10305876},
	doi = {10.1109/LWMOOCS58322.2023.10305876},
	abstract = {In traditional academic programs offered by colleges and universities, success is typically defined and measured by the institution itself, academic leaders within it, external accrediting agencies, and governmental or field-specific regulatory standards. To achieve a similar understanding of quality in the MOOC context, however, requires knowledge of learners' concepts of success, given their agency to explore, enroll, and end course engagement with limited financial or other implications. This shift in the academic power dynamics from institutions to learners, core to the MOOC model, also makes an understanding of courses' impact and utility difficult to fully capture, particularly via quantitative measures at scale. To better understand how learners identify a successful open course, we interviewed a globally representative sample of 70 MOOC learners in 28 countries on all inhabited continents. Using qualitative analysis and a theoretical framework of human capabilities, we found that learners commonly evaluate MOOCs as successful when they include a combination of six criteria across two domains: modality affordances and course attributes.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Cradit, Nathaniel W. and Hayward, Caitlin},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Standards, Evaluation, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, Affordances, Continents, Global Learners, Human Capabilities, Power measurement, Qualitative Inquiry, Student Success},
	pages = {1--6},
}

@inproceedings{andone_students_2023,
	title = {Students as {Open} {Educational} {Resources} {Co}-{Creators} in the {TalkTech} {Project}},
	url = {https://ieeexplore.ieee.org/document/10306163},
	doi = {10.1109/LWMOOCS58322.2023.10306163},
	abstract = {TalkTech 2022 is a co-creation educational project, an international virtual mobility that since 2008, involves the collaboration of students enrolled in a first-year introductory technology course at Bentley University in the United States with fourth-year multimedia students from Politehnica University of Timisoara in Romania. They work together to co-create virtual reality artifacts and in doing so, develop their digital literacy skills. While instructors create many open educational resources (OERs), in recent years, the TalkTech project encourages students to co-create and then share their digital artifacts as OERs so that others may learn from them. During the TalkTech project, every year, the students are part of an open virtual mobility, and using for this project the Open Virtual Mobility (OpenVM) Learning Hub and extra some digital tools. The main objective is to promote collaborative learning, connectivism social networking as an instructional method, OERs as the main content, open digital credentials as recognition, and validation of digital skills through co-creation of digital artifacts. All students from both universities have at least some prior experiences using mobile devices, synchronous and asynchronous communication tools, cloud storage, and search engines. Students select the tools they will use to interact with their partners and complete the project, using voice and video conferencing, email, texts, and file sharing tools. Their deliverable in the TalkTech2022 project is a combined VR scene that presents a local cultural artifact (a coffee house, church, sporting facility, museum) to their international partners. Students shared their final work products on the CoSpaces gallery, assigning them Creative Commons licenses, and in doing so, became creators of open educational resources.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Andone, Diana and Frydenberg, Mark},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Virtual reality, virtual reality, \#4:Konferenz-Paper:MOOC, Social networking (online), Open Educational Resources, digital competencies, Museums, open educational resources, open virtual mobilities, Production, Search engines, talk tech, Teamwork},
	pages = {1--6},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/BSL3REJW/10306163.html:text/html},
}

@inproceedings{dreifuss-serrano_assessing_2023,
	title = {Assessing {Cheating} in {MOOCs}},
	url = {https://ieeexplore.ieee.org/document/10306238},
	doi = {10.1109/LWMOOCS58322.2023.10306238},
	abstract = {The research conducts a systematic literature review on assessment and cheating in MOOCs. We highlight emerging issues in MOOC pedagogy and the need for further evaluation research, regarding the empirically identified ways in which students engage in acts of dishonesty while taking MOOCs. Analyzing research between 2011 and 2022, we identified the geographical distribution of publications and their association with Sustainable Development Goals and Quacquarelli Symonds (QS) Classification. The most cited papers are categorized according to types of research. Finally, the research focuses on the works directly engaging in assessment, cheating, and ethics. The analysis reveals that depending on the subject of the paper, types of research might vary. We conclude by noting that while assessment and cheating are part of research on MOOC, the number of papers focused solely on those subjects is considerably smaller. Depending on the main focus, types of research vary, showing trends but also areas in which the discipline could further develop.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Dreifuss-Serrano, Cristina and Herrera, Pablo C. and Reátegui, José and Braida, Frederico},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Assessment, evaluation, Ethics, ethics, research, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, Market research, Sustainable development, Bibliographies, dishonesty, Systematics},
	pages = {1--6},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/2543DCHY/10306238.html:text/html},
}

@inproceedings{egloffstein_modularizing_2023,
	title = {Modularizing {MOOCs} for {Professional} {Learning}: {Prospects} and {Challenges} for {Instructional} {Design}},
	shorttitle = {Modularizing {MOOCs} for {Professional} {Learning}},
	url = {https://ieeexplore.ieee.org/document/10305982},
	doi = {10.1109/LWMOOCS58322.2023.10305982},
	abstract = {Modularization describes the transformation of MOOCs from a comprehensive academic-style course format into small-scale, self-contained, flexible and competence-oriented learning offerings. Modularized learning offerings appear to be much more suitable for training and professional learning and can thus be seen as a prerequisite for a sustainable integration of online learning these areas. This paper introduces the concept of modularization and reports on the development and application of a modularization framework for open online courses. By the example of eGov-Campus, a German MOOC provider for the public sector linked to both academia and formal professional development, we outline the structural specifications for modularized MOOC offerings and a methodology for course transformation. Following on from this, prospects and challenges for instructional design are discussed.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Egloffstein, Marc and Ifenthaler, Dirk},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Training, instructional design, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, MOOC, eGov-Campus, micro-credential, modularization},
	pages = {1--4},
}

@inproceedings{eicher_making_2023,
	title = {Making the {Grade}: {Assessments} at {Scale} in a {Large} {Online} {Graduate} {Program}},
	shorttitle = {Making the {Grade}},
	url = {https://ieeexplore.ieee.org/document/10305926},
	doi = {10.1109/LWMOOCS58322.2023.10305926},
	abstract = {The Trap of Routine Assessment refers to the risk that over time, schools become overly focused on those skills that are easy to automatically assess in order to achieve large-scale, rapid feedback. In this research, we look at an at-scale graduate program in computer science that has achieved scale, and we examine whether scale was largely achieved due to Routine Assessment, due to sophisticated automatic evaluation, or due to scaling more traditional approaches to assessment, such as human grading. To do this, we harvested syllabi from 52 classes in the program to see what types of assignments students complete as part of their enrollment, and we survey the teaching assistants responsible for administering those courses to understand how those assignments are evaluated. Combining this with historical data on course grades and enrollments, we derive a snapshot of the average student's experience in the program, what assignments they complete, and where their evaluation comes from. In the end, we note that the program's scale has largely been achieved by streamlining the ability to generate more traditional assessment and evaluation, with the large fraction of student work continuing to be open-ended and human-evaluated.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Eicher, Bobbie Lynn and Joyner, David A.},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Computer science, Education, Surveys, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning},
	pages = {1--6},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/5SU8BKSU/10305926.html:text/html},
}

@inproceedings{macdonagh_student_2023,
	title = {Student {Engagement} in {Optional} {Self}-{Assessment} in a {Blended} {Introductory} {Physics} {Course}},
	url = {https://ieeexplore.ieee.org/document/10305720},
	doi = {10.1109/LWMOOCS58322.2023.10305720},
	abstract = {Optional self-assessment tasks were introduced into interactive online lessons in a large-enrollment introductory undergraduate physics course. The online lessons served as instruction and formative assessment within a blended, flipped classroom teaching model. The self-assessment tasks consisted of Likert scale responses for each of the lesson's learning objectives. Student engagement was analyzed over all lessons. More than half (56\%) of all students tried the self-assessment at least once, and about a quarter completed half or more of the tasks. The course-wide average self-assessment score was 5.05 on the 1 to 7 Likert scale. Simple linear regression analysis was performed to characterize correlations between self-assessment data and course achievement (grades) and attitude toward physics (Colorado Learning Attitudes about Science Survey). The number of self-assessment tasks completed was found to correlate positively with some participatory grades as well as exam scores, suggesting it might reflect general motivation or preparation. The self-assessment scores were found to correlate with exam score attitudinal expert-alignment (pre, post, and change), suggesting consistency as a measure of self-efficacy and more expert-like attitudes at the start and end of the course.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {MacDonagh, Aidan},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Education, formative, Surveys, Correlation, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, achievement, blended learning, CLASS, introductory physics, large enrollment, Linear regression, Particle measurements, self-assessment},
	pages = {1--6},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/FRE4JFSF/10305720.html:text/html},
}

@inproceedings{tomasik_strategies_2023,
	title = {Strategies for {Designing} {Cognitively} {Demanding} {Assessments} {Within} {Math} and {Physics} {MOOCs}},
	url = {https://ieeexplore.ieee.org/document/10306123},
	doi = {10.1109/LWMOOCS58322.2023.10306123},
	abstract = {We discuss the structure of our MOOCs to support the development of complex problem solving skills and describe how we utilize automatically-graded assessments and other modalities to support learning. We also explore how students interact with these course components and how there is a tendency to avoid the more cognitively challenging problems that require the learner to construct a formula, drawing, or draw inferences from outside knowledge or material.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Tomasik, Michelle and MacDonagh, Aidan and French, Jennifer},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Cognition, assessment design, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, MOOC engagement, Physics, Problem-solving},
	pages = {1--6},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/4VVKIAZT/10306123.html:text/html},
}

@inproceedings{zabala_post-pandemic_2023,
	title = {Post-pandemic use of {edX} {MOOCs} by the {Universitat} {Politécnica} de {Valéncia} {Community}},
	url = {https://ieeexplore.ieee.org/document/10305902},
	doi = {10.1109/LWMOOCS58322.2023.10305902},
	abstract = {During the COVID-19 lockdown in 2020, edX launched the Remote Access Program (RAP) initiative in collaboration with its partners. The initiative aimed to provide free certificates for Massive Open Online Courses (MOOCs) to partner communities. The Universitat Politécnica de Valéncia (UPV) actively participated in this initiative by distributing course coupons to its members through a web-based platform. The success of the initiative led UPV to implement a follow-up initiative in October 2020, utilizing the same distribution mechanism as the RAP initiative. UPV also joined edX's Open Campus Essentials (OCE) initiative, which offers free certificates for various courses from different institutions. Between November 2020 and May 2023, UPV distributed 6,335 coupons for UPV courses to 2,742 users, resulting in 1,674 certificates obtained. Additionally, 3,570 UPV users requested OCE licenses, with 2,361 actively enrolling in 6,173 courses and obtaining 1,912 certificates. UPV students also pursued optional university credits for 613 MOOC certificates, accumulating a total of 16,737 credit-hours. Furthermore, the university's staff training department utilized MOOCs for additional training courses, certifying them through department-organized examinations. These findings indicate that the UPV community has maintained its interest in MOOCs beyond the lockdown period. This success emphasizes their significance as a strategic investment. The most sought-after subjects among the UPV community revolved around job-specific skills such as Excel, project management, and programming. Completion rates for the courses ranged from 26\% to 31\%. Overall, MOOCs have had a substantial impact on the UPV community and have proven to be valuable resources for both academic and professional purposes.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Zabala, Ignacio Despujol and Ribalta, Carlos Turró and Mataix, Jaime Busquets},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Training, University, COVID-19, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, MOOC, Collaboration, Licenses, Project management, use case},
	pages = {1--6},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/B93SQZAJ/10305902.html:text/html},
}

@inproceedings{pariafsai_competencies_2023,
	title = {Competencies {Critical} to {Create} and {Implement} {Construction} {Projects}' {Health} and {Safety} {Plan}: {Perception} of the {Global} {Academia}},
	shorttitle = {Competencies {Critical} to {Create} and {Implement} {Construction} {Projects}' {Health} and {Safety} {Plan}},
	url = {https://ieeexplore.ieee.org/document/10306002},
	doi = {10.1109/LWMOOCS58322.2023.10306002},
	abstract = {The construction industry plays a significant role in the global and national economies, employing around seven percent of the global workforce and accounting for about thirteen percent of the global gross domestic product. The construction industry is a pivotal contributor to the U.S. economy and significantly impacts the lives of a considerable segment of the population. Despite its importance, the construction industry faces various challenges, such as declining productivity, workplace safety, and work disputes. The human element, particularly construction project managers, is critical to resolving many of these long-standing problems. To identify training gaps and link qualified construction project managers with relevant projects, it is necessary to understand the competencies required for construction project managers. Through a study, we identified 21 skills necessary for construction project managers and revealed essential knowledge areas and personality characteristics critical to each skill. A survey including 20 demographic and 672 ranking questions was developed to explore the global construction academics’ perception of the importance of each recognized knowledge area/personality characteristic to each identified skill. Using a popular web-based survey tool, Qualtrics, the authors proposed an innovative design framework for dividing the lengthy questionnaire to present 21 ranking questions to each participant randomly and evenly. Each participant ranked the importance of two universal knowledge areas, two domain-specific knowledge areas, and three personality characteristics to three skills. Next, the data collected from 2,016 professors, post-docs, and students worldwide, were analyzed to identify the importance of each knowledge area/personality characteristic to each skill. This paper identifies the importance of each knowledge area/personality characteristic to the ability to create and implement a construction project health and safety plan. The findings of this study can assist the construction academia and industry in directing their efforts toward key competency development areas, scaffolding courses and planning curricula, and catering training and professional development to the real needs of the worldwide workforce.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Pariafsai, Fatemeh and Dixit, Manish Kumar and Pariafsai, Sadjad and Caffey, Stephen Mark and Escamilla, Edelmiro F. and Fields, Sherecce},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Training, Surveys, \#4:Konferenz-Paper:MOOC, skills, Refining, Project management, Construction industry, construction project management competencies, domain-specific knowledge areas, Health and safety, personality characteristics, Productivity, Recruitment, Risk management, Sociology, universal knowledge areas},
	pages = {1--5},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/PCPR9H23/10306002.html:text/html},
}

@inproceedings{hoic-bozic_experiences_2023,
	title = {Experiences {With} the {Integration} of {MOOCs} {Into} {Online} {Courses} {Through} {E}-tivity},
	url = {https://ieeexplore.ieee.org/document/10305968},
	doi = {10.1109/LWMOOCS58322.2023.10305968},
	abstract = {MOOCs have many benefits for higher education, which is why many universities are incorporating them into their curricula. The University of Rijeka, Croatia, has joined the Coursera for Campus program to provide students and teachers with the opportunity to gain skills, competencies, and certificates for completed courses. There are several models of how a MOOC can be integrated into an online or hybrid course. This paper proposes the integration of MOOCs into online courses through an e-tivity approach, that requires students to collaborate in an online environment to complete a specific task and achieve learning outcomes. A didactic model for the course “E-Learning for Education and Business” is presented that uses MOOC courses in the context of e-tivity. To become familiar with MOOCs and prepare to design their own courses, students first enroll in a Coursera course, keep an individual learning diary of their participation, and are then expected to collaborate on course analysis. Evaluation of the model has shown that students are positive about this approach. The e-activity involving MOOCs was found to be interesting, and useful for creating their own online courses. This e-activity also encouraged students to enroll in a Coursera course and learn about the possibilities of MOOC courses, which they found useful for their studies and future work.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Hoić-Božić, Nataša and Dlab, Martina Holenko},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Education, Context modeling, Task analysis, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, MOOC, online course, Business, Coursera, e-tivity},
	pages = {1--5},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/K9T7WMD9/10305968.html:text/html},
}

@inproceedings{liu_crowdlearn_2023,
	title = {{CrowdLearn}: {Open} {Sourcing} {Learner} {Feedback} to {Enable} {Open}-{Ended} {Assessments} in {MOOCs}},
	shorttitle = {{CrowdLearn}},
	url = {https://ieeexplore.ieee.org/document/10306150},
	doi = {10.1109/LWMOOCS58322.2023.10306150},
	abstract = {Open-ended assessments are crucial for robust learning especially common in upper-level university disciplines. This paper describes the iterative development of the CrowdLearn tool to enable open-ended, interactive formative and summative assessments in massive open online courses (MOOCs). The tool crowdsources learner feedback to enable assessments such as case studies, essays, and project reports. By giving learners the opportunity to discuss submissions and feedback from all other learners, the tool enables learners to learn from each other. This tool has now been implemented in eight courses hosted on the edX platform that span science, engineering, and social science.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Liu, John and de Kok, Ewoud},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, Iterative methods, MOOCs, collaborative learning, crowdsource feedback, open-ended assessment, scalable, Social sciences},
	pages = {1--7},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/5GYMAJTG/10306150.html:text/html},
}

@incollection{holten_moglichkeiten_2009,
	address = {Bielefeld},
	series = {Erwachsenenbildung und lebensbegleitendes {Lernen}},
	title = {Möglichkeiten der {Evaluation} von {E}-{Learning}-{Arrangements}. {Eine} {Analyse} am {Beispiel} von {EverLearn}},
	url = {https://d-nb.info/1143230469/34},
	number = {13},
	urldate = {2020-03-29},
	booktitle = {E-{Learning} in {Hochschule} und {Weiterbildung}: {Einsatzchancen} und {Erfahrungen}},
	publisher = {W. Bertelsmann Verlag GmbH \& Co. KG},
	author = {Wuttke, Eveline and Wolf, Karsten D. and Mindnich, Anja},
	editor = {Holten, Roland},
	year = {2009},
	doi = {10.3278/6001628w},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {107--125},
	file = {wuttke_et_al_2009_moglichkeiten_der_evaluation_von_e-learning-arrangements.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VYH76E5W/wuttke_et_al_2009_moglichkeiten_der_evaluation_von_e-learning-arrangements.pdf:application/pdf},
}

@incollection{institut_der_deutschen_wirtschaft_iw_zwischen_2004,
	address = {Köln},
	title = {Zwischen {Effizienzversprechen} und {Sachzwang}: {Auf} dem {Weg} zu einer systematischen {Zielreflexion} im {E}-{Learning}},
	isbn = {3-602-14002-4},
	language = {de-DE},
	booktitle = {E-{Learning}: {Theorie} und betriebliche {Praxis} {Fallstudien} aus der betrieblichen {Bildungsarbeit}},
	publisher = {Deutscher Instituts-Verlag GmbH},
	author = {Reglin, Thomas},
	editor = {{Institut der Deutschen Wirtschaft (IW)}},
	year = {2004},
	note = {ISBN: 9783602140022
Place: Köln
OCLC: 1046404797},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {9--34},
}

@book{tully_lernen_1994,
	address = {øpladen},
	title = {Lernen in der {Informationsgesellschaft}: {Informelle} {Bildung} durch {Computer} und {Medien}},
	isbn = {978-3-322-97046-6},
	url = {https://books.google.de/books?id=32OiBgAAQBAJ},
	abstract = {In diesem Buch geht es um die Herausbildung neuer Lernformen und veränderte Qualifikationsanforderungen durch neue Technologien. Sozialisation für Technik und Lernorganisation sind deshalb zentrale Aspekte. Das Zusammenspiel von Lernorganisation und Lernen für den Umgang mit neuen Technologien läßt sich über das im Buch entwickelte Konzept zur "Computerkompetenz" abbilden.Im empirischen Teil werden mediale Angebote zum Umgang mit dem Computer (Computerzeitschriften und -bücher, Hörfunk und Fernsehen) sowie organisierte Angebote (z. B. im Rahmen der Jugendarbeit, Volkshochschulen und Schulen) analysiert und dargestellt. Gezeigt wird dabei die Korrespondenz, die zwischen Computer-Wissen (Basics, funktionsbezogenes und kombinatorisches Wissen sowie soziale Sensibilität) und den Vermittlungswegen (Computerzeitschriften, Lernen über Fernsehen etc.) besteht.},
	publisher = {Westdeutscher Verlag GmbH},
	author = {Tully, Claus J.},
	year = {1994},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#nosource, \#6:Buch:Bildung:Technologie},
}

@book{luhmann_zwischen_1982,
	address = {Frankfurt am Main},
	edition = {1. Aufl},
	series = {Suhrkamp {Taschenbuch} {Wissenschaft}},
	title = {Zwischen {Technologie} und {Selbstreferenz}: {Fragen} an die {Pädagogik}},
	isbn = {978-3-518-27991-5},
	shorttitle = {Zwischen {Technologie} {Und} {Selbstreferenz}},
	number = {391},
	publisher = {Suhrkamp Taschenbuch Verlag},
	editor = {Luhmann, Niklas and Schorr, Karl-Eberhard},
	year = {1982},
	note = {ZSCC: 0000368},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, FernUni-Hagen:MABM:M6, Philosophy, \#6:Buch:Bildung:Technologie},
}

@incollection{wiesner_transformation_2020,
	title = {Die {Transformation} durch {Digitalisierung} im {Anthropozän}: {Digitale} {Kompetenz} als anthropozäne {Kulturressource}.},
	isbn = {978-3-7065-5598-2},
	shorttitle = {Die {Transformation} durch {Digitalisierung} im {Anthropozän}},
	abstract = {Eine neue, entwicklungsorientierte Aufgabe von Schule besteht heute darin, Schulen und Unterricht so zu verändern und zu transformieren, dass alle Schülerinnen und Schüler, Lehrerinnen und Lehrer sowie die Schulleitung bestmöglich eigen- und selbstverantwortlich in einer wissensbasierten Technologiegesellschaft produktiv und reflexiv handeln können, um erfolgreiche Bildungsprozesse zu organisieren und Bildungsergebnisse zu erreichen. Die Digitalisierung ist aus einem entwicklungsorientierten Blickwinkel dann nicht nur als Technik zu verstehen, sondern sie beeinflusst den Menschen und seine Kompetenzen und schafft veränderte „Erzeugungs- und Ordnungsgrundlage[n] für Praktiken und Vorstellungen“ (Bourdieu, 1987, S. 98).
Förderlicher Unterricht und die Einbeziehung der Digitalisierung in lernenden Schulen sollen daher soziale Gelegenheiten und reflexive Resonanzräume für ein Staunen schaffen, bei denen Schülerinnen und Schüler ihre Kompetenzen, ihre Talente, ihre Potenziale, ihre Neugierde, ihr Vermögen und ihre Interessen entwickeln und diese auch kritisch transformierenkönnen (Fauser, Prenzel \& Schratz, 2007; Schratz, 2014; Wiesner \& Schreiner, 2018). „Die Weitergabe und Transformation des im Anthropozän entwickelten Wissens erfolgt durch Erziehung, Bildung und Sozialisation“ (Wulf, 2020, S. 202). Somit kann die Digitalisierung als Kulturtechnik und als eine neue Form des Sich-Bildens genutzt werden, als Motor für ein Mehr an kritisch-reflexiver Mündigkeit als auch für reflexive Offenheit gegenüber Veränderungsprozessen und Lösungswegen.},
	author = {Wiesner, Christian and Schreiner, Claudia and Brandhofer, Gerhard},
	month = nov,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {333--346},
}

@incollection{buchem_blogging_2013,
	title = {Blogging und {Microblogging}: {Anwendungsmöglichkeiten} im {Bildungskontext}},
	booktitle = {{L3T}: {Lehrbuch} für {Lernen} und {Lehren} mit {Technologien}},
	author = {Buchem, Ilona and Enber, Martin and Schön, Sandra and Appelt, Ralf and Kaiser, Sascha},
	editor = {Ebner, Martin and Schön, Sandra and Schön, S.},
	year = {2013},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie, FernUni-Hagen:MABM:M5},
	file = {buchem_et_al_2013_blogging_und_microblogging.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H9E38BNW/buchem_et_al_2013_blogging_und_microblogging.pdf:application/pdf},
}

@incollection{luhmann_voraussetzung_1982,
	address = {Frankfurt am Main},
	edition = {1. Aufl.},
	series = {Suhrkamp {Taschenbuch} {Wissenschaft}},
	title = {Die {Voraussetzung} der {Kausalität}},
	isbn = {978-3-518-27991-5},
	number = {391},
	booktitle = {Zwischen {Technologie} und {Selbstreferenz}: {Fragen} an die {Pädagogik}},
	publisher = {Suhrkamp Taschenbuch Verlag},
	author = {Luhmann, Niklas},
	editor = {Luhmann, Niklas and Schorr, Karl-Eberhard},
	year = {1982},
	note = {ZSCC: 0000368},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, \#6:Buchteil:Bildung:Technologie, FernUni-Hagen:MABM:M6, Philosophy},
	pages = {41--50},
}

@book{porsch_padagogische_2021,
	title = {Pädagogische {Medienkompetenzen} und {ICT}-{Beliefs} von {Lehramtsstudierenden} {Veränderungen} während eines „digitalen {Semesters}“?},
	author = {Porsch, Raphaela and Reintjes, Christian and Görich, Katja and Paulus, David},
	month = apr,
	year = {2021},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {porsch_et_al_2021_padagogische_medienkompetenzen_und_ict-beliefs_von_lehramtsstudierenden.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BR9NGXN4/porsch_et_al_2021_padagogische_medienkompetenzen_und_ict-beliefs_von_lehramtsstudierenden.pdf:application/pdf},
}

@book{albers_schule_2011,
	address = {Wiesbaden},
	edition = {1. Aufl.},
	series = {Medienbildung und {Gesellschaft}},
	title = {Schule in der digitalen {Welt}: medienpädagogische {Ansätze} und {Schulforschungsperspektiven}},
	isbn = {978-3-531-16687-2},
	shorttitle = {Schule in der digitalen {Welt}},
	number = {Bd. 8},
	publisher = {VS Verlag für Sozialwissenschaften},
	editor = {Albers, Carsten and Magenheim, Johannes and Meister, Dorothee},
	year = {2011},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien, Bildung, Teaching, Computer network resources, Internet in education},
}

@article{herzig_medienbildung_2020,
	title = {Medienbildung in der {Grundschule} – ein konzeptioneller {Beitrag} zur {Auseinandersetzung} mit (digitalen) {Medien}},
	volume = {13},
	doi = {10/gg5cv9},
	number = {1},
	journal = {Zeitschrift für Grundschulforschung},
	author = {Herzig, Bardo},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {99--116},
	file = {herzig_2020_medienbildung_in_der_grundschule_–_ein_konzeptioneller_beitrag_zur.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IQRNU324/herzig_2020_medienbildung_in_der_grundschule_–_ein_konzeptioneller_beitrag_zur.pdf:application/pdf},
}

@article{lange_medienkompetenz_2020,
	title = {Medienkompetenz als unbekannte {Praxis}. {Ethnographische} {Perspektiven} auf {Digital} {Natives}},
	volume = {13},
	doi = {10/gg5cwd},
	number = {1},
	journal = {Zeitschrift für Grundschulforschung},
	author = {Lange, Jochen},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {15--29},
	file = {lange_2020_medienkompetenz_als_unbekannte_praxis.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6AMMNPZG/lange_2020_medienkompetenz_als_unbekannte_praxis.pdf:application/pdf},
}

@article{richter_bildung_2020,
	title = {Bildung an der {Schnittstelle} von kultureller {Praxis} und digitaler {Kulturtechnik}},
	volume = {39},
	doi = {10/ghp7f5},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Richter, Christoph and Allert, Heidrun},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {13--31},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/48PAUINK/858-Artikeltext-3232-1-10-20201202.pdf:application/pdf},
}

@incollection{noauthor_bildungsmanagement_nodate,
	title = {Bildungsmanagement als {Blended}-{Learning}-{Kurs} in der {U} {niversWitsausbild} ung},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#8:Buchteil:blended:learning},
	file = {978-3-322-81837-9_8.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VDLHEHP7/978-3-322-81837-9_8.pdf:application/pdf},
}

@incollection{frey_digitale_2021,
	address = {Berlin, Heidelberg},
	title = {Digitale {Lehre} an der {Hochschule}: {Warum} {Blended} {Learning} so gut funktioniert},
	isbn = {978-3-662-62912-3 978-3-662-62913-0},
	shorttitle = {Digitale {Lehre} an der {Hochschule}},
	url = {https://link.springer.com/10.1007/978-3-662-62913-0_4},
	language = {de-DE},
	urldate = {2023-11-04},
	booktitle = {Innovative {Lehre} an der {Hochschule}},
	publisher = {Springer Berlin Heidelberg},
	author = {Kunze, Louisa and Frey, Dieter},
	editor = {Frey, Dieter and Uemminghaus, Monika},
	year = {2021},
	doi = {10.1007/978-3-662-62913-0_4},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Digitale Bildung, \#8:Buchteil:blended:learning},
	pages = {69--86},
	file = {Kunze und Frey - 2021 - Digitale Lehre an der Hochschule Warum Blended Le.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6B39UH8D/Kunze und Frey - 2021 - Digitale Lehre an der Hochschule Warum Blended Le.pdf:application/pdf},
}

@article{albrecht_effects_2013,
	title = {Effects of {Mobile} {Augmented} {Reality} {Learning} {Compared} to {Textbook} {Learning} on {Medical} {Students}: {Randomized} {Controlled} {Pilot} {Study}},
	volume = {15},
	url = {http://www.jmir.org/2013/8/e182/},
	doi = {10.2196/jmir.2497},
	abstract = {Background: By adding new levels of experience, mobile Augmented Reality (mAR) can significantly increase the attractiveness of mobile learning applications in medical education. Objective: To compare the impact of the heightened realism of a self-developed mAR blended learning environment (mARble) on learners to textbook material, especially for ethically sensitive subjects such as forensic medicine, while taking into account basic psychological aspects (usability and higher level of emotional involvement) as well as learning outcomes (increased learning efficiency). Methods: A prestudy was conducted based on a convenience sample of 10 third-year medical students. The initial emotional status was captured using the ?Profile of Mood States? questionnaire (POMS, German variation); previous knowledge about forensic medicine was determined using a 10-item single-choice (SC) test. During the 30-minute learning period, the students were randomized into two groups: the first group consisted of pairs of students, each equipped with one iPhone with a preinstalled copy of mARble, while the second group was provided with textbook material. Subsequently, both groups were asked to once again complete the POMS questionnaire and SC test to measure changes in emotional state and knowledge gain. Usability as well as pragmatic and hedonic qualities of the learning material was captured using AttrakDiff2 questionnaires. Data evaluation was conducted anonymously. Descriptive statistics for the score in total and the subgroups were calculated before and after the intervention. The scores of both groups were tested against each other using paired and unpaired signed-rank tests. An item analysis was performed for the SC test to objectify difficulty and selectivity. Results: Statistically significant, the mARble group (6/10) showed greater knowledge gain than the control group (4/10) (Wilcoxon z=2.232, P=.03). The item analysis of the SC test showed a difficulty of P=0.768 (s=0.09) and a selectivity of RPB=0.2. For mARble, fatigue (z=2.214, P=.03) and numbness (z=2.07, P=.04) decreased with statistical significance when comparing pre- and post-tests. Vigor rose slightly, while irritability did not increase significantly. Changes in the control group were insignificant. Regarding hedonic quality (identification, stimulation, attractiveness), there were significant differences between mARble (mean 1.179, CI ?0.440 to 0.440) and the book chapter (mean ?0.982, CI ?0.959 to 0.959); the pragmatic quality mean only differed slightly. Conclusions: The mARble group performed considerably better regarding learning efficiency; there are hints for activating components of the mAR concept that may serve to fascinate the participants and possibly boost interest in the topic for the remainder of the class. While the small sample size reduces our study?s conclusiveness, its design seems appropriate for determining the effects of interactive eLearning material with respect to emotions, learning efficiency, and hedonic and pragmatic qualities using a larger group. Trial Registration: German Clinical Trial Register (DRKS), DRKS-ID: DRKS00004685; https://drks-neu.uniklinik-freiburg.de/drks\_web/navigate.do?navigationId=trial.HTML\&TRIAL\_ID=DRKS00004685.},
	number = {8},
	journal = {J Med Internet Res},
	author = {Albrecht, Urs-Vito and Folta-Schoofs, Kristian and Behrends, Marianne and von Jan, Ute},
	month = aug,
	year = {2013},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, education, medical, \#8:Zeitschriftenartikel:blended:learning, emotions, problem-based learning, cellular phone},
	pages = {e182},
}

@article{kleinert_web-based_2015,
	title = {Web-{Based} {Immersive} {Virtual} {Patient} {Simulators}: {Positive} {Effect} on {Clinical} {Reasoning} in {Medical} {Education}},
	volume = {17},
	url = {http://www.jmir.org/2015/11/e263/},
	doi = {10.2196/jmir.5035},
	abstract = {Background: Clinical reasoning is based on the declarative and procedural knowledge of workflows in clinical medicine. Educational approaches such as problem-based learning or mannequin simulators support learning of procedural knowledge. Immersive patient simulators (IPSs) go one step further as they allow an illusionary immersion into a synthetic world. Students can freely navigate an avatar through a three-dimensional environment, interact with the virtual surroundings, and treat virtual patients. By playful learning with IPS, medical workflows can be repetitively trained and internalized. As there are only a few university-driven IPS with a profound amount of medical knowledge available, we developed a university-based IPS framework. Our simulator is free to use and combines a high degree of immersion with in-depth medical content. By adding disease-specific content modules, the simulator framework can be expanded depending on the curricular demands. However, these new educational tools compete with the traditional teaching Objective: It was our aim to develop an educational content module that teaches clinical and therapeutic workflows in surgical oncology. Furthermore, we wanted to examine how the use of this module affects student performance. Methods: The new module was based on the declarative and procedural learning targets of the official German medical examination regulations. The module was added to our custom-made IPS named ALICE (Artificial Learning Interface for Clinical Education). ALICE was evaluated on 62 third-year students. Results: Students showed a high degree of motivation when using the simulator as most of them had fun using it. ALICE showed positive impact on clinical reasoning as there was a significant improvement in determining the correct therapy after using the simulator. ALICE positively impacted the rise in declarative knowledge as there was improvement in answering multiple-choice questions before and after simulator use. Conclusions: ALICE has a positive effect on knowledge gain and raises students? motivation. It is a suitable tool for supporting clinical education in the blended learning context.},
	number = {11},
	journal = {J Med Internet Res},
	author = {Kleinert, Robert and Heiermann, Nadine and Plum, Sven Patrick and Wahba, Roger and Chang, De-Hua and Maus, Martin and Chon, Seung-Hun and Hoelscher, H. Arnulf and Stippel, Ludger Dirk},
	month = nov,
	year = {2015},
	keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Zeitschriftenartikel:blended:learning, medical education, virtual patients, immersive},
	pages = {e263},
}

@article{noll_mobile_2017,
	title = {Mobile {Augmented} {Reality} as a {Feature} for {Self}-{Oriented}, {Blended} {Learning} in {Medicine}: {Randomized} {Controlled} {Trial}},
	volume = {5},
	url = {http://mhealth.jmir.org/2017/9/e139/},
	doi = {10.2196/mhealth.7943},
	abstract = {Background: Advantages of mobile Augmented Reality (mAR) application-based learning versus textbook-based learning were already shown in a previous study. However, it was unclear whether the augmented reality (AR) component was responsible for the success of the self-developed app or whether this was attributable to the novelty of using mobile technology for learning. Objective: The study?s aim was to test the hypothesis whether there is no difference in learning success between learners who employed the mobile AR component and those who learned without it to determine possible effects of mAR. Also, we were interested in potential emotional effects of using this technology. Methods: Forty-four medical students (male: 25, female: 19, mean age: 22.25 years, standard deviation [SD]: 3.33 years) participated in this study. Baseline emotional status was evaluated using the Profile of Mood States (POMS) questionnaire. Dermatological knowledge was ascertained using a single choice (SC) test (10 questions). The students were randomly assigned to learn 45 min with either a mobile learning method with mAR (group A) or without AR (group B). Afterwards, both groups were again asked to complete the previous questionnaires. AttrakDiff 2 questionnaires were used to evaluate the perceived usability as well as pragmatic and hedonic qualities. For capturing longer term effects, after 14 days, all participants were again asked to complete the SC questionnaire. All evaluations were anonymous, and descriptive statistics were calculated. For hypothesis testing, an unpaired signed-rank test was applied. Results: For the SC tests, there were only minor differences, with both groups gaining knowledge (average improvement group A: 3.59 [SD 1.48]; group B: 3.86 [SD 1.51]). Differences between both groups were statistically insignificant (exact Mann Whitney U, U=173.5; P=.10; r=.247). However, in the follow-up SC test after 14 days, group A had retained more knowledge�(average decrease of the number of correct answers group A: 0.33 [SD 1.62]; group B: 1.14 [SD 1.30]). For both groups, descriptively, there were only small variations regarding emotional involvement, and learning experiences also differed little, with both groups rating the app similar for its stimulating effect. Conclusions: We were unable to show significant effects for mAR on the immediate learning success of the mobile learning setting. However, the similar level of stimulation being noted for both groups is inconsistent with the previous assumption of the success of mAR-based approach being solely attributable to the excitement of using mobile technology, independent of mAR; the mAR group showed some indications for a better long-term retention of knowledge. Further studies are needed to examine this aspect. Trial Registration: German Clinical Trials Register (DRKS): 00012980; http://www.drks.de/drks\_web/navigate.do? navigationId=trial.HTML\&TRIAL\_ID=DRKS00012980�(Archived by WebCite at�http://www.webcitation.org/ 6tCWoM2Jb).},
	number = {9},
	journal = {JMIR Mhealth Uhealth},
	author = {Noll, Christoph and von Jan, Ute and Raap, Ulrike and Albrecht, Urs-Vito},
	month = sep,
	year = {2017},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, education, medical, \#8:Zeitschriftenartikel:blended:learning, mHealth, problem-based learning, cellular phone},
	pages = {e139},
}

@book{arnold_digitalisierung_2020,
	address = {Berlin},
	title = {Digitalisierung und {Lehrkräftefortbildung}: {Gelingensbedingungen} und {Strukturen} von {Fortbildungen} zum {Einsatz} digitaler und interaktiver {Medien} in der {Schule}},
	isbn = {978-3-8325-5131-5},
	shorttitle = {Digitalisierung und {Lehrkräftefortbildung}},
	abstract = {Ausgehend von grundlegenden Theorien des Lernens und Lehrens mit digitalen und interaktiven Medien und aktuellsten Erkenntnissen der Bildungsforschung nähert sich diese Arbeit empirisch dem Ziel bestehende Formen der Fortbildung von Lehrkräften bedarfsgerecht um die Vermittlung konzeptioneller, didaktischer und praktischer Kom- petenzen im Umgang mit digitalen und interaktiven Medien zu erweitern und somit den Einsatz dieser Medien im Rahmen schulischen Unterrichts zu fördern. In einem de- signbasierten empirischen Ansatz werden Fortbildungsstrukturen analysiert, exploriert und evaluiert. Das Fallbeispiel „Interaktive Medien in der Schule“ zeigt den gleichna- migen phasenübergreifenden Zertifikatskurs für (bereits) Lehrende und (noch) Studie- rende. Dieser Kurs wurde seit 2014 an der TU Dresden durchgeführt und evaluiert. Ausgehend von diesen Evaluationsergebnissen und den im Kurs aufgetretenen Her- ausforderungen wurde ein verallgemeinerndes empirisches Design zur Analyse von Gelingensbedingungen von Lehrkräftefortbildung entwickelt. In Folge einer qualitati- ven Ermittlung von förderlichen und hinderlichen Aspekten in der Lehrkräftefortbildung entstand ein abstrahiertes Erhebungswerkzeug zur quantitativen Untersuchung von Gelingensbedingungen von Fortbildungsveranstaltungen und -strukturen. An der quantitativen Teilstudie nahmen 225 Lehrende und 60 Fortbildende im Freistaat Sach- sen teil. Die Ergebnisse in den Dimensionen der Priorität und Leistung (Wichtigkeit und Zufriedenheit) erlauben einerseits Rückschlüsse auf den Erfolg einzelner Maßnahmen im Fortbildungskontext, andererseits werden Differenzen zwischen Prioritäten und Zu- friedenheit aufgezeigt, um konkrete Maßnahmen zur Steigerung des Erfolgs in diesem Bereich abzuleiten. Durch die Synthese der Teilstudien und dem entwickelten ‚Modell zur Verortung von Fortbildungsveranstaltungen‘ (MoVe-FoBi) können somit allge- meine sowie spezielle Aussagen über Gelingensbedingungen von Lehrkräftefortbil- dung getroffen werden, zusätzlich wird das Redesign konkreter Veranstaltungsformate möglich.},
	publisher = {Logos Verlag Berlin GmbH},
	author = {Arnold, Peter},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {arnold_2020_digitalisierung_und_lehrkraftefortbildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HFE6IPZJ/arnold_2020_digitalisierung_und_lehrkraftefortbildung.pdf:application/pdf},
}

@book{petko_einfuhrung_2014,
	address = {Weinheim},
	series = {Bildungswissen {Lehramt}},
	title = {Einführung in die {Mediendidaktik}: {Lehren} und {Lernen} mit digitalen {Medien}},
	isbn = {978-3-407-25678-2},
	shorttitle = {Einführung in die {Mediendidaktik}},
	number = {25},
	publisher = {Beltz},
	author = {Petko, Dominik},
	year = {2014},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#nosource, \#9:Buch:digital:lernen},
}

@book{rosemann_informelle_2022,
	title = {Informelle und non-formale {Lernaktivitäten} im {Arbeitsalltag} - {Analyse} betrieblicher {Lernkontexte} von {Beschäftigten} in {Pflegeberufen}},
	isbn = {978-3-7639-7141-1},
	abstract = {Aktuelle Forschungsdiskurse zum Lernen in informellen und non-formalen Lernkontexten verdeutlichen einen Mangel berufsspezifischer Forschungsaktivitäten, die eine
zielgruppengerechte und lernortübergreifende Gestaltung betrieblicher Gelegenheitsstrukturen ermöglichen. Gerade für Beschäftigte der Pflegeberufe gewinnen orts- und zeitflexible Lernaktivitäten aufgrund technischer, medizinischer, pandemischer und gesetzlicher Änderungen an Bedeutung, da regelmäßige Veränderungen
und Neuerungen einen kontinuierlichen Wissenserwerb bedingen. Unklar bleibt,welche Charakteristika Lernaktivitäten in informellen und non-formalen betrieblichen Lernkontexten aufweisen, welche Einflussfaktoren die Wahrnehmung von Lernsituationen beeinflussen und inwiefern tätigkeitsbezogene Unterschiede in den Lernaktivitäten erkennbar sind. Bisherige Querschnittsanalysen gehen mit der Gefahr der Untererfassung von Lernaktivitäten am Arbeitsplatz einher und weisen infolge differenzierter Erhebungskonzepte eine geringe Vergleichbarkeit auf. Die längsschnittlichen Befunde der vorliegenden Studie ermöglichen eine detaillierte Beschreibung der Charakteristika und Einflussfaktoren der Lernsituationen in informellen und non-formalen betrieblichen Lernkontexten von Beschäftigten der Pflegeberufe. Grundlage des multimethodischen Untersuchungsdesigns bildet ein prozessorientiertes Lernverständnis, das verschiedene theoretische Erklärungsansätze miteinander vereint.

In einem ersten Analyseschritt dienen 27 episodische Interviews
dazu, arbeitsbezogene Lernsituationen der Beschäftigten der Gesundheitsberufe zu rekonstruieren. Die Ergebnisse der explorativen Vorstudie bilden die Grundlage für die Konzeption der Erhebungsinstrumente der Lerntagebuchstudie. In der 14-tägigen
Längsschnittstudie werden differenzierte Lernsituationen von 40 Beschäftigten dermPflegeberufe erfasst. Die Befunde zeigen, dass Lernsituationen vornehmlich während dialogisch-interaktiver Tätigkeiten entstehen, wobei der Lernzuwachs eher unbewusst
erfolgt. Insgesamt verweisen die Befunde auf die Dominanz fremdselektiver Prozesse. Demnach berichten Beschäftigte eher von Lernsituationen, wenn sie regelmäßig in den Austausch mit Kolleginnen und Kollegen treten, Zugang zu einem Desktop-Computer erhalten und digitale Endgeräte nutzen. Die Leitungsperson nimmt hierbei eine Schlüsselposition ein, da sie durch die Weitergabe der Arbeitsaufgaben auf die Lernförderlichkeit der Tätigkeiten der Beschäftigten wirkt. Aus den Ergebnissen der Studie werden Implikationen für die Forschung und Handlungsempfehlungen für die zukünftige lernförderliche Gestaltung der Arbeitsplätze der Pflegeberufe abgeleitet.},
	author = {Rosemann, Therese},
	month = may,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
}

@book{beiswenger_integratives_2020,
	title = {Ein integratives {Modell} digitalisierungsbezogener {Kompetenzen} für die {Lehramtsausbildung}},
	abstract = {In diesem Beitrag wird ein von einer interdisziplinären Arbeitsgruppe zur Digitalisierung in der Lehramtsausbildung (AG DidL) an der Universität Duisburg‐Essen (UDE) entwickeltes Modell digitalisierungsbezogener Kompetenzen für die Lehramtsausbildung vorgestellt. Aktuell gibt es verschiedene Modelle und Beschreibungsraster der bei Lehrkräften zu entwickelnden digitalisierungsbezogenen Kompetenzen. Bestehende Ansätze adressieren jedoch vielfach unterschiedliche Aspekte oder legen ein eingeschränktes oder nur implizites Digitalisierungsverständnis zugrunde. Das in diesem Beitrag vorgestellte UDE‐Modell versteht sich nicht als Konkurrenzmodell zu diesen Modellen, sondern möchte die Diskussion anstoßen, bestehende Modelle zu integrieren. Es legt ein integratives Verständnis digitalisierungsbezogener Kompetenz zugrunde, das das Lehren und Lernen mit digitalen Medien und das Lernen über Digitalisierung als Unterrichtsgegenstand umschließt. Im Zentrum des Modells stehen allgemein formulierte Kompetenzziele zum Lehren und Lernen, zum beruflichen Engagement sowie zu einer reflexiven, kritisch‐konstruktiven Praxis, die mittels überfachlicher, fächerübergreifender und/oder fachspezifischer Beispiele konkretisiert werden. Dadurch eröffnet das Modell zudem eine dezidiert fachdidaktische Perspektive.},
	author = {Beißwenger, Michael and Borukhovich-Weis, Swantje and Brinda, Torsten and Bulizek, Björn and Burovikhina, Veronika and Cyra, Katharina and Gryl, Inga and Tobinski, David Alexej},
	month = dec,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Beißwenger et al. - Ein integratives Modell digitalisierungsbezogener .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2GNAP6SB/Beißwenger et al. - Ein integratives Modell digitalisierungsbezogener .pdf:application/pdf},
}

@book{harwardt_lernen_2023,
	address = {Wiesbaden},
	title = {Lernen im {Zeitalter} der {Digitalisierung}: {Einblicke} und {Handlungsempfehlungen} für die neue {Arbeitswelt}},
	isbn = {978-3-658-37900-1 978-3-658-37901-8},
	shorttitle = {Lernen im {Zeitalter} der {Digitalisierung}},
	url = {https://link.springer.com/10.1007/978-3-658-37901-8},
	language = {de-DE},
	urldate = {2023-01-07},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2023},
	doi = {10.1007/978-3-658-37901-8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, FernUni-Hagen:MABM:Master-Arbeit, \#9:Buch:digital:lernen},
	file = {Harwardt et al. - 2023 - Lernen im Zeitalter der Digitalisierung Einblicke.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KRUG3IE8/Harwardt et al. - 2023 - Lernen im Zeitalter der Digitalisierung Einblicke.pdf:application/pdf},
}

@book{fuhrer_relativitat_2023,
	address = {Tübingen},
	series = {Schriftenreihe 2 der {Tübingen} {School} of {Education}},
	title = {Relativität und {Normativität} von {Beurteilungen}: {Fachübergreifende} und fachspezifische {Analysen}},
	isbn = {978-3-946552-91-8},
	shorttitle = {Relativität und {Normativität} von {Beurteilungen}},
	url = {https://publikationen.uni-tuebingen.de/xmlui/bitstream/handle/10900/144580/Relativität%20und%20Normativität%20von%20Beurteilungen.pdf?sequence=1&isAllowed=y},
	abstract = {Der Sammelband "Relativität und Normativität von Beurteilungen" aus dem Jahr 2023 befasst sich mit der anhaltenden Debatte um Notengebung in Schulen und deren Überwindung zugunsten alternativer Beurteilungsmethoden​​. Es wird anerkannt, dass die Frage der demokratischen Schulentwicklung eng mit der Herausforderung verbunden ist, moderne, diversitätssensible Beurteilungsformen zu entwickeln​​. Der Fokus liegt dabei auf kontextsensiblen Lösungen, die auf der Professionalität der Lehrkräfte und der kommunikativen Einbeziehung der Lernenden basieren​​.

Eine zentrale Einsicht ist die Notwendigkeit, summativ konstruierte Leistungsnachweise durch formative Leistungsrückmeldungen und -beurteilungen zu ersetzen. Diese sollten den Lernprozess in den Mittelpunkt stellen und sowohl die Lehrkräfte als auch die Lernenden einbeziehen​​. Praktische Beispiele für solche Ansätze finden sich bei Bewerberschulen für den Deutschen Schulpreis, wo Leistungsrückmeldungen und eine differenzierte Normorientierung eine große Rolle spielen​​.

In ganz Deutschland werden Veränderungen und Neuerungen in Bezug auf alternative Leistungsbeurteilungssysteme beobachtet. Länderspezifische Orientierungsrahmen und gesetzliche Regelungen bieten Spielraum für formative Beurteilungen und kompetenzausweisende Instrumente und Verfahren​​. Trotz wissenschaftlich begründeter Erwartungen zur Erneuerung behält die traditionelle Notengebung ihre Stellung und wird nicht grundsätzlich revidiert​​. Die Gründe für die Beharrungskraft der Notengebung und ihrer Mängel sind vielfach in der Fachliteratur diskutiert worden​​.

Es wird anerkannt, dass traditionelle Prüfungsformen, die auf statischem Wissen basieren, kaum geeignet sind, um valide Aussagen über Bildungsübergänge zu treffen oder auf eine moderne Arbeitswelt vorzubereiten​​. Die „Zukunftsagenda 2030“ der Vereinten Nationen, die sich auf globale Ziele für eine bessere Zukunft konzentriert, gilt als Leitlinie für Bildungs-, Lern- und Leistungskonzepte in einer globalisierten und digitalisierten Welt​​.

Zusammenfassend beleuchtet der Sammelband die Notwendigkeit einer Reform des Bewertungssystems in Schulen, um modernen Anforderungen gerecht zu werden und eine demokratische, inklusive und an den individuellen Lernprozessen orientierte Bildung zu fördern.},
	language = {de-DE},
	urldate = {2024-01-21},
	editor = {Führer, Carolin and Magirius, Marco and Bohl, Thorsten and Grewe, Bernd-Stefan and Polleichtner, Wolfgang and Ulfat, Fahimah},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Führer et al. - 2023 - Relativität und Normativität von Beurteilungen Fa.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MCX3F9VS/Führer et al. - 2023 - Relativität und Normativität von Beurteilungen Fa.pdf:application/pdf},
}

@incollection{fuhrer_zugange_2023,
	address = {Tübingen},
	series = {Schriftenreihe 2 der {Tübingen} {School} of {Education}},
	title = {Zugänge zu einer zeitgemäßen {Prüfungskultur}},
	isbn = {978-3-946552-91-8},
	url = {https://publikationen.uni-tuebingen.de/xmlui/bitstream/handle/10900/144580/Relativität%20und%20Normativität%20von%20Beurteilungen.pdf?sequence=1&isAllowed=y},
	abstract = {Philippe Wampfler und Christian Albrecht diskutieren in ihrem Beitrag "Zugänge zu einer zeitgemäßen Prüfungskultur" die Notwendigkeit einer Reform der Prüfungs- und Bewertungskultur im Bildungsbereich, insbesondere im Kontext der digitalen Transformation der Gesellschaft.

Einleitung: Sie argumentieren, dass Bildung im 21. Jahrhundert junge Menschen dazu befähigen sollte, die Gesellschaft aktiv mitzugestalten. Die etablierte Prüfungskultur wird als statisch kritisiert, da sie hauptsächlich der gesellschaftlichen Allokation dient und nicht den dynamischen, kollektiven Lernprozessen entspricht.
Herausforderungen der Prüfungskultur:
Trennung von Lernen und Leisten: Summative Prüfungen, die Leistungen in isolierten Situationen messen, werden kritisiert, da sie viele Aspekte realer Lernprozesse ausblenden.
Eigenständigkeit der Leistung: Die Prüfungskultur spiegelt nicht die Lernwirklichkeit einer vernetzten und digital geprägten Gesellschaft wider, in der Leistung in einem sozialen, interaktiven Prozess erbracht wird.
Normen und Vergleiche: Die gegenwärtige Praxis der Leistungsbeurteilung orientiert sich an standardisierten Bewertungen, was problematisch für formative Feedbackprozesse ist.
Allokation: Die Verwendung von Prüfungsergebnissen für Allokationsprozesse wird als schädlich angesehen, da sie die Unterstützung von Lernenden bei ihrem Lernprozess behindert.
Objektivität und Messung: Die Autoren kritisieren, dass konventionelle Prüfungen im besten Fall nur zeigen, wie gut Schüler*innen vorgegebene Aufgaben lösen können, und keine tauglichen Mittel sind, um Rückschlüsse auf Lernprozesse zu ziehen.
Lösungsansätze:
Die Vision einer zeitgemäßen Prüfungskultur beinhaltet vielfältige formative Rückmeldungen und eine Wertschätzung für die Leistungen der Lernenden.
Individuelle Formen der Bewertung könnten implementiert werden, bei denen Lernende Kriterien mitbestimmen und Rückmeldungen erhalten, die ihren Lernprozess unterstützen.
Projekte und Portfolios als Ersatz für traditionelle Prüfungen, die Stärken und Engagement von Schüler*innen in den Mittelpunkt stellen.
Diese Ansätze erfordern jedoch auch eine Entlastung der Lehrkräfte von traditionellen Korrekturaufgaben und sollten eine attraktive Alternative zu bestehenden Prüfungsformen bieten.
Die Autoren betonen die Notwendigkeit, die etablierte Prüfungskultur zu überdenken, um sie an die Bedürfnisse einer modernen, vernetzten und digitalisierten Gesellschaft anzupassen.},
	language = {de-DE},
	urldate = {2024-01-21},
	booktitle = {Relativität und {Normativität} von {Beurteilungen}: {Fachübergreifende} und fachspezifische {Analysen}},
	author = {Wampfler, Philippe and Albrecht, Christian},
	editor = {Führer, Carolin and Magirius, Marco and Bohl, Thorsten and Grewe, Bernd-Stefan and Polleichtner, Wolfgang and Ulfat, Fahimah},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {45--52},
}

@incollection{fuhrer_einleitung_2023,
	address = {Tübingen},
	series = {Schriftenreihe 2 der {Tübingen} {School} of {Education}},
	title = {Einleitung: {Relativität} und {Normativität} von {Beurteilungen}},
	isbn = {978-3-946552-91-8},
	url = {https://publikationen.uni-tuebingen.de/xmlui/bitstream/handle/10900/144580/Relativität%20und%20Normativität%20von%20Beurteilungen.pdf?sequence=1&isAllowed=y},
	abstract = {Die Einleitung des Werkes "Relativität und Normativität von Beurteilungen" thematisiert die Auswirkungen der digitalen Transformation auf Rollen- und Berufsbilder und deren Einfluss auf Vorstellungen von Zusammenarbeit und Lernen. Es wird betont, dass Bildung im 21. Jahrhundert junge Menschen dazu ermächtigen sollte, die Gesellschaft aktiv mitzugestalten. Eine Bildung, die sich primär an Zertifikaten und Wissensvermittlung orientiert, wird kritisiert, da sie nicht in der Lage ist, diese Funktion zu erfüllen. Die bestehende Prüfungs- und Bewertungskultur wird als statisch beschrieben und dient hauptsächlich der gesellschaftlichen Allokation, was dazu führt, dass Lernende isoliert werden​​.

Lernen wird als ein dynamischer und kollektiver Prozess verstanden. Die dominante Rolle von Prüfungen in Schulen und der damit verbundene Druck, Prüfungen erfolgreich zu bestehen, erfordern einen Wandel der Prüfungskultur. Dieser Wandel ist eine Voraussetzung für die Etablierung einer Lernkultur, die junge Menschen befähigt, aktuelle und zukünftige gesellschaftliche, wirtschaftliche und ökologische Herausforderungen zu bewältigen​​.

Das Institut für zeitgemäße Prüfungskultur hat Merkmale einer Prüfungs- und Bewertungskultur festgehalten, die Bildungsprozesse initiieren und unterstützen. Ein zentrales Element ist die aktive Einbeziehung von Schülerinnen und Schülern in die Leistungsbeurteilung, indem sie über Kriterien und Lernprozesse nachdenken und ihre eigene Arbeit selbst beurteilen. Dadurch gewinnen sie ein Verständnis für den Sinn ihres Lernens und erleben, wie Rückmeldungen ihre Lernprozesse verbessern können. Dies geschieht in der Regel in kooperativen Lernumgebungen​​.

Ein herausforderndes Element in der Etablierung einer zeitgemäßen Prüfungskultur ist die Trennung von Lernen und Leistung. Konzeptionell wird kritisiert, dass summative Prüfungen viele Eigenschaften realer Lernprozesse ausblenden, da sie das Lernen von der Leistung bzw. Lernaufgaben von Leistungsaufgaben trennen​​.

Die Autoren der Einleitung, Philippe Wampfler und Christian Albrecht, betonen die Bedeutung dieser Themen für die moderne Bildung​​.},
	language = {de-DE},
	urldate = {2024-01-21},
	booktitle = {Relativität und {Normativität} von {Beurteilungen}: {Fachübergreifende} und fachspezifische {Analysen}},
	author = {Führer, Carolin},
	editor = {Führer, Carolin and Magirius, Marco and Bohl, Thorsten and Grewe, Bernd-Stefan and Polleichtner, Wolfgang and Ulfat, Fahimah},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {9--12},
}

@incollection{vonhof_agiles_2019,
	address = {Berlin/Boston},
	title = {Agiles {Lernen}},
	isbn = {‎ 978-3945610503},
	language = {de-DE},
	booktitle = {Die digitale {Transformation} in {Institutionen} des kulturellen {Gedächtnisses}: {Antworten} aus der {Informationswissenschaft}},
	publisher = {Simon Verlag für Bibliothekswissen},
	author = {Vonhof, Cornelia},
	editor = {Büttner, Stephan},
	month = jun,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen, Bildung, FernUni-Hagen:MABM:Master-Arbeit, Agilität, VUKA},
	pages = {155--172},
	file = {Vonhof - 2019 - Agiles Lernen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8CL8BS68/Vonhof - 2019 - Agiles Lernen.pdf:application/pdf},
}

@book{krawinkel_hybrides_2021,
	address = {Dornstadt},
	edition = {1. Aufl.},
	title = {Hybrides {Lernen} mit {Moodle}: {Ein} {Leitfaden} für den zeitgemäßen {Unterricht}},
	isbn = {978-3-96784-011-7},
	shorttitle = {Hybrides {Lernen} mit {Moodle}},
	url = {https://lehrerfortbildung-bw.de/st_digital/elearning/methodensammlung/01-hybrides-lernen-mit-moodle-v08.pdf},
	abstract = {Das Buch "Hybrides Lernen mit Moodle: Ein Leitfaden für den Unterricht" von Tanja Kräwinkel, veröffentlicht im Februar 2021 bei Visual Ink Publishing, bietet Lehrkräften praktische Anleitungen und Ideen, wie sie Moodle™ für hybrides und selbstgesteuertes Lernen effektiv nutzen können. Die Autorin, selbst Lehrerin und Moderatorin für Moodle™, teilt ihre umfangreichen Erfahrungen und möchte Lehrkräften Mut machen, die vielfältigen Möglichkeiten von Moodle™ im Unterricht einzusetzen. Das Buch ist mit CC-BY-SA 4.0 lizenziert und legt einen starken Fokus auf praktische Anwendbarkeit ohne theoretische Abhandlungen über Lernmethoden. Es bietet eine strukturierte Anleitung für die Erstellung und Organisation von Moodle™-Kursen, Kommunikationstools, die Steuerung des Lernprozesses sowie die Reflexion des Lernfortschritts. Zusätzlich enthält das Buch QR-Codes zu Videotutorials und zahlreiche Beispiele für die Kursgestaltung und Aktivitäten in Moodle™.

Zusammenfassend adressiert Kräwinkels Leitfaden folgende Kernpunkte:

Einleitung und Motivation: Die Autorin erläutert ihre persönlichen Beweggründe für das Schreiben des Buches und betont die Relevanz von Moodle™ für den Fernunterricht während der Corona-Pandemie.
Vorbereitungen für hybrides Lernen: Hier werden Lehrkräfte auf die Nutzung von Moodle™ und anderen digitalen Tools vorbereitet. Dies schließt die Einarbeitung in Tools, die methodische Hinführung der Schüler*innen und die technische Ausstattung ein.
Hybride Lernszenarien: Verschiedene Modelle des hybriden Lernens werden vorgestellt, mit einem Schwerpunkt auf selbstgesteuertem Lernen.
Selbstgesteuertes Lernen mit Moodle™: Detaillierte Anleitungen zur Kursstruktur, Kommunikation, Lernprozesssteuerung und -begleitung, individuell freigeschalteten Inhalten, Lernpfaden und der Reflexion des Lernprozesses.
Präsenz- und Distanzphasen: Strategien zur Kombination von Präsenz- und Distanzunterricht, einschließlich der Gestaltung von Lernprozessen und der Nutzung von Moodle™ zur Unterstützung des Lernens.
Kompetenzen für das 21. Jahrhundert: Diskussion über die Bedeutung von Schlüsselkompetenzen wie Kreativität, Kritisches Denken, Kommunikation und Kollaboration im Kontext von hybriden Lernumgebungen.
Praktische Unterrichtsbeispiele: Vorschläge zur Umsetzung des Gelernten in konkrete Unterrichtsszenarien, einschließlich der Nutzung von Moodle™ für verschiedene Lehr- und Lernaktivitäten.

Kräwinkel legt einen starken Fokus auf die praktische Umsetzung von hybriden Lernkonzepten und bietet Lehrkräften zahlreiche Werkzeuge, Strategien und Inspirationen, um ihren Unterricht innovativ und effektiv zu gestalten.},
	language = {de-DE},
	urldate = {2024-04-10},
	publisher = {Visual Ink Publishing},
	author = {Kräwinkel, Tanja},
	month = feb,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buch:digital:learning},
	file = {Kräwinkel - 2021 - Hybrides Lernen mit Moodle Ein Leitfaden für den .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8AL5W3LL/Kräwinkel - 2021 - Hybrides Lernen mit Moodle Ein Leitfaden für den .pdf:application/pdf},
}

@article{gladman_tool_2020,
	title = {A {Tool} for {Rating} the {Value} of {Health} {Education} {Mobile} {Apps} to {Enhance} {Student} {Learning} ({MARuL}): {Development} and {Usability} {Study}},
	volume = {8},
	url = {https://mhealth.jmir.org/2020/7/e18015},
	doi = {10.2196/18015},
	abstract = {Background: To realize the potential for mobile learning in clinical skills acquisition, medical students and their teachers should be able to evaluate the value of an app to support student learning of clinical skills. To our knowledge, there is currently no rubric for evaluation of quality or value that is specific for apps to support medical student learning. Such a rubric might assist students to be more confident in using apps to support their learning. Objective: The objective of this study was to develop an instrument that can be used by health professional educators to rate the value of a mobile app to support health professional student learning. Methods: Using the literature, we developed a list of potential criteria for the evaluation of educational app value, which were then refined with a student group using a modified nominal group technique. The refined list was organized into themes, and the initial rubric, Mobile App Rubric for Learning (MARuL, version 1), was developed. iOS and Android app stores were searched for clinical skills apps that met our inclusion criteria. After the 2 reviewers were trained and the item descriptions were refined (version 2), a random sample of 10 included apps, 5 for each mobile operating system, was reviewed. Interitem and interrater analyses and discussions with the reviewers resulted in refinement of MARuL to version 3. The reviewers completed a review of 41 clinical skills mobile apps, and a second round of interitem and interrater reliability testing was performed, leading to version 4 of the MARuL. Results: Students identified 28 items (from an initial set of 144 possible items) during the nominal group phase, and these were then grouped into 4 themes: teaching and learning, user centered, professional, and usability. Testing and refinement with reviewers reduced the list to 26 items. Internal consistency for MARuL was excellent (?=.96), and the interrater reliability as measured by the intraclass correlation coefficient (ICC) was good (ICC=0.66). Conclusions: MARuL offers a fast and user-friendly method for teachers to select valuable apps to enhance student learning.},
	number = {7},
	journal = {JMIR Mhealth Uhealth},
	author = {Gladman, Tehmina and Tylee, Grace and Gallagher, Steve and Mair, Jonathan and Rennie, C. Sarah and Grainger, Rebecca},
	month = jul,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, medical education, mobile phone, digital learning, mobile apps, self-directed learning, mhealth, mobile learning, health occupations students, just-in-time learning, questionnaire design, rubric},
	pages = {e18015},
}

@article{egilsdottir_configuration_2021,
	title = {Configuration of {Mobile} {Learning} {Tools} to {Support} {Basic} {Physical} {Assessment} in {Nursing} {Education}: {Longitudinal} {Participatory} {Design} {Approach}},
	volume = {9},
	url = {https://mhealth.jmir.org/2021/1/e22633},
	doi = {10.2196/22633},
	abstract = {Background: As many students in higher education are skilled users of mobile technology, mobile learning (mLearning) can be a promising educational strategy to enhance their learning experience. mLearning might also be well suited for nursing students as they navigate between multiple learning contexts in their educational curriculum. As an educational strategy, mLearning may also reduce challenges caused by the theory-practice gap in nursing by supporting skills and knowledge transfer between the university and clinical settings. As the introduction of basic physical assessment skills (B-PASs) into Norwegian bachelor?s degree education in nursing occurred quite recently, there is a lack of competence in supervision and teaching in both university and clinical settings. As such, mLearning appears to be a good strategy to support student B-PAS learning and knowledge transfer across learning contexts. Objective: This study aims to explore and elicit the perspectives of students regarding the way in which a selection of digital learning resources supports B-PAS learning and application in clinical rotation, which of the selected digital learning resources are beneficial to include in a suite of mLearning tools, and how the selected digital learning resources could support the transfer of skills and knowledge from the academic to clinical context. Methods: We used a longitudinal participatory design approach to co-design a suite of mLearning tools. The co-design processes took place in several workshops (WSs) over a period of 3 months: 2 WSs with first-year students (n=6), 3 WSs with second-year students (n=6), and 3 WSs with third-year students (n=8). The students evaluated several digital learning resources in both academic and clinical contexts. The digital learning resources included digital simulation with virtual patients, massive open online courses, and multimedia learning material. In the co-design WS, the potential and benefits of these digital learning resources for the learning and application of B-PASs were explored. Results: The students reported that the digital learning resources stimulated learning in 7 different ways. They also emphasized the importance of including all selected and tested digital learning resources. Moreover, students supported the inclusion of additional learning material, such as multiple-choice tests and written assignments, aimed at providing feedback and contributing to knowledge development. Conclusions: The co-design processes and collaboration with the nursing students provided insight into how a suite of mLearning tools may support the learning and application of B-PASs and human bioscience knowledge in clinical rotation. From the students? perspective, one of the strengths of the suite of mLearning tools was the range of content, as this met a broader range of student learning preferences regarding learning B-PASs. The suite of mLearning tools contributes to and supports skills training and knowledge transfer between multiple learning contexts.},
	number = {1},
	journal = {JMIR Mhealth Uhealth},
	author = {Egilsdottir, �sp H. and Heyn, G�nterberg Lena and Brembo, Andreas Espen and Byermoen, R�land Kirsten and Moen, Anne and Eide, Hilde},
	month = jan,
	year = {2021},
	keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, mobile phone, learning, clinical competence, mobile application, physical examination, education, clinical, education, nursing, nursing skills, students, nursing},
	pages = {e22633},
}

@article{airola_learning_2021,
	title = {Learning and {Use} of {eHealth} {Among} {Older} {Adults} {Living} at {Home} in {Rural} and {Nonrural} {Settings}: {Systematic} {Review}},
	volume = {23},
	url = {https://www.jmir.org/2021/12/e23804},
	doi = {10.2196/23804},
	abstract = {Background: Care policies emphasize deinstitutionalization and aging in place in response to demographic changes. Different eHealth technologies are one way to achieve this aim. However, there is a need to better understand older adults? needs for eHealth services, and thus, these health solutions require further exploration. Objective: The purpose of this systematic literature review is to appraise, synthesize, and summarize the literature on older adults? (aged ?60 years) eHealth learning and use in real home settings, particularly in rural and remote areas, with a focus on the social and cultural context. Methods: A systematic search was conducted in January 2020 using 4 academic databases. The studies by means of qualitative thematic analysis to identify the barriers, enablers, and support practices involved in the domestication process were examined. In addition, we identified the various meanings attached to eHealth technologies for older adults living in rural and remote areas. Results: In total, 31 empirical studies published between 2010 and 2020 were included in this review. A total of 17 articles included participants from rural and remote areas. The most regularly reported barriers related to older adults? learning to use and use of eHealth were health-related difficulties, such as cognitive impairment or impaired hearing. The most reported enabler was the support provided for older adults in learning and use of eHealth. Support mainly comprised older adults? own digital competences, which were distributed with their social network. It was found that eHealth technology is needed for rural and remote areas to facilitate access and reduce logistical barriers to health care services. Conclusions: The literature review provided information and practical implications for designers, health care providers, and policy makers. On the basis of these findings, eHealth technologies should be easy to use, and adequate support should be provided to older adults for use.},
	number = {12},
	journal = {J Med Internet Res},
	author = {Airola, Ella},
	month = dec,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, eHealth, rural health, learning, home care, aged, barrier, digital competence, deinstitutionalization, older adult},
	pages = {e23804},
}

@article{echelard_medical_2020,
	title = {Medical {Student} {Training} in {eHealth}: {Scoping} {Review}},
	volume = {6},
	url = {https://mededu.jmir.org/2020/2/e20027},
	doi = {10.2196/20027},
	abstract = {Background: eHealth is the use of information and communication technologies to enable and improve health and health care services. It is crucial that medical students receive adequate training in eHealth as they will work in clinical environments that are increasingly being enabled by technology. This trend is especially accelerated by the COVID-19 pandemic as it complicates traditional face-to-face medical consultations and highlights the need for innovative approaches in health care. Objective: This review aims to evaluate the extent and nature of the existing literature on medical student training in eHealth. In detail, it aims to examine what this education consists of, the barriers, enhancing factors, and propositions for improving the medical curriculum. This review focuses primarily on some key technologies such as mobile health (mHealth), the internet of things (IoT), telehealth, and artificial intelligence (AI). Methods: Searches were performed on 4 databases, and articles were selected based on the eligibility criteria. Studies had to be related to the training of medical students in eHealth. The eligibility criteria were studies published since 2014, from a peer-reviewed journal, and written in either English or French. A grid was used to extract and chart data. Results: The search resulted in 25 articles. The most studied aspect was mHealth. eHealth as a broad concept, the IoT, AI, and programming were least covered. A total of 52\% (13/25) of all studies contained an intervention, mostly regarding mHealth, electronic health records, web-based medical resources, and programming. The findings included various barriers, enhancing factors, and propositions for improving the medical curriculum. Conclusions: Trends have emerged regarding the suboptimal present state of eHealth training and barriers, enhancing factors, and propositions for optimal training. We recommend that additional studies be conducted on the following themes: barriers, enhancing factors, propositions for optimal training, competencies that medical students should acquire, learning outcomes from eHealth training, and patient care outcomes from this training. Additional studies should be conducted on eHealth and each of its aspects, especially on the IoT, AI, programming, and eHealth as a broad concept. Training in eHealth is critical to medical practice in clinical environments that are increasingly being enabled by technology. The need for innovative approaches in health care during the COVID-19 pandemic further highlights the relevance of this training.},
	number = {2},
	journal = {JMIR Med Educ},
	author = {Echelard, Jean-Fran�ois and M�thot, Fran�ois and Nguyen, Hue-Anh and Pomey, Marie-Pascale},
	month = sep,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, medical education, artificial intelligence, eHealth, digital health, telehealth, mHealth, electronic health records, internet of things, health apps, programming},
	pages = {e20027},
}

@article{li_learning_2015,
	title = {Learning {Clinical} {Procedures} {Through} {Internet} {Digital} {Objects}: {Experience} of {Undergraduate} {Students} {Across} {Clinical} {Faculties}},
	volume = {1},
	url = {http://mededu.jmir.org/2015/1/e1/},
	doi = {10.2196/mededu.3866},
	abstract = {Background: Various digital learning objects (DLOs) are available via the World Wide Web, showing the flow of clinical procedures. It is unclear to what extent these freely accessible Internet DLOs facilitate or hamper students? acquisition of clinical competence. Objective: This study aimed to understand the experience of undergraduate students across clinical disciplines?medicine, dentistry, and nursing?in using openly accessible Internet DLOs, and to investigate the role of Internet DLOs in facilitating their clinical learning. Methods: Mid-year and final-year groups were selected from each undergraduate clinical degree program of the University of Hong Kong?Bachelor of Medicine and Bachelor of Surgery (MBBS), Bachelor of Dental Surgery (BDS), and Bachelor of Nursing (BNurs). All students were invited to complete a questionnaire on their personal and educational backgrounds, and their experiences and views on using Internet DLOs in learning clinical procedures. The questionnaire design was informed by the findings of six focus groups. Results: Among 439 respondents, 97.5\% (428/439) learned a variety of clinical procedures through Internet DLOs. Most nursing students (107/122, 87.7\%) learned preventive measures through Internet DLOs, with a lower percentage of medical students (99/215, 46.0\%) and dental students (43/96, 45\%) having learned them this way (both P{\textless}.001). Three-quarters (341/439, 77.7\%) of students accessed DLOs through public search engines, whereas 93.2\% (409/439) accessed them by watching YouTube videos. Students often shared DLOs with classmates (277/435, 63.7\%), but rarely discussed them with teachers (54/436, 12.4\%). The accuracy, usefulness, and importance of Internet DLOs were rated as 6.85 (SD 1.48), 7.27 (SD 1.53), and 7.13 (SD 1.72), respectively, out of a high score of 10. Conclusions: Self-exploration of DLOs in the unrestricted Internet environment is extremely common among current e-generation learners and was regarded by students across clinical faculties as an important supplement to their formal learning in the planned curriculum. This trend calls for a transformation of the educator?s role from dispensing knowledge to guidance and support.},
	number = {1},
	journal = {JMIR Medical Education},
	author = {Li, Yan Tse and Gao, Xiaoli and Wong, Kin and Tse, Kwan Christine Shuk and Chan, Yee Ying},
	month = apr,
	year = {2015},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, nursing, distance learning, medicine, clinical skills, dentistry},
	pages = {e1},
}

@article{mather_nurses_2014,
	title = {Nurses? {Use} of {Mobile} {Devices} to {Access} {Information} in {Health} {Care} {Environments} in {Australia}: {A} {Survey} of {Undergraduate} {Students}},
	volume = {2},
	url = {http://mhealth.jmir.org/2014/4/e56/},
	doi = {10.2196/mhealth.3467},
	abstract = {Background: The growth of digital technology has created challenges for safe and appropriate use of mobile or portable devices during work-integrated learning (WIL) in health care environments. Personal and professional use of technology has outpaced the development of policy or codes of practice for guiding its use at the workplace. There is a perceived risk that portable devices may distract from provision of patient or client care if used by health professionals or students during employment or WIL. Objective: This study aimed to identify differences in behavior of undergraduate nurses in accessing information, using a portable or mobile device, when undertaking WIL compared to other non-work situations. Methods: A validated online survey was administered to students while on placement in a range of health care settings in two Australian states. Results: There were 84 respondents, with 56\% (n=47) reporting access to a mobile or portable device. Differences in use of a mobile device away from, compared with during WIL, were observed for non-work related activities such as messaging (P{\textless}.001), social networking (P{\textless}.001), shopping on the Internet (P=.01), conducting personal business online (P=.01), and checking or sending non-work related texts or emails to co-workers (P=.04). Study-related activities were conducted more regularly away from the workplace and included accessing University sites for information (P=.03) and checking or sending study-related text messages or emails to friends or co-workers (P=.01). Students continued to access nursing, medical, professional development, and study-related information away from the workplace. Conclusions: Undergraduate nurses limit their access to non-work or non-patient centered information while undertaking WIL. Work-related mobile learning is being undertaken, in situ, by the next generation of nurses who expect easy access to mobile or portable devices at the workplace, to ensure safe and competent care is delivered to their patients.},
	number = {4},
	journal = {JMIR mHealth uHealth},
	author = {Mather, Carey and Cummings, Elizabeth and Allen, Penny},
	month = dec,
	year = {2014},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, mobile, undergraduate nurse, work integrated learning},
	pages = {e56},
}

@article{bacon_competency-based_2015,
	title = {Competency-{Based} {Assessment} for {Clinical} {Supervisors}: {Design}-{Based} {Research} on a {Web}-{Delivered} {Program}},
	volume = {4},
	url = {http://www.researchprotocols.org/2015/1/e26/},
	doi = {10.2196/resprot.3893},
	abstract = {Background: Clinicians need to be supported by universities to use credible and defensible assessment practices during student placements. Web-based delivery of clinical education in student assessment offers professional development regardless of the geographical location of placement sites. Objective: This paper explores the potential for a video-based constructivist Web-based program to support site supervisors in their assessments of student dietitians during clinical placements. Methods: This project was undertaken as design-based research in two stages. Stage 1 describes the research consultation, development of the prototype, and formative feedback. In Stage 2, the program was pilot-tested and evaluated by a purposeful sample of nine clinical supervisors. Data generated as a result of user participation during the pilot test is reported. Users? experiences with the program were also explored via interviews (six in a focus group and three individually). The interviews were transcribed verbatim and thematic analysis conducted from a pedagogical perspective using van Manen?s highlighting approach. Results: This research succeeded in developing a Web-based program, ?Feed our Future?, that increased supervisors? confidence with their competency-based assessments of students on clinical placements. Three pedagogical themes emerged: constructivist design supports transformative Web-based learning; videos make abstract concepts tangible; and accessibility, usability, and pedagogy are interdependent. Conclusions: Web-based programs, such as Feed our Future, offer a viable means for universities to support clinical supervisors in their assessment practices during clinical placements. A design-based research approach offers a practical process for such Web-based tool development, highlighting pedagogical barriers for planning purposes.},
	number = {1},
	journal = {JMIR Res Protoc},
	author = {Bacon, Rachel and Williams, Therese Lauren and Grealish, Laurie and Jamieson, Maggie},
	month = feb,
	year = {2015},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Digitale Bildung, pedagogy, competency-based education, constructivist, dietitian, preceptorship},
	pages = {e26},
}

@article{utunen_global_2020,
	title = {Global {Reach} of an {Online} {COVID}-19 {Course} in {Multiple} {Languages} on {OpenWHO} in the {First} {Quarter} of 2020: {Analysis} of {Platform} {Use} {Data}},
	volume = {22},
	url = {https://www.jmir.org/2020/4/e19076},
	doi = {10.2196/19076},
	abstract = {Background: At the onset of the coronavirus outbreak, the World Health Organization?s (WHO) Health Emergencies Learning and Capacity Development Unit, together with the WHO?s health technical lead on coronaviruses, developed a massive open online course within 3 weeks as part of the global response to the emergency. The introductory coronavirus disease (COVID?19) course was launched on January 26, 2020, on the health emergencies learning platform OpenWHO.org. Objective: The aim of this paper is to investigate the geographic reach of different language courses accessed by a worldwide audience seeking information on COVID-19. Users? professional identities and backgrounds were explored to inform course owners on the use case. The course was developed and delivered via the open-access learning platform OpenWHO.org. The self-paced resources are available in a total of 13 languages and were produced between January 26 and March 25, 2020. Methods: Data were collected from the online courses? statistical data and metrics reporting system on the OpenWHO platform. User patterns and locations were analyzed based on Google Analytics and the platform?s own statistics capabilities, and data sets were overlaid. This analysis was conducted based on user location, with the data disaggregated according to the six WHO regions, the top 10 countries, and the proportion of use for each language version. Data included affiliation, gender, age, and other parameters for 32.43\% (52,214/161,007) of the users who indicated their background. Results: As of March 25, 2020, the introductory COVID-19 course totaled 232,890 enrollments across all languages. The Spanish language course was comprised of more than half (n=118,754, 50.99\%) of all course enrollments, and the English language course was comprised of 38.21\% (n=88,988) of enrollments. The WHO?s Region of the Americas accounted for most of the course enrollments, with more than 72.47\% (138,503/191,130) enrollment across all languages. Other regions were more evenly distributed with less than 10\% enrollment for each. A total of 32.43\% (52,214/161,007) of users specified a professional affiliation by choosing from the 12 most common backgrounds in the OpenWHO user profiles. Before the COVID-19 pandemic, users were spread over the 11 distinct affiliations, with a small fraction of users identifying themselves as ?Other.? With the COVID-19 introductory course, the largest number of users selected ?Other? (16,527/52,214, 31.65\%), suggesting a large number of users who were not health professionals or academics. The top 10 countries with the most users across all languages were Argentina, Chile, Colombia, Ecuador, India, Mexico, Peru, Spain, the United Kingdom, and the United States. Conclusions: The online course has addressed a worldwide learning need by providing WHO?s technical guidance packaged in simple formats for access and use. The learning material development was expedited to meet the onset of the epidemic. Initial data suggest that the various language versions of the course, in particular Spanish, have reached new user groups, fulfilling the platform?s aim of providing learning everywhere to anyone that is interested. User surveys will be carried out to measure the real impact.},
	number = {4},
	journal = {J Med Internet Res},
	author = {Utunen, Heini and Ndiaye, Ngouille and Piroux, Corentin and George, Richelle and Attias, Melissa and Gamhewage, Gaya},
	month = apr,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Digitale Bildung, COVID-19, online learning, coronavirus, WHO, public health, pandemic, novel coronavirus, MOOC, OpenWHO},
	pages = {e19076},
}

@article{muangpoon_augmented_2020,
	title = {Augmented {Reality} {System} for {Digital} {Rectal} {Examination} {Training} and {Assessment}: {System} {Validation}},
	volume = {22},
	url = {https://www.jmir.org/2020/8/e18637},
	doi = {10.2196/18637},
	abstract = {Background: Digital rectal examination is a difficult examination to learn and teach because of limited opportunities for practice; however, the main challenge is that students and tutors cannot see the finger when it is palpating the anal canal and prostate gland inside the patients. Objective: This paper presents an augmented reality system to be used with benchtop models commonly available in medical schools with the aim of addressing the problem of lack of visualization. The system enables visualization of the examining finger, as well as of the internal organs when performing digital rectal examinations. Magnetic tracking sensors are used to track the movement of the finger, and a pressure sensor is used to monitor the applied pressure. By overlaying a virtual finger on the real finger and a virtual model on the benchtop model, students can see through the examination and finger maneuvers. Methods: The system was implemented in the Unity game engine (Unity Technologies) and uses a first-generation HoloLens (Microsoft Inc) as an augmented reality device. To evaluate the system, 19 participants (9 clinicians who routinely performed digital rectal examinations and 10 medical students) were asked to use the system and answer 12 questions regarding the usefulness of the system. Results: The system showed the movement of an examining finger in real time with a frame rate of 60 fps on the HoloLens and accurately aligned the virtual and real models with a mean error of 3.9 mm. Users found the movement of the finger was realistic (mean 3.9, SD 1.2); moreover, they found the visualization of the finger and internal organs were useful for teaching, learning, and assessment of digital rectal examinations (finger: mean 4.1, SD 1.1; organs: mean 4.6, SD 0.8), mainly targeting a novice group. Conclusions: The proposed augmented reality system was designed to improve teaching and learning of digital rectal examination skills by providing visualization of the finger and internal organs. The initial user study proved its applicability and usefulness.},
	number = {8},
	journal = {J Med Internet Res},
	author = {Muangpoon, Theerapat and Haghighi Osgouei, Reza and Escobar-Castillejos, David and Kontovounisios, Christos and Bello, Fernando},
	month = aug,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Usability, Augmented Reality, Digital Rectal Examination (DRE), Magnetic Tracker, Medical Education, Pressure Sensor},
	pages = {e18637},
}

@article{katz_social_2021,
	title = {Social {Media} and {Medical} {Education} in the {Context} of the {COVID}-19 {Pandemic}: {Scoping} {Review}},
	volume = {7},
	url = {https://mededu.jmir.org/2021/2/e25892},
	doi = {10.2196/25892},
	abstract = {Background: The COVID-19 pandemic has brought virtual web-based learning to the forefront of medical education as training programs adapt to physical distancing challenges while maintaining the rigorous standards of medical training. Social media has unique and partially untapped potential to supplement formal medical education. Objective: The aim of this review is to provide a summary of the incentives, applications, challenges, and pitfalls of social media?based medical education for both trainees and educators. Methods: We performed a literature review via PubMed of medical research involving social media platforms, including Facebook, Twitter, Instagram, YouTube, WhatsApp, and podcasts. Papers were reviewed for inclusion based on the integrity and power of the study. Results: The unique characteristics of social media platforms such as Facebook, Twitter, Instagram, YouTube, WhatsApp, and podcasts endow them with unique communication capabilities that serve different educational purposes in both formal and informal education settings. However, contemporary medical education curricula lack widespread guidance on meaningful use, application, and deployment of social media in medical education. Conclusions: Clinicians and institutions must evolve to embrace the use of social media platforms for medical education. Health care professionals can approach social media engagement in the same ethical manner that they would with patients in person; however, health care institutions ultimately must enable their health care professionals to achieve this by enacting realistic social media policies. Institutions should appoint clinicians with strong social media experience to leadership roles to spearhead these generational and cultural changes. Further studies are needed to better understand how health care professionals can most effectively use social media platforms as educational tools. Ultimately, social media is here to stay, influencing lay public knowledge and trainee knowledge. Clinicians and institutions must embrace this complementary modality of trainee education and champion social media as a novel distribution platform that can also help propagate truth in a time of misinformation, such as the COVID-19 pandemic.},
	number = {2},
	journal = {JMIR Med Educ},
	author = {Katz, Marc and Nandi, Neilanjan},
	month = apr,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Digitale Bildung, Sozialwissenschaft, COVID-19, online learning, medical education, medical student, online education, dissemination, review, communication, delivery, doctor},
	pages = {e25892},
}

@article{yin_role_2020,
	title = {Role of {Technology} in {Self}-{Assessment} and {Feedback} {Among} {Hospitalist} {Physicians}: {Semistructured} {Interviews} and {Thematic} {Analysis}},
	volume = {22},
	url = {http://www.jmir.org/2020/11/e23299/},
	doi = {10.2196/23299},
	abstract = {Background: Lifelong learning is embedded in the culture of medicine, but there are limited tools currently available for many clinicians, including hospitalists, to help improve their own practice. Although there are requirements for continuing medical education, resources for learning new clinical guidelines, and developing fields aimed at facilitating peer-to-peer feedback, there is a gap in the availability of tools that enable clinicians to learn based on their own patients and clinical decisions. Objective: The aim of this study was to explore the technologies or modifications to existing systems that could be used to benefit hospitalist physicians in pursuing self-assessment and improvement by understanding physicians? current practices and their reactions to proposed possibilities. Methods: Semistructured interviews were conducted in two separate stages with analysis performed after each stage. In the first stage, interviews (N=12) were conducted to understand the ways in which hospitalist physicians are currently gathering feedback and assessing their practice. A thematic analysis of these interviews informed the prototype used to elicit responses in the second stage. Results: Clinicians actively look for feedback that they can apply to their practice, with the majority of the feedback obtained through self-assessment. The following three themes surrounding this aspect were identified in the first round of semistructured interviews: collaboration, self-reliance, and uncertainty, each with three related subthemes. Using a wireframe, the second round of interviews led to identifying the features that are currently challenging to use or could be made available with technology. Conclusions: Based on each theme and subtheme, we provide targeted recommendations for use by relevant stakeholders such as institutions, clinicians, and technologists. Most hospitalist self-assessments occur on a rolling basis, specifically using data in electronic medical records as their primary source. Specific objective data points or subjective patient relationships lead clinicians to review their patient cases and to assess their own performance. However, current systems are not built for these analyses or for clinicians to perform self-assessment, making this a burdensome and incomplete process. Building a platform that focuses on providing and curating the information used for self-assessment could help physicians make more accurately informed changes to their own clinical practice and decision-making.},
	number = {11},
	journal = {J Med Internet Res},
	author = {Yin, Lukas Andrew and Gheissari, Pargol and Lin, Wanyin Inna and Sobolev, Michael and Pollak, P. John and Cole, Curtis and Estrin, Deborah},
	month = nov,
	year = {2020},
	keywords = {Feedback, Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Assessment, digital health, learning, electronic medical record, self-assessment, hospitalist, self-learning},
	pages = {e23299},
}

@article{ramirez_family_2021,
	title = {Family {Caregiver} {Needs} and {Preferences} for {Virtual} {Training} to {Manage} {Behavioral} and {Psychological} {Symptoms} of {Dementia}: {Interview} {Study}},
	volume = {4},
	url = {http://aging.jmir.org/2021/1/e24965/},
	doi = {10.2196/24965},
	abstract = {Background: Behavioral and psychological symptoms of dementia (BPSD) are associated with increased stress, burden, and depression among family caregivers of people with dementia. STAR-Caregivers Virtual Training and Follow-up (STAR-VTF) is adapted from an evidence-based, in-person program that trains family caregivers to manage BPSD. We used a human-centered design approach to obtain feedback from family caregivers about STAR-VTF. The program will be evaluated using a pragmatic randomized trial. Objective: The objective of the study was to understand the needs of family caregivers for improving BPSD management and the extent to which caregivers perceived that STAR-VTF could address those needs. Methods: Between July and September 2019, we conducted 15 semistructured interviews with family caregivers of people with dementia who receive care at Kaiser Permanente Washington in the Seattle metropolitan area. We identified participants from electronic health records, primarily based on a prescription for antipsychotic medication for the person with dementia (a proxy for caregivers dealing with BPSD). We showed caregivers low-fidelity prototypes of STAR-VTF online self-directed materials and verbally described potential design elements. We obtained caregiver feedback on these elements, focusing on their needs and preferences and perceived barriers to using STAR-VTF. We used a hybrid approach of inductive and deductive coding and aggregated codes to develop themes. Results: The idea of a virtual training program for learning to manage BPSD appealed to caregivers. They said health care providers did not provide adequate education in the early disease stages about the personality and behavior symptoms that can affect people with dementia. Caregivers found it unexpected and frustrating when the person with dementia began experiencing BPSD, symptoms they felt unprepared to manage. Accordingly, caregivers expressed a strong desire for the health care organization to offer programs such as STAR-VTF much sooner. Caregivers had already put considerable effort into problem solving challenging behaviors. They anticipated deriving less value from STAR-VTF at that point. Nonetheless, many were interested in the virtual aspect of the training due to the convenience of receiving help from home and the perception that help from a virtual program would be timelier than traditional service modalities (eg, face to face). Given caregivers? limited time, they suggested dividing the STAR-VTF content into chunks to review as time permitted. Caregivers were interested in having a STAR-VTF provider for additional support in managing challenging behaviors. Caregivers reported a preference for having the same coach for the program duration. Conclusions: Caregivers we interviewed would likely accept a virtual training program such as STAR-VTF to obtain information about BPSD and receive help managing it. Family caregivers anticipated deriving more value if STAR-VTF was offered earlier in the disease course.},
	number = {1},
	journal = {JMIR Aging},
	author = {Ramirez, Magaly and Duran, C. Miriana and Pabiniak, J. Chester and Hansen, E. Kelly and Kelley, Ann and Ralston, D. James and McCurry, M. Susan and Teri, Linda and Penfold, B. Robert},
	month = feb,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, education, digital health, training, intervention, qualitative, dementia, caregivers, symptom, Alzheimer disease, behavior, internet-based intervention, caregiver, behavioral symptoms, psychology, virtual care},
	pages = {e24965},
}

@article{janssen_using_2015,
	title = {Using {Video} {Games} to {Enhance} {Motivation} {States} in {Online} {Education}: {Protocol} for a {Team}-{Based} {Digital} {Game}},
	volume = {4},
	url = {http://www.researchprotocols.org/2002/3/e114/},
	doi = {10.2196/resprot.4016},
	abstract = {Background: Video and computer games for education have been of interest to researchers for several decades. Over the last half decade, researchers in the health sector have also begun exploring the value of this medium. However, there are still many gaps in the literature regarding the effective use of video and computer games in medical education, particularly in relation to how learners interact with the platform, and how the games can be used to enhance collaboration. Objective: The objective of the study is to evaluate a team-based digital game as an educational tool for engaging learners and supporting knowledge consolidation in postgraduate medical education. Methods: A mixed methodology will be used in order to establish efficacy and level of motivation provided by a team-based digital game. Second-year medical students will be recruited as participants to complete 3 matches of the game at spaced intervals, in 2 evenly distributed teams. Prior to playing the game, participants will complete an Internet survey to establish baseline data. After playing the game, participants will voluntarily complete a semistructured interview to establish motivation and player engagement. Additionally, metrics collected from the game platform will be analyzed to determine efficacy. Results: The research is in the preliminary stages, but thus far a total of 54 participants have been recruited into the study. Additionally, a content development group has been convened to develop appropriate content for the platform. Conclusions: Video and computer games have been demonstrated to have value for educational purposes. Significantly less research has addressed how the medium can be effectively utilized in the health sector. Preliminary data from this study would suggest there is an interest in games for learning in the medical student body. As such, it is beneficial to undertake further research into how these games teach and engage learners in order to evaluate their role in tertiary and postgraduate medical education in the future.},
	number = {3},
	journal = {JMIR Res Protoc},
	author = {Janssen, Anna and Shaw, Tim and Goodyear, Peter},
	month = sep,
	year = {2015},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, online learning, medical education, digital games},
	pages = {e114},
}

@article{torous_creating_2015,
	title = {Creating a {Pilot} {Educational} {Psychiatry} {Website}: {Opportunities}, {Barriers}, and {NextSteps}},
	volume = {1},
	url = {http://mededu.jmir.org/2015/2/e14/},
	doi = {10.2196/mededu.4580},
	abstract = {Background: While medical students and residents may be utilizing websites as online learning resources, medical trainees and educators now have the opportunity to create such educational websites and digital tools on their own. However, the process and theory of building educational websites for medical education have not yet been fully explored. Objective: To understand the opportunities, barriers, and process of creating a novel medical educational website. Methods: We created a pilot psychiatric educational website to better understand the options, opportunities, challenges, and processes involved in the creation of a psychiatric educational website. We sought to integrate visual and interactive Web design elements to underscore the potential of such Web technology. Results: A pilot website (PsychOnCall) was created to demonstrate the potential of Web technology in medical and psychiatric education. Conclusions: Creating an educational website is now technically easier than ever before, and the primary challenge no longer is technology but rather the creation, validation, and maintenance of information for such websites as well as translating text-based didactics into visual and interactive tools. Medical educators can influence the design and implementation of online educational resources through creating their own websites and engaging medical students and residents in the process.},
	number = {2},
	journal = {JMIR Medical Education},
	author = {Torous, John and O'Connor, Ryan and Franzen, Jamie and Snow, Caitlin and Boland, Robert and Kitts, Robert},
	month = nov,
	year = {2015},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Internet, Online, Psychiatry, Website},
	pages = {e14},
}

@article{watanabe_tech-savvy_2022,
	title = {The tech-savvy university: {The} implications of {AI}-supported learning for the traditional education {missionDie} technologieverliebte {Hochschule}: {Was} folgt aus dem {KI}-gestützten {Lernen} für den traditionellen {Bildungsauftrag}},
	volume = {17},
	shorttitle = {The tech-savvy university},
	url = {https://zfhe.at/index.php/zfhe/article/view/1682},
	doi = {10/gq6pn9},
	abstract = {Multiple implementation initiatives and pilot projects have focused on a researchdriven integration of Artificial Intelligence (AI)-supported teaching and learning into concrete educational contexts (BUNDESREGIERUNG, 2018; 2021). However, there is currently less discussion about how AI in higher education is compatible with academic tasks regarding the design of individual teaching-learning interactions and cross-university goals. This paper addresses this research desideratum by classifying higher education tasks of according to discourses on educational theory and then relating these to AI-supported learning and teaching. Furthermore, the paper pleads for the creation of educational goals (e.g., knowledge building or personality formation) in AI applications on the one hand, and the establishment of techonology-free zones in teaching on the other hand.},
	language = {de-DE},
	urldate = {2022-11-05},
	journal = {Zeitschrift für Hochschulentwicklung (ZFHE)},
	author = {Watanabe, Alice and Schmohl, Tobias},
	month = oct,
	year = {2022},
	note = {Publisher: Verlag der Technischen Universität Graz \& Verein Forum neue Medien in der Lehre Austria},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU3},
	pages = {149--166},
	file = {Watanabe und Schmohl - The tech-savvy university The implications of AI-.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZNCGDIKA/Watanabe und Schmohl - The tech-savvy university The implications of AI-.pdf:application/pdf},
}

@article{zinn_editorial_2021,
	title = {Editorial: {Ein} {Blick} auf die {Digitalisierung} der {Bildung} im {Kontext} ethischer, rechtlicher und sozialer {Implikationen}},
	volume = {9},
	issn = {2198-0306},
	abstract = {In this article digital transformation in education and the associated ethical, legal, and social implications (ELSI) are considered. In order to make use of the innovation potential of mixed reality and artificial intelligence in vocational education and training, it is argued in this article that a constructive approach should be used for the ethical, legal, and social implications. To this end, after the introduction and a brief presentation of the potential of digital technologies, selected ethical, legal, and social implications are discussed in order to provide starting points and recommendations for a reflective approach to the ELSI aspects.},
	language = {de-DE},
	number = {2},
	journal = {Journal of Technical Education (JOTED)},
	author = {Zinn, Bernd and Tenberg, Ralf and Pittich, Daniel},
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Technologieintegration, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Datenschutz und IT-Sicherheit, Promotion:Relevanz:3},
	pages = {17--33},
	file = {Zinn et al. - 2021 - Editorial Ein Blick auf die Digitalisierung der B.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/877R2E4U/Zinn et al. - 2021 - Editorial Ein Blick auf die Digitalisierung der B.pdf:application/pdf},
}

@article{herzig_zur_2020,
	title = {Zur {Bedeutung} des {Nichtwissens} und die {Suche} nach {Problemlösungen}: {Bildungstheoretische} Überlegungen zur {Künstlichen} {Intelligenz}},
	issn = {1424-3636},
	doi = {10/ghp7f8},
	abstract = {Als disruptive Technologie verändert und beeinflusst Künstliche Intelligenz fast alle menschlichen Lebensbereiche und stellt das Bild und die Bildung des Menschen auf die Probe. Dabei stellt gerade das Nichtwissen ein bedeutendes Unterscheidungsmerkmal zwischen Mensch und Maschine dar und treibt den Menschen in unsicheren Situationen zu Problemlösungen und Urteilen an. Diese Fähigkeiten machen die Einzigartigkeit des Menschen aus und bleiben auch in Zukunft eine wichtige Bildungsaufgabe. Medienpäd- agogik nimmt in dieser Konstellation eine Aufklärungs- und Gestaltungsfunktion für die Verbindung zwischen dem individuell bzw. sozial Kontingentem und den materiellen, technischen Umwelten ein. Im vorliegenden Beitrag werden diese Überlegungen anhand interdisziplinärer Theorieansätze begründet.},
	number = {Themenheft: 39},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Witt, Claudia de and Leineweber, Christian},
	editor = {Herzig, Bardo and Klar, Tilman-Mathies and Martin, Alexander and Meister, Dorothee M.},
	month = dec,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Bildungstheorien, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:Relevanz:3},
	pages = {32--47},
	file = {Witt und Leineweber - 2020 - Zur Bedeutung des Nichtwissens und die Suche nach .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IAAS22I6/Witt und Leineweber - 2020 - Zur Bedeutung des Nichtwissens und die Suche nach .pdf:application/pdf},
}

@article{helm_einsatz_2024,
	title = {Einsatz künstlicher {Intelligenz} im {Schulalltag} – eine empirische {Bestandsaufnahme}},
	abstract = {Im ersten Abschnitt des Beitrags stellt ein Literaturreview den aktuellen Forschungsstand zum Einsatz von KI-Tools in deutschen und österreichischen Schulen vor. Der heterogene Forschungsstand wird entlang der fünf Kategorien „Einstellung“, „Nutzung“, „Herausforderungen und Bedenken“, „Lehren und Lernen“ sowie „Zukunftserwartungen“ zu und mit KI in Schulen gegenübergestellt. Im zweiten Abschnitt des Beitrags werden auf Basis einer aktuellen Befragung von Lehrkräften in Österreich Prädiktoren für die Nutzung dieser Technologien identifiziert. Ergebnisse deuten darauf hin, dass persönliche Erfahrungen mit KI, der Schultyp und das Fachgebiet wichtige Faktoren für die Einstellung zu und Nutzung von KI im Bildungsbereich sind. Das Paper schließt mit Empfehlungen für die Integration von KI in Bildungsprogramme und hebt die Bedeutung von Lehrkräftefortbildungen hervor.},
	language = {de-DE},
	number = {3-4},
	journal = {Erziehung und Unterricht},
	author = {Helm, Christoph and Große, Cornelia S},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:Relevanz:3},
	pages = {370--381},
	file = {Helm und Große - Einsatz künstlicher Intelligenz im Schulalltag – e.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DSAKUR5V/Helm und Große - Einsatz künstlicher Intelligenz im Schulalltag – e.pdf:application/pdf},
}

@article{wiepke_prasenzgefuhl_2022,
	title = {Präsenzgefühl und {Selbstwirksamkeitserwartung} im {VR}-{Klassenzimmer}},
	issn = {1424-3636, 1424-3636},
	abstract = {Moderne Trainingsansätze ermöglichen den Einsatz immersiver Technologien in Ausbildung und Studium, mitunter für das Gefühl, sich in der mediierten Welt zu befinden (Präsenz). Präsenz erfahren Konsumierende von Medien, wenn sie sich in der mediierten Welt verorten und sie als primären Handlungsraum einstufen. Indem die Welt als Interaktionsraum wahrgenommen wird, wird die Grundlage geschaffen, um Herausforderungen selbst zu lösen. Trainings sollen Lernende weiterhin bei der subjektiven Gewissheit, zukünftige Herausforderungen aufgrund ihrer eigenen Kompetenzen bewältigen zu können (Selbstwirksamkeitserwartung), unterstützen. So wird die These aufgestellt, dass Präsenz einen positiven Einfluss auf Selbstwirksamkeit hat. Dies wird mit einer VirtualReality-Trainingsumgebung im Lehramtsstudium im Fach Geschichtsdidaktik untersucht und schlussendlich falsifiziert.},
	language = {de-DE},
	number = {48},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Wiepke, Axel},
	editor = {Reich-Stiebert, Natalia and Raimann, Jennifer and Thorbrügge, Carsten and Schäfer, Len Ole},
	month = jun,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:Relevanz:3},
	pages = {40--51},
	file = {Wiepke - 2022 - Präsenzgefühl und Selbstwirksamkeitserwartung im V.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UX2IW3TM/Wiepke - 2022 - Präsenzgefühl und Selbstwirksamkeitserwartung im V.pdf:application/pdf},
}

@article{swertz_big_2020,
	title = {Big {Data} als datenbasierte {Programmierung}: {Eine} medienpädagogische {Analyse} künstlicher neuronaler {Netzwerke}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Big {Data} als datenbasierte {Programmierung}},
	url = {10.21240/mpaed/jb17/2020.04.27.X},
	doi = {10/gksnzk},
	abstract = {In medienpädagogischen Theorien wird oft auf Analysen medieninduzierter gesellschaftlicher Entwicklungen oder auf Analysen der Inhalte von Medien und ihre Struktur zurückgegriffen. Diese Perspektiven werden in der relationalen Medienpädagogik um die Analyse der Technologie von Medien ergänzt. Im Beitrag wird aus dieser Sicht eine Analyse der datenbasierten Programmierung als Technologie in der Absicht vorgenommen, die medienpädagogische Relevanz der Technologie zu untersuchen.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Swertz, Christian},
	month = apr,
	year = {2020},
	note = {ZSCC: 0000001},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:FU4a, Technologieintegration, Bildungstheorien, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:Relevanz:3},
	pages = {93--119},
	file = {Swertz - 2020 - Big Data als datenbasierte Programmierung Eine me.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/J99T7VMW/Swertz - 2020 - Big Data als datenbasierte Programmierung Eine me.pdf:application/pdf},
}

@article{zhang_global_2015,
	title = {Global {Outreach} of a {Locally}-{Developed} {Mobile} {Phone} {App} for {Undergraduate} {Psychiatry} {Education}},
	volume = {1},
	url = {https://pubmed.ncbi.nlm.nih.gov/27731838/},
	abstract = {Background: Over the past decade, there have been massive developments in both Web-based and mobile phone technologies. Mobile phones are well accepted by students, trainees, and doctors. A review of the current literature has identified the following specialties that have used mobile phones in education: pediatrics, ophthalmology, nephrology, plastic surgery, orthopedics, pharmacology, and urology. However, to date, there are no published papers examining the application of the latest mobile phone technologies for psychiatry education internationally. Objectives: The main objectives of this study are (1) to determine the feasibility and receptiveness of a locally-developed psychiatry mobile phone app and user perspectives (both quantitative and qualitative) towards it, and (2) to determine the receptiveness of a locally-developed app for psychiatry education internationally. Methods: A Web-based app that contained textbook contents, videos, and quizzes was developed using HTML5 technologies in 2012. Native apps were subsequently developed in 2013. Information about the apps was disseminated locally to Singaporean medical students, but the respective native apps were made available on the app stores. A user perspective survey was conducted locally to determine student?s perception of the app. Results: From the inception of the app until the time of preparation of this manuscript, there have been a cumulative total of 28,500 unique visits of the responsive HTML5 Web-based mobile phone app. There have been a cumulative total of 2200 downloads of the Mastering Psychiatry app from the Apple app store and 7000 downloads of the same app from the Android app store. The initial user perspective survey conducted locally highlighted that approximately a total of 95.2\% (177/186) of students felt that having a psychiatry mobile phone app was deemed to be useful. Further chi-squared analysis demonstrated that there was a significant difference between males and females in their perception of having textbook contents in the mobile phone app (?24=12.9, P=.0012). Conclusions: To the best of our knowledge, this is the first study to demonstrate the feasibility and global acceptance of a local, self-designed educational app for psychiatry education. Whilst the current research has managed to demonstrate the feasibility and acceptance of such an app, future studies would be warranted to look, in-depth, into whether there are cultural differences in terms of perceptions towards having such an app in psychiatry and what contents different cultures and cohorts of students might want within an app.},
	language = {en-US},
	number = {1},
	urldate = {2024-06-14},
	journal = {JMIR Medical Education},
	author = {Zhang, WB Melvyn and Cheok, CS Christopher and Ho, CM Roger},
	month = jun,
	year = {2015},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Digitale Bildung, Promotion:Relevanz:3, education, Promotion:FU1, feasibility, psychiatry, mobile phones, mobile phone apps, proof of concept},
	pages = {e3},
	file = {Zhang et al. - 2015 - Global Outreach of a Locally-Developed Mobile Phon.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IYCVFT7U/Zhang et al. - 2015 - Global Outreach of a Locally-Developed Mobile Phon.pdf:application/pdf},
}

@article{wirzberger_padagogik_2019,
	title = {Pädagogik trifft {Psychologie} und {Informatik}: {Interdisziplinäre} {Perspektiven} zur {Gestaltung} intelligenter {Bildungstechnologien}},
	abstract = {Wie lassen sich Lernsituationen bestmöglich auf die Lernenden abstimmen, um damit individuelle und gesellschaftlich relevante Bildungsziele nachhaltig zu erreichen? Die Antwort darauf suche ich durch die Verbindung von pädagogischer Theorie, psychologischer Methodik und intelligenten Algorithmen. Die daraus entstehenden intelligenten Technologien bieten die Möglichkeit, auf individuelle Bedarfe unterschiedlicher Lernender in verschiedenen Kontexten gezielt einzugehen. Dazu müssen sie allerdings fähig sein, sich auf spezifische Charakteristika der Lernenden und der Situation einzustellen. Dies bedeutet, beobachtete Zustände korrekt zu interpretieren und mit dem notwendigen Maß an Unterstützung angemessen darauf zu reagieren. In meinen Forschungsprojekten setze ich mich mit Aspekten der Lernenden und der Lernsituation auseinander, die für die Schaffung solcher Systeme wichtig sind. Im Beitrag möchte ich vier ausgewählte Schwerpunkte meiner Arbeit vorstellen.},
	language = {de-DE},
	journal = {Positionen},
	author = {Wirzberger, Dr Maria},
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Bildungstheorien, Promotion:Argumentation, Promotion:Relevanz:4, \#6:Zeitschriftenartikel:Bildung:Technologie, Lernsystemarchitektur},
	pages = {12},
	file = {Wirzberger - 2019 - Pädagogik trifft Psychologie und Informatik Inter.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RZYBUP4H/Wirzberger - 2019 - Pädagogik trifft Psychologie und Informatik Inter.pdf:application/pdf},
}

@article{seibert_application_2020,
	title = {Application of digital technologies in nursing practice: {Results} of a mixed methods study on nurses’ experiences, needs and perspectives},
	volume = {158-159},
	doi = {10/gh5xvm},
	journal = {Zeitschrift für Evidenz, Fortbildung und Qualität im Gesundheitswesen},
	author = {Seibert, Kathrin and Domhoff, Dominik and Huter, Kai and Krick, Tobias and Rothgang, Heinz and Wolf-Ostermann, Karin},
	year = {2020},
	note = {ZSCC: 0000003},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Datenschutz und IT-Sicherheit, Promotion:FU4b},
	pages = {94--106},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/NE7XBBFR/PIIS1865921720301720.pdf:application/pdf},
}

@article{maresch_cognitive_2006,
	title = {Die {Cognitive} {Load} {Theory} - {Kriterien} für multimediale {Lernmaterialien}},
	volume = {1},
	url = {https://www.researchgate.net/profile/Guenter-Maresch/publication/282662418_Die_Cognitive_Load_Theory_-_Kriterien_fur_multimediale_Lernmaterialien/links/5616d2ce08ae90469c6117cf/Die-Cognitive-Load-Theory-Kriterien-fuer-multimediale-Lernmaterialien.pdf},
	abstract = {Seit der ersten Hälfte der 90er Jahre des letzten Jahrhunderts wurde in nahezu exponentiell wachsender Dichte „userfreundliche“ didaktische und professionelle Software für den Unterricht zugänglich, da diese einerseits zum einen Teil vom bmbwk generallizenziert wurde bzw. zunehmend von Schulen zu erschwinglichen Preisen erworben werden konnten. Dieser Trend erfuhr durch die großteils enorme Steigerung der Leistungskapazitäten der an unseren Lehranstalten zur Verfügung stehenden Computer und allgemein der kontinuierlichen Verbesserung der Ausstattung von Informatiksälen (zB durch Beamer) einen zusätzlichen Impuls. Die informationstechnologische Revolution des Internets hielt in der zweiten Hälfte der 90er Jahre in sehr vielen unserer Schulen Einzug. Diese sollte einen weiteren beträchtlichen Motivationsschub für die Entwicklung von diversen neuen (zB statischen, dynamischen, interaktiven und animierten) Lernmaterialien und schließlich auch für die Etablierung von diversen Lernplattformen in den letzten Jahren darstellen. 

All diese Aspekte haben weit reichende Auswirkungen auf den Unterricht. Die engagierte Lehrerschaft erkannte das tief greifende Potential, welches sich durch die Entwicklung dieser neuen Medien und Werkzeuge auf tat. In großteils umfangreichen Schulungen erschlossen (und erschließen) sich viele die notwendigen technischen Fähigkeiten, die für die aktive Entwicklung und Implementierung neuer Werkzeuge und neuer Medien im Unterricht unabdingbar sind.

Nach einer ersten Welle der Euphorie wurde von Praktikerinnen und Praktikern aufgezeigt und von Wissenschafterinnen und Wissenschaftern (zB: Blömeke, Brünken, Mayer, Petri, Salmon, Schnotz) nachgewiesen, dass alleine das Verwenden von neuester Technologie und neuen Medien an sich nicht lernförderlich sind. Umso interessanter und wichtiger ist es demnach, vertiefende Erkenntnisse über die Art und Weise des Lernprozesses gerade in Bezug auf das Lernen mit neunen Medien bei den Lernenden zu gewinnen, etwaige unterschiedliche Ebenen und Möglichkeiten der multimedialen Darstellung von Informationen zu identifizieren, zu untersuchen und die gewonnenen Erkenntnisse in den Versuch einer kompakten Übersicht münden zu lassen.},
	urldate = {2024-06-14},
	journal = {eLearning-Didaktik an Österreichs Schulen},
	author = {Maresch, Guenter},
	month = jan,
	year = {2006},
	note = {ZSCC: 0000003},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Bewertungsmethoden, Bildungstheorien, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Bildung, Multimedia, Promotion:Relevanz:3},
	file = {Maresch - 2006 - Die Cognitive Load Theory - Kriterien für multimed.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H89CT7Y2/Maresch - 2006 - Die Cognitive Load Theory - Kriterien für multimed.pdf:application/pdf},
}

@article{derda_gesellschaftliche_2024,
	title = {Gesellschaftliche {Transformationsprozesse} {Auswirkungen} der {Digitalisierung} auf die technischberufliche {Bildung} in {Berlin}},
	issn = {1618-8543},
	url = {https://www.bwpat.de/ht2023/derda_etal_ht2023.pdf},
	abstract = {Eine der zentralen Aufgaben von Berufsschulunterricht ist es, den Lernenden die Entwicklung von Kompetenzen zu ermöglichen, damit sie aktiv am gesellschaftlichen und beruflichen Leben, welches zunehmend durch Digitalisierung geprägt wird, teilhaben können. Dazu bedarf es der Planung von Unterricht, welcher Erfahrungsräume zur Verfügung stellt, in denen die Lernenden eben diese Kompetenzen entwickeln. Hierbei sind auch gesellschaftsrelevante Transformationsprozesse abzubilden. Verwiesen sei etwa auf den zivilgesellschaftlichen Diskurs zu einer diversitätssensiblen, ökologischen und menschenzentrierten Gestaltung von Digitalisierungsprozessen.},
	language = {de-DE},
	urldate = {2024-01-23},
	journal = {Berufs- und Wirtschaftspädagogik - online},
	author = {Derda, Mareen and Drojetzky, Diana Von and Albrecht, Marco and Wedel, Marco},
	editor = {Büchter, Karin and Gramlinge, Franz and Kremer, H.-Hugo and Naeve-Stoß, Nicole and Wilbers, Karl and Windelband, Lars},
	month = jan,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Bildungstheorien, Promotion:Argumentation, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {22},
	file = {Derda et al. - 2024 - Gesellschaftliche Transformationsprozesse Auswirku.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UDVD744X/Derda et al. - 2024 - Gesellschaftliche Transformationsprozesse Auswirku.pdf:application/pdf},
}

@article{e-teachingorg_hybride_2023,
	title = {Hybride {Lernräume} gestalten},
	abstract = {Die zunehmende Digitalisierung von Studium und Lehre stellt Hochschulen vor neue Herausforderungen. Viele Aktivitäten, die vorher an den Ort des Campus gebunden waren, sind nun auch zu Hause oder unterwegs möglich. Dies sorgt für mehr Flexibilität und selbstorganisiertes Lernen im Studium. Gleichzeitig gewinnen auf dem Campus die Partizipation und gemeinsame Wissenskonstruktion, z.B. im Rahmen kollaborativer Projektarbeit, zunehmend an Bedeutung. Die Perspektive des hybriden Lernraums betont dabei das Auflösen bekannter Dichotomien wie etwa physisch-virtuell, online-offline oder angeleitet-selbstgesteuert. Das Lernen geschieht nicht auf die eine oder andere Weise, sondern oft in vielfältigen Varianten gleichzeitig. Dieser Beitrag gibt eine Übersicht über die Bedeutung von Räumen auf dem Campus und geht auf verschiedene Definitionen hybrider Lehre und hybrider Lernräume ein. Zur Gestaltung hybrider Lernräume werden Designansätze vorgestellt.},
	language = {de-DE},
	journal = {Stiftung Medien in der Bildung (SbR) {\textbar} Leibniz-Institut für Wissensmedien},
	author = {Kohls, Christian and Dubbert, Dennis},
	editor = {{e-teaching.org}},
	month = feb,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FH},
	file = {Kohls und Dubbert - 2023 - Hybride Lernräume gestalten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NP77GFFK/Kohls und Dubbert - 2023 - Hybride Lernräume gestalten.pdf:application/pdf},
}

@article{morgenstern_hybride_2024,
	title = {Hybride {Lehre} im {Studium} {Pflegemanagement} und {Pflegepädagogik} {Die} {Perspektive} der {Studierenden} auf die eigenen digitalen {Kompetenzen}},
	volume = {11},
	abstract = {Pandemiebedingt wurden an Hochschulen neue Erfahrungen mit einem hybriden Lehrkonzept gemacht. Diese Form des Leh­ rens und Lernens, bei dem ein Teil der Studierenden präsent ist und der andere Teil der Studierenden online teilnimmt, erfordert eine größere Flexibilität. Die große Herausforderung besteht in der Steuerung dieses Lehrlernprozesses auf der Grundlage von Medienkompetenz. Um den Blick der Studierenden auf die eigenen Voraussetzungen, die Rahmenbedingungen und die Medien­ kompetenz der Lehrenden auf die Hybridlehre zu explorieren, wurden acht Experteninterviews geführt. Die Ergebnisse zeigen weitreichende Veränderungen für den Lernprozess der Studierenden. Sie verdeutlichen, dass Studierende sich völlig neu auf die Lehre einstellen müssen und sehr konkrete Veränderungen zur gewohnten Präsenzlehre wahrnehmen. Diskutiert wird, wie die in der Hybridlehre erlebten Unterschiede zwischen der Präsenzgruppe und der Onlinegruppe mediendidaktisch aufgefangen werden können. Dieses stellt hohe Anforderungen an die Medienkompetenz der Lehrenden.},
	language = {de-DE},
	number = {1},
	journal = {Pädagogik der Gesundheitsberufe},
	author = {Morgenstern, Ulrike and Rustemeier-Holtwick, Annette},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {49--56},
	file = {Morgenstern und Rustemeier-Holtwick - 2024 - Hybride Lehre im Studium Pflegemanagement und Pfle.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9AID3R4L/Morgenstern und Rustemeier-Holtwick - 2024 - Hybride Lehre im Studium Pflegemanagement und Pfle.pdf:application/pdf},
}

@article{swertz_digitale_2018,
	title = {Digitale {Grundbildung} im {Pilotversuch}},
	url = {https://medienimpulse.at/articles/view/1279},
	abstract = {Die im Schuljahr 2018/2019 erfolgende flächendeckende Einführung der verbindlichen Übung Digitale Grundbildung in Österreich wurde im Schuljahr 2017/2018 mit einem Pilotversuch vorbereitet. In 15 der beteiligten Schulen wurden Lehrende und Lernende zu ihren Erfahrungen befragt und Unterrichtsstunden beobachtet. Die Ergebnisse zeigen, dass vor allem die Verständigung in den Kollegien und bereits vorliegende Erfahrungen Erfolgsfaktoren sind. Probleme mit der Geräteausstattung konnten kaum beobachtet werden. Als problematisch erwiesen sich in den beobachteten Schulen fehlende Materialien und Kompetenzen für die Vermittlung von Medienkompetenz und digitalen Kompetenzen (Fachdidaktik Informatik). Das gilt sowohl für die Integration in die Fächer als auch für gewidmete Stunden. Damit wird als Aufgabe für die Medienpädagogik und die Fachdidaktik Informatik interpretiert.},
	language = {de-A},
	urldate = {2020-04-20},
	journal = {medienimpulse-online},
	author = {Swertz, Christian},
	month = mar,
	year = {2018},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Bildungstheorien, Promotion:Argumentation, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {12},
	file = {Swertz - 2018 - Digitale Grundbildung im Pilotversuch.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PVR2ZAPJ/Swertz - 2018 - Digitale Grundbildung im Pilotversuch.pdf:application/pdf},
}

@article{moser_beeinflusst_2023,
	title = {Beeinflusst der {Vorwissensstand} die {Interaktionsdynamik} und den {Lernerfolg} im digitalen problemorientierten {Lernen}? {Eine} {Pilotstudie}},
	volume = {40},
	number = {6},
	journal = {GMS Journal for Medical Education},
	author = {Möser, Martin and Hermkes, Rico and Filmann, Natalie and Harsch, Seon-Yee and Rüttermann, Stefan and Gerhard-Szép, Susanne},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Bildungstheorien, Promotion:Argumentation, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {11--21},
	file = {Möser et al. - 2023 - Beeinflusst der Vorwissensstand die Interaktionsdy.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EEP6749E/Möser et al. - 2023 - Beeinflusst der Vorwissensstand die Interaktionsdy.pdf:application/pdf},
}

@article{anselmann_lernfabriken_2022,
	title = {Lernfabriken als neuer {Lernraum} in der beruflichen {Bildung} – {Sachstandsanalyse} und {Potentiale}},
	issn = {1618-8543},
	shorttitle = {Lernfabriken als neuer {Lernraum} in der beruflichen {Bildung}},
	url = {https://www.bwpat.de/ausgabe/43/anselmann-etal},
	abstract = {Lernfabriken fungieren als komplexe Simulationen von realen Arbeits- und Produktionsabläufen, um insbesondere berufliche Handlungskompetenzen in einer „Industrie 4.0 typischen“ Facharbeit entwickeln zu können. Dabei stellen sie selbst cyberphysische Systeme dar, die an beruflichen Schulen zugleich als traditioneller Lernraum (Lernlabor) und virtueller/digitaler Lernraum zu gestalten sind („digitaler Zwilling“). Der für „digitales Lernen“ typischen räumlichen und zeitlichen Entgrenzung kann zunächst nicht entsprochen werden. Gleichwohl machen sie die Digitalität der veränderten Arbeitswelt zum Gegenstand beruflicher Lernprozesse. Dieser Beitrag reflektiert zunächst Lernfabriken als neuen Lernraum und den Anteil cyberphysischer Systeme darin. Anschließend werden anhand erster Ergebnisse einer empirischen Studie der erreichte Stand in der Implementierung und Konzeptentwicklung der beruflichen Lernfabriken an berufsbildenden Schulen in Süddeutschland aufgezeigt.},
	language = {de-DE},
	number = {43},
	urldate = {2023-02-20},
	journal = {Berufs- und Wirtschaftspädagogik - online},
	author = {Anselmann, Sebastian and Windelband, Lars and Faßhauer, Uwe},
	editor = {Büchter, Karin and Wilbers, Karl and Windelband, Lars and Gössling, Bernd},
	month = dec,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Systemanpassung, Promotion:Argumentation, Bildung, Multimedia, Promotion:FU3, Innovation, Schulentwicklung, \#9:Zeitschriftenartikel:digital:lernen, Lernfabrik},
	file = {Anselmann et al. - 2022 - Lernfabriken als neuer Lernraum in der beruflichen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WBCWCGGN/Anselmann et al. - 2022 - Lernfabriken als neuer Lernraum in der beruflichen.pdf:application/pdf},
}

@article{moldenhauer_uber_2020,
	title = {Über „{Digital} {Natives}“, die selbst aktiv werden und {Lehrpersonen}, die keine {Angst} vor {Tablets} haben. {Eine} {Diskursanalyse} zum {Schreiben} über das {Lehren} und {Lernen} mit digitalen {Medien} in praxisinstruktiven {Zeitschriften} für die {Grundschule}},
	volume = {13},
	doi = {10/gg5cv8},
	number = {1},
	journal = {Zeitschrift für Grundschulforschung},
	author = {Moldenhauer, Anna and Buck, Marc Fabian and Koinzer, Thomas},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Lernsystemarchitektur, FernUni-Hagen:MABM:M6, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FU1},
	pages = {31--45},
	file = {moldenhauer_et_al_2020_uber_„digital_natives“,_die_selbst_aktiv_werden_und_lehrpersonen,_die_keine.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SNJEJ9CE/moldenhauer_et_al_2020_uber_„digital_natives“,_die_selbst_aktiv_werden_und_lehrpersonen,_die_keine.pdf:application/pdf},
}

@article{loviscach_lehren_2020,
	title = {Lehren, {Lernen} und flache {Digitalisierung}},
	volume = {71},
	doi = {10/ghp7f7},
	number = {1},
	journal = {Information - Wissenschaft \& Praxis},
	author = {Loviscach, Jörn},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FU1},
	pages = {23--27},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/443S5SUJ/Distance_Learning_aus_Studierenden_und_L.pdf:application/pdf},
}

@article{mulders_digitale_2023,
	series = {Immersives {Lehren} und {Lernen} mit {Augmented} und {Virtual} {Reality} – {Teil} 2.},
	title = {Digitale pädagogische {Inhaltskompetenzen} gestalterisch aufbauen mit {Augmented} und {Virtual} {Reality}: {Eine} {Pilotstudie} mit angehenden {Primarlehrpersonen} anhand des {DPACKModells}},
	issn = {1424-3636, 1424-3636},
	abstract = {Viele medienpädagogische Studien zu Augmented Reality (AR) und Virtual Reality (VR) beziehen sich auf den Einsatz von entsprechenden Anwendungen und Hilfsmitteln im Unterricht. Über die Gestaltung eigener Inhalte für AR und VR, insbesondere im Lehramtsstudium, ist in diesem Zusammenhang wenig veröffentlicht worden. In diesem Beitrag werden im Sinne einer explorativen Pilotierung Hinweise dafür gesucht, dass der gestalterische Umgang mit AR und VR digitale pädagogische Inhaltskompetenzen in Bezug auf diese Technologien fördern kann. Hierfür wurden 13 Lehramtsstudierende des Studiengangs Kindergarten und Primar der Pädagogischen Hochschule St. Gallen befragt. Sie nahmen an einem Modul in der Schnittstelle von Gestaltung und Informatik Teil, in dem neben AR und VR weitere digitale Gestaltungsformen erprobt wurden. Die Onlinebefragung basierte auf dem DPACK-Modell von Döbeli-Honegger (2021), einer Weiterentwicklung des TPACK-Modells (Koehler und Mishra 2009) um die drei Perspektiven der Dagstuhl-Erklärung (Gesellschaft für Informatik – GI 2016): die anwendungsbezogene, die gesellschaftlich-kulturelle und die technologische Perspektive. Neben diversen methodischen Verbesserungspotenzialen für Folgestudien konnten Hinweise dafür gefunden werden, dass die gestalterische Auseinandersetzung mit AR und VR ein interesseweckender Zugang sein kann, der eine bewusste Haltung zu diesen Technologien fördert. Dies müsste jedoch in weiteren Studien mit angepasstem Design untersucht werden.},
	language = {de-A},
	journal = {MedienPädagogik Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Zgraggen, Jérôme},
	editor = {Mulders, Miriam and Buchner, Josef and Dengel, Andreas and Zender, Raphael},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Weiterführung, Bildung, Multimedia, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {170--190},
	file = {Zgraggen - 2023 - Digitale pädagogische Inhaltskompetenzen gestalter.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SGTXAHQV/Zgraggen - 2023 - Digitale pädagogische Inhaltskompetenzen gestalter.pdf:application/pdf},
}

@article{zinn_praxisbericht_2021,
	series = {Der {Mensch} im {Unternehmen}: {Impulse} für {Fach}- und {Führungskräfte}},
	title = {Praxisbericht: {Gestaltung} einer {Online}-{Lernplattform} zur {Digitalisierung} in der {Produktion} unter {Verwendung} von {OER}- {Bildungsmaterialien}},
	issn = {2198-0306},
	abstract = {Within the project OpenDigiMedia, an online learning platform about digitisation in production was developed to open up universities. On the platform, new learning concepts, which use digital materials in a virtual learning environment, were tested. The project addressed employees on the production level and adult and further education institutions in Lower Saxony. Existing materials were modified under an OER-licence to provide basic content for digitisation. For this purpose, a didactic concept has been developed, which combines aspects of didactics of technology and didactics of media. The evaluation has shown, that the concept is suitable for teaching the basics, but that teaching of action competencies is limited.},
	language = {de-DE},
	number = {1},
	journal = {Journal of Technical Education (JOTED)},
	author = {Zinn, Bernd and Tenberg, Ralf and Pittich, Daniel},
	year = {2021},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU3},
	pages = {29},
	file = {Zinn et al. - 2021 - Praxisbericht Gestaltung einer Online-Lernplattfo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/76UX54M6/Zinn et al. - 2021 - Praxisbericht Gestaltung einer Online-Lernplattfo.pdf:application/pdf},
}

@article{antoniades_medical_2015,
	title = {Medical {Content} {Searching}, {Retrieving}, and {Sharing} {Over} the {Internet}: {Lessons} {Learned} {From} the {mEducator} {Through} a {Scenario}-{Based} {Evaluation}},
	volume = {17},
	url = {http://www.jmir.org/2015/10/e229/},
	doi = {10.2196/jmir.3650},
	abstract = {Background: The mEducator Best Practice Network (BPN) implemented and extended standards and reference models in e-learning to develop innovative frameworks as well as solutions that enable specialized state-of-the-art medical educational content to be discovered, retrieved, shared, and re-purposed across European Institutions, targeting medical students, doctors, educators and health care professionals. Scenario-based evaluation for usability testing, complemented with data from online questionnaires and field notes of users? performance, was designed and utilized for the evaluation of these solutions. Objective: The objective of this work is twofold: (1) to describe one instantiation of the mEducator BPN solutions (mEducator3.0 - ?MEdical Education LINnked Arena? MELINA+) with a focus on the metadata schema used, as well as on other aspects of the system that pertain to usability and acceptance, and (2) to present evaluation results on the suitability of the proposed metadata schema for searching, retrieving, and sharing of medical content and with respect to the overall usability and acceptance of the system from the target users. Methods: A comprehensive evaluation methodology framework was developed and applied to four case studies, which were conducted in four different countries (ie, Greece, Cyprus, Bulgaria and Romania), with a total of 126 participants. In these case studies, scenarios referring to creating, sharing, and retrieving medical educational content using mEducator3.0 were used. The data were collected through two online questionnaires, consisting of 36 closed-ended questions and two open-ended questions that referred to mEducator 3.0 and through the use of field notes during scenario-based evaluations. Results: The main findings of the study showed that even though the informational needs of the mEducator target groups were addressed to a satisfactory extent and the metadata schema supported content creation, sharing, and retrieval from an end-user perspective, users faced difficulties in achieving a shared understanding of the meaning of some metadata fields and in correctly managing the intellectual property rights of repurposed content. Conclusions: The results of this evaluation impact researchers, medical professionals, and designers interested in using similar systems for educational content sharing in medical and other domains. Recommendations on how to improve the search, retrieval, identification, and obtaining of medical resources are provided, by addressing issues of content description metadata, content description procedures, and intellectual property rights for re-purposed content.},
	number = {10},
	journal = {J Med Internet Res},
	author = {Antoniades, Athos and Nicolaidou, Iolie and Spachos, Dimitris and Myll�ri, Jarkko and Giordano, Daniela and Dafli, Eleni and Mitsopoulou, Evangelia and Schizas, N. Christos and Pattichis, Constantinos and Nikolaidou, Maria and Bamidis, Panagiotis},
	month = oct,
	year = {2015},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Datenschutz und IT-Sicherheit, Promotion:FU4b, evaluation, \#5:Zeitschriftenartikel:e-learning, metadata, repurposing, searching and sharing of medical educational content},
	pages = {e229},
	file = {Antoniades et al. - 2015 - Medical Content Searching, Retrieving, and Sharing.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L68X7XHV/Antoniades et al. - 2015 - Medical Content Searching, Retrieving, and Sharing.pdf:application/pdf},
}

@article{lehmann_improving_2015,
	title = {Improving {Pediatric} {Basic} {Life} {Support} {Performance} {Through} {Blended} {Learning} {With} {Web}-{Based} {Virtual} {Patients}: {Randomized} {Controlled} {Trial}},
	volume = {17},
	url = {http://www.jmir.org/2015/7/e162/},
	doi = {10.2196/jmir.4141},
	abstract = {Background: E-learning and blended learning approaches gain more and more popularity in emergency medicine curricula. So far, little data is available on the impact of such approaches on procedural learning and skill acquisition and their comparison with traditional approaches. Objective: This study investigated the impact of a blended learning approach, including Web-based virtual patients (VPs) and standard pediatric basic life support (PBLS) training, on procedural knowledge, objective performance, and self-assessment. Methods: A total of 57 medical students were randomly assigned to an intervention group (n=30) and a control group (n=27). Both groups received paper handouts in preparation of simulation-based PBLS training. The intervention group additionally completed two Web-based VPs with embedded video clips. Measurements were taken at randomization (t0), after the preparation period (t1), and after hands-on training (t2). Clinical decision-making skills and procedural knowledge were assessed at t0 and t1. PBLS performance was scored regarding adherence to the correct algorithm, conformance to temporal demands, and the quality of procedural steps at t1 and t2. Participants? self-assessments were recorded in all three measurements. Results: Procedural knowledge of the intervention group was significantly superior to that of the control group at t1. At t2, the intervention group showed significantly better adherence to the algorithm and temporal demands, and better procedural quality of PBLS in objective measures than did the control group. These aspects differed between the groups even at t1 (after VPs, prior to practical training). Self-assessments differed significantly only at t1 in favor of the intervention group. Conclusions: Training with VPs combined with hands-on training improves PBLS performance as judged by objective measures.},
	number = {7},
	journal = {J Med Internet Res},
	author = {Lehmann, Ronny and Thiessen, Christiane and Frick, Barbara and Bosse, Martin Hans and Nikendei, Christoph and Hoffmann, Friedrich Georg and T�nshoff, Burkhard and Huwendiek, S�ren},
	month = jul,
	year = {2015},
	keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Bildung, Multimedia, Promotion:FH, \#5:Zeitschriftenartikel:e-learning, virtual patients, performance, pediatric basic life support},
	pages = {e162},
	file = {Lehmann et al. - 2015 - Improving Pediatric Basic Life Support Performance.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RHBQSHHI/Lehmann et al. - 2015 - Improving Pediatric Basic Life Support Performance.pdf:application/pdf},
}

@article{moreira_development_2015,
	title = {Development and {Assessment} of an {E}-{Learning} {Course} on {Breast} {Imaging} for {Radiographers}: {A} {Stratified} {Randomized} {Controlled} {Trial}},
	volume = {17},
	url = {http://www.jmir.org/2015/1/e3/},
	doi = {10.2196/jmir.3344},
	abstract = {Background: Mammography is considered the best imaging technique for breast cancer screening, and the radiographer plays an important role in its performance. Therefore, continuing education is critical to improving the performance of these professionals and thus providing better health care services. Objective: Our goal was to develop an e-learning course on breast imaging for radiographers, assessing its efficacy, effectiveness, and user satisfaction. Methods: A stratified randomized controlled trial was performed with radiographers and radiology students who already had mammography training, using pre- and post-knowledge tests, and satisfaction questionnaires. The primary outcome was the improvement in test results (percentage of correct answers), using intention-to-treat and per-protocol analysis. Results: A total of 54 participants were assigned to the intervention (20 students plus 34 radiographers) with 53 controls (19+34). The intervention was completed by 40 participants (11+29), with 4 (2+2) discontinued interventions, and 10 (7+3) lost to follow-up. Differences in the primary outcome were found between intervention and control: 21 versus 4 percentage points (pp), P{\textless}.001. Stratified analysis showed effect in radiographers (23 pp vs 4 pp; P=.004) but was unclear in students (18 pp vs 5 pp; P=.098). Nonetheless, differences in students? posttest results were found (88\% vs 63\%; P=.003), which were absent in pretest (63\% vs 63\%; P=.106). The per-protocol analysis showed a higher effect (26 pp vs 2 pp; P{\textless}.001), both in students (25 pp vs 3 pp; P=.004) and radiographers (27 pp vs 2 pp; P{\textless}.001). Overall, 85\% were satisfied with the course, and 88\% considered it successful. Conclusions: This e-learning course is effective, especially for radiographers, which highlights the need for continuing education.},
	number = {1},
	journal = {J Med Internet Res},
	author = {Moreira, C. In�s and Ventura, Rua Sandra and Ramos, Isabel and Rodrigues, Pereira Pedro},
	month = jan,
	year = {2015},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Bildung, Multimedia, distance learning, Promotion:FH, \#5:Zeitschriftenartikel:e-learning, continuing education, mammography, breast neoplasms, evaluation studies},
	pages = {e3},
	file = {Moreira et al. - 2015 - Development and Assessment of an E-Learning Course.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JB3PEZPE/Moreira et al. - 2015 - Development and Assessment of an E-Learning Course.pdf:application/pdf},
}

@article{douma_e-learning_2017,
	title = {An {E}-{Learning} {Module} to {Improve} {Nongenetic} {Health} {Professionals}? {Assessment} of {Colorectal} {Cancer} {Genetic} {Risk}: {Feasibility} {Study}},
	volume = {3},
	url = {http://mededu.jmir.org/2017/2/e24/},
	doi = {10.2196/mededu.7173},
	abstract = {Background: Nongenetic health providers may lack the relevant knowledge, experience, and communication skills to adequately detect familial colorectal cancer (CRC), despite a positive attitude toward the assessment of history of cancer in a family. Specific training may enable them to more optimally refer patients to genetic counseling. Objective: The aim of this study was to develop an e-learning module for gastroenterologists and surgeons (in training) aimed at improving attitudes, knowledge, and comprehension of communication skills, and to assess the feasibility of the e-learning module for continued medical education of these specialists. Methods: A focus group helped to inform the development of a training framework. The e-learning module was then developed, followed by a feasibility test among a group of surgeons-in-training (3rd- and 4th-year residents) and then among gastroenterologists, using pre- and posttest questionnaires. Results: A total of 124 surgeons-in-training and 14 gastroenterologists participated. The e-learning was positively received (7.5 on a scale of 1 to 10). Between pre- and posttest, attitude increased significantly on 6 out of the 10 items. Mean test score showed that knowledge and comprehension of communication skills improved significantly from 49\% to 72\% correct at pretest to 67\% to 87\% correct at posttest. Conclusions: This study shows the feasibility of a problem-based e-learning module to help surgeons-in-training and gastroenterologists in recognizing a hereditary predisposition in patients with CRC. The e-learning led to improvements in attitude toward the assessment of cancer family history, knowledge on criteria for referral to genetic counseling for CRC, and comprehension of communication skills.},
	number = {2},
	journal = {JMIR Med Educ},
	author = {Douma, Lea Kirsten Freya and Aalfs, M. Cora and Dekker, Evelien and Tanis, J. Pieter and Smets, M. Ellen},
	month = dec,
	year = {2017},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Bildung, Multimedia, Promotion:FU4b, education, \#5:Zeitschriftenartikel:e-learning, health communication, genetic testing, adenomatous polyposis coli, colorectal neoplasms, colorectal, neoplasms, hereditary nonpolyposis, feasibility studies, gastroenterology, professional},
	pages = {e24},
	file = {Douma et al. - 2017 - An E-Learning Module to Improve Nongenetic Health .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KMZJ573P/Douma et al. - 2017 - An E-Learning Module to Improve Nongenetic Health .pdf:application/pdf},
}

@article{bond_design_2017,
	title = {Design and {Implementation} of a {Novel} {Web}-{Based} {E}-{Learning} {Tool} for {Education} of {Health} {Professionals} on the {Antibiotic} {Vancomycin}},
	volume = {19},
	url = {http://www.jmir.org/2017/3/e93/},
	doi = {10.2196/jmir.6971},
	abstract = {Background: Traditional approaches to health professional education are being challenged by increased clinical demands and decreased available time. Web-based e-learning tools offer a convenient and effective method of delivering education, particularly across multiple health care facilities. The effectiveness of this model for health professional education needs to be explored in context. Objectives: The study aimed to (1) determine health professionals? experience and knowledge of clinical use of vancomycin, an antibiotic used for treatment of serious infections caused by methicillin-resistant Staphylococcus aureus (MRSA) and (2) describe the design and implementation of a Web-based e-learning tool created to improve knowledge in this area. Methods: We conducted a study on the design and implementation of a video-enhanced, Web-based e-learning tool between April 2014 and January 2016. A Web-based survey was developed to determine prior experience and knowledge of vancomycin use among nurses, doctors, and pharmacists. The Vancomycin Interactive (VI) involved a series of video clips interspersed with question and answer scenarios, where a correct response allowed for progression. Dramatic tension and humor were used as tools to engage users. Health professionals? knowledge of clinical vancomycin use was obtained from website data; qualitative participant feedback was also collected. Results: From the 577 knowledge survey responses, pharmacists (n=70) answered the greatest number of questions correctly (median score 4/5), followed by doctors (n=271; 3/5) and nurses (n=236; 2/5; P{\textless}.001). Survey questions on target trough concentration (75.0\%, 433/577) and rate of administration (64.9\%, 375/577) were answered most correctly, followed by timing of first level (49\%, 283/577), maintenance dose (41.9\%, 242/577), and loading dose (38.0\%, 219/577). Self-reported ?very? and ?reasonably? experienced health professionals were also more likely to achieve correct responses. The VI was completed by 163 participants during the study period. The rate of correctly answered VI questions on first attempt was 65\% for nurses (n=63), 68\% for doctors (n=86), and 82\% for pharmacists (n=14; P{\textless}.001), reflecting a similar pattern to the knowledge survey. Knowledge gaps were identified for loading dose (39.2\% correct on first attempt; 64/163), timing of first trough level (50.3\%, 82/163), and subsequent trough levels (47.9\%, 78/163). Of the 163 participants, we received qualitative user feedback from 51 participants following completion of the VI. Feedback was predominantly positive with themes of ?entertaining,? ?engaging,? and ?fun? identified; however, there were some technical issues identified relating to accessibility from different operating systems and browsers. Conclusions: A novel Web-based e-learning tool was successfully developed combining game design principles and humor to improve user engagement. Knowledge gaps were identified that allowed for targeting of future education strategies. The VI provides an innovative model for delivering Web-based education to busy health professionals in different locations.},
	number = {3},
	journal = {J Med Internet Res},
	author = {Bond, Evan Stuart and Crowther, P. Shelley and Adhikari, Suman and Chubaty, J. Adriana and Yu, Ping and Borchard, P. Jay and Boutlis, Steven Craig and Yeo, Winston Wilfred and Miyakis, Spiros},
	month = mar,
	year = {2017},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, medical education, nursing education, \#5:Zeitschriftenartikel:e-learning, continuing education, pharmacy education, survey methods, anti-bacterial agents, vancomycin},
	pages = {e93},
	file = {Bond et al. - 2017 - Design and Implementation of a Novel Web-Based E-L.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9Z5HLI76/Bond et al. - 2017 - Design and Implementation of a Novel Web-Based E-L.pdf:application/pdf},
}

@article{katz_simulation_2017,
	title = {Simulation {Training}: {Evaluating} the {Instructor}?s {Contribution} to a {Wizard} of {Oz} {Simulator} in {Obstetrics} and {Gynecology} {Ultrasound} {Training}},
	volume = {3},
	url = {http://mededu.jmir.org/2017/1/e8/},
	doi = {10.2196/mededu.6312},
	abstract = {Background: Workplaces today demand graduates who are prepared with field-specific knowledge, advanced social skills, problem-solving skills, and integration capabilities. Meeting these goals with didactic learning (DL) is becoming increasingly difficult. Enhanced training methods that would better prepare tomorrow?s graduates must be more engaging and game-like, such as feedback based e-learning or simulation-based training, while saving time. Empirical evidence regarding the effectiveness of advanced learning methods is lacking. Objective quantitative research comparing advanced training methods with DL is sparse. Objectives: This quantitative study assessed the effectiveness of a computerized interactive simulator coupled with an instructor who monitored students? progress and provided Web-based immediate feedback. Methods: A low-cost, globally accessible, telemedicine simulator, developed at the Technion?Israel Institute of Technology, Haifa, Israel?was used. A previous study in the field of interventional cardiology, evaluating the efficacy of the simulator to enhanced learning via knowledge exams, presented promising results of average scores varying from 94\% after training and 54\% before training (n=20) with P{\textless}.001. Two independent experiments involving obstetrics and gynecology (Ob-Gyn) physicians and senior ultrasound sonographers, with 32 subjects, were conducted using a new interactive concept of the WOZ (Wizard of OZ) simulator platform. The contribution of an instructor to learning outcomes was evaluated by comparing students? knowledge before and after each interactive instructor-led session as well as after fully automated e-learning in the field of Ob-Gyn. Results from objective knowledge tests were analyzed using hypothesis testing and model fitting. Results: A significant advantage (P=.01) was found in favor of the WOZ training approach. Content type and training audience were not significant. Conclusions: This study evaluated the contribution of an integrated teaching environment using a computerized interactive simulator, with an instructor providing immediate Web-based immediate feedback to trainees. Involvement of an instructor in the simulation-based training process provided better learning outcomes that varied training content and trainee populations did not affect the overall learning gains.},
	number = {1},
	journal = {JMIR Med Educ},
	author = {Katz, Aric and Tepper, Ronnie and Shtub, Avraham},
	month = apr,
	year = {2017},
	keywords = {Feedback, Simulation, Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:FU4b, distance learning, \#5:Zeitschriftenartikel:e-learning, evaluation research},
	pages = {e8},
	file = {Katz et al. - 2017 - Simulation Training Evaluating the Instructors C.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BSPFMH8Q/Katz et al. - 2017 - Simulation Training Evaluating the Instructors C.pdf:application/pdf},
}

@article{de_ruijter_effectiveness_2018,
	title = {The {Effectiveness} of a {Computer}-{Tailored} {E}-{Learning} {Program} for {Practice} {Nurses} to {Improve} {Their} {Adherence} to {Smoking} {Cessation} {Counseling} {Guidelines}: {Randomized} {Controlled} {Trial}},
	volume = {20},
	url = {http://www.jmir.org/2018/5/e193/},
	doi = {10.2196/jmir.9276},
	abstract = {Background: Improving practice nurses? (PN) adherence to smoking cessation counseling guidelines will benefit the quality of smoking cessation care and will potentially lead to higher smoking abstinence rates. However, support programs to aid PNs in improving their guideline uptake and adherence do not exist yet. Objective: The aim of this study was to assess the effects of a novel computer-tailored electronic learning (e-learning) program on PNs? smoking cessation guideline adherence. Methods: A Web-based randomized controlled trial (RCT) was conducted in which an intervention group (N=147) with full access to the e-learning program for 6 months was compared with a control group (N=122) without access. Data collection was fully automated at baseline and 6-month follow-up via online questionnaires, assessing PNs? demographics, work-related factors, potential behavioral predictors based on the I-Change model, and guideline adherence. PNs also completed counseling checklists to retrieve self-reported counseling activities for each consultation with a smoker (N=1175). To assess the program?s effectiveness in improving PNs? guideline adherence (ie, overall adherence and adherence to individual counseling guideline steps), mixed linear and logistic regression analyses were conducted, thus accommodating for the smokers being nested within PNs. Potential effect moderation by work-related factors and behavioral predictors was also examined. Results: After 6 months, 121 PNs in the intervention group (82.3\%, 121/147) and 103 in the control group (84.4\%, 103/122) completed the follow-up questionnaire. Mixed linear regression analysis revealed that counseling experience moderated the program?s effect on PNs? overall guideline adherence (beta=.589; 95\% CI 0.111-1.068; PHolm-Bonferroni =.048), indicating a positive program effect on adherence for PNs with a more than average level of counseling experience. Mixed logistic regression analyses regarding adherence to individual guideline steps revealed a trend toward moderating effects of baseline levels of behavioral predictors and counseling experience. More specifically, for PNs with less favorable scores on behavioral predictors (eg, low baseline self-efficacy) and high levels of counseling experience, the program significantly increased adherence. Conclusions: Results from our RCT showed that among PNs with more than average counseling experience, the e-learning program resulted in significantly better smoking cessation guideline adherence. Experienced PNs might have been better able to translate the content of our e-learning program into practically applicable counseling strategies compared with less experienced colleagues. Less favorable baseline levels of behavioral predictors among PNs possibly contributed to this effect, as there was more room for improvement by consulting the tailored content of the e-learning program. To further substantiate the effectiveness of e-learning programs on guideline adherence by health care professionals (HCPs), it is important to assess how to support a wider range of HCPs. Trial Registration: Netherlands Trial Register NTR4436; http://www.trialregister.nl/trialreg/admin/rctview.asp?TC=4436 (Archived by WebCite at http://www.webcitation.org/6zJQuSRq0)},
	number = {5},
	journal = {J Med Internet Res},
	author = {de Ruijter, Dennis and Candel, Math and Smit, Suzanne Eline and de Vries, Hein and Hoving, Ciska},
	month = may,
	year = {2018},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:FU4b, online learning, \#5:Zeitschriftenartikel:e-learning, smoking cessation, randomized controlled trial, advanced practice nursing, guideline adherence},
	pages = {e193},
	file = {de Ruijter et al. - 2018 - The Effectiveness of a Computer-Tailored E-Learnin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XIQ7YNGT/de Ruijter et al. - 2018 - The Effectiveness of a Computer-Tailored E-Learnin.pdf:application/pdf},
}

@article{clavier_use_2019,
	title = {Use of the {Smartphone} {App} {WhatsApp} as an {E}-{Learning} {Method} for {Medical} {Residents}: {Multicenter} {Controlled} {Randomized} {Trial}},
	volume = {7},
	url = {http://mhealth.jmir.org/2019/4/e12825/},
	doi = {10.2196/12825},
	abstract = {Background: The WhatsApp smartphone app is the most widely used instant messaging app in the world. Recent studies reported the use of WhatsApp for educational purposes, but there is no prospective study comparing WhatsApp?s pedagogical effectiveness to that of any other teaching modality. Objective: The main objective of this study was to measure the impact of a learning program via WhatsApp on clinical reasoning in medical residents. Methods: This prospective, randomized, multicenter study was conducted among first- and second-year anesthesiology residents (offline recruitment) from four university hospitals in France. Residents were randomized in two groups of online teaching (WhatsApp and control). The WhatsApp group benefited from daily delivery of teaching documents on the WhatsApp app and a weekly clinical case supervised by a senior physician. In the control group, residents had access to the same documents via a traditional computer electronic learning (e-learning) platform. Medical reasoning was self-assessed online by a script concordance test (SCT; primary parameter), and medical knowledge was assessed using multiple-choice questions (MCQs). The residents also completed an online satisfaction questionnaire. Results: In this study, 62 residents were randomized (32 to the WhatsApp group and 30 to the control group) and 22 residents in each group answered the online final evaluation. We found a difference between the WhatsApp and control groups for SCTs (60\% [SD 9\%] vs 68\% [SD 11\%]; P=.006) but no difference for MCQs (18/30 [SD 4] vs 16/30 [SD 4]; P=.22). Concerning satisfaction, there was a better global satisfaction rate in the WhatsApp group than in the control group (8/10 [interquartile range 8-9] vs 8/10 [interquartile range 8-8]; P=.049). Conclusions: Compared to traditional e-learning, the use of WhatsApp for teaching residents was associated with worse clinical reasoning despite better global appreciation. The use of WhatsApp probably contributes to the dispersion of attention linked to the use of the smartphone. The impact of smartphones on clinical reasoning should be studied further.},
	number = {4},
	journal = {JMIR Mhealth Uhealth},
	author = {Clavier, Thomas and Ramen, Julie and Dureuil, Bertrand and Veber, Benoit and Hanouz, Jean-Luc and Dupont, Herv� and Lebuffe, Gilles and Besnier, Emmanuel and Compere, Vincent},
	month = apr,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:FU2a, Systemanpassung, Promotion:Argumentation, Außergewöhnlich 🟣, mobile phone, \#5:Zeitschriftenartikel:e-learning, educational measurement, smartphone, mobile applications, WhatsApp, anesthesiology, trauma, teaching materials, education, medical, graduate/methods, hemorrhage, internship and residency},
	pages = {e12825},
	file = {Clavier et al. - 2019 - Use of the Smartphone App WhatsApp as an E-Learnin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZY7GPWHN/Clavier et al. - 2019 - Use of the Smartphone App WhatsApp as an E-Learnin.pdf:application/pdf},
}

@article{zupanic_media_2019,
	title = {Media {Use} {Among} {Students} {From} {Different} {Health} {Curricula}: {Survey} {Study}},
	volume = {5},
	url = {http://mededu.jmir.org/2019/2/e12809/},
	doi = {10.2196/12809},
	abstract = {Background: Mobile devices such as smartphones, tablets, and laptop computers enable users to search for information and communicate with others at any place and any time. Such devices are increasingly being used at universities for teaching and learning. The use of mobile devices by students depends, among others, on the individual media literacy level and the curricular framework. Objective: The objective of this study was to explore whether there were differences in media use in students from various curricula at the Faculty of Health, Witten/Herdecke University. Methods: During the 2015-16 winter term, a survey was conducted at the Faculty of Health, Witten/Herdecke University, in which a total of 705 students (out of 1091 students; response rate: 705/1091, 64.61\%) from 4 schools participated voluntarily: medicine (346/598), dentistry (171/204), psychology (142/243), and nursing science (46/46). The questionnaire developed for the study included 132 questions on 4 topics: (1) electronic and mobile devices (19 questions), (2) communication and organization of learning (45 questions), (3) apps/programs/websites/media (34 questions), and (4) media literacy (34 questions). The questionnaire was distributed and anonymously completed during in-class courses. Results: Students from all 4 schools had at least two electronic devices, with smartphones (97.4\%, 687/705) and laptops (94.8\%, 669/705) being the most common ones. Students agreed that electronic devices enabled them to effectively structure the learning process (mean 3.16, SD 0.62) and shared the opinion that university teaching should include imparting media literacy (mean 2.84, SD 0.84). Electronic device ownership was the highest among medical students (mean 2.68, SD 0.86) and medical students were the only ones to use a tutorial (36.1\%, 125/346). Dental students most widely used text messages (mean 3.41, SD 0.49) and social media (mean 2.57, SD 1.10) to organize learning. Psychology students considered mobile devices to be most ineffective (mean 2.81, SD 0.83). Nursing science students used emails (mean 3.47, SD 0.73) and desktop computers (39\%, 18/46) most widely. Conclusions: The results show that almost all students use electronic learning (e-learning) tools. At the same time, different profiles for different degree programs become apparent, which are to be attributed to not only the varying curricula and courses but also to the life circumstances of different age groups. Universities should, therefore, pay attention to the diverse user patterns and media literacy levels of students when planning courses to enable successful use of e-learning methods.},
	number = {2},
	journal = {JMIR Med Educ},
	author = {Zupanic, Michaela and Rebacz, Patrick and Ehlers, P. Jan},
	month = aug,
	year = {2019},
	note = {ZSCC: 0000009},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Sozialwissenschaft, health occupations, medical education, distance education, \#5:Zeitschriftenartikel:e-learning, computers, interprofessional relations},
	pages = {e12809},
	file = {Zupanic et al. - 2019 - Media Use Among Students From Different Health Cur.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WVSTIQHK/Zupanic et al. - 2019 - Media Use Among Students From Different Health Cur.pdf:application/pdf},
}

@article{benda_lessons_2020,
	title = {Lessons {Learned} {From} an {Evaluation} of {Serious} {Gaming} as an {Alternative} to {Mannequin}-{Based} {Simulation} {Technology}: {Randomized} {Controlled} {Trial}},
	volume = {8},
	url = {http://games.jmir.org/2020/3/e21123/},
	doi = {10.2196/21123},
	abstract = {Background: The use of new technology like virtual reality, e-learning, and serious gaming can offer novel, more accessible options that have been demonstrated to improve learning outcomes. Objective: The aim of this study was to compare the educational effectiveness of serious game?based simulation training to traditional mannequin-based simulation training and to determine the perceptions of physicians and nurses. We used an obstetric use case, namely electronic fetal monitoring interpretation and decision making, for our assessment. Methods: This study utilized a mixed methods approach to evaluate the effectiveness of the new, serious game?based training method and assess participants? perceptions of the training. Participants were randomized to traditional simulation training in a center with mannequins or serious game training. They then participated in an obstetrical in-situ simulation scenario to assess their learning. Participants also completed a posttraining perceptions questionnaire. Results: The primary outcome measure for this study was the participants? performance in an in-situ mannequin-based simulation scenario, which occurred posttraining following a washout period. No significant statistical differences were detected between the mannequin-based and serious game?based groups in overall performance, although the study was not sufficiently powered to conclude noninferiority. The survey questions were tested for significant differences in participant perceptions of the educational method, but none were found. Qualitative participant feedback revealed important areas for improvement, with a focus on game realism. Conclusions: The serious game training tool developed has potential utility in providing education to those without access to large simulation centers; however, further validation is needed to demonstrate if this tool is as effective as mannequin-based simulation.},
	number = {3},
	journal = {JMIR Serious Games},
	author = {Benda, C. Natalie and Kellogg, M. Kathryn and Hoffman, J. Daniel and Fairbanks, J. Rollin and Auguste, Tamika},
	month = sep,
	year = {2020},
	keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Bildung, Promotion:Schlussfolgerung, \#5:Zeitschriftenartikel:e-learning, obstetrics},
	pages = {e21123},
	file = {Benda et al. - 2020 - Lessons Learned From an Evaluation of Serious Gami.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U6L4IN6V/Benda et al. - 2020 - Lessons Learned From an Evaluation of Serious Gami.pdf:application/pdf},
}

@article{johnson_usability_2020,
	title = {Usability {Methods} and {Attributes} {Reported} in {Usability} {Studies} of {Mobile} {Apps} for {Health} {Care} {Education}: {Protocol} for a {Scoping} {Review}},
	volume = {9},
	url = {https://www.researchprotocols.org/2020/8/e19072},
	doi = {10.2196/19072},
	abstract = {Background: E-learning technologies, including mobile apps, are used to a large extent in health care education. Mobile apps can provide extendable learning environments and motivate students for adaptive and collaborative learning outside the classroom context. Developers should design practical, effective, and easy-to-use mobile apps. Usability testing is an important part of app development in order to understand if apps meet the needs of users. Objective: The aim of this study is to perform a scoping review of usability methods and attributes reported in usability studies of mobile apps for health care education. Methods: The scoping review is guided by the methodological framework developed by Arksey \& O?Malley and further developed by Levac et al and Kahlil et al. The stages we will follow are as follows: (1) identifying the research question; (2) identifying relevant studies; (3) selecting studies; (4) charting the data; and (5) summarizing and reporting the results. We have developed two research questions to meet the aim of the study, which are as follows: (1) What usability methods are used to evaluate the usability of mobile apps for health care education? and (2) What usability attributes are reported in the usability studies of mobile apps for health care education? We will apply a comprehensive search of the literature, including 10 databases, a reference search, and a search for grey literature. Two review authors will independently screen articles for eligibility. Results: The initial electronic database searches were completed in March 2019. The literature search identified 14,297 unique references. Following title and abstract screening, the full texts of 369 records were obtained. The scoping review is expected to be completed in spring 2021. Conclusions: We expect the overview of usability methods and attributes reported in usability studies of mobile apps for health care education to contribute to the knowledge base for researchers and developers. It will give an overview of the research field and provide researchers and developers with relevant and important information on the usability research area, including highlighting possible research gaps. International Registered Report Identifier (IRRID): DERR1-10.2196/19072},
	number = {8},
	journal = {JMIR Res Protoc},
	author = {Johnson, Gr�dem Susanne and Potrebny, Thomas and Larun, Lillebeth and Ciliska, Donna and Olsen, Rydland Nina},
	month = aug,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Systemanpassung, Promotion:Argumentation, Lernsystemarchitektur, online learning, \#5:Zeitschriftenartikel:e-learning, students, health education, mobile app, user-computer interface},
	pages = {e19072},
	file = {Johnson et al. - 2020 - Usability Methods and Attributes Reported in Usabi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P2XVHM7T/Johnson et al. - 2020 - Usability Methods and Attributes Reported in Usabi.pdf:application/pdf},
}

@article{suppan_effect_2020,
	title = {Effect of an {E}-{Learning} {Module} on {Personal} {Protective} {Equipment} {Proficiency} {Among} {Prehospital} {Personnel}: {Web}-{Based} {Randomized} {Controlled} {Trial}},
	volume = {22},
	url = {http://www.jmir.org/2020/8/e21265/},
	doi = {10.2196/21265},
	abstract = {Background: To avoid misuse of personal protective equipment (PPE), ensure health care workers? safety, and avoid shortages, effective communication of up-to-date infection control guidelines is essential. As prehospital teams are particularly at risk of contamination given their challenging work environment, a specific gamified electronic learning (e-learning) module targeting this audience might provide significant advantages as it requires neither the presence of learners nor the repetitive use of equipment for demonstration. Objective: The aim of this study was to evaluate whether a gamified e-learning module could improve the rate of adequate PPE choice by prehospital personnel in the context of the coronavirus disease (COVID-19) pandemic. Methods: This was an individual-level randomized, controlled, quadruple-blind (investigators, participants, outcome assessors, and data analysts) closed web-based trial. All emergency prehospital personnel working in Geneva, Switzerland, were eligible for inclusion, and were invited to participate by email in April 2020. Participants were informed that the study aim was to assess their knowledge regarding PPE, and that they would be presented with both the guidelines and the e-learning module, though they were unaware that there were two different study paths. All participants first answered a preintervention quiz designed to establish their profile and baseline knowledge. The control group then accessed the guidelines before answering a second set of questions, and were then granted access to the e-learning module. The e-learning group was shown the e-learning module right after the guidelines and before answering the second set of questions. Results: Of the 291 randomized participants, 176 (60.5\%) completed the trial. There was no significant difference in baseline knowledge between groups. Though the baseline proportion of adequate PPE choice was high (75\%, IQR 50\%-75\%), participants? description of the donning sequence was in most cases incorrect. After either intervention, adequate choice of PPE increased significantly in both groups (P{\textless}.001). Though the median of the difference in the proportion of correct answers was slightly higher in the e-learning group (17\%, IQR 8\%-33\% versus 8\%, IQR 8\%-33\%), the difference was not statistically significant (P=.27). Confidence in the ability to use PPE was maintained in the e-learning group (P=.27) but significantly decreased in the control group (P=.04). Conclusions: Among prehospital personnel with an already relatively high knowledge of and experience with PPE use, both web-based study paths increased the rate of adequate choice of PPE. There was no major added value of the gamified e-learning module apart from preserving participants' confidence in their ability to correctly use PPE.},
	number = {8},
	journal = {J Med Internet Res},
	author = {Suppan, Laurent and Abbas, Mohamed and Stuby, Loric and Cottet, Philippe and Larribau, Robert and Golay, Eric and Iten, Anne and Harbarth, Stephan and Gartner, Birgit and Suppan, M�lanie},
	month = aug,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, COVID-19, online learning, \#5:Zeitschriftenartikel:e-learning, randomized controlled trial, safety, communication, protection, electronic learning, equipment, gamified, personal protective equipment, prehospital},
	pages = {e21265},
	file = {Suppan et al. - 2020 - Effect of an E-Learning Module on Personal Protect.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S3XY3X8X/Suppan et al. - 2020 - Effect of an E-Learning Module on Personal Protect.pdf:application/pdf},
}

@article{suppan_teaching_2020,
	title = {Teaching {Adequate} {Prehospital} {Use} of {Personal} {Protective} {Equipment} {During} the {COVID}-19 {Pandemic}: {Development} of a {Gamified} e-{Learning} {Module}},
	volume = {8},
	url = {http://games.jmir.org/2020/2/e20173/},
	doi = {10.2196/20173},
	abstract = {Background: The coronavirus disease (COVID-19) pandemic has led to increased use of personal protective equipment (PPE). Adequate use of this equipment is more critical than ever because the risk of shortages must be balanced against the need to effectively protect health care workers, including prehospital personnel. Specific training is therefore necessary; however, the need for social distancing has markedly disrupted the delivery of continuing education courses. Electronic learning (e-learning) may provide significant advantages because it requires neither the physical presence of learners nor the repetitive use of equipment for demonstration. Objective: Inclusion of game mechanics, or ?gamification,? has been shown to increase knowledge and skill acquisition. The objective of this research was to develop a gamified e-learning module to interactively deliver concepts and information regarding the correct choice and handling of PPE. Methods: The SERES framework was used to define and describe the development process, including scientific and design foundations. After we defined the target audience and learning objectives by interviewing the stakeholders, we searched the scientific literature to establish relevant theoretical bases. The learning contents were validated by infection control and prehospital experts. Learning mechanics were then determined according to the learning objectives, and the content that could benefit from the inclusion of game mechanics was identified. Results: The literature search resulted in the selection and inclusion of 12 articles. In addition to gamification, pretesting, feedback, avoiding content skipping, and demonstrations using embedded videos were used as learning mechanics. Gamification was used to enhance the interactivity of the PPE donning and doffing sequences, which presented the greatest learning challenges. The module was developed with Articulate Storyline 3 to ensure that it would be compatible with a wide array of devices, as this software generates HTML5-compatible output that can be accessed on smartphones, tablets, and regular computers as long as a recent browser is available. Conclusions: A gamified e-learning module designed to promote better knowledge and understanding of PPE use among prehospital health care workers was created by following the SERES framework. The impact of this module should now be assessed by means of a randomized controlled trial.},
	number = {2},
	journal = {JMIR Serious Games},
	author = {Suppan, M�lanie and Gartner, Birgit and Golay, Eric and Stuby, Loric and White, Marion and Cottet, Philippe and Abbas, Mohamed and Iten, Anne and Harbarth, Stephan and Suppan, Laurent},
	month = jun,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Datenschutz und IT-Sicherheit, COVID-19, \#5:Zeitschriftenartikel:e-learning, gamification, electronic learning, personal protective equipment, prehospital},
	pages = {e20173},
	file = {Suppan et al. - 2020 - Teaching Adequate Prehospital Use of Personal Prot.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PN8XX66R/Suppan et al. - 2020 - Teaching Adequate Prehospital Use of Personal Prot.pdf:application/pdf},
}

@article{suppan_short_2020,
	title = {A {Short} {Intervention} {Followed} by an {Interactive} {E}-{Learning} {Module} to {Motivate} {Medical} {Students} to {Enlist} as {First} {Responders}: {Protocol} for a {Prospective} {Implementation} {Study}},
	volume = {9},
	url = {http://www.researchprotocols.org/2020/11/e24664/},
	doi = {10.2196/24664},
	abstract = {Background: In Geneva, Switzerland, basic life support (BLS) maneuvers are provided in only 40\% of out-of-hospital cardiac arrests (OHCAs) cases. As OHCA outcomes are markedly improved when BLS maneuvers are swiftly applied, a ?first-responder? system was introduced in 2019. When emergency dispatchers identify a possible OHCA, first responders receive an alert message on a specific app (Save-a-Life) installed on their smartphones. Those nearest to the victim and immediately available are sent the exact location of the intervention. First-year medical students only have limited knowledge regarding BLS procedures but might nevertheless need to take care of OHCA victims. Medical students responding to out-of-hospital emergencies are off-duty in half of these situations, and offering junior medical students the opportunity to enlist as first responders might therefore not only improve OHCA outcomes but also foster a greater recognition of the role medical students can hold in our society. Objective: Our aim is to determine whether providing first-year medical students with a short intervention followed by an interactive e-learning module can motivate them to enlist as first responders. Methods: After obtaining the approval of the regional ethics committee and of the vice-dean for undergraduate education of the University of Geneva Faculty of Medicine (UGFM), 2 senior medical students will present the project to their first-year colleagues at the beginning of a lecture. First-year students will then be provided with a link to an interactive e-learning module which has been designed according to the Swiss Resuscitation Council?s first aid guidelines. After answering a first questionnaire and completing the module, students will be able to register for practice sessions. Those attending and successfully completing these sessions will receive a training certificate which will enable them to enlist as first responders. The primary outcome will be the proportion of first-year medical students enlisting as first responders at the end of the study period. Secondary outcomes will be the proportion of first-year medical students electing to register on the platform, to begin the e-learning module, to complete the e-learning module, to register for practice sessions, to attend the practice sessions, and to obtain a certificate. The reasons given by medical students for refusing to participate will be analyzed. We will also assess how comfortable junior medical students would feel to be integrated into the first responders system at the end of the training program and whether it affects the registration rate. Results: The regional ethics committee (Req-2020-01143) and the UGFM vice-dean for undergraduate education have given their approval to the realization of this study, which is scheduled to begin in January 2021. Conclusions: This study should determine whether a short intervention followed by an interactive e-learning module can motivate first-year medical students to enlist as first responders. International Registered Report Identifier (IRRID): PRR1-10.2196/24664},
	number = {11},
	journal = {JMIR Res Protoc},
	author = {Suppan, Laurent and Herren, Tara and Taramarcaz, Victor and Regard, Simon and Martin-Achard, S�bastien and Zamberg, Ido and Larribau, Robert and Niquille, Marc and Mach, Francois and Suppan, M�lanie and Schiffer, Eduardo},
	month = nov,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, \#5:Zeitschriftenartikel:e-learning, cardiopulmonary resuscitation, basic life support, out-of-hospital cardiac arrest, medical students, undergraduate medical education},
	pages = {e24664},
	file = {Suppan et al. - 2020 - A Short Intervention Followed by an Interactive E-.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZAHDG5WX/Suppan et al. - 2020 - A Short Intervention Followed by an Interactive E-.pdf:application/pdf},
}

@article{wu_clinical_2020,
	title = {A {Clinical} {Teaching} {Blended} {Learning} {Program} to {Enhance} {Registered} {Nurse} {Preceptors}? {Teaching} {Competencies}: {Pretest} and {Posttest} {Study}},
	volume = {22},
	url = {http://www.jmir.org/2020/4/e18604/},
	doi = {10.2196/18604},
	abstract = {Background: Clinical nursing education provides opportunities for students to learn in multiple patient care settings, receive appropriate guidance, and foster the development of clinical competence and professionalism. Nurse preceptors guide students to integrate theory into practice, teach clinical skills, assess clinical competencies, and enhance problem-solving and critical thinking skills. Previous research has indicated that the teaching competencies of nurse preceptors can be transferred to students? clinical learning to enhance their clinical competencies. Objective: This study aimed to develop a clinical teaching blended learning (CTBL) program with the aid of web-based clinical pedagogy (WCP) and case-based learning for nurse preceptors and to examine the effectiveness of the CTBL program on nurse preceptors? clinical teaching competencies, self-efficacies, attitudes toward web-based learning, and blended learning outcomes. Methods: A quasi-experimental single-group pretest and posttest design was adopted. A total of 150 nurse preceptors participated in the CTBL program, which was conducted from September 2019 to December 2019. A set of questionnaires, including the clinical teaching competence inventory, preceptor self-efficacy questionnaire, attitudes toward web-based continuing learning survey, and e-learning experience questionnaire, was used to assess the outcomes before and after the CTBL program. Results: Compared with the baseline, the participants had significantly higher total mean scores and subdomain scores for clinical teaching competence (mean 129.95, SD 16.38; P{\textless}.001), self-efficacy (mean 70.40, SD 9.35; P{\textless}.001), attitudes toward web-based continuing learning (mean 84.68, SD 14.76; P{\textless}.001), and blended learning outcomes (mean 122.13, SD 14.86; P{\textless}.001) after the CTBL program. Conclusions: The CTBL program provides a comprehensive coverage of clinical teaching pedagogy and assessment strategies. The combination of the WCP and case-based approach provides a variety of learning modes to fit into the diverse learning needs of the preceptors. The CTBL program allows the preceptors to receive direct feedback from the facilitators during face-to-face sessions. Preceptors also gave feedback that the web-based workload is manageable. This study provides evidence that the CTBL program increases the clinical teaching competencies and self-efficacies of the preceptors and promotes positive attitudes toward web-based learning and better blended learning outcomes. The health care organization can consider the integration of flexible learning and intellect platforms for preceptorship education.},
	number = {4},
	journal = {J Med Internet Res},
	author = {Wu, Vivien Xi and Chi, Yuchen and Panneer Selvam, Umadevi and Devi, Kamala M. and Wang, Wenru and Chan, Shih Yah and Wee, Chi Fong and Zhao, Shengdong and Sehgal, Vibhor and Ang, Emily Neo Kim},
	month = apr,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Bildung, Multimedia, \#5:Zeitschriftenartikel:e-learning, case-based learning, clinical pedagogy, clinical teaching competency, nurse preceptor, web-based program},
	pages = {e18604},
	file = {Wu et al. - 2020 - A Clinical Teaching Blended Learning Program to En.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3KFW8N3X/Wu et al. - 2020 - A Clinical Teaching Blended Learning Program to En.pdf:application/pdf},
}

@article{autenrieth_ki-meta-modell_2023,
	title = {Das {KI}-{Meta}-{Modell}. {Handlungsleitende} {Strukturen} für den {Umgang} mit künstlicher {Intelligenz} im {Bildungsbereich}},
	volume = {3},
	copyright = {Creative Commons Namensnennung - Nicht kommerziell 4.0 International},
	issn = {2748-2022},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=28646},
	doi = {10.25656/01:28646},
	abstract = {Während ihres gesamten Lebenszyklus, von der initialen Datensammlung über die Phasen der Modellierung bis hin zu ihrer weitreichenden Implementierung im täglichen Leben, ist künstliche Intelligenz (KI) fest in einem soziotechnologischen Kontext verankert. Dieser Kontext stellt sich nicht bloß als passiver Akteur dar, der sich bedingungslos den Anforderungen der KI unterwirft. Stattdessen prägen Data Scientists, Bürger*innen, Wirtschaftsunternehmen, Bildungseinrichtungen, staatliche Institutionen sowie NGOs durch ihre spezifischen Rollen und Kompetenzen die Modalitäten, wie und in welchem Maße KI realisiert und angewendet wird. Die Evolution künstlicher Intelligenz findet dabei nicht außerhalb eines rechtlichen Rahmens statt. Gesetzliche, ökonomische und soziale Konstrukte definieren einen normativen gesellschaftlichen Rahmen, innerhalb dessen KI operiert. Die Ausformung dieses Rahmens und die resultierenden Implikationen für die technologische Fortentwicklung sind handlungsleitend für diesen Beitrag.},
	language = {de-DE},
	number = {2},
	urldate = {2024-02-10},
	journal = {tedu technik - education: Fachzeitschrift für Unterrichtspraxis und Unterrichtsforschung im allgemeinbildenden Technikunterricht},
	author = {Autenrieth, Daniel and Nickel, Stefanie},
	collaborator = {{DIPF {\textbar} Leibniz-Institut für Bildungsforschung und Bildungsinformation}},
	year = {2023},
	note = {Publisher: Pädagogische Hochschule Schwäbisch Gmünd : Schwäbisch Gmünd},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:Relevanz:5, Technologieintegration, Promotion:Weiterführung, Datenschutz und IT-Sicherheit, Deutschland, Germany, Promotion:FU4b, Educational Environment, Learning environment, On line, Male student, Student, Gesellschaft, Society, Handlung, Education, Interdisciplinarity, Interdisziplinarität, Modell, Artificial intelligence, Künstliche Intelligenz, Lernumgebung, Beispiel, Baden-Württemberg, \#3:Zeitschriftenartikel:online:Lernumgebung, Diaries, Tagebuch, Online courses, Online-Kurs, Erziehung, Schul- und Bildungswesen, Kurzfilm, Schwäbisch Gmünd, Schwaebisch Gmuend},
	pages = {14--20},
	file = {Autenrieth und Nickel - 2023 - Das KI-Meta-Modell. Handlungsleitende Strukturen f.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3XUHY565/Autenrieth und Nickel - 2023 - Das KI-Meta-Modell. Handlungsleitende Strukturen f.pdf:application/pdf},
}

@article{osten_sind_2023,
	title = {Sind {Live}-{Vorlesungen} ein {Auslaufmodell}? {Eine} {Umfrage} zum {Einfluss} synchroner {Online}- {Vorlesungen} auf die {Wahrnehmung} der {Lehre} und die {Prüfungsergebnisse}},
	volume = {40},
	issn = {2366-5017},
	number = {4},
	journal = {GMS Journal for Medical Education},
	author = {Osten, Jannik and Behrens, Victoria and Behrens, Sadie and Herrler, Andreas and Clarner, Tim},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Learning Management System (LMS), Bildungstheorien, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Krisenreaktion im Bildungsbereich, Wissenschaft},
	pages = {10--18},
	file = {Osten et al. - 2023 - Sind Live-Vorlesungen einAuslaufmodell EineUmfrag.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/V22NKU8J/Osten et al. - 2023 - Sind Live-Vorlesungen einAuslaufmodell EineUmfrag.pdf:application/pdf},
}

@article{kolski_nutzung_2015,
	title = {Nutzung und {Zukunft} von {Wiki}-{Systemen} in der veterinärmedizinischen {Lehre} – {Eine} {Umfrage} unter {Dozierenden} im deutschsprachigen {Raum}},
	volume = {5},
	issn = {1860-3572},
	abstract = {Objectives: Wiki systems are becoming increasingly important in university teaching. Not much is known about the opinion of lecturers of veterinary medicine regarding the active participation of students in teaching, their opinion on wiki systems and their motivation to use them in courses and to improve the quality of information. The objective of the present study was to evaluate how lecturers of veterinary medicine estimate learning management systems and the production of text or material by students in courses, if they rate wiki systems as an appropriate tool for teaching, if they would use wiki systems for their courses and if they are willing to improve the quality of information.
Methods: The data collection was carried out as an online survey using a five-point Likert scale. Lecturers of veterinary medicine in Germany, Austria and Switzerland were contacted (n=approx. 1700) out of which 139 completed (8.2\%) the survey.
Results: Most lecturers use LMS and consider it to be suitable for providing course material. Half of all respondents indicated that they believe that students achieve greater learning success by developing their own learning material. In courses 23.0\% of their students develop own materials. The majority of lecturers considered wiki systems as an appropriate and complementary tool for teaching (53.6\%). A collection of wiki articles is seen as useful (56.6\%), particularly when experts review the contents. One third of the lecturers would use wiki systems for the creation of material by students, but 82.5\% have not yet used them in teaching. One third is willing to participate in the review of articles with regard to their quality.
Conclusion: The results show that many lecturers are willing to use veterinary wiki systems and that they regard them useful for teaching. According to the opinion of the majority of lecturers, the creation of material by students can lead to greater learning success and wiki systems are suitable for this purpose. We are about to develop strategies to support the implementation of wiki systems into veterinary education and a peer review system supported by lecturers. In a further project the actual learning success provided by the active use of wiki-systems by students will be evaluated.},
	language = {de-DE},
	number = {2},
	journal = {GMS Journal for Medical Education},
	author = {Kolski, Darius and {Wolfgang Heuwieser} and Arlt, Sebastian},
	year = {2015},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit, Bildung, Multimedia},
	pages = {8--15},
	file = {Kolski et al. - 2015 - Nutzung und Zukunft von Wiki-Systemen in der veter.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AUNXLUYY/Kolski et al. - 2015 - Nutzung und Zukunft von Wiki-Systemen in der veter.pdf:application/pdf},
}

@article{srikesavan_web-based_2017,
	title = {A {Web}-{Based} {Training} {Resource} for {Therapists} to {Deliver} an {Evidence}-{Based} {Exercise} {Program} for {Rheumatoid} {Arthritis} of the {Hand} ({iSARAH}): {Design}, {Development}, and {Usability} {Testing}},
	volume = {19},
	url = {http://www.jmir.org/2017/12/e411/},
	doi = {10.2196/jmir.8424},
	abstract = {Background: The Strengthening and Stretching for Rheumatoid Arthritis of the Hand (SARAH) is a tailored, progressive exercise program for people having difficulties with wrist and hand function due to rheumatoid arthritis (RA). The program was evaluated in a large-scale clinical trial and was found to improve hand function, was safe to deliver, and was cost-effective. These findings led to the SARAH program being recommended in the UK National Institute for Health and Care Excellence guidelines for the management of adults with RA. To facilitate the uptake of this evidence-based program by clinicians, we proposed a Web-based training program for SARAH (iSARAH) to educate and train physiotherapists and occupational therapists on delivering the SARAH program in their practice. The overall iSARAH implementation project was guided by the 5 phases of the analysis, design, development, implementation, and evaluation (ADDIE) system design model. Objective: The objective of our study was to conduct the first 3 phases of the model in the development of the iSARAH project. Methods: Following publication of the trial, the SARAH program materials were made available to therapists to download from the trial website for use in clinical practice. A total of 35 therapists who downloaded these materials completed an online survey to provide feedback on practice trends in prescribing hand exercises for people with RA, perceived barriers and facilitators to using the SARAH program in clinical practice, and their preferences for the content and Web features of iSARAH. The development and design of iSARAH were further guided by a team of multidisciplinary health professionals (n=17) who took part in a half-day development meeting. We developed the preliminary version of iSARAH and tested it among therapists (n=10) to identify and rectify usability issues and to produce the final version. Results: The major recommendations made by therapists and the multidisciplinary team were having a simple Web design and layout, clear exercise pictures and videos, and compatibility of iSARAH on various browsers and devices. We rectified all usability issues in the preliminary version to develop the final version of iSARAH, which included 4 short modules and additional sections on self-assessment, frequently asked questions, and a resource library. Conclusions: The use of the ADDIE design model and engagement of end users in the development and evaluation phases have rendered iSARAH a convenient, easy-to-use, and effective Web-based learning resource for therapists on how to deliver the SARAH program. There is also huge potential for adapting iSARAH across different cultures and languages, thus opening more opportunities for wider uptake and application of the SARAH program into practice.},
	number = {12},
	journal = {J Med Internet Res},
	author = {Srikesavan, Swarnalatha Cynthia and Williamson, Esther and Eldridge, Lucy and Heine, Peter and Adams, Jo and Cranston, Tim and Lamb, E. Sarah},
	month = dec,
	year = {2017},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, implementation, rheumatoid arthritis, hand exercises, hand function, online training},
	pages = {e411},
	file = {Srikesavan et al. - 2017 - A Web-Based Training Resource for Therapists to De.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9QKMF8WJ/Srikesavan et al. - 2017 - A Web-Based Training Resource for Therapists to De.pdf:application/pdf},
}

@article{zhang_game_2021,
	title = {Game {Experience} and {Learning} {Effects} of a {Scoring}-{Based} {Mechanic} for {Logistical} {Aspects} of {Pediatric} {Emergency} {Medicine}: {Development} and {Feasibility} {Study}},
	volume = {9},
	url = {https://games.jmir.org/2021/1/e21988},
	doi = {10.2196/21988},
	abstract = {Background: Using serious games for learning in operations management is well established. However, especially for logistics skills in health care operations, there is little work on the design of game mechanics for learning engagement and the achievement of the desired learning goals. Objective: This contribution presents a serious game design representing patient flow characteristics, systemic resource configurations, and the roles of the players based on a real Swedish emergency ward. The game was tested in a set of game-based learning practices in the modalities of a physical board game and an online multiplayer serious game that implemented the same game structure. Methods: First, survey scores were collected using the Game Experience Questionnaire Core and Social Presence Modules to evaluate the experience and acceptance of the proposed design to gamify real processes in emergency care. Second, lag sequential analysis was applied to analyze the impact of the game mechanics on learning behavior transitions. Lastly, regression analysis was used to understand whether learning engagement attributes could potentially serve as significant predicting variables for logistical performance in a simulated learning environment. Results: A total of 36 students from courses in engineering and management at KTH Royal Institute of Technology participated in both game-based learning practices during the autumn and spring semesters of 2019 and 2020. For the Core Module, significant differences were found for the scores for negative affect and tension compared with the rest of the module. For the Social Presence Module, significant differences were found in the scores for the psychological involvement ? negative feelings dimension compared with the rest of the module. During the process of content generation, the participant had access to circulating management resources and could edit profiles. The standard regression analysis output yielded a ?R2 of 0.796 (F14,31=2725.49, P{\textless}.001) for the board version and 0.702 (F24,31=2635.31, P{\textless}.001) for the multiplayer online version after the learning engagement attributes. Conclusions: The high scores of positive affect and immersion compared to the low scores of negative feelings demonstrated the motivating and cognitive involvement impact of the game. The proposed game mechanics have visible effects on significant correlation parameters between the majority of scoring features and changes in learning engagement attributes. Therefore, we conclude that for enhancing learning in logistical aspects of health care, serious games that are steered by well-designed scoring mechanisms can be used.},
	number = {1},
	journal = {JMIR Serious Games},
	author = {Zhang, Cevin and Baalsrud Hauge, Jannicke and H�renstam, Pukk Karin and Meijer, Sebastiaan},
	month = mar,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur, serious game, experience, learning engagement, emergency department, learning behavior transition, logistical performance},
	pages = {e21988},
	file = {Zhang et al. - 2021 - Game Experience and Learning Effects of a Scoring-.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YDSKFU8Z/Zhang et al. - 2021 - Game Experience and Learning Effects of a Scoring-.pdf:application/pdf},
}

@article{lang_legal_2021,
	title = {Legal and {Ethical} {Considerations} for the {Design} and {Use} of {Web} {Portals} for {Researchers}, {Clinicians}, and {Patients}: {Scoping} {Literature} {Review}},
	volume = {23},
	url = {https://www.jmir.org/2021/11/e26450},
	doi = {10.2196/26450},
	abstract = {Background: This study aims to identify a novel potential use for web portals in health care and health research: their adoption for the purposes of rapidly sharing health research findings with clinicians, scientists, and patients. In the era of precision medicine and learning health systems, the translation of research findings into targeted therapies depends on the availability of big data and emerging research results. Web portals may work to promote the availability of novel research, working in tandem with traditional scientific publications and conference proceedings. Objective: This study aims to assess the potential use of web portals, which facilitate the sharing of health research findings among researchers, clinicians, patients, and the public. It also summarizes the potential legal, ethical, and policy implications associated with such tools for public use and in the management of patient care for complex diseases. Methods: This study broadly adopts the methods for scoping literature reviews outlined by Arskey and O?Malley in 2005. Raised by the integration of web portals into patient care for complex diseases, we systematically searched 3 databases, PubMed, Scopus, and WestLaw Next, for sources describing web portals for sharing health research findings among clinicians, researchers, and patients and their associated legal, ethical, and policy challenges. Of the 719 candidate source citations, 22 were retained for the review. Results: We found varied and inconsistent treatment of web portals for sharing health research findings among clinicians, researchers, and patients. Although the literature supports the view that portals of this kind are potentially highly promising, they remain novel and are not yet widely adopted. We also found a wide range of discussions on the legal, ethical, and policy issues related to the use of web portals to share research data. Conclusions: We identified 5 important legal and ethical challenges: privacy and confidentiality, patient health literacy, equity, training, and decision-making. We contend that each of these has meaningful implications for the increased integration of web portals into clinical care.},
	number = {11},
	journal = {J Med Internet Res},
	author = {Lang, Michael and Lemieux, S�bastien and H�bert, Jos�e and Sauvageau, Guy and Zawati, H. Ma'n},
	month = nov,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit, Bildung, Multimedia, Krisenreaktion im Bildungsbereich, Ethik, eHealth, scoping review, portal, web portal},
	pages = {e26450},
	file = {Lang et al. - 2021 - Legal and Ethical Considerations for the Design an.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5XWVCQJU/Lang et al. - 2021 - Legal and Ethical Considerations for the Design an.pdf:application/pdf},
}

@article{bohme_lernunterstutzung_2020-2,
	title = {Lernunterstützung mit digitalen {Medien} in der {Grundschule}},
	volume = {13},
	doi = {10/gg5cv7},
	number = {1},
	journal = {Zeitschrift für Grundschulforschung},
	author = {Böhme, Richard and Munser-Kiefer, Meike and Prestridge, Sarah},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU3},
	pages = {1--14},
	file = {bohme_et_al_2020_lernunterstutzung_mit_digitalen_medien_in_der_grundschule.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9AU9IGA5/bohme_et_al_2020_lernunterstutzung_mit_digitalen_medien_in_der_grundschule.pdf:application/pdf},
}

@incollection{dyrna_methoden_2021,
	address = {Münster ; New York},
	title = {Methoden, {Medien} oder {Werkzeuge}? {Eine} technologische {Klassifizierung} von digitalen {Bildungsmedien}},
	url = {https://www.pedocs.de/volltexte/2023/26615/pdf/MidW_78_Dyrna_Guenther_Methoden_Medien_oder_Werkzeuge.pdf},
	abstract = {Anknüpfungsfähige empirische Untersuchungen von Erfolgsfaktoren und Herausforderungen von Bildungsprozessen, die unter dem stetigen Einfluss der voranschreitenden digitalen Transformation stehen, erfordern eine fundierte und einheitliche theoretische Grundlage. Diesbezüglich fehlt beispielsweise nach wie vor eine zeitgemäße systematische Differenzierung von (digitalen) Medien zur Unterstützung von Bildungsprozessen. Hier knüpfen die Autorin und der Autor im vorliegenden Beitrag an. Nach einer eingänglichen kritischen Betrachtung von bestehenden chronologischen und didaktischen Taxonomien leiten sie unter einer trennscharfen Verwendung von einschlägigen Termini eine technologische Klassifizierung her. Sie grenzt Bildungsmedien auf der ersten Ebene nach dem Technologieeinsatz bei ihrer Produktion und Rezeption voneinander ab. Auf der zweiten Ebene werden tertiäre Medien in Bezug auf ihre Rolle im Produktions-, Distributions- bzw. Rezeptionsprozess unterschieden. Die medientechnische Infrastruktur wird ebenso wie die technologischen Bildungsressourcen und -Werkzeuge auf zwei zusätzlichen Sub-Ebenen weiterführend ausdifferenziert. Abschließend diskutieren die Autorin und der Autor die erarbeitete Systematisierung kritisch. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2022-01-28},
	booktitle = {Bildung in der digitalen {Transformation}},
	author = {Dyrna, Jonathan and Günther, Franziska},
	editor = {Wollersheim, Heinz-Werner and Karapanos, Marios and Pengel, Norbert},
	collaborator = {Martin, Anne},
	year = {2021},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, Promotion:Weiterführung, Lernsystemarchitektur, Promotion:FU3, FernUni-Hagen:MABM:M6},
	pages = {19--30},
	file = {Dyrna und Günther - Methoden, Medien oder Werkzeuge Eine technologisc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NDQUPULP/Dyrna und Günther - Methoden, Medien oder Werkzeuge Eine technologisc.pdf:application/pdf},
}

@article{handley_evaluating_2023,
	title = {Evaluating the use of virtual crime scenes to support student understanding of crime scene investigation},
	volume = {14},
	issn = {2051-3593},
	abstract = {This project aimed to explore the implementation of a virtual crime scene using the interactive visual platform ThingLink, to support student learning of crime scene investigation. This was necessary to facilitate learning during the national lockdown and subsequent restrictions imposed due to Covid-19. A Level 6 undergraduate Forensic Science module was evaluated, covering two academic years to enable comparison between in-situ based teaching methods and a virtual crime scene replacement. Evaluation of the overall grades found no difference in student performance when year on year assessment grades were analysed. Furthermore, an end of year survey found that whilst the majority of comments regarding ThingLink were positive; finding it easy to navigate and enjoyable, students indicated a strong preference towards solely face-to-face learning for the future and identifying as hands-on learners, preferring to use both observation and personal experience. However, it should be noted that the response rate to the survey was only 19\% and this could be reflective of the general trends in student engagement during the pandemic. Further analysis of student engagement remains an area to be more fully explored. Future applications of technology such as ThingLink could still prove beneficial to support a blended style, a deeper learning experience and a more inclusive curriculum though further research exploring the effects on inclusivity and this blended approach should be evaluated now that the pandemic restrictions have been lifted.},
	language = {en-GB},
	journal = {The journal of academic development and education (JADE)},
	author = {Handley, Georgina},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:FU5, \#8:Zeitschriftenartikel:blended:learning},
	pages = {1--12},
	file = {Handley - Evaluating the use of virtual crime scenes to supp.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/23PS4AZQ/Handley - Evaluating the use of virtual crime scenes to supp.pdf:application/pdf},
}

@article{sommer_entwicklung_2022,
	title = {Entwicklung eines {Blended}-{Learning}-{Moduls} im {PJ}-{Wahlfach} {Allgemeinmedizin}},
	volume = {98},
	abstract = {Background Due to the decentralized distribution of family medicine teaching practices in Thuringia and against the background of the SARS-CoV-2-restrictions, the academic teaching of students during the practical year was complemented by a blended learning (BL) format in order to enable time- and location-independent learning. BL refers to the combination of classroom and synchronous or asynchronous online learning situations. This article describes the development, implementation and evaluation of an accompanying seminar in the BL-format.
Methods The didactic concept was based on the constructive alignment. To achieve the learning objectives, the approach of case-based learning was chosen. In the initial online-phase, a corresponding learning environment with a virtual case was created. In different folder levels, students found a welcome field, organizational information, and the patient record with a link to the virtual work platform where assignments were completed. In the subsequent presence-phase, knowledge was secured via mc questions and the aspects resulting from the assignments were processed and discussed.
Results The course reached a total of nine medical students in their practical year. A cardiovascular clinical case was chosen for the vignette. In addition to evaluating an ECG, cardiovascular risk scores were to be calculated, laboratory values interpreted, and medication suggestions provided. The sequence was designed in such a way that the students, guided by questions, elaborate the workflow of a family physician in a structured way. In the presence-phase, the acquired knowledge is secured and discussed. Overall, the majority of the nine students agreed with the positively formulated statements on the digital learning environment.
Conclusions The described BL-module proved to be suitable to bring casebased learning into a digital framework, to further use the advantages of face-to-face teaching and to respond to the decentralized distribution of teaching practices in family medicine in Thuringia.},
	language = {de-DE},
	number = {3},
	journal = {Zeitschrift für Allgemeinmedizin},
	author = {Sommer, Michael and Meier, Anja and Bleidorn, Jutta and Petruschke, Inga},
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:Relevanz:4, Bildung, Multimedia, Promotion:FU3},
	pages = {94--99},
	file = {Sommer et al. - Entwicklung eines Blended-Learning-Moduls im PJ-Wa.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DZH6DHRX/Sommer et al. - Entwicklung eines Blended-Learning-Moduls im PJ-Wa.pdf:application/pdf},
}

@article{blakemore_equipping_2020,
	title = {Equipping {Learners} to {Evaluate} {Online} {Health} {Care} {Resources}: {Longitudinal} {Study} of {Learning} {Design} {Strategies} in a {Health} {Care} {Massive} {Open} {Online} {Course}},
	volume = {22},
	url = {http://www.jmir.org/2020/2/e15177/},
	doi = {10.2196/15177},
	abstract = {Background: The digital revolution has led to a boom in the number of available online health care resources. To navigate these resources successfully, digital literacy education is required. Learners who can evaluate the reliability and validity of online health care information are likely to be more effective at avoiding potentially dangerous misinformation. In addition to providing health care education, massive open online courses (MOOCs) are well positioned to play a role in providing digital literacy education in this context. Objective: This study focused on learners enrolled in a MOOC on cancer genomics. The aim of this study was to evaluate the efficacy of a series of digital literacy?related activities within this course. This was an iterative study, with changes made to digital literacy?related activities in 4 of the 8 runs of the course. Methods: This mixed methods study focused on learner engagement with the digital literacy?related activities, including the final course written assignment. Quantitative data including the number of references listed in each written assignment were compared between successive runs. Qualitative data in the form of learner comments on discussion forums for digital literacy?related tasks were evaluated to determine the impact of these educational activities. Results: Using the number of references included for each final course assignment as an indicator of digital literacy skills, the digital literacy?related activities in the final 2 runs were judged to be the most successful. We found a statistically significant increase in the number of references cited by learners in their final written assignments. The average number of references cited in Run 8 was significantly higher (3.5) than in Run 1 (1.8) of the MOOC (P=.001). Learner comments in Runs 7 and 8 showed that a poll in which learners were asked to select which of 4 online resources was reliable was effective in stimulating learner discussion about how to evaluate resource reliability. Conclusions: Similar to many health care MOOCs, the course studied here had a heterogeneous group of learners, including patients (and their families), the public, health care students, and practitioners. Carefully designing a range of digital literacy?related activities that would be beneficial to this heterogenous group of learners enabled learners to become more effective at evaluating and citing appropriate online resources within their written assignments.},
	number = {2},
	journal = {J Med Internet Res},
	author = {Blakemore, M. Louise and Meek, M. Sarah E. and Marks, K. Leah},
	month = feb,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, Assessment, \#4:Zeitschriftenartikel:MOOC, learning analytics, digital literacy, digital health literacy, eHealth literacy, misinformation, health care education, ehealth, Jofqeh-viggij-1jepmo, MOOC, plagiarism},
	pages = {e15177},
	file = {Blakemore et al. - 2020 - Equipping Learners to Evaluate Online Health Care Resources Longitudinal Study of Learning Design S:/Users/jochenhanisch-johannsen/Zotero/storage/5P3XUDGC/Blakemore et al. - 2020 - Equipping Learners to Evaluate Online Health Care Resources Longitudinal Study of Learning Design S.pdf:application/pdf},
}

@article{utunen_one_2021,
	title = {One {Year} of {Pandemic} {Learning} {Response}: {Benefits} of {Massive} {Online} {Delivery} of the {World} {Health} {Organization}?s {Technical} {Guidance}},
	volume = {7},
	url = {https://publichealth.jmir.org/2021/4/e28945},
	doi = {10.2196/28945},
	number = {4},
	journal = {JMIR Public Health Surveill},
	author = {Utunen, Heini and Van Kerkhove, D. Maria and Tokar, Anna and O'Connell, Gillian and Gamhewage, M. Gaya and Fall, Soc� Ibrahima},
	month = apr,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, Digitale Bildung, Krisenreaktion im Bildungsbereich, COVID-19, \#4:Zeitschriftenartikel:MOOC, public health, pandemic, web-based learning, World Health Organization, OpenWHO, massive open web-based courses},
	pages = {e28945},
	file = {Utunen et al. - 2021 - One Year of Pandemic Learning Response Benefits of Massive Online Delivery of the World Health Orga:/Users/jochenhanisch-johannsen/Zotero/storage/K64MYNH2/Utunen et al. - 2021 - One Year of Pandemic Learning Response Benefits of Massive Online Delivery of the World Health Orga.pdf:application/pdf},
}

@article{nicklen_student_2016,
	title = {Student {Response} to {Remote}-{Online} {Case}-{Based} {Learning}: {A} {Qualitative} {Study}},
	volume = {2},
	url = {http://mededu.jmir.org/2016/1/e3/},
	abstract = {Background: Case-based learning (CBL) typically involves face-to-face interaction in small collaborative groups with a focus on self-directed study. To our knowledge, no published studies report an evaluation of Web conferencing in CBL. Objective: The primary aim of this study was to explore student perceptions and attitudes in response to a remote-online case-based learning (RO-CBL) experience. Methods: This study took place over a 2-week period in 2013 at Monash University, Victoria, Australia. A third year cohort (n=73) of physiotherapy students was invited to participate. Students were required to participate in 2 training sessions, followed by RO-CBL across 2 sessions. The primary outcome of interest was the student feedback on the quality of the learning experience during RO-CBL participation. This was explored with a focus group and a survey. Results: Most students (68/73) completed the postintervention survey (nonparticipation rate 8\%). RO-CBL was generally well received by participants, with 59\% (40/68) of participates stating that they?d like RO-CBL to be used in the future and 78\% (53/68) of participants believing they could meet the CBL?s learning objectives via RO-CBL. The 4 key themes relevant to student response to RO-CBL that emerged from the focus groups and open-ended questions on the postintervention survey were how RO-CBL compared to expectations, key benefits of RO-CBL including flexibility and time and cost savings, communication challenges in the online environment compared to face-to-face, and implications of moving to an online platform. Conclusions: Web conferencing may be a suitable medium for students to participate in CBL. Participants were satisfied with the learning activity and felt they could meet the CBL?s learning objectives. Further study should evaluate Web conferencing CBL across an entire semester in regard to student satisfaction, perceived depth of learning, and learning outcomes.},
	number = {1},
	journal = {JMIR Medical Education},
	author = {Nicklen, Peter and Keating, L. Jennifer and Maloney, Stephen},
	month = mar,
	year = {2016},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Promotion:Argumentation, Promotion:FU6, case-based learning, perceived depth of learning, remote-online case-based learning, student satisfaction, Web conferencing},
	pages = {e3},
	file = {Nicklen et al. - 2016 - Student Response to Remote-Online Case-Based Learning A Qualitative Study:/Users/jochenhanisch-johannsen/Zotero/storage/B7JU7CCF/Nicklen et al. - 2016 - Student Response to Remote-Online Case-Based Learning A Qualitative Study.pdf:application/pdf},
}

@article{woodham_medical_2015,
	title = {Medical {Student} and {Tutor} {Perceptions} of {Video} {Versus} {Text} in an {Interactive} {Online} {Virtual} {Patient} for {Problem}-{Based} {Learning}: {A} {Pilot} {Study}},
	volume = {17},
	url = {http://www.jmir.org/2015/6/e151/},
	doi = {10.2196/jmir.3922},
	abstract = {Background: The impact of the use of video resources in primarily paper-based problem-based learning (PBL) settings has been widely explored. Although it can provide many benefits, the use of video can also hamper the critical thinking of learners in contexts where learners are developing clinical reasoning. However, the use of video has not been explored in the context of interactive virtual patients for PBL. Objective: A pilot study was conducted to explore how undergraduate medical students interpreted and evaluated information from video- and text-based materials presented in the context of a branched interactive online virtual patient designed for PBL. The goal was to inform the development and use of virtual patients for PBL and to inform future research in this area. Methods: An existing virtual patient for PBL was adapted for use in video and provided as an intervention to students in the transition year of the undergraduate medicine course at St George?s, University of London. Survey instruments were used to capture student and PBL tutor experiences and perceptions of the intervention, and a formative review meeting was run with PBL tutors. Descriptive statistics were generated for the structured responses and a thematic analysis was used to identify emergent themes in the unstructured responses. Results: Analysis of student responses (n=119) and tutor comments (n=18) yielded 8 distinct themes relating to the perceived educational efficacy of information presented in video and text formats in a PBL context. Although some students found some characteristics of the videos beneficial, when asked to express a preference for video or text the majority of those that responded to the question (65\%, 65/100) expressed a preference for text. Student responses indicated that the use of video slowed the pace of PBL and impeded students? ability to review and critically appraise the presented information. Conclusions: Our findings suggest that text was perceived to be a better source of information than video in virtual patients for PBL. More specifically, the use of video was perceived as beneficial for providing details, visual information, and context where text was unable to do so. However, learner acceptance of text was higher in the context of PBL, particularly when targeting clinical reasoning skills. This pilot study has provided the foundation for further research into the effectiveness of different virtual patient designs for PBL.},
	number = {6},
	journal = {J Med Internet Res},
	author = {Woodham, A. Luke and Ellaway, H. Rachel and Round, Jonathan and Vaughan, Sophie and Poulton, Terry and Zary, Nabil},
	month = jun,
	year = {2015},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Multimedia, Internet, educational technology, problem-based learning, audiovisual aids},
	pages = {e151},
	file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/IRI64MIP/Woodham et al. - 2015 - Medical Student and Tutor Perceptions of Video Versus Text in an Interactive Online Virtual Patient.pdf:application/pdf},
}

@article{hornung-prahauser_didaktische_2007,
	title = {Didaktische, organisatorische und technologische {Grundlagen} von {E}-{Portfolios} und {Analyse} internationaler {Beispiele} und {Erfahrungen} mit {E}-{Portfolio}-{Implementierungen} an {Hochschulen}},
	journal = {Salzburg. Verfügbar unter: http://www. salzburgresearch. at/research/gfx/e-portfolio\_studie\_srfg\_fnma. pd f [19.06. 2008]},
	author = {Hornung-Prähauser, Veronika and Geser, Guntram and Hilzensauer, Wolf and Schön, Sandra and Luckmann, Mag and Wieden-Bischof, Diana and EduMedia, Anwendungsfeld},
	month = jan,
	year = {2007},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, E-Portfolio},
}

@article{arnold_editorial_2011,
	title = {Editorial: {E}-{Portfolios} - {Kompetenzorientierung} beim {Lernen}, {Lehren} und {Prüfen}?},
	volume = {6},
	shorttitle = {Editorial},
	abstract = {E-Portfolio-Arbeit stellt ein komplexes Handlungs- und Forschungsfeld dar. Die Aufsätze helfen, den Einsatz von E-Portfolios zur stärkeren Kompetenzorientierung beim Lernen, Lehren und Prüfen in seinen Chancen und Grenzen auszuloten und bieten mit den dargestellten Konzepten ebenso wie mit den Ergebnissen der empirischer Untersuchungen einen guten Einblick in die vielschichtige E-Portfolio-Landschaft. Die vorgenommenen Differenzierungen und Kontextualisierungen können Bildungsverantwortlichen in der Praxis konkrete Anregungen liefern, enthalten aber zugleich auch wertvolle Anschlussperspektiven für zukünftige Forschung.},
	journal = {zeitschrift für e-learning - lernkultur und bildungstechnologie},
	author = {Arnold, Patricia},
	month = mar,
	year = {2011},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Bewertungsmethoden, Bildungstheorien, Promotion:Argumentation, Datenschutz und IT-Sicherheit, Bildung, Multimedia, Digitale Bildung, FernUni-Hagen:MABM:Master-Arbeit, E-Portfolio, \#5:Zeitschriftenartikel:e-learning},
	pages = {4--7},
	file = {Arnold - 2011 - Editorial E-Portfolios - Kompetenzorientierung be.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M8X2NBRD/Arnold - 2011 - Editorial E-Portfolios - Kompetenzorientierung be.pdf:application/pdf},
}

@inproceedings{elan_ev_agiles_2014,
	address = {Oldenburg},
	series = {Digitale {Medien} in der {Hochschullehre}},
	title = {Agiles {Lernen} mit {Just}-in-{Time}-{Teaching}. {Adaptive} {Lehre} vor dem {Hintergrund} von {Konstruktivismus} und intrinsischer {Motivation}},
	volume = {2},
	copyright = {Deutsches Urheberrecht},
	shorttitle = {{TeachingTrends14}},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=18458},
	abstract = {Das Lernen und Lehren mit digitalen Medien an Hochschulen hat stark an Bedeutung gewonnen und wird durch aktuelle Programme des BMBF wie den "Qualitätspakt Lehre" oder "Aufstieg durch Bildung - offene Hochschulen" weiter gefördert. Digitale Medien können einen wichtigen Beitrag für hochschuldidaktische Innovation, für mehr Durchlässigkeit und die weitere Öffnung der Hochschulen für neue Zielgruppen leisten. In diesem Sammelband zum ELAN e.V.-Kongress "TEACHINGTRENDS14: Offen für neue Wege: Digitale Medien in der Hochschule" werden empirische Ergebnisse, Beispiele und Erfahrungsberichte zur Umsetzung und Integration didaktischer und technologischer Trends in der Hochschullehre in den Blick genommen. Schwerpunkte bilden hierbei digitale Medien für das forschende Lernen, heterogene Zielgruppen sowie neue Bildungstechnologien und Medienkompetenz. (Verlag)},
	language = {de-DE},
	urldate = {2023-02-17},
	booktitle = {Teaching {Trends} 2014 {Offen} für neue {Wege}: {Digitale} {Medien} in der {Hochschule}},
	publisher = {Waxmann Verlag GmbH},
	author = {Meissner, Barbara and Stenger, Hans-Jürgen},
	editor = {{ELAN e.V.} and Zawacki-Richter, Olaf and Kergel, David and Kleinefeld, Norbert and Muckel, Petra and Stöter, Joachim and Brinkmann, Katrin},
	year = {2014},
	note = {Publisher: Waxmann},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Systemanpassung, Bildungstheorien, Bildung, Multimedia, Deutschland, Digitale Bildung, Germany, Hochschullehre, University lecturing, University teaching, Educational Environment, Hochschule, Learning environment, FernUni-Hagen:MABM:Master-Arbeit, Kompetenz, University didactics, Academic studies, Studium, Hochschulbildung, Heterogeneity, Heterogenität, Digitale Medien:Bildungsinformatik, Media competence, Media skills, Lernumgebung, Studierender, Target group, Zielgruppe, Informations- und Kommunikationstechnologie, Computer based training, Computer-aided instruction, Computer-assisted instruction, Computerunterstützter Unterricht, Lower Saxony, Niedersachsen, Programmed instruction, \#6:Konferenz-Paper:Bildung:Technologie},
	pages = {121--136},
	file = {Meissner und Stenger - 2014 - Adaptive Lehre vor dem Hintergrund von Konstruktiv.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CRP8SDF4/Meissner und Stenger - 2014 - Adaptive Lehre vor dem Hintergrund von Konstruktiv.pdf:application/pdf},
}

@article{atif_perceived_2020,
	title = {Perceived benefits and barriers of a prototype early alert system to detect engagement and support ‘at-risk’ students: {The} teacher perspective},
	volume = {156},
	issn = {03601315},
	shorttitle = {Perceived benefits and barriers of a prototype early alert system to detect engagement and support ‘at-risk’ students},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S0360131520301524},
	doi = {10.1016/j.compedu.2020.103954},
	abstract = {Given the focus on boosting retention rates and the potential benefits of proactive and early identification of students who may require support, higher education institutions are looking at the data already captured in university systems. Student early alert systems are part of formal, proactive, early intervention communication initiatives that institutions have put into place to help with the timely identification and intervention (alert) of at-risk students. The significance of student early alert systems is that support could be offered to high-risk students while they are still enrolled in the unit and able to influence their success/failure before the unit completes. Delivering timely interventions to students via a student early alert system typically requires teaching staff to identify at-risk students, and act upon that information in a way that would encourage students to change their behaviours. However, little is understood regarding teachers’ needs and attitudes towards the use of such a system. In the context of a prototype early alert system, this article reports the practices and opinions of a range of teaching staff across all fac­ ulties within an institution. The article sheds light on how teachers measure student performance and engagement in their units, and the perceived benefits and barriers of using the early alert system to identify and manage at-risk students.},
	language = {en-US},
	urldate = {2024-06-14},
	journal = {Computers \& Education},
	author = {Atif, Amara and Richards, Deborah and Liu, Danny and Bilgin, Ayse Aysin},
	month = oct,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:Relevanz:4, \#1:Zeitschriftenartikel:learning:management:system, Promotion:FU1},
	pages = {103954},
	file = {Atif et al. - 2020 - Perceived benefits and barriers of a prototype ear.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RSKPNWA4/Atif et al. - 2020 - Perceived benefits and barriers of a prototype ear.pdf:application/pdf},
}

@inproceedings{sofyan_expanding_2023,
	title = {Expanding {Learning} {Analytics} in {MOOCs} to {Track} {Learners}' {Engagement} with {Interactive} {Content}},
	url = {https://ieeexplore.ieee.org/document/10306066},
	doi = {10.1109/LWMOOCS58322.2023.10306066},
	abstract = {Delivering content in a course on the Massive Open Online Courses (MOOCs) platform is becoming more interactive as technology evolves, especially with the availability of various tools that can be integrated into the platform. However, learners' interactions with interactive content in MOOCs are frequently overlooked and under-analyzed. This is a missed opportunity, as numerous aspects can be investigated to provide insights into the course's growth and success based on the interactive content. To address this issue, a Learning Record Store (LRS) was created as an extension of the existing Learning Analytics in MOOCs. The LRS is designed for instructors and allows them to collect, store, and analyze learner activity data within interactive content. This information can be used to monitor learners' progress, identify areas for improvement, and tailor learning experiences. The design process, concept, and objectives of the LRS system development are presented in this work. The LRS system was evaluated to test its effectiveness in capturing learner activity and providing insights into the use of interactive content. The results showed that the LRS successfully recognized the benefits of using interactive content early on and evaluated the extent to which instructors used different interactive content for different course use cases.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Sofyan, Zuhra and Staubitz, Thomas and Meinel, Christoph},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Leraning:Analytics, Learning Analytics, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, MOOC, Interactive Content, Learning Record Store, Linear systems, Monitoring},
	pages = {1--6},
}

@article{pan_systematic_2024,
	title = {A {Systematic} {Review} of {Learning} {Analytics}: {Incorporated} {Instructional} {Interventions} on {Learning} {Management} {Systems}},
	copyright = {http://creativecommons.org/licenses/by-nc-nd/4.0},
	issn = {1929-7750},
	shorttitle = {A {Systematic} {Review} of {Learning} {Analytics}},
	url = {https://learning-analytics.info/index.php/JLA/article/view/8093},
	doi = {10.18608/jla.2023.8093},
	abstract = {The learning management system (LMS) is widely used in educational settings to support teaching and learning practices. The usage log data, generated by both learners and instructors, enables the development and implementation of learning analytics (LA) interventions aimed at facilitating teaching and learning activities. To examine the current status of the development and empirical impacts of learning analytics–incorporated interventions within LMSs on improving teaching and learning practices, we conducted a systematic review that examined 27 articles published from 2012 through 2023. The outcomes of this review provided valuable insights into the design and development of learning analytics–incorporated interventions implemented on LMSs and empirical evidence of the impacts of these interventions, along with implications to inform future design and applications.},
	language = {en-US},
	urldate = {2024-06-02},
	journal = {Journal of Learning Analytics},
	author = {Pan, Zilong and Biegley, Lauren and Taylor, Allen and Zheng, Hua},
	month = may,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur, Promotion:FU3, Leraning:Analytics},
	pages = {1--21},
	file = {Pan et al. - 2024 - A Systematic Review of Learning Analytics Incorpo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q2ARGCCL/Pan et al. - 2024 - A Systematic Review of Learning Analytics Incorpo.pdf:application/pdf},
}

@article{junge_anfange_2023,
	title = {Anfänge von {Learning} {Analytics} in einem {Blended}-{Learning}-{Curriculum} für {Allgemeinmedizin} an der {Universität} des {Saarlandes} –ein quantitativer Überblick},
	volume = {40},
	number = {6},
	journal = {GMS Journal for Medical Education},
	author = {Junge, Helene and Schuster, Kerstin and Salzmann, Aline and Volz-Willems, Sara and Jäger, Johannes and Dupont, Fabian},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, Systemanpassung, Promotion:Argumentation, Leraning:Analytics, \#8:Zeitschriftenartikel:blended:learning},
	pages = {10--19},
	file = {zma001653.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XPQ6QAJF/Junge et al. - 2023 - Anfänge von Learning Analytics in einem Blended-Learning-Curriculum für Allgemeinmedizin an der Univ.pdf:application/pdf},
}

@inproceedings{pirkl_any_2016,
	address = {New York, NY, USA},
	series = {{UbiComp} '16},
	title = {Any problems? a wearable sensor-based platform for representational learning-analytics.},
	isbn = {978-1-4503-4462-3},
	shorttitle = {Any problems?},
	url = {https://doi.org/10.1145/2968219.2971383},
	doi = {10.1145/2968219.2971383},
	abstract = {We describe in this work a sensor-based learning platform which supports both the teacher and the learner during exercises. We use a combination of eye tracker, sensor pen and exercise texts to capture the progress of learners. The eye tracker retrieves information about the gaze, for example reading or scanning for key words; the sensor pen captures trends like number of words or the pressure applied to the paper. Combining this information, the platform should be used to indicate problems of the learner to the teacher. Besides presenting the data information to the teacher, we work on advancing the platform to an adaptive system, which could give individual feedback to the learners themselves according to their individual cognitive and affective requirements.},
	urldate = {2022-01-12},
	booktitle = {Proceedings of the 2016 {ACM} {International} {Joint} {Conference} on {Pervasive} and {Ubiquitous} {Computing}: {Adjunct}},
	publisher = {Association for Computing Machinery},
	author = {Pirkl, Gerald and Hevesi, Peter and Lukowicz, Paul and Klein, Pascal and Heisel, Carina and Gröber, Sebastian and Kuhn, Jochen and Sick, Bernhard},
	month = sep,
	year = {2016},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:FU5, Leraning:Analytics, \#0:Konferenz-Paper:digital:learning, eye tracker, sensor pen, sensor supported eduction},
	pages = {353--356},
	file = {Pirkl et al. - 2016 - Any problems a wearable sensor-based platform for.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L2H7DEW6/Pirkl et al. - 2016 - Any problems a wearable sensor-based platform for.pdf:application/pdf},
}

@article{nwosu_digitalisation_2024,
	title = {Digitalisation of the management and administration of nigerian educational system for effectiveness and productivity},
	volume = {5},
	issn = {2992-5614},
	abstract = {Digitalisation has been adjudged the ultimate tool in the facilitation of educational activities for achievement of goals; as such this paper examined the digitalisation of the management and administration of Nigerian educational system for effectiveness and productivity. The purpose was to determine the impact of digitalisation on teaching and learning process as well as the administrative perspective of educational institutions. Exploration of other scholarly works unveiled the importance, benefits and myriad of challenges of digitalisation in education, which include lack of laptop or computers for staff and students, inadequate funding, inadequate supply of power and manpower, high cost of access to information, limited proficiency in information literacy skills, restricted access to relevant materials, complexity of search techniques and interfaces. The paper proffered some solutions as; effective funding of the programme, training adequate manpower, developing in the citizenry a strong consciousness and commitment to the acquisition of computer literacy and internet compliance, and concluded that improving on digital education in Nigeria would contribute immensely to the achievement of high quality in education.},
	language = {en-GB},
	number = {3},
	journal = {International Journal of Economics, Environmental Development and Society},
	author = {Nwosu, Nancy Nnnebuihe and Koroye, Torupere},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, Promotion:FU5, \#1:Zeitschriftenartikel:learning:management:system},
	pages = {347--359},
	file = {Nwosu und Koroye - DIGITALISATION OF THE MANAGEMENT AND ADMINISTRATION OF NIGERIAN EDUCATIONAL SYSTEM FOR EFFECTIVENESS:/Users/jochenhanisch-johannsen/Zotero/storage/Z7SPS5WL/Nwosu und Koroye - DIGITALISATION OF THE MANAGEMENT AND ADMINISTRATION OF NIGERIAN EDUCATIONAL SYSTEM FOR EFFECTIVENESS.pdf:application/pdf},
}

@book{hanisch_nachhaltiges_2017,
	address = {München},
	title = {Nachhaltiges {Wissensmanagement} durch {Kollaborationstools} in der rettungsdienstlichen {Ausbildung}: {Evaluation} von {Einflussfaktoren} am {Beispiel} der {Sicherung} selbstorganisierter {Gruppenarbeitsergebnissen} von {Notfallsanitäter}/innen},
	copyright = {All rights reserved},
	isbn = {978-3-346-23239-7},
	url = {https://www.grin.com/document/912021},
	abstract = {Ziel der vorgelegten Evaluation ist die Ermittlung und kritische Beurteilung von Einflussfaktoren auf nachhaltiges Wissensmanagement in Bezug auf Kollaborationstools aus dem eLearning-Kontext. Das Verwertungsziel dieser Hausarbeit soll die Ableitung eines geeigneten Kollaborationstools im Kontext des Online-Lernens sein. Hierzu wird sich eine Studentin der Bildungswissenschaft an der FernUniversität Hagen im Praktikum des Modul 3 im Mai/Juni dieses Jahres der Thematik annehmen und auf Grundlage dieser Evaluation ein Moodle-Container als Projektaufgabe entwickeln. Nachhaltiges Wissensmanagement ist in der rettungsdienstlichen Ausbildung unersetzlich, um die notwendige Kompetenzstufe zu erreichen. Diese wurde in selbstorganisierten Gruppenarbeitsphasen umgesetzt. Anhand der Faktoren Zeit, Struktur und Interaktion wurde die Stärke des Einflusses in Bezug zu einer projizierten Nachhaltigkeit untersucht. Die Theorie ist durch den systemisch-konstruktivistischen Ansatz begleitet, in dem die Selbstorganisation und Autopoiesis bedeutende Rollen einnehmen. Mittels einer Online-Befragung wurde die Datenerhebung realisiert. In die Fragestellung konnte die Möglichkeit zur Nutzung von Kollaborationstools integriert werden. Die Umsetzung erfolgte durch die Korrelation und Regression der gemittelten Variablen, die Absicherung wurde anhand der Varianzanalyse vorgenommen.},
	language = {de-DE},
	urldate = {2020-11-11},
	publisher = {GRIN Publishing GmbH},
	author = {Hanisch, Jochen},
	year = {2017},
	note = {OCLC: 1199785132},
	keywords = {\#1:Buch:learning:management:system, Bildung, Charité:Promotion, Multimedia, Promotion:04-03:3.2, Promotion:Kerngedanke, Promotion:Literaturanalyse},
}

@article{pargmann_electronic_2024,
	title = {Electronic didactic assistance ({EDDA}) for lesson planning based on artificial intelligence: functionality, areas of application and research perspectives},
	volume = {38},
	issn = {09315020},
	shorttitle = {Electronic didactic assistance ({EDDA}) for lesson planning based on artificial intelligence},
	url = {https://www.vep-landau.de/produkt/empirische-paedagogik-2024-38-1-kap-6-digital/},
	doi = {10.62350/WLQO3003},
	abstract = {The use of AI systems is rapidly gaining importance both in the professional world and in vocational education and training. As a result, (prospective) teachers are required to take a closer look at AI and its application for teaching and learning processes. This article focuses on the potential of AI to assist teachers in designing lessons based on the fundamentals and functions of AI. We explore the question of how an AI-based learning platform can be designed to help develop lesson planning skills. The AI platform EDDA will be presented, which can be used to analyze lesson plans and materials during studies, in the preparatory service and in teaching practice. EDDA provides feedback on the implementation of selected didactic criteria of lesson planning and provides information for reflection and further development of lesson plans. EDDA also provides an infrastructure for further research into teaching and learning with AI.
          , 
            Der Einsatz von KI-Systemen gewinnt sowohl in der Berufswelt als auch in der Berufsbildung rasant an Bedeutung. In der Folge sind (angehende) Lehrkräfte gefordert, sich tiefergehend mit KI sowie deren Anwendung bei der Gestaltung von Lehr-Lern-Prozessen auseinanderzusetzen. Der Beitrag fokussiert auf Basis der Grundlagen und Funktionsweisen von KI die Potentiale von KI als Assistenz für Lehrkräfte bei der Unterrichtsgestaltung. Es wird der Frage nachgegangen, wie eine KI-basierte Lernplattform zur Unterstützung der Unterrichtsplanungskompetenz konzipiert werden kann. Vorgestellt wird dabei das KI-Projekt EDDA, das für die Analyse von Unterrichtsentwürfen und -materialien im Studium, im Vorbereitungsdienst und in der schulischen Berufstätigkeit eingesetzt werden kann. EDDA stellt Rückmeldungen zur Umsetzung ausgewählter didaktischer Merkmale der Unterrichtsplanung bereit und liefert Hinweise zur Reflexion und Weiterentwicklung der Entwürfe. Zudem bietet EDDA eine Infrastruktur für weitere Forschungen zum Lehren und Lernen mit KI.},
	language = {de-DE},
	number = {1},
	urldate = {2024-07-31},
	journal = {Empirische Pädagogik},
	author = {Pargmann, Julia and Leube, Anna and Berding, Florian and Riebenbauer, Elisabeth and Rebmann, Karin and Slopinski, Andreas and Gillert, Michael},
	month = jun,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Relevanz:4, Promotion:Weiterführung, Promotion:FU3, \#2:Zeitschriftenartikel:online:Lernplattform},
	pages = {118--146},
	file = {Pargmann et al. - 2024 - Electronic didactic assistance (EDDA) for lesson p.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XWUJ9QCH/Pargmann et al. - 2024 - Electronic didactic assistance (EDDA) for lesson p.pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_learning_2021,
	address = {Wiesbaden},
	title = {Learning {Analytics} aus institutioneller {Perspektive}: {Ein} {Orientierungsrahmen} für die hochschulische {Datennutzung}},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	shorttitle = {Learning {Analytics} aus institutioneller {Perspektive}},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_13},
	abstract = {Zusammenfassung
            Der digitale Wandel führt zu einer Zunahme des Datenvolumens und neuen Möglichkeiten der Datennutzung. Auch an Hochschulen befördert der voranschreitende Technologieeinsatz in Studium und Lehre die als „Datafication“ beschriebene Entwicklung. Hieraus erwachsen einerseits Anforderungen bezüglich des kompetenten Umgangs mit Daten (Data Literacy) und insbesondere des Datenschutzes, denen sich Hochschulen schon heute nicht entziehen können, andererseits aber auch neue Potenziale der gezielten Datennutzung. Unter „Learning Analytics“ werden seit etwa einer Dekade Möglichkeiten der Datenauswertung entwickelt und diskutiert, die ein tieferes Verständnis und eine Optimierung von Lernumgebungen und -prozessen in Aussicht stellen und sowohl Dozierende und Studierende als auch hochschulische Leitungspersonen und -gremien adressieren. Ungeachtet der technischen Dimension der Datenverarbeitung ist die Implementierung von Learning Analytics vor allem auch organisational anspruchsvoll. Zugleich korrespondieren mit Szenarien hochschulischer Datennutzung begründete Einwände und ethische Bedenken. Im Beitrag wird zunächst in das noch junge Feld Learning Analytics eingeführt und anschließend ein Orientierungsrahmen für Hochschulen vorgelegt, der aus institutioneller Perspektive 25 Handlungsanforderungen für einen sensiblen, potenzialorientierten und organisationsbewussten Umgang mit lehr- und lernbezogenen Daten beschreibt.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Scheidig, Falk and Holmeier, Monika},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_13},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Leraning:Analytics},
	pages = {215--231},
	file = {Scheidig und Holmeier - 2021 - Learning Analytics aus institutioneller Perspektiv.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L793JYYA/Scheidig und Holmeier - 2021 - Learning Analytics aus institutioneller Perspektiv.pdf:application/pdf},
}

@article{marchwacka_digitale_2022,
	title = {Digitale {Hochschullehre} im ersten {COVID}-19-{Semester}. {Ergebnisse} einer {Befragung} von {Lehrenden} in {Public} {Health}, {Medizin} und {Pflege}},
	issn = {1861-6755, 1861-6763},
	url = {https://link.springer.com/10.1007/s11553-022-00937-1},
	doi = {10.1007/s11553-022-00937-1},
	abstract = {Zusammenfassung
            
              Hintergrund
              Die COVID-19(„coronavirus disease 2019“)-Pandemie hat die Ad-hoc-Digitalisierung an Hochschulen vorangetrieben. Zugleich stand die digitale Hochschullehre vor der Herausforderung der Ausgestaltung der Lehre im Zusammenhang mit den vorbestehenden Ressourcen, der digitalen und didaktischen Kompetenzen sowie der zur Verfügung stehenden technischen Infrastruktur.
            
            
              Ziel der Arbeit/Fragestellung
              Das Ziel der Umfrage war die Einschätzung der digitalen Lehre, die die Präsenzlehre infolge der COVID-19-Pandemie zum großen Teil bzw. gänzlich ersetzt hat, aus der Perspektive der Lehrenden in Public Health, Medizin und Pflege.
            
            
              Material und Methode
              
                Die Querschnitterhebung fand online von Juni bis August 2020 statt und die Daten wurden über
                www.soscisurvey.de
                erhoben. Die schriftliche Befragung wurde unter Mitgliedern der Deutschen Gesellschaft für Public Health (DGPH) und des Ausschusses Digitalisierung der Gesellschaft für medizinische Ausbildung (GMA) und der Sektionen Bildung und Beratung der Deutschen Gesellschaft für Pflegewissenschaft (DGP) sowie der Arbeitsgruppe Lehre der Deutschen Gesellschaft für Medizinische Soziologie (DGMS) durchgeführt (
                n
                 = 100).
              
            
            
              Ergebnisse
              Bei der Nutzung der digitalen Technologien in den Veranstaltungen rangieren auf der obersten Stelle Präsentationstools, gefolgt von Lernmanagementsystemen, Videoangeboten sowie digitalen Texten. Die Teilnehmenden geben hinsichtlich der Nutzung unterschiedliche (Konferenz‑)Tools an. Das Erstellen von Lehrvideos bejahen 53 \% der Befragten, Abstimmungstools) werden bis {\textgreater} 50 \% als unbekannt genannt. Als Herausforderungen werden digitale Infrastruktur der Hochschulen, fehlende didaktische Beratung/Unterstützung sowie rechtliche Fragen (Nutzungsrechte, Datenschutz) angegeben.
            
            
              Schlussfolgerung
              Neue Technologie werden vorwiegend für Wissenserwerb, Wissensvermittlung genutzt, selten zur Aktivierung von Studierenden und zur Gestaltung kollaborativer Lehr- und Lernarrangements sowie Neugestaltung von Lernaufgaben und Lernprozessen (individualisiertes Lernen). Welche der aktuell erprobten digitalen Lehr- und Lernformate zukünftig in der Hochschullehre zunehmend eingesetzt werden, hängt von vielen Faktoren ab, u. a. von digitaler Kompetenz sowie der Bereitschaft der Lehrenden und Lernenden die digitale Lernkultur mitzugestalten.
            
          , 
            Abstract
            
              Background
              The coronavirus disease 2019 (COVID-19) pandemic has driven the digitisation in higher education institutions. At the same time, digital higher education teaching faced the challenge of designing teaching in the context of pre-existing resources, digital and didactic skills, and available technical infrastructure.
            
            
              Objective
              The aim of the survey was to assess the assessment/evaluation of digital teaching, which has largely or completely replaced face-to-face teaching as a result of the COVID-19 pandemic, from the perspective of lecturers in public health, medicine and nursing.
            
            
              Materials and methods
              
                The cross-sectional survey took place online from June to August 2020 and data were collected via www.soscisurvey. The written survey was conducted among members of the German Society for Public Health (DGPH) and the Digitisation Committee of the Society for Medical Education (GMA) and the Education and Counselling Sections of the German Society for Nursing Science (DGP), and the Teaching Working Group of the German Society for Medical Sociology (DGMS) (
                n
                 = 100).
              
            
            
              Results
              In terms of the use of digital technologies in the courses, presentation tools ranked first, followed by learning management systems, video content and digital texts. With regard to the use of tools, participants most frequently mentioned various video conference tools). The creation of instructional videos was affirmed by 53\% of the respondents; voting tools were mentioned as unknown by over 50\%. Digital infrastructure of the universities, lack of didactic advice/support and legal questions (rights of use, data protection) were cited as challenges.
            
            
              Conclusion
              New technology is mainly used for knowledge acquisition, knowledge transfer, rarely for activating students and designing collaborative teaching and learning arrangements as well as redesigning learning tasks and learning processes (individualised learning). Which of the currently tested digital teaching and learning formats will be increasingly used in university teaching in the future depends on many factors, including digital competence and the willingness of teachers and students to help develop the digital learning culture.},
	language = {de-DE},
	urldate = {2022-03-27},
	journal = {Prävention und Gesundheitsförderung},
	author = {Marchwacka, Maria A. and Kugler, Joachim and Schaal, Tom and Tolks, Daniel},
	month = mar,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur},
	file = {Marchwacka et al. - 2022 - Digitale Hochschullehre im ersten COVID-19-Semeste.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FCPNTFG8/Marchwacka et al. - 2022 - Digitale Hochschullehre im ersten COVID-19-Semeste.pdf:application/pdf},
}

@article{jones_evaluation_2021,
	title = {Evaluation of a {Novel} e-{Learning} {Program} for {Physiotherapists} to {Manage} {Knee} {Osteoarthritis} via {Telehealth}: {Qualitative} {Study} {Nested} in the {PEAK} ({Physiotherapy} {Exercise} and {Physical} {Activity} for {Knee} {Osteoarthritis}) {Randomized} {Controlled} {Trial}},
	volume = {23},
	issn = {1438-8871},
	shorttitle = {Evaluation of a {Novel} e-{Learning} {Program} for {Physiotherapists} to {Manage} {Knee} {Osteoarthritis} via {Telehealth}},
	url = {https://www.jmir.org/2021/4/e25872},
	doi = {10.2196/25872},
	abstract = {Background: The delivery of physiotherapy via telehealth could provide more equitable access to services for patients. Videoconference-based telehealth has been shown to be an effective and acceptable mode of service delivery for exercise-based interventions for chronic knee pain; however, specific training in telehealth is required for physiotherapists to effectively and consistently deliver care using telehealth. The development and evaluation of training programs to upskill health care professionals in the management of osteoarthritis (OA) has also been identified as an important priority to improve OA care delivery.},
	language = {en-GB},
	number = {4},
	urldate = {2021-12-12},
	journal = {Journal of Medical Internet Research},
	author = {Jones, Sarah E and Campbell, Penny K and Kimp, Alexander J and Bennell, Kim and Foster, Nadine E and Russell, Trevor and Hinman, Rana S},
	month = apr,
	year = {2021},
	note = {ZSCC: 0000004},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Digitale Bildung, education, telehealth, qualitative, osteoarthritis, physiotherapy, exercise, pain, knee},
	pages = {e25872},
	file = {Jones et al. - 2021 - Evaluation of a Novel e-Learning Program for Physi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KMCYSNU7/Jones et al. - 2021 - Evaluation of a Novel e-Learning Program for Physi.pdf:application/pdf},
}

@article{du_plessis_taking_2021,
	title = {Taking a {Leap} of {Faith}: {A} {Study} of {Abruptly} {Transitioning} an {Undergraduate} {Medical} {Education} {Program} to {Distance}-{Learning} {Owing} to the {COVID}-19 {Pandemic}},
	volume = {7},
	issn = {2369-3762},
	shorttitle = {Taking a {Leap} of {Faith}},
	url = {https://mededu.jmir.org/2021/3/e27010},
	doi = {10.2196/27010},
	abstract = {The COVID-19 pandemic has forced universities worldwide to immediately transition to distance-learning. Although numerous studies have investigated the effect of the COVID-19 pandemic on universities in the Middle East, none have reflected on the process through which medical education programs for health professions underwent this transition. This study aimed to elucidate the rapid transition to distance-learning of an undergraduate medical program at the College of Medicine, Mohammad Bin Rashid University of Medicine and Health Sciences (Dubai, United Arab Emirates), owing to the COVID-19 pandemic. An action research approach constituted the foundation of this collaborative effort that involved investigations, reflections, and improvements of practice, through ongoing cycles of planning, acting, observing, and reflecting. Efforts of transitioning to distance-learning were grouped into four interrelated aspects: supporting faculty members in delivering the program content, managing curriculum changes, engaging with the students to facilitate distance-learning experiences, and conducting web-based assessments. Challenges included the high perceived uncertainty, need for making ad hoc decisions, lack of experiential learning and testing of clinical skills, and blurring of work-life boundaries. Our preliminary findings show the successful generation of a strong existing digital base, future prospects for innovation, and a cohesive team that was key to agility, rapid decision-making, and program implementation.},
	language = {en-GB},
	number = {3},
	urldate = {2021-12-12},
	journal = {JMIR Medical Education},
	author = {Du Plessis, Stefan S and Otaki, Farah and Zaher, Shroque and Zary, Nabil and Inuwa, Ibrahim and Lakhtakia, Ritu},
	month = jul,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Digitale Bildung, Krisenreaktion im Bildungsbereich, COVID-19, medical education, teaching, learning, pandemic, change management, action research, curriculum content, curriculum delivery},
	pages = {e27010},
	file = {Du Plessis et al. - 2021 - Taking a Leap of Faith A Study of Abruptly Transi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SD2PJATB/Du Plessis et al. - 2021 - Taking a Leap of Faith A Study of Abruptly Transi.pdf:application/pdf},
}

@article{huang_digital_2019,
	title = {Digital {Health} {Professions} {Education} on {Diabetes} {Management}: {Systematic} {Review} by the {Digital} {Health} {Education} {Collaboration}},
	volume = {21},
	issn = {1438-8871},
	shorttitle = {Digital {Health} {Professions} {Education} on {Diabetes} {Management}},
	url = {http://www.jmir.org/2019/2/e12997/},
	doi = {10.2196/12997},
	abstract = {Background: There is a shortage of health care professionals competent in diabetes management worldwide. Digital education is increasingly used in educating health professionals on diabetes. Digital diabetes self-management education for patients has been shown to improve patients’ knowledge and outcomes. However, the effectiveness of digital education on diabetes management for health care professionals is still unknown.
Objective: The objective of this study was to assess the effectiveness and economic impact of digital education in improving health care professionals’ knowledge, skills, attitudes, satisfaction, and competencies. We also assessed its impact on patient outcomes and health care professionals’ behavior.
Methods: We included randomized controlled trials evaluating the impact of digitalized diabetes management education for health care professionals pre- and postregistration. Publications from 1990 to 2017 were searched in MEDLINE, EMBASE, Cochrane Library, PsycINFO, CINAHL, ERIC, and Web of Science. Screening, data extraction and risk of bias assessment were conducted independently by 2 authors.
Results: A total of 12 studies met the inclusion criteria. Studies were heterogeneous in terms of digital education modality, comparators, outcome measures, and intervention duration. Most studies comparing digital or blended education to traditional education reported significantly higher knowledge and skills scores in the intervention group. There was little or no between-group difference in patient outcomes or economic impact. Most studies were judged at a high or unclear risk of bias.
Conclusions: Digital education seems to be more effective than traditional education in improving diabetes management–related knowledge and skills. The paucity and low quality of the available evidence call for urgent and well-designed studies focusing on important outcomes such as health care professionals’ behavior, patient outcomes, and cost-effectiveness as well as its impact in diverse settings, including developing countries.},
	language = {en-GB},
	number = {2},
	urldate = {2021-12-12},
	journal = {Journal of Medical Internet Research},
	author = {Huang, Zhilian and Semwal, Monika and Lee, Shuen Yee and Tee, Mervin and Ong, William and Tan, Woan Shin and Bajpai, Ram and Tudor Car, Lorainne},
	month = feb,
	year = {2019},
	note = {ZSCC: 0000023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Krisenreaktion im Bildungsbereich, systematic review, learning, diabetes mellitus, health personnel, evidence-based practice},
	pages = {e12997},
	file = {Huang et al. - 2019 - Digital Health Professions Education on Diabetes M.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M7N5S5VU/Huang et al. - 2019 - Digital Health Professions Education on Diabetes M.pdf:application/pdf},
}

@article{offergeld_ab_2020,
	title = {„{Ab} morgen bitte online“: {Vergleich} digitaler {Rahmenbedingungen} der curricularen {Lehre} an nationalen {Universitäts}-{HNO}-{Kliniken} in {Zeiten} von {COVID}-19: {Digitale} {Lehre} an nationalen {Universitäts}-{HNO}-{Kliniken}},
	issn = {0017-6192, 1433-0458},
	shorttitle = {„{Ab} morgen bitte online“},
	url = {http://link.springer.com/10.1007/s00106-020-00939-5},
	doi = {10/ghd85p},
	abstract = {Zusammenfassung
            
              Hintergrund
              Die Corona-Krise beeinflusst nicht nur das professionelle Handeln, sondern auch die Lehre an den Universitäten. Schlagworte wie „E-Learning“ und „Digitalisierung“ suggerieren die Möglichkeit innovativer, ad hoc verfügbarer Lösungsansätze für die Lehre in der aktuellen COVID-19-Situation. Die aktuelle Umstellung auf digitale Lehre ist aber nicht primär durch eine didaktische Sinnhaftigkeit oder institutionelle Strategie, sondern durch äußere Notwendigkeit geprägt.
            
            
              Ziel der Arbeit
              Ziel der Arbeit war die Erfassung der Lehrsituation an nationalen Universitäts-HNO-Kliniken und akademischen Lehrkrankenhäusern zu Beginn des virtuellen Corona-Sommersemesters 2020.
            
            
              Material und Methode
              Ein eigens erstellter Fragebogen zur jeweiligen lokalen Situation, den örtlichen Rahmenbedingungen sowie zu bundesweiten Szenarien wurde an alle 39 nationalen Universitäts-HNO-Kliniken und 20 akademischen Lehrkrankenhäuser mit HNO-Hauptabteilung versandt.
            
            
              Ergebnisse
              Die ausgefüllten Fragebögen von 31 Universitätskliniken (UK) und 10 akademische Lehrkrankenhäuser (ALK) gingen in die Auswertung ein. Es zeigten sich offensichtliche Diskrepanzen zwischen verfügbaren Ressourcen und tatsächlich verfügbaren digitalisierten Lehrinhalten. Weitere Kritikpunkte offenbarten sich in Bezug auf die Kommunikation mit der Medizinischen Fakultät, die digitale Infrastruktur und insbesondere in der oftmals mangelnden Kollaboration mit den zentralen Supportstrukturen, wie Medien‑, Didaktik- und Rechenzentren.
            
            
              Schlussfolgerung
              Es gibt durchaus positive Beispiele für eine gelungene Überführung der Präsenzlehre in das ausschließlich virtuelle Sommersemester 2020 innerhalb der Universitäts-HNO-Kliniken. Mehrheitlich aber überwiegen kritische Einschätzungen der Lehrbeauftragten bzw. Ärztlichen Direktoren gegenüber der aktuellen Lehrsituation. Eine zeitkritische strategische Weiterentwicklung ist dringend erforderlich.
            
          , 
            Abstract
            
              Background
              The corona crisis not only affects professional activities but also teaching and learning at universities. Buzzwords, such as e‑learning and digitalization suggest the possibility of innovative teaching approaches that are readily available to solve the problems of teaching in the current COVID-19 pandemic. The current conversion to digital teaching is not primarily driven by didactic rationale or institutional strategy but by external circumstances.
            
            
              Objective
              The aim of the study was to determine the teaching situation at national university ENT clinics and academic teaching hospitals at the start of the virtual corona summer semester in 2020.
            
            
              Material and methods
              A specifically self-designed questionnaire regarding the local situation and conditions as well as nationwide scenarios was sent to all 39 national university ENT clinics and 20 ENT departments at academic teaching hospitals.
            
            
              Results
              A total of 31 university hospitals and 10 academic teaching hospitals took part in the survey. There were obvious discrepancies between available resources and effectively available digital teaching and learning contents. Further criticism was expressed regarding the communication with the medical faculty, the digital infrastructure and particularly the frequent lack of collaboration with central support facilities, such as media, didactics and datacenters.
            
            
              Conclusion
              There are positive examples of successful transformation of classroom teaching to an exclusively virtual summer semester 2020 within the university ENT clinics; however, critical ratings of assistant professors and medical directors regarding the current teaching situation predominated. A time-critical strategic advancement is urgently needed.},
	language = {en-GB},
	urldate = {2020-10-10},
	journal = {HNO},
	author = {Offergeld, C. and Ketterer, M. and Neudert, M. and Hassepaß, F. and Weerda, N. and Richter, B. and Traser, L. and Becker, C. and Deeg, N. and Knopf, A. and Wesarg, T. and Rauch, A-K. and Jakob, T. and Ferver, F. and Lang, F. and Vielsmeier, V. and Hackenberg, S. and Diensthuber, M. and Praetorius, M. and Hofauer, B. and Mansour, N. and Kuhn, S. and Hildenbrand, T.},
	month = sep,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Bildung, Multimedia, Promotion:Schlussfolgerung, FernUni-Hagen:MABM:M3, \#5:Zeitschriftenartikel:e-learning},
	file = {Offergeld et al. - 2021 - „Ab morgen bitte online“ Vergleich digitaler Rahm.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E9V8BZKN/Offergeld et al. - 2021 - „Ab morgen bitte online“ Vergleich digitaler Rahm.pdf:application/pdf},
}

@article{darmann-finck_digital_2021,
	title = {Digital unterstütztes {Lernen} in der {Pflegeausbildung}: {Die} {Care} {Reflection} {Online} ({CARO}) – {Lernumgebung}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Digital unterstütztes {Lernen} in der {Pflegeausbildung}},
	url = {10.21240/mpaed/jb16/2021.04.30.X},
	doi = {10/gksnx6},
	abstract = {The deep mediatization (Hepp 2018) integrates almost all sectors of society, including health care. In nursing training, the potential of the use of digital media has not yet been fully exploited. Digital media, such as learning platforms (Moodle), programs (PowerPoint) or individual tools (flinga), are integrated in teaching processes. Nevertheless, the use is rarely carried out in a nursingdidactically way (Darmann-Finck 2010). Media didactic approaches to shape digitally supported learning (Kerres 2018; Jahnke 2015), do not adequately address the requirements of contents in nursing training. In the CARO project (running 2016 to 2019), a so-called Classroom Learning Interaction System (CARO CLIS) was developed and evaluated to support live interactions in the classroom. The CARO CLIS supports complex learning, interaction and reflection processes in a nursing and media-didactic way. The following article shows the development and evaluation of the software as well as the teaching content based on the design-based research approach (DBR) (Koppel 2016). In addition, it is exemplified how the CARO CLIS supports nursing-didactically well-founded complex educational goals using media-didactic interaction formats.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Darmann-Finck, Ingrid and Wolf, Karsten D. and Schepers, Claudia and Küster, Jan},
	month = apr,
	year = {2021},
	note = {ZSCC: 0000001},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Bildung, Multimedia, Promotion:FU3, \#3:Zeitschriftenartikel:online:Lernumgebung},
	pages = {317--345},
	file = {Darmann-Finck et al. - 2021 - Digital unterstütztes Lernen in der Pflegeausbildu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DX5DT9XH/Darmann-Finck et al. - 2021 - Digital unterstütztes Lernen in der Pflegeausbildu.pdf:application/pdf},
}

@article{siebert_digitalisierung_2020,
	title = {Digitalisierung an {Pflegeschulen}: {Der} {Einfluss} des medialen {Habitus} von {Lehrpersonen} auf die {Nutzung} digitaler {Medien}},
	volume = {15},
	issn = {1861-6186, 2235-218X},
	shorttitle = {Digitalisierung an {Pflegeschulen}},
	url = {10.1024/1861-6186/a000556},
	doi = {10/gg5c2n},
	abstract = {Zusammenfassung. E-Learning und digital gestütztes Simulationslernen werden in deutschen Pflegeschulen eher ungern eingesetzt. Der Grund hierfür kann der mediale Habitus der Lehrenden sein, die digitale Kommunikation und das digitale Lehren und Lernen im Hinblick auf die Erreichung der Lehr- und Lernziele ablehnen. Um Lehrende bei der Implementierung von digitalen Medien zu unterstützen, bedarf es eines pädagogischen Konzeptes, welches auf die Anbahnung von medialen und digitalen Kompetenzen bei den Lehrenden abzielt.},
	language = {de-DE},
	number = {3},
	urldate = {2020-07-12},
	journal = {PADUA},
	author = {Siebert, Jeanette},
	month = jun,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Systemanpassung, Promotion:Argumentation, Bildung, Multimedia, FernUni-Hagen, FernUni-Hagen:MABM:M3, \#5:Zeitschriftenartikel:e-learning},
	pages = {157--159},
	file = {siebert_2020_digitalisierung_an_pflegeschulen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/22E8F4G4/siebert_2020_digitalisierung_an_pflegeschulen.pdf:application/pdf},
}

@article{maier_manchmal_2017,
	title = {„{Manchmal} bin ich ratlos …“: {Vermittlung} transkultureller {Kompetenz} für die ambulante {Pflege} von {Personen} mit {Migrationshintergrund}},
	volume = {12},
	issn = {1861-6186, 2235-218X},
	shorttitle = {„{Manchmal} bin ich ratlos …“},
	url = {https://econtent.hogrefe.com/doi/10.1024/1861-6186/a000398},
	doi = {10.1024/1861-6186/a000398},
	abstract = {Zusammenfassung. Die bestehenden E-Learning-Angebote zu transkultureller Kompetenz sind vor allem auf den stationären Bereich ausgerichtet. Sie berücksichtigen nicht die speziellen Herausforderungen, denen sich Pflegekräfte im ambulanten Bereich gegenübersehen. Ziel des Projekts war, aus Fallbeispielen Szenarien abzuleiten, diese mit verschiedenen Konfliktlösungsstrategien zu verknüpfen und als digitale Geschichten zu verpacken.},
	language = {de-DE},
	number = {5},
	urldate = {2024-07-21},
	journal = {PADUA},
	author = {Maier, Edith and Brenner, Andrea and Fringer, André},
	month = nov,
	year = {2017},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Technologieintegration, Promotion:Relevanz:4, \#5:Zeitschriftenartikel:e-learning},
	pages = {337--343},
	file = {Maier et al. - 2017 - „Manchmal bin ich ratlos …“ Vermittlung transkult.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/V3P9U6BM/Maier et al. - 2017 - „Manchmal bin ich ratlos …“ Vermittlung transkult.pdf:application/pdf},
}

@article{wagner_effectiveness_2021,
	title = {Effectiveness of the {Flipped} {Classroom} on {Student} {Achievement} in {Secondary} {Education}: {A} {Meta}-{Analysis}},
	volume = {35},
	issn = {1010-0652, 1664-2910},
	shorttitle = {Effectiveness of the {Flipped} {Classroom} on {Student} {Achievement} in {Secondary} {Education}},
	url = {https://econtent.hogrefe.com/doi/10.1024/1010-0652/a000274},
	doi = {10.1024/1010-0652/a000274},
	abstract = {This meta-analysis (25 articles, k = 44 independent data sources, N = 2,323) examines the effectiveness of flipped classroom on student achievement in secondary education. The flipped classroom model refers to an instructional approach in which students watch educational videos at home and homework assignments are done in class. Effect sizes were calculated for the research designs “post-test only”, “pre-test-post-test (time)” and “pre-test-post-test with control group (treatment)”. The meta-analytical findings for the condition “treatment” confirm the effectiveness of flipped classroom on student achievement in comparison to traditional instruction (Cohen's d = 0.42, 95 \% CI [0.20 – 0.63], Z = 3.81, p {\textless} .001). Moderator analyses on the effect sizes “time” show stronger effects for subjects in the STEM area (science, technology, engineering, mathematics) than for foreign languages and humanities. The effect sizes were also higher for shorter intervention studies than for longer ones and if quiz at home had been left out. Moderator analyses on the effect sizes “post-test only” and “treatment” make clear that the effect sizes for intervention studies without a learning management system are higher than with a learning management system. Findings are discussed in terms of their implications for educational practice.},
	language = {en-GB},
	number = {1},
	urldate = {2024-07-21},
	journal = {Zeitschrift für Pädagogische Psychologie},
	author = {Wagner, Marlene and Gegenfurtner, Andreas and Urhahne, Detlef},
	month = jan,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, \#1:Zeitschriftenartikel:learning:management:system},
	pages = {11--31},
	file = {Wagner et al. - 2021 - Effectiveness of the Flipped Classroom on Student .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NNR4IVGH/Wagner et al. - 2021 - Effectiveness of the Flipped Classroom on Student .pdf:application/pdf},
}

@article{alasmari_leveraging_2024,
	title = {Leveraging employment with micro-credentials: policy and practice of the {Middle} {East} and {North} {African} {Universities}},
	volume = {72},
	issn = {1042-1629, 1556-6501},
	shorttitle = {Leveraging employment with micro-credentials},
	url = {https://link.springer.com/10.1007/s11423-024-10367-9},
	doi = {10.1007/s11423-024-10367-9},
	abstract = {The purpose of this study is to explore the current status of micro-credentialing policies and practices in Middle Eastern and North African universities. Using a quantitative approach and a comprehensive questionnaire based on recent work by the Australasian Council on Open, Distance, and e-Learning (as reported by ACODE, Survey of micro-credentialing practice in Australasian universities 2021: An ACODE Whitepaper—October 2021, 2021), the study investigates areas such as standards, policies, adoption rates, integration into the curriculum, credentialing engines, and professional development. The findings indicate that micro-credentialing is still in its early stages in the region, with most universities initiating micro-credentialing within the past four years. The lack of a favorable policy ecosystem and standards for learning design, content, delivery, assessment, sizing, and issuance are identified as significant hindrances to the adoption of micro-credentials. To advance the micro-credential market, the study recommends that stakeholders collaborate and create quality standards, accountability mechanisms, financing strategies, and documentation frameworks that promote interoperability. The study suggests that improving policies for micro-credentials could help legitimize them and promote a more unified vision of microcredentials as a crucial component of the national educational strategy.},
	language = {en-GB},
	number = {3},
	urldate = {2024-07-21},
	journal = {Educational technology research and development},
	author = {Alasmari, Talal and Alzahrani, Abdulrahman},
	month = jun,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Weiterführung, Promotion:FU5, \#5:Zeitschriftenartikel:e-learning},
	pages = {1869--1891},
	file = {Alasmari und Alzahrani - 2024 - Leveraging employment with micro-credentials poli.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/23EXLQZW/Alasmari und Alzahrani - 2024 - Leveraging employment with micro-credentials poli.pdf:application/pdf},
}

@article{noauthor_e-learning_2007,
	title = {E-{Learning}},
	volume = {2},
	issn = {1861-6186, 2235-218X},
	url = {https://econtent.hogrefe.com/doi/10.1024/1861-6186/a000008},
	doi = {10.1024/1861-6186/a000008},
	language = {de-DE},
	number = {3},
	urldate = {2024-07-21},
	journal = {PADUA},
	month = jun,
	year = {2007},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:todo},
	pages = {3--66},
	file = {2007 - E-Learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FVMV9WQX/2007 - E-Learning.pdf:application/pdf},
}

@article{ghosh_examining_2023,
	title = {Examining online learning platform characteristics and employee engagement relationship during {Covid}-19},
	volume = {53},
	copyright = {https://www.emerald.com/insight/site-policies},
	issn = {2059-5891, 2059-5891},
	url = {https://www.emerald.com/insight/content/doi/10.1108/VJIKMS-05-2022-0154/full/html},
	doi = {10.1108/VJIKMS-05-2022-0154},
	abstract = {Purpose – As work-from-home policies were being implemented during Covid-19, organizations have been migrating their learning and development programs to digital platforms. This study aims to understand the role of employees’ perceptions about four key attributes of online learning platforms (OLPs), namely, online environment, ease of use, online content (OC) and online engagement anchors in their levels of work engagement (WE). Further, it also investigates how the personality attributes of the employees and ﬁnancial incentives for online learning inﬂuence this relationship.},
	language = {en-GB},
	number = {2},
	urldate = {2024-07-08},
	journal = {VINE Journal of Information and Knowledge Management Systems},
	author = {Ghosh, Vinit and Bharadwaja, Manaswita and Mukherjee, Hory},
	month = mar,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, \#1:Zeitschriftenartikel:learning:management:system, Promotion:FU3},
	pages = {335--357},
	file = {Ghosh et al. - 2023 - Examining online learning platform characteristics.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KFKFPS8C/Ghosh et al. - 2023 - Examining online learning platform characteristics.pdf:application/pdf},
}

@article{khaldi_gamification_2023,
	title = {Gamification of e-learning in higher education: a systematic literature review},
	volume = {10},
	issn = {2196-7091},
	shorttitle = {Gamification of e-learning in higher education},
	url = {https://slejournal.springeropen.com/articles/10.1186/s40561-023-00227-z},
	doi = {10.1186/s40561-023-00227-z},
	abstract = {In recent years, university teaching methods have evolved and almost all higher education institutions use e-learning platforms to deliver courses and learning activities. However, these digital learning environments present significant dropout and low completion rates. This is primarily due to the lack of student motivation and engagement. Gamification which can be defined as the application of game design elements in non-game activities has been used to address the issue of learner distraction and stimulate students’ involvement in the course. However, choosing the right combination of game elements remains a challenge for gamification designers and practitioners due to the lack of proven design approaches, and there is no one-size-fits-all approach that works regardless of the gamification context. Therefore, our study focused on providing a comprehensive overview of the current state of gamification in online learning in higher education that can serve as a resource for gamification practitioners when designing gamified systems. In this paper, we aimed to systematically explore the different game elements and gamification theory that have been used in empirical studies; establish different ways in which these game elements have been combined and provide a review of the state-of-the-art of approaches proposed in the literature for gamifying e-learning systems in higher education. A systematic search of databases was conducted to select articles related to gamification in digital higher education for this review, namely, Scopus and Google Scholar databases. We included studies that consider the definition of gamification as the application of game design elements in non-game activities, designed for online higher education. We excluded papers that use the term of gamification to refer to game-based learning, serious games, games, video games, and those that consider face-to-face learning environments. We found that PBL elements (points, badges, and leaderboards), levels, and feedback and are the most commonly used elements for gamifying e-learning systems in higher education. We also observed the increasing use of deeper elements like challenges and storytelling. Furthermore, we noticed that of 39 primary studies, only nine studies were underpinned by motivational theories, and only two other studies used theoretical gamification frameworks proposed in the literature to build their e-learning systems. Finally, our classification of gamification approaches reveals the trend towards customization and personalization in gamification and highlights the lack of studies on content gamification compared to structural gamification.},
	language = {en-GB},
	number = {1},
	urldate = {2024-07-08},
	journal = {Smart Learning Environments},
	author = {Khaldi, Amina and Bouzidi, Rokia and Nader, Fahima},
	month = jan,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, \#5:Zeitschriftenartikel:e-learning},
	pages = {10},
	file = {Khaldi et al. - 2023 - Gamification of e-learning in higher education a .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PUGE4S4E/Khaldi et al. - 2023 - Gamification of e-learning in higher education a .pdf:application/pdf},
}

@article{khanduri_revolutionizing_2023,
	title = {Revolutionizing {Learning}: {An} {Exploratory} {Study} on {The} {Impact} of {Technology}-{Enhanced} {Learning} {Using} {Digital} {Learning} {Platforms} and {AI} {Tools} on {The} {Study} {Habits} of {University} {Students} {Through} {Focus} {Group} {Discussions}},
	volume = {4},
	issn = {25827421},
	shorttitle = {Revolutionizing {Learning}},
	url = {https://ijrpr.com/uploads/V4ISSUE6/IJRPR14105.pdf},
	doi = {10.55248/gengpi.4.623.44407},
	language = {en-GB},
	number = {6},
	urldate = {2024-07-08},
	journal = {International Journal of Research Publication and Reviews},
	author = {Khanduri, Varunni and Teotia, Dr. Anu},
	month = jun,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, Krisenreaktion im Bildungsbereich, \#2:Zeitschriftenartikel:online:Lernplattform},
	pages = {663--672},
	file = {Khanduri und Teotia - 2023 - Revolutionizing Learning An Exploratory Study on .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A6PFA5DJ/Khanduri und Teotia - 2023 - Revolutionizing Learning An Exploratory Study on .pdf:application/pdf},
}

@article{xu_improved_2023,
	title = {An {Improved} {Computational} {Solution} for {Cloud}-{Enabled} {E}-{Learning} {Platforms} {Using} a {Deep} {Learning} {Technique}:},
	volume = {19},
	copyright = {http://creativecommons.org/licenses/by/3.0/deed.en\_US},
	issn = {1548-3673, 1548-3681},
	shorttitle = {An {Improved} {Computational} {Solution} for {Cloud}-{Enabled} {E}-{Learning} {Platforms} {Using} a {Deep} {Learning} {Technique}},
	url = {https://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/IJeC.316664},
	doi = {10.4018/IJeC.316664},
	abstract = {The sharable e-learning platform can be presented as a useful learning environment for students on the cloud computing infrastructure. Virtual classrooms are momentarily taking the place of conventional ones, which means that e-learning is becoming more popular. There are currently no strategies for estimating how much cloud resources will be used. Because of this, students can access learning objects without deciding to follow a different learning management system (LMS). The proposed deep learning-based e-learning platform (DL-E-LP) can enable separate LMS embedded in multiple e-learning standards to share the learning objects. Using a smart learning system, teachers can keep track of their students’ progress more easily. The convolutional neural network has been used to develop face recognition and monitor students’ knowledge learning level in deep learning. The use of modern technologies and smart classrooms makes learning easier for all students. The proposed paradigm is both efficient and productive through experimentation.},
	language = {en-GB},
	number = {1},
	urldate = {2024-07-08},
	journal = {International Journal of e-Collaboration},
	author = {Xu, Wenyi},
	month = feb,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur, Promotion:FU3},
	pages = {1--19},
	file = {Xu - 2023 - An Improved Computational Solution for Cloud-Enabl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XTWAEAWN/Xu - 2023 - An Improved Computational Solution for Cloud-Enabl.pdf:application/pdf},
}

@incollection{dittler_vorwort_2022,
	title = {Vorwort},
	isbn = {978-3-11-075472-8},
	url = {https://www.degruyter.com/document/doi/10.1515/9783110754728-201/html},
	language = {de-DE},
	urldate = {2024-06-28},
	booktitle = {E-{Learning}},
	publisher = {De Gruyter},
	editor = {Dittler, Ullrich},
	month = apr,
	year = {2022},
	doi = {10.1515/9783110754728-201},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {V--VIII},
	file = {Dittler - 2022 - Vorwort.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2GULPJ7W/Dittler - 2022 - Vorwort.pdf:application/pdf},
}

@article{kim_online_2022,
	title = {Online learning performance and engagement during the {COVID}-19 pandemic: {Application} of the dual-continua model of mental health},
	volume = {13},
	issn = {1664-1078},
	shorttitle = {Online learning performance and engagement during the {COVID}-19 pandemic},
	url = {https://www.frontiersin.org/articles/10.3389/fpsyg.2022.932777/full},
	doi = {10.3389/fpsyg.2022.932777},
	abstract = {The COVID-19 pandemic has led to an abrupt transition from face-to-face learning to online learning, which has also affected the mental health of college students. In this study, we examined the relationship between students’ adjustment to online learning and their mental health by using the Dual-Continua Model. The model assumes that mental disorder and mental well-being are related yet distinct factors of mental health. For this purpose, 2,933 college students completed an online survey around the beginning of the Fall semester of 2020 (
              N
              = 1,724) and the Spring semester of 2021 (
              N
              = 1,209). We assessed participants’ mental well-being, mental disorders, and academic distress by means of the online survey. In addition, we incorporated grades and log data accumulated in the Learning Management System (LMS) as objective learning indicators of academic achievement and engagement in online learning. Results revealed that two dimensions of mental health (i.e., mental well-being and mental disorder) were independently associated with all objective and subjective online learning indicators. Specifically, languishing (i.e., low levels of mental well-being) was negatively associated with student engagement derived from LMS log data and academic achievement and was positively associated with self-reported academic distress even after we controlled for the effects of mental disorder. In addition, mental disorder was negatively related to student engagement and academic achievement and was positively related to academic distress even after we controlled for the effects of mental well-being. These results remained notable even when we controlled for the effects of sociodemographic variables. Our findings imply that applying the Dual-Continua Model contributes to a better understanding of the relationship between college students’ mental health and their adaptation to online learning. We suggest that it is imperative to implement university-wide interventions that promote mental well-being and alleviate psychological symptoms for students’ successful adjustment to online learning.},
	language = {en-GB},
	urldate = {2024-06-28},
	journal = {Frontiers in Psychology},
	author = {Kim, Jinwon and Moon, Kibum and Lee, Jiye and Jeong, Yaewon and Lee, Seungjin and Ko, Young-gun},
	month = jul,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Bewertungsmethoden, Promotion:FU2a, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system},
	pages = {932777},
	file = {Kim et al. - 2022 - Online learning performance and engagement during .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q668HNDR/Kim et al. - 2022 - Online learning performance and engagement during .pdf:application/pdf},
}

@article{chung_self-managed_2022,
	title = {A {Self}-{Managed} {Online} {Mindfulness} {Program} in a {University}-{Wide} {Learning} {Management} {System} {Orientation} {Site}: {A} {Real}-{World} {Ecological} {Validation} {Study}},
	volume = {13},
	issn = {1664-1078},
	shorttitle = {A {Self}-{Managed} {Online} {Mindfulness} {Program} in a {University}-{Wide} {Learning} {Management} {System} {Orientation} {Site}},
	url = {https://www.frontiersin.org/articles/10.3389/fpsyg.2022.869765/full},
	doi = {10.3389/fpsyg.2022.869765},
	abstract = {The efficacy of mindfulness-based interventions in randomised-controlled trials and large experimental studies has been demonstrated in university student populations. Whilst these investigations have provided insight into the nature of the delivery of mindfulness-based practices, there has been little research in the implementation of self-managed online student wellbeing and mindfulness programs at university. This ecological validation study conducted in 2020 evaluated a real-world implementation of a large, university-wide, online mindfulness-based program that was accessible fully online via the tertiary institutions’ Learning Management System (LMS) student orientation site. The total sample included 833 participants from a range of disciplines and faculties at Monash University, Australia. At the end of the study, 236 (28.3\%) participants were retained and completed the follow-up survey. Participants had the option to engage with the fully self-managed online mindfulness program for a 12-week semester. The mindfulness practices were pre-recorded, audio-guided sessions, and 10–15 min in length. Baseline and end of semester questionnaires included the 14-item Warwick-Edinburgh Mental Wellbeing Scale, 10-item Perceived Stress Scale and the 18-item Five Facet Mindfulness Questionnaire. Participants who engaged with the mindfulness program over 3 or more weeks showed significant improvements in all three outcome measures, and all participants showed significant improvements in wellbeing at the end of semester. Learning analytics obtained via the LMS revealed that 58.6\% (
              n
              = 489) had not logged into the mindfulness program at all, almost a third (31.0\%,
              n
              = 259) logged into the program materials once or twice, and 10.2\% (
              n
              = 85) of the whole sample engaged with the program actively, having logged in three or more times. The total number of student logins peaked in week 2, reduced between week 2 and week 7 and thereafter activity remained stable until the end of the semester. We hypothesise that the changes in wellbeing, stress and mindfulness at the end of the semester seen in the low engagement participants may partly be explained by the circumstances of COVID-19 restrictions improving. This study has revealed and discusses the complexities of student behaviour and implications for implementing an online mindfulness program in the real- world setting of a university.},
	language = {en-GB},
	urldate = {2024-06-28},
	journal = {Frontiers in Psychology},
	author = {Chung, Jennifer and Mundy, Matthew E. and McKenzie, Stephen},
	month = may,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Bewertungsmethoden, Promotion:FU2a, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, Promotion:Relevanz:3},
	pages = {869765},
	file = {Chung et al. - 2022 - A Self-Managed Online Mindfulness Program in a Uni.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BWGYCVU4/Chung et al. - 2022 - A Self-Managed Online Mindfulness Program in a Uni.pdf:application/pdf},
}

@article{su_applying_2021,
	title = {Applying {Educational} {Data} {Mining} to {Explore} {Viewing} {Behaviors} and {Performance} {With} {Flipped} {Classrooms} on the {Social} {Media} {Platform} {Facebook}},
	volume = {12},
	issn = {1664-1078},
	url = {https://www.frontiersin.org/articles/10.3389/fpsyg.2021.653018/full},
	doi = {10.3389/fpsyg.2021.653018},
	abstract = {In recent years, learning materials have gradually been applied to ﬂipped classrooms. Teachers share learning materials, and students can preview the learning materials before class. During class, the teacher can discuss students’ questions from their notes from previewing the learning materials. The social media platform Facebook provides access to learning materials and diversiﬁed interactions, such as sharing knowledge, annotating learning materials, and establishing common objectives. Previous studies have explored the effect of ﬂipped classrooms on students’ learning engagement, attitudes, and performance. In this paper, we apply educational data mining to explore the relationship between students’ viewing behaviors in accessing learning materials and their performance in ﬂipped classrooms. The participants are classiﬁed into an experimental group and a control group to engage in ﬂipped classroom activities. The experimental group uses the social media platform Facebook for ﬂipped learning, and the control group uses a learning management system for ﬂipped learning. The results show that there is a signiﬁcant difference in the learning performance between the two groups, with the average score of the experimental group being higher than that of the control group. Furthermore, we ﬁnd that the viewing behaviors and performance of the students within the experimental group differ signiﬁcantly.},
	language = {en-GB},
	urldate = {2024-06-28},
	journal = {Frontiers in Psychology},
	author = {Su, Yu-Sheng and Lai, Chin-Feng},
	month = apr,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, \#1:Zeitschriftenartikel:learning:management:system, Promotion:FU3},
	pages = {653018},
	file = {Su und Lai - 2021 - Applying Educational Data Mining to Explore Viewin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JB29HH5M/Su und Lai - 2021 - Applying Educational Data Mining to Explore Viewin.pdf:application/pdf},
}

@article{aksoy_performance_2019,
	title = {Performance {Monitoring} via {Functional} {Near} {Infrared} {Spectroscopy} for {Virtual} {Reality} {Based} {Basic} {Life} {Support} {Training}},
	volume = {13},
	issn = {1662-453X},
	url = {https://www.frontiersin.org/article/10.3389/fnins.2019.01336/full},
	doi = {10.3389/fnins.2019.01336},
	abstract = {The use of serious game tools in training of medical professions is steadily growing. However, there is a lack of reliable performance assessment methods to evaluate learner’s outcome. The aim of this study is to determine whether functional near infrared spectroscopy (fNIRS) can be used as an additional tool for assessing the learning outcome of virtual reality (VR) based learning modules. The hypothesis is that together with an improvement in learning outcome there would be a decrease in the participants’ cerebral oxygenation levels measured from the prefrontal cortex (PFC) region and an increase of participants’ serious gaming results. To test this hypothesis, the subjects were recruited and divided into four groups with different combinations of prior virtual reality experience and prior Basic Life Support (BLS) knowledge levels. A VR based serious gaming module for teaching BLS and 16-Channel fNIRS system were used to collect data from the participants. Results of the participants’ scores acquired from the serious gaming module were compared with fNIRS measures on the initial and ﬁnal training sessions. Kruskal Wallis test was run to determine any signiﬁcant statistical difference between the groups and Mann–Whitney U test was utilized to obtain pairwise comparisons. BLS training scores of the participants acquired from VR based serious game’s the learning management system and fNIRS measurements revealed decrease in use of resources from the PFC, but increase in behavioral performance. Importantly, brain-based measures can provide an additional quantitative metric for trainee’s expertise development and can assist the medical simulation instructors.},
	language = {en-GB},
	urldate = {2024-06-28},
	journal = {Frontiers in Neuroscience},
	author = {Aksoy, Emin and Izzetoglu, Kurtulus and Baysoy, Engin and Agrali, Atahan and Kitapcioglu, Dilek and Onaral, Banu},
	month = dec,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Promotion:FU4b},
	pages = {1336},
	file = {Aksoy et al. - 2019 - Performance Monitoring via Functional Near Infrare.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9962G7XE/Aksoy et al. - 2019 - Performance Monitoring via Functional Near Infrare.pdf:application/pdf},
}

@article{saiz_manzanares_how_2017,
	title = {How {Do} {B}-{Learning} and {Learning} {Patterns} {Influence} {Learning} {Outcomes}?},
	volume = {8},
	issn = {1664-1078},
	url = {http://journal.frontiersin.org/article/10.3389/fpsyg.2017.00745/full},
	doi = {10.3389/fpsyg.2017.00745},
	abstract = {Learning Management System (LMS) platforms provide a wealth of information on the learning patterns of students. Learning Analytics (LA) techniques permit the analysis of the logs or records of the activities of both students and teachers on the on-line platform. The learning patterns differ depending on the type of Blended Learning (B-Learning). In this study, we analyse: (1) whether signiﬁcant differences exist between the learning outcomes of students and their learning patterns on the platform, depending on the type of B-Learning [Replacement blend (RB) vs. Supplemental blend (SB)]; (2) whether a relation exists between the metacognitive and the motivational strategies (MS) of students, their learning outcomes and their learning patterns on the platform. The 87,065 log records of 129 students (69 in RB and 60 in SB) in the Moodle 3.1 platform were analyzed. The results revealed different learning patterns between students depending on the type of B-Learning (RB vs. SB). We have found that the degree of blend, RB vs. SB, seems to condition student behavior on the platform. Learning patterns in RB environments can predict student learning outcomes. Additionally, in RB environments there is a relationship between the learning patterns and the metacognitive and (MS) of the students.},
	language = {en-GB},
	urldate = {2024-06-28},
	journal = {Frontiers in Psychology},
	author = {Sáiz Manzanares, María Consuelo and Marticorena Sánchez, Raúl and García Osorio, César Ignacio and Díez-Pastor, José F.},
	month = may,
	year = {2017},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, \#1:Zeitschriftenartikel:learning:management:system, Promotion:FU2b},
	pages = {745},
	file = {Sáiz Manzanares et al. - 2017 - How Do B-Learning and Learning Patterns Influence .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7V9TJYBS/Sáiz Manzanares et al. - 2017 - How Do B-Learning and Learning Patterns Influence .pdf:application/pdf},
}

@inproceedings{al-mansoori_using_2011,
	address = {Abu Dhabi, United Arab Emirates},
	title = {Using {E}-learning for helping children with diabetes},
	isbn = {978-1-4577-0311-9},
	url = {http://ieeexplore.ieee.org/document/5893806/},
	doi = {10.1109/INNOVATIONS.2011.5893806},
	abstract = {Diabetes is a common and costly condition disease that is associated with significant morbidity and mortality. Recent studies have shown remarkable increases in diabetes during the last decade. This has attracted many researchers and doctors to investigate e-learning technologies as a way of assisting people with diabetes. However very little work exist that focus on educating children to adopt healthy lifestyle. As a result, this research work aims to create awareness of diabetes among children, and thereby, ultimately contribute to reducing the growing rate of diabetes. This paper presents an investigation into E-Learning systems and how it can help people with diabetes, especially when it comes to children who are largely unaware and poorly informed about the menace of the disease. This research addresses children’ needs expectations, and proposes a design of an E-Learning prototype that can raise their awareness and knowledge in order to help reduce the effects of this disease on children.},
	language = {en-GB},
	urldate = {2024-06-16},
	booktitle = {2011 {International} {Conference} on {Innovations} in {Information} {Technology}},
	publisher = {IEEE},
	author = {Al-Mansoori, Mona and Shaalan, Khaled and Tawfik, Hissam},
	month = apr,
	year = {2011},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU6, \#5:Konferenz-Paper:e-learning},
	pages = {145--149},
	file = {Al-Mansoori et al. - 2011 - Using E-learning for helping children with diabete.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ST99DPBI/Al-Mansoori et al. - 2011 - Using E-learning for helping children with diabete.pdf:application/pdf},
}

@incollection{mrohs_durch_2023,
	address = {Wiesbaden},
	title = {Durch {Communities} of {Inquiry} eine digitale {Kultur} für den {Auf}- und {Ausbau} professioneller digitaler {Kompetenzen} schaffen: {Konzeption} und {Evaluation} eines {Online}-{Seminars} für {Grundschullehramtsstudierende}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Durch {Communities} of {Inquiry} eine digitale {Kultur} für den {Auf}- und {Ausbau} professioneller digitaler {Kompetenzen} schaffen},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_11},
	abstract = {Zusammenfassung
            
              Der Einsatz digitaler Medien im (Grundschul-)Unterricht ist von der Lehrkraft und ihren professionellen Kompetenzen abhängig, die bereits in der universitären Phase der Lehrer:innenbildung über geeignete E-Learning-Szenarien auf- und ausgebaut werden können und sollen. Im Beitrag wird als Good-Practice-Beispiel das Online-Seminar
              Kinder digital und forschend im Schriftspracherwerb begleiten
              für Grundschullehramtsstudierende vorgestellt. Die Konzeption orientiert sich am
              Community of Inquiry
              -Modell. Erste Evaluationsergebnisse mit 49 Grundschullehramtsstudierenden zur Entwicklung und Veränderung professioneller Kompetenzen im digitalen Schriftspracherwerb werden diskutiert.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Oetjen, Birte and Martschinke, Sabine and Jandl, Vanessa and Pfann, Kerstin and Truckenbrodt, Stefanie},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_11},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {163--183},
	file = {Oetjen et al. - 2023 - Durch Communities of Inquiry eine digitale Kultur .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PU8375IN/Oetjen et al. - 2023 - Durch Communities of Inquiry eine digitale Kultur .pdf:application/pdf},
}

@article{uberall_curriculum_2023,
	title = {Curriculum {Algesiologische} {Fachassistenz} - jetzt online auf der {E}-{Learning}-{Plattform} der {DGS}},
	volume = {39},
	issn = {2194-2536, 2364-1010},
	url = {https://www.springermedizin.de/doi/10.1007/s00940-023-4171-8},
	doi = {10/gr9s7r},
	language = {de-DE},
	number = {3},
	urldate = {2023-05-27},
	journal = {Schmerzmedizin},
	author = {Überall, Michael A. and Horlemann, Johannes},
	month = may,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Bildung, Multimedia, Krisenreaktion im Bildungsbereich, \#5:Zeitschriftenartikel:e-learning},
	pages = {45--45},
	file = {A. Überall und Horlemann - 2023 - Curriculum Algesiologische Fachassistenz - jetzt o.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RQQKMT58/A. Überall und Horlemann - 2023 - Curriculum Algesiologische Fachassistenz - jetzt o.pdf:application/pdf},
}

@inproceedings{setiawati_impact_2022,
	title = {Impact of {E}-{Learning} {Quality} on {Student} {Satisfaction} {During} {Covid}-19 and {Continuing} {Intentions} to {Use} {E}-{Learning} {Post} {Covid}-19},
	abstract = {The COVID-19 pandemic has forced all educational institutions to adopt online learning, regardless of how ready they are for transformation. This study aims to investigate student perceptions of e-learning quality, student satisfaction, and intention to continue using online education. It is also found that students in some areas are not ready to adapt from face-to-face offline education to e-learning platforms, examining how the quality of e-learning affects student satisfaction and usage intentions will provide useful findings for policy makers and educators to improve e-learning effectiveness. Utilizing quantitative methods, this study uses an online survey questionnaire to test the suggested research hypotheses and test the proposed model. To analyze and test the data, AMOS 20.0 was used using SEM (structural equation modeling). Based on the results of testing the impact of e-learning quality on student satisfaction and sustainable use intentions among higher education students, several conclusions can be drawn. Increasing student satisfaction by improving the quality of e-learning has resulted in greater efficiency and effectiveness of student online learning performance and outcomes. There is a strong significant relationship between knowledge sharing, communication facilities, motivation and use, and acceptance of e-learning between instructors.},
	language = {en-GB},
	author = {Setiawati, Anindya Prastiwi},
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Bewertungsmethoden, Systemanpassung, Bildung, Multimedia, Promotion:FU6, \#5:Konferenz-Paper:e-learning},
	pages = {422--436},
	file = {Setiawati - 1945 - Impact of E-Learning Quality on Student Satisfacti.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9SMFVVUP/Setiawati - 1945 - Impact of E-Learning Quality on Student Satisfacti.pdf:application/pdf},
}

@inproceedings{trudzinski_erste_2023,
	title = {Erste {Erfahrungen} zum {Einsatz} eines {E}-learning {Angebotes} zur {Verbesserung} der {Weaning}-{Kompetenz} im {Rahmen} der {PRiVENT}-{Intervention}},
	volume = {77},
	copyright = {Georg Thieme Verlag Rüdigerstraße 14, 70469 Stuttgart, Germany},
	url = {http://www.thieme-connect.de/DOI/DOI?10.1055/s-0043-1761014},
	doi = {10.1055/s-0043-1761014},
	abstract = {Thieme E-Books \& E-Journals},
	language = {de-DE},
	urldate = {2023-03-19},
	booktitle = {Pneumologie},
	publisher = {Georg Thieme Verlag},
	author = {Trudzinski, F. and Schubert-Haack, J. and Neetz, B. and Tanck, K. and Iberl, G. and Müeller, M. and Kempa, A. and Neurohr, C. and Forstner, J. and Ghiani, A. and Andritschky, C. and Schneider, A. and Rheinhold, A. and Gehrig, P. and Szecsenyi, J. and Herth, F.},
	month = mar,
	year = {2023},
	note = {ISSN: 0934-8387, 1438-8790
Issue: S 01
Journal Abbreviation: Pneumologie},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, Bildung, Multimedia, Promotion:FU6, \#5:Konferenz-Paper:e-learning},
	pages = {Po 274},
	file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/7Z92H6D5/s-0043-1761014.html:text/html;Trudzinski et al. - 2023 - Erste Erfahrungen zum Einsatz eines E-learning Ang.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QCVVUA5E/Trudzinski et al. - 2023 - Erste Erfahrungen zum Einsatz eines E-learning Ang.pdf:application/pdf},
}

@inproceedings{bretschneider_lernendenzentrierung_2020,
	title = {Lernendenzentrierung im {Lehren} und {Lernen} mit {Medien}},
	copyright = {Deutsches Urheberrecht},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=18891},
	doi = {10/grsthd},
	abstract = {Der vorliegende Beitrag beschäftigt sich mit dem Begriff und dem Konzept der Lernendenzentrierung. Ziel dieses Beitrags ist eine schärfere Fassung des Begriffs und die Anwendung dieses Konzeptes im Bereich des digitalen Lehrens und Lernens. Ausgangspunkt für die Auseinandersetzung sind die praktischen Erfahrungen der Autorinnen im Bereich Digitale Qualifizierung der Hamburg Open Online University. Die Annäherung an den Begriff Lernendenzentrierung erfolgt aus erziehungwissenschaftlicher Perspektive und aus der des User-Centred Designs. Das Ergebnis dieser Näherung ist, dass sich die Lernendenzentrierung im digitalen Lehren und Lernen auf einem Kontinuum zwischen der erziehungswissenschaftlichen Perspektive und der des User-Centred Design bewegt. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-02-17},
	publisher = {Waxmann},
	author = {Bretschneider, Miriam and Pflaum, Ellen},
	month = aug,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Systemanpassung, Bildungstheorien, Bildung, Digitale Bildung, Digitalisierung, Digitalization, Hochschullehre, Softwaretechnologie, University lecturing, University teaching, Educational Environment, Fundamental concepts, Hochschule, Konzept, Learning, Learning environment, Relocation, Umsetzung, Project, Projects (Learning Activities), Projekt, Lecturing, Lehren, Lernumgebung, Individual instruction, Perspective, Perspektive, \#3:Konferenz-Paper:online:Lernumgebung, Hamburg, Learning organisation, Learning organization, Zielgruppenorientierung},
	file = {Bretschneider, Mirjam und Pflaum, Ellen - 2020 - Lernendenzentrierung im Lehren und Lernen mit Medi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P85QD9WA/Bretschneider, Mirjam und Pflaum, Ellen - 2020 - Lernendenzentrierung im Lehren und Lernen mit Medi.pdf:application/pdf},
}

@inproceedings{christian_fachliche_2021,
	title = {Fachliche {Bildung} und digitale {Transformation} - {Fachdidaktische} {Forschung} und {Diskurse}. {Fachtagung} der {Gesellschaft} für {Fachdidaktik} 2020},
	copyright = {Creative Commons Namensnennung - Keine Bearbeitung 3.0 Deutschland},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=21659},
	doi = {10/grstgn},
	abstract = {Die digitale Fachtagung der Gesellschaft für Fachdidaktik (GFD) vom 23. bis zum 25. September 2020 wurde von der Physikdidaktik der Universität Regensburg organisiert. Die Tagung wurde zusätzlich unterstützt vom Regensburger Universitätszentrum für Lehrerbildung RUL. Das Tagungsthema lautete: Fachliche Bildung und digitale Transformation - Fachdidaktische Forschung und Diskurse. Fachliche Bildung unterliegt grundlegenden Veränderungen im Zei­chen digitaler Transformation. Diese zeigen sich auf der Ebene fachli­chen Lehrens und Lernens. So wandeln sich die Rollenverteilung von Lehrenden wie Lernenden und das Bewusstsein darüber, wie Verantwortung in beiden Gruppen verteilt und genutzt werden kann. Lern­zeiten lassen sich individualisieren und Schülerinnen und Schülern er­öffnen sich neue Räume für selbstgesteuertes und partizipatives fach­liches Lernen. Zugleich sind digitale Formen der Gewinnung, Darstel­lung, Vermittlung und Aneignung fachlichen Wissens und fachbezo­gener Fähigkeiten weit mehr als neue Werkzeuge des Lehrens und Lernens im Fach. Vielmehr unterliegt jedes Fach und jede Fachdidak­tik auf je eigene Weise einem Prozess digitaler Transformation. Dieser schließt fachdidaktische Forschung und die Anforderungen an die Lehrerbildung in der ersten, zweiten und dritten Phase mit ein. Auch Fragen digitaler Ethik im Zeichen von Algorithmisierung, Big Data und KI sind berührt. Die ca. 50 Beiträge repräsentieren die fachdidaktischen Arbeiten, die in im Rahmen von Gruppenvorträgen, Einzelvorträgen, Workshops und Postern präsentiert wurden. (Herausgeber)},
	language = {de-DE},
	urldate = {2023-02-17},
	publisher = {Universität},
	editor = {Christian, Maurer and Karsten, Rincke and Michael, Hemmer},
	month = mar,
	year = {2021},
	keywords = {Feedback, Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Promotion:Relevanz:4, Bildung, Multimedia, Deutschland, Digitale Bildung, Digitalisierung, Digitalization, Germany, Cooperation, Educational Environment, Ethik, Kooperation, Learning environment, On line, Technologie, Virtuelle Lehre, Promotion:FU3, Specialized didactics, Subject didactics, Pedagogics, Lehrerbildung, Sekundarbereich, Teachers' training, Kompetenz, Competency, School, Schule, Coronavirus, Pandemie, Lehr-Lern-Prozess, Lehrer, Teacher, Teaching-learning process, Chemieunterricht, Chemistry Education, Teaching of Chemistry, Transformation, Lehramtsstudent, Student teachers, Primarbereich, Primary level, Heterogeneity, Heterogenität, Artificial intelligence, Lehr-Lern-System, Media competence, Media skills, Lernumgebung, Tablet-PC, Music lessons, Natural sciences lessons, Teaching of music, Teaching of science, Musikunterricht, Lesen, Online courses, Foreign language teaching, Educational technology, \#3:Konferenz-Paper:online:Lernumgebung, Aufsatzsammlung, Außerschulischer Lernort, Deutschunterricht, Education in sports, Educational Media, Forschung und Lehre, Fremdsprachenunterricht, Geografieunterricht, Geography Education, Geography lessons, German language teaching, Instruction in engineering, Media teaching aids, Naturwissenschaftlicher Unterricht, Pädagogikunterricht, Pedagogics instruction, Physical education, Physical training, Physics Education, Physics lessons, Physikunterricht, Recherche, Research and instruction units, Sportunterricht, Teaching of basic technology, Teaching of foreign languages, Teaching of geography, Teaching of German, Teaching of physics, Technikunterricht, Unterrichtsmedien, Virtuelle Realität},
	file = {Christian et al. - 2021 - Fachliche Bildung und digitale Transformation - Fa.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MZQPEMS5/Christian et al. - 2021 - Fachliche Bildung und digitale Transformation - Fa.pdf:application/pdf},
}

@article{iberer_vom_2022,
	title = {Vom „{eLearning}“ zum „{Hybrid} {Learning}“: {Adaptionsprozesse} in der {Studiengangsentwicklung}},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	shorttitle = {Vom „{eLearning}“ zum „{Hybrid} {Learning}“},
	url = {https://www.hochschule-und-weiterbildung.net/index.php/zhwb/article/view/4336},
	doi = {10.11576/ZHWB-4336},
	abstract = {Wie entwickelt sich ein Studienangebot über einen längeren Zeitraum? Wie verändert es sich in seinen konzeptionellen und didaktischen Komponenten? Wie kann dieser Prozess beschrieben werden? Der Beitrag versucht die didaktische Konzeption von Weiterbildungsprogrammen aus einer längeren zeitlichen Perspektive zu betrachten. Hierzu werden zunächst generelle Modelle der Studiengangsentwicklung im Kontext von digitaler Transformationen dargelegt und anschließend an einem Fallbeispiel illustriert. Mit Blick darauf und aus einer längerfristigen Perspektive wird deutlich, dass der in den klassischen Modellen unterstellte kontinuierliche Wandel immer wieder von markanten Umgestaltungen durchsetzt ist und sich so unterschiedliche Entwicklungsphasen zeigen.},
	language = {de-DE},
	urldate = {2022-01-22},
	journal = {Zeitschrift Hochschule und Weiterbildung (ZHWB)},
	author = {Iberer, Ulrich},
	month = jan,
	year = {2022},
	note = {Publisher: Zeitschrift Hochschule und Weiterbildung (ZHWB)},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Relevanz:4, Promotion:Weiterführung, Bildung, Multimedia, \#5:Zeitschriftenartikel:e-learning},
	pages = {2021/2: Programmplanung in der wissenschaftlichen Weiterbildung},
	file = {Iberer - 2022 - Vom „eLearning“ zum „Hybrid Learning“ Adaptionspr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QRF822YL/Iberer - 2022 - Vom „eLearning“ zum „Hybrid Learning“ Adaptionspr.pdf:application/pdf},
}

@article{sghaier_development_2022,
	title = {Development of an intelligent system based on metaverse learning for students with disabilities},
	volume = {9},
	issn = {2296-9144},
	url = {https://www.frontiersin.org/articles/10.3389/frobt.2022.1006921/full},
	doi = {10.3389/frobt.2022.1006921},
	abstract = {Due to the coronavirus-2019 pandemic, people have had to work and study using the Internet such that the strengthened metaverse has become a part of the lives of people worldwide. The advent of technology linking the real and virtual worlds has facilitated the transmission of spatial audio and haptics to allow the metaverse to offer multisensory experiences in diverse fields, especially in teaching. The main idea of the proposed project is the development of a simple intelligent system for meta-learning. The suggested system should be self-configurable according to the different users of the metaverse. We aimed to design and create a virtual learning environment using Open Simulator based on a 3D virtual environment and simulation of the real-world environment. We then connected this environment to a learning management system (Moodle) through technology for 3D virtual environments (Sloodle) to allow the management of students, especially those with different abilities, and followed up on their activities, tests, and exams. This environment also has the advantage of storing educational content. We evaluated the performance of the Open Simulator in both standalone and grid modes based on the login times. The result showed times the standalone and grid modes of 12 s and 16 s, which demonstrated the robustness of the proposed platform. We also tested the system on 50 disabled learners, according to the
              t
              -test of independent samples. A test was conducted in the mathematics course, in which the students were divided into two equal groups (n = 25 each) to take the test traditionally and using the chair test tool, which is one of the most important tools of the Sloodle technology. According to the results, the null hypothesis was rejected, and we accepted the alternative hypothesis that demonstrated a difference in achievement between the two groups.},
	language = {en-GB},
	urldate = {2024-06-28},
	journal = {Frontiers in Robotics and AI},
	author = {Sghaier, Souhir and Elfakki, Abir Osman and Alotaibi, Abdullah Alhumaidi},
	month = dec,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Promotion:Relevanz:4, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur, Promotion:FU3},
	pages = {1006921},
	file = {Sghaier et al. - 2022 - Development of an intelligent system based on meta.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M74S8LX5/Sghaier et al. - 2022 - Development of an intelligent system based on meta.pdf:application/pdf},
}

@article{sadiq_empowering_2024,
	title = {Empowering health professions educators: enhancing curriculum delivery through customized e-tutorial training on fundamental digital tools},
	volume = {11},
	issn = {2296-858X},
	shorttitle = {Empowering health professions educators},
	url = {https://www.frontiersin.org/articles/10.3389/fmed.2024.1342654/full},
	doi = {10.3389/fmed.2024.1342654},
	abstract = {Introduction
              In the dynamic landscape of education, the fusion of technology and learning, commonly termed “technology-enhanced learning” (TEL), has emerged as a transformative phenomenon. This study focuses on the imperative integration of TEL in medical education, recognizing the diverse digital literacy levels of adult learners. The exploration introduces the innovative E-Portal training program, designed to empower health professions educators with essential skills for proficiently employing digital tools in instruction.
            
            
              Methodology
              A dedicated team of medical educationists conducted a thorough investigation into E-curriculum design and delivery, employing the Moodle Learning Management System as the foundation for the E-Portal training program. The training, spanning crucial stages such as course design, content delivery, self-paced teaching, and quality assessment, facilitated participant progression at individual paces, unlocking subsequent steps upon meeting stipulated prerequisites. A pre-training questionnaire gauged participants’ comprehension of distance learning, e-learning, synchronous and asynchronous teaching, and self-directed study. Subsequent focus group discussion post-training generated rich insights into participants’ experiences, reflections, and identified challenges.
            
            
              Results
              The results illuminate participants’ limited adeptness with e-learning terminology, successful assimilation of components and functionalities, and heightened confidence in online teaching practices. However, discerned challenges during implementation, such as technical hurdles and engagement issues, highlight the multifaceted nature of TEL integration. While the E-Portal training positively impacted preparedness, participant feedback advocates for improvements in assessment tools, technical training provisions, and exploration of alternative Learning Management Systems.
            
            
              Discussion and conclusion
              Study emphasizes the ongoing need for diverse training methodologies across Learning Management Systems, acknowledging the evolving nature of education and technology. This study underscores the transformative role of a tailored E-Portal training program in seamlessly integrating digital tools into medical education. The comprehensive insights provided contribute to a nuanced understanding of the advantages, obstacles, and potential avenues for enhancement in curriculum delivery through technology-enhanced learning, thereby propelling the field forward.},
	language = {en-GB},
	urldate = {2024-06-28},
	journal = {Frontiers in Medicine},
	author = {Sadiq, Naushaba and Fatima, Syeda Hanaa and Shabnam, Nadia and Rauf, Ayesha},
	month = may,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, \#1:Zeitschriftenartikel:learning:management:system, Promotion:FU3},
	pages = {1342654},
	file = {Sadiq et al. - 2024 - Empowering health professions educators enhancing.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MTSQBTI4/Sadiq et al. - 2024 - Empowering health professions educators enhancing.pdf:application/pdf},
}

@article{leblanc_time_2023,
	title = {Time and day: trends in student access to online asynchronous courses in communication demonstrate time poverty in action},
	volume = {8},
	issn = {2504-284X},
	shorttitle = {Time and day},
	url = {https://www.frontiersin.org/articles/10.3389/feduc.2023.1264868/full},
	doi = {10.3389/feduc.2023.1264868},
	abstract = {Objective: As changes to higher education following the rapid transition to online learning resulting from the COVID-19 pandemic impacted students and their perceptions of what is possible in scheduling their daily lives around school, this study investigates trends in student access to online asynchronous courses.
Methods: This study utilized course reports of student access from the learning management system for thirty-one sections of eleven different online asynchronous communication courses taught by ten different faculty members over the fall and spring semesters at a large research university in the southwestern United States. A total sample size of 1,201 students were involved in the study.
Results: Profile Analyses indicate clear curvilinear trends for time of day and day of the week in student course access. Repeated Measures ANOVA results indicate those trends vary significantly from a no effect condition, suggesting that students: (a) schedule their course activities around personal schedules, and (b) that time bound synchronous course may not work for them.
Conclusion: Recommendations for class management by instructors relating to student time poverty need regardless of teaching modality, and future directions for research on time poverty in higher education, are provided.},
	language = {en-GB},
	urldate = {2024-06-28},
	journal = {Frontiers in Education},
	author = {LeBlanc, H. Paul},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur, Promotion:FU1},
	pages = {1264868},
	file = {LeBlanc - 2023 - Time and day trends in student access to online a.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3DFM4EWT/LeBlanc - 2023 - Time and day trends in student access to online a.pdf:application/pdf},
}

@article{gicheru_identifying_2023,
	title = {Identifying the need to institutionalize digital equity among faculty: the experience of the {Kenya} {Medical} {Training} {College}},
	volume = {8},
	issn = {2504-284X},
	shorttitle = {Identifying the need to institutionalize digital equity among faculty},
	url = {https://www.frontiersin.org/articles/10.3389/feduc.2023.1252842/full},
	doi = {10.3389/feduc.2023.1252842},
	abstract = {Background: The use of digital tools and applications in health professions education is increasing exponentially, however this has the potential to increase the digital inequities with the resulting effect of vulnerable groups facing an increased risk of digital exclusion. It is therefore important to approach digitalization with contextual determinants of the intended and unintended impact in mind. We present a perspective paper on digital equity, informed by lessons learnt at the Kenya Medical Training College (KMTC).
Methods: Using a case description methodology, we examined routine educational data collected from faculty at KMTC in November 2022. This included quantitative and qualitative data on access, ownership, utilization, confidence and skills to create, share, and exchange knowledge on the institution’s learning management system. We used these factors as the conceptual framework for understanding how faculty adopt digitalization in health professions education.
Results: 306 faculty responded to the survey (response rate 27.8\%) of whom 90.8 and 75.2\% had personal laptops at home and at work and 75.9\% had internet at work. 53.4\% (n  =  163) knew they had accounts created on the institution’s learning management system (LMS) majority of whom had basic skills and were able to perform skills such as logging in and accessing learning resources. However, a minority had advanced skills needed for teaching and learning in the LMS.
Conclusion: Medical education institutions in LMICs need to adopt programs to enhance digital literacy and monitoring of access, utilization and self-efficacy across all learner and faculty groups, to ensure that digital technologies reduce rather than exacerbate existing inequities.},
	language = {en-GB},
	urldate = {2024-06-28},
	journal = {Frontiers in Education},
	author = {Gicheru, Wagaki and Mwangi, Nyawira},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Promotion:Relevanz:4, Promotion:FU5, \#1:Zeitschriftenartikel:learning:management:system},
	pages = {1252842},
	file = {Gicheru und Mwangi - 2023 - Identifying the need to institutionalize digital e.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WASMMLSP/Gicheru und Mwangi - 2023 - Identifying the need to institutionalize digital e.pdf:application/pdf},
}

@article{misiejuk_changes_2023,
	title = {Changes in online course designs: {Before}, during, and after the pandemic},
	volume = {7},
	issn = {2504-284X},
	shorttitle = {Changes in online course designs},
	url = {https://www.frontiersin.org/articles/10.3389/feduc.2022.996006/full},
	doi = {10.3389/feduc.2022.996006},
	abstract = {The switch to emergency remote teaching during the COVID-19 pandemic became for many university instructors a necessity to familiarise themselves with the institution’s online learning management system (LMS). This switch to online teaching made learning activities, course design patterns, and pedagogical approaches more visible than during face-to-face teaching. Furthermore, the process of translating physical learning activities to the digital space was challenging and needed institutional and leadership support. This paper presents an analysis of the changes made to the learning designs of 102 courses in a university’s LMS before, during, and after the pandemic. Using descriptive statistics and Epistemic Network Analysis we used LMS data to explore the use of LMS features revealing not only the overall university trends, but also faculty differences. In addition, we compared the learning activities as described in course descriptions with the actual learning activities designed in the LMS. Our findings show that although the switch to emergency remote teaching forced many instructors to change the learning designs of their courses, some instructors reverted to their pre-pandemic learning designs after the pandemic, while other instructors did not change their learning design during the pandemic at all. In addition, we identified a positive trend of an increased use of activity features in the learning management system. Finally, we reflected on the importance of the university leadership supporting the digital transformation.},
	language = {en-GB},
	urldate = {2024-06-28},
	journal = {Frontiers in Education},
	author = {Misiejuk, Kamila and Ness, Ingunn Johanne and Gray, Robert and Wasson, Barbara},
	month = jan,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:Kerngedanke, Technologieintegration, Promotion:Relevanz:4, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur},
	pages = {996006},
	file = {Misiejuk et al. - 2023 - Changes in online course designs Before, during, .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GYDXVEB3/Misiejuk et al. - 2023 - Changes in online course designs Before, during, .pdf:application/pdf},
}

@article{weaver_implementation_2022,
	title = {Implementation of an {Online} {Poster} {Symposium} for a {Large}-{Enrollment}, {Natural} {Science}, {General} {Education}, {Asynchronous} {Course}},
	volume = {7},
	issn = {2504-284X},
	url = {https://www.frontiersin.org/articles/10.3389/feduc.2022.906995/full},
	doi = {10.3389/feduc.2022.906995},
	abstract = {Asynchronous online courses are popular because they offer benefits to both students and instructors. Students benefit from the convenience, flexibility, affordability, freedom of geography, and access to information. Instructors and institutions benefit by having a broad geographical reach, scalability, and cost-savings of no physical classroom. A challenge with asynchronous online courses is providing students with engaging, collaborative and interactive experiences. Here, we describe how an online poster symposium can be used as a unique educational experience and assessment tool in a large-enrollment (e.g., 500 students), asynchronous, natural science, general education (GE) course. The course, Introduction to Environmental Science (ENR2100), was delivered using distance education (DE) technology over a 15-week semester. In ENR2100 students learn a variety of topics including freshwater resources, surface water, aquifers, groundwater hydrology, ecohydrology, coastal and ocean circulation, drinking water, water purification, wastewater treatment, irrigation, urban and agricultural runoff, sediment and contaminant transport, water cycle, water policy, water pollution, and water quality. Here we present a is a long-term study that takes place from 2017 to 2022 (before and after COVID-19) and involved 5,625 students over 8 semesters. Scaffolding was used to break up the poster project into smaller, more manageable assignments, which students completed throughout the semester. Instructions, examples, how-to videos, book chapters and rubrics were used to accommodate Students’ different levels of knowledge. Poster assignments were designed to teach students how to find and critically evaluate sources of information, recognize the changing nature of scientific knowledge, methods, models and tools, understand the application of scientific data and technological developments, and evaluate the social and ethical implications of natural science discoveries. At the end of the semester students participated in an asynchronous online poster symposium. Each student delivered a 5-min poster presentation using an online learning management system and completed peer reviews of their classmates’ posters using a rubric. This poster project met the learning objectives of our natural science, general education course and taught students important written, visual and verbal communication skills. Students were surveyed to determine, which parts of the course were most effective for instruction and learning. Students ranked poster assignments first, followed closely by lectures videos. Approximately 87\% of students were confident that they could produce a scientific poster in the future and 80\% of students recommended virtual poster symposiums for online courses.},
	language = {en-GB},
	urldate = {2024-06-28},
	journal = {Frontiers in Education},
	author = {Weaver, Ella M. and Shaul, Kylienne A. and Lower, Brian H.},
	month = jun,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur},
	pages = {906995},
	file = {Weaver et al. - 2022 - Implementation of an Online Poster Symposium for a.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8CNYZWEE/Weaver et al. - 2022 - Implementation of an Online Poster Symposium for a.pdf:application/pdf},
}

@article{martinez-alcala_digital_2018,
	title = {Digital {Inclusion} in {Older} {Adults}: {A} {Comparison} {Between} {Face}-to-{Face} and {Blended} {Digital} {Literacy} {Workshops}},
	volume = {5},
	issn = {2297-198X},
	shorttitle = {Digital {Inclusion} in {Older} {Adults}},
	url = {https://www.frontiersin.org/article/10.3389/fict.2018.00021/full},
	doi = {10.3389/fict.2018.00021},
	abstract = {As information and services are becoming more and more decentralized and they are often available in the cloud, an increasing number of older adults are expected to use Internet-based services—health, education, ﬁnance and others. For this reason, it seems important to plan models and/or strategies to allow the older adult population to acquire and enhance digital competencies more easily. The goal of this research is to show a blended workshop based on a Learning Management System (LMS) as a supporting tool for older adults’ digital literacy. This blended workshop was based on the adoption of an instructional model and on prior experiences of the groups of elderly that participated in the face-to-face workshops. This study involved 98 adults aged 60 and above, 72 Females (68.5 ± 6.9) and 26 Males (73.3 ± 7.4). 61 older adults participated in the face-to-face workshop (FFG) on digital literacy and 37 participated in the blended workshop (BLG). Digital literacy increased at the post-evaluation after the workshops but even more for the BLG. Likewise, in the validation of the blended workshop the results were positive regarding ease of use, perceived usefulness, attitude toward using and intention to use, which showed that older adults believe that it is useful to implement this type of supporting systems for developing their digital competencies. Hence, it is possible to conclude that older adults are capable of learning and acquiring digital literacy skills as long as they are strongly motivated or they know the functional beneﬁts related to ICT.},
	language = {en-GB},
	urldate = {2024-06-28},
	journal = {Frontiers in ICT},
	author = {Martínez-Alcalá, Claudia I. and Rosales-Lagarde, Alejandra and Alonso-Lavernia, María De Los Ángeles and Ramírez-Salvador, José Á. and Jiménez-Rodríguez, Brenda and Cepeda-Rebollar, Rosario M. and López-Noguerola, José Sócrates and Bautista-Díaz, María Leticia and Agis-Juárez, Raúl Azael},
	month = aug,
	year = {2018},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, \#1:Zeitschriftenartikel:learning:management:system, Promotion:FU3},
	pages = {21},
	file = {Martínez-Alcalá et al. - 2018 - Digital Inclusion in Older Adults A Comparison Be.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RK99BCJ7/Martínez-Alcalá et al. - 2018 - Digital Inclusion in Older Adults A Comparison Be.pdf:application/pdf},
}

@article{bertolini_application_2023,
	title = {An application of {Bayesian} inference to examine student retention and attrition in the {STEM} classroom},
	volume = {8},
	issn = {2504-284X},
	url = {https://www.frontiersin.org/articles/10.3389/feduc.2023.1073829/full},
	doi = {10.3389/feduc.2023.1073829},
	abstract = {Introduction
              As artificial intelligence (AI) technology becomes more widespread in the classroom environment, educators have relied on data-driven machine learning (ML) techniques and statistical frameworks to derive insights into student performance patterns. Bayesian methodologies have emerged as a more intuitive approach to frequentist methods of inference since they link prior assumptions and data together to provide a quantitative distribution of final model parameter estimates. Despite their alignment with four recent ML assessment criteria developed in the educational literature, Bayesian methodologies have received considerably less attention by academic stakeholders prompting the need to empirically discern how these techniques can be used to provide actionable insights into student performance.
            
            
              Methods
              To identify the factors most indicative of student retention and attrition, we apply a Bayesian framework to comparatively examine the differential impact that the amalgamation of traditional and AI-driven predictors has on student performance in an undergraduate in-person science, technology, engineering, and mathematics (STEM) course.
            
            
              Results
              Interaction with the course learning management system (LMS) and performance on diagnostic concept inventory (CI) assessments provided the greatest insights into final course performance. Establishing informative prior values using historical classroom data did not always appreciably enhance model fit.
            
            
              Discussion
              We discuss how Bayesian methodologies are a more pragmatic and interpretable way of assessing student performance and are a promising tool for use in science education research and assessment.},
	language = {en-GB},
	urldate = {2024-06-28},
	journal = {Frontiers in Education},
	author = {Bertolini, Roberto and Finch, Stephen J. and Nehm, Ross H.},
	month = feb,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:4, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur},
	pages = {1073829},
	file = {Bertolini et al. - 2023 - An application of Bayesian inference to examine st.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YADXA5PG/Bertolini et al. - 2023 - An application of Bayesian inference to examine st.pdf:application/pdf},
}

@article{lee_playback-centric_2022,
	title = {Playback-centric visualizations of video usage using weighted interactions to guide where to watch in an educational context},
	volume = {7},
	issn = {2504-284X},
	url = {https://www.frontiersin.org/articles/10.3389/feduc.2022.733646/full},
	doi = {10.3389/feduc.2022.733646},
	abstract = {The steady increase in use of online educational tools and services has led to a large amount of educational video materials made available for students to watch. Finding the right video content is usually supported by the overarching learning management system and its user interface that organizes various video items by course, categories and weeks, and makes them searchable. However, once a wanted video is found, students are often left without further guidance as to what parts in that video they should focus on. In this article, an additional timeline visualization to augment the conventional playback timeline is introduced which employs a novel playback weighting strategy in which the history of different video interactions generate scores based on the context of each playback. This includes whether the playback started after jumping forward or backward in the video, whether the playback was at a faster or slower speed, and whether the playback window was in focus on the student's screen or was in the background. The resultant scores are presented on the additional timeline, making it in effect a playback-centric usage graph nuanced by how each playback was executed. Students are informed by this visualization on the playback by their peers and can selectively watch those portions which the contour of the usage visualization suggests. The visualization was implemented as a fully-fledged web application and deployed in an undergraduate course at a university for two full semesters. A total of 270 students used the system throughout both semesters watching 52 videos, guided by visualizations on what to watch. Analysis of playback logs revealed that students selectively watched portions in videos corresponding to the most important portions of the videos as assessed by the instructor who created the videos. The characteristics of this method as a way of guiding students as to where to watch as well as a complementary tool for playback analysis, are discussed. Further insights into the potential values of this visualization and its underlying playback weighting strategy are also discussed.},
	language = {en-GB},
	urldate = {2024-06-28},
	journal = {Frontiers in Education},
	author = {Lee, Hyowon and Liu, Mingming and Scriney, Michael and Smeaton, Alan F.},
	month = jul,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur},
	pages = {733646},
	file = {Lee et al. - 2022 - Playback-centric visualizations of video usage usi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/88IWBLAV/Lee et al. - 2022 - Playback-centric visualizations of video usage usi.pdf:application/pdf},
}

@article{bjalkebring_math_2019,
	title = {Math {Anxiety} at the {University}: {What} {Forms} of {Teaching} and {Learning} {Statistics} in {Higher} {Education} {Can} {Help} {Students} {With} {Math} {Anxiety}?},
	volume = {4},
	issn = {2504-284X},
	shorttitle = {Math {Anxiety} at the {University}},
	url = {https://www.frontiersin.org/article/10.3389/feduc.2019.00030/full},
	doi = {10.3389/feduc.2019.00030},
	abstract = {Math anxiety is a feeling of tension, worry, and/or fear in situations involving math-related activities. The relationship between Math anxiety and math cognition has been frequently studied, and the negative associations between the two have been observed at multiple levels of mathematical processing ranging from simple counting to complex math problems. These negative associations are evident across various developmental stages. The aim of this study is to identify teaching and learning methods in higher education that students high in math anxiety use and beneﬁt from. Through an anonymous online survey, psychology students enrolled in a statistics course rated their Math anxiety, Subjective numeracy, and Objective numeracy; in addition, they rated their success in the statistics course and their general preference for different forms of learning (e.g., face to face learning, online course material, as well as the use of the online video material presented on University of Gothenburg’s learning management system [GUL]). The results gave no support to the notion that students high in Math anxiety used online teaching tools more than other students. However, students high in Math anxiety said they used their classmates as help to pass the course to a greater extent compared to those lower in Math anxiety.},
	language = {en-GB},
	urldate = {2024-06-28},
	journal = {Frontiers in Education},
	author = {Bjälkebring, Pär},
	month = apr,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Promotion:FU2b, Promotion:Relevanz:3},
	pages = {30},
	file = {Bjälkebring - 2019 - Math Anxiety at the University What Forms of Teac.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3GV6K9YH/Bjälkebring - 2019 - Math Anxiety at the University What Forms of Teac.pdf:application/pdf},
}

@article{richards_challenges_2023,
	title = {Challenges and instructor strategies for transitioning to online learning during and after the {COVID}-19 pandemic: a review of literature},
	volume = {8},
	issn = {2297-900X},
	shorttitle = {Challenges and instructor strategies for transitioning to online learning during and after the {COVID}-19 pandemic},
	url = {https://www.frontiersin.org/articles/10.3389/fcomm.2023.1260421/full},
	doi = {10.3389/fcomm.2023.1260421},
	abstract = {The COVID-19 pandemic triggered an unprecedented shift to online learning, significantly impacting the higher education landscape. This paper examines the challenges faced by faculty and students during the rapid transition to online instruction and explores best practices for delivering effective online courses. The increased adoption of online learning created stress for faculty and resulted in academic setbacks for students. Although challenges are present strategies exist to help faculty create rich online learning environments. One important element is engagement, which looks at both student engagement with the material and with their classmates and faculty. In addition to working on student engagement the faculty were now in a position that required a new type of expertise to manage online interactions, which can be much different from their experiences in traditional classrooms. Insufficient time for proper course adaptation and limited knowledge of online teaching methods added to these challenges. Effective online delivery requires careful planning, utilization of advanced instructional technologies, and creating an immersive and interactive learning environment. Faculty must also adapt their teaching strategies to accommodate the unique challenges of online instruction. This review highlights the significance of a quality learning management system (LMS) as the backbone of online courses. An effective LMS facilitates course management, content delivery, and student interaction. Future considerations include providing comprehensive faculty support and training, promoting effective communication and collaboration among students, and incorporating interactive elements into online lessons. The following will provide lessons learned from the COVID-19 pandemic which will help faculty to improve their instructional competence and social presence in the online classroom.},
	language = {en-GB},
	urldate = {2024-06-28},
	journal = {Frontiers in Communication},
	author = {Richards, Keith and Thompson, Brittany Myles Wright},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur, Promotion:FU2b},
	pages = {1260421},
	file = {Richards und Thompson - 2023 - Challenges and instructor strategies for transitio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5LF4SB9K/Richards und Thompson - 2023 - Challenges and instructor strategies for transitio.pdf:application/pdf},
}

@book{reinhard_hrsg_vom_2021,
	title = {Vom {E}-{Learning} zur {Digitalisierung}. {Mythen}, {Realitäten}, {Perspektiven}},
	copyright = {Creative Commons Namensnennung - Nicht kommerziell - Keine Bearbeitungen 4.0 International},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=21507},
	abstract = {Der Begriff „Digitalisierung“ ist in aller Munde und häufig werden vor allem Anforderungen formuliert, die „digitale Transformation“ in allen Bereichen der Gesellschaft mitzugestalten. In diesem Zusammenhang wird insbesondere von Hochschulen als Forschungs- und Bildungsinstitutionen erwartet, diesen Wandel aktiv mitzugestalten. Der Begriff „Digitalisierung“ erscheint einerseits als Heilsversprechen, andererseits ruft er auch Skepsis und Ängste hervor. Zugleich fällt auf, dass „Digitalisierung“ selten konkret definiert wird – vielmehr wird meist unhinterfragt vorausgesetzt, es gäbe einen Konsens, was im jeweiligen Kontext damit gemeint ist. Daher erscheint es besonders interessant, einschlägige Narrative im Zusammenhang mit dem Digitalisierungsbegriff offenzulegen und zu diskutieren sowie aus einer wissenschaftlichen und praktischen Sicht kritisch zu hinterfragen. Im Band werden deswegen die Mythen und öffentlichen Vorstellungen rund um Medien und E-Learning in den Blick genommen. Hochschule bietet dazu den wesentlichen Referenzrahmen. Darüber hinaus wird nach Realitäten und Perspektiven in diesem unbestimmten Feld gesucht. In Zusammenhang mit dem Band hat die Fachgesellschaft GMW ganz unterschiedliche Personen und Akteure direkt sowie in einem Call dazu eingeladen, sich an der Diskussion um den Status quo im Bereich der Nutzung und Bedeutung von Medien in der Wissenschaft zu beteiligen. Dieser Band bildet damit sowohl den aktuellen Stand der Diskussion alsauch ihre fachlich-inhaltlichen, methodischen und konzeptionellen Facetten ab. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-02-17},
	publisher = {Waxmann},
	collaborator = {Reinhard [Hrsg, Bauer and Jörg [Hrsg, Hafer and Sandra [Hrsg, Hofhues and Mandy [Hrsg, Schiefner-Rohs and Anne [Hrsg, Thillosen and Benno [Hrsg, Volk and Klaus [Hrsg, Wannemacher},
	month = feb,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, Deployment of media, Deutschland, Digitale Bildung, Digitalisierung, Digitalization, Germany, Hochschullehre, Medieneinsatz, Neue Medien, New media, University lecturing, University teaching, Use of media, Virtual learning, Cooperation, Hochschule, Kooperation, Transfer, Subjectivity, Subjektivität, Media pedagogics, Medienpädagogik, Hochschullehrer, University didactics, University teacher, University-teachers, Empirical study, Empirische Untersuchung, Male student, Student, Austria, Hochschulbildung, Österreich, Lehr-Lern-Prozess, Teaching-learning process, Transformation, Einstellung, Lehr-Lern-System, \#5:Buch:e-learning, Media didactics, Erwartungshaltung},
	file = {null - 2021 - Vom E-Learning zur Digitalisierung. Mythen, Realit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HEQ4LP89/null - 2021 - Vom E-Learning zur Digitalisierung. Mythen, Realit.pdf:application/pdf},
}

@incollection{al-worafi_covid_2024,
	address = {Cham},
	title = {{COVID} {Management} in {Developing} {Countries}},
	isbn = {978-3-030-74786-2},
	url = {https://link.springer.com/10.1007/978-3-030-74786-2_59-1},
	abstract = {The COVID-19 pandemic has presented unique challenges for developing countries, necessitating innovative and adaptive strategies for effective management. This chapter delves into the multifaceted aspects of COVID-19 management in these regions. Developing countries, often characterized by limited healthcare resources and socio-economic vulnerabilities, have faced an uphill battle in the ﬁght against COVID-19. However, amidst these challenges lie opportunities for creative and impactful solutions. This chapter provides a condensed overview of the key recommendations to enhance COVID-19 management in developing countries. A critical element is the imperative to strengthen healthcare infrastructure. Increasing hospital capacity, healthcare workforce training, and the supply of medical essentials like ventilators and personal protective equipment are essential steps. Additionally, harnessing telemedicine and telehealth services can alleviate the burden on healthcare facilities, ensuring that patients continue to receive quality care while minimizing the risk of viral transmission. Expanding testing and vaccination efforts is another pivotal strategy. Accessibility to testing, contact tracing, and the equitable distribution of vaccines are vital components of this approach. Community engagement and public health campaigns play a fundamental role in dispelling vaccine hesitancy and misinformation. To ensure long-term resilience, a holistic approach is necessary. This includes addressing mental health support, economic vulnerabilities, and education continuity. The pandemic’s toll on mental health requires teletherapy services and community support groups. Economic safety nets, food security measures, and targeted ﬁnancial assistance are essential to alleviate the economic burden on vulnerable populations. For education, a blend of e-learning platforms, local partnerships, and innovative ﬁnancing mechanisms can help ensure that students’ educational needs are met. International collaboration is critical in the global ﬁght against COVID-19. Developing countries should leverage partnerships with international organizations, neighboring countries, and private sector entities to secure resources, expertise, and vaccines. Collaboration with local leaders, inﬂuencers, and healthcare workers enhances the effectiveness of public health campaigns. Lastly, continuous monitoring and adaptability are essential components of effective COVID-19 management. Regular assessment, data-driven decisionmaking, and a focus on research and local solutions contribute to a dynamic response that can evolve with the pandemic. In conclusion, managing COVID-19 in developing countries requires a comprehensive, adaptable, and collaborative approach that addresses healthcare, economic, and socio-cultural factors. By implementing these recommendations tailored to local contexts, developing countries can strengthen their resilience in the face of the ongoing pandemic and future health crises.},
	language = {en-GB},
	urldate = {2024-05-05},
	booktitle = {Handbook of {Medical} and {Health} {Sciences} in {Developing} {Countries}},
	publisher = {Springer International Publishing},
	author = {Al-Worafi, Yaser Mohammed},
	editor = {Al-Worafi, Yaser Mohammed},
	year = {2024},
	doi = {10.1007/978-3-030-74786-2_59-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--26},
	file = {Al-Worafi - 2024 - COVID Management in Developing Countries.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RF2VDNSM/Al-Worafi - 2024 - COVID Management in Developing Countries.pdf:application/pdf},
}

@incollection{al-worafi_cost_2024,
	address = {Cham},
	title = {Cost of {Nursing} {Education} in {Developing} {Countries}},
	isbn = {978-3-030-74786-2},
	url = {https://link.springer.com/10.1007/978-3-030-74786-2_185-1},
	abstract = {The cost of nursing education in developing countries is a critical concern that impacts the accessibility and quality of healthcare systems. This chapter explores the various components contributing to the cost of nursing education and examines the disparities in cost and accessibility among public and private institutions in developing countries. The study also provides a set of recommendations to address these challenges, emphasizing the importance of government support, scholarships, ﬁnancial aid, quality assurance, and innovative approaches such as e-learning and telemedicine. The goal is to create a sustainable and equitable framework for nursing education that ensures a well-prepared nursing workforce capable of meeting the evolving healthcare needs of these nations.},
	language = {en-GB},
	urldate = {2024-05-05},
	booktitle = {Handbook of {Medical} and {Health} {Sciences} in {Developing} {Countries}},
	publisher = {Springer International Publishing},
	author = {Al-Worafi, Yaser Mohammed},
	editor = {Al-Worafi, Yaser Mohammed},
	year = {2024},
	doi = {10.1007/978-3-030-74786-2_185-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--13},
	file = {Al-Worafi - 2024 - Cost of Nursing Education in Developing Countries.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2732J86A/Al-Worafi - 2024 - Cost of Nursing Education in Developing Countries.pdf:application/pdf},
}

@incollection{dauner-lieb_titeleiinhaltsverzeichnis_2018,
	title = {Titelei/{Inhaltsverzeichnis}},
	isbn = {978-3-8452-9091-1},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783845290911-1},
	language = {de-DE},
	urldate = {2023-11-24},
	booktitle = {E-{Learning} im {Jurastudium}},
	publisher = {Nomos Verlagsgesellschaft mbH \& Co. KG},
	editor = {Dauner-Lieb, Barbara and Kaulbach, Ann-Marie},
	year = {2018},
	doi = {10.5771/9783845290911-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--7},
	file = {Dauner-Lieb und Kaulbach - 2018 - TiteleiInhaltsverzeichnis.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9339E56T/Dauner-Lieb und Kaulbach - 2018 - TiteleiInhaltsverzeichnis.pdf:application/pdf},
}

@incollection{suhl-strohmenger_digitale_2023,
	title = {Digitale {Lernangebote} schaffen – von der {Teaching} {Library} zum {E}-{Learning}-{Zentrum}},
	isbn = {978-3-11-079037-5},
	url = {https://www.degruyter.com/document/doi/10.1515/9783110790375-010/html},
	abstract = {Das Potenzial digitaler Informations- und Schulungsangebote, deren Ausgestaltung zum klassischen Aufgabenportfolio der Teaching Library gehört, hat sich im Zuge der Digitalisierung sowohl technisch als auch didaktisch stark ausdifferenziert. Darüber hinaus übernehmen Bibliotheken die Entwicklung und Betreuung zentraler Service-Strukturen für das digitale Lehren und Lernen an Hochschulen und entwickeln sich so zu E-Learning-Zentren weiter. Welche Chancen diese strategische Neuausrichtung für die Positionierung von Bibliotheken als Ganzes hat, wie sich dies auf die Gestaltung bereits bestehender Schulungsangebote auswirken kann und welcher sich wandelnde Kompetenzbedarf daraus hervorgeht, wird im Folgenden anhand eines praktischen Lehrbeispiels zur Vermittlung wissenschaftlicher Schreibkompetenz aufgezeigt.},
	language = {de-DE},
	urldate = {2023-11-18},
	booktitle = {Praxishandbuch {Wissenschaftliche} {Bibliothekar}:innen},
	publisher = {De Gruyter},
	author = {Kundmüller-Bianchini, Susanne and Besgen, Eva},
	editor = {Sühl-Strohmenger, Wilfried and Tappenbeck, Inka},
	month = oct,
	year = {2023},
	doi = {10.1515/9783110790375-010},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {79--90},
	file = {Kundmüller-Bianchini und Besgen - 2023 - Digitale Lernangebote schaffen – von der Teaching .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZGA6W8GG/Kundmüller-Bianchini und Besgen - 2023 - Digitale Lernangebote schaffen – von der Teaching .pdf:application/pdf},
}

@incollection{hafele_e-learning_nodate,
	title = {E-{Learning} {Standards} aus didaktischer {Perspektive}},
	language = {de-DE},
	author = {Häfele, H and Maier-Häfele, K},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	file = {Häfele und Maier-Häfele - E-Learning Standards aus didaktischer Perspektive.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SPUJ2WPN/Häfele und Maier-Häfele - E-Learning Standards aus didaktischer Perspektive.pdf:application/pdf},
}

@incollection{kupper_einsatz_nodate,
	title = {Einsatz und {Erfolg} virtueller {Personalentwicklung} mittels e-{Learning}. {Empirische} {Analyse} ihrer {Abhangigkeit} von der {U} nternehmensgrofie},
	abstract = {In Zeiten okonomischer Schwache bieten neue Informations- und Kommunikationstechnologien die Moglichkeit zu Kosteneinsparungen insbesondere auch im Bereich der Personalentwicklung. Bisherige Arbeiten zum Einsatz elektronischer Medien haben sowohl groBe wie mittelstandische Unternehmen untersucht. ledoch hat keine der Studien explizit die Unterschiede zwischen diesen Gruppen analysiert. Diese Lucke schlieBt dieser Beitrag. Dabei kann gezeigt werden, dass groBe und mittelstandische Unternehmen sich nicht nur bezuglich der Nutzung virtueller Lernformen erheblich unterscheiden. Dariiber hinaus lassen sich auch deutliche Unterschiede im Hinblick auf den Entstehungsprozess der virtuellen SchulungsmaBnahmen, aber auch hinsichtlich der Wahrnehmung des Erfolges sowie der Einflussfaktoren auf den Erfolg erkennen.},
	language = {de-DE},
	author = {Kupper, Claudia and Munchen, Ludwig-Maximilians-Universitat},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	file = {Kupper und Munchen - Einsatz und Erfolg virtueller Personalentwicklung .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2JGTJHMG/Kupper und Munchen - Einsatz und Erfolg virtueller Personalentwicklung .pdf:application/pdf},
}

@incollection{hugl_virtual_2004,
	address = {Wiesbaden},
	title = {Virtual {Learning} and {Classroom} {Learning} {Theoretical} {Concept} and {Empirical} {Results}},
	isbn = {978-3-8244-8199-6 978-3-322-81837-9},
	url = {http://link.springer.com/10.1007/978-3-322-81837-9_1},
	abstract = {Der von internationalen Marktforschungsinstituten prognostizierte Umsatz im eLearning hat in den vergangenen Jahren bei weitem nicht die vorhergesagten GroBen erreicht. Die Griinde dafur liegen entweder in einer fehlerhaften Markteinschatzung durch die Forecaster, oder in einer mangelnden Akzeptanz des Marktes. Ein GroBteil der Unternehmen hat im Jahre 2002 die Aufwendungen fur Education Training\&Learning (ET\&L) drastisch reduziert, was sich natiirlich auf den ohnedies schwachen Markt fur e-Learning noch dramatischer auswirkte. Diese Situation war fur das Institut fur Wertprozessmanagement - Wirtschaftsinformatik der Universitat Innsbruck Ausgangspunkt fur eine Studie zum Verhaltnis e-Learning : classroom learning. Urn die Schwachen im e-Learning diagnostizieren zu konnen, wurde im ersten Schritt ein "research model" entwickelt, auf dessen Basis eine Expertenbefragung unter Verwendung der Methode TeleDelphi durchgefuhrt wurde. Die Ergebnisse dieser Studie konnen ein Beitrag fur die Gestaltung von e-Learning-Konzepten sein.},
	language = {en-GB},
	urldate = {2023-11-07},
	booktitle = {Virtuelle {Personalentwicklung}},
	publisher = {Deutscher Universitätsverlag},
	author = {Roithmayr, Friedrich and Smid, Jürgen},
	editor = {Hugl, Ulrike and Laske, Stephan},
	year = {2004},
	doi = {10.1007/978-3-322-81837-9_1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {3--27},
	file = {Roithmayr und Smid - 2004 - Virtual Learning and Classroom Learning Theoretica.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VT3EUJYL/Roithmayr und Smid - 2004 - Virtual Learning and Classroom Learning Theoretica.pdf:application/pdf},
}

@incollection{hugl_weiterbildung_2004,
	address = {Wiesbaden},
	title = {Weiterbildung von {IT}-{Fachkräften} durch e-{Learning} {Untersuchung} am {Beispiel} österreichischer {IT}-{Klein}- und {Mittelbetriebe}},
	isbn = {978-3-8244-8199-6 978-3-322-81837-9},
	url = {http://link.springer.com/10.1007/978-3-322-81837-9_3},
	abstract = {Nach der Hype-Phase "normalisiert" sich zwar die Situation in den ITUnternehmen, der Mangel an IT-Fachkraften ist jedoch nicht beseitigt. Die beruflich-fachlichen Anforderungen an IT-Fachkrafte unterliegen einem standigen und sehr hohen Anpassungsdruck. Charakteristisch fUr den osterreichischen IT-Sektor ist, dass er von Klein- und Mittelbetrieben (KMU) dominiert wird. 1m Vergleich zu GroBunternehmen haben MitarbeiterInnen in KMUs ungiinstigere Ausgangsbedingungen im Zugang zur Weiterbildung. Dies warf die Frage auf, we1che Rolle e-Learning in der beruflichen Weiterbildung von IT-Fachkraften derzeit spielt. Nutzen KMUs des IT-Bereichs e-Learning Angebote? Vor diesem Hintergrund wurde von den Autorinnen eine Untersuchung durchgefUhrt, in we1chem Umfang osterreichische KMUs der IT-Branche e-Learning in der betrieblichen Weiterbildung von IT-Fachkraften einsetzen und welche Anforderungen Fiihrungskrafte bzw. Personalverantwortliche in diesem Zusammenhang stellen bzw. we1che Nutzenerwartungen sie haben.},
	language = {de-DE},
	urldate = {2023-11-07},
	booktitle = {Virtuelle {Personalentwicklung}},
	publisher = {Deutscher Universitätsverlag},
	author = {Biedermann, Claudia and Rietsch, Petra and Tomasovsky, Sabine},
	editor = {Hugl, Ulrike and Laske, Stephan},
	year = {2004},
	doi = {10.1007/978-3-322-81837-9_3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {53--72},
	file = {Biedermann et al. - 2004 - Weiterbildung von IT-Fachkräften durch e-Learning .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HK3LCICX/Biedermann et al. - 2004 - Weiterbildung von IT-Fachkräften durch e-Learning .pdf:application/pdf},
}

@incollection{hugl_blended_2004,
	address = {Wiesbaden},
	title = {Blended {Learning}-integrierte {Lernlösungen} mit individueller {Selbststeuerung} der {Lernenden}},
	isbn = {978-3-8244-8199-6 978-3-322-81837-9},
	url = {http://link.springer.com/10.1007/978-3-322-81837-9_6},
	abstract = {Blended Learning-Systemen, Lernkonzeptionen aus einer bedarfsgerechten Mischung von e-Learning und "klassischen" Lernformen, gehOrt die Zukunft, insbesondere in der beruflichen Qualifizierung. Die Entwicklung und Implementierung dieser Systeme weisen aufgrund des komplexen Charakters vielfaltige Aspekte auf. Blended Learning ist kein kulturelles, personalwirtschaftliches, marketingorientiertes, technisches, didaktisches, methodisches, mediendidaktisches, lernpychologisches oder fachwissenschaftliches Thema, es ist die Summe aus all diesen Aspekten.},
	language = {de-DE},
	urldate = {2023-11-07},
	booktitle = {Virtuelle {Personalentwicklung}},
	publisher = {Deutscher Universitätsverlag},
	author = {Cordes, Markus and Sauter, Werner},
	editor = {Hugl, Ulrike and Laske, Stephan},
	year = {2004},
	doi = {10.1007/978-3-322-81837-9_6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {121--141},
	file = {Cordes und Sauter - 2004 - Blended Learning-integrierte Lernlösungen mit indi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CT3AJ38K/Cordes und Sauter - 2004 - Blended Learning-integrierte Lernlösungen mit indi.pdf:application/pdf},
}

@incollection{hugl_skill_2004,
	address = {Wiesbaden},
	title = {Skill {Transformation} und {Kompetenzentwicklung} als {Treiber} von {Strategie}, {Implementierung} und {Innovation}},
	isbn = {978-3-8244-8199-6 978-3-322-81837-9},
	url = {http://link.springer.com/10.1007/978-3-322-81837-9_12},
	abstract = {Ausge16st von einer wesentlichen und umfangreichen Neuausrichtung der Geschaftsstrategie verbunden mit einem signifikanten Paradigmenwechsel waren im Bereich Enterprise Networks der Siemens AG weltweit etwa 18.000 Mitarbeiter zu schulen. Der klassische Schulungsbetrieb kann diese Aufgabe ohne erheblichen Aufwand an Mitteln und Zeit nicht schaffen. Hier war eine neue Schulungsmethode erforderlich. Mit dem web-based e-Learning konnte ein Konzept gefunden und realisiert werden, welches schnell, kostengiinstig und mit laufend aktuellem Lehrinhalt ausgestattet, den Mitarbeitern bereit gestellt wurde. Der Beitrag befasst sich mit der Geschaftsstrategie, den Lerninhalten, dem Qualifizierungskonzept und der Planung und Umsetzung des web-based eLearning-Projektes.},
	language = {de-DE},
	urldate = {2023-11-07},
	booktitle = {Virtuelle {Personalentwicklung}},
	publisher = {Deutscher Universitätsverlag},
	author = {Pruner, Günter},
	editor = {Hugl, Ulrike and Laske, Stephan},
	year = {2004},
	doi = {10.1007/978-3-322-81837-9_12},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {257--282},
	file = {Pruner - 2004 - Skill Transformation und Kompetenzentwicklung als .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7369XQVV/Pruner - 2004 - Skill Transformation und Kompetenzentwicklung als .pdf:application/pdf},
}

@incollection{hugl_e-learning_2004,
	address = {Wiesbaden},
	title = {E-{Learning} — {Entwicklungsfelder}, {Erfolgsfaktoren} und eine „smarte“ {Zukunft} des {Lernens}},
	isbn = {978-3-8244-8199-6 978-3-322-81837-9},
	url = {http://link.springer.com/10.1007/978-3-322-81837-9_17},
	abstract = {Trotz vieler propagierter Vorteile hat sich e-Learning noch immer nicht richtig durchgesetzt. In diesem Beitrag wird zunachst versucht, Entwicklungstendenzen und Erfolgsfaktoren des Einsatzes IuKT-gestiitzen Lernens auf den Grund zu gehen. "E" ist eben nicht alles - Verantwortliche von Personal- und Organisationsentwicklungsprozessen wissen ein Lied davon zu singen. Kommunikation, Koordination, Management-Unterstiitzung, Commitment und das Setzen entsprechender Rahmenbedingungen sind fUr eine die Lernenden und die Organisation befruchtende Lernkultur erforderlich. Welche Konsequenzen k6nnen aus der bisherigen Entwicklung IuKT-gestiitzten Lernens abgeleitet werden? Welche Tendenzen zeichnen sich derzeit ab? - 1m zweiten Teil des Beitrags werden punktuell technologische Einfliisse und Zukunftsszenarien angerissen, welche das Potenzial haben, unsere Lern-, Arbeits- und auch Alltagswelt entscheidend zu beeinflussen.},
	language = {de-DE},
	urldate = {2023-11-07},
	booktitle = {Virtuelle {Personalentwicklung}},
	publisher = {Deutscher Universitätsverlag},
	author = {Hugl, Ulrike},
	editor = {Hugl, Ulrike and Laske, Stephan},
	year = {2004},
	doi = {10.1007/978-3-322-81837-9_17},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {375--410},
	file = {Hugl - 2004 - E-Learning — Entwicklungsfelder, Erfolgsfaktoren u.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/88U7XBHA/Hugl - 2004 - E-Learning — Entwicklungsfelder, Erfolgsfaktoren u.pdf:application/pdf},
}

@incollection{hugl_elearning_2004,
	address = {Wiesbaden},
	title = {(e){Learning} — {Erfolgreiche} {Zukunft} trotz konfliktreicher {Vergangenheit}},
	isbn = {978-3-8244-8199-6 978-3-322-81837-9},
	url = {http://link.springer.com/10.1007/978-3-322-81837-9_13},
	abstract = {Personalentwicklung kann durch den e-Learning-Ansatz urn eine wertvolle Komponente erweitert werden, E-Learning stellt im Idealfall ein probates Instrument zur ErfUllung eines groBen Teils komplexer Aufgaben und Herausforderungen innerhalb der Personalentwicklung dar. Die bisherige e-LearningEntwicklung verlief hype-orientiert mit entsprechenden Hohen und Tiefen, Aus personal- und organisationsentwicklerischer Perspektive stellt dieser "hype" so gesehen nichts Neues dar: Das Erkennen dieser "NormaliHit" ist ein erster Schritt auf dem Weg zu erfolgreichem e-Learning, Fehlender Mut und eine liihmende Wartehaltung auf ein Break-Through-Konzept lassen am e-LearningMarkt keine wirklich spannenden Innovationen zu und verhindern den durchschlagenden Erfolg des e-Learning-Ansatzes, Der vorliegende Beitrag versucht eine Lanze fUr e-Learning zu brechen: Nicht der e-Learning-Ansatz ist gescheitert, sondern der bisherige Umgang damit Anhand eines Fallbeispiels eines Global Players aus der Lebensmittelbranche wird im zweiten Teil des Beitrags der spezifische Prozess einer e-Learning-Implementierung vorgestellt.},
	language = {de-DE},
	urldate = {2023-11-07},
	booktitle = {Virtuelle {Personalentwicklung}},
	publisher = {Deutscher Universitätsverlag},
	author = {Hohnbaum, Christian},
	editor = {Hugl, Ulrike and Laske, Stephan},
	year = {2004},
	doi = {10.1007/978-3-322-81837-9_13},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {283--310},
	file = {Hohnbaum - 2004 - (e)Learning — Erfolgreiche Zukunft trotz konfliktr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/66ZL7F5I/Hohnbaum - 2004 - (e)Learning — Erfolgreiche Zukunft trotz konfliktr.pdf:application/pdf},
}

@incollection{frey_geowikilmu_2021,
	address = {Berlin, Heidelberg},
	title = {{GEOWiki}@{LMU} – ein interaktives und interdisziplinäres {E}-{Learning}-{Tool} zur {Vermittlung} praxisnaher {Lehrinhalte}},
	isbn = {978-3-662-62912-3 978-3-662-62913-0},
	url = {https://link.springer.com/10.1007/978-3-662-62913-0_15},
	language = {de-DE},
	urldate = {2023-11-04},
	booktitle = {Innovative {Lehre} an der {Hochschule}},
	publisher = {Springer Berlin Heidelberg},
	author = {Aßbichler, Donjá and Eckmeier, Eileen and Dühnforth, Miriam and Küppers, Ulrich},
	editor = {Frey, Dieter and Uemminghaus, Monika},
	year = {2021},
	doi = {10.1007/978-3-662-62913-0_15},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {147--148},
	file = {Aßbichler et al. - 2021 - GEOWiki@LMU – ein interaktives und interdisziplinä.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U8PJQMEV/Aßbichler et al. - 2021 - GEOWiki@LMU – ein interaktives und interdisziplinä.pdf:application/pdf},
}

@incollection{frey_statistik_2021,
	address = {Berlin, Heidelberg},
	title = {Statistik motivieren durch {Fallbeispiele}: {Ein} innovatives {E}-{Learning}-{Projekt}},
	isbn = {978-3-662-62912-3 978-3-662-62913-0},
	shorttitle = {Statistik motivieren durch {Fallbeispiele}},
	url = {https://link.springer.com/10.1007/978-3-662-62913-0_20},
	language = {de-DE},
	urldate = {2023-11-04},
	booktitle = {Innovative {Lehre} an der {Hochschule}},
	publisher = {Springer Berlin Heidelberg},
	author = {Coenen, Michaela and Berger, Ursula},
	editor = {Frey, Dieter and Uemminghaus, Monika},
	year = {2021},
	doi = {10.1007/978-3-662-62913-0_20},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {157--158},
	file = {Coenen und Berger - 2021 - Statistik motivieren durch Fallbeispiele Ein inno.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D9PJ8GQL/Coenen und Berger - 2021 - Statistik motivieren durch Fallbeispiele Ein inno.pdf:application/pdf},
}

@inproceedings{zani_evaluierung_nodate,
	title = {Evaluierung und {Akzeptanz} des {E}-{Learnings} seitens der {Assistenzärztinnen} und {Assistenzärzte} in der {Psychiatrie}},
	language = {de-DE},
	author = {Zani, Davide and Schneeberger, Andres Ricardo and Franke, Irina and Gupta, Rahul},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:FU2b, \#5:Konferenz-Paper:e-learning},
	file = {Zani et al. - Evaluierung und Akzeptanz des E-Learnings seitens .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IRQH8WYP/Zani et al. - Evaluierung und Akzeptanz des E-Learnings seitens .pdf:application/pdf},
}

@incollection{frasson_language_2023,
	address = {Cham},
	title = {Language {Proficiency} {Enhanced} {Knowledge} {Tracing}},
	volume = {13891},
	isbn = {978-3-031-32882-4 978-3-031-32883-1},
	url = {https://link.springer.com/10.1007/978-3-031-32883-1_1},
	abstract = {With an increasing interest in personalized learning, active research is being conducted on knowledge tracing to predict the learner’s knowledge state. Recently, studies have attempted to improve the performance of the knowledge tracing model by incorporating various types of side information. We propose a knowledge tracing method that utilizes the learner’s language proﬁciency as side information. Language proﬁciency is a key component of comprehending a question’s text and is known to be closely related to students’ academic performance. In this study, language proﬁciency was deﬁned with Elo rating score and time window features, and was used in the knowledge tracing task. The dataset used in this study contains 54,470 students and 7,619,040 interactions, which were collected from a real-world online-learning platform. We conducted a correlation analysis to determine whether the language proﬁciency information of students was related to their ability to solve math word problems. In addition, we examined the effect of incorporating the language proﬁciency information on the knowledge tracing models using various baseline models. The analysis revealed a high correlation between the length of word problems and students’ language proﬁciency. Furthermore, in experiments with various baseline models, utilizing the language proﬁciency information improved the knowledge tracing model’s performance. Finally, when language proﬁciency information was incorporated, the cold start problem of the knowledge tracing model was mitigated. The ﬁndings of this study can be used as a supplement for educational instruction.},
	language = {en-GB},
	urldate = {2023-05-27},
	booktitle = {Augmented {Intelligence} and {Intelligent} {Tutoring} {Systems}},
	publisher = {Springer Nature Switzerland},
	author = {Jung, Heeseok and Yoo, Jaesang and Yoon, Yohaan and Jang, Yeonju},
	editor = {Frasson, Claude and Mylonas, Phivos and Troussas, Christos},
	year = {2023},
	doi = {10.1007/978-3-031-32883-1_1},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#5:Buchteil:e-learning},
	pages = {3--15},
	file = {Jung et al. - 2023 - Language Proficiency Enhanced Knowledge Tracing.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZHBWYLAX/Jung et al. - 2023 - Language Proficiency Enhanced Knowledge Tracing.pdf:application/pdf},
}

@incollection{frasson_towards_2023,
	address = {Cham},
	title = {Towards a {Chatbot}-{Based} {Learning} {Object} {Recommendation}: {A} {Comparative} {Experiment}},
	volume = {13891},
	isbn = {978-3-031-32882-4 978-3-031-32883-1},
	shorttitle = {Towards a {Chatbot}-{Based} {Learning} {Object} {Recommendation}},
	url = {https://link.springer.com/10.1007/978-3-031-32883-1_14},
	abstract = {An adaptive learning system aims to provide learning that is adapted to a learner’s current status, different from the traditional classroom experience. A key element of an adaptive learning system is the recommendation system, which provides the most suitable resources based on learner proﬁles. Recommending the most appropriate learning resources to learners has always been a challenge in the ﬁeld of e-learning. Thus, learners may have difﬁculties in choosing the appropriate material when faced with a large volume of recommended material during their learning process. This challenge led us to implement a chatbot to help learners improve their learning experience and knowledge. New solutions use artiﬁcial intelligence (AI) techniques such as machine learning (ML) and natural language processing (NLP). The use of our chatbot integrated in Moodle, named LearningPartnerBot, provides learners a personalized recommendation of learning objects according to two strategies, one based on their knowledge level (KL) and the other based on their learning style (LS). The objective of this article is to compare the learning outcomes obtained after the realization of the two experiments based on these two approaches centered mainly on the use of the LearningPartnerBot. Consequently, the approach of recommending learning objects based on the knowledge level gave promising results by guaranteeing a more adapted learning to the learners.},
	language = {en-GB},
	urldate = {2023-05-27},
	booktitle = {Augmented {Intelligence} and {Intelligent} {Tutoring} {Systems}},
	publisher = {Springer Nature Switzerland},
	author = {Kaiss, Wijdane and Mansouri, Khalifa and Poirier, Franck},
	editor = {Frasson, Claude and Mylonas, Phivos and Troussas, Christos},
	year = {2023},
	doi = {10.1007/978-3-031-32883-1_14},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#5:Buchteil:e-learning},
	pages = {159--170},
	file = {Kaiss et al. - 2023 - Towards a Chatbot-Based Learning Object Recommenda.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q2GQB359/Kaiss et al. - 2023 - Towards a Chatbot-Based Learning Object Recommenda.pdf:application/pdf},
}

@incollection{tosone_neukonzeption_2023,
	address = {Cham},
	title = {Neukonzeption von {Service}-{Learning} während der {COVID}-19-{Pandemie}: Überlegungen und {Empfehlungen}},
	isbn = {978-3-031-16507-8 978-3-031-16508-5},
	shorttitle = {Neukonzeption von {Service}-{Learning} während der {COVID}-19-{Pandemie}},
	url = {https://link.springer.com/10.1007/978-3-031-16508-5_34},
	language = {de-DE},
	urldate = {2023-04-01},
	booktitle = {{COVID}-19: {Gemeinsames} {Trauma}, gemeinsame {Resilienz}},
	publisher = {Springer Nature Switzerland},
	author = {Morton, Peggy and Rosenfeld, Dina},
	editor = {Tosone, Carol},
	year = {2023},
	doi = {10.1007/978-3-031-16508-5_34},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#5:Buchteil:e-learning},
	pages = {361--370},
	file = {Morton und Rosenfeld - 2023 - Neukonzeption von Service-Learning während der COV.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8S28VIJR/Morton und Rosenfeld - 2023 - Neukonzeption von Service-Learning während der COV.pdf:application/pdf},
}

@incollection{rickert_souverane_2023,
	address = {Wiesbaden},
	title = {Souveräne {Online}-{Kommunikation}},
	isbn = {978-3-658-39414-1},
	url = {https://doi.org/10.1007/978-3-658-39414-1_2},
	abstract = {In der Weiterbildungsbranche hat vor ca. 15 Jahren ein vergleichbarer Prozess der Virtualisierung stattgefunden wie nun in der Mediationsbranche. Auch wenn die Prozesse und Gesprächsinhalte andere sind, sind doch die Herausforderungen und Schritte von der Präsenzschulung zum E-Learning-Kurs und vom Dozenten zum Online-Trainer in vielen Punkten ähnlich. Daher können wir Erfahrungen und Erkenntnisse aus der E-Learning-Branche in Bezug auf die Transformation von der Vor-Ort-Mediation zur Online-Mediation und von der Mediatorin zur Online-Mediatorin nutzen.},
	language = {de-DE},
	urldate = {2023-02-16},
	booktitle = {Online-{Mediation}: {Konfliktklärung} im virtuellen {Raum}},
	publisher = {Springer Fachmedien},
	author = {Rickert, Anne},
	editor = {Rickert, Anne},
	year = {2023},
	doi = {10.1007/978-3-658-39414-1_2},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#5:Buchteil:e-learning},
	pages = {11--53},
}

@incollection{beskopylny_challenges_2023,
	address = {Cham},
	title = {The {Challenges} of {Language} {Learning} in a {New} {Reality}: {Reflecting} {Practices} of {Using} {Online} {Tools}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	shorttitle = {The {Challenges} of {Language} {Learning} in a {New} {Reality}},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_89},
	abstract = {The COVID-19 pandemic has led to dramatic changes in education triggering a sharp increase in the adoption of e-learning, whereby teaching is carried out remotely via digital platforms. Computer-based learning systems offer beneﬁts by increased ﬂexibility about place, time and learning pace. In addition, these platforms tend to be far more interactive with respect to language instruction compared to traditional learning settings. Still, there is an evident lack of empirical research on the various challenges and learning metrics e-learning methodologies exposes. While approaches exist to measure the learning progress of students in e-learning environments, practical comparisons and analysis of different learning scenarios and its obstacles are still rare. This paper explicitly addresses this gap by surveying the practices and challenges involved in using selected synchronous online tools and discussing the feedback of students and teaching staff during the prolonged periods of online-teaching. The results presented here, albeit limited, strongly suggest that language students tend to regard online-teaching very positively. While the possibility of staying at home and the increased schedule ﬂexibility were clearly seen by a majority of our participants as an advantage, the lack of in-person contacts and recurring technical problems, were often cited drawbacks. Instructors, on the other hand, consistently mentioned the lack of student discipline and insufﬁcient IT knowledge as their major challenges in using synchronous online-teaching. While, we do not claim that the results are applicable to other learning ﬁelds, we point out which factors inﬂuenced the learning experience most and suggest possible ways for successful e-learning.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Treboukhina, Natalia and Goncharova, Yulia and Bickenbach, Nils and Melikyan, Anush and Moysova, Olga},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_89},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#5:Buchteil:e-learning},
	pages = {847--856},
	file = {Treboukhina et al. - 2023 - The Challenges of Language Learning in a New Reali.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MXH4YR2A/Treboukhina et al. - 2023 - The Challenges of Language Learning in a New Reali.pdf:application/pdf},
}

@incollection{beskopylny_artificial_2023,
	address = {Cham},
	title = {Artificial {Intelligence} as a {Means} of {Rosselhoznadzor}: {Problems} and {Prospects}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	shorttitle = {Artificial {Intelligence} as a {Means} of {Rosselhoznadzor}},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_233},
	abstract = {Digitalization is actively penetrating into all the spheres of public life, including state governance. New techniques increasingly replace complex, lengthy and expensive product safety evaluation procedures. Artiﬁcial intelligence opens up additional opportunities by analysing huge arrays of diverse and unsystematic statistical, scientiﬁc, and analytical information. This article consists of ﬁve parts. The ﬁrst part analyses the practice of using based on the artiﬁcial intelligence computer models and simulators in regulatory activity in different industries, the second part presents possible directions of the artiﬁcial intelligence use to regulate relations in agriculture. The third part demonstrates the advantages and prospects of the computer models and simulators implementation. The fourth part systematizes the main problems arising from the inability to control the process of information analysis with machine-learning tools, uncertainty and inability to ensure the reliability of information sources, reduced transparency and accountability. The ﬁfth part of the article presents the results of the analysis of legal problems connected with the automation of regulatory activity of executive authorities. In the conclusion, the author presents his view according to which in the nearest future the regulatory body will not be able wholly trust the results of computer analysis. The regulatory body and speciﬁc ofﬁcials making managerial decisions are responsible for the validity and legality of the decisions.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Zyryanov, Sergey},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_233},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#5:Buchteil:e-learning},
	pages = {2134--2141},
	file = {Zyryanov - 2023 - Artificial Intelligence as a Means of Rosselhoznad.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S3WM4YQX/Zyryanov - 2023 - Artificial Intelligence as a Means of Rosselhoznad.pdf:application/pdf},
}

@incollection{roth_untersuchung_2023,
	address = {Berlin, Heidelberg},
	title = {Untersuchung von {Usability} und {Design} von {Online}-{Lernplattformen} am {Beispiel} des {Video}-{Analysetools} {ViviAn}},
	isbn = {978-3-662-66130-7 978-3-662-66131-4},
	url = {https://link.springer.com/10.1007/978-3-662-66131-4_6},
	abstract = {Zusammenfassung
            Die systematische Untersuchung der Gebrauchstauglichkeit (Usability) von Online-Lernplattformen stellt eine wichtige Voraussetzung dar, um die Erfahrungen, Probleme und Wünsche der Nutzerinnen und Nutzer angemessen einschätzen sowie bei der Gestaltung oder Weiterentwicklung des E-Learning-Angebots einbeziehen zu können. Dieses Kapitel zeigt am Beispiel der Online-Lernplattform ViviAn, wie das Vorhaben einer Usability-Evaluation gelingen kann. Das Nutzungsverhalten bei der Bearbeitung von Lerneinheiten wurde über einen mehrwöchigen Erhebungszeitraum mittels Matomo Analytics für 168 Studierende erfasst und quantifiziert. Ergänzend füllten die Teilnehmenden einen Fragebogen aus, in dem Einschätzungen zu verschiedenen Aspekten der Lernplattform erhoben wurden. Die Ergebnisse zeigen, dass die Lernplattform überdurchschnittlich gut bewertet wird. Die Auswertung zeigt darüber hinaus, dass die Mehrheit der Nutzerinnen und Nutzer mit einer geeigneten Bildschirmauflösung gearbeitet und die neu hinzugefügten Funktionalitäten (z. B. Skalierbarkeit und Verschiebbarkeit von Fenstern und Menüs) auch genutzt haben. Im Zuge der Auswertung der Freitextantworten konnten weitere Usability-Probleme und Wünsche identifiziert werden, die im Rahmen der Weiterentwicklung von ViviAn berücksichtigt werden, um einen – gemäß der Usability-Definition – noch effektiveren, effizienteren und zufriedenstellenderen Gebrauch der Plattform zu ermöglich.},
	language = {de-DE},
	urldate = {2022-12-29},
	booktitle = {Die {Zukunft} des {MINT}-{Lernens} – {Band} 1},
	publisher = {Springer Berlin Heidelberg},
	author = {Scherb, Christian Alexander and Rieger, Marc and Roth, Jürgen},
	editor = {Roth, Jürgen and Baum, Michael and Eilerts, Katja and Hornung, Gabriele and Trefzger, Thomas},
	year = {2023},
	doi = {10.1007/978-3-662-66131-4_6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#5:Buchteil:e-learning},
	pages = {105--121},
	file = {Scherb et al. - 2023 - Untersuchung von Usability und Design von Online-L.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H9VHSGK8/Scherb et al. - 2023 - Untersuchung von Usability und Design von Online-L.pdf:application/pdf},
}

@incollection{pfannstiel_wie_2022,
	address = {Wiesbaden},
	title = {Wie {Sie} ein {E}-{Learning}-{Erlebnis} schaffen – im interkulturellen, globalen {Kontext}},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_22},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Höhn, Nicole and Audebert, Fritz and Wehrkamp, Todd and Audebert, Samuel},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_22},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {443--464},
	file = {Höhn et al. - 2022 - Wie Sie ein E-Learning-Erlebnis schaffen – im inte.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PZWQ237C/Höhn et al. - 2022 - Wie Sie ein E-Learning-Erlebnis schaffen – im inte.pdf:application/pdf},
}

@incollection{pfannstiel_hochschule_2022,
	address = {Wiesbaden},
	title = {Hochschule in der digitalen {Welt} – {Zeitgemäße} {Hochschullehre} braucht {Organisationsentwicklung}},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_1},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Waffner, Bettina and Otto, Daniel},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {3--19},
	file = {Waffner und Otto - 2022 - Hochschule in der digitalen Welt – Zeitgemäße Hoch.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8WQSPEG7/Waffner und Otto - 2022 - Hochschule in der digitalen Welt – Zeitgemäße Hoch.pdf:application/pdf},
}

@incollection{pfannstiel_systematisches_2022,
	address = {Wiesbaden},
	title = {Systematisches {Handlungswissen} und digital gestütztes {Lernen} in {Medizin} und {Pflege} – auch ein {Hebel} zur {Beförderung} von verantwortungsvollen {Entscheidungen}},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_10},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Knippel, Anja and Zerth, Jürgen},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_10},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {199--217},
	file = {Knippel und Zerth - 2022 - Systematisches Handlungswissen und digital gestütz.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DIDRE75Q/Knippel und Zerth - 2022 - Systematisches Handlungswissen und digital gestütz.pdf:application/pdf},
}

@incollection{pfannstiel_e-learning_2022,
	address = {Wiesbaden},
	title = {E-{Learning} mit {Virtual} {Reality}},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_17},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lemcke, Holger and Lemcke, Jan},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_17},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {345--359},
	file = {Lemcke und Lemcke - 2022 - E-Learning mit Virtual Reality.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I67GUAYA/Lemcke und Lemcke - 2022 - E-Learning mit Virtual Reality.pdf:application/pdf},
}

@incollection{pfannstiel_bedeutung_2022,
	address = {Wiesbaden},
	title = {Die {Bedeutung} des organisationalen {Reifegrades} für digitale {Lernkompetenzen} im {E}-{Learning}},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_2},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gramß, Denise and Salander, Britta},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_2},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {21--33},
	file = {Gramß und Salander - 2022 - Die Bedeutung des organisationalen Reifegrades für.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q6JXULNY/Gramß und Salander - 2022 - Die Bedeutung des organisationalen Reifegrades für.pdf:application/pdf},
}

@incollection{pfannstiel_learning_2022,
	address = {Wiesbaden},
	title = {Learning {Change} – {Auf} dem {Weg} zur {Lernenden} {Organisation}: {Methoden}, {Technologien} und {Strategien} in der {Digitalen} {Transformation}},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	shorttitle = {Learning {Change} – {Auf} dem {Weg} zur {Lernenden} {Organisation}},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_3},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gerster, Andreas and Bender, Harald},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {35--61},
	file = {Gerster und Bender - 2022 - Learning Change – Auf dem Weg zur Lernenden Organi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UCXKUC7B/Gerster und Bender - 2022 - Learning Change – Auf dem Weg zur Lernenden Organi.pdf:application/pdf},
}

@incollection{pfannstiel_digitale_2022,
	address = {Wiesbaden},
	title = {Digitale {Unterstützungsprogramme} für den medienpädagogischen {Kompetenzerwerb} – {Eine} {Explorationsstudie} in der {Dualen} {Hochschulbildung}},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_5},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Moser, Steffen and Bannert, Maria},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {91--119},
	file = {Moser und Bannert - 2022 - Digitale Unterstützungsprogramme für den medienpäd.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q949UAC6/Moser und Bannert - 2022 - Digitale Unterstützungsprogramme für den medienpäd.pdf:application/pdf},
}

@incollection{pfannstiel_entwicklung_2022,
	address = {Wiesbaden},
	title = {Entwicklung von {Qualitätsanforderungen} an {E}- {Learning}-{Angebote}: transparent und zielgruppengerecht},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	shorttitle = {Entwicklung von {Qualitätsanforderungen} an {E}- {Learning}-{Angebote}},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_7},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Sonnberger, Julia F. M. and Bruder, Regina},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {137--158},
	file = {Sonnberger und Bruder - 2022 - Entwicklung von Qualitätsanforderungen an E- Learn.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XY845QVF/Sonnberger und Bruder - 2022 - Entwicklung von Qualitätsanforderungen an E- Learn.pdf:application/pdf},
}

@incollection{pfannstiel_optimierung_2022,
	address = {Wiesbaden},
	title = {Optimierung von {E}-{Learning} in der {Vermittlung} von {Praxisanforderungen} und {Schlüsselkompetenzen} im {Gesundheitswesen}},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_11},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schottler, Wolfram},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_11},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {219--241},
	file = {Schottler - 2022 - Optimierung von E-Learning in der Vermittlung von .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VBUTVXWJ/Schottler - 2022 - Optimierung von E-Learning in der Vermittlung von .pdf:application/pdf},
}

@incollection{pfannstiel_ende_2022,
	address = {Wiesbaden},
	title = {Das {Ende} der {Bullet}-{Points} – {Erfolgsfaktoren} für {E}-{Learning} und {Online}-{Klausuren} aus {Dozentensicht}},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_9},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ditsche, Andreas},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_9},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {179--196},
	file = {Ditsche - 2022 - Das Ende der Bullet-Points – Erfolgsfaktoren für E.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A4FGGZY3/Ditsche - 2022 - Das Ende der Bullet-Points – Erfolgsfaktoren für E.pdf:application/pdf},
}

@incollection{pfannstiel_ecme_2022,
	address = {Wiesbaden},
	title = {{eCME}: {E}-{Learning} in der ärztlichen {Fortbildung}},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	shorttitle = {{eCME}},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_13},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wiegers, Wolfram and Böhm, Klaus},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_13},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {265--281},
	file = {Wiegers und Böhm - 2022 - eCME E-Learning in der ärztlichen Fortbildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B3LMTW8G/Wiegers und Böhm - 2022 - eCME E-Learning in der ärztlichen Fortbildung.pdf:application/pdf},
}

@incollection{pfannstiel_inklusiv_2022,
	address = {Wiesbaden},
	title = {„{Inklusiv} digital“ – {Ein} {E}-{Learning}-{Kurs} für pädagogisch-pflegerische {Fachkräfte} als {Instrument} zur {Förderung} medienpädagogischer {Kompetenzaneignung} und {Kompetenzvermittlung}},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_14},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Eggert, Susanne and Heidenreich, Susanne and Knieper, Thomas},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_14},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {283--310},
	file = {Eggert et al. - 2022 - „Inklusiv digital“ – Ein E-Learning-Kurs für pädag.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CVLFGPBL/Eggert et al. - 2022 - „Inklusiv digital“ – Ein E-Learning-Kurs für pädag.pdf:application/pdf},
}

@incollection{pfannstiel_beitrag_2022,
	address = {Wiesbaden},
	title = {Der {Beitrag} virtueller {Teamarbeit} im {E}-{Learning} für die {Gestaltung} digitaler {Transformationsprozesse}: {Praxisbeispiele} aus der {Weiterbildung} an der {Universität} {Hamburg}},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	shorttitle = {Der {Beitrag} virtueller {Teamarbeit} im {E}-{Learning} für die {Gestaltung} digitaler {Transformationsprozesse}},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_4},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bexfield, Hildegunt and Oswald, Lena and Posor, Hilke and Schmucker, Stephan},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_4},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {63--90},
	file = {Bexfield et al. - 2022 - Der Beitrag virtueller Teamarbeit im E-Learning fü.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XLIMR42X/Bexfield et al. - 2022 - Der Beitrag virtueller Teamarbeit im E-Learning fü.pdf:application/pdf},
}

@incollection{pfannstiel_distanz_2022,
	address = {Wiesbaden},
	title = {Distanz mit digitalen {Tools} überbrücken – {Methoden} aus der {Fernlehre}},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_6},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Adamus, Tanja and Marks, Anke and Sperl, Alexander},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {121--135},
	file = {Adamus et al. - 2022 - Distanz mit digitalen Tools überbrücken – Methoden.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZZIP38DR/Adamus et al. - 2022 - Distanz mit digitalen Tools überbrücken – Methoden.pdf:application/pdf},
}

@incollection{pfannstiel_akzeptanz_2022,
	address = {Wiesbaden},
	title = {Akzeptanz von {E}-{Learning} und {E}-{Learning}-{Angeboten}},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_8},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Breidenbach, Petra},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {159--177},
	file = {Breidenbach - 2022 - Akzeptanz von E-Learning und E-Learning-Angeboten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TVGWFT8S/Breidenbach - 2022 - Akzeptanz von E-Learning und E-Learning-Angeboten.pdf:application/pdf},
}

@incollection{pfannstiel_erfolgreiche_2022,
	address = {Wiesbaden},
	title = {Erfolgreiche {Digitalisierung} der {Fort}- und {Weiterbildung} am {Beispiel} der {Charité} – {Universitätsmedizin} {Berlin}},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_12},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wirthmüller, Rosemarie and Frühauf, Anne and Dooley, Franziska},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_12},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {243--263},
	file = {Wirthmüller et al. - 2022 - Erfolgreiche Digitalisierung der Fort- und Weiterb.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LCLZ576Z/Wirthmüller et al. - 2022 - Erfolgreiche Digitalisierung der Fort- und Weiterb.pdf:application/pdf},
}

@incollection{pfannstiel_einsatz_2022,
	address = {Wiesbaden},
	title = {Einsatz der erweiterten und virtuellen {Realität} ({AR}/{VR}) beim kollaborativen {E}-{Learning} im {Fernstudium} am {Beispiel} des {Gruppenprojektes} „{Alltagsunterstützende} {Assistenzsysteme}“},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_15},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Becker, Kurt and Götz, Olav and Pundt, Johanne},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_15},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {311--326},
	file = {Becker et al. - 2022 - Einsatz der erweiterten und virtuellen Realität (A.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IXDRA289/Becker et al. - 2022 - Einsatz der erweiterten und virtuellen Realität (A.pdf:application/pdf},
}

@incollection{pfannstiel_e-learning-entwicklung_2022,
	address = {Wiesbaden},
	title = {E-{Learning}-{Entwicklung} durch {Co}-{Creation}: {Bedeutsam} und {Gemeinsam}},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	shorttitle = {E-{Learning}-{Entwicklung} durch {Co}-{Creation}},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_16},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gachago, Daniela and Hörfurter, Andreas},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_16},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {327--341},
	file = {Gachago und Hörfurter - 2022 - E-Learning-Entwicklung durch Co-Creation Bedeutsa.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I7BQP2BB/Gachago und Hörfurter - 2022 - E-Learning-Entwicklung durch Co-Creation Bedeutsa.pdf:application/pdf},
}

@incollection{fahr_problem-based_2022,
	address = {Wiesbaden},
	title = {Problem-based {Learning} and {Community} {Engagement}: {A} {Service}-{Learning} {Project} with {Social} {Pedagogues}},
	isbn = {978-3-658-34184-8 978-3-658-34185-5},
	shorttitle = {Problem-based {Learning} and {Community} {Engagement}},
	url = {https://link.springer.com/10.1007/978-3-658-34185-5_11},
	language = {en-GB},
	urldate = {2022-02-15},
	booktitle = {Hochschullehre erforschen},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Arnold, Maik},
	editor = {Fahr, Uwe and Alessandra, Kenner and Angenent, Holger and Eßer-Lüghausen, Alexandra},
	year = {2022},
	doi = {10.1007/978-3-658-34185-5_11},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#5:Buchteil:e-learning},
	pages = {199--214},
	file = {Arnold - 2022 - Problem-based Learning and Community Engagement A.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QGHZJH75/Arnold - 2022 - Problem-based Learning and Community Engagement A.pdf:application/pdf},
}

@incollection{klimsa_e-learning_2011,
	address = {München},
	edition = {2., verbesserte und ergänzte Aufl.},
	title = {E-{Learning} in {Management} und {Unternehmenskomunikation}},
	isbn = {978-3-486-70263-7},
	abstract = {Das Buch behandelt die Themen Wissenschaftliche Grundlagen zum Online-Lernen; Charakteristika des Online-Lernen; Design, Organisation und Werkzeuge des Online-Lernens; Evaluation des Online-Lernens; Online-Lernen in der Praxis},
	language = {de-DE},
	booktitle = {Online-{Lernen}: {Handbuch} für {Wissenschaft} und {Praxis}},
	publisher = {Oldenbourg},
	author = {Euler, Dieter and Seufert, Sabine},
	editor = {Klimsa, Paul and Issing, Ludwig J.},
	year = {2011},
	note = {ZSCC: NoCitationData[s0] 
OCLC: 697485213},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#5:Buchteil:e-learning, FernUni-Hagen:MABM:M3},
	pages = {447--456},
}

@incollection{sahin_managing_2024,
	address = {Cham},
	title = {Managing a {Large} {Talent} {Pool} {Using} {Assessment} {Analytics} {Within} the {Context} of the {National} {Internship} {Program}},
	isbn = {978-3-031-56364-5 978-3-031-56365-2},
	url = {https://link.springer.com/10.1007/978-3-031-56365-2_13},
	abstract = {The National Internship Program (NIP) is a nationwide intern-employer connection program implemented by the government of the Republic of Türkiye. Among the program’s aims is to determine the ablest interns and connect them with top employers in a merit-based system. Hence, all applying interns are put through an assessment procedure that determines their level of competence and capability. To be able to develop such a system, the program is designed in three meso-cycles following educational design research, and the assessment procedure of the program is based on assessment analytics. By studying the development cycles of the program, this study aims to achieve three goals: (1) how can assessment analytics be effectively utilized for the purpose of summative assessment, (2) how can assessment analytics be applied within a nationwide scale, and (3) how assessment analytics can be applied in experiential learning contexts. For these aims, the study focuses on the practices for the management of the talent pool of NIP to investigate how data-driven decision-making was supported and competence-based application evaluation was assured. These practices and the program overall were evaluated using satisfaction surveys filled by both students and employers that participated in NIP, and the findings indicated great satisfaction from both parties towards the measurement method, the reliability of the measurement, and the usability of the system.},
	language = {en-GB},
	urldate = {2024-05-14},
	booktitle = {Assessment {Analytics} in {Education}},
	publisher = {Springer International Publishing},
	author = {Atay, Salim and Gülmez, Neşe and Bayrak, Fatma and Çaylak, Yüksel Büşra},
	editor = {Sahin, Muhittin and Ifenthaler, Dirk},
	year = {2024},
	doi = {10.1007/978-3-031-56365-2_13},
	note = {Series Title: Advances in Analytics for Learning and Teaching},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#1:Buchteil:learning:management:system},
	pages = {259--276},
	file = {Atay et al. - 2024 - Managing a Large Talent Pool Using Assessment Anal.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VPSVUQUY/Atay et al. - 2024 - Managing a Large Talent Pool Using Assessment Anal.pdf:application/pdf},
}

@incollection{al-worafi_burnout_2024,
	address = {Cham},
	title = {Burnout: {Medical} and {Health} {Sciences} {Students}},
	isbn = {978-3-030-74786-2},
	shorttitle = {Burnout},
	url = {https://link.springer.com/10.1007/978-3-030-74786-2_192-1},
	abstract = {Burnout among medical and health sciences students in developing countries is a critical concern with far-reaching implications for both individual well-being and the healthcare systems they will eventually join. This chapter explores the prevalence, contributing factors, prevention strategies, and management approaches related to burnout in this speciﬁc student population. In developing countries, students face unique challenges such as resource constraints, limited access to modern educational facilities, socioeconomic pressures, and cultural expectations. These factors intensify the risk of burnout, making it imperative to adopt tailored strategies for prevention and management. Recommendations include resource allocation, ﬁnancial support, curriculum adaptation, mental health services, early identiﬁcation, faculty and peer support, ﬂexibility in learning, and community engagement. Furthermore, fostering a culture of empathy, resilience, and self-care within healthcare education is essential. By implementing these recommendations, stakeholders can protect student wellbeing and contribute to the development of a resilient, compassionate, and highly skilled healthcare workforce. This, in turn, can enhance the quality of healthcare services and patient outcomes while addressing the unique challenges faced in developing countries.},
	language = {en-GB},
	urldate = {2024-05-05},
	booktitle = {Handbook of {Medical} and {Health} {Sciences} in {Developing} {Countries}},
	publisher = {Springer International Publishing},
	author = {Al-Worafi, Yaser Mohammed},
	editor = {Al-Worafi, Yaser Mohammed},
	year = {2024},
	doi = {10.1007/978-3-030-74786-2_192-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#1:Buchteil:learning:management:system},
	pages = {1--17},
	file = {Al-Worafi - 2024 - Burnout Medical and Health Sciences Students.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NY9C9KG5/Al-Worafi - 2024 - Burnout Medical and Health Sciences Students.pdf:application/pdf},
}

@book{reinbacher_systemisches_2023,
	address = {Stuttgart, Deutschland},
	edition = {1},
	title = {Systemisches {Qualitätsmanagement}: {Grundlagen}, {Systemtheorie} und {Anwendung}},
	isbn = {978-3-8385-6113-4},
	shorttitle = {Systemisches {Qualitätsmanagement}},
	url = {https://elibrary.utb.de/doi/book/10.36198/9783838561134},
	abstract = {Das Buch bringt die soziologische und die Managementperspektive zusammen. Es zeigt in einem systemischen Ansatz, wie Organisationen einerseits betriebswirtschaftliche Qualitätsstandards und andererseits die Komplexität der Sozialstruktur und der gesellschaftlichen Beziehungen in Einrichtungen zusammenspielen können. Dabei spielt auch die Organisationsentwicklung eine Rolle.
utb+: Begleitend zum Buch steht den Leser:innen ein eLearning-Kurs mit über 100 Fragen für die Prüfungsvorbereitung zur Verfügung.},
	language = {de-DE},
	urldate = {2024-02-02},
	publisher = {utb GmbH},
	author = {Reinbacher, Paul},
	month = oct,
	year = {2023},
	doi = {10.36198/9783838561134},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#1:Buch:learning:management:system},
	file = {Reinbacher - 2023 - Systemisches Qualitätsmanagement Grundlagen, Syst.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6D5L4YRS/Reinbacher - 2023 - Systemisches Qualitätsmanagement Grundlagen, Syst.pdf:application/pdf},
}

@incollection{samsonovich_principles_2021,
	address = {Cham},
	title = {Principles of {Design} of a {Learning} {Management} {System} for {Development} of {Economic} {Skills} for {Nuclear} {Engineering} {Education}},
	volume = {1310},
	isbn = {978-3-030-65595-2 978-3-030-65596-9},
	url = {http://link.springer.com/10.1007/978-3-030-65596-9_6},
	abstract = {The dramatic changes in education that we face in 2020 and which are the result of the accelerating digital revolution indicate the need to develop new tools for education and training. Leading universities are developing their own Learning Management Systems (LMS) based on information and Internet technologies. However, in higher education there are certain educational tasks in the interdisciplinary ﬁeld. One of them is the task of successfully developing atomic engineering education. In this article, we present the basic design principles and architecture features of a speciﬁc LMS for the development of economic skills for education in the ﬁeld of nuclear technology.},
	language = {en-GB},
	urldate = {2023-11-22},
	booktitle = {Brain-{Inspired} {Cognitive} {Architectures} for {Artificial} {Intelligence}: {BICA}*{AI} 2020},
	publisher = {Springer International Publishing},
	author = {Baryshev, Gennady and Putilov, Aleksandr and Smirnov, Dmitriy and Tsyganov, Aleksandr and Chervyakov, Vladimir},
	editor = {Samsonovich, Alexei V. and Gudwin, Ricardo R. and Simões, Alexandre Da Silva},
	year = {2021},
	doi = {10.1007/978-3-030-65596-9_6},
	note = {Series Title: Advances in Intelligent Systems and Computing},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#1:Buchteil:learning:management:system},
	pages = {40--48},
	file = {Baryshev et al. - 2021 - Principles of Design of a Learning Management Syst.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZZUX2CP9/Baryshev et al. - 2021 - Principles of Design of a Learning Management Syst.pdf:application/pdf},
}

@incollection{huang_user_2017,
	address = {Cham},
	title = {A {User} {Study} {About} the {Usage} of a {Learning} {Management} {System} in a {South} {African} {University}},
	volume = {10676},
	isbn = {978-3-319-71083-9 978-3-319-71084-6},
	url = {http://link.springer.com/10.1007/978-3-319-71084-6_5},
	abstract = {South African universities are increasing the number of students that are admitted to their degree programs. This came as a result of massiﬁcation of higher education which in turn reduces student-lecturer interaction and ability to monitor the progress of the student. Lecturers are suing technologies such as Learning Management Systems (LMS) as the solution to support these large class environments, but seldom make the effort to pedagogically integrate the technology into the teaching and learning environment. This paper investigates to what extent a LMS has been integrated into teaching and learning at a traditional university. This paper will make use of a case study to provide descriptive insight into how a LMS has been integrated into 31 large classes in the past three years dating 2015–2017 at a traditional university. The usage patterns of lecturers making use of the LMS are examined through the user statistics that were collected during this time from course request forms. The results show that the main function of the LMS during the past 3 years was course management. The LMS was used for evaluation and communication purposes, while the collaboration and teaching categories are still underdeveloped. The recommendation is then that lecturers are encouraged to properly integrate a LMS into their teaching pedagogy, and not simply use it as a management tool.},
	language = {en-GB},
	urldate = {2023-11-22},
	booktitle = {Emerging {Technologies} for {Education}},
	publisher = {Springer International Publishing},
	author = {Cilliers, Liezel and Ntlabathi, Siyanda and Makhetha, Palesa},
	editor = {Huang, Tien-Chi and Lau, Rynson and Huang, Yueh-Min and Spaniol, Marc and Yuen, Chun-Hung},
	year = {2017},
	doi = {10.1007/978-3-319-71084-6_5},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#1:Buchteil:learning:management:system},
	pages = {38--42},
	file = {Cilliers et al. - 2017 - A User Study About the Usage of a Learning Managem.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SZGVUAAQ/Cilliers et al. - 2017 - A User Study About the Usage of a Learning Managem.pdf:application/pdf},
}

@incollection{abdul_karim_effectiveness_2022,
	address = {Cham},
	title = {The {Effectiveness} of {CANVAS} {Learning} {Management} {System} for {Teaching} {Undergraduate} {Mathematics} {During} {COVID}-19 {Pandemic}},
	volume = {381},
	isbn = {978-3-030-79613-6 978-3-030-79614-3},
	url = {https://link.springer.com/10.1007/978-3-030-79614-3_6},
	abstract = {Since the ﬁrst case of novel coronavirus (COVID-19) which was detected on March 9, 2020 in Brunei Darussalam, higher learning institutions and schools have shifted to online based learning instead of face to face (F2F) for teaching and learning (TL). On March 12, 2020, Universiti Brunei Darussalam (UBD) has announced that all TL will be using available online and electronic learning platforms such as CANVAS, Skype, Zoom meetings, Microsoft Team (MS Team) and Teleconferencing. This study discusses the implementation of CANVAS as one of learning management system (LMS) to teach ﬁrst year discrete mathematics to assess the students’ performance by giving them online assessments via assignments or quizzes, using built-in features on CANVAS. Based on the feedback from students, it is found that the use of CANVAS has signiﬁcantly made students’ learning more systematic and also improved the understanding of the students on the mathematics course.},
	language = {en-GB},
	urldate = {2023-11-22},
	booktitle = {Engineering and {Sciences} {Teaching} and {Learning} {Activities}},
	publisher = {Springer International Publishing},
	author = {Husain, Saiful Azmi},
	editor = {Abdul Karim, Samsul Ariffin and Husain, Saiful Azmi},
	year = {2022},
	doi = {10.1007/978-3-030-79614-3_6},
	note = {Series Title: Studies in Systems, Decision and Control},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#1:Buchteil:learning:management:system},
	pages = {53--59},
	file = {Husain - 2022 - The Effectiveness of CANVAS Learning Management Sy.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DGEXLKB2/Husain - 2022 - The Effectiveness of CANVAS Learning Management Sy.pdf:application/pdf},
}

@incollection{yilmaz_need_2021,
	address = {Cham},
	title = {The {Need} of an {Innovation} {Agent}: {Requirements} and {Competencies} of the {Human} {Dimension} in {Innovation} {Management}},
	volume = {1442},
	isbn = {978-3-030-85520-8 978-3-030-85521-5},
	shorttitle = {The {Need} of an {Innovation} {Agent}},
	url = {https://link.springer.com/10.1007/978-3-030-85521-5_5},
	abstract = {The aim of this research is to introduce new competencies at the interface between corporate strategy and managing innovation in the automotive industry as strategic perspectives shift from a one-dimensional thinking in technology to a two-dimensional thinking in systems and business designs. Therefore, it is necessary to understand the trends in business designs and the way to get there. This requires an innovation agent with the competencies to translate the ﬁndings into suitable actions. We extend the principles of the SPI manifesto in the context of a learning organization, dynamic models, and focus.},
	language = {en-GB},
	urldate = {2023-11-18},
	booktitle = {Systems, {Software} and {Services} {Process} {Improvement}},
	publisher = {Springer International Publishing},
	author = {Del Fabbro, Anja and Niklas, Alexander and Peisl, Thomas},
	editor = {Yilmaz, Murat and Clarke, Paul and Messnarz, Richard and Reiner, Michael},
	year = {2021},
	doi = {10.1007/978-3-030-85521-5_5},
	note = {Series Title: Communications in Computer and Information Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#1:Buchteil:learning:management:system},
	pages = {64--70},
	file = {Del Fabbro et al. - 2021 - The Need of an Innovation Agent Requirements and .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XRCF8FEH/Del Fabbro et al. - 2021 - The Need of an Innovation Agent Requirements and .pdf:application/pdf},
}

@incollection{perdana_integration_2023,
	address = {Paris},
	title = {The {Integration} of {Flipped} {Classroom} and {Learning} {Management} {System} for {EFL} {Students}: {A} {Case} {Study}},
	volume = {746},
	isbn = {978-2-38476-059-6 978-2-38476-060-2},
	shorttitle = {The {Integration} of {Flipped} {Classroom} and {Learning} {Management} {System} for {EFL} {Students}},
	url = {https://www.atlantis-press.com/doi/10.2991/978-2-38476-060-2_54},
	abstract = {The integration of ﬂipped classrooms and LMS offers chances for the learners to enable them to take risks and make mistakes while gaining experience in expertise and collaboration in the learning environment. This study aimed to explore the students’ perspectives on integrating ﬂipped classrooms into LMS, which affected learning outcomes, namely productivity, time management, and critical thinking. The researchers employed a purposive sampling technique for determining the research sample in this research. Moreover, 26 college students in two classes participated in this study. The research design was mixed-method research which consists of quantitative and qualitative research. The researchers divided the semester into the conventional learning model and ﬂipped classroom. For gathering the research data, the researchers utilized a research instrument that consisted of a 22-question survey. The ﬁndings showed that collaborativedriven ﬂipped classroom in LMS was practicable and robust options for learning compared to the conventional learning pedagogy. In contrast, the researchers also found that the combination of aspects of the conventional learning model and ﬂipped classroom led this learning environment stronger than before. The instructor-led learning from the conventional classroom could be integrated with the collaboration, various activities, and in-class discussions from the ﬂipped classroom features. The integration of conventional and ﬂipped classrooms promoted the students to achieve their learning target and fostered the instructor to enable learning within collaborative activities.},
	language = {en-GB},
	urldate = {2023-06-08},
	booktitle = {Proceedings of the 4th {International} {Conference} on {Progressive} {Education} 2022 ({ICOPE} 2022)},
	publisher = {Atlantis Press SARL},
	author = {Andewi, Widi and Hastomo, Tommy},
	editor = {Perdana, Ryzal and {Sunyono} and Putrawan, Gede Eka and Septiawan, Trio Yuda and Saputra, Bayu},
	year = {2023},
	doi = {10.2991/978-2-38476-060-2_54},
	note = {Series Title: Advances in Social Science, Education and Humanities Research},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#1:Buchteil:learning:management:system},
	pages = {585--603},
	file = {Andewi und Hastomo - 2023 - The Integration of Flipped Classroom and Learning .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YICTPDJB/Andewi und Hastomo - 2023 - The Integration of Flipped Classroom and Learning .pdf:application/pdf},
}

@incollection{frasson_towards_2023-1,
	address = {Cham},
	title = {Towards a {Social} {Learning} {Analysis} {Using} {Learning} {Management} {System} and {Learning} {Experience} to {Predict} {Learners}’ {Success}},
	volume = {13891},
	isbn = {978-3-031-32882-4 978-3-031-32883-1},
	url = {https://link.springer.com/10.1007/978-3-031-32883-1_33},
	abstract = {Online learning is an alternative to the traditional (face-to-face) educational system. Contrary to traditional teaching (classroom), distance learning is characterized by the lack of physical contact between instructors and students and also between students within a classroom. Unfortunately, some learners may fail or even stop learning online quite quickly. In addition, learners ﬁnd it more difﬁcult to learn, not because there is not enough content, but because there is too much and they cannot ﬁnd what is useful and up-to-date. This study aims to prove the importance of using social and adaptive learning to overcome the problems that learners face in online learning platforms, we propose a model to determine the effects of using the two types of platforms in online learning, namely Learning Management System (LMS) and Learning Experience Platform (LXP) for two groups of learners in Moroccan higher education applying social learning analysis (SLA). Speciﬁcally, in this proposal we attempt to analyze data from the LMS and LXP platforms to build knowledge models about students and determine their learning styles based on their interactions on these platforms, improve their learning experience and predict the conditions that favor their progress and success in order to recreate the conditions for quality social learning and help learners ﬁnd possible paths to success in the online learning platforms in Morocco.},
	language = {en-GB},
	urldate = {2023-05-27},
	booktitle = {Augmented {Intelligence} and {Intelligent} {Tutoring} {Systems}},
	publisher = {Springer Nature Switzerland},
	author = {Gharbaoui, Hiba and Mansouri, Khalifa and Poirier, Franck},
	editor = {Frasson, Claude and Mylonas, Phivos and Troussas, Christos},
	year = {2023},
	doi = {10.1007/978-3-031-32883-1_33},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Promotion:Argumentation, Bildung, Multimedia, Lernsystemarchitektur, \#1:Buchteil:learning:management:system},
	pages = {364--370},
	file = {Gharbaoui et al. - 2023 - Towards a Social Learning Analysis Using Learning .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TPIW8ICN/Gharbaoui et al. - 2023 - Towards a Social Learning Analysis Using Learning .pdf:application/pdf},
}

@incollection{redler_mind_2023,
	address = {Wiesbaden},
	title = {Mind the {Gap}: {Exploring} the {Relevance} of {Brand} {Management} {Research} for {Practice}},
	isbn = {978-3-658-39567-4 978-3-658-39568-1},
	shorttitle = {Mind the {Gap}},
	url = {https://link.springer.com/10.1007/978-3-658-39568-1_3},
	abstract = {Brand scholars have devoted certain attention to distinguishing brand management schools. This qualitative study aims to explore whether the brand schools identified in research are also perceived by brand practitioners. We also analyse managers’ engagements to keep up with recent developments in branding theory. The results generally support other findings on existing theory-practise gaps. The data indicate that there is no awareness about different brand management schools within the group of managers. Regarding their individual lifelong learning, brand managers do not report any systematic initiatives to connect to brand theory or research; managers do not have an expectation about learning from current brand research. Implications for further research and management are discussed.},
	language = {en-GB},
	urldate = {2023-04-01},
	booktitle = {Forum {Markenforschung} 2021},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Redler, Jörn and Schmidt, Holger J.},
	editor = {Redler, Jörn and Schmidt, Holger J. and Baumgarth, Carsten},
	year = {2023},
	doi = {10.1007/978-3-658-39568-1_3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#1:Buchteil:learning:management:system},
	pages = {29--46},
	file = {Redler und Schmidt - 2023 - Mind the Gap Exploring the Relevance of Brand Man.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BG6FKU3J/Redler und Schmidt - 2023 - Mind the Gap Exploring the Relevance of Brand Man.pdf:application/pdf},
}

@incollection{beskopylny_particularities_2023,
	address = {Cham},
	title = {Particularities of {Management} in the {Sphere} of {Ecology} in {Russia} and {Alaska}, {USA}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_141},
	abstract = {In the conditions of the growth of ecological problems the management in the sphere of the ecology at the enterprise has a signiﬁcant meaning. The authors show that the environmental orientation of the corporate culture in 2021 is the main prerequisite for a relevant business concept. This means that for a company to effectively protect the environment, the real features of the corporate concept of environmental protection must be consistent with the corporate culture. This is supported by the fact that the management of the company, as a result of internal efforts, puts environmental contractual labels to its employees: the management forces also perform the functions of exemplary learning in the company and must respect them themselves.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Kosenok, Yury and Danilina, Marina and Grigorenko, Victor and Alexandrova, Nathalia and Alexandrova, Yulia and Huntington, Orville},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_141},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#1:Buchteil:learning:management:system},
	pages = {1328--1334},
	file = {Kosenok et al. - 2023 - Particularities of Management in the Sphere of Eco.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PIBKCHFY/Kosenok et al. - 2023 - Particularities of Management in the Sphere of Eco.pdf:application/pdf},
}

@incollection{auer_human_2022,
	address = {Cham},
	title = {Human {Factors} in {Human}-{Centred} {Systems} - {On} the {Influence} of {Language} on the {Usability} of a {Cognitive} {Aid} in {Rescue} {Services}},
	volume = {389},
	isbn = {978-3-030-93903-8 978-3-030-93904-5},
	url = {https://link.springer.com/10.1007/978-3-030-93904-5_54},
	abstract = {In professional fields of work like aviation, chemical industry and nuclear energy as well as in emergency and acute medicine the staff is frequently confronted with time-critical, dynamic and complex situations characterised by uncertainty. Errors in human behaviour (human factors) lead decisively to an increase in the risk potential for those involved, up to and including a failure to cope with the situation. In order to avoid treatment errors and to increase patient safety in emergency and acute medicine, cognitive aids are increasingly being developed, e.g. in the form of checklists, which are intended to contribute as mobile learning applications to the confident management of critical situations. This paper focusses on the linguistic formulation of cognitive aids in Germanspeaking countries in order to simplify the development process and to improve the usability of these tools for staff and managers. In order to achieve this, this study examines whether and which of 3 different linguistically designed prototypical checklists provided are rated by paramedics as particularly suitable for use in regular operation. For this purpose, one checklist each with imperative, infinitive and mixed action instructions is used in the study. The data come from 4 further education course surveys with German-speaking paramedics (n=62) from the year 2021. The results show a higher usability for one of the prototypical checklists examined in the dimensions of effectiveness and efficiency.},
	language = {en-GB},
	urldate = {2023-01-16},
	booktitle = {Mobility for {Smart} {Cities} and {Regional} {Development} - {Challenges} for {Higher} {Education}},
	publisher = {Springer International Publishing},
	author = {Köhler, Marcel},
	editor = {Auer, Michael E. and Hortsch, Hanno and Michler, Oliver and Köhler, Thomas},
	year = {2022},
	doi = {10.1007/978-3-030-93904-5_54},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#1:Buchteil:learning:management:system},
	pages = {546--557},
	file = {Köhler - 2022 - Human Factors in Human-Centred Systems - On the In.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JV3ZISUM/Köhler - 2022 - Human Factors in Human-Centred Systems - On the In.pdf:application/pdf},
}

@incollection{pfannstiel_steigerung_2022,
	address = {Wiesbaden},
	title = {Steigerung der {Lernmotivation} bei der {Transformation} von face-to-face {Trainings} in ein {E}-{Training}/{E}-{Learning} durch eine sinnvolle {Zielgruppenanalyse}},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_35},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Baum, Kai},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_35},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {721--734},
	file = {Baum - 2022 - Steigerung der Lernmotivation bei der Transformati.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W725WL6K/Baum - 2022 - Steigerung der Lernmotivation bei der Transformati.pdf:application/pdf},
}

@incollection{pfannstiel_keinen_2022,
	address = {Wiesbaden},
	title = {„{Keinen} {Bock} auf {E}-{Learning}“: {Wie} {Sie} {Ihre} {Mitarbeitenden} zum {Lernen} motivieren und zur {Umsetzung} des {Gelernten} bringen},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	shorttitle = {„{Keinen} {Bock} auf {E}-{Learning}“},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_36},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schmidt, Joel T. and Koch, Axel},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_36},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {735--758},
	file = {Schmidt und Koch - 2022 - „Keinen Bock auf E-Learning“ Wie Sie Ihre Mitarbe.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QVVZPQ4H/Schmidt und Koch - 2022 - „Keinen Bock auf E-Learning“ Wie Sie Ihre Mitarbe.pdf:application/pdf},
}

@incollection{pfannstiel_psychologische_2022,
	address = {Wiesbaden},
	title = {Psychologische {Befunde} zum {Lernen} mit digitalen {Medien} – ein Überblick},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_28},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schneider, Sascha and Beege, Maik and Nebel, Steve and Rey, Günter Daniel},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_28},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {581--605},
	file = {Schneider et al. - 2022 - Psychologische Befunde zum Lernen mit digitalen Me.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GV9JCTX4/Schneider et al. - 2022 - Psychologische Befunde zum Lernen mit digitalen Me.pdf:application/pdf},
}

@incollection{pfannstiel_kein_2022,
	address = {Wiesbaden},
	title = {Kein {Lernen} ohne {Interaktion}: {Gestaltungsprinzipien} und {Methoden} für effektive {Zusammenarbeit} in {E}-{Learning} {Umgebungen}},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	shorttitle = {Kein {Lernen} ohne {Interaktion}},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_30},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schmidt, Joel T. and Lipowsky, Stefan and Schmidt, Hanna},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_30},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {633--656},
	file = {Schmidt et al. - 2022 - Kein Lernen ohne Interaktion Gestaltungsprinzipie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K358SLD4/Schmidt et al. - 2022 - Kein Lernen ohne Interaktion Gestaltungsprinzipie.pdf:application/pdf},
}

@incollection{pfannstiel_e-learning_2022-1,
	address = {Wiesbaden},
	title = {E-{Learning} {Live}-{Online} – das {Erfolgsrezept} am {Beispiel} „{Lean} {Management}“},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_31},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Saheb, Kathrin},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_31},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {657--673},
	file = {Saheb - 2022 - E-Learning Live-Online – das Erfolgsrezept am Beis.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IZPUGNF4/Saheb - 2022 - E-Learning Live-Online – das Erfolgsrezept am Beis.pdf:application/pdf},
}

@incollection{pfannstiel_von_2022,
	address = {Wiesbaden},
	title = {Von {Onsite} zu {Online}: {Führungskräfteentwicklung} erfolgreich virtualisieren: {Ein} {Erfahrungsbericht} der {Siemens} {AG}},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	shorttitle = {Von {Onsite} zu {Online}},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_32},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Nitschke, Ute and Goodman, Iain and Buschmeier, Martin},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_32},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {675--687},
	file = {Nitschke et al. - 2022 - Von Onsite zu Online Führungskräfteentwicklung er.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SMECRGF6/Nitschke et al. - 2022 - Von Onsite zu Online Führungskräfteentwicklung er.pdf:application/pdf},
}

@incollection{pfannstiel_gruppenarbeiten_2022,
	address = {Wiesbaden},
	title = {Gruppenarbeiten mit hohen {Teilnehmerzahlen} effektiv gestalten: {Herausforderungen} und {Lösungsansätze} für die synchrone und asynchrone {Online}-{Lehre}},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	shorttitle = {Gruppenarbeiten mit hohen {Teilnehmerzahlen} effektiv gestalten},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_34},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Diener, Florian and Gerner, Verena and Kätzel, Charlotte},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_34},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {703--720},
	file = {Diener et al. - 2022 - Gruppenarbeiten mit hohen Teilnehmerzahlen effekti.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H98YKSA2/Diener et al. - 2022 - Gruppenarbeiten mit hohen Teilnehmerzahlen effekti.pdf:application/pdf},
}

@incollection{pfannstiel_analyse_2022,
	address = {Wiesbaden},
	title = {Analyse des {Einsatzpotenzials} von {Serious} {Games} und {Gamification} in einem {Industrieunternehmen}},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_21},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Eberle, Jan and Jedrzejewska-Illenseer, Iwona and Hüttl, Thomas},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_21},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {425--440},
	file = {Eberle et al. - 2022 - Analyse des Einsatzpotenzials von Serious Games un.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JBI4CQXM/Eberle et al. - 2022 - Analyse des Einsatzpotenzials von Serious Games un.pdf:application/pdf},
}

@incollection{pfannstiel_e-learning_2022-2,
	address = {Wiesbaden},
	title = {E-{Learning} als {Bestandteil} von {Qualifizierungskonzepten} der {Zukunft}, {Selbstorganisation} und {Selbststeuerung} als {Bestandteil} von {Kulturwandel}},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_23},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Faust, Martina and Ettelbrück, Bernd},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_23},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {465--487},
	file = {Faust und Ettelbrück - 2022 - E-Learning als Bestandteil von Qualifizierungskonz.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C5VTFBMI/Faust und Ettelbrück - 2022 - E-Learning als Bestandteil von Qualifizierungskonz.pdf:application/pdf},
}

@incollection{pfannstiel_emotionale_2022,
	address = {Wiesbaden},
	title = {Die {Emotionale} {Organisationskultur} als {Voraussetzung} für erfolgreiches {E}-{Learning}},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_25},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kupiek, Martin},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_25},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {517--536},
	file = {Kupiek - 2022 - Die Emotionale Organisationskultur als Voraussetzu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LR88Y5UU/Kupiek - 2022 - Die Emotionale Organisationskultur als Voraussetzu.pdf:application/pdf},
}

@incollection{pfannstiel_emotionsbasiertes_2022,
	address = {Wiesbaden},
	title = {Emotionsbasiertes {Lernen} und {Beziehungsaufbau} als {Erfolgsfaktoren} im {E}-{Learning} nutzen, {Vom} {Corona}-{Notseminar} zur {Virtualisierung} von {Programmen} zur {Fähigkeitsentwicklung}},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_26},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fischer, Uwe and Hargarten, Manfred},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_26},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {537--557},
	file = {Fischer und Hargarten - 2022 - Emotionsbasiertes Lernen und Beziehungsaufbau als .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ED3WQM62/Fischer und Hargarten - 2022 - Emotionsbasiertes Lernen und Beziehungsaufbau als .pdf:application/pdf},
}

@incollection{pfannstiel_effektive_2022,
	address = {Wiesbaden},
	title = {Effektive {Schulungen} im digitalen {Raum} – zielgerichteter {Einsatz} von digitalen {Werkzeugen} im {Online}-{Learning}},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_29},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Vieweg, Stefan H. and Vieweg, Lisa},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_29},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {609--631},
	file = {Vieweg und Vieweg - 2022 - Effektive Schulungen im digitalen Raum – zielgeric.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M8LPUR4A/Vieweg und Vieweg - 2022 - Effektive Schulungen im digitalen Raum – zielgeric.pdf:application/pdf},
}

@incollection{pfannstiel_lernprozessbegleitung_2022,
	address = {Wiesbaden},
	title = {{LERNPROZESSBEGLEITUNG} {AM} {BEISPIEL} {EINES} {DIGITALEN} {ORGANISATIONSENTWICKLUNGSPROZESSES}},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_33},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Tolimir, Eva},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_33},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {689--701},
	file = {Tolimir - 2022 - LERNPROZESSBEGLEITUNG AM BEISPIEL EINES DIGITALEN .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XCQ7LT4Y/Tolimir - 2022 - LERNPROZESSBEGLEITUNG AM BEISPIEL EINES DIGITALEN .pdf:application/pdf},
}

@incollection{pfannstiel_next_2022,
	address = {Wiesbaden},
	title = {Next {Level} {E}-{Learning}: {Kollaboratives} {Training} mit {Avataren}: {Was} virtuelle 3-{D}-{Formate} für {Fach}- und {Führungskräfte} schon heute können},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	shorttitle = {Next {Level} {E}-{Learning}},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_18},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Weber, Michael René and Weber, Justus P. R.},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_18},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {361--381},
	file = {Weber und Weber - 2022 - Next Level E-Learning Kollaboratives Training mit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BWRXDDZA/Weber und Weber - 2022 - Next Level E-Learning Kollaboratives Training mit.pdf:application/pdf},
}

@incollection{pfannstiel_vom_2022,
	address = {Wiesbaden},
	title = {Vom {E}-{Learning} 1.0 on the fly zu einer digital unterstützten {Lehr}-/{Lernkultur} 4.0},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_24},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wilmes, Bernhard and Odenthal, Lea},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_24},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {489--515},
	file = {Wilmes und Odenthal - 2022 - Vom E-Learning 1.0 on the fly zu einer digital unt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D6BY239R/Wilmes und Odenthal - 2022 - Vom E-Learning 1.0 on the fly zu einer digital unt.pdf:application/pdf},
}

@incollection{pfannstiel_gehirn_2022,
	address = {Wiesbaden},
	title = {Das {Gehirn} ist ein interessantes {Körperteil}: {Das} {Potenzial} des {Körpers} für {E}-{Learning}-{Prozesse}},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	shorttitle = {Das {Gehirn} ist ein interessantes {Körperteil}},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_27},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Leppelmann, Gabriele},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_27},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {559--580},
	file = {Leppelmann - 2022 - Das Gehirn ist ein interessantes Körperteil Das P.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MR5TGLR5/Leppelmann - 2022 - Das Gehirn ist ein interessantes Körperteil Das P.pdf:application/pdf},
}

@incollection{pfannstiel_erfolgreich_2022,
	address = {Wiesbaden},
	title = {Erfolgreich kombinierter {Einsatz} von {Learning}-{Management}-{System} ({LMS}) und {X}-{Reality} ({XR}) im {Service}-{Umfeld}},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_19},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Baum, Kai Karin and Kluge, Christoph},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_19},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#1:Buchteil:learning:management:system},
	pages = {383--399},
	file = {Baum und Kluge - 2022 - Erfolgreich kombinierter Einsatz von Learning-Mana.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TLCQKZLQ/Baum und Kluge - 2022 - Erfolgreich kombinierter Einsatz von Learning-Mana.pdf:application/pdf},
}

@incollection{pfannstiel_problembasiertes_2022,
	address = {Wiesbaden},
	title = {Problembasiertes, authentisches {Lernen} das {Spaß} macht - {Das} {Online}-{Rallye} {Konzept}},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6_20},
	language = {de-DE},
	urldate = {2022-05-10},
	booktitle = {E-{Learning} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hemsing, Sabine},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6_20},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {401--423},
	file = {Hemsing - 2022 - Problembasiertes, authentisches Lernen das Spaß ma.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8QAQL5ST/Hemsing - 2022 - Problembasiertes, authentisches Lernen das Spaß ma.pdf:application/pdf},
}

@incollection{kergel_vom_2019,
	address = {Wiesbaden},
	title = {Vom unternehmerischen {Selbst} zur kritischen {Reflexion} – {Konzeptionselemente} für ein kritisches {E}-{Learning}},
	isbn = {978-3-658-22399-1 978-3-658-22400-4},
	url = {http://link.springer.com/10.1007/978-3-658-22400-4_29},
	language = {de-DE},
	urldate = {2022-02-16},
	booktitle = {Praxishandbuch {Habitussensibilität} und {Diversität} in der {Hochschullehre}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Heidkamp, Birte and Kergel, David},
	editor = {Kergel, David and Heidkamp, Birte},
	year = {2019},
	doi = {10.1007/978-3-658-22400-4_29},
	note = {Series Title: Prekarisierung und soziale Entkopplung – transdisziplinäre Studien},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {619--634},
	file = {Heidkamp und Kergel - 2019 - Vom unternehmerischen Selbst zur kritischen Reflex.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H5KTHBHV/Heidkamp und Kergel - 2019 - Vom unternehmerischen Selbst zur kritischen Reflex.pdf:application/pdf},
}

@incollection{kergel_evaluation_2019,
	address = {Wiesbaden},
	title = {Evaluation zwischen {Subjektivierung} und {Bildungsorientierung} – Überlegungen anhand eines {Beispiels} aus der {E}-{Learningpraxis}},
	isbn = {978-3-658-22399-1 978-3-658-22400-4},
	url = {http://link.springer.com/10.1007/978-3-658-22400-4_31},
	language = {de-DE},
	urldate = {2022-02-16},
	booktitle = {Praxishandbuch {Habitussensibilität} und {Diversität} in der {Hochschullehre}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kergel, David and Heidkamp, Birte},
	editor = {Kergel, David and Heidkamp, Birte},
	year = {2019},
	doi = {10.1007/978-3-658-22400-4_31},
	note = {Series Title: Prekarisierung und soziale Entkopplung – transdisziplinäre Studien},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {647--675},
	file = {Kergel und Heidkamp - 2019 - Evaluation zwischen Subjektivierung und Bildungsor.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JR5QSRA8/Kergel und Heidkamp - 2019 - Evaluation zwischen Subjektivierung und Bildungsor.pdf:application/pdf},
}

@incollection{kustermann_e-tutoring_2021,
	address = {Wiesbaden},
	title = {E-{Tutoring}},
	isbn = {978-3-658-31278-7 978-3-658-31279-4},
	url = {http://link.springer.com/10.1007/978-3-658-31279-4_20},
	abstract = {Zusammenfassung
            E-Learning bietet zahlreiche Möglichkeiten, die Präsenzlehre inhaltlich und didaktisch anzureichern und damit die Studienbedingungen zu verbessern. In der Praxis fehlt den Lehrenden jedoch oftmals der zeitliche Spielraum, um entsprechende Angebote zu erstellen. Das Konzept des E-Tutorings schafft hier Entlastung: E-Tutor* innen unterstützen Lehrende beim Einsatz digitaler Medien in der Gestaltung von Lehr-, Lern- und Prüfungsprozessen.},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Selbststudium im digitalen {Wandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Mersch, André and Seibt, Alina},
	editor = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	year = {2021},
	doi = {10.1007/978-3-658-31279-4_20},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {235--243},
	file = {Mersch und Seibt - 2021 - E-Tutoring.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7ZGIUVS2/Mersch und Seibt - 2021 - E-Tutoring.pdf:application/pdf},
}

@incollection{kustermann_nachhaltige_2021,
	address = {Wiesbaden},
	title = {Nachhaltige {Softwareentwicklungen} im {Verbundprojekt} optes},
	isbn = {978-3-658-31278-7 978-3-658-31279-4},
	url = {http://link.springer.com/10.1007/978-3-658-31279-4_28},
	abstract = {Zusammenfassung
            In Forschungs- und Entwicklungsprojekten mit E-Learning-Bezug wird gerne Open-Source-Software eingesetzt, weil diese leicht und kostengünstig Anpassungen an spezifische Projektanforderungen erlaubt. Diesem Vorteil an Flexibilität steht jedoch ein gravierender Nachteil gegenüber. Durch das individuelle Anpassen der Software kann diese nicht mehr ohne Weiteres auf neue Versionen aktualisiert werden.},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Selbststudium im digitalen {Wandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kunkel, Matthias and Samoila, Oliver},
	editor = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	year = {2021},
	doi = {10.1007/978-3-658-31279-4_28},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {317--323},
	file = {Kunkel und Samoila - 2021 - Nachhaltige Softwareentwicklungen im Verbundprojek.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JIRWUGWD/Kunkel und Samoila - 2021 - Nachhaltige Softwareentwicklungen im Verbundprojek.pdf:application/pdf},
}

@incollection{pfannstiel_entwicklung_2017,
	address = {Wiesbaden},
	title = {Entwicklung und {Design} einer {Mobile}-{Learning}-{Applikation} für die {Schulung} afrikanischer {Krankenhausmitarbeiter}},
	isbn = {978-3-658-12392-5 978-3-658-12393-2},
	url = {http://link.springer.com/10.1007/978-3-658-12393-2_17},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {II}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Robertson, Ronald},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12393-2_17},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {257--269},
	file = {Robertson - 2017 - Entwicklung und Design einer Mobile-Learning-Appli.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AHAVAFJM/Robertson - 2017 - Entwicklung und Design einer Mobile-Learning-Appli.pdf:application/pdf},
}

@incollection{pfannstiel_e-learning_2019,
	address = {Wiesbaden},
	title = {E-{Learning} für ergonomische {Arbeitsabläufe} in der medizinischen {Rehabilitation}},
	isbn = {978-3-658-23986-2 978-3-658-23987-9},
	url = {http://link.springer.com/10.1007/978-3-658-23987-9_20},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {V}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Landau, Kurt},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-23987-9_20},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {391--411},
	file = {Landau - 2019 - E-Learning für ergonomische Arbeitsabläufe in der .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DZ9DLQ7R/Landau - 2019 - E-Learning für ergonomische Arbeitsabläufe in der .pdf:application/pdf;Landau - 2019 - E-Learning für ergonomische Arbeitsabläufe in der .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QSKMZXGE/Landau - 2019 - E-Learning für ergonomische Arbeitsabläufe in der .pdf:application/pdf},
}

@incollection{hochholdinger_evaluation_2011,
	edition = {Stand: 2002},
	series = {Handbuch {E}-{Learning}},
	title = {Evaluation betrieblichen {E}-{Learnings}: {Methoden} und {Befunde}},
	isbn = {978-3-87156-298-3},
	language = {de-DE},
	number = {Expertenwissen aus Wissenschaft und Praxis},
	booktitle = {Evaluation betrieblichen {E}-{Learnings}: {Methoden} und {Befunde}},
	author = {Hochholdinger, Sabine and Beinicke, Andrea},
	editor = {Hohenstein, Andreas and Wilbers, Karl},
	month = oct,
	year = {2011},
	keywords = {\#5:Buchteil:e-learning, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--22},
	file = {grundwerk.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ABJ7TP6J/false:application/pdf},
}

@incollection{dittler_von_2021,
	address = {Wiesbaden},
	title = {Von 0 auf 10 in 25 {Jahren} und von 10 auf 100 in zwei {Wochen}: {E}-{Learning} an der {Universität} {Freiburg}},
	isbn = {978-3-658-32608-1 978-3-658-32609-8},
	shorttitle = {Von 0 auf 10 in 25 {Jahren} und von 10 auf 100 in zwei {Wochen}},
	url = {http://link.springer.com/10.1007/978-3-658-32609-8_10},
	language = {de-DE},
	urldate = {2021-03-30},
	booktitle = {Wie {Corona} die {Hochschullehre} verändert},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schneider, Gerhard},
	editor = {Dittler, Ullrich and Kreidl, Christian},
	year = {2021},
	doi = {10.1007/978-3-658-32609-8_10},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {149--158},
	file = {schneider_2021_von_0_auf_10_in_25_jahren_und_von_10_auf_100_in_zwei_wochen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A3CHAKRE/schneider_2021_von_0_auf_10_in_25_jahren_und_von_10_auf_100_in_zwei_wochen.pdf:application/pdf},
}

@incollection{schmidberger_beste_2022,
	address = {Wiesbaden},
	title = {Das {Beste} aus zwei {Welten}: {Die} {Kombination} von {Design} {Thinking} und {Service} {Learning}},
	isbn = {978-3-658-36950-7 978-3-658-36951-4},
	shorttitle = {Das {Beste} aus zwei {Welten}},
	url = {https://link.springer.com/10.1007/978-3-658-36951-4_15},
	abstract = {The authors explore the similarities and differences that characterise the concepts of Design Thinking and Service Learning, the importance of both rising over the last years. Comparing the two concepts, it can be argued that the focus of Service Learning activities is to inspire intrinsic learning within students. Design Thinking, on the other hand, follows a more rational and systematic approach with the aim to facilitate extrinsic project results. The authors propose a framework of linking the two concepts and argue that their combination at the correct steps can add even more value to the beneficiaries of the activities.},
	language = {de-DE},
	urldate = {2022-08-21},
	booktitle = {Design {Thinking} im {Bildungsmanagement}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pferzinger, Manfred and Mesicek, Roman H. and Bachner, Christine},
	editor = {Schmidberger, Iris and Wippermann, Sven and Stricker, Tobias and Müller, Ulrich},
	year = {2022},
	doi = {10.1007/978-3-658-36951-4_15},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#1:Buchteil:learning:management:system},
	pages = {229--238},
	file = {Pferzinger et al. - 2022 - Das Beste aus zwei Welten Die Kombination von Des.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6JGGRVIX/Pferzinger et al. - 2022 - Das Beste aus zwei Welten Die Kombination von Des.pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_wie_2021,
	address = {Wiesbaden},
	title = {Wie kann digitale {Bildung} dazu beitragen, {Bildung} für nachhaltige {Entwicklung} in der {Hochschullehre} zu verankern?},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_35},
	abstract = {Zusammenfassung
            Digitalisierung und nachhaltige Entwicklung sind zentrale gesellschaftliche Herausforderungen der heutigen Zeit. Dieser Beitrag zeigt, wie diese Querschnittsthemen in Form von digitaler Hochschulbildung, insbesondere E-Learning, die Vermittlung und Etablierung von Bildung für nachhaltige Entwicklung (BNE) in der Bildungslandschaft fördern können. Das Ziel von BNE ist es, Lernende zu befähigen, die Auswirkungen des eigenen Handelns auf die Welt zu verstehen und verantwortungsvolle, zukunftsgerichtete Entscheidungen treffen zu können. In diesem Beitrag wird diskutiert, wie die verschiedenen Prinzipien von erfolgreichem E-Learning sowie Elementen der Gamifizierung zur Vermittlung von BNE beitragen und welche Formate zur Überprüfung des Lernerfolgs genutzt werden können.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kohler, Florian and Siegmund, Alexander},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_35},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {633--647},
	file = {Kohler und Siegmund - 2021 - Wie kann digitale Bildung dazu beitragen, Bildung .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CUVXX9FU/Kohler und Siegmund - 2021 - Wie kann digitale Bildung dazu beitragen, Bildung .pdf:application/pdf},
}

@article{chu_developing_2014,
	title = {Developing an educational computer game for migratory bird identification based on a two-tier test approach},
	volume = {62},
	copyright = {http://www.springer.com/tdm},
	issn = {1042-1629, 1556-6501},
	url = {http://link.springer.com/10.1007/s11423-013-9323-4},
	doi = {10.1007/s11423-013-9323-4},
	abstract = {Although educational computer games have been recognized as being a promising approach, previous studies have indicated that, without supportive models, students might only show temporary interest during the game-based learning process, and their learning performance is often not as good as expected. Therefore, in this paper, a twotier test approach is proposed for developing educational computer games. To evaluate the performance of the proposed approach, a role-playing game was developed and an experiment was conducted on the ‘‘migratory bird identiﬁcation’’ unit of an elementary school natural science course. Two classes of ﬁfth graders participated in the experiment. One class was the experimental group who learned with the proposed game-based learning approach. The other class was the control group who learned with the conventional e-learning approach. The experimental results showed that the proposed approach not only signiﬁcantly promoted the students’ learning motivation, but also improved their learning achievements. Moreover, it was found that the students who learned with the educational computer game showed signiﬁcantly higher technology acceptance degree than those who learned with the conventional e-learning approach. Accordingly, it is concluded that the proposed digital game-based learning approach is effective.},
	language = {en-GB},
	number = {2},
	urldate = {2024-06-16},
	journal = {Educational Technology Research and Development},
	author = {Chu, Hui-Chun and Chang, Shao-Chen},
	month = apr,
	year = {2014},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, \#5:Zeitschriftenartikel:e-learning},
	pages = {147--161},
	file = {Chu und Chang - 2014 - Developing an educational computer game for migrat.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G7A2FYM9/Chu und Chang - 2014 - Developing an educational computer game for migrat.pdf:application/pdf},
}

@article{safi_technical_2020,
	title = {Technical {Aspects} of {Developing} {Chatbots} for {Medical} {Applications}: {Scoping} {Review}},
	volume = {22},
	issn = {1438-8871},
	shorttitle = {Technical {Aspects} of {Developing} {Chatbots} for {Medical} {Applications}},
	url = {http://www.jmir.org/2020/12/e19127/},
	doi = {10.2196/19127},
	abstract = {Background: Chatbots are applications that can conduct natural language conversations with users. In the medical field, chatbots have been developed and used to serve different purposes. They provide patients with timely information that can be critical in some scenarios, such as access to mental health resources. Since the development of the first chatbot, ELIZA, in the late 1960s, much effort has followed to produce chatbots for various health purposes developed in different ways.
Objective: This study aimed to explore the technical aspects and development methodologies associated with chatbots used in the medical field to explain the best methods of development and support chatbot development researchers on their future work.
Methods: We searched for relevant articles in 8 literature databases (IEEE, ACM, Springer, ScienceDirect, Embase, MEDLINE, PsycINFO, and Google Scholar). We also performed forward and backward reference checking of the selected articles. Study selection was performed by one reviewer, and 50\% of the selected studies were randomly checked by a second reviewer. A narrative approach was used for result synthesis. Chatbots were classified based on the different technical aspects of their development. The main chatbot components were identified in addition to the different techniques for implementing each module.
Results: The original search returned 2481 publications, of which we identified 45 studies that matched our inclusion and exclusion criteria. The most common language of communication between users and chatbots was English (n=23). We identified 4 main modules: text understanding module, dialog management module, database layer, and text generation module. The most common technique for developing text understanding and dialogue management is the pattern matching method (n=18 and n=25, respectively). The most common text generation is fixed output (n=36). Very few studies relied on generating original output. Most studies kept a medical knowledge base to be used by the chatbot for different purposes throughout the conversations. A few studies kept conversation scripts and collected user data and previous conversations.
Conclusions: Many chatbots have been developed for medical use, at an increasing rate. There is a recent, apparent shift in adopting machine learning–based approaches for developing chatbot systems. Further research can be conducted to link clinical outcomes to different chatbot development techniques and technical characteristics.},
	language = {en-GB},
	number = {12},
	urldate = {2024-05-14},
	journal = {Journal of Medical Internet Research},
	author = {Safi, Zeineb and Abd-Alrazaq, Alaa and Khalifa, Mohamed and Househ, Mowafa},
	month = dec,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit},
	pages = {e19127},
	file = {Safi et al. - 2020 - Technical Aspects of Developing Chatbots for Medic.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4KA8NTZA/Safi et al. - 2020 - Technical Aspects of Developing Chatbots for Medic.pdf:application/pdf},
}

@article{goffard_development_2019,
	title = {Development and {Evaluation} of a {Hybrid} {Course} in {Clinical} {Virology} at a {Faculty} of {Pharmacy} in {Lille}, {France}},
	volume = {5},
	issn = {2369-3762},
	url = {http://mededu.jmir.org/2019/1/e10766/},
	doi = {10.2196/10766},
	abstract = {Background: During their studies, pharmacy students must acquire the specific skills in clinical virology required for their subsequent professional practice. Recent experiments on teaching and learning in higher education have shown that hybrid courses strengthen the students’ commitment to learning and enable high-quality knowledge acquisition.
Objective: This study concerned the design and deployment of a hybrid course that combines face-to-face and Web-based instruction in clinical virology for fourth-year pharmacy students. The study’s objectives were to (1) measure the students’ level of involvement in the course, (2) gauge their interest in this type of learning, and (3) highlight any associated difficulties.
Methods: The study included 194 fourth-year pharmacy students from the Lille Faculty of Pharmacy (University of Lille, Lille, France) between January and June 2017. The students followed a hybrid course comprising an online learning module and 5 tutorial sessions in which professional situations were simulated. The learning module and 3 online evaluation sessions were delivered via the Moodle learning management system. Each tutorial session ended with an evaluation. The number of Moodle log-ins, the number of views of learning resources, and the evaluation marks were recorded. The coefficient for the correlation between the marks in the online evaluation and those in the tutorials was calculated. The students’ opinions and level of satisfaction were evaluated via a course questionnaire.
Results: The course’s learning resources and Web pages were viewed 21,446 and 3413 times, respectively. Of the 194 students, 188 (96.9\%) passed the course (ie, marks of at least 10 out of 20). There was a satisfactory correlation between the marks obtained in the online evaluations and those obtained after the tutorials. The course met the students’ expectations in 53.2\% of cases, and 57.4\% of the students stated that they were able to work at their own pace. Finally, 26.6\% of the students stated that they had difficulty organizing their work around this hybrid course.
Conclusions: Our results showed that pharmacy students were strongly in favor of a hybrid course. The levels of attendance and participation were high. However, teachers must be aware that some students will encounter organizational difficulties.},
	language = {en-GB},
	number = {1},
	urldate = {2024-05-14},
	journal = {JMIR Medical Education},
	author = {Goffard, Anne and Odou, Pascal and Aliouat, El Moukhtar and Aliouat-Denis, Cécile-Marie and Carnoy, Christophe and Décaudin, Bertrand and Damien, Cuny and Hamoudi, Mounira and Pinçon, Claire and Quelennec, Katia and Zanetti, Sebastien and Ravaux, Pierre and Standaert, Annie},
	month = apr,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich},
	pages = {e10766},
	file = {Goffard et al. - 2019 - Development and Evaluation of a Hybrid Course in C.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2JAFEGD4/Goffard et al. - 2019 - Development and Evaluation of a Hybrid Course in C.pdf:application/pdf},
}

@article{bu_so_2024,
	title = {“{So} we brought these players together”: a qualitative study of educators’ experiences to analyze the challenges of creating an e-learning program for neuropalliative care},
	volume = {24},
	issn = {1472-6920},
	shorttitle = {“{So} we brought these players together”},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-024-05437-8},
	doi = {10.1186/s12909-024-05437-8},
	abstract = {Background  In recent years, the subspecialty of neuropalliative care has emerged with the goal of improving the quality of life of patients suffering from neurological disease, though gaps remain in neuropalliative care education and training. E-learning has been described as a way to deliver interactive and facilitated lower-cost learning to address global gaps in medical care. We describe here the development of a novel, international, hybrid, and asynchronous curriculum with both self-paced modules and class-based lectures on neuropalliative care topics designed for the neurologist interested in palliative care, the palliative care physician interested in caring for neurological patients, and any other physician or advanced care providers interested in neuropalliative care. Methods  The course consisted of 12 modules, one per every four weeks, beginning July 2022. Each module is based on a case and relevant topics. Course content was divided into three streams (Neurology Basics, Palliative Care Basics, and Neuropalliative Care Essentials) of which two were optional and one was mandatory, and consisted of classroom sessions, webinars, and an in-person skills session. Evaluation of learners consisted of multiple choice questions and written assignments for each module. Evaluation of the course was based on semi-structured qualitative interviews conducted with both educator and learner, the latter of which will be published separately. Audio files were transcribed and underwent thematic analysis. For the discussion of the results, Khan’s e-learning framework was used. Results  Ten of the 12 participating educators were interviewed. Of the educators, three identified as mid-career and seven as senior faculty, ranging from six to 33 years of experience. Nine of ten reported an academic affiliation and all reported association with a teaching hospital. Themes identified from the educators’ evaluations were: bridging the global gap, getting everybody on board, defining the educational scope, investing extensive hours of voluntary time and resources, benefiting within and beyond the curriculum, understanding the learner’s experience, creating a community of shared learning, adapting future teaching and learning strategies, and envisioning long term sustainability.},
	language = {en-GB},
	number = {1},
	urldate = {2024-05-14},
	journal = {BMC Medical Education},
	author = {Bu, Julia and DeSanto-Madeya, Susan and Lugassy, Mara and Besbris, Jessica and Bublitz, Sarah and Kramer, Neha M. and Gursahani, Roop and Lau, Winnie and Kim, Estella and Rhee, John Y. and Paal, Piret},
	month = may,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Weiterführung, \#5:Zeitschriftenartikel:e-learning},
	pages = {524},
	file = {Bu et al. - 2024 - “So we brought these players together” a qualitat.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UJLHXFN8/Bu et al. - 2024 - “So we brought these players together” a qualitat.pdf:application/pdf},
}

@article{schwarz_interactive_2013,
	title = {Interactive {Algorithms} for {Teaching} and {Learning} {Acute} {Medicine} in the {Network} of {Medical} {Faculties} {MEFANET}},
	volume = {15},
	issn = {14388871},
	url = {http://www.jmir.org/2013/7/e135/},
	doi = {10.2196/jmir.2590},
	abstract = {Background: Medical Faculties Network (MEFANET) has established itself as the authority for setting standards for medical educators in the Czech Republic and Slovakia, 2 independent countries with similar languages that once comprised a federation and that still retain the same curricular structure for medical education. One of the basic goals of the network is to advance medical teaching and learning with the use of modern information and communication technologies.
Objective: We present the education portal AKUTNE.CZ as an important part of the MEFANET’s content. Our focus is primarily on simulation-based tools for teaching and learning acute medicine issues.
Methods: Three fundamental elements of the MEFANET e-publishing system are described: (1) medical disciplines linker, (2) authentication/authorization framework, and (3) multidimensional quality assessment. A new set of tools for technology-enhanced learning have been introduced recently: Sandbox (works in progress), WikiLectures (collaborative content authoring), Moodle-MEFANET (central learning management system), and Serious Games (virtual casuistics and interactive algorithms). The latest development in MEFANET is designed for indexing metadata about simulation-based learning objects, also known as electronic virtual patients or virtual clinical cases. The simulations assume the form of interactive algorithms for teaching and learning acute medicine. An anonymous questionnaire of 10 items was used to explore students’ attitudes and interests in using the interactive algorithms as part of their medical or health care studies. Data collection was conducted over 10 days in February 2013.
Results: In total, 25 interactive algorithms in the Czech and English languages have been developed and published on the AKUTNE.CZ education portal to allow the users to test and improve their knowledge and skills in the field of acute medicine. In the feedback survey, 62 participants completed the online questionnaire (13.5\%) from the total 460 addressed. Positive attitudes toward the interactive algorithms outnumbered negative trends.
Conclusions: The peer-reviewed algorithms were used for conducting problem-based learning sessions in general medicine (first aid, anesthesiology and pain management, emergency medicine) and in nursing (emergency medicine for midwives, obstetric analgesia, and anesthesia for midwifes). The feedback from the survey suggests that the students found the interactive algorithms as effective learning tools, facilitating enhanced knowledge in the field of acute medicine. The interactive algorithms, as a software platform, are open to academic use worldwide. The existing algorithms, in the form of simulation-based learning objects, can be incorporated into any educational website (subject to the approval of the authors).},
	language = {en-GB},
	number = {7},
	urldate = {2024-05-14},
	journal = {Journal of Medical Internet Research},
	author = {Schwarz, Daniel and Štourač, Petr and Komenda, Martin and Harazim, Hana and Kosinová, Martina and Gregor, Jakub and Hůlek, Richard and Smékalová, Olga and Křikava, Ivo and Štoudek, Roman and Dušek, Ladislav},
	month = jul,
	year = {2013},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system},
	pages = {e135},
	file = {Schwarz et al. - 2013 - Interactive Algorithms for Teaching and Learning A.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AQ95UES5/Schwarz et al. - 2013 - Interactive Algorithms for Teaching and Learning A.pdf:application/pdf},
}

@article{spreckelsen_can_2013,
	title = {Can {Social} {Semantic} {Web} {Techniques} {Foster} {Collaborative} {Curriculum} {Mapping} {In} {Medicine}?},
	volume = {15},
	issn = {14388871},
	url = {http://www.jmir.org/2013/8/e169/},
	doi = {10.2196/jmir.2623},
	abstract = {Background: Curriculum mapping, which is aimed at the systematic realignment of the planned, taught, and learned curriculum, is considered a challenging and ongoing effort in medical education. Second-generation curriculum managing systems foster knowledge management processes including curriculum mapping in order to give comprehensive support to learners, teachers, and administrators. The large quantity of custom-built software in this field indicates a shortcoming of available IT tools and standards.
Objective: The project reported here aims at the systematic adoption of techniques and standards of the Social Semantic Web to implement collaborative curriculum mapping for a complete medical model curriculum.
Methods: A semantic MediaWiki (SMW)-based Web application has been introduced as a platform for the elicitation and revision process of the Aachen Catalogue of Learning Objectives (ACLO). The semantic wiki uses a domain model of the curricular context and offers structured (form-based) data entry, multiple views, structured querying, semantic indexing, and commenting for learning objectives (“LOs”). Semantic indexing of learning objectives relies on both a controlled vocabulary of international medical classifications (ICD, MeSH) and a folksonomy maintained by the users. An additional module supporting the global checking of consistency complements the semantic wiki. Statements of the Object Constraint Language define the consistency criteria. We evaluated the application by a scenario-based formative usability study, where the participants solved tasks in the (fictional) context of 7 typical situations and answered a questionnaire containing Likert-scaled items and free-text questions.
Results: At present, ACLO contains roughly 5350 operational (ie, specific and measurable) objectives acquired during the last 25 months. The wiki-based user interface uses 13 online forms for data entry and 4 online forms for flexible searches of LOs, and all the forms are accessible by standard Web browsers. The formative usability study yielded positive results (median rating of 2 (“good”) in all 7 general usability items) and produced valuable qualitative feedback, especially concerning navigation and comprehensibility. Although not asked to, the participants (n=5) detected critical aspects of the curriculum (similar learning objectives addressed repeatedly and missing objectives), thus proving the system’s ability to support curriculum revision.
Conclusions: The SMW-based approach enabled an agile implementation of computer-supported knowledge management. The approach, based on standard Social Semantic Web formats and technology, represents a feasible and effectively applicable compromise between answering to the individual requirements of curriculum management at a particular medical school and using proprietary systems.},
	language = {en-GB},
	number = {8},
	urldate = {2024-05-14},
	journal = {Journal of Medical Internet Research},
	author = {Spreckelsen, Cord and Finsterer, Sonja and Cremer, Jan and Schenkat, Hennig},
	month = aug,
	year = {2013},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildungstheorien, \#1:Zeitschriftenartikel:learning:management:system},
	pages = {e169},
	file = {Spreckelsen et al. - 2013 - Can Social Semantic Web Techniques Foster Collabor.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WTJG4V7G/Spreckelsen et al. - 2013 - Can Social Semantic Web Techniques Foster Collabor.pdf:application/pdf},
}

@article{casebourne_left_2023,
	title = {Left to their own devices: {An} exploration of context in seamless work-related mobile learning},
	volume = {n/a},
	issn = {1467-8535},
	shorttitle = {Left to their own devices},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13410},
	doi = {10.1111/bjet.13410},
	abstract = {This study investigated the seamless mobile learning practices of UK government workers at various life stages, to understand how context impacted decisions about how, when and where learning was undertaken. Following Hedegaard, the context was understood as involving settings embedded within institutions. Drawing on analysis of data from public domain blogs and reports and anonymised trace data showing e-learning visits via a mobile device, a picture of institutional practice and values was developed. Against this backdrop, a survey of 50 individuals followed by semi-structured interviews provided information about seamless mobile learning projects. Mobile learning was often fragmented and ad hoc, rather than part of a longer, seamless learning project. A distinction between just-in-time learning and just-in-case learning was apparent, with the latter often postponed. For mobile workers, mobile learning focused on current work setting, whereas workers who could work in many interchangeable settings might move to somewhere they could concentrate. Mobile learning was sometimes motivated by a sense of a lack of time and a need to stay ‘on top of things’ as much as by interest in a topic. Sustained seamless mobile learning projects occurred if there was institutional support for learning that was also of individual interest and if learners had the ability to orchestrate their learning. Learners reported these seamless mobile learning projects to be enjoyable and compelling. This paper contributes to the evidence of seamless mobile learning practice over the life course and illustrates the value of considering an individual's relation to various institutions in conceptualisations of seamless mobile learning. It also offers pointers for the future design of seamless mobile learning tools including a need to offer learners the opportunity to sometimes separate ongoing learning which is related to distinct institutions.Practitioner notesWhat is already known about this topic Mobile devices accompany their owners across settings that were previously considered separate, such as work, college and households. This has the potential to impact work/home and other boundaries. From a pedagogical perspective, mobile devices may support seamless learning, in which experiences across distinct settings result in a holistic and unified understanding. What this paper adds It introduces the concept of the institution to conceptions of seamless learning. It illustrates the ways in which different institutions (workplaces or educational institutions) can shape individual experiences and decisions about when and where to learn. It provides evidence that some working adults engage in seamless learning projects and describe this as compelling and enjoyable, but that others prefer to separate distinct life spheres. Implications for practice and/or policy There may be value in institutions and designers supporting people who want to engage in seamless mobile learning. However, it is important to be aware that not everyone wants to engage in seamless learning. Seamless learning is more likely to occur when individual and institutional priorities are aligned across several institutions, so there will be challenges for a single institution seeking to promote it.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Casebourne, Imogen},
	month = nov,
	year = {2023},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13410},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, \#5:Zeitschriftenartikel:e-learning, professional development, institution, seamless mobile learning, setting},
	pages = {1--18},
	file = {Casebourne - 2023 - Left to their own devices An exploration of conte.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4RQCIR6W/Casebourne - 2023 - Left to their own devices An exploration of conte.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/THSWZI5Y/bjet.html:text/html},
}

@article{baba_rahim_online_2024,
	title = {Online quizzes in improving student learning},
	volume = {6},
	issn = {2637-0905},
	url = {http://www.ijmoe.com/PDF/IJMOE-2024-20-03-36.pdf},
	doi = {10.35631/IJMOE.620036},
	abstract = {Distance learning educators include self-assessment formative quizzes into the curriculum to enhance students’ learning experiences. Online quizzes are a useful learning tool, particularly when courses are delivered online, thanks to technical advancements in web-based delivery. The greatest aspect of offering online quizzes is that the correct answer and any suitable comments are offered to students instantly after they complete a question. The present study evaluates students’ overall performance in one of the core courses, in which self-assessment quizzes were administered through the e-learning system in order to reflect their learning behaviour towards the coursework. As part of formative assessment, it was noted that students’ frequent efforts aggregated during the final exam session; yet, as soon as the quizzes were made available, a few students took them. The data demonstrated a substantial link between students who took the quizzes and their overall achievement as measured by final grades. This paper delves through the essential factors to consider when developing well-crafted quizzes for technical courses and so maximising their potential as an effective learning tool.},
	language = {en-GB},
	number = {20},
	urldate = {2024-04-07},
	journal = {International Journal of Modern Education},
	author = {Baba Rahim, Norizan},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, \#5:Zeitschriftenartikel:e-learning},
	pages = {498--509},
	file = {Baba Rahim - 2024 - ONLINE QUIZZES IN IMPROVING STUDENT LEARNING.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BCL373CY/Baba Rahim - 2024 - ONLINE QUIZZES IN IMPROVING STUDENT LEARNING.pdf:application/pdf},
}

@article{imani-goghary_effect_2023,
	title = {Effect of blended-learning in promoting clinical skills of nursing students},
	volume = {12},
	issn = {2783-3852},
	url = {https://jmdc.skums.ac.ir/Article/jmdc-1148},
	doi = {10.34172/jmdc.1148},
	abstract = {Background and aims: Before the COVID-19 epidemic, the main part of university education was presented in traditional form, but nowadays, E-learning and blended learning evolve in students’ education. This study was conducted to determine the effectiveness of blended learning in promoting the clinical skills of nursing students.
Methods: In this quasi-experimental study, 76 nursing students in the Sirjan School of Medical Sciences were entered through the census method in 2019 and 2020. They were allocated to intervention (n = 36) and control (n = 40) groups based on their academic year. Those who entered university in 2017 (control group) revived standard education, while the students of 2018 (intervention group) received blended clinical training, which included podcasts, vodcasts (40\%), and standard training in the clinical courses of adult-geriatric nursing three and critical care nursing. Students’ performance was evaluated through an Objective Structured Clinical Examination (OSCE) method. Data were collected using a researchermade checklist after assessing its validity and reliability. Data were analyzed using descriptive and analytical statistics (chi-square, independent sample t test, and paired t test) by SPSS-19.
Results: There was not any significant difference between the scores of clinical skills in the control group before (2.15 ± 0.48) and after (2.44 ± 0.29) the intervention (P = 0.58), but there were significant differences between the scores of clinical skills in the intervention group before (2.28 ± 0.31) and after (3.22 ± 0.16) the intervention and also between the scores of the two groups, in all subscales after the intervention (P {\textless} 0.001).
Conclusion: The study results highlighted the need for using blended-learning methods and appropriate technology to help nursing students achieve their clinical skill learning goals in clinical settings.},
	language = {en-GB},
	number = {2},
	urldate = {2024-01-10},
	journal = {Journal of Multidisciplinary Care},
	author = {Imani-Goghary, Zahra and Alavi-Arjas, Fatemeh and Balvardi, Mohadeseh and Beigmoradi, Samira},
	month = jun,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Weiterführung, Krisenreaktion im Bildungsbereich, \#5:Zeitschriftenartikel:e-learning},
	pages = {63--67},
	file = {Imani-Goghary et al. - 2023 - Effect of blended-learning in promoting clinical s.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3GA7CY9E/Imani-Goghary et al. - 2023 - Effect of blended-learning in promoting clinical s.pdf:application/pdf},
}

@book{dauner-lieb_e-learning_2018,
	title = {E-{Learning} im {Jurastudium}: {Spielerei} oder {Chance} zur {Reintellektualisierung}},
	isbn = {978-3-8452-9091-1},
	shorttitle = {E-{Learning} im {Jurastudium}},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783845290911},
	language = {de-DE},
	urldate = {2023-11-24},
	publisher = {Nomos Verlagsgesellschaft mbH \& Co. KG},
	editor = {Dauner-Lieb, Barbara and Kaulbach, Ann-Marie},
	year = {2018},
	doi = {10.5771/9783845290911},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buch:e-learning},
	file = {Dauner-Lieb und Kaulbach - 2018 - E-Learning im Jurastudium Spielerei oder Chance z.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HYIAEMEM/Dauner-Lieb und Kaulbach - 2018 - E-Learning im Jurastudium Spielerei oder Chance z.pdf:application/pdf},
}

@article{parkavi_predicting_2023,
	title = {Predicting academic performance of learners with the three domains of learning data using neuro-fuzzy model and machine learning algorithms},
	issn = {23071877},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2307187723002110},
	doi = {10.1016/j.jer.2023.09.006},
	abstract = {In recent days, learners faced difficulties learning programming courses. This research study will help the learners learn complex concepts quickly with different activities like flipped classrooms, online quizzes, learning by doing, and a virtual laboratory. This research is carried out to address the difficulties of learners and cover all the domains of learning, including knowledge, Skill, and Attitude. The fuzzy logic method has recently been applied in education to overcome these restrictions. While employing the fuzzy logic approach to evaluate student achievement, qualifications are assessed qualitatively rather than quantitatively. This research study applies Fuzzy Logic in the first stage, Factor Analysis (FA), and Machine Learning (ML) techniques in the second stage to discover essential factors associated with the effective use of Active Learning Strategies (ALS) in the Learning Management System (LMS) of information technology course learners. Fuzzy logic and neural network topology can be coupled using ANFIS, an adaptable network. FA is performed to find the critical factors for successful learners. The study compares the performance of five supervised machine learning algorithms: KNearest Neighbor, Decision Tree, Naive Bayes, Discriminant Analysis, and Support Vector Machine. These classifiers are evaluated to determine their suitability and model fit in the context of the research. In this study, real-time data is collected from B.Tech Information Technology learners. The following prediction models achieved high accuracy before FA analysis: Naive Bayes (90 \%), Support Vector Machine (89 \%), Discriminant Analysis (88 \%), Decision Tree (86 \%), and K-Nearest Neighbors (82 \%). Naive Bayes gives the best accuracy, with 90 \%. Following factor analysis (FA), the accuracy achieved by various classifiers is as follows: Naive Bayes 92 \%, K-Nearest Neighbors - 92 \%, Support Vector Machine - 90 \%, Discriminant Analysis - 89 \%, and Decision Tree - 88 \%. Among these, Naive Bayes and K-Nearest Neighbors exhibit the highest accuracy of 92 \%.},
	language = {en-GB},
	urldate = {2023-11-22},
	journal = {Journal of Engineering Research},
	author = {Parkavi, R. and Karthikeyan, P. and Sheik Abdullah, A.},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system},
	pages = {S2307187723002110},
	file = {Parkavi et al. - 2023 - Predicting academic performance of learners with t.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/34DNS2U9/Parkavi et al. - 2023 - Predicting academic performance of learners with t.pdf:application/pdf},
}

@article{toring_evaluation_2023,
	title = {Evaluation of students’ satisfaction toward an adopted learning management system at {Indiana} {Aerospace} {University}: {A} structural equation modelling approach},
	volume = {28},
	issn = {10293132},
	shorttitle = {Evaluation of students’ satisfaction toward an adopted learning management system at {Indiana} {Aerospace} {University}},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S1029313222000720},
	doi = {10.1016/j.apmrv.2022.12.002},
	abstract = {The global health crisis caused by COVID-19 has forced the migration of classes to online education with the help of learning management system. As students are the key stakeholders who will determine the adoption or usage of it, their perceptions of it need to be considered. In this regard, this study aims to evaluate students' satisfaction toward BrightSpace, an adopted LMS by Indiana Aerospace University, using Nguyen's (2021) LMS satisfaction model, with sex and year levels added as moderating variables. Using a quantitative cross-sectional survey design, 602 students from different degree programs participated in an online survey deployed using Google Forms. The survey aimed to test the inﬂuence of system content, instruction information, interaction, and technology quality on students' perceived LMS usefulness, and the inﬂuence of perceived usefulness on students' LMS satisfaction. The ﬁndings of structural equation modeling suggest that system content, interaction, and technology quality signiﬁcantly and positively inﬂuenced students' perceived usefulness, subsequently leading to their satisfaction with the LMS. Results further revealed that sex is a moderating variable that inﬂuences the relationships between system content and instruction information with students' perceived usefulness of the LMS. Also, year level is a moderating variable of the relationships between system content and interaction with their perceived usefulness of the LMS. In conclusion, this study reveals the model's usefulness in understanding the factors inﬂuencing students' satisfaction with an LMS. Consequently, the results offer practical implications for practitioners in designing and increasing LMS satisfaction to create a more effective learning environment.},
	language = {en-GB},
	number = {3},
	urldate = {2023-11-22},
	journal = {Asia Pacific Management Review},
	author = {Toring, Harold and Legaspi, Giovanni and Omolon, Jerryford and Amadeo, Rodnie and Amadeo, Estrellita and Opolentisima, Queenie and Barina, Vicente and Cacho, Truman and Illustrimo, Flordeliza and Cortes, Sylvester},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit, Lernsystemarchitektur},
	pages = {336--346},
	file = {Toring et al. - 2023 - Evaluation of students’ satisfaction toward an ado.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QCYTELKN/Toring et al. - 2023 - Evaluation of students’ satisfaction toward an ado.pdf:application/pdf},
}

@incollection{sims_learning_2021,
	address = {Berkeley, CA},
	title = {Learning {Management} {Systems}},
	isbn = {978-1-4842-6863-6 978-1-4842-6864-3},
	url = {http://link.springer.com/10.1007/978-1-4842-6864-3_5},
	language = {en-GB},
	urldate = {2023-11-22},
	booktitle = {Effective {Digital} {Learning}},
	publisher = {Apress},
	author = {Sims, Lisa},
	collaborator = {Sims, Lisa},
	year = {2021},
	doi = {10.1007/978-1-4842-6864-3_5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, Lernsystemarchitektur, Promotion:FU3, \#1:Buchteil:learning:management:system},
	pages = {33--42},
	file = {Sims - 2021 - Learning Management Systems.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GXCH3SCN/Sims - 2021 - Learning Management Systems.pdf:application/pdf},
}

@incollection{a_khan_learning_2021,
	address = {Cham},
	title = {Learning {Management} {Systems}},
	isbn = {978-3-030-50111-2 978-3-030-50112-9},
	url = {http://link.springer.com/10.1007/978-3-030-50112-9_3},
	language = {en-GB},
	urldate = {2023-11-22},
	booktitle = {Adoption of {LMS} in {Higher} {Educational} {Institutions} of the {Middle} {East}},
	publisher = {Springer International Publishing},
	author = {A. Khan, Rashid and Qudrat-Ullah, Hassan},
	collaborator = {A. Khan, Rashid and Qudrat-Ullah, Hassan},
	year = {2021},
	doi = {10.1007/978-3-030-50112-9_3},
	note = {Series Title: Advances in Science, Technology \& Innovation},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Lernsystemarchitektur, Promotion:FU3, \#1:Buchteil:learning:management:system},
	pages = {13--17},
	file = {A. Khan und Qudrat-Ullah - 2021 - Learning Management Systems.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N558NJ62/A. Khan und Qudrat-Ullah - 2021 - Learning Management Systems.pdf:application/pdf},
}

@article{reilly_tracking_2023,
	title = {Tracking transdisciplinary skills in the design of online courses: {A} design-based research study},
	volume = {204},
	issn = {03601315},
	shorttitle = {Tracking transdisciplinary skills in the design of online courses},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S0360131523001446},
	doi = {10.1016/j.compedu.2023.104867},
	abstract = {This design-based research (DBR) study was conducted to identify the type of learning activities and assessments that are responsible for fostering transdisciplinary skills (t-skills) in higher ed­ ucation online courses. T-skills are transferable skills that apply across the disciplines and that have been identified as needed for life and career success in the 21st century. The study addressed two major research questions: (1) “To what extent does the intervention - a new outcomes table aid in tracking transdisciplinary skills in the design of online courses?” and (2) “What design principles guide the development of learning activities and assessments that foster t-skills?” To address the first question, the researchers developed a design intervention, an outcomes mapping protocol, that was used to map t-skills in 75 unique online courses and deployed the learning outcomes feature of the learning management system to generate learning outcomes analytics on t-skills. The new mapping process captured not only the intended disciplinary goals (what was taught) but also the competencies fostered by the learning design (how the curriculum was taught). To address the second question, the researchers asked learners in these 75 courses to select the top skill resulting from the online course they had just completed and to reflect in writing how the learning activities or assessments in that online course had helped them foster the t-skill they selected. We then coded the learners’ feedback into design principles. The theoretical outcomes of this DBR study constitute refined active learning design principles that tie the development of t-skills to active learning methods. The practical outcome of this DBR provides a new instructional design process for instructors, designers, and administrators to effectively map t-skills across any semester-based curriculum.},
	language = {en-GB},
	urldate = {2023-11-22},
	journal = {Computers \& Education},
	author = {Reilly, Christiane and Reeves, Thomas C.},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, \#1:Zeitschriftenartikel:learning:management:system},
	pages = {104867},
	file = {Reilly und Reeves - 2023 - Tracking transdisciplinary skills in the design of.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B5BRIY9R/Reilly und Reeves - 2023 - Tracking transdisciplinary skills in the design of.pdf:application/pdf},
}

@article{granic_enhancing_2023,
	title = {Enhancing online participation in education: quarter century of research},
	volume = {10},
	issn = {2197-9987, 2197-9995},
	shorttitle = {Enhancing online participation in education},
	url = {https://link.springer.com/10.1007/s40692-022-00238-8},
	doi = {10.1007/s40692-022-00238-8},
	abstract = {Online participation in education is not a new research topic, but the field still lacks succinct account of approaches for enhancing online participation. This paper presents a systematic review of representative literature dealing with online participation in education. All subscribed resources in Web of Science were systematically searched with no time frame limit, and a total of 30 relevant studies published between 1996 and 2020 were selected. Proposed classification of a variety of approaches that evidently enhance and encourage online participation is based on actual empirical results and evidences reported in each analysed study. The key research findings revealed that different communication support (like discussion forums, blogs, and chats) and teaching strategies (like flipped learning, personalized communication, and gamification) were evidenced as predominantly employed approaches which proved to enhance online participation. Besides, facilitative strategies and tools (like online peer voting, wikis, and blogs) along with other support mechanisms (like social media and group awareness tools) were also regarded as valuable means of participation encouragement. Furthermore, in a great majority of analysed research, university students were found to be involved participants (in terms of data collection), while half of studies relied on Learning Management System as supporting technology. The conducted review exposed also a significant empirical evidence to support the argument that students’ learning performance could be enhanced by improving online participation. Further research directions and potential challenges are offered as well.},
	language = {en-GB},
	number = {4},
	urldate = {2023-11-22},
	journal = {Journal of Computers in Education},
	author = {Granić, Andrina},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, \#1:Zeitschriftenartikel:learning:management:system},
	pages = {663--687},
	file = {Granić - 2023 - Enhancing online participation in education quart.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QASHZ9UW/Granić - 2023 - Enhancing online participation in education quart.pdf:application/pdf},
}

@article{forman_student_2023,
	title = {Student {Perceptions} about {Online} {Collaborative} {Coursework}},
	volume = {12},
	issn = {1927-2685, 1927-2677},
	url = {https://www.sciedupress.com/journal/index.php/jct/article/view/23562},
	doi = {10/gsx9nx},
	abstract = {Objective: Collaborative coursework may improve student engagement but is often viewed as problematic by both students and faculty, particularly in the online classroom. The aim of this research is to present results of a retrospective, qualitative content analysis of student related perceptions about group work in the online classroom.
Methods: Data analysis was completed with the use of qualitative content analysis (QCA), a valid research method for describing the meaning of qualitative data in a systematic way. QCA was used to inform the following research question: What perceptions do students have about working with a group in the online classroom? Data were collected through a retrospective analysis of student responses posted to discussion board forums. Responses of students (N = 192) enrolled in three different courses, over two semesters were analyzed by a team of two researchers.
Results: Findings included student reflections about group work being a stressful, negative experience, with the asynchronous environment of the online classroom increasing student anxiety about group work. Students reported different academic goals and lack of participation among group members as common issues. In addition, students reported concern with group management or organization and the fairness of group work grading practices.
Conclusions: These results inform a discussion of best practices, skills and technology faculty can use to transform online group work into a positive learning experience for all students. Online education needs to be meaningful and responsive to meet students’ needs. Research has shown group work can improve student engagement and facilitate accomplishment; however, the negotiation of group work processes can be stressful for students and faculty, particularly in the online classroom.},
	language = {en-GB},
	number = {3},
	urldate = {2023-10-22},
	journal = {Journal of Curriculum and Teaching},
	author = {Forman, Tracia M. and Miller, Ava S.},
	month = may,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Systemanpassung, \#1:Zeitschriftenartikel:learning:management:system},
	pages = {224},
	file = {Forman und Miller - 2023 - Student Perceptions about Online Collaborative Cou.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4EZ9MST5/Forman und Miller - 2023 - Student Perceptions about Online Collaborative Cou.pdf:application/pdf},
}

@article{rohovyi_roject_2023,
	title = {Roject team management model under risk conditions},
	abstract = {The paper examines the state of the problem of the influence of risks on the project team's work process. The processes of the team's work during the implementation of the project sprint are defined. The authors identified risk factors that affect the effectiveness of the project team. An analysis of modern approaches was carried out and three directions were identified, which represent the research of project team management processes under conditions of risk. A comprehensive reference model of project team management under risk conditions is proposed in the form of a framework. It reflects the interrelationship of four models: the project team behavior model, the model for assessing the quality of the formation of sprint tasks, the model for determining the distribution of tasks in the project team, and the model for the formation of recommendations. The project team evaluates the text description of the task, obtained from the information system, using the sprint task formation quality assessment model. Natural language processing methods are used to create a model for evaluating the quality of forming sprint tasks, which combine the method of processing text information and the method of learning based on precedents, which allows taking into account the previous experience of the team and its behavior. The project team behavior model allows taking into account the risks of irrational work organization during the sprint. The behavior of the project team is analyzed using Process Mining methods. The case representation model allows the project team to store and reuse knowledge and experience based on simulation modeling and reinforcement learning approaches. It allows the team to determine and evaluate possible options for the distribution of tasks and resources in the team in accordance with the reduction of possible risks. The central element of the proposed framework is the model of recommendations used in decision-making. It provides the project team with the necessary information for effective decision-making in terms of risks in project management. The proposed framework provides an opportunity to reduce the impact of the risks of non-fulfillment of project tasks during the sprint. Further studies of the task of managing the project team under conditions of risk should be directed to the development of specified models of the proposed framework.},
	language = {en-GB},
	author = {Rohovyi, M and Grinchenko, M},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Risikomanagement},
	file = {Rohovyi und Grinchenko - 2023 - Roject team management model under risk conditions.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RJFD2YHF/Rohovyi und Grinchenko - 2023 - Roject team management model under risk conditions.pdf:application/pdf},
}

@inproceedings{quakulinski_anwendung_2023,
	address = {Bonn},
	title = {Anwendung von {Process} {Mining} zur kontinuierlichen {Lernpfadidentifikation} in {Lernmanagementsystemen}},
	isbn = {978-3-88579-732-6},
	url = {https://dl.gi.de/handle/20.500.12116/42194},
	doi = {10/gsn7n3},
	abstract = {Learning Analytics Anwendungen, die mittels Process Mining die Lernpfade von Studierenden identifizieren, machen dies meist nach Kursabschluss auf den vollständigen Daten. Von diesen gewonnenen Kenntnissen und eventuell folgenden Kursanpassungen profitieren jedoch frühestens die Teilnehmenden der nächsten Kursdurchführung. Lehrenden bereits während der Kursdurchführung Einsichten zu geben bietet die Möglichkeit frühzeitig auf eventuelle Probleme zu reagieren. Studierende können ihren eigenen Lernpfad reflektieren und bei Bedarf anpassen. In diesem Beitrag wird eine Anwendung vorgestellt welche einmal täglich die als xAPI Statements gesammelten Daten der letzten 24 Stunden aus dem Lernmanagementsystem Moodle analysiert und die Lernpfade der einzelnen Kurse erweitert. Um eine skalierende Lösung bereitzustellen, werden Techniken des Streaming Process Minings angewandt.},
	language = {de-DE},
	urldate = {2023-09-05},
	publisher = {Gesellschaft für Informatik e.V.},
	author = {Quakulinski, Lars and Judel, Sven and Wagner, Miriam and Schroeder, Ulrik},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Datenschutz und IT-Sicherheit, Bildung, Multimedia, Lernsystemarchitektur, Learning Analytics, \#1:Konferenz-Paper:learning:management:system, Educational Process Mining, Streaming Process Mining, xAPI},
	file = {Quakulinski et al. - 2023 - TextConference Paper.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/43QDLX8D/Quakulinski et al. - 2023 - TextConference Paper.pdf:application/pdf},
}

@inproceedings{romao_systematic_2023,
	title = {A {Systematic} {Review} of {Teacher}-{Facing} {Dashboards} for {Collaborative} {Learning} {Activities} and {Tools} in {Online} {Higher} {Education}},
	abstract = {Dashboard for online higher education support monitoring and evaluation of students’ interactions, but mostly limited to interaction occurring within learning management systems. In this study, we sought to find which collaborative learning activities and tools in online higher education are included in teaching dashboards. By following Kitchenham’s procedure for systematic reviews, 36 papers were identified according to this focus and analysed. The results identify dashboards supporting collaborative tools, both synchronous and asynchronous, along categories such as learning management systems, communication tools, social media, computer programming code management platforms, project management platforms, and collaborative writing tools. Dashboard support was also found for collaborative activities, grouped under four categories of forum discussion activities, three categories of communication activities and four categories of collaborative editing/sharing activities, though most of the analysed dashboards only provide support for no more than two or three collaborative tools. This represents a need for further research on how to develop dashboards that combine data from a more diverse set of collaborative activities and tools.},
	language = {en-GB},
	author = {Romão, Tiago and Pestana, Pedro and Morgado, Leonel},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Bildung, Multimedia, \#1:Konferenz-Paper:learning:management:system},
	file = {Romão et al. - 2023 - A Systematic Review of Teacher-Facing Dashboards f.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6IA5CGBY/Romão et al. - 2023 - A Systematic Review of Teacher-Facing Dashboards f.pdf:application/pdf},
}

@inproceedings{karcher_training_2023,
	title = {Training of {PDCA} cycle using a catapult in a virtual learning environment},
	copyright = {CC BY 3.0 DE,},
	url = {https://www.repo.uni-hannover.de/handle/123456789/13553},
	doi = {10.15488/13443},
	abstract = {The sustainable teaching of quality methods in the sense of Lean Management and Six Sigma through assistance systems, such as Virtual Reality (VR) glasses, represents a new and growing aspect of continuing education programs. The development and usage of virtual learning environments offers the chance to deepen the theoretical prior knowledge through interactive learning possibilities. In this way, existing learning concepts are supplemented with virtual teaching content. Complex or difficult to present learning settings can be mapped virtually without high material consumption or costs. This paper presents the state of the art with respect to teaching quality methods with VR. An integration in the Assisted Reality Implementation Model is made. Subsequently, the requirements for a virtual learning environment based on a real business game are determined. The approach and implementation are explained using the example of the PDCA quality method. PDCA is an iterative design and management method used in business for the control and continual improvement of processes and products. First results of the exploration tests from the questionnaires are presented. Based on this, improvements are derived, and next steps are defined.},
	language = {en-GB},
	urldate = {2023-08-03},
	author = {Karcher, Amelie and Köring, Timo and Gerhard, Detlef and Kuhlenkötter, Bernd},
	collaborator = {{Technische Informationsbibliothek (TIB)} and {Technische Informationsbibliothek (TIB)} and Herberger, David and Hübner, Marco and Stich, Volker},
	year = {2023},
	note = {Publisher: Hannover : publish-Ing.},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Weiterführung, Bildung, Multimedia, Konferenzschrift, Krisenreaktion im Bildungsbereich, Virtual Reality, \#1:Konferenz-Paper:learning:management:system, Dewey Decimal Classification::600 {\textbar} Technik::620 {\textbar} Ingenieurwissenschaften und Maschinenbau, Knowledge enhancement, Lean Management, PDCA method, Six Sigma},
	file = {Karcher et al. - 2023 - Training of PDCA cycle using a catapult in a virtu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZQC8NJS4/Karcher et al. - 2023 - Training of PDCA cycle using a catapult in a virtu.pdf:application/pdf},
}

@incollection{daadaoui_digital_2023,
	address = {Paris},
	title = {A {Digital} {Learning} {Game} {Environment} for {Natural} {Resource} {Management}},
	volume = {5},
	isbn = {978-2-38476-035-0 978-2-38476-036-7},
	url = {https://www.atlantis-press.com/doi/10.2991/978-2-38476-036-7_17},
	abstract = {The climate change that modern society is continuously coping with convey the issues of biodiversity preservation and the long-term health of natural ecosystems. The European Commission has co-funded the NATURE project under the Erasmus Plus programme for Higher Education. The general target of the project is to construct an experiential intervention designed on a speciﬁc serious game-based methodological framework. The last is aimed at challenging students to develop awareness, sector knowledge, and skills on responsible natural resource management. The related activities are inspired by real-world environmental sustainability practices. This paper presents and discusses the preliminary results achieved for the methodological framework construction and the features of the digital learning game environment.},
	language = {en-GB},
	urldate = {2023-05-22},
	booktitle = {Proceedings of the {Erasmus} {Scientific} {Days} 2022 ({ESD} 2022)},
	publisher = {Atlantis Press SARL},
	author = {Dochshanov, A. M. and Tramonti, M. and Tramonti, L.},
	editor = {Daadaoui, Latifa and Burgos, Daniel and Berrada, Khalid and Ghanimi, Ahmed},
	year = {2023},
	doi = {10.2991/978-2-38476-036-7_17},
	note = {Series Title: Atlantis Highlights in Social Sciences, Education and Humanities},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#1:Buchteil:learning:management:system},
	pages = {176--186},
	file = {Dochshanov et al. - 2023 - A Digital Learning Game Environment for Natural Re.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LGUZFMYD/Dochshanov et al. - 2023 - A Digital Learning Game Environment for Natural Re.pdf:application/pdf},
}

@article{juan_research_2023,
	title = {Research on the {Strategy} of {Teaching} {Innovation} {Team} {Construction} {Under} {Smart} {Education}},
	volume = {12},
	abstract = {In the environment of intelligent education, the construction of teaching innovation team should be taken as an important means to conform to the new trend of information innovation development and education innovation development. The connotation and characteristics of smart education determine the necessity of teaching innovation team construction. The content of teaching innovation team construction in the intelligent education environment should include the dynamic development of intelligent teaching resources, the teaching organization of ubiquitous learning, the design and management of multi-dimensional interaction, the intelligent evaluation of data analysis, and the intelligent cultivation of information teaching literacy. In order to adapt to the development of smart education, teaching innovation groups must clarify the construction goals, and its members must have advanced educational concepts and full teaching enthusiasm. Optimize the personnel structure of teaching innovation teams in multiple ways from professional knowledge, teaching philosophy to information technology. Constantly innovate and improve the training system on the basis of members’ independent learning to support their sustainable and effective development. Carry out team introspection through network collaborative class case study and various information technology means are used to realize the exchange of teaching ideas in the environment of intelligent education. Set up reasonable and effective incentive mechanisms to fully stimulate the enthusiasm of teachers teaching innovation team construction to promote the cultivation of high-quality innovative talents.},
	language = {en-GB},
	number = {1},
	journal = {Education Journal},
	author = {Juan, Tian},
	month = feb,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur},
	pages = {25--30},
	file = {Juan - Research on the Strategy of Teaching Innovation Te.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VWN23HBW/Juan - Research on the Strategy of Teaching Innovation Te.pdf:application/pdf},
}

@incollection{schaper_personalentwicklung_nodate,
	title = {Personalentwicklung mit {E}-{Learning}},
	language = {de-DE},
	booktitle = {Human {Resources} {Management} im {Intra}- und {Internet}},
	author = {Schaper, Niclas and Konradt, Udo},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#5:Buchteil:e-learning},
	file = {Schaper und Konradt - Personalentwicklung mit E-Learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GBDFZ4Q7/Schaper und Konradt - Personalentwicklung mit E-Learning.pdf:application/pdf},
}

@book{prohaska_lernen_2021,
	address = {Paderborn},
	series = {Coaching \& {Beratung} {E}-{Learning}},
	title = {Lernen im digitalen {Wandel}: der {E}-{Learning}-{Kompass} für erfolgreiche {Schulungskonzepte}},
	isbn = {978-3-7495-0235-6 978-3-7495-0188-5},
	shorttitle = {Lernen im digitalen {Wandel}},
	language = {de-DE},
	publisher = {Junfermann Verlag},
	author = {Prohaska, Sabine},
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#5:Buch:e-learning},
	file = {Prohaska - 2021 - Lernen im digitalen Wandel der E-Learning-Kompass.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U69IRNLN/Prohaska - 2021 - Lernen im digitalen Wandel der E-Learning-Kompass.pdf:application/pdf},
}

@incollection{wick_lernen_2020,
	title = {Lernen und {Beitragen} – {Exegese} des {Neuen} {Testaments} in einer {Gelehrtenwerkstatt}. {E}-{Learning} und {Textauslegung}},
	language = {de-DE},
	booktitle = {Forschendes {Lernen} an {Universitäten}},
	author = {Wick, Peter},
	year = {2020},
	keywords = {\#5:Buchteil:e-learning, Charité:Promotion, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Argumentation, Promotion:FU3, Promotion:Literaturanalyse, Systemanpassung, Technologieintegration},
	pages = {12},
	file = {Wick - Lernen und Beitragen – Exegese des Neuen Testament.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BZNAMGZ8/Wick - Lernen und Beitragen – Exegese des Neuen Testament.pdf:application/pdf},
}

@inproceedings{judel_sven_performantes_2022,
	title = {Performantes {xAPI} {Logging} in {Moodle}},
	isbn = {978-3-88579-716-6},
	url = {http://dl.gi.de/handle/20.500.12116/38828},
	doi = {10/gqsmpf},
	abstract = {In diesem Beitrag wird ein Plugin für das Lernmanagementsystem Moodle vorgestellt, welches ausgewählte Moodle Events in xAPI Statements überführt und an einen Learning Record Store sendet. Zusätzlich zu den serverseitig generierten Moodle Events können auch clientseitige Handlungen geloggt und überführt werden. So lassen sich Interaktionen mit Videos und interaktiven Lernaktivitäten wie H5P loggen und später analysieren. Das Plugin ist modular gestaltet, sodass nach eigenem Bedarf Überführungen weiterer Moodle oder clientseitiger Events ergänzt bzw. bestehende angepasst werden können. Studierende kontrollieren über eine Schnittstelle, ob ihre Daten, wenn überhaupt, anonym oder pseudonym erhoben werden sollen. Weiterhin wird gezeigt, dass das entwickelte Plugin die Seitenladezeit von Moodle nicht bemerkbar verzögert. Dies ermöglicht das performante Sammeln von Lerndaten einer großen Nutzerzahl mit der Berücksichtigung von Datenschutz- und datenethischen Richtlinien.},
	language = {de-DE},
	urldate = {2022-09-11},
	booktitle = {20. {Fachtagung} {Bildungstechnologien} ({DELFI})},
	publisher = {Gesellschaft für Informatik e.V.},
	author = {Judel, Sven and Schnell, Erik and Schroeder, Ulrik},
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Datenschutz und IT-Sicherheit, Bildung, Multimedia, Lernsystemarchitektur, Promotion:FU3, Learning Analytics, \#1:Konferenz-Paper:learning:management:system, xAPI, Clientseitiges Logging, Moodle},
	file = {Judel, Sven et al. - 2022 - Performantes xAPI Logging in Moodle.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6ZRBX48Z/Judel, Sven et al. - 2022 - Performantes xAPI Logging in Moodle.pdf:application/pdf},
}

@book{pfannstiel_e-learning_2022-3,
	address = {Wiesbaden},
	title = {E-{Learning} im digitalen {Zeitalter}: {Lösungen}, {Systeme}, {Anwendungen}},
	isbn = {978-3-658-36112-9 978-3-658-36113-6},
	shorttitle = {E-{Learning} im digitalen {Zeitalter}},
	url = {https://link.springer.com/10.1007/978-3-658-36113-6},
	language = {de-DE},
	urldate = {2022-05-10},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2022},
	doi = {10.1007/978-3-658-36113-6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buch:e-learning},
	file = {Pfannstiel und Steinhoff - 2022 - E-Learning im digitalen Zeitalter Lösungen, Syste.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AVZQTZGA/Pfannstiel und Steinhoff - 2022 - E-Learning im digitalen Zeitalter Lösungen, Syste.pdf:application/pdf},
}

@book{arnold_handbuch_2018,
	address = {Bielefeld},
	edition = {5. Aufl.},
	series = {{UTB} {Erwachsenbildung}, {Weiterbildung}},
	title = {Handbuch {E}-{Learning}},
	isbn = {978-3-8252-4965-6},
	language = {de-DE},
	number = {4965},
	publisher = {Bertelsmann Verlag GmbH \& Co. KG},
	author = {Arnold, Patricia and Kilian, Lars and Thillosen, Anne and Zimmer, Gerhard},
	year = {2018},
	note = {ZSCC: 0000001},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#5:Buch:e-learning},
	file = {Table of Contents PDF:/Users/jochenhanisch-johannsen/Zotero/storage/UHYN67NY/Fleige et al. - 2018 - Programm- Und Angebotsentwicklung in Der Erwachsen.pdf:application/pdf},
}

@book{hettinger_e-learning_2008,
	address = {München},
	series = {{ELearning}},
	title = {E-{Learning} in der {Schule}: {Grundlagen}, {Modelle}, {Perspektive}},
	isbn = {978-3-86736-044-9},
	shorttitle = {E-{Learning} in der {Schule}},
	language = {de-DE},
	number = {4},
	publisher = {Kopaed},
	author = {Hettinger, Jochen},
	year = {2008},
	note = {OCLC: 239692232},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buch:e-learning},
	file = {hettinger_2008_e-learning_in_der_schule.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5GZJSPEJ/hettinger_2008_e-learning_in_der_schule.pdf:application/pdf},
}

@book{baumgartner_e-learning_2002,
	address = {Innsbruck Wien München Bozen},
	title = {E-{Learning} {Praxishandbuch}: {Auswahl} von {Lernplattformen}: {Marktübersicht} - {Funktionen} - {Fachbegriffe}},
	isbn = {978-3-7065-1771-3},
	shorttitle = {E-{Learning} {Praxishandbuch}},
	language = {de-DE},
	publisher = {StudienVerl},
	author = {Baumgartner, Peter and Häfele, Hartmut and Maier-Häfele, Kornelia},
	year = {2002},
	note = {ZSCC: 0000251},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#5:Buch:e-learning},
}

@book{dittler_e-learning_2009,
	address = {Münster München Berlin},
	series = {Medien in der {Wissenschaft}},
	title = {E-{Learning}: {Eine} {Zwischenbilanz}: {Kritischer} {Rückblick} {Als} {Basis} {Eines} {Aufbruchs}},
	isbn = {978-3-8309-2172-1},
	shorttitle = {E-{Learning}},
	language = {de-DE},
	number = {50},
	publisher = {Waxmann},
	editor = {Dittler, Ullrich},
	year = {2009},
	note = {ZSCC: 0000018},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buch:e-learning},
	file = {dittler_2009_e-learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RLBQTARI/dittler_2009_e-learning.pdf:application/pdf},
}

@article{heiser_seamless_2021,
	title = {Seamless {Learning} in einem bildungswissenschaftlichen {Master}-{Seminar}: {Konzept} und {Umsetzung}.},
	volume = {21},
	issn = {2190-4790},
	shorttitle = {Seamless {Learning} in einem bildungswissenschaftlichen {Master}-{Seminar}},
	url = {https://www.medienpaed-ludwigsburg.de/article/view/419},
	doi = {10.21240/lbzm/21/09},
	abstract = {Writing sowie die Erstellung einer eigenen Videopräsentation – allesamt konnten zentral bearbeitet, hochgeladen und sogar bewertet werden. Um den (sozialen) Präsenzcharakter sowie kollaborative Lernformen der Online-Veranstaltungen abzubilden, wird zudem auf die Unterstützung von Tools und Programmen zurückgegriffen: Gute Beispiele hierfür sind die Funktionen „Forum“ innerhalb der Lernplattform, die neben dem asynchronen Diskurs auch kollegiales Peerfeedback ermöglicht, sowie das semesterübergreifende Gruppen-Assignment „Literature-Review“ (s.o.). In den Online-Phasen wird – neben der genannten Möglichkeit zu Breakout-Sessions – besonders das MURAL Mindmapping-Tool3 genutzt, um fortlaufend die Diskussion abzubilden und für alle auch zu einem späteren Zeitpunkt verfügbar zu machen.},
	language = {de-DE},
	urldate = {2021-12-11},
	journal = {Ludwigsburger Beiträge zur Medienpädagogik},
	author = {Heiser, Jan Christoph and Lessky, Franziska and Weiß, Sabine},
	month = nov,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:Relevanz:4, Lernsystemarchitektur, Promotion:FU3, Promotion:todo, \#2:Zeitschriftenartikel:online:Lernplattform},
	pages = {1--11},
	file = {Heiser et al. - 2021 - Seamless Learning in einem bildungswissenschaftlic.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NPEK53S3/Heiser et al. - 2021 - Seamless Learning in einem bildungswissenschaftlic.pdf:application/pdf},
}

@article{gaidys_learn_2018,
	title = {Do.{Learn} – ein {Blended} {Learning} {Szenario} in der {Präsenzlehre} im {Fachbereich} {Pflege} und {Gesundheitsförderung} an der {Hochschule} für {Angewandte} {Wissenschaften} {Hamburg} ({HAW} {Hamburg})},
	volume = {5},
	abstract = {m Rahmen des Projektes DoLearn wurde ein Blended Learning Szenario mit themenspezifischen Arbeits- heften sowohl für die Präsenz- als auch für die Selbstlernphasen der Studierenden entwickelt und mit medial angereicherten Kursinhalten des Lernmanagementsystems (LMS) Moodle verknüpft. Das Ziel des Projektes ist es, Studierende der Gesundheitsberufe zu befähigen, wissenschaftsbasierte Erkenntnisse für das eigene professionelle Handeln nutzbar zu machen. Diese Angebote unterstützen die Studierenden in ihren eigenständigen und selbstgesteuerten Lernprozessen und stehen zur Vertiefung der fachbezogenen Inhalte zeit- und ortsunabhängig zur Verfügung.},
	language = {de-DE},
	number = {2},
	journal = {Pädagogik der Gesundheitsberufe},
	author = {Gaidys, Dr Uta and Straß, Katharina and Schulmann, Christine and Johannsen, Karina},
	month = jan,
	year = {2018},
	note = {ZSCC: 0000000},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Krisenreaktion im Bildungsbereich},
	pages = {107--110},
	file = {Gaidys et al. - Do.Learn – ein Blended Learning Szenario in der Pr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5J8YC35B/Gaidys et al. - Do.Learn – ein Blended Learning Szenario in der Pr.pdf:application/pdf},
}

@book{kreidl_akzeptanz_2011,
	title = {Akzeptanz und {Nutzung} von {E}-{Learning}-{Elementen} an {Hochschulen}: {Gründe} für die {Einführung} und {Kriterien} der {Anwendung} von {E}-{Learning}},
	volume = {59},
	abstract = {Die vorliegende Arbeit verfolgt zwei wesentliche Forschungsziele: Zum ersten sollen die Gründe dargestellt werden, die zur Einführung von E-Learning- Elementen an Hochschulen geführt haben. Dazu wurden 14 Verantwortliche von Lehrveranstaltungen mit Hilfe von qualitativen Interviews befragt, warum aus ih- rer Sicht ihre jeweilige Hochschule E-Learning eingeführt hat. Zum zweiten sollen Faktoren dargestellt werden, die besonderen Einfluss auf die Akzeptanz und die Nutzung von E-Learning-Elementen haben. Für diesen zweiten Teil wurde eine quantitative Studie an 3 Universitäten und 4 Fachhochschulen durchgeführt.
Zunächst werden im ersten Hauptteil (Teil B) die theoretischen Grundlagen darge- stellt. Es sollen in der einschlägigen Fachliteratur häufig genannte Gründe, warum Hochschulen E-Learning einführen sollen bzw. könnten, dargestellt werden. Au- ßerdem werden verschiedene Faktoren, die Einfluss auf die Akzeptanz und Nut- zung von E-Learning-Maßnahmen haben könnten, aus der Literaturbasis heraus- gearbeitet.
Die beiden empirischen Teile (Teil C: Erhebung zu den Gründen sowie Teil D:
Erhebung zur Nutzung und Akzeptanz) stellen dann die Ergebnisse aus 14 qualita-
tiven Interviews zum Themenbereich „Gründe für die Einführung von E-Learning
an Hochschulen“ sowie die Ergebnisse der quantitativen Studie an den 7 Hoch-
1
schulen dar.},
	language = {de-DE},
	urldate = {2020-07-31},
	author = {Kreidl, Christian},
	year = {2011},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, FernUni-Hagen:MABM:M3, \#5:Buch:e-learning},
	file = {kreidl_2011_akzeptanz_und_nutzung_von_e-learning-elementen_an_hochschulen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W262NLN5/kreidl_2011_akzeptanz_und_nutzung_von_e-learning-elementen_an_hochschulen.pdf:application/pdf},
}

@incollection{klimsa_e-learning_2011-1,
	address = {München},
	edition = {2., verbesserte und ergänzte Aufl.},
	title = {E-{Learning} und {Wissensmanagement} in deutschen {Unternehmen}},
	isbn = {978-3-486-70263-7},
	abstract = {Das Buch behandelt die Themen Wissenschaftliche Grundlagen zum Online-Lernen; Charakteristika des Online-Lernen; Design, Organisation und Werkzeuge des Online-Lernens; Evaluation des Online-Lernens; Online-Lernen in der Praxis},
	language = {de-DE},
	booktitle = {Online-{Lernen}: {Handbuch} für {Wissenschaft} und {Praxis}},
	publisher = {Oldenbourg},
	author = {Michel, Lutz P.},
	editor = {Klimsa, Paul and Issing, Ludwig J.},
	year = {2011},
	note = {ZSCC: NoCitationData[s0] 
OCLC: 697485213},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#5:Buchteil:e-learning, FernUni-Hagen:MABM:M3},
	pages = {427--438},
}

@book{kergel_e-learning_2020,
	address = {Wiesbaden},
	title = {E-{Learning}, {E}-{Didaktik} und digitales {Lernen}},
	copyright = {http://www.springer.com/tdm},
	isbn = {978-3-658-28276-9 978-3-658-28277-6},
	url = {http://link.springer.com/10.1007/978-3-658-28277-6},
	language = {de-DE},
	urldate = {2021-05-25},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kergel, David and Heidkamp-Kergel, Birte},
	year = {2020},
	doi = {10.1007/978-3-658-28277-6},
	note = {ZSCC: 0000015 },
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buch:e-learning},
	file = {Kergel und Heidkamp-Kergel - 2020 - E-Learning, E-Didaktik und digitales Lernen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TLVQLWGJ/Kergel und Heidkamp-Kergel - 2020 - E-Learning, E-Didaktik und digitales Lernen.pdf:application/pdf},
}

@incollection{schaumburg_funf_nodate,
	title = {Die fünf {Ws} der {Evaluation} von {E}-{Learning}},
	language = {de-DE},
	booktitle = {Alice im www.underland: {E}-{Learning} an deutschen {Universitäten}, {Vision} und {Wirklichkeit}},
	author = {Schaumburg, Heike},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {9},
	file = {schaumburg_die_funf_ws_der_evaluation_von_e-learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/75UT445G/schaumburg_die_funf_ws_der_evaluation_von_e-learning.pdf:application/pdf},
}

@book{holten_e-learning_2010,
	address = {Bielefeld},
	series = {Erwachsenenbildung und lebensbegleitendes {Lernen}},
	title = {E-{Learning} in {Hochschule} und {Weiterbildung}: {Einsatzchancen} und {Erfahrungen}},
	isbn = {978-3-7639-3343-3 978-3-7639-3342-6},
	shorttitle = {E-{Learning} in {Hochschule} und {Weiterbildung}},
	language = {de-DE},
	number = {13},
	publisher = {Bertelsmann},
	editor = {Holten, Roland and Nittel, Dieter},
	year = {2010},
	note = {OCLC: 551877455},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buch:e-learning},
	file = {holten_nittel_2010_e-learning_in_hochschule_und_weiterbildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VBZV778D/holten_nittel_2010_e-learning_in_hochschule_und_weiterbildung.pdf:application/pdf},
}

@article{yang_relationships_2024,
	title = {The relationships of motivation and self-regulation to students’ cognitive presence and empowerment in online learning environment},
	issn = {1360-2357, 1573-7608},
	url = {https://link.springer.com/10.1007/s10639-024-12674-3},
	doi = {10.1007/s10639-024-12674-3},
	abstract = {This study extends the community of inquiry (CoI) framework and empowerment theory by exploring the relationships between motivational variables, CoI variables, learning presence, and empowerment. We added motivational beliefs (growth mindset, self-efficacy, and task value) as associated variables and learning presence (online self-regulation) as a mediator and examined their contribution to students’ cognitive presence and empowerment. The participants were 539 junior middleschool students in rural China who had acquired significant online learning experience as a result of the COVID-19 pandemic. The results showed that motivational variables were associated with students’ social presence and online self-regulation, which in turn related to their cognitive presence and empowerment in the online learning environment. Growth mindset and self-efficacy also exhibited a significant correlation with students’ cognitive presence. There was a positive correlation between cognitive presence and empowerment. We also found teaching presence has a positive association with social presence but a negative association with online self-regulation. Our research provides a more comprehensive explanatory model of online instruction and student empowerment by introducing the elements of motivational beliefs and learning presence to the CoI framework.},
	language = {en-GB},
	urldate = {2024-05-30},
	journal = {Education and Information Technologies},
	author = {Yang, Yuqin and Zheng, Zhizi and Wang, Jing and Sun, Daner},
	month = may,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Bewertungsmethoden, Bildungstheorien, Promotion:FU1, \#3:Zeitschriftenartikel:online:Lernumgebung},
	file = {Yang et al. - 2024 - The relationships of motivation and self-regulatio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KFRMV5F4/Yang et al. - 2024 - The relationships of motivation and self-regulatio.pdf:application/pdf},
}

@article{mahoney_implementing_2016,
	title = {Implementing an electronic learning management system for an {Ophthalmology} residency program},
	volume = {16},
	issn = {1472-6920},
	url = {http://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-016-0828-5},
	doi = {10.1186/s12909-016-0828-5},
	abstract = {Background: Medical educators, residents and administrators have increasing access to a large quantity of electronic resources. This content can augment and improve our teaching methods but can be difficult to consolidate and present. A multitude of electronic learning management systems are available to help organize and serve this content though never with small residency programs as the target userbase. As our residency program in Ophthalmology looked to consolidate our electronic resources and update our education methods, we evaluated and built an electronic learning management platform.
Results: Faculty were interviewed to determine features they would find useful in curriculum management system and then various systems were investigated for features, cost and ease of use.
Conclusions: Our solution has been both cost-effective and successful. Resident satisfaction is high and faculty utilization has been increasing. We present many customizations that increased success. Consideration of the specific needs of a program is paramount to choosing a cost effective solution that will be well received.},
	language = {en-GB},
	number = {1},
	urldate = {2024-05-14},
	journal = {BMC Medical Education},
	author = {Mahoney, Nicholas R. and Boland, Michael V. and Ramulu, Pradeep Y. and Srikumaran, Divya},
	month = dec,
	year = {2016},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur},
	pages = {307, s12909--016--0828--5},
	file = {Mahoney et al. - 2016 - Implementing an electronic learning management sys.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QKGE2K54/Mahoney et al. - 2016 - Implementing an electronic learning management sys.pdf:application/pdf},
}

@article{rosenthal_video-based_2024,
	title = {Video-based classroom insights: {Promoting} self-regulated learning in the context of teachers’ professional competences and students’ skills in self-regulated learning},
	volume = {52},
	issn = {0340-4099, 2520-873X},
	shorttitle = {Video-based classroom insights},
	url = {https://link.springer.com/10.1007/s42010-023-00189-8},
	doi = {10.1007/s42010-023-00189-8},
	abstract = {Abstract
            
              Despite the significance of self-regulated learning as an important educational goal, teachers face difficulties in fostering students’ skills in self-regulated learning (SRL). Teachers exhibit variability in their capacity to foster SRL. There is no guarantee that students consistently benefit from their teachers’ promotion of SRL. This study aims to address this issue by examining (1) how teachers promote SRL, (2) the relationship between teachers’ professional competences and their promotion of SRL, and (3) the association between teachers’ promotion of SRL and students’ SRL. Data from
              N
               = 54 teachers and their
              N
               = 823 lower secondary school students were analysed using online questionnaires, knowledge tests, and video recordings. The analysed video data reveals that teachers foster SRL predominantly implicitly, invest most of the time in promoting metacognitive strategies and primarily design learning environments that foster student support. Overall, only a few significant correlations were found between teachers’ professional competences and their promotion of SRL. Further, the results indicate no clear correlation pattern between teachers’ promotion and students’ skills in SRL. Further research should shed more light on the relationship between teachers’ promotion of SRL and students’ SRL to better understand whether and how they might be related.
            
          , 
            Zusammenfassung
            
              Trotz der Bedeutung des selbstregulierten Lernens (SRL) als wichtiges Bildungsziel, haben Lehrkräfte Schwierigkeiten, die Fähigkeiten der Schüler:innen zum SRL zu fördern. Lehrkräfte zeigen unterschiedliche Fähigkeiten, selbstreguliertes Lernen zu fördern. Es ist nicht garantiert, dass Schüler:innen von der Förderung des selbstregulierten Lernens durch ihre Lehrkräfte profitieren. Daher untersucht diese Studie (1) wie Lehrkräfte SRL fördern, (2) die Beziehung zwischen den professionellen Kompetenzen der Lehrkräfte und ihrer Förderung des SRL und (3) den Zusammenhang zwischen der Förderung des SRL durch die Lehrkräfte und dem SRL der Schüler:innen. Die Daten von
              N
               = 54 Lehrkräften und ihren
              N
               = 823 Schüler:innen der Sekundarstufe I wurden anhand von Online-Fragebögen, Wissenstests und Videoaufnahmen analysiert. Die analysierten Videodaten zeigen, dass die Lehrkräfte das SRL überwiegend implizit fördern, die meiste Zeit in die Förderung metakognitiver Strategien investieren und primär Lernumgebungen gestalten, die die Schüler:innen unterstützen. Insgesamt wurden nur wenige signifikante Korrelationen zwischen den professionellen Kompetenzen der Lehrkräfte und ihrer Förderung des SRL gefunden. Darüber hinaus zeigen die Ergebnisse kein klares Korrelationsmuster zwischen der Förderung der Lehrkräfte und dem SRL der Schüler:innen. Weitere Untersuchungen sollten die Beziehung zwischen der Förderung des SRL durch die Lehrkräfte und dem SRL der Schüler:innen genauer beleuchten, um besser zu verstehen ob und wie diese zusammenhängen könnten.},
	language = {en-GB},
	number = {1},
	urldate = {2024-05-07},
	journal = {Unterrichtswissenschaft},
	author = {Rosenthal, Amina and Hirt, Carmen Nadja and Eberli, Tabea Daria and Jud, Johannes and Karlen, Yves},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Bewertungsmethoden, Bildungstheorien, Promotion:Relevanz:4, Promotion:FU4b, \#3:Zeitschriftenartikel:online:Lernumgebung},
	pages = {39--63},
	file = {Rosenthal et al. - 2024 - Video-based classroom insights Promoting self-reg.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MYQKI8TQ/Rosenthal et al. - 2024 - Video-based classroom insights Promoting self-reg.pdf:application/pdf},
}

@article{averbeck_virtual_2024,
	title = {Virtual {Reality} in {Social} {Work} {Teaching} - {Two} {Approaches} to 360° {Videos} and {Collaborative} {Working}},
	issn = {1479-4403},
	url = {https://academic-publishing.org/index.php/ejel/article/view/3225},
	doi = {10.34190/ejel.21.6.3225},
	abstract = {The use of virtual reality and 360° videos has been little researched so far, especially in social work studies and teaching. The reasons for this are the low prevalence of VR headsets in social work courses and the fundamental technological deficit in social work, which means the lack of clear causal chains within it. Professionals must adapt their practical knowledge to the individual framework conditions and problem situations depending on the case situation and field of work. In contrast, in simulation-based approaches, as used in the teaching of many rather object-oriented courses of study, fixed sequences of action usually lead to success. At the same time, 360° videos, with suitable didactic framing, can be used to convey case studies in an immersive manner that can then be continued individually, methodically developed and reflected upon. In the” Teilprojekt XR”, two approaches to the use of VR headsets were designed, the first enables remote collaboration, the second offers a chance for analysis and reflection using 360° videos. The first approach is Collaborative work using VR headsets, which is intended to be an addition to communication with existing video conferencing systems. It has the potential to counteract the previous challenges associated with zoom technology and create more proximity. The first few evaluation results (n=11) on the methodological implementation of collaborative work with VR headsets suggest that this approach can bring added value to students. However, getting started with VR headsets is challenging for students and only a few have taken up the offer so far. The integration of 360° videos in education has potential for social work, as the high degree of realism and immersion can improve the link between theory and practice. Students can thus obtain realistic insights into practical examples already during their studies and professionally reflect on their own perspective in the situations. The use of 360° videos using VR headsets has been tested and established in teaching in four seminars so far. The students experience the simulated case situations from the subjective perspective of the different protagonists and can thus more easily put themselves in their individual perspective. Didactically, these observations are professionally framed by teaching content taught in advance, group work in small numbers as well as a collaborative analysis and reflection within the seminar group. The results of the evaluation (n=60) of the integration of 360° videos into teaching are promising and show a clear potential for university didactics. A flow experience and an experience of presence were confirmed by the students when working with the 360° videos. Furthermore, the students reported that the methodological extension supported their comprehension of the course materials and validate the usefulness and advantages of using 360° videos during the seminars.},
	language = {en-GB},
	urldate = {2024-03-11},
	journal = {Electronic Journal of e-Learning},
	author = {Averbeck, Felix and Leifeling, Simon and Müller, Katja and Schoenfelder, Thomas},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Weiterführung, \#5:Zeitschriftenartikel:e-learning},
	pages = {00--00},
	file = {Averbeck et al. - 2024 - Virtual Reality in Social Work Teaching - Two Appr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UB3ALJQK/Averbeck et al. - 2024 - Virtual Reality in Social Work Teaching - Two Appr.pdf:application/pdf},
}

@article{kumargazhanova_modular_2023,
	title = {Modular {Type} of {Learning} {Management} {System} {Services} {Formation} based on {Semantic} {Proximity}},
	volume = {20},
	issn = {17858860, 20642687},
	url = {http://acta.uni-obuda.hu/Kumargazhanova_Fedkin_Smailova_Denissova_Rakhmetullina_Blinayeva_Gyorok_136.pdf},
	doi = {10.12700/APH.20.7.2023.7.14},
	abstract = {Despite the many ready-made LMS solutions, there is a problem of creating LMS systems with a flexible architecture and meeting all user requirements. When creating such systems, it is difficult to take into account all the requirements for the functionality of the system. This paper proposes an approach to the formation of a service-oriented LMS based on modules. At the same time, depending on the functionality, the user can form the necessary functionality based on services, processes and objects. A cluster approach is used to form a finite set of modules.},
	language = {en-GB},
	number = {7},
	urldate = {2024-01-23},
	journal = {Acta Polytechnica Hungarica},
	author = {Kumargazhanova, Saule and Fedkin, Yevgeniy and Smailova, Saule and Denissova, Natalya and Rakhmetullina, Saule and Blinayeva, Yelena and Györök, György},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildungstheorien, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur},
	pages = {249--268},
	file = {Kumargazhanova et al. - 2023 - Modular Type of Learning Management System Service.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5ATM8VJZ/Kumargazhanova et al. - 2023 - Modular Type of Learning Management System Service.pdf:application/pdf},
}

@article{shah_ai-driven_nodate,
	title = {{AI}-{Driven} {Chatbot} for {Enhancing} {Learning} for {Students}},
	abstract = {As artificial intelligence (AI) capabilities have matured, increasing attention focuses on transformative applications within education. This research presents a novel AI-Powered Learning System integrating conversational agents and collaborative scaffolding tools toward personalized and socially constructed learning. Grounded in pedagogical theories situating the zone of proximal development, the system employs natural language processing to provide adaptive explanations responsive to individual needs. Students likewise self-organize into peer groups with supports for co-generative dialogue, resource sharing, and collaborative evaluation. Initial system trials reveal positive outcomes surpassing baseline e-learning platforms on dimensions of efficiency, comprehension, motivation, and critical thinking. Planned future enhancements will enrich adaptivity and accessibility through multimodal interactions, reinforcement learning algorithms, and localized adaptations. However, ethical priorities remain paramount regarding privacy, inclusion, and human agency as complements, not replacements, for skilled educators. By reconciling AI innovations with the centrality of social relations, this research contributes conceptual and technological foundations for nextgeneration learning systems that realize the full spectrum of human potential.},
	language = {en-GB},
	author = {Shah, Manan},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, \#5:Zeitschriftenartikel:e-learning},
	file = {Shah - AI-Driven Chatbot for Enhancing Learning for Stude.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q8VBAM3C/Shah - AI-Driven Chatbot for Enhancing Learning for Stude.pdf:application/pdf},
}

@article{dargahi_learner_2023,
	title = {Learner satisfaction with synchronous and asynchronous virtual learning systems during the {COVID}-19 pandemic in {Tehran} university of medical sciences: a comparative analysis},
	volume = {23},
	issn = {1472-6920},
	shorttitle = {Learner satisfaction with synchronous and asynchronous virtual learning systems during the {COVID}-19 pandemic in {Tehran} university of medical sciences},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04872-3},
	doi = {10.1186/s12909-023-04872-3},
	abstract = {Background  The need for electronic learning and its systems, especially during specific circumstances and crises, is crucial and fundamental for users in universities. However, what is even more important is the awareness and familiarity of learners with different systems and their appropriate use in e-learning. Therefore, the present study was conducted to determine the satisfaction of learners with synchronous and asynchronous electronic learning systems during the COVID-19 period at Tehran University of Medical Sciences.
Methods  The present study was a descriptive-analytical study conducted cross-sectionally from the first semester of 2019–2020 academic year until the end of the second semester of 2021–2022 academic year, coinciding with the COVID-19 pandemic. The sample size was determined to be 370 students and 650 staff members using the Krejcie and Morgan table. The face validity and reliability of the research tool, which was a researcher-made questionnaire, was confirmed. Considering a response rate of 75\%, 280 completed questionnaires were received from students, and 500 completed questionnaires were collected from employees. For data analysis, absolute and relative frequencies, as well as independent t-test, analysis of variance (ANOVA), and Post Hoc tests in the SPSS software were utilized.
Results  During the COVID-19 pandemic, both students and staff members at Tehran University of Medical Sciences showed a relatively decreasing level of satisfaction with electronic learning. There was a significant difference in satisfaction between these two groups of learners regarding electronic learning (P = 0/031). Learners were relatively more satisfied with the offline system called “Navid” compared to online learning systems. Among the online systems, the highest level of satisfaction was observed with the Skype platform.
Conclusion  Although learners expressed relative satisfaction with electronic learning during the COVID-19 period, it is necessary to strengthen infrastructure and provide support services, technical assistance, and continuous updates for electronic learning platforms. This can contribute to more effective and efficient utilization of electronic},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-27},
	journal = {BMC Medical Education},
	author = {Dargahi, Hossein and Kooshkebaghi, Mahdi and Mireshghollah, Masoumeh},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Krisenreaktion im Bildungsbereich, \#5:Zeitschriftenartikel:e-learning, Kernstudie},
	pages = {886},
	file = {Dargahi et al. - 2023 - Learner satisfaction with synchronous and asynchro.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7SNXACTP/Dargahi et al. - 2023 - Learner satisfaction with synchronous and asynchro.pdf:application/pdf},
}

@article{giraldo_can_2017,
	title = {Can we teach {BLS} in a different way? {Comparative} study between the standard course and a shorten version with a preceding online phase},
	volume = {118},
	issn = {03009572},
	shorttitle = {Can we teach {BLS} in a different way?},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S0300957217307049},
	doi = {10.1016/j.resuscitation.2017.11.022},
	abstract = {Introduction: The use of e-learning (as Moodle) allows candidates to access to theory and practical demos previously to the face-to-face course. The aim of this study is to compare the standard BLS teaching methodology (control) vs blended learning with a shortened face to face course (intervention), and determine if we can get high quality CPR performance.
Methods: An experimental study was designed where lay students and staff of a university school were allocated to the control or the intervention group. Randomization was done by the own participants choosing the day of the course. Participants in the control group had the BLS manual one week prior of the course, meanwhile participants in the intervention group had to complete some tasks with the help of the BLS manual and see some videos explaining the two ﬁrst steps of the ERC teaching methodology, during the previous week. Laerdal QCPR mannequins and software was used. Mean and standard deviation or percents were used to describe data and Chi square test or Student’s T test or Mann–Whitney’s U test to compare data.
Results: 56 out of 119 candidates were allocated in the intervention group. No signiﬁcant differences between age, sex were observed between groups. QCPR global score was 70.5\% (SD: 23.0\%) in the control group vs 68.4\% (SD: 21.4\%) in the intervention group (p = 0.618). Mean chest compression depth was 50.34 vs 50.21 (p = 0.935), mean compressions rate 105.52 vs 107.90 (p = 0.401). Mean breathing volume 759 ml vs 642 ml (p =v0.054)
Conclusions: No difference was found in high quality CPR between both teaching methods. New studies with more sample size would be recommended to conﬁrm these results.},
	language = {en-GB},
	urldate = {2023-11-24},
	journal = {Resuscitation},
	author = {Giraldo, José M. and Subirana, Pere and Molina, Lorena and Carmona, Francesc and Carballedo, Jaime and Montasell, Arich and Quintana, Salvador and Cerdà, Manel and De Balanzó, Xavier},
	month = sep,
	year = {2017},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, \#5:Zeitschriftenartikel:e-learning},
	pages = {e100},
	file = {Giraldo et al. - 2017 - Can we teach BLS in a different way Comparative s.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NW9TBT8W/Giraldo et al. - 2017 - Can we teach BLS in a different way Comparative s.pdf:application/pdf},
}

@article{cordero-torres_assessment_2014,
	title = {Assessment of e-learning teaching ({Moodle} platform) in immediate life support ({ILS}) by the {Spanish} {Resuscitation} {Council} ({CERCP}). {Results} of a satisfaction survey for course instructors},
	volume = {85},
	issn = {03009572},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S0300957214003281},
	doi = {10.1016/j.resuscitation.2014.03.184},
	abstract = {Purpose: To analyse the progress in theoretical knowledge of nurses with different levels of education before and after European Resuscitation Council (ERC) Immediate Life Support (ILS) courses. Also we analyse participants opinion about the course.
Methods: We analysed data from 210 participants at 10 ILS courses in Croatia (January 2012–December 2013). The pre-course and post-course theoretical knowledge were assessed using ERC 40-question MCQ. Participants’ opinion of the course were analysed using ERC evaluation form (Table 1). Also, the participants Table 1 Statements for the evaluation of ERC ILS course. 1. How well did the course meet your objectives? 2. Did the ILS manual help you prepare for the course? 3.1 Lecture: causes and prevention of cardiopulmonary arrest 3.2 Lecture: ALS algorithm 3.3 CASDemo ALS Algorithm 3.4 Skill station 1: ABCDE approach 3.5 Skill station 2: Airway and breathing 3.6 Skill Station 3: BLS 3.7 Skill Station 4: Deﬁbrillation 3.8 Skill Station 5: CASTeach 4. Would you recommend this course to your colleagues? Likert-type scale Bad 1 2 3 4 5 Very well could add their free comments about the course.
Results: Bachelor nurses achieved pre-course = 85\% and post-course = 92\% (p {\textless} 0.001), while registered nurses had precourse = 84\% and post-course = 89\% (p {\textless} 0.001). In the course evaluation, 90\% of the participants rated the course components in statements 1, and 3.1–3.8 as very well, while 73\% rated the statement 2 as very well. All candidates would recommend ILS course to their colleagues. Half of the participants commented the course, and their leading comment was that the course should be extended to two days.
Conclusion: Bachelor nurses showed higher improvement in theoretical knowledge than registered nurses, so, in our opinion, this course should be integrated in their education programme and/or licensing exam in Croatia. All participants had very positive attitudes towards ERC ILC course.},
	language = {en-GB},
	urldate = {2023-11-24},
	journal = {Resuscitation},
	author = {Cordero-Torres, Juan Antonio and Cerdà-Vila, Manel and Quintana, Salvador and Carmona-Jiménez, Francesc},
	month = may,
	year = {2014},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Datenschutz und IT-Sicherheit, \#5:Zeitschriftenartikel:e-learning},
	pages = {S73},
	file = {Cordero-Torres et al. - 2014 - Assessment of e-learning teaching (Moodle platform.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D48WHTWE/Cordero-Torres et al. - 2014 - Assessment of e-learning teaching (Moodle platform.pdf:application/pdf},
}

@article{santos_accurate_2023,
	title = {Accurate, timely, and portable: {Course}-agnostic early prediction of student performance from {LMS} logs},
	volume = {5},
	issn = {2666920X},
	shorttitle = {Accurate, timely, and portable},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2666920X23000541},
	doi = {10.1016/j.caeai.2023.100175},
	abstract = {In higher education, providing personalized feedback and support to students is a significant challenge. Early warning systems can help by identifying both at-risk and high-performing students, allowing for timely in­ terventions and enhanced learning opportunities. In our study, we used a year’s worth of data from an infor­ mation management school to build predictive models for two binary classification problems: identifying at-risk students and high-performing students. We employed traditional machine learning classifiers and long-short term memory units (LSTM), testing them at various stages of course completion. The best performance was achieved using all course data, with an AUC of 0.756 for at-risk students and 78.2\% accuracy for high-performing students using Random Forest and Extremely Randomized Trees, respectively. We found that early prediction was possible as early as 25\% course completion. Although LSTM showed inferior performance, it offered prac­ tical advantages for early prediction. Our findings suggest that static LMS logs can be reliable indicators of student success early in a course, and a course-agnostic time-dependent representation of the number of clicks can offer a worthwhile tradeoff between predictive performance and simplicity in implementation in some in­ stances. These findings have important implications as they suggest the potential for automated early warning systems that can help educators identify students of interest and allocate resources where they are most needed. However, implementing these systems in real-time requires clear protocols and responsible policies. Further research should explore the generalizability of findings across different contexts and continuously evaluate their real-world effectiveness.},
	language = {en-GB},
	urldate = {2023-11-22},
	journal = {Computers and Education: Artificial Intelligence},
	author = {Santos, Ricardo Miguel and Henriques, Roberto},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit},
	pages = {100175},
	file = {Santos und Henriques - 2023 - Accurate, timely, and portable Course-agnostic ea.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5DUGSCTJ/Santos und Henriques - 2023 - Accurate, timely, and portable Course-agnostic ea.pdf:application/pdf},
}

@article{saqr_intense_2023,
	title = {Intense, turbulent, or wallowing in the mire: {A} longitudinal study of cross-course online tactics, strategies, and trajectories},
	volume = {57},
	issn = {10967516},
	shorttitle = {Intense, turbulent, or wallowing in the mire},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S1096751622000586},
	doi = {10.1016/j.iheduc.2022.100902},
	abstract = {Research has repeatedly demonstrated that students with effective learning strategies are more likely to have better academic achievement. Existing research has mostly focused on a single course or two, while longitudinal studies remain scarce. The present study examines the longitudinal sequence of students’ strategies, their suc­ cession, consistency, temporal unfolding, and whether students tend to retain or adapt strategies between courses. We use a large dataset of online traces from 135 students who completed 10 successive courses (i.e., 1350 course enrollments) in a higher education program. The methods used in this study have shown the feasibility of using trace data recorded by learning management systems to unobtrusively trace and model the longitudinal learning strategies across a program. We identified three program-level strategy trajectories: a stable and intense trajectory related to deep learning where students used diverse strategies and scored the highest grades; a fluctuating interactive trajectory, where students focused on course requirements, scored average grades, and were relatively fluctuating; and a light trajectory related to surface learning where students invested the least effort, scored the lowest grades, and had a relatively stable pathway. Students who were intensely active were more likely to transfer the intense strategies and therefore, they were expected to require less support or guidance. Students focusing on course requirements were not as effective self-regulators as they seemed and possibly required early guidance and support from teachers. Students with consistent light strategies or low effort needed proactive guidance and support.},
	language = {en-GB},
	urldate = {2023-11-22},
	journal = {The Internet and Higher Education},
	author = {Saqr, Mohammed and López-Pernas, Sonsoles and Jovanović, Jelena and Gašević, Dragan},
	month = apr,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, \#1:Zeitschriftenartikel:learning:management:system},
	pages = {100902},
	file = {Saqr et al. - 2023 - Intense, turbulent, or wallowing in the mire A lo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GEV373AP/Saqr et al. - 2023 - Intense, turbulent, or wallowing in the mire A lo.pdf:application/pdf},
}

@article{aulakh_e-learning_2023,
	title = {E-learning enhancement through educational data mining with {Covid}-19 outbreak period in backdrop: {A} review},
	volume = {101},
	issn = {07380593},
	shorttitle = {E-learning enhancement through educational data mining with {Covid}-19 outbreak period in backdrop},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S0738059323000901},
	doi = {10.1016/j.ijedudev.2023.102814},
	abstract = {E-learning is fast becoming an integral part of the teaching- learning process, particularly after the outbreak of Covid-19 pandemic. Educational institutions across the globe are striving to enhance their e-learning instruc­ tional mechanism in accordance with the aspirations of present-day students who are widely using numerous technological tools — computers, tablets, mobiles, and Internet for educational purposes. In the wake of the evident incorporation of e-learning into the educational process, research related to the application of Educa­ tional Data Mining (EDM) techniques for enhancing e-learning systems has gained significance in recent times. The various data mining techniques applied by researchers to study hidden trends or patterns in educational data can provide valuable insights for educational institutions in terms of making the learning process adaptive to student needs. The insights can help the institutions achieve their ultimate goal of improving student academic performance in technology-assisted learning systems of the modern world. This review paper aims to compre­ hend EDM’s role in enhancing e-learning environments with reference to commonly-used techniques, along with student performance prediction, the impact of Covid-19 pandemic on e-learning and priority e-learning focus areas in the future.},
	language = {en-GB},
	urldate = {2023-11-22},
	journal = {International Journal of Educational Development},
	author = {Aulakh, Kudratdeep and Roul, Rajendra Kumar and Kaushal, Manisha},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Datenschutz und IT-Sicherheit, Krisenreaktion im Bildungsbereich, Kompetenzentwicklung, \#5:Zeitschriftenartikel:e-learning},
	pages = {102814},
	file = {Aulakh et al. - 2023 - E-learning enhancement through educational data mi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3KXEC7E7/Aulakh et al. - 2023 - E-learning enhancement through educational data mi.pdf:application/pdf},
}

@article{brown_novel_2023,
	title = {Novel e-learning platform for orthopaedic training in {LMICs}: {A} descriptive review of the {IGOT} portal},
	volume = {13},
	issn = {25898450},
	shorttitle = {Novel e-learning platform for orthopaedic training in {LMICs}},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2589845023000167},
	doi = {10.1016/j.sopen.2023.04.003},
	abstract = {Background: While e-learning has been written about extensively within the context of orthopaedics in the United States, there are few articles describing e-learning initiatives geared towards low-and middle-income countries (LMICs). The Institute for Global Orthopaedics and Traumatology (IGOT) at the University of California, San Francisco (UCSF) developed the IGOT Learning Portal to meet this need.
Methods: The IGOT Learning Portal was designed to address knowledge gaps in patient care by increasing access to high-quality orthopaedic education for surgeons and trainees worldwide. It offers 10 distinct, asynchronous courses, which are divided into a modular format. Course enrollment is free and accessible to any surgeon or trainee with a web-browsing capable device and internet connection.
Results: There are more than 2700 registered users and 300 active learners enrolled in IGOT Learning Portal courses. The Surgical Management and Reconstructive Training (SMART) program is the most commonly taken course. Learners represent 32 different countries across six continents. The IGOT portal also has surgical videos available on YouTube. The IGOT Portal YouTube channel has over 2000 subscribers and over 143,000 total views.
Conclusions: The IGOT Learning Portal is an innovative approach to address the global disparity in orthopaedic trauma care by improving access to high-quality surgical education for surgeons and trainees both in the US and internationally. The development of an interactive online forum may be a beneﬁcial addition to the Portal. Future directions include assessing content retention, participant interaction, and expanding existing content to other orthopaedic subspecialties.},
	language = {en-GB},
	urldate = {2023-11-22},
	journal = {Surgery Open Science},
	author = {Brown, Kelsey E. and Flores, Michael J. and MacKechnie, Madeline C. and Rodarte, Patricia and O'Marr, Jamieson and Shearer, David W. and Toogood, Paul},
	month = jun,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Datenschutz und IT-Sicherheit, Krisenreaktion im Bildungsbereich, \#5:Zeitschriftenartikel:e-learning},
	pages = {24--26},
	file = {Brown et al. - 2023 - Novel e-learning platform for orthopaedic training.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8KZQHG92/Brown et al. - 2023 - Novel e-learning platform for orthopaedic training.pdf:application/pdf},
}

@article{hadadgar_applicability_2016,
	title = {Applicability of the theory of planned behavior in explaining the general practitioners {eLearning} use in continuing medical education},
	volume = {16},
	issn = {1472-6920},
	url = {http://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-016-0738-6},
	doi = {10/f3vjph},
	abstract = {Background: General practitioners (GP) update their knowledge and skills by participating in continuing medical education (CME) programs either in a traditional or an e-Learning format. GPs’ beliefs about electronic format of CME have been studied but without an explicit theoretical framework which makes the findings difficult to interpret. In other health disciplines, researchers used theory of planned behavior (TPB) to predict user’s behavior.
Methods: In this study, an instrument was developed to investigate GPs’ intention to use e-Learning in CME based on TPB. The goodness of fit of TPB was measured using confirmatory factor analysis and the relationship between latent variables was assessed using structural equation modeling.
Results: A total of 148 GPs participated in the study. Most of the items in the questionnaire related well to the TPB theoretical constructs, and the model had good fitness. The perceived behavioral control and attitudinal constructs were included, and the subjective norms construct was excluded from the structural model. The developed questionnaire could explain 66 \% of the GPs’ intention variance.
Conclusions: The TPB could be used as a model to construct instruments that investigate GPs’ intention to participate in e-Learning programs in CME. The findings from the study will encourage CME managers and researchers to explore the developed instrument as a mean to explain and improve the GPs’ intentions to use eLearning in CME.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Hadadgar, Arash and Changiz, Tahereh and Masiello, Italo and Dehghani, Zahra and Mirshahzadeh, Nahidossadat and Zary, Nabil},
	month = dec,
	year = {2016},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#5:Zeitschriftenartikel:e-learning},
	pages = {215},
	file = {Hadadgar et al. - 2016 - Applicability of the theory of planned behavior in.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D3XL3X69/Hadadgar et al. - 2016 - Applicability of the theory of planned behavior in.pdf:application/pdf},
}

@article{hailemariam_medical_2023,
	title = {Medical students’ knowledge and attitude towards tele-education and associated factors at {University} of {Gondar}, {Ethiopia}, 2022: mixed method},
	volume = {23},
	issn = {1472-6920},
	shorttitle = {Medical students’ knowledge and attitude towards tele-education and associated factors at {University} of {Gondar}, {Ethiopia}, 2022},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04579-5},
	doi = {10/gs569b},
	abstract = {Background  Tele-education is the use of ICTs to conduct remote learning. It has been utilized to deliver ongoing training for many years. The world’s modern culture is increasingly reliant on the use of information technology to enhance standards of education. However, in order to deploy successful e-learning systems in a developing nation, understanding of user characteristics is required in the creation and usage of e-learning systems. Thus, this study will enable us to understand the user’s level of knowledge and attitude towards tele-education.
Methods  An institution-based quantitative cross-sectional study supported by qualitative design was used 397 medical students at University of Gondar from May to June 2022. A pre-tested self-administered structured questionnaires and in-depth interview were used to collect quantitative and qualitative data respectively. Thematiccontent analysis was conducted using open-code software for analyzing qualitative data. Quantitative data was entered to Epi-data version 4.6 and exported to SPSS version 25 software for further statistical analysis. Binary logistic regression was conducted. The adjusted odds ratio(AOR) was used to measure the association between the dependent and independent variables.
Results  A total of 397 medical students were participated in this study with a response rate of 93.63\%. In this study nearly six out of ten 230(57.9\%) of study participants had good knowledge towards tele-education. More than half. 211(53.1\%) of medical students participated on the study also had a favorable attitude towards tele-education. Factors associated with knowledge about tele-education is training related to ICT (AOR = 2.27 95\% CI; (1.13,4.55)), knowledge of medical education digitization (AOR = 3.80 95\% CI; (2.12,6.84)), high computer literacy (AOR = 2.82 95\% CI; (1.68,4.72)) and favorable attitude towards tele-education (AOR = 3.52 95\% CI; (2.12,5.84)). Factors associated with attitude towards tele-education is age group {\textgreater} 21 (AOR = 3.89, 95\% CI; (1.33,11.39)) and good knowledge towards tele-education (AOR = 3.42,95\%CI;(2.06,5.66)).
Conclusion  The study revealed that the knowledge of the medical students was good and nearly five out of ten of them had a favorable attitude towards tele-education. The study shows that training related to ICT, knowledge of},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Hailemariam, Rorisa Tadele and Nigatu, Araya Mesfin and Melaku, Mequannent Sharew},
	month = aug,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, \#5:Zeitschriftenartikel:e-learning},
	pages = {599},
	file = {Hailemariam et al. - 2023 - Medical students’ knowledge and attitude towards t.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/V7EY2CDR/Hailemariam et al. - 2023 - Medical students’ knowledge and attitude towards t.pdf:application/pdf},
}

@article{alqhtani_online_2021,
	title = {Online versus classroom teaching for medical students during {COVID}-19: measuring effectiveness and satisfaction},
	volume = {21},
	issn = {1472-6920},
	shorttitle = {Online versus classroom teaching for medical students during {COVID}-19},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-021-02888-1},
	doi = {10/gq3gsc},
	abstract = {Background: The COVID-19 pandemic and physical distancing have had a significant impact on the conversion of traditional teaching methods to online teaching methods, which although not uncommon in medical schools, has to date only been used for some aspects of the teaching process. Thus, we aimed to measure the effectiveness of e-learning during the COVID-19 pandemic, as well as medical students’ preferences regarding e-learning and classroom teaching, and the possibility of applying it post-pandemic.
Methods: A cross-sectional online survey of medical students (N = 376) in six medical schools was carried out after their second semester, from August 15 to 20, 2020. Ten parameters were measured for the effectiveness of elearning based on a 5-point Likert-scale and five parameters were measured for satisfaction.
Results: e-learning was more or equally effective in four parameters such as assignment submission and meeting individual needs, but less effective in six parameters, including building skills and knowledge, and interaction level. Satisfaction was either high or neutral in all five parameters.
Conclusions: Our findings have shown that e-learning can assist the teaching process in medical schools in some respects, but cannot be used for the entire teaching process.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {AlQhtani, Abdullh and AlSwedan, Nasser and Almulhim, Abdullelah and Aladwan, Raghad and Alessa, Yara and AlQhtani, Kholoud and Albogami, Malak and Altwairqi, Khalid and Alotaibi, Fahad and AlHadlaq, Abdulmajeed and Aldhafian, Osama},
	month = dec,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, \#5:Zeitschriftenartikel:e-learning},
	pages = {452},
	file = {AlQhtani et al. - 2021 - Online versus classroom teaching for medical stude.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C738P7LZ/AlQhtani et al. - 2021 - Online versus classroom teaching for medical stude.pdf:application/pdf},
}

@article{gaupp_effects_2016,
	title = {Effects of a case-based interactive e-learning course on knowledge and attitudes about patient safety: a quasi-experimental study with third-year medical students},
	volume = {16},
	issn = {1472-6920},
	shorttitle = {Effects of a case-based interactive e-learning course on knowledge and attitudes about patient safety},
	url = {http://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-016-0691-4},
	doi = {10/f8v9qr},
	abstract = {Background: Patient safety (PS) is influenced by a set of factors on various levels of the healthcare system. Therefore, a systems-level approach and systems thinking is required to understand and improve PS. The use of e-learning may help to develop a systems thinking approach in medical students, as case studies featuring audiovisual media can be used to visualize systemic relationships in organizations. The goal of this quasi-experimental study was to determine if an e-learning can be utilized to improve systems thinking, knowledge, and attitudes towards PS.
Methods: A quasi-experimental, longitudinal within- subjects design was employed. Participants were 321 third-year medical students who received online surveys before and after they participated in an e-learning course on PS. Primary outcome measures where levels of systems thinking and attitudes towards PS. Secondary outcome measures were the improvement of PS specific knowledge through the e-learning course.
Results: Levels of systems thinking showed significant improvement (58.72 vs. 61.27; p {\textless} .001) after the e-learning. Student’s attitudes towards patient safety improved in several dimensions: After the course, students rated the influence of fatigue on safety higher (6.23 vs. 6.42, p {\textless} .01), considered patient empowerment more important (5.16 vs. 5.93, p {\textless} .001) and realized more often that human error is inevitable (5.75 vs. 5.97, p {\textless} .05). Knowledge on PS improved from 36.27 \% correct answers before to 76.45 \% after the e-learning (p {\textless} .001).
Conclusions: Our results suggest that e-learning can be used to teach PS. Attitudes towards PS improved on several dimensions. Furthermore, we were able to demonstrate that a specifically designed e-learning program can foster the development of conceptual frameworks such as systems thinking, which facilitates the understanding of complex socio-technical systems within healthcare organisations.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Gaupp, Rainer and Körner, Mirjam and Fabry, Götz},
	month = dec,
	year = {2016},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#5:Zeitschriftenartikel:e-learning},
	pages = {172},
	file = {Gaupp et al. - 2016 - Effects of a case-based interactive e-learning cou.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HKSTXB8G/Gaupp et al. - 2016 - Effects of a case-based interactive e-learning cou.pdf:application/pdf},
}

@article{kirsch_caution_2023,
	title = {Caution with competitive gamification in medical education: unexpected results of a randomised cross-over study},
	volume = {23},
	issn = {1472-6920},
	shorttitle = {Caution with competitive gamification in medical education},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04258-5},
	doi = {10/gs567c},
	abstract = {Background  To intrinsically motivate students in the long term, longitudinal e-learning systems combined with repeated testing and competitive gamification seem promising. The effects of this approach have never been closely examined in the field of evidence-based medicine. The authors investigated if a simple, competitive learning application enhances students’ risk competence and intrinsic motivation.
Methods  Participants were 5.-9. semester medical students (n = 48), recruited in an elective evidence-based medicine subject and randomly distributed to two groups (group 1: n = 23; group 2: n = 25). Both accessed a competitive evidence-based medicine quiz game. Following a cross-over design, each group practiced with one of two thematically different questionnaires A or B, before the allocation switched after one month. To analyse whether there was a measurable learning effect in the practiced topics, a paired t-test was performed with quantitative data from 3 e-tests. Students further reported their experience in evaluation surveys.
Results  Students’ improvements in e-test scores after training with the corresponding topics in the learning application can be attributed to chance. Even though the majority enjoyed playing and felt motivated to study, they invested a minimum of time and rejected competition.
Conclusion  The authors found no evidence for benefits of the investigated learning programme on students’ risk competence or on their internal motivation. The majority disapproved the competitive concept, indicating adverse side effects of the applied gamification element. To intrinsically motivate more students, prospective learning programmes should favour complex and collaborative programmes over simple and competitive ones.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Kirsch, Jacqueline and Spreckelsen, Cord},
	month = apr,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Datenschutz und IT-Sicherheit, Krisenreaktion im Bildungsbereich, \#5:Zeitschriftenartikel:e-learning},
	pages = {259},
	file = {Kirsch und Spreckelsen - 2023 - Caution with competitive gamification in medical e.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NZ5ZQ3KS/Kirsch und Spreckelsen - 2023 - Caution with competitive gamification in medical e.pdf:application/pdf},
}

@article{luginbuehl_transforming_2023,
	title = {Transforming traditional physiotherapy hands-on skills teaching into video-based learning},
	volume = {23},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04556-y},
	doi = {10/gs5667},
	abstract = {Background  Pandemic-induced restrictions forced curriculum transformation from on-site education to virtual learning options. This report describes this transition, the challenge of creating technology-enhanced learning for hands-on psychomotor skills teaching in physiotherapy, and students’ evaluations of the new technology-enhanced learning approach in Complex Decongestive Physiotherapy.
Methods  On-site theoretical background lectures were replaced with e-learning sessions. Faculty hands-on skills demonstrations for the entire class were replaced with video-recorded demonstrations. Videos included verbal and written instructions and were complemented with checklists guiding the students, training in pairs, through their learning tasks. A cross-sectional observational survey for teaching quality evaluated this new technology-enhanced learning approach and assessed students’ preference for traditional or video-based hands-on skills learning.
Results  Survey return rate was {\textgreater} 50\% (46 participating students). Teaching quality was rated between 1.5 ± 0.5 and 1.8 ± 0.4 (Likert scale from − 2 to + 2). Most students (66.7\%) preferred the new approach. They appreciated for example that videos were available all the time, enabling self-paced learning, providing an equally good view on skills demonstrations, and the convenience to be able to rewind, re-view, and use speed adjustment options.
Conclusions  Students preferred the new video-based learning of skills for Complex Decongestive Physiotherapy. Because in-class live skills demonstrations were omitted, faculty had more time to provide individual feedback and answer questions. The shift from teacher- to student-centered learning enabled students to control their own learning pace. The innovative program was maintained after pandemic-induced restrictions were lifted. The success of this approach should be tested in other physiotherapy settings and different educational institutions.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Luginbuehl, Helena and Nabecker, Sabine and Greif, Robert and Zuber, Stefan and Koenig, Irene and Rogan, Slavko},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Weiterführung, Datenschutz und IT-Sicherheit, Krisenreaktion im Bildungsbereich, \#5:Zeitschriftenartikel:e-learning},
	pages = {624},
	file = {Luginbuehl et al. - 2023 - Transforming traditional physiotherapy hands-on sk.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AQYTBKDM/Luginbuehl et al. - 2023 - Transforming traditional physiotherapy hands-on sk.pdf:application/pdf},
}

@article{aida_impact_2023,
	title = {Impact of {E}-{Learning} {Orientation}, {Moodle} {Usage}, and {Learning} {Planning} on {Learning} {Outcomes} in {On}-{Demand} {Lectures}},
	volume = {13},
	issn = {2227-7102},
	url = {https://www.mdpi.com/2227-7102/13/10/1005},
	doi = {10/gswfrg},
	abstract = {The growing prominence of e-learning in education has led to the need for a comprehensive understanding of the factors inﬂuencing learning outcomes. This study aims to investigate the combined effects of e-learning orientation, Moodle usage, and learning planning on learning outcomes in the context of on-demand lectures. A sample of participants from the Department of Information Science and Engineering in the Faculty of Engineering completed questionnaires related to e-learning orientation, while Moodle usage data and learning planning information were collected. Correlation, principal component, cluster, and multiple regression analysis were conducted to examine the relationships between variables and their impact on learning outcomes. The results suggest that e-learning orientation did not exert a signiﬁcant inﬂuence on learning outcomes. However, Moodle usage and learning planning emerged as crucial factors. Increased engagement with Moodle, as indicated by higher clicks and utilization of its learning functionalities, was associated with improved learning outcomes. Additionally, effective learning planning, characterized by adherence to schedules and timely submissions, positively inﬂuenced learning outcomes. The results emphasize the importance of considering multiple factors, not just a single factor, for successful online learning. These ﬁndings provide valuable insights for optimizing learning outcomes in on-demand lectures.},
	language = {en-GB},
	number = {10},
	urldate = {2023-10-18},
	journal = {Education Sciences},
	author = {Aida, Saori},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, \#5:Zeitschriftenartikel:e-learning},
	pages = {1005},
	file = {Aida - 2023 - Impact of E-Learning Orientation, Moodle Usage, an.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EMFCN8YK/Aida - 2023 - Impact of E-Learning Orientation, Moodle Usage, an.pdf:application/pdf},
}

@article{martinez-garcia_evolution_2023,
	title = {Evolution and current state of research into {E}-learning},
	volume = {9},
	issn = {24058440},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2405844023082245},
	doi = {10/gsv83r},
	abstract = {This article aims to undertake a bibliometric review along with a conceptual and intellectual analysis of research on distance learning and e-learning. The purpose of this study is to focus on several academic fields and offer a comprehensive approach on how research on distance learning and e-learning has been approached since 1970. This work applies several bibliometric tech­ niques to assess the research evolution of topics addressed, the most productive authors and the most influential journals. The findings revealed an exponential increase of publications over the last 20 years, highlighting the evolution of topics. The research themes include four main groups: the first relates to pedagogical processes in terms of effectiveness, outcomes, learning strategies, interaction, and self-regulation; the second group includes aspects associated with ICT applied in distance education; the third group focuses on the perceived value, usefulness, acceptance, and satisfaction of e-learning; and the last group portrays the forced application of distance learning strategies to deal with the consequences of the pandemic. This work contributes to expanding the existing literature devoted to study the structure of research on e-learning. It analyses the most representative authors, institutions, and documents, and gathers the growing literature on elearning, from distance learning in the seventies until the implementation of online learning in the COVID-19 era.},
	language = {en-GB},
	number = {10},
	urldate = {2023-10-17},
	journal = {Heliyon},
	author = {Martinez-Garcia, Aitor and Horrach-Rosselló, Patricia and Mulet-Forteza, Carles},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Datenschutz und IT-Sicherheit, Krisenreaktion im Bildungsbereich, \#5:Zeitschriftenartikel:e-learning, Kernstudie},
	pages = {e21016},
	file = {Martinez-Garcia et al. - 2023 - Evolution and current state of research into E-lea.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VI37NFBA/Martinez-Garcia et al. - 2023 - Evolution and current state of research into E-lea.pdf:application/pdf},
}

@article{krowicki_evaluation_2023,
	title = {Evaluation eines {E}-{Learning}-{Programms} zur {Förderung} gesunder {Telearbeit}},
	issn = {0944-2502, 2198-0713},
	url = {https://link.springer.com/10.1007/s40664-023-00520-1},
	doi = {10/gsv8zm},
	abstract = {Background. Teleworking has increasingly become established as a working model by companies due to the change in the world of work and accelerated by the coronavirus disease 2019 (COVID-19) pandemic. Resources and requirements must be assessed from an occupational health perspective in order to support companies in the health-promoting implementation of teleworking. Methods. As part of this study ﬁve important ﬁelds of action were identiﬁed from the literature on the basis of which an e-learning program for healthy teleworking was developed. Subsequently, it was assessed whether this program has a positive impact on the mental health and ability to work of teleworkers. An administrative authority in Saxony-Anhalt was recruited for the study.},
	language = {de-DE},
	urldate = {2023-10-15},
	journal = {Zentralblatt für Arbeitsmedizin, Arbeitsschutz und Ergonomie},
	author = {Krowicki, Martin and Böckelmann, Irina},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, \#5:Zeitschriftenartikel:e-learning},
	file = {Krowicki und Böckelmann - 2023 - Evaluation eines E-Learning-Programms zur Förderun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3BA848SF/Krowicki und Böckelmann - 2023 - Evaluation eines E-Learning-Programms zur Förderun.pdf:application/pdf},
}

@article{hejazi_effect_2023,
	title = {The {Effect} of {Practice} {Prescription} {E}-{Learning} {System} on {Learning} and {Motivation} of {Pharmacy} {Students}},
	issn = {2211-1662, 2211-1670},
	url = {https://link.springer.com/10.1007/s10758-023-09688-0},
	doi = {10/gsswbd},
	abstract = {Pharmacy education has seen a transformation with e-learning. Using a computer-supported collaborative learning environment has proven effective in achieving the learning objectives of the new curriculum in this field. The educational institutions offer the pharmacy internship course in the classroom and educational pharmacies in the presence of students. Because of Covid-19 restrictions, classes are being held online. Achieving the desired learning outcomes for this lesson can be challenging because of its practical and skill-based nature. As a result, creating customized learning experiences that align with the lesson’s objectives is crucial. This study was quasi-experimental and involved students who had selected an internship. The control group received traditional instruction, while the intervention group was taught using a combination of conventional education and an application. The learning outcomes were evaluated through learning and motivation tests using the MSLQ questionnaire. The intervention group had a mean score of 79 ± 0.117, while the control group had a mean score of 69 ± 0.195, showing that the intervention group had significantly higher learning (p {\textless} 0.05). Regarding motivation, the intervention group had a mean score of 110.4 ± 17.76, while the control group had a mean score of 113.94 ± 19.67, with no significant difference observed (p {\textgreater} 0.05). The application’s simulated pharmacy environment improved the conditions for trainees to read different prescription sheets, providing a realistic learning experience. Using the application increased students’ learning. Even though there was no significant variation in motivation between the two sets, students who used the app expressed a greater interest in education.},
	language = {en-GB},
	urldate = {2023-09-28},
	journal = {Technology, Knowledge and Learning},
	author = {Hejazi, Yamin and Emadzadeh, Setareh and Yavari, Mehri and Mastour, Haniye and Azad, Sajjad and Taherzadeh, Zhila},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Bildung, Multimedia, \#5:Zeitschriftenartikel:e-learning},
	file = {Hejazi et al. - 2023 - The Effect of Practice Prescription E-Learning Sys.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PIZLNUBL/Hejazi et al. - 2023 - The Effect of Practice Prescription E-Learning Sys.pdf:application/pdf},
}

@article{khamitova_innovative_2023,
	title = {Innovative {Learning} {Spaces} of {Higher} {Education}: a {Systematic} {Mapping} {Review} of {Themes}},
	issn = {8756-3894, 1559-7075},
	shorttitle = {Innovative {Learning} {Spaces} of {Higher} {Education}},
	url = {https://link.springer.com/10.1007/s11528-023-00892-4},
	doi = {10/gsr76g},
	abstract = {Current educational research and practice urge the reconceptualization of learning spaces' design, development, and usage. However, only some research studies address the formation of innovative learning spaces in higher education. This systematic mapping review (Grant \& Booth. Health Information \& Libraries Journal, 26, 91-108, 2009) focuses on identifying research trends and themes around innovative learning spaces in higher education and defining the innovative learning space as a concept. The analysis of 58 selected articles provides an overview of current literature with the identification of four themes such as 1) the design of the innovative learning spaces, 2) pedagogies employed in the innovative learning spaces, 3) students’ experiences in the innovative learning spaces, and 4) change management approaches towards the campus innovative learning space. The types of learning spaces influenced by the trends in pedagogy (towards constructivist approaches, such as active learning spaces) and technology (towards less physicality, such as hybrid learning spaces) are explored in this study. The analysis finalizes the challenges and recommendations for innovative learning space integration into campus teaching and learning experiences. It sets a foundation for further thematic analysis of innovative learning spaces literature.},
	language = {en-GB},
	urldate = {2023-09-22},
	journal = {TechTrends},
	author = {Khamitova, Aiman},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur},
	file = {Khamitova - 2023 - Innovative Learning Spaces of Higher Education a .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C63Y6UKN/Khamitova - 2023 - Innovative Learning Spaces of Higher Education a .pdf:application/pdf},
}

@article{zurn_connect_2023,
	title = {„{Connect} {Rollout}“ – {Ein} {Simulationsspiel} zum {Projektmanagement}},
	abstract = {Successful project work requires a broad spectrum of methodological and social competences that must be combined with a high degree of understanding of complex situations and contexts. The International Project Management Association’s (IPMA) International Competence Baseline 4.0 (ICB4) offers a standardised competence framework, and the systems thinking approach provides an appropriate methodology for dealing with complexity. The business game presented here, “Connect Rollout”, focuses on acquiring competences in accordance with ICB4 and learning systems thinking methods in an international project environment. In this way, experience-based learning processes can be facilitated without risk, and the learning ability of each student can be increased.},
	language = {de-DE},
	journal = {Zeitschrift für Hochschulentwicklung},
	author = {Zürn, Siegfried and Costa, Ines DIAS},
	year = {2023},
	keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Krisenreaktion im Bildungsbereich},
	file = {Zürn und Costa - 2023 - „Connect Rollout“ – Ein Simulationsspiel zum Proje.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NEZ55AAI/Zürn und Costa - 2023 - „Connect Rollout“ – Ein Simulationsspiel zum Proje.pdf:application/pdf},
}

@article{balconi_electrophysiology_2023,
	title = {Electrophysiology and hyperscanning applied to e-learning for organizational training},
	issn = {0969-6474, 0969-6474},
	url = {https://www.emerald.com/insight/content/doi/10.1108/TLO-01-2023-0011/full/html},
	doi = {10/gskb32},
	abstract = {Purpose – The purpose of this study is to investigate the effects of the remote training process on distance learning with the application of neurometrics and investigate the features of the training that promote better synchronization between trainers and trainees in terms of cognitive and emotional processes favorable to learning, during a condition of remote professional training.},
	language = {en-GB},
	urldate = {2023-07-31},
	journal = {The Learning Organization},
	author = {Balconi, Michela and Angioletti, Laura and Cassioli, Federico},
	month = jul,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Datenschutz und IT-Sicherheit, Bildung, Multimedia, \#5:Zeitschriftenartikel:e-learning},
	file = {Balconi et al. - 2023 - Electrophysiology and hyperscanning applied to e-l.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K9DBW867/Balconi et al. - 2023 - Electrophysiology and hyperscanning applied to e-l.pdf:application/pdf},
}

@article{turnbull_learning_2023,
	title = {Learning management systems and social media: a case for their integration in higher education institutions},
	volume = {31},
	issn = {2156-7077},
	shorttitle = {Learning management systems and social media},
	url = {https://journal.alt.ac.uk/index.php/rlt/article/view/2814},
	doi = {10/gskbsx},
	language = {en-GB},
	urldate = {2023-07-31},
	journal = {Research in Learning Technology},
	author = {Turnbull, Darren and Chugh, Ritesh and Luck, Jo},
	month = may,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bildungstheorien, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit, Bildung, Multimedia, Lernsystemarchitektur},
	file = {Turnbull et al. - 2023 - Learning management systems and social media a ca.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z4N45T8E/Turnbull et al. - 2023 - Learning management systems and social media a ca.pdf:application/pdf},
}

@article{seviana_learning_2023,
	title = {Learning contradictions: does student social interaction occur in the middle of e-{Learning}?},
	volume = {19},
	abstract = {During the period of the Covid-19 pandemic, distance learning is known to provide new numerous opportunities, in the interaction patterns between learning actors, in Indonesia. The inter-group competitive and collaborative learning methods have also been identified as options for increasing interaction, by paying attention to students’ self-concepts. Based on being quantitative explanative, this research aims to determine the influence of both learning methods and the role of students’ self-concept, on the interactions between members and groups. This research used non-parametric quantitative methods so moreover, 62 students were selected and divided into 2 classes, namely the control and experimental groups, each with 38 \& 24 respondents, respectively. To determine the effect of competitive and collaborative methods between groups, as well as self-concept on students’ social interactions, the authors use a two-way ANOVA test. The results showed that there was an influence of using collaborative learning methods on students with low self-concept towards their social interactions. However, there was no influence of students’ self-concept toward their social interactions.},
	language = {en-GB},
	number = {1},
	journal = {Journal of e-learning and knowledge society},
	author = {Seviana, Francisca Laora and Suprobo, Filipus Priyo},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildung, Multimedia, \#5:Zeitschriftenartikel:e-learning, Kernstudie},
	file = {Seviana und Suprobo - 2023 - Learning contradictions does student social inter.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6GVUQP3S/Seviana und Suprobo - 2023 - Learning contradictions does student social inter.pdf:application/pdf},
}

@article{guerrero-cortez_emotional_2023,
	title = {Emotional {And} {Cognitive} {Development} {Of} {University} {Students} {As} {A} {Result} {Of} {The} {New} {E}-{Learning} {Model}},
	abstract = {A documentary review was carried out on the production and publication of research papers concerning studying Emotional Development and Cognitive Development variables during the Virtual Learning process for university students. The purpose of the bibliometric analysis proposed in this paper was to know the main characteristics of the volume of publications registered in the Scopus database during the period 2017-2022 and to identify the current situation in Ecuadorian institutions regarding the study of the variables above, achieving the identification of 63 publications in total. The information provided by the said platform was organized using tables and figures for categorizing the information by Year of Publication, Country of Origin, Area of Knowledge and Type of Publication. Once these characteristics were described, a qualitative analysis was used to refer to the position of different authors on the proposed topic. Among the main findings of this research, it is found that the United States, with 9 publications, was the country with the highest scientific production registered in the name of authors affiliated with institutions of that country. The Area of Knowledge that made the greatest contribution to the construction of bibliographic material referring to the study of Emotional Development, Cognitive Development during the Virtual Learning process for university students was Computer Science, with 37 published documents, and the Type of Publication that was most used during the period indicated above was the Journal Article, which represents 40\% of the total scientific production.},
	language = {en-GB},
	number = {2023},
	journal = {Res Militaris},
	author = {Guerrero-Cortez, Vladimir Alexander and López-Vera, Franklin Raúl and Córdova-Aragundi, José Saturnino and Pilco-Parra, Mesías Heriberto},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Bildung, Multimedia, \#5:Zeitschriftenartikel:e-learning},
	file = {Guerrero-Cortez et al. - 2023 - Emotional And Cognitive Development Of University .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AH7Z7HXT/Guerrero-Cortez et al. - 2023 - Emotional And Cognitive Development Of University .pdf:application/pdf},
}

@article{berger_virtuelle_2022,
	title = {Virtuelle {Lernumgebungen} in der betrieblichen {Ausbildung} – eine {Analyse} am {Beispiel} der {Elektrobranche} in der {Schweiz}},
	url = {https://www.zora.uzh.ch/id/eprint/225727},
	doi = {10/grmk85},
	abstract = {Für viele Lehrbetriebe ist es schwierig, Berufslernenden genügend Situationen zu ermöglichen, in denen sie die vorgesehenen beruflichen Handlungskompetenzen erlernen und üben können. Die Anreicherung der betrieblichen Ausbildung mit technologiegestützten Erfahrungswelten auf der Basis von Virtual Reality (VR) ist deshalb vielversprechend. VR wird in der betrieblichen Ausbildung jedoch kaum systematisch angewandt, was u.a. auf eine geringe Erfahrungs- und Forschungslage zurückgeführt werden kann. Daher wurde in einem Projekt auf Basis des Design-Based Research-Ansatzes die Erstellung und Anwendung einer VR-Lernumgebung für angehende Elektrofachpersonen aufgenommen. Dieser Beitrag stellt die aus pädagogischer und technologischer Sicht herausfordernde Auswahl einer Handlungssituation, die für die Möglichkeiten einer VR-Simulation prädestiniert ist, und deren sinnvolle pädagogische Rahmung in den Mittelpunkt. Zudem werden Ergebnisse der Evaluation des erstellten Prototyps mittels einer Interventionsstudie bei Schweizer Montage-Elektriker:innen und Elektroinstallateur:innen im letzten Ausbildungsjahr präsentiert.},
	language = {de-DE},
	number = {43},
	urldate = {2023-01-10},
	journal = {Berufs- und Wirtschaftspädagogik - online},
	author = {Berger, Martin and Kraus, Katrin and Keller, Thomas and Brucker-Kley, Elke and Knaack, Reto},
	month = dec,
	year = {2022},
	note = {Publisher: bwpat Förder-Club e.V.},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Promotion:Argumentation, \#3:Zeitschriftenartikel:online:Lernumgebung},
	pages = {25},
	file = {Berger et al. - 2022 - Virtuelle Lernumgebungen in der betrieblichen Ausb.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D7IYD5R4/Berger et al. - 2022 - Virtuelle Lernumgebungen in der betrieblichen Ausb.pdf:application/pdf},
}

@article{kraus_flexibel_2022,
	title = {Flexibel, zeit- und ortsunabhängig: {Zugängliches} {E}-{Learning} für {Fort}- und {Weiterbildungen} in der {Pflege}},
	volume = {27},
	issn = {0949-7323, 1613-7574},
	shorttitle = {Flexibel, zeit- und ortsunabhängig},
	url = {https://www.springerpflege.de/doi/10.1007/s00735-022-1592-x},
	doi = {10.1007/s00735-022-1592-x},
	language = {de-DE},
	number = {6-7},
	urldate = {2022-12-29},
	journal = {ProCare},
	author = {Kraus, Alexander and Mülleder, Patrick and Leinemann, Verena and Hausmann, Daniel and Fischill-Neudeck, Valentin and Kaufmann, Peter and Ebner, Patrizia and Osterbrink, Jürgen},
	month = sep,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Bildung, Multimedia, \#5:Zeitschriftenartikel:e-learning},
	pages = {52--54},
	file = {Kraus et al. - 2022 - Flexibel, zeit- und ortsunabhängig Zugängliches E.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AHAR8Q8F/Kraus et al. - 2022 - Flexibel, zeit- und ortsunabhängig Zugängliches E.pdf:application/pdf},
}

@article{hopf_zoom-fatigue_2022,
	title = {Zoom-{Fatigue} – {Ein} {Phänomen} im {Distance}-{Learning}: {Zwei} {Studien} im {Kontext} wertedifferenzierter quantitativer und qualitativer {Analysen} von {Lehrenden} und {Studierenden} der {HAUP}},
	issn = {2313-1640},
	shorttitle = {Zoom-{Fatigue} – {Ein} {Phänomen} im {Distance}-{Learning}},
	url = {https://journal.ph-noe.ac.at/index.php/resource/article/view/1058},
	doi = {10/gp6p72},
	abstract = {Distance - Learning erleichtert die Vereinbarkeit von Beruf und Studium, fördert die Vereinbarkeit von der Familie und Studium und erleichtert nationale und internationale Kooperationen in der Aus- und Fortbildung. Aufgrund des Alleinstellungsmerkmals der Hochschule für Agrar- und Umweltpädagogik ist das Einzugsgebiet der Studierenden der Österreichische Bundesgebiet und darüber hinaus. 
Die beiden Studien „Distance Learning an der Hochschule für Agrar- und Umweltpädagogik“ sowohl für Lehrende als auch für Studierende wurde im Zeitraum von Juni bis Juli 2021 durchgeführt. 
Als Methodischer Ansatz kamen die Verortung im Wertekreis, die Methode des Freelisting sowie die Korrelation Ausgewählter Aspekte mit dem Wertekreis zur Anwendung. 
Ausgewählte Ergebnisse zum Wohlbefinden der Studienteilnehmenden, zum Thema Zoom - Fatigue und Grundlagen für mögliche Handlungsempfehlungen vorgestellt. 
Ausgewählte Ansätze zur Verbesserung der Zoom - Fatigue - Symptome werden sowohl aus den eigenen Studien vorgestellt und um weitere internationale Studien und durch eigene Empfehlungen von Umsetzungsmaßnahmen ergänzt.},
	language = {de-DE},
	urldate = {2022-05-21},
	journal = {R\&E-SOURCE},
	author = {Hopf, Norbert and Berger, Elfriede},
	month = apr,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#5:Zeitschriftenartikel:e-learning},
	file = {Hopf und Berger - 2022 - Zoom-Fatigue – Ein Phänomen im Distance-Learning .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AAK9DVMA/Hopf und Berger - 2022 - Zoom-Fatigue – Ein Phänomen im Distance-Learning .pdf:application/pdf},
}

@article{miao_adapting_2021,
	title = {Adapting {Medical} {Education} {Initiatives} {Through} {Team}-{Based} e-{Learning}, {Telemedicine} {Objective} {Structured} {Clinical} {Exams}, and {Student}-{Led} {Community} {Outreach} {During} the {COVID}-19 {Pandemic}},
	volume = {7},
	issn = {2369-3762},
	url = {https://mededu.jmir.org/2021/2/e26797},
	doi = {10.2196/26797},
	abstract = {Although the COVID-19 pandemic has quickly prompted medical schools and students around the world to transition from their traditional classrooms to web-based learning, the global crisis has inspired the development of innovative e-learning solutions that use existing technology and other web-based tools to continue nurturing the education of medical students while ensuring the public health and safety of both students and faculty members alike. Through the perspective of medical students, we share how the COVID-19 pandemic has impacted and transformed small team–based learning in medical education; changed objective structured clinical exam evaluations and the practice of clinical skills through telemedicine; and nurtured nationwide, web-based, student-led initiatives for community outreach, telehealth, and medical services.},
	language = {en-GB},
	number = {2},
	urldate = {2021-12-12},
	journal = {JMIR Medical Education},
	author = {Miao, Julia H},
	month = jun,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Bildung, Multimedia, Krisenreaktion im Bildungsbereich, COVID-19, Telemedizin, medical education, medical student, \#5:Zeitschriftenartikel:e-learning, telehealth, adaptability, clinical assessment, community outreach, community service, peer teaching, student-led initiative, team-based learning},
	pages = {e26797},
	file = {Miao - 2021 - Adapting Medical Education Initiatives Through Tea.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PU5JE5V8/Miao - 2021 - Adapting Medical Education Initiatives Through Tea.pdf:application/pdf},
}

@article{moser_lernen_2021,
	title = {Lernen nach meinen {Bedürfnissen}: {Förderung} der {Selbstlernkompetenz} durch {E}-{Learning} in der praktischen {Ausbildung}},
	volume = {16},
	issn = {1861-6186, 2235-218X},
	shorttitle = {Lernen nach meinen {Bedürfnissen}},
	url = {https://econtent.hogrefe.com/doi/10.1024/1861-6186/a000645},
	doi = {10.1024/1861-6186/a000645},
	abstract = {Zusammenfassung. Die lernende Person ist Initiator und Organisator ihres eigenen Lernprozesses. Die Fähigkeit, zu planen, sich selbst Ziele zu setzen und zu priorisieren, bildet sich jedoch in der Adoleszenz erst schritt­weise aus. Umso wichtiger ist es, dass Berufsbildende / Praxisanleitende eine Umgebung gestalten, die selbstorganisiertes Lernen fördert und Frei­räume eröffnet, beispielsweise durch E-Learning.},
	language = {de-DE},
	number = {5},
	urldate = {2021-11-06},
	journal = {PADUA},
	author = {Moser, Sandra and Staudacher, Diana and Panfil, Eva-Maria},
	month = nov,
	year = {2021},
	note = {ZSCC: 0000000},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, \#5:Zeitschriftenartikel:e-learning},
	pages = {277--283},
	file = {Moser et al. - 2021 - Lernen nach meinen Bedürfnissen Förderung der Sel.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KX5EF3X7/Moser et al. - 2021 - Lernen nach meinen Bedürfnissen Förderung der Sel.pdf:application/pdf},
}

@article{stuby_impact_2021,
	title = {Impact of {Face}-to-{Face} {Teaching} in {Addition} to {Electronic} {Learning} on {Personal} {Protective} {Equipment} {Doffing} {Proficiency} in {Student} {Paramedics}: {Protocol} for a {Randomized} {Controlled} {Trial}},
	volume = {10},
	issn = {1929-0748},
	shorttitle = {Impact of {Face}-to-{Face} {Teaching} in {Addition} to {Electronic} {Learning} on {Personal} {Protective} {Equipment} {Doffing} {Proficiency} in {Student} {Paramedics}},
	url = {https://www.researchprotocols.org/2021/4/e26927},
	doi = {10.2196/26927},
	abstract = {Background: The COVID-19 pandemic has brought attention to the importance of correctly using personal protective equipment (PPE). Doffing is a critical phase that increases the risk of contamination of health care workers. Although a gamified electronic learning (e-learning) module has been shown to increase the adequate choice of PPE among prehospital personnel, it failed to enhance knowledge regarding donning and doffing sequences. Adding other training modalities such as face-to-face training to these e-learning tools is therefore necessary to increase prehospital staff proficiency and thus help reduce the risk of contamination.
Objective: The aim of this study is to assess the impact of the Peyton 4-step approach in addition to a gamified e-learning module for teaching the PPE doffing sequence to first-year paramedic students.
Methods: Participants will first follow a gamified e-learning module before being randomized into one of two groups. In the control group, participants will be asked to perform a PPE doffing sequence, which will be video-recorded to allow for subsequent assessment. In the experimental group, participants will first undergo face-to-face training performed by third-year students using the Peyton 4-step approach before performing the doffing sequence themselves, which will also be video-recorded. All participants will then be asked to reconstruct the doffing sequence on an online platform. The recorded sequences will be assessed independently by two investigators: a prehospital emergency medicine expert and an infection prevention and control specialist. The assessors will be blinded to group allocation. Four to eight weeks after this first intervention, all participants will be asked to record the doffing sequence once again for a subsequent skill retention assessment and to reconstruct the sequence on the same online platform to assess knowledge retention. Finally, participants belonging to the control group will follow face-to-face training.
Results: The study protocol has been presented to the regional ethics committee (Req-2020-01340), which issued a declaration of no objection as such projects do not fall within the scope of the Swiss federal law on human research. Study sessions were performed in January and February 2021 in Geneva, and will be performed in April and June 2021 in Bern.
Conclusions: This study should help to determine whether face-to-face training using the Peyton 4-step approach improves the application and knowledge retention of a complex procedure when combined with an e-learning module.},
	language = {en-GB},
	number = {4},
	urldate = {2021-12-12},
	journal = {JMIR Research Protocols},
	author = {Stuby, Loric and Currat, Ludivine and Gartner, Birgit and Mayoraz, Mathieu and Harbarth, Stephan and Suppan, Laurent and Suppan, Mélanie},
	month = apr,
	year = {2021},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, online learning, online education, \#5:Zeitschriftenartikel:e-learning, student, randomized controlled trial, gamification, protection, protocol, electronic learning, personal protective equipment, prehospital, face-to-face learning, infection prevention, student paramedics},
	pages = {e26927},
	file = {Stuby et al. - 2021 - Impact of Face-to-Face Teaching in Addition to Ele.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/76U3QXP5/Stuby et al. - 2021 - Impact of Face-to-Face Teaching in Addition to Ele.pdf:application/pdf},
}

@article{nakanishi_e-learning_2021,
	title = {e-{Learning} and {Web}-{Based} {Tools} for {Psychosocial} {Interventions} {Addressing} {Neuropsychiatric} {Symptoms} of {Dementia} {During} the {COVID}-19 {Pandemic} in {Tokyo}, {Japan}: {Quasi}-{Experimental} {Study}},
	volume = {7},
	issn = {2369-3762},
	shorttitle = {e-{Learning} and {Web}-{Based} {Tools} for {Psychosocial} {Interventions} {Addressing} {Neuropsychiatric} {Symptoms} of {Dementia} {During} the {COVID}-19 {Pandemic} in {Tokyo}, {Japan}},
	url = {https://mededu.jmir.org/2021/4/e30652},
	doi = {10.2196/30652},
	abstract = {Background: Concern has been raised that the COVID-19 pandemic and consequent social distancing measures may increase neuropsychiatric symptoms in people with dementia. Thus, we developed and delivered an e-learning training course to professional caregivers on using a web-based tool for psychosocial interventions for people with dementia.
Objective: The aim of our study was to evaluate the feasibility and efficacy of an e-learning course in combination with a web-based tool in addressing neuropsychiatric symptoms of dementia.
Methods: A quasi-experimental design was used in Tokyo, Japan. The e-learning course was delivered three times to professional caregivers between July and December 2020. Caregivers who completed the course assessed the level of neuropsychiatric symptoms in people with dementia using the total score from the Neuropsychiatric Inventory (NPI) via a web-based tool. The primary outcome measures were the number of caregivers who implemented follow-up NPI evaluations by March 2021 and the change in NPI scores from baseline to their most recent follow-up evaluations. As a control group, information was also obtained from professional caregivers who completed a face-to-face training course using the same web-based tool between July 2019 and March 2020.
Results: A total of 268 caregivers completed the e-learning course in 2020. Of the 268 caregivers, 56 (20.9\%) underwent follow-up evaluations with 63 persons with dementia. The average NPI score was significantly reduced from baseline (mean 20.4, SD 16.2) to the most recent follow-up evaluations (mean 14.3, SD 13.4). The effect size was assumed to be medium (Cohen drm [repeated measures]=0.40). The control group consisted of 252 caregivers who completed a face-to-face training course. Of the 252 caregivers, 114 (45.2\%) underwent follow-up evaluations. Compared to the control group, caregivers who completed the e-learning course were significantly less likely to implement follow-up evaluations (χ21=52.0, P{\textless}.001). The change in NPI scores did not differ according to the type of training course (baseline-adjusted difference=–0.61, P=.69).
Conclusions: The replacement of face-to-face training with e-learning may have provided professionals with an opportunity to participate in the dementia behavior analysis and support enhancement (DEMBASE) program who may not have participated in the program otherwise. Although the program showed equal efficacy in terms of the two training courses, the feasibility was},
	language = {en-GB},
	number = {4},
	urldate = {2021-12-12},
	journal = {JMIR Medical Education},
	author = {Nakanishi, Miharu and Yamasaki, Syudo and Endo, Kaori and Niimura, Junko and Ziylan, Canan and Bakker, Ton J E M and Granvik, Eva and Nägga, Katarina and Nishida, Atsushi},
	month = oct,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, \#5:Zeitschriftenartikel:e-learning, dementia, implementation science, home care services, nursing homes, web-based tool},
	pages = {e30652},
	file = {Nakanishi et al. - 2021 - e-Learning and Web-Based Tools for Psychosocial In.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KXPQB23N/Nakanishi et al. - 2021 - e-Learning and Web-Based Tools for Psychosocial In.pdf:application/pdf},
}

@article{rathberger_case-based_2022,
	title = {Case-based learning in der {Thoraxchirurgie}: {Ein} {Vergleich} zwischen online- und präsenzbasiertem {Unterricht}},
	volume = {93},
	issn = {2731-6971, 2731-698X},
	shorttitle = {Case-based learning in der {Thoraxchirurgie}},
	url = {https://link.springer.com/10.1007/s00104-022-01626-7},
	doi = {10/gqp2r6},
	abstract = {Background: In modern medical education, traditional face-to-face teaching is increasingly being supplemented by innovative teaching methods, such as case-based learning or e-learning. Aim of the work: Design and evaluation of a new course concept in thoracic surgery to motivate students and at the same time ﬁnd ways to relieve the medical staﬀ in their teaching activities. Material and methods: All students of the third clinical semester at the University of Regensburg completed a case-based course on the topic of pulmonary nodules in the summer semester 2016 and winter semester 2016/2017 as part of the practical course in thoracic surgery. This involved a moderated face-to-face seminar for one group of students and a purely online event for the other group. The knowledge gain and the subjective learning experience of the students were evaluated via questionnaires.
Results: A total of 190 students took part in the courses, 88 in the face-to-face course and 102 in the online course. Although both groups recorded a signiﬁcant increase in knowledge as a result of the course intervention, the students in the face-to-face course showed signiﬁcantly higher subjective satisfaction compared to their peers in the online course.
Conclusion: Case-based learning was shown to be a promising concept in thoracic surgery education, although establishing online learning procedures proved to be more challenging than presence-based teaching.},
	language = {de-DE},
	number = {9},
	urldate = {2022-08-25},
	journal = {Die Chirurgie},
	author = {Rathberger, Katharina and Ried, Michael and Hofmann, Hans-Stefan},
	month = sep,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, \#5:Zeitschriftenartikel:e-learning},
	pages = {870--875},
	file = {Rathberger et al. - 2022 - Case-based learning in der Thoraxchirurgie Ein Ve.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4ZLHTDV9/Rathberger et al. - 2022 - Case-based learning in der Thoraxchirurgie Ein Ve.pdf:application/pdf},
}

@article{masuda_development_2022,
	title = {Development of the neurological simulation program e-learning version ({Neuro} {Sim}-e)},
	volume = {2},
	issn = {2436-293X, 2436-2956},
	url = {https://www.jstage.jst.go.jp/article/ghmo/2/1/2_2022.01006/_article},
	doi = {10/gqp2rv},
	abstract = {It is difficult to coordinate the working hours of busy clinical nurses and provide lectures, but e-learning can be used during their spare time. Therefore, this study aimed to share our experience in developing and implementing the neurology simulation program e-learning version (Neuro Sim-e). Needs analysis was conducted, and the Neuro Sim-e was developed. Four evaluation questionnaires: attention, relevance, confidence, and satisfaction (ARCS) etc., were examined. We developed the Neuro Sim-e, which consists of three scenarios. The subjects were 20 nurses. Regarding the "attention", "relevance", "reliability", and "satisfaction" of the Neuro Sim-e, 70.0\%, 95.0\%, 65.0\%, and 90.0\% of the respondents answered "rather agree" or higher, respectively. The Neuro Sim-e obtained positive feedback via ARCS evaluation and provided adequate results as an overall assessment. It is too early to conclude whether it is as effective as or better than a mannequin-based simulation, but this study provided learning materials that nurses could use in their spare time.},
	language = {en-GB},
	number = {1},
	urldate = {2022-08-25},
	journal = {GHM Open},
	author = {Masuda, Mitsumi and Sugiyama, Fumino and Shogaki, Junko and Matsumoto, Kyoko and Yagi, Machiko Saeki and Oishi, Hidenori},
	month = aug,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#5:Zeitschriftenartikel:e-learning},
	pages = {54--58},
	file = {Masuda et al. - 2022 - Development of the neurological simulation program.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VMH2P9XP/Masuda et al. - 2022 - Development of the neurological simulation program.pdf:application/pdf},
}

@article{wiedel_bedarf_2025,
	title = {Bedarf und {Eigenlogik} {Digitaler} {Sozialarbeit}: {Empirische} {Befunde} aus der {Begleitforschung} zum {Projekt} {Zukunftswelten} der {Stuttgarter} {Jugendhaus} {Gesellschaft}},
	volume = {1},
	copyright = {https://creativecommons.org/licenses/by/4.0},
	issn = {2813-947X, 2813-9488},
	shorttitle = {Bedarf und {Eigenlogik} {Digitaler} {Sozialarbeit}},
	url = {https://www.dime-sozial.de/index.php/dimesoz/article/view/9},
	doi = {10.21240/dimesoz/2025/1/9},
	abstract = {This article addresses key issues related to the digitalization of social work. It covers global systemic structures as well as specific practical actions. Firstly, the demands and wishes of important target groups for digital programs and resources in social work are discussed. Secondly, the text reflects strategies and tools contributing to a successful approach towards especially young people, including first contact, building robust relationships and giving useful advice. Basis for this multi-step discussion is the empirical project evaluation of the digital social work delivered within the Zukunftswelten program provided by Stuttgarter Jugendhaus Gesellschaft. Seven qualitative interviews with project parties involved (including the host institution, the financier and a cooperating social network) and a quantitative content analysis of 155 chat protocols derived from a Digital Streetwork initiative within the social network Jodel allow deep dives into daily working practices. The results show that digital social work is actively demanded by adolescents and young adults. Always Online communication logics and a heavily referential content production culture demand digital social workers to be highly flexible and have advanced knowledge about the scene. Anonymity in virtual worlds makes entering counseling easy and at the same time reduces the engagement of clients. Digital Streetwork substantially fosters professionalization in the field of digital social work, but has on the other hand to further develop its own professional standards and requires permanent linking to existing social support structures.},
	language = {de-DE},
	number = {1},
	urldate = {2025-02-13},
	journal = {DiMe-Sozial {\textbar} Soziale Arbeit, Medien und Digitalisierung},
	author = {Wiedel, Fabian and Dinar, Christina},
	month = feb,
	year = {2025},
	keywords = {\#7:Zeitschriftenartikel:digital:Medien},
	pages = {43--66},
	file = {Wiedel und Dinar - 2025 - Bedarf und Eigenlogik Digitaler Sozialarbeit Empirische Befunde aus der Begleitforschung zum Projek:/Users/jochenhanisch-johannsen/Zotero/storage/8EZA6Z42/Wiedel und Dinar - 2025 - Bedarf und Eigenlogik Digitaler Sozialarbeit Empirische Befunde aus der Begleitforschung zum Projek.pdf:application/pdf},
}

@article{pietrusky_individualisiertes_2025,
	title = {Individualisiertes {Lernen} mit digitalen {Bildungsressourcen}: {Eine} {Delphi} {Studie} aus der {Perspektive} von {Lehrer}:innen},
	copyright = {https://creativecommons.org/licenses/by/4.0},
	issn = {1424-3636},
	shorttitle = {Individualisiertes {Lernen} mit digitalen {Bildungsressourcen}},
	url = {https://www.medienpaed.com/article/view/1980},
	doi = {10.21240/mpaed/00/2025.02.04.X},
	abstract = {Ziel dieser Studie ist die Entwicklung eines Konzepts für die einheitliche Gestaltung digitaler Bildungsressourcen anhand verbindlicher Kriterien zur Förderung individualisierten Lernens im Unterricht. Während die aktuelle Literatur viel Wert auf OER legt, wird die Anpassungsfähigkeit digitaler Bildungsressourcen unabhängig von Lizenzfragen weniger diskutiert. Zudem fehlen Daten zur höheren Wirksamkeit von OER im Vergleich zu kommerziellen Bildungsressourcen. Daher wurde auf der Basis pädagogischer und lernpsychologischer Theorien ein theoretisches Konzept mit verbindlichen Kriterien für digitale Bildungsressourcen (DER) aus Lehrerperspektive entwickelt. Eine Delphi-Studie mit Lehramtsstudent:innen und Lehrenden identifizierte in der ersten Runde (N = 69) 19 wichtige Kriterien. In der zweiten Runde (N = 88) wurde die Wichtigkeit der Kriterien beurteilt und dabei festgestellt, dass eine höhere Häufigkeit eines Kriteriums (erste Runde) mit einer hohen durchschnittlichen Zustimmung (zweite Runde) korrelierte, was auf eine starke Zustimmung hinweist. Die drei wichtigsten Kriterien für DER sind Benutzerfreundlichkeit, Adaptierbarkeit und Verständlichkeit. Die kostenlose Verfügbarkeit von digitalen Bildungsressourcen wurde im Vergleich zu anderen Bewertungskriterien als weit weniger bedeutsam eingestuft. Die Ergebnisse der Delphi-Studie zeigen die Notwendigkeit alternativer Konzepte mit eindeutigen Kriterien zur Entwicklung digitaler Bildungsressourcen, die individualisiertes Lernen aus Sicht von Lehrer:innen fördern.
          , 
            The aim of this study is to develop a concept for the standardized design of digital educational resources based on binding criteria to promote individualized learning in the classroom. While the current literature places a lot of emphasis on OER, the adaptability of digital educational resources independent of licensing issues is less discussed. There is also a lack of data on the greater effectiveness of OER compared to commercial educational resources. Therefore, on the basis of pedagogical and theories of educational and learning psychology, a theoretical concept with binding criteria for digital educational resources (DER) from a teacherʼs perspective was developed. A Delphi study with student teachers and teachers identified 19 important criteria in the first round (N = 69). In the second round (N = 88), the importance of the criteria was assessed. It was found that a higher frequency of a criterion (first round) was associated with a positive average rating (second round), which indicates strong a agreement. The three most important criteria for DER are ease of use, adaptability and comprehensibility. The free availability of digital educational resources was rated to be far less important compared to other evaluation criteria. The results of the Delphi study show the need for alternative concepts with clear criteria for the development of digital educational resources that promote individualized learning from the teachersʼ perspective.},
	language = {de-DE},
	urldate = {2025-02-11},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Pietrusky, Stefan and Kalz, Marco},
	month = feb,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Systemanpassung, \#7:Zeitschriftenartikel:digital:Medien, Lernsystemarchitektur, Promotion:FU3},
	pages = {27--49},
	file = {Pietrusky und Kalz - 2025 - Individualisiertes Lernen mit digitalen Bildungsressourcen Eine Delphi Studie aus der Perspektive v:/Users/jochenhanisch-johannsen/Zotero/storage/JJ769TGV/Pietrusky und Kalz - 2025 - Individualisiertes Lernen mit digitalen Bildungsressourcen Eine Delphi Studie aus der Perspektive v.pdf:application/pdf},
}

@article{makwasha_documenting_nodate,
	title = {Documenting {Blended} {Learning} {Resilience} {During} {Infrastructure} {Deficiencies}},
	abstract = {Blended learning is a combination of eLearning and traditional face-to-face learning. Since challenges have been identified related to blended learning that hinder effective teaching and learning, this study examined student opinions of this learning model. The aim was to get a deep understanding of its effectiveness given infrastructure deficiencies. Twelve in-depth interviews were conducted with students at a university in Zimbabwe that uses blended learning, and an interpretivist paradigm was adopted. The Zone of Proximal Development proposed by Vygotsky was utilized to conceptualize the cognitive development of the students, and third-generation activity theory (AT), developed by, was used for evaluating the home and university activity systems. Results indicate that asynchronous blended learning, supported by a learning management system, allows content to be downloaded for offline study and hence may be adopted in universities with limited information and communications technology (ICT) infrastructure. The study adds to the narratives on blended learning implementation in countries with developing economies.},
	language = {en-GB},
	author = {Makwasha, Lucia and Mubango, Hazel and Jnr, Sam Takavarasha},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:FU5, \#8:Zeitschriftenartikel:blended:learning},
	file = {Makwasha et al. - Documenting Blended Learning Resilience During Infrastructure Deficiencies:/Users/jochenhanisch-johannsen/Zotero/storage/ALE79CUJ/Makwasha et al. - Documenting Blended Learning Resilience During Infrastructure Deficiencies.pdf:application/pdf},
}

@incollection{schacht_qualitatskriterien_2024,
	address = {Berlin, Heidelberg},
	title = {Qualitätskriterien für mathematikbezogene {Erklärvideos} – beispielhaft aufgezeigt am {Thema} {Schwierigkeiten} beim {Rechnenlernen}},
	isbn = {978-3-662-69803-7 978-3-662-69804-4},
	url = {https://link.springer.com/10.1007/978-3-662-69804-4_7},
	language = {de-DE},
	urldate = {2025-01-31},
	booktitle = {Digitale {Lehrkräftebildung} {Mathematik}},
	publisher = {Springer Berlin Heidelberg},
	author = {Glasmeyer, Nina and Selter, Christoph},
	editor = {Schacht, Florian and Scherer, Petra},
	year = {2024},
	doi = {10.1007/978-3-662-69804-4_7},
	note = {Series Title: Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {149--171},
	file = {Glasmeyer und Selter - 2024 - Qualitätskriterien für mathematikbezogene Erklärvideos – beispielhaft aufgezeigt am Thema Schwierigk:/Users/jochenhanisch-johannsen/Zotero/storage/3HHZCG2S/Glasmeyer und Selter - 2024 - Qualitätskriterien für mathematikbezogene Erklärvideos – beispielhaft aufgezeigt am Thema Schwierigk.pdf:application/pdf},
}

@article{sierak_fremdsprachenlernen_2024,
	title = {Fremdsprachenlernen in der digitalen, multimodalen {Welt}. {Perspektive} der {Studierenden}},
	copyright = {https://creativecommons.org/licenses/by-nd/4.0},
	issn = {2545-3971, 1429-2173},
	url = {https://pressto.amu.edu.pl/index.php/n/article/view/45738},
	doi = {10.14746/n.2024.63.2.9},
	abstract = {With machine learning-powered digital solutions influencing foreign language learning, it is crucial to understand students’ perceptions of language learning. In this article, multiple questions related to the increasing digitalization of language are discussed. A survey design was employed in this study to understand students’ preferences in institutional education versus independent learning. A total of 70 participants completed a questionnaire related to their language learning preferences. All the participants enrolled in this experiment were students of Lingwistyka w biznesie [Linguistics in business] at the University of Warmia and Mazury in Olsztyn1. The results focus on how “Digital Natives” learn today, what they expect from traditional face-to-face teaching and how the education system needs to adapt to such demands.},
	language = {de-DE},
	number = {63/2},
	urldate = {2025-01-02},
	journal = {Neofilolog},
	author = {Sierak, Katarzyna},
	month = dec,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU5, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {406--426},
	file = {Sierak - 2024 - Fremdsprachenlernen in der digitalen, multimodalen Welt. Perspektive der Studierenden:/Users/jochenhanisch-johannsen/Zotero/storage/GD26KIET/Sierak - 2024 - Fremdsprachenlernen in der digitalen, multimodalen Welt. Perspektive der Studierenden.pdf:application/pdf},
}

@article{yang_combining_2024,
	title = {Combining {Danmaku} and {Discussion} {Boards}: {Toward} {A} {Scalable} and {Sociable} {Environment} for {Mass} {Collaboration} in {MOOCs}},
	volume = {19},
	issn = {1556-1607, 1556-1615},
	shorttitle = {Combining {Danmaku} and {Discussion} {Boards}},
	url = {https://link.springer.com/10.1007/s11412-024-09426-3},
	doi = {10.1007/s11412-024-09426-3},
	abstract = {In online learning at scale, wherein instructional videos play a central role, interactive tools are often integrated to counteract passive consumption. For example, the forum or discussion board is widely used, and an emerging functionality, danmaku, which enables messages to be synchronized with video playback, has also been utilized recently. To explore how mass participation is accommodated and what categories of interaction learners implement, this study utilizes analysis of interaction and manual content analysis through learner-generated text data from two specific tools employed in a massive open online course (MOOC) setting: the discussion board (N = 739) and danmaku (N = 2435). Results of the analysis of interaction indicate that mass participation is managed differently by the tools: danmaku fosters a collective space for massive participants, while the discussion board organizes them into threaded small groups. In addition, results of the content analysis show danmaku primarily supports indirect interaction with a focus on the socio-emotional dimension, while the discussion board serves as a platform for direct discussions, particularly in the cognitive dimension. Furthermore, within the context of large-scale engagement, various levels of joint interaction, in addition to collaboration, are discerned and discussed in both socio-emotional and cognitive interactions. The findings offer insights for developing sociable and scalable socio-technical environments in computer-supported collaborative learning (CSCL), addressing emerging educational trends. Practical implications for educational design based on these findings are also discussed.},
	language = {en-GB},
	number = {3},
	urldate = {2025-01-01},
	journal = {International Journal of Computer-Supported Collaborative Learning},
	author = {Yang, Bo},
	month = sep,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, \#4:Zeitschriftenartikel:MOOC},
	pages = {311--339},
	file = {Yang - 2024 - Combining Danmaku and Discussion Boards Toward A Scalable and Sociable Environment for Mass Collabo:/Users/jochenhanisch-johannsen/Zotero/storage/CIUUIGN7/Yang - 2024 - Combining Danmaku and Discussion Boards Toward A Scalable and Sociable Environment for Mass Collabo.pdf:application/pdf},
}

@incollection{costescu_use_2024,
	address = {Cham},
	title = {The {Use} of {Technological} {Tools} for {Autistic} {Children}},
	volume = {33},
	isbn = {978-3-031-76413-4 978-3-031-76414-1},
	url = {https://link.springer.com/10.1007/978-3-031-76414-1_7},
	abstract = {This chapter summarizes the most used types of technological tools for clinical and educational interventions developed for autistic children. Since several studies emphasize the advantages and beneﬁts of using technology for maximizing the learning process in autistic children, we provide o overview regarding the effectiveness of using virtual reality, robots, computer-based interventions and wearables in autism therapy. For each of the above-mentioned technologies there are several studies showing their effectiveness, however there are many aspects that studies should consider when designing and testing the use of technology for autistic people. The ﬁnal part of this chapter summarizes some of those aspects that should be considered for the technology design such as co-design of the technological tool, gamiﬁcation, technology integration and cognitive availability. Since there are some inconclusive and mixed results in some of the domains of technology for autism spectrum disorder (ASD), each study should consider testing the technology in a rigorous experimental study.},
	language = {en-GB},
	urldate = {2024-12-29},
	booktitle = {Digital {Technologies} for {Learning} and {Psychological} {Interventions}},
	publisher = {Springer Nature Switzerland},
	author = {Costescu, Cristina},
	editor = {Costescu, Cristina},
	year = {2024},
	doi = {10.1007/978-3-031-76414-1_7},
	note = {Series Title: Integrated Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {151--163},
	file = {Costescu - 2024 - The Use of Technological Tools for Autistic Children:/Users/jochenhanisch-johannsen/Zotero/storage/7LFFKQJX/Costescu - 2024 - The Use of Technological Tools for Autistic Children.pdf:application/pdf},
}

@incollection{costescu_shaping_2024,
	address = {Cham},
	title = {Shaping {Executive} {Functions} of {Neurodiverse} {Children} {Through} {Digital} {Technologies}},
	volume = {33},
	isbn = {978-3-031-76413-4 978-3-031-76414-1},
	url = {https://link.springer.com/10.1007/978-3-031-76414-1_8},
	abstract = {Executive functions are critical for adaptive responses in new and complex contexts. However, research indicates the presence of deﬁcits in executive functions neurodiverse children. In this chapter, we synthesize evidence on the current digital technologies employed in training executive functions in neurodiverse children, such as autistic individuals, intellectual disabled children, dyslexic children, and attention deﬁcit hyperactivity disorder children. The chapter concludes considering some of the limitations in computerized trainings of executive functions, as well as some future directions of research on this topic.},
	language = {en-GB},
	urldate = {2024-12-29},
	booktitle = {Digital {Technologies} for {Learning} and {Psychological} {Interventions}},
	publisher = {Springer Nature Switzerland},
	author = {Costescu, Cristina and David, Carmen and Roșan, Adrian},
	editor = {Costescu, Cristina},
	year = {2024},
	doi = {10.1007/978-3-031-76414-1_8},
	note = {Series Title: Integrated Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {165--188},
	file = {Costescu et al. - 2024 - Shaping Executive Functions of Neurodiverse Children Through Digital Technologies:/Users/jochenhanisch-johannsen/Zotero/storage/GC9G37U2/Costescu et al. - 2024 - Shaping Executive Functions of Neurodiverse Children Through Digital Technologies.pdf:application/pdf},
}

@incollection{costescu_computer-supported_2024,
	address = {Cham},
	title = {Computer-{Supported} {Collaborative} {Learning} and the {Regulation} of {Learning} in {Neurodiverse} {Children}},
	volume = {33},
	isbn = {978-3-031-76413-4 978-3-031-76414-1},
	url = {https://link.springer.com/10.1007/978-3-031-76414-1_13},
	language = {en-GB},
	urldate = {2024-12-29},
	booktitle = {Digital {Technologies} for {Learning} and {Psychological} {Interventions}},
	publisher = {Springer Nature Switzerland},
	author = {Costa Ferreira, Paula and Veiga Simão, Ana Margarida and Stilwell, Diana and Lopes, Sara L. and Domingues, Diogo and Trindade, Fátima and Pereira, Nádia},
	editor = {Costescu, Cristina},
	year = {2024},
	doi = {10.1007/978-3-031-76414-1_13},
	note = {Series Title: Integrated Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {273--288},
	file = {Costa Ferreira et al. - 2024 - Computer-Supported Collaborative Learning and the Regulation of Learning in Neurodiverse Children:/Users/jochenhanisch-johannsen/Zotero/storage/7WJJLZK7/Costa Ferreira et al. - 2024 - Computer-Supported Collaborative Learning and the Regulation of Learning in Neurodiverse Children.pdf:application/pdf},
}

@incollection{costescu_using_2024,
	address = {Cham},
	title = {Using {eCoaching} to {Promote} {Independent} and {Effective} {Functioning} of {Neurodiverse} {Learners}},
	volume = {33},
	isbn = {978-3-031-76413-4 978-3-031-76414-1},
	url = {https://link.springer.com/10.1007/978-3-031-76414-1_10},
	language = {en-GB},
	urldate = {2024-12-29},
	booktitle = {Digital {Technologies} for {Learning} and {Psychological} {Interventions}},
	publisher = {Springer Nature Switzerland},
	author = {Chezan, Laura C. and Horn, Annemarie L. and Liu, Jin and Idol, Whitney},
	editor = {Costescu, Cristina},
	year = {2024},
	doi = {10.1007/978-3-031-76414-1_10},
	note = {Series Title: Integrated Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {211--233},
	file = {Chezan et al. - 2024 - Using eCoaching to Promote Independent and Effective Functioning of Neurodiverse Learners:/Users/jochenhanisch-johannsen/Zotero/storage/N3HRIWTG/Chezan et al. - 2024 - Using eCoaching to Promote Independent and Effective Functioning of Neurodiverse Learners.pdf:application/pdf},
}

@article{go_lernen_2024,
	title = {Lernen im {Beziehungsdreieck} von {Lehrkraft}, {Studierenden} und {KI}: {Explorative} {Studien}},
	volume = {19},
	copyright = {https://creativecommons.org/licenses/by/4.0},
	issn = {2219-6994},
	shorttitle = {Lernen im {Beziehungsdreieck} von {Lehrkraft}, {Studierenden} und {KI}},
	url = {https://www.zfhe.at/index.php/zfhe/article/view/2059},
	doi = {10.21240/zfhe/19-4/06},
	abstract = {The digitalisation of higher education and, in particular, the use of artificial intelligence (AI) may hold great potential for further developing teacher-student relationships. Concerning AI-supported self-study, however, higher education first needs to answer the question of what role teachers can and should play in these scenarios. Using the “HAnS” intelligent assistance system for higher education as a case study, this paper discusses how AI can affect the distribution of roles in self-study from the teacher perspective. To this end, I present the results of two explorative studies and discuss what teachers identify as AI’s potential and barriers to self-regulated learning and student participation.},
	language = {de-DE},
	number = {4},
	urldate = {2024-12-27},
	journal = {Zeitschrift für Hochschulentwicklung},
	author = {Go, Stefanie},
	month = dec,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Promotion:Weiterführung, Promotion:FU6, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {95--114},
	file = {Go - 2024 - Lernen im Beziehungsdreieck von Lehrkraft, Studierenden und KI Explorative Studien:/Users/jochenhanisch-johannsen/Zotero/storage/QBC6L683/Go - 2024 - Lernen im Beziehungsdreieck von Lehrkraft, Studierenden und KI Explorative Studien.pdf:application/pdf},
}

@article{wahyuni_pemanfaatan_2024,
	title = {Pemanfaatan {Gemini} dalam {Pembelajaran} {Bahasa} {Indonesia} di {SMA}: {Studi} {Literatur}},
	volume = {7},
	abstract = {The utilization of digital technology in education is growing, including the artificial intelligencebased Gemini application. This literature study aims to analyze the potential of Gemini as a medium for learning Indonesian language in high school. The study focuses on the application's features, benefits, challenges, and its application in learning. The study results show that Gemini can be used to improve writing, reading and text analysis skills with an independent and interactive approach. The app offers various features, such as automatic text analysis, creative writing guides, and AI-based evaluation simulations that can be customized according to students' needs. By utilizing these innovative features, Gemini has the potential to become a modern learning solution in the digital era. However, its implementation is not free from challenges, such as the need for adequate technological infrastructure, teacher training in using the application, and student adaptation to new learning methods. The study also emphasizes the importance of Gemini's integration with the existing learning curriculum for optimal benefits. Overall, the utilization of Gemini supports technology-based learning that is relevant to the demands of the 21st century, especially in improving students' literacy competencies.},
	language = {id-ID},
	number = {3},
	author = {Wahyuni, Rizki Niko and Suryani, Irma},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Promotion:FU6},
	file = {Wahyuni und Suryani - 2024 - Pemanfaatan Gemini dalam Pembelajaran Bahasa Indonesia di SMA Studi Literatur:/Users/jochenhanisch-johannsen/Zotero/storage/5YSXGVN2/Wahyuni und Suryani - 2024 - Pemanfaatan Gemini dalam Pembelajaran Bahasa Indonesia di SMA Studi Literatur.pdf:application/pdf},
}

@incollection{grosseck_quest_2024,
	address = {Singapore},
	title = {The {Quest} for {More} {Caring} and {Humanity} in {Digital} {Assessment}},
	isbn = {978-981-97-6135-7 978-981-97-6136-4},
	url = {https://link.springer.com/10.1007/978-981-97-6136-4_3},
	abstract = {During the COVID pandemic, it became clear that understanding assessment in terms of cognitive processes has plenty of limitations. The emerging artiﬁcial intelligence technologies (e.g., ChatGPT, Copilot, Perplexity) made it even more apparent, bringing more ethical dilemmas and showing more weaknesses in the higher educational systems. Online education is a new reality, and academic staff should rethink how they approach teaching, assessment, and learning in the digital environment. We can no longer respond to new educational challenges with the same traditional approaches and mindsets. In post-pandemic higher education, besides focusing on ethical dilemmas and cognitive processes, it would be worth reﬂecting on the impact of personal and social implications of what learners are learning, their feelings, interests, and values, and ways to empower students to become more selfdirected learners. Based on Fink’s taxonomy of signiﬁcant learning, this chapter will provide an integrative framework of digital assessment techniques to stimulate student motivation and academic performance. Our conceptual work will bring empirical evidence to facilitate the successful implementation and integration of digital assessment in higher education, emphasizing the human dimension of higher education.},
	language = {en-GB},
	urldate = {2024-11-21},
	booktitle = {Digital {Assessment} in {Higher} {Education}},
	publisher = {Springer Nature Singapore},
	author = {Domilescu, Gabriela and Mladenovici, Velibor},
	editor = {Grosseck, Gabriela and Sava, Simona and Ion, Georgeta and Malita, Laura},
	year = {2024},
	doi = {10.1007/978-981-97-6136-4_3},
	note = {Series Title: Lecture Notes in Educational Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {45--67},
	file = {Domilescu und Mladenovici - 2024 - The Quest for More Caring and Humanity in Digital Assessment:/Users/jochenhanisch-johannsen/Zotero/storage/8UDIX8TB/Domilescu und Mladenovici - 2024 - The Quest for More Caring and Humanity in Digital Assessment.pdf:application/pdf},
}

@incollection{grosseck_integrating_2024,
	address = {Singapore},
	title = {Integrating {Digital} {Assessment} in {Physics} {Education}: {Enhancing} {Higher}-{Order} {Thinking} and {Problem}-{Solving} {Skills} of {Students} in {Technical} {Colleges} in the {Kingdom} of {Saudi} {Arabia}},
	isbn = {978-981-97-6135-7 978-981-97-6136-4},
	shorttitle = {Integrating {Digital} {Assessment} in {Physics} {Education}},
	url = {https://link.springer.com/10.1007/978-981-97-6136-4_15},
	abstract = {This study investigated the use of Digital Assessment Tools (DATs) in physics education in Saudi Technical Colleges (STCs). It examined their roles in boosting the Higher-Order Thinking Skills (HOTS) and problem-solving abilities of students. The study adopted a qualitative approach and a research design based on a phenomenological approach involving semi-structured interviews with 22 educators of different ages, backgrounds, and experiences from STCs in various cities in the Kingdom of Saudi Arabia (KSA). The data were analysed following a sixstep thematic process, identifying effectiveness, challenges, and areas for improvement. Our ﬁndings indicate that digital assessment tools can enhance learning skills, improve students’ understanding of physics, critical thinking, analytical skills, and engagement and application of theory. The challenges include technical problems and the need for more training and guidance. The study suggests solutions, such as improved training and customisation of tools. Despite its positive outcomes, the study notes its limited generalisability and potential bias. It calls for further research, including quantitative and longitudinal studies, to assess the long-term effects of these tools on physics education. In summary, the study highlights the value of DATs to advance physics education and improve HOTS and problem-solving skills.},
	language = {en-GB},
	urldate = {2024-11-21},
	booktitle = {Digital {Assessment} in {Higher} {Education}},
	publisher = {Springer Nature Singapore},
	author = {Alanazi, Abdulaziz Abdullah and Osman, Kamisah and Halim, Lilia},
	editor = {Grosseck, Gabriela and Sava, Simona and Ion, Georgeta and Malita, Laura},
	year = {2024},
	doi = {10.1007/978-981-97-6136-4_15},
	note = {Series Title: Lecture Notes in Educational Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {327--347},
	file = {Alanazi et al. - 2024 - Integrating Digital Assessment in Physics Education Enhancing Higher-Order Thinking and Problem-Sol:/Users/jochenhanisch-johannsen/Zotero/storage/ZWDX59D8/Alanazi et al. - 2024 - Integrating Digital Assessment in Physics Education Enhancing Higher-Order Thinking and Problem-Sol.pdf:application/pdf},
}

@incollection{grosseck_accentuate_2024,
	address = {Singapore},
	title = {Accentuate the {Positive}: {Exploratory} {Case} {Study} of {ChatGPT} as a {Complementary} {Learning} {Tool}},
	isbn = {978-981-97-6135-7 978-981-97-6136-4},
	shorttitle = {Accentuate the {Positive}},
	url = {https://link.springer.com/10.1007/978-981-97-6136-4_13},
	abstract = {In this chapter, we explore the role of Artiﬁcial Intelligence (AI) and ChatGPT (Generative Pre-trained Transformer), within the scholarship of Teaching and Learning (T\&L). As educators, we are grappling with ChatGPT and trying to understand its role in both teaching and learning but also in assessment. Given educators understandable trepidation, we decided to embrace, accentuate the positive and ‘lean-in’ to ChatGPT. In this study, we explore an assessment case study and share how an assessment adaptation within an entrepreneurship module offers educators and students alike an opportunity to embrace ChatGPT and to learn from the potential that ChatGPT can bring to the classroom. Such an approach offers a constructive strategy by considering students as collaborators in the AI educational experience. We present the challenges for educators, followed by a discussion on the strategies educators can use to embrace AI. Finally, while acknowledging the ever-evolving educational landscape, we acknowledge the educator’s role in emphasising the role of authentic assessment, thus helping to develop students’ digital literacy, critical thinking and problem-solving skills, regardless of programme of study.},
	language = {en-GB},
	urldate = {2024-11-21},
	booktitle = {Digital {Assessment} in {Higher} {Education}},
	publisher = {Springer Nature Singapore},
	author = {Barrett, Gillian and Fitzgerald, Ciara and Ryan, Marie},
	editor = {Grosseck, Gabriela and Sava, Simona and Ion, Georgeta and Malita, Laura},
	year = {2024},
	doi = {10.1007/978-981-97-6136-4_13},
	note = {Series Title: Lecture Notes in Educational Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning, GPT},
	pages = {285--304},
	file = {Barrett et al. - 2024 - Accentuate the Positive Exploratory Case Study of ChatGPT as a Complementary Learning Tool:/Users/jochenhanisch-johannsen/Zotero/storage/RAFJUFE7/Barrett et al. - 2024 - Accentuate the Positive Exploratory Case Study of ChatGPT as a Complementary Learning Tool.pdf:application/pdf},
}

@article{hellmuth_soziales_2021,
	title = {Soziales {Lernen} digital unterstützen: {Wie} die {Klasse} zu einer {Gemeinschaft} wird},
	issn = {0933-422X},
	shorttitle = {Soziales {Lernen} digital unterstützen},
	url = {https://www.beltz.de/10.3262/PAED2106033},
	doi = {10.3262/PAED2106033},
	abstract = {Kennen sich die Schüler*innen untereinander schon? Sind sie einander sympathisch, helfen sie sich gegenseitig? Gibt es Freundschaften in der Klasse, werden Kinder ausgegrenzt? Dies sind Fragen, die sich Lehrer*innen bei der Übernahme einer Klasse oftmals stellen und die zeigen, wie wichtig gute Beziehungen unter den Schüler*innen sind.},
	language = {de-DE},
	number = {6},
	urldate = {2024-07-01},
	journal = {Pädagogik},
	author = {Hellmuth, Christoph and Mundelsee, Lukas and Jurkowski, Susanne},
	month = jun,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Relevanz:4, Promotion:Weiterführung, Promotion:FU3},
	pages = {33--36},
	file = {Hellmuth et al. - 2021 - Soziales Lernen digital unterstützen Wie die Klas.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R4KU3S5Y/Hellmuth et al. - 2021 - Soziales Lernen digital unterstützen Wie die Klas.pdf:application/pdf},
}

@article{hao_investigating_2024,
	title = {Investigating the relationships among peer moderation, cognitive engagement, and learning achievement in online discussion forums},
	issn = {1049-4820, 1744-5191},
	url = {https://www.tandfonline.com/doi/full/10.1080/10494820.2024.2362804},
	doi = {10.1080/10494820.2024.2362804},
	abstract = {Online discussion forums are an important component of communication and interactions between teachers and students. The success of online discussion forums depends largely on the e-moderating behavior of the students who are assigned the role of peer moderators. Their ability to facilitate meaningful discussions, encourage diverse perspectives, and keep the conversation on track is paramount to achieving group cognitive engagement and superior performance. This study analyzed the discourse generated by learners in online discussion forums, with a particular focus on the still under-explored eﬀort of peer moderation on groups’ cognitive engagement and learning achievement in online discussion forums. The result of multiple regression analyzes demonstrates how certain levels of cognitive engagement and peer moderation relate to learning achievement. Furthermore, this study examined the moderating role of peer moderation in the association between high-order cognitive engagement and learning achievement. The ﬁndings indicate that while peer moderation can have a positive moderating eﬀect, this eﬀect is weaker for a higher number of Development moderations, suggesting that excessive Development may lead to endless arguments and decrease discussion eﬃciency.},
	language = {en-GB},
	urldate = {2024-06-15},
	journal = {Interactive Learning Environments},
	author = {Hao, Mingrui and Liu, Zhi and Liu, Yanshen and Wan, Qian and Chen, Jia and Shu, Jiangbo and Liu, Yi and Mei, Linghan},
	month = jun,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Bewertungsmethoden, Promotion:Argumentation, \#0:Zeitschriftenartikel:digital:learning},
	pages = {1--19},
	file = {Hao et al. - 2024 - Investigating the relationships among peer moderat.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZLN9MHXY/Hao et al. - 2024 - Investigating the relationships among peer moderat.pdf:application/pdf},
}

@article{saravanan_training_2024,
	title = {Training to use smart tablets to access reliable online health information in older adults' post-pandemic: {A} focused pilot intervention study},
	volume = {56},
	issn = {1528-3984},
	shorttitle = {Training to use smart tablets to access reliable online health information in older adults' post-pandemic},
	doi = {10.1016/j.gerinurse.2024.02.010},
	abstract = {BACKGROUND: Older adults are becoming more accepting and interested in using digital technologies, but difficulties and barriers remain for accessing reliable health-related information. The purpose of this focused pilot intervention study was to: (1) understand older adults' firsthand experiences and challenges while using smart tablets post-COVID-19 pandemic, and (2) gather suggestions for age-appropriate training materials, preference of training materials, and resources to access reliable online health information.
METHODS: A focused pilot intervention study that involved training older adults to use smart tablets followed by focus group of a convenience sample of 13 older adults (65-85 years old; 91.6\% female) on their experiences of using smart tablets.
RESULTS: Thematic analysis revealed three themes: tablets are convenient to access online information and older adults reported technical, security concerns, emotional and cognitive challenges regarding use of smart tablets. Older adults also requested one-on-one support, assistance, and topic specific learning for future training sessions.
CONCLUSIONS: Future studies should focus on providing detailed, clear instructions at an acceptable pace for older adults.},
	language = {en-GB},
	journal = {Geriatric Nursing (New York, N.Y.)},
	author = {Saravanan, Anitha and Shade, Marcia and Liu, Yujun and Olayeni, Bolanle and Sanders, Sameera and Johnson, Rhea and Booker, Staja and Starkweather, Angela},
	year = {2024},
	pmid = {38359740},
	pmcid = {PMC10990773},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Promotion:FU5, Datenschutz und IT-Sicherheit, Learning, Humans, Female, Male, COVID-19, Pandemics, Aged, Pilot Projects, Aged, 80 and over, Community dwelling older adults, Focus study groups, Reliable health information, Smart tablets training intervention, Tablets},
	pages = {204--211},
	file = {Saravanan et al. - 2024 - Training to use smart tablets to access reliable o.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/936DA2YD/Saravanan et al. - 2024 - Training to use smart tablets to access reliable o.pdf:application/pdf},
}

@article{truss_learner_2024,
	title = {Learner engagement with instructor-generated video},
	volume = {n/a},
	issn = {1467-8535},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13450},
	doi = {10.1111/bjet.13450},
	abstract = {Effective video resources are assumed to promote learner engagement, but the extent to which this occurs is unclear. This study examines learners' engagement with instructor-generated video. It contributes an analytical synthesis of qualitative and quantitative data that provides the basis for investigating the extent to which, and how, learners engage with video resources provided in their courses. Specifically, three dimensions of learner engagement with video are studied: behavioural, cognitive and affective. The study contributes to educational technology research by identifying distinctive patterns of learner control over the use of video which diverges from instructors' assumptions. It shows the complex and nuanced features of cognitive and affective engagement. Videos can have positive effects, but inappropriate use of technical features results in learner disengagement. This study contributes a novel use of signalling theory, suggesting the importance of instructor signals concerning relevance, focus and utility as a feature of video generation, as a prerequisite of cognitive engagement. A research and theory development agenda is developed, locating video-based learning in student contexts as a basis for explaining both engagement and disengagement with video technology affordances. Practitioner notes What is already known about this topic Higher education tutors are increasingly expected to generate video content as a feature of their course delivery. Although effective video resources are assumed to promote learner engagement, the extent to which this occurs is unclear. Video technology affordances rarely feature in academic professional development programmes leaving tutors ill-equipped to understand how and in what ways students engage with video resources as a part of their courses. What this paper adds A novel use of signalling theory to explain different patterns of learner engagement and disengagement. Learner agency and control results in video technology affordances being fitted and ‘flexed’ around factors that instructors rarely consider in the video generation process. A new model to describe factors that affect student engagement with instructor-generated video. Implications for practice and/or policy Raise awareness for instructors about patterns of student engagement with video technology affordances that affect learning experience and outcomes. Implement professional development programmes to equip instructors to design and generate video content that takes account of patterns of behavioural, cognitive and affective engagement and signals relevance, focus and utility. Develop clear policies regarding technical features of video generation to avoid learner disengagement.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Truss, Aron and McBride, Karen and Porter, Hannah and Anderson, Valerie and Stilwell, Geraldine and Philippou, Christina and Taggart, Andy},
	year = {2024},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13450},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, \#0:Zeitschriftenartikel:digital:learning, Promotion:Schlussfolgerung, digital learning, video, learner engagement, Promotion:UF4a, signalling theory},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/MALTABK6/Truss et al. - Learner engagement with instructor-generated video.pdf:application/pdf},
}

@article{cho_investigating_2024,
	title = {Investigating what learners value in marketing {MOOCs}: a content analysis},
	volume = {36},
	issn = {1042-1726, 1867-1233},
	shorttitle = {Investigating what learners value in marketing {MOOCs}},
	url = {https://link.springer.com/10.1007/s12528-022-09347-w},
	doi = {10.1007/s12528-022-09347-w},
	abstract = {The purpose of this study was to investigate learners’ experiences in marketing Massive Open Online Courses (MOOCs). The comments of 255 learners, collected from three top-rated marketing MOOCs, were analyzed with MAXQDA, a content analysis software. The analysis of the 517 meanings (unit of analysis) that emerged from these comments produced five themes and 16 associated categories valued by learners, each comprising several categories as follows: (a) topic and its categories: value, content, difficulty level, knowledge gain, insight increase, and cost effectiveness; (b) instructor and its categories: characteristics, content delivery, and communication; (c) peers and its categories: interaction and evaluation; (d) instructional design and its categories: workload, structuredness, and assessment; and (e) learning resources and its categories: quality and diversity. Among the 517 meanings, 448 were positive and 69 were negative, suggesting that the learners approved of the current practices of teaching and learning in the three marketing MOOCs. Further analyses showed that content delivery in the instructor theme and content and value in the topic theme were of considerable importance from the learners’ perspectives with regard to positive experiences; however, peer evaluation in the peers theme and assessment in the instructional design theme were negatively viewed by the learners. Discussion is provided to interpret the findings.},
	language = {en-GB},
	number = {1},
	urldate = {2024-05-09},
	journal = {Journal of Computing in Higher Education},
	author = {Cho, Moon-Heum and Yang, Tianxiao and Niu, Zhijuan and Kim, Jae Kum},
	month = apr,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, Promotion:Schlussfolgerung, \#4:Zeitschriftenartikel:MOOC},
	pages = {93--115},
	file = {Cho et al. - 2024 - Investigating what learners value in marketing MOO.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8IVVX66X/Cho et al. - 2024 - Investigating what learners value in marketing MOO.pdf:application/pdf},
}

@article{benko_kunstliche_2024,
	title = {Künstliche {Intelligenz} im {Bildungsbereich}: {Ist} {KI} eine {Chance} oder ein {Jobkiller}?},
	volume = {4},
	copyright = {https://creativecommons.org/licenses/by-nc-nd/4.0},
	issn = {2791-4046, 2791-4046},
	shorttitle = {Künstliche {Intelligenz} im {Bildungsbereich}},
	url = {https://schule-verantworten.education/journal/index.php/sv/article/view/416},
	doi = {10.53349/schuleverantworten.2024.i1.a416},
	abstract = {In den letzten Jahren hat künstliche Intelligenz (KI) das Bildungswesen revolutioniert, indem sie personalisiertes Lernen, hochwertige Bildungsinhalte und erweiterte Bildungschancen ermöglicht. Durch Technologien wie maschinelles Lernen und Datenanalyse werden Bildungsprozesse unterstützt und individualisiert. Beispiele wie die Khan Academy und Duolingo zeigen, wie KI-gestützte Lernplattformen den Lernprozess an individuelle Bedürfnisse anpassen und rund um die Uhr unterstützen können. Trotz dieser Chancen birgt der Einsatz von KI im Bildungswesen auch Herausforderungen. Der Einsatz von KI in Softwarelösungen könnte zu einem Verlust von Arbeitsplätzen führen, dessen Arbeitskräfte in berufsbildenden Schulen ausgebildet werden. Auch müssen ethische und Datenschutzfragen im Umgang mit KI-Systemen berücksichtigt werden. Die Entwicklung und Anwendung von KI im Bildungsbereich erfordert daher eine ausgewogene Berücksichtigung von Chancen, Herausforderungen und ethischen Prinzipien.},
	language = {de-DE},
	number = {1},
	urldate = {2024-04-07},
	journal = {\#schuleverantworten},
	author = {Benkö, Patrick and Waltl, Sandra},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Datenschutz und IT-Sicherheit, Lernsystemarchitektur, Promotion:FU1, FH},
	file = {Benkö und Waltl - 2024 - Künstliche Intelligenz im Bildungsbereich Ist KI .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NHPYP9R6/Benkö und Waltl - 2024 - Künstliche Intelligenz im Bildungsbereich Ist KI .pdf:application/pdf},
}

@article{brenner_digitale_2024,
	title = {Digitale {Kompetenz} in der {Ausbildung} lernen: {Digitalisierung} in der {Hochschulbildung} {Pflege}: {Giosuè} di {Donato}, {Dozent} {Bachelor} {Pflege}},
	shorttitle = {Digitale {Kompetenz} in der {Ausbildung} lernen},
	url = {https://arbor.bfh.ch/21350/},
	doi = {10.24451/ARBOR.21350},
	language = {de-DE},
	urldate = {2024-03-11},
	journal = {Krankenpflege},
	author = {Brenner, Andrea and Zemp, Laurent and Thilo, Friederike J. S.},
	year = {2024},
	note = {Medium: application/pdf
Publisher: [object Object]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Weiterführung, Promotion:FU4b, \#9:Zeitschriftenartikel:digital:lernen},
	file = {Brenner et al. - 2024 - Digitale Kompetenz in der Ausbildung lernen Digit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HDE8NEVY/Brenner et al. - 2024 - Digitale Kompetenz in der Ausbildung lernen Digit.pdf:application/pdf},
}

@article{li_systematic_2023,
	title = {A {Systematic} {Literature} {Review} of {Social} {Learning} {Theory} in {Online} {Learning} {Environments}},
	volume = {35},
	issn = {1040-726X, 1573-336X},
	url = {https://link.springer.com/10.1007/s10648-023-09827-0},
	doi = {10/gs57bh},
	abstract = {The emergence of educational technologies has spurred research interest in exploring effective ways to enhance human learning in digital environments. Social Learning Theory (SLT), as a crucial theory that offers a conceptual framework for understanding the role of human agency in learning, can shed light on the underlying mechanisms of learners’ social learning behaviors, such as engagement and collaboration, in online learning contexts. However, there is a gap in the literature regarding reviews of online learning studies grounded in SLT. Therefore, this systematic review aims to examine SLT-related online learning studies to investigate how SLT contribute to the understanding of the technology integration in human learning. The review includes two descriptive research questions on research trends and implementation categories, alongside two qualitative research questions investigating the significance of SLT concepts in understanding social learning online implementations. The PRISMA method was employed to select and analyze 60 studies. Deductive content analysis revealed two major educational affordances of social networking sites that result in social learning experiences: collaborative interaction and observational participation.},
	language = {en-GB},
	number = {4},
	urldate = {2023-11-18},
	journal = {Educational Psychology Review},
	author = {Li, Siyuan and Hong, Yi-Chun and Craig, Scotty D.},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Bildungstheorien, \#0:Zeitschriftenartikel:digital:learning},
	pages = {108},
	file = {Li et al. - 2023 - A Systematic Literature Review of Social Learning .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VV6EQDFK/Li et al. - 2023 - A Systematic Literature Review of Social Learning .pdf:application/pdf},
}

@article{schafer_virtual_2023,
	title = {Virtual {Reality} in der {Schule}: {Bedenken} und {Potenziale} aus {Sicht} der {Akteur}:innen in interdisziplinären {Ratingkonferenzen}},
	volume = {51},
	issn = {1424-3636},
	shorttitle = {Virtual {Reality} in der {Schule}},
	url = {https://www.medienpaed.com/article/view/1574},
	doi = {10/grnn2t},
	abstract = {Dieser Beitrag präsentiert und diskutiert die Ergebnisse aus vier interdisziplinären Ratingkonferenzen, in denen Schüler:innen, Lehrpersonen und Expert:innen aus Entwicklung Medienpädagogik und Wissenschaft Bedenken und Potenziale des schulischen Einsatzes von Virtual Reality (VR) diskutieren. VR ist, obwohl zunehmend als Bildungstechnologie anerkannt, in der Schule noch nicht grundständig angekommen. Anhand der inhaltlich strukturierenden qualitativen Inhaltsanalyse nach Kuckartz und induktiver Kategorienermittlung werden aus den Daten vier Hauptkategorien abgeleitet. Es fehlt laut den Akteur:innen an technischer Ausstattung sowie Erfahrungen, Ideen und erprobten Konzepten für den schulischen Unterricht. Einem Mehraufwand steht ein schwer einzuschätzender Mehrwert entgegen. Gleichzeitig attestieren die Teilnehmenden VR-gestützten Lernumgebungen eine Vielzahl an Potenzialen wie immersives Lernen, barrierefreie Zugänge und Möglichkeiten für eine differenzierte Unterrichtsgestaltung. Der Beitrag zeigt auch, dass weder der wissenschaftliche Diskurs noch die teilnehmenden Akteur:innen bisher konkrete Aspekte eines verkörperten Lernens in, mit und durch VR (Extended Embodied Education) beachten. Eine Zusammenarbeit der im Schulkontext beteiligten Akteur:innen ist im Sinne einer Netzwerkarbeit zur Implementierung von VR in der Schule erstrebenswert.},
	language = {de-DE},
	urldate = {2023-01-21},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Schäfer, Caterina and Rohse, Dorina and Gittinger, Micha and Wiesche, David},
	month = jan,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Weiterführung, \#6:Zeitschriftenartikel:Bildung:Technologie, Datenschutz und IT-Sicherheit, Bildung, Multimedia, Promotion:FU4b},
	pages = {1--24},
	file = {Schäfer et al. - 2023 - Virtual Reality in der Schule Bedenken und Potenz.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GEE4LP76/Schäfer et al. - 2023 - Virtual Reality in der Schule Bedenken und Potenz.pdf:application/pdf},
}

@article{korge_agil_2022,
	title = {Agil lernen in der digitalen {Transformation}: {Fallbeispiel} zum agilen {Sprintlernen} aus der kaufmännischen {Sachbearbeitung}},
	volume = {117},
	issn = {2511-0896, 0947-0085},
	shorttitle = {Agil lernen in der digitalen {Transformation}},
	url = {https://www.degruyter.com/document/doi/10.1515/zwf-2022-1073/html},
	doi = {10/gq4p7p},
	abstract = {Agile Learning in the Digital Transformation –Case Study on Agile Sprint Learning in Commercial Processing. To exploit the potential of digitization technologies, (commercial) specialists are increasingly required to take an active part in the process of developing new digital solutions. The case study describes the corresponding learning needs and how agile sprint learning can be applied to prepare specialists for their new tasks and motivate them to get involved in the digital transformation.},
	language = {de-DE},
	number = {6},
	urldate = {2022-10-26},
	journal = {Zeitschrift für wirtschaftlichen Fabrikbetrieb},
	author = {Korge, Gabriele and Fehrle, Anna},
	month = jun,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:FU4b, Promotion:FU6, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {379--383},
	file = {Korge und Fehrle - 2022 - Agil lernen in der digitalen Transformation Fallb.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DPR6WP4A/Korge und Fehrle - 2022 - Agil lernen in der digitalen Transformation Fallb.pdf:application/pdf;Korge und Fehrle - 2022 - Agil lernen in der digitalen Transformation Fallbeispiel zum agilen Sprintlernen aus der kaufmännis:/Users/jochenhanisch-johannsen/Zotero/storage/8ZRD8IZ7/Korge und Fehrle - 2022 - Agil lernen in der digitalen Transformation Fallbeispiel zum agilen Sprintlernen aus der kaufmännis.pdf:application/pdf},
}

@article{haruna_gamifying_2021,
	title = {Gamifying {Sexual} {Education} for {Adolescents} in a {Low}-{Tech} {Setting}: {Quasi}-{Experimental} {Design} {Study}},
	volume = {9},
	issn = {2291-9279},
	shorttitle = {Gamifying {Sexual} {Education} for {Adolescents} in a {Low}-{Tech} {Setting}},
	url = {https://games.jmir.org/2021/4/e19614},
	doi = {10.2196/19614},
	abstract = {Background: Sexual education has become increasingly important as unhealthy sexual practices and subsequent health risks become more prevalent during adolescence. Traditional sex education teaching methodologies are limiting for digital natives exposed to various digital technologies. Harnessing the power of technology applications attractive to the younger generation may be a useful approach for teaching sex education.
Objective: The aim of this study was to improve sexual health knowledge and understanding of the problems associated with unhealthy sexual practices and address sexual and reproductive health challenges experienced in a low-tech setting.
Methods: A participatory design approach was used to develop the digital gamified methodology. A sample of 120 secondary school students aged 11-15 were randomly assigned to either experimental or control group for each of the 3 teaching approaches: (1) gamified instruction (actual serious games [SG] in teaching); (2) gamification (GM; making nongames, such as game-like learning); and (3) traditional teaching (TT) methods.
Results: The SG and GM approaches were more effective than TT methods in teaching sexual health education. Specifically, the average scores across groups demonstrated an increase of mean scores from the pre- to posttest (25.10 [SD 5.50] versus 75.86 [SD 13.16]; t119=41.252; P{\textless}.001 [2 tailed]). Analysis of variance indicated no significant differences across groups for pretest scores (F2,117=1.048, P=.35). Significant differences across groups were evident in the posttest scores. Students in the SG and GM groups had higher average scores than the TT group (F2,117=83.98; P{\textless}.001). Students reported increased learning motivation, attitude, know-how, and participation in learning (P{\textless}.001) when using SG and GM approaches.
Conclusions: Digital health technologies (particularly teaching and learning through gamified instruction and other novel approaches) may improve sexual health education. These findings may also be applied by practitioners in health care settings and by researchers wishing to further the development of sex education.},
	language = {en-GB},
	number = {4},
	urldate = {2021-12-12},
	journal = {JMIR Serious Games},
	author = {Haruna, Hussein and Okoye, Kingsley and Zainuddin, Zamzami and Hu, Xiao and Chu, Samuel and Hosseini, Samira},
	month = oct,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Bewertungsmethoden, \#6:Zeitschriftenartikel:Bildung:Technologie, Digitale Bildung, Promotion:Schlussfolgerung, Promotion:Relevanz:3, serious game, gamification, digital generation, educational innovation, gamified instruction, low-tech setting, teenage students},
	pages = {e19614},
	file = {Haruna et al. - 2021 - Gamifying Sexual Education for Adolescents in a Lo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LLVA85M2/Haruna et al. - 2021 - Gamifying Sexual Education for Adolescents in a Lo.pdf:application/pdf},
}

@incollection{saritepeci_introduction_2024,
	address = {Singapore},
	title = {Introduction to {Computational} {Thinking} and {Design}-{Based} {Learning}},
	isbn = {978-981-96-0852-2 978-981-96-0853-9},
	url = {https://link.springer.com/10.1007/978-981-96-0853-9_1},
	abstract = {With the rapid development of technology, learning environments and the features expected from learners are changing. In the digital age, where constructivist learning systems are based, learners are expected to be active in learning environments. Active participation of students in the learning process also improves their thinking skills. Computational thinking (CT), one of these skills, focuses on utilizing digital technologies in problem-solving processes. Design-based learning (DBL) environments are very important in developing this skill. Design-based learning environments also focus on solving real-world problems and mostly use technology. Knowing the characteristics of DBL environments and planning and applying the processes accordingly will help to achieve successful results. DBL is preferred when centering the learners in the learning processes. When the literature is examined, CT and DBL are discussed in an interdisciplinary context in many ﬁelds, such as language, science, mathematics, and technology. Methods such as robotic coding, programming, gamiﬁcation, and digital storytelling, especially suitable for DBL integrated into these areas, are essential in developing CT skills. These methods ensure that students build their learning processes by doing and experiencing. This part of the book will discuss the deﬁnition, scope, characteristics, related concepts, and dimensions of CT. Then, the deﬁnition, scope, characteristics, related concepts, and dimensions of DBL will be discussed. Finally, the effect of DBL environments on CT skills will be discussed with the support of the literature. Thus, it aims to reveal the advantages, limitations, difﬁculties, and connections between CT and DBL in education. This section will likely guide educators and those researching CT skills in DBL environments.},
	language = {en-GB},
	urldate = {2025-01-05},
	booktitle = {Integrating {Computational} {Thinking} {Through} {Design}-{Based} {Learning}},
	publisher = {Springer Nature Singapore},
	author = {Özüdoğru, Gül},
	editor = {Saritepeci, Mustafa and Yildiz Durak, Hatice},
	year = {2024},
	doi = {10.1007/978-981-96-0853-9_1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {1--14},
	file = {Özüdoğru - 2024 - Introduction to Computational Thinking and Design-Based Learning:/Users/jochenhanisch-johannsen/Zotero/storage/WQA4VDEG/Özüdoğru - 2024 - Introduction to Computational Thinking and Design-Based Learning.pdf:application/pdf},
}

@incollection{saritepeci_theoretical_2024,
	address = {Singapore},
	title = {Theoretical {Framework} for {Integrating} {Computational} {Thinking} in {Education}},
	isbn = {978-981-96-0852-2 978-981-96-0853-9},
	url = {https://link.springer.com/10.1007/978-981-96-0853-9_2},
	abstract = {Computational Thinking (CT) encompasses the cognitive processes utilized to articulate problems, allowing their resolution through computational steps and algorithms. Evolving into a centering skill applicable across diverse professional domains, CT extends beyond computer science, reaching learners in various disciplines. Its impact on education is evident as teachers integrate it from preschool to higher education levels. The role and signiﬁcance of CT in education can be outlined across four key dimensions, namely fostering problem-solving skills, preparing for the future workforce, fostering critical thinking skills, and exploring creativity. As the importance of CT continues to grow in the modern world, educators recognize the need to integrate CT into academic disciplines at all levels of education. However, the incorporation of CT into education presents both challenges and opportunities. One of the signiﬁcant challenges educators face is how to design and deliver CT learning activities that align with their teaching goals and objectives. Teachers must have the knowledge and skills to design and implement practical CT learning activities and assess students’ CT competencies. Addressing these challenges necessitates a robust foundation, where theoretical frameworks are crucial. Several theoretical frameworks have been proposed in the literature to address these challenges and guide educators in integrating CT into teaching. These frameworks offer guidelines and strategies for designing, delivering, and assessing CT learning activities. This chapter discusses three theoretical frameworks, namely problem-based instruction (PBI), Digital Storytelling (DST), and The CT Integration Elements. These frameworks were selected due to their alignment with the principles of design-based learning, which is the focus of this book. Each framework offers unique perspectives and approaches to integrating CT into teaching.},
	language = {en-GB},
	urldate = {2025-01-05},
	booktitle = {Integrating {Computational} {Thinking} {Through} {Design}-{Based} {Learning}},
	publisher = {Springer Nature Singapore},
	author = {Arslantaş, Tuğba Kamalı},
	editor = {Saritepeci, Mustafa and Yildiz Durak, Hatice},
	year = {2024},
	doi = {10.1007/978-981-96-0853-9_2},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {15--31},
	file = {Arslantaş - 2024 - Theoretical Framework for Integrating Computational Thinking in Education:/Users/jochenhanisch-johannsen/Zotero/storage/N3EUH4U6/Arslantaş - 2024 - Theoretical Framework for Integrating Computational Thinking in Education.pdf:application/pdf},
}

@incollection{saritepeci_design-based_2024,
	address = {Singapore},
	title = {Design-{Based} {Learning} {Approaches} for {Computational} {Thinking}},
	isbn = {978-981-96-0852-2 978-981-96-0853-9},
	url = {https://link.springer.com/10.1007/978-981-96-0853-9_3},
	abstract = {Education systems intend to raise generations that produce digital solutions for our planet’s problems by providing students with computational thinking (CT) skills through programming activities. To realize this vision, children need to understand the needs and requirements of the beneﬁciaries in the digital products they will develop and produce solutions to these problems. Accordingly, design-based learning (DBL) can provide a framework for teachers who want to lead students in acquiring CT skills. Accordingly, this chapter suggests educational implications by focusing on integrating CT and DBL. The chapter begins with an overview of design thinking (DT) and deﬁnitions of DBL. Also, the chapter highlights the ﬁve key ideas found in DBL’s framework: (a) Authentic learning environment, (b) Learnercentered approach, (c) Inquiry and investigation, (d) Prototyping and iteration, (e) Fostering deep learning. Then, by touching on the disadvantages and advantages of DBL, the points that should be considered to expand its role in learning and teaching processes are emphasized. The chapter then summarizes the stages of design thinking (DT), providing an understanding of the methodological process that supports DBL. Following this introduction to DBL, examples of how it can help learners’ CT development are included. Thus, examples of how CT and DT can intersect are highlighted, and the potential beneﬁts of combining the two approaches are emphasized. In conclusion, this chapter highlights the transformative potential of combining DBL and CT in educational contexts.},
	language = {en-GB},
	urldate = {2025-01-05},
	booktitle = {Integrating {Computational} {Thinking} {Through} {Design}-{Based} {Learning}},
	publisher = {Springer Nature Singapore},
	author = {Atman Uslu, Nilüfer},
	editor = {Saritepeci, Mustafa and Yildiz Durak, Hatice},
	year = {2024},
	doi = {10.1007/978-981-96-0853-9_3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {33--44},
	file = {Atman Uslu - 2024 - Design-Based Learning Approaches for Computational Thinking:/Users/jochenhanisch-johannsen/Zotero/storage/2AE7LSYC/Atman Uslu - 2024 - Design-Based Learning Approaches for Computational Thinking.pdf:application/pdf},
}

@incollection{saritepeci_ct_2024,
	address = {Singapore},
	title = {{CT} {Integration} by {Design}-{Based} {Learning} {Perspective}—{Implementation} {Example} of {Digital} {Storytelling}},
	isbn = {978-981-96-0852-2 978-981-96-0853-9},
	url = {https://link.springer.com/10.1007/978-981-96-0853-9_8},
	abstract = {Computational thinking (CT) has received much attention in educational contexts in the recent years. One way to integrate Information and Communication Technology (ICT) is using design-based learning (DBL) that focuses on cyclical learning through designing, making, and reﬁning responses to complex issues. One of the widely practiced DBL activities is digital storytelling (DS) that refers to the production and dissemination of multimedia stories using digital tools. This book chapter introduces DS as a strategy for integrating ICT into the curriculum. The chapter also outlines how the DS project is initiated, with a selection of a problem or theme, followed by the creation of story, and the use of digital tools to produce the story in the format of multimedia. The chapter further discusses the ICT principles that are part of the activity, such as problem decomposition, pattern recognition, abstraction and algorithm generation. In addition, it describes the beneﬁts of using ICT through DS including the improvement of students’ problem-solving skills, promotion of creativity and innovation among students and teamwork and communication. The chapter ends by highlighting the necessity of systematic and well-planned transition of ICT through DBL, and the considerable role of continuous teacher support and professional development for effective ICT integration. In a nutshell, this book chapter presents how DS facilitates the process of the integration of ICT into education curricula using DBL, outlining advantages and challenges of this approach for educators and students.},
	language = {en-GB},
	urldate = {2025-01-05},
	booktitle = {Integrating {Computational} {Thinking} {Through} {Design}-{Based} {Learning}},
	publisher = {Springer Nature Singapore},
	author = {Ermiş, Uğur Ferhat and Balıkçı, Hasan Celal},
	editor = {Saritepeci, Mustafa and Yildiz Durak, Hatice},
	year = {2024},
	doi = {10.1007/978-981-96-0853-9_8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {129--145},
	file = {Ermiş und Balıkçı - 2024 - CT Integration by Design-Based Learning Perspective—Implementation Example of Digital Storytelling:/Users/jochenhanisch-johannsen/Zotero/storage/3EB74RZS/Ermiş und Balıkçı - 2024 - CT Integration by Design-Based Learning Perspective—Implementation Example of Digital Storytelling.pdf:application/pdf},
}

@incollection{fahr_kompetenz-_2025,
	address = {Wiesbaden},
	title = {Kompetenz- und {Bedarfsoptimierte} {Lehrstrategie}: {Digitale} und analoge {Lehrelemente} sinnvoll verzahnen},
	isbn = {978-3-658-45214-8 978-3-658-45215-5},
	shorttitle = {Kompetenz- und {Bedarfsoptimierte} {Lehrstrategie}},
	url = {https://link.springer.com/10.1007/978-3-658-45215-5_3},
	abstract = {Zusammenfassung
            Seit der Covid-19-Pandemie wird den Lehrenden immer wieder empfohlen, das Beste aus den zwei Welten „Online-“ und „Präsenz“-Lehre in die eigene Lehre zu integrieren. Aber woran erkennen Lehrende, an welcher Stelle sich eher analoge, digitale, asynchrone oder synchrone Lehrelemente anbieten? Ziel des Projekts „NewNormal – Kompetenz- und Bedarfsoptimierte Lehrstrategie“ war es, hierfür kriterienbasierte Empfehlungen zu entwickeln. Grundgedanke des Projekts war es, den Digitalisierungsgrad der Lehrvermittlung an den Bedürfnissen der Studierenden, den zu erwerbenden Kompetenzen und dem Studienverlauf anzupassen. Bei den Bedürfnissen werden die drei Grundbedürfnisse soziale Eingebundenheit, Kompetenzerleben und Autonomie nach Ryan und Deci (2000) verwendet. Es wird vermutet, dass diese je nach Phase im Studium unterschiedlich wichtig sind. Erprobt und evaluiert wurden diese Annahmen im Grundlagenstudium des Bachelorstudiengangs Maschinenwesen an der TUM. Die Ergebnisse zeigen unter anderem, dass sowohl die Studierenden als auch die Lehrenden mit der Wahl der Lehrformate zufrieden sind und das Gefühl haben, dass die gewählten Formate gut geeignet für die Vermittlung der jeweilig angestrebten Kompetenzen sind. Darüber hinaus liefern sie Hinweise dafür, dass die Berücksichtigung der Bedürfnisse der Studierenden ein wichtiger Faktor für die Zufriedenheit und Motivation der Studierenden ist.},
	language = {de-DE},
	urldate = {2025-01-02},
	booktitle = {Digital gestützte {Lehre}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Strasser, Alexandra and Motzet, Rudolf and Stahl, Karsten},
	editor = {Fahr, Uwe and Riegler, Peter},
	year = {2025},
	doi = {10.1007/978-3-658-45215-5_3},
	note = {Series Title: Diversität und Bildung im digitalen Zeitalter},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:FU2a, Promotion:FU5, Promotion:FU4b, Promotion:FU3, Promotion:FU6, Promotion:FU2b, \#0:Buchteil:digital:learning},
	pages = {45--71},
	file = {Strasser et al. - 2025 - Kompetenz- und Bedarfsoptimierte Lehrstrategie Digitale und analoge Lehrelemente sinnvoll verzahnen:/Users/jochenhanisch-johannsen/Zotero/storage/B4D32VEN/Strasser et al. - 2025 - Kompetenz- und Bedarfsoptimierte Lehrstrategie Digitale und analoge Lehrelemente sinnvoll verzahnen.pdf:application/pdf},
}

@incollection{costescu_digital_2024,
	address = {Cham},
	title = {Digital {Biomarkers} in {Neurodevelopmental} {Health}: {Current} {Status}, {Promises}, and {Perils}},
	volume = {33},
	isbn = {978-3-031-76413-4 978-3-031-76414-1},
	shorttitle = {Digital {Biomarkers} in {Neurodevelopmental} {Health}},
	url = {https://link.springer.com/10.1007/978-3-031-76414-1_4},
	abstract = {A digital biomarker is a quantiﬁable characteristic obtained from a digital device which serves as an indicator of a biological process. This includes both normal and pathological processes as well as responses to an exposure, for example to a treatment. There has been a surge of research interest on digital biomarkers in neurodevelopmental health. Persisting challenges in the ﬁeld such as long waiting times for diagnoses have led to the exploration of novel technologies to address these problems. In this chapter, we provide an overview of recent advances in the development of digital biomarkers for neurodevelopmental health. We further discuss the potential improvements these new technologies can bring about as well as the associated risks and ethical challenges.},
	language = {en-GB},
	urldate = {2024-12-29},
	booktitle = {Digital {Technologies} for {Learning} and {Psychological} {Interventions}},
	publisher = {Springer Nature Switzerland},
	author = {Owotoki, Wamuyu and Enseroth, Anninka and Mbugua, Ruth Njeri and Owotoki, Peter},
	editor = {Costescu, Cristina},
	year = {2024},
	doi = {10.1007/978-3-031-76414-1_4},
	note = {Series Title: Integrated Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {83--108},
	file = {Owotoki et al. - 2024 - Digital Biomarkers in Neurodevelopmental Health Current Status, Promises, and Perils:/Users/jochenhanisch-johannsen/Zotero/storage/MJVH5XSP/Owotoki et al. - 2024 - Digital Biomarkers in Neurodevelopmental Health Current Status, Promises, and Perils.pdf:application/pdf},
}

@incollection{costescu_support_2024,
	address = {Cham},
	title = {Support, {But} {Do} {Not} {Replace}, {Human} {Expertise}: {A} {Few} {Considerations} for the {Deployment} of {Machine} {Learning} in {Support} of {Neurodiverse} {Children} and {Adolescents}},
	volume = {33},
	isbn = {978-3-031-76413-4 978-3-031-76414-1},
	shorttitle = {Support, {But} {Do} {Not} {Replace}, {Human} {Expertise}},
	url = {https://link.springer.com/10.1007/978-3-031-76414-1_5},
	abstract = {Machine learning and artiﬁcial intelligence currently see rapid developments and growth. In this chapter, we discuss some of the implications of the increasing ubiquitousness of resulting algorithms in technology used to support neurodiverse children in various contexts. The focus is less on discussing speciﬁc methods, given the rapid pace at which they currently evolve, and more on an attempt to highlight general principles and concerns. We highlight in particular that although algorithmic approaches can support various stakeholders, such as parents, therapists, teachers, and the children themselves, they cannot and should not replace them. More generally, we will distinguish between different uses of algorithms, namely the description of observable data and the interpretation thereof. We also discuss some of the fundamental challenges, for example in assessing vaguely-deﬁned mental states. Overall, the purpose of this chapter is to create an awareness of the potentials, but also the limitations of machine learning approaches to supporting neurodiverse children in various contexts.},
	language = {en-GB},
	urldate = {2024-12-29},
	booktitle = {Digital {Technologies} for {Learning} and {Psychological} {Interventions}},
	publisher = {Springer Nature Switzerland},
	author = {Thill, Serge},
	editor = {Costescu, Cristina},
	year = {2024},
	doi = {10.1007/978-3-031-76414-1_5},
	note = {Series Title: Integrated Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {109--121},
	file = {Thill - 2024 - Support, But Do Not Replace, Human Expertise A Few Considerations for the Deployment of Machine Lea:/Users/jochenhanisch-johannsen/Zotero/storage/JIIR2ARB/Thill - 2024 - Support, But Do Not Replace, Human Expertise A Few Considerations for the Deployment of Machine Lea.pdf:application/pdf},
}

@incollection{costescu_best_2024,
	address = {Cham},
	title = {Best {Practices} to {Improve} {Autonomy} of {People} on the {Spectrum} {Using} {Handheld} {Devices}},
	volume = {33},
	isbn = {978-3-031-76413-4 978-3-031-76414-1},
	url = {https://link.springer.com/10.1007/978-3-031-76414-1_9},
	abstract = {Technology use for people on the autism spectrum is progressively gaining broader scientiﬁc evidence to withhold its implementation. Handheld devices with speciﬁc or off-the-shelf developments, if appropriately implemented and responding to needs, can provide a relevant asset to improve autonomous functioning in some critical areas for people on the autism spectrum, like Communication, Social Interaction, Self-Regulation, Self-Management, and Independent Living. Along the text, we review and propose some options for these critical adaptative areas of development.},
	language = {en-GB},
	urldate = {2024-12-29},
	booktitle = {Digital {Technologies} for {Learning} and {Psychological} {Interventions}},
	publisher = {Springer Nature Switzerland},
	author = {Montero De Espinosa Espino, Guadalupe and Perez De La Maza, Luis},
	editor = {Costescu, Cristina},
	year = {2024},
	doi = {10.1007/978-3-031-76414-1_9},
	note = {Series Title: Integrated Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {189--209},
	file = {Montero De Espinosa Espino und Perez De La Maza - 2024 - Best Practices to Improve Autonomy of People on the Spectrum Using Handheld Devices:/Users/jochenhanisch-johannsen/Zotero/storage/22H4X6CS/Montero De Espinosa Espino und Perez De La Maza - 2024 - Best Practices to Improve Autonomy of People on the Spectrum Using Handheld Devices.pdf:application/pdf},
}

@incollection{costescu_technologies_2024,
	address = {Cham},
	title = {Technologies for {Intervention} in {Autism}: {Current} {Knowledge} and {Research} {Framework}},
	volume = {33},
	isbn = {978-3-031-76413-4 978-3-031-76414-1},
	shorttitle = {Technologies for {Intervention} in {Autism}},
	url = {https://link.springer.com/10.1007/978-3-031-76414-1_1},
	abstract = {This chapter begins by compiling some ﬁgures related to the number of publications, which reﬂect the current dimension of research efforts around technologies and autism. The main lines of research related to the use of technology in the intervention are also summarised, and the main potential advantages of technologies for intervention in autism are explored, related to their visual nature and predictability, as well as their possible risks. Other potential beneﬁts, such as the generalisation of learning and possibilities for the personalisation of technology-supported interventions, are also discussed.},
	language = {en-GB},
	urldate = {2024-12-29},
	booktitle = {Digital {Technologies} for {Learning} and {Psychological} {Interventions}},
	publisher = {Springer Nature Switzerland},
	author = {Gutiérrez, Gerardo Herrera and Vera, Lucía},
	editor = {Costescu, Cristina},
	year = {2024},
	doi = {10.1007/978-3-031-76414-1_1},
	note = {Series Title: Integrated Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {3--24},
	file = {Gutiérrez und Vera - 2024 - Technologies for Intervention in Autism Current Knowledge and Research Framework:/Users/jochenhanisch-johannsen/Zotero/storage/TIZ6BJ7Z/Gutiérrez und Vera - 2024 - Technologies for Intervention in Autism Current Knowledge and Research Framework.pdf:application/pdf},
}

@incollection{costescu_participation_2024,
	address = {Cham},
	title = {Participation of {Autistic} {People} in {Research} and {Technology} {Design}},
	volume = {33},
	isbn = {978-3-031-76413-4 978-3-031-76414-1},
	url = {https://link.springer.com/10.1007/978-3-031-76414-1_2},
	abstract = {This chapter analyses the rights of autistic people to participate in the process of designing, developing and experimentally testing digital tools to address their needs. This active participation can be achieved and facilitated in at least two ways: in research studies and in the design processes of tools and intervention strategies. For the participation of autistic people in research, this chapter analyses ethical implications and relevant experimental designs that facilitate the representation of the autism spectrum. An evaluative method for assessing Evidence-Based Practices (EBP) in autism is also analysed. For the technology design, several methodologies facilitate this participation when expressing and deﬁning their real needs in the initial stages of the technology development cycle. General methodologies for technology development are analysed with a focus on guaranteeing the best response to their needs. Finally, the case of gamiﬁcation and web accessibility is analysed to illustrate how participation can be truly achieved.},
	language = {en-GB},
	urldate = {2024-12-29},
	booktitle = {Digital {Technologies} for {Learning} and {Psychological} {Interventions}},
	publisher = {Springer Nature Switzerland},
	author = {Gutiérrez, Gerardo Herrera and Pérez-Fuster, Patricia and Costescu, Cristina},
	editor = {Costescu, Cristina},
	year = {2024},
	doi = {10.1007/978-3-031-76414-1_2},
	note = {Series Title: Integrated Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {25--41},
	file = {Gutiérrez et al. - 2024 - Participation of Autistic People in Research and Technology Design:/Users/jochenhanisch-johannsen/Zotero/storage/6K97Q6CZ/Gutiérrez et al. - 2024 - Participation of Autistic People in Research and Technology Design.pdf:application/pdf},
}

@incollection{costescu_utility_2024,
	address = {Cham},
	title = {The {Utility} of {Biomarkers} for {Assessment} and {Intervention} in {Neurodevelopmental} {Disorders}},
	volume = {33},
	isbn = {978-3-031-76413-4 978-3-031-76414-1},
	url = {https://link.springer.com/10.1007/978-3-031-76414-1_3},
	language = {en-GB},
	urldate = {2024-12-29},
	booktitle = {Digital {Technologies} for {Learning} and {Psychological} {Interventions}},
	publisher = {Springer Nature Switzerland},
	author = {Guldner, Stella and Ernst, Julia and Nees, Frauke and Holz, Nathalie},
	editor = {Costescu, Cristina},
	year = {2024},
	doi = {10.1007/978-3-031-76414-1_3},
	note = {Series Title: Integrated Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {43--81},
	file = {Guldner et al. - 2024 - The Utility of Biomarkers for Assessment and Intervention in Neurodevelopmental Disorders:/Users/jochenhanisch-johannsen/Zotero/storage/32V4JEVY/Guldner et al. - 2024 - The Utility of Biomarkers for Assessment and Intervention in Neurodevelopmental Disorders.pdf:application/pdf},
}

@incollection{costescu_social_2024,
	address = {Cham},
	title = {Social {Robotics} in {Psychological} {Interventions} for {Children}},
	volume = {33},
	isbn = {978-3-031-76413-4 978-3-031-76414-1},
	url = {https://link.springer.com/10.1007/978-3-031-76414-1_6},
	language = {en-GB},
	urldate = {2024-12-29},
	booktitle = {Digital {Technologies} for {Learning} and {Psychological} {Interventions}},
	publisher = {Springer Nature Switzerland},
	author = {Neerinex, Anouk and Brito, Joana and Couto, Marta and Campos, Joana and De Graaf, Maartje and Masthoff, Judith and Paiva, Ana},
	editor = {Costescu, Cristina},
	year = {2024},
	doi = {10.1007/978-3-031-76414-1_6},
	note = {Series Title: Integrated Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {123--147},
	file = {Neerinex et al. - 2024 - Social Robotics in Psychological Interventions for Children:/Users/jochenhanisch-johannsen/Zotero/storage/DIAVSFM5/Neerinex et al. - 2024 - Social Robotics in Psychological Interventions for Children.pdf:application/pdf},
}

@incollection{costescu_digital_2024-1,
	address = {Cham},
	title = {Digital {Interventions} for {Attention} {Deficit}/{Hyperactivity} {Disorder}},
	volume = {33},
	isbn = {978-3-031-76413-4 978-3-031-76414-1},
	url = {https://link.springer.com/10.1007/978-3-031-76414-1_11},
	abstract = {In this chapter, we summarize available digital interventions utilized for assessment and therapy of ADHD. During the COVID-19 pandemic the use of digital tools in clinical psychology became prominent due to restrictions of in-person therapy. Since multiple interventions have been introduced over the last decade, we aim to provide an overview of different web- and PC-based (telemedicine, cognitive and behavioral interventions, neurofeedback) and mobile Health interventions as well as wearables/sensors and virtual reality-based tools. For each topic, we have focused on the therapeutic concept, its implementation and efﬁcacy.},
	language = {en-GB},
	urldate = {2024-12-29},
	booktitle = {Digital {Technologies} for {Learning} and {Psychological} {Interventions}},
	publisher = {Springer Nature Switzerland},
	author = {Marten, Leonhard and Kaiser, Anna and Häge, Alexander},
	editor = {Costescu, Cristina},
	year = {2024},
	doi = {10.1007/978-3-031-76414-1_11},
	note = {Series Title: Integrated Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {235--253},
	file = {Marten et al. - 2024 - Digital Interventions for Attention DeficitHyperactivity Disorder:/Users/jochenhanisch-johannsen/Zotero/storage/QA4GREEA/Marten et al. - 2024 - Digital Interventions for Attention DeficitHyperactivity Disorder.pdf:application/pdf},
}

@incollection{murray_exploring_2025,
	address = {Cham},
	title = {Exploring {Collaborative} {Interactive} {Digital} {Narrative} {Creation} in {Higher} {Education} {Through} {Narrative} {Analysis}: {A} {Case} {Study} on {COVID}-19 {Storytelling}},
	volume = {15468},
	isbn = {978-3-031-78449-1 978-3-031-78450-7},
	shorttitle = {Exploring {Collaborative} {Interactive} {Digital} {Narrative} {Creation} in {Higher} {Education} {Through} {Narrative} {Analysis}},
	url = {https://link.springer.com/10.1007/978-3-031-78450-7_20},
	abstract = {This paper explores collaborative IDN creation as a pedagogical approach in higher education. Drawing on theories of constructivism and social learning, we believe that collaborative IDN creation can foster knowledge-building and diverse perspectives. To investigate this approach, we conducted a study involving a class of college students tasked with creating IDNs about the COVID-19 pandemic. As the ﬁrst step, we analyze the theme, interactivity, agency, and other elements of their IDNs, to understand the potential beneﬁts and challenges of this method. Students demonstrated a diverse range of storytelling approaches, incorporating a range of elements and themes. Future work will focus on indepth interviews to gain insight into their thought process, motivations around design decisions, sense of co-creation and perceived learning outcomes.},
	language = {en-GB},
	urldate = {2024-12-27},
	booktitle = {Interactive {Storytelling}},
	publisher = {Springer Nature Switzerland},
	author = {Petousi, Dimitra and Katifori, Akrivi and Boile, Maria and Sifaki, Eirini},
	editor = {Murray, John T. and Reyes, María Cecilia},
	year = {2025},
	doi = {10.1007/978-3-031-78450-7_20},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {267--278},
	file = {Petousi et al. - 2025 - Exploring Collaborative Interactive Digital Narrative Creation in Higher Education Through Narrative:/Users/jochenhanisch-johannsen/Zotero/storage/KQ9P8Q8X/Petousi et al. - 2025 - Exploring Collaborative Interactive Digital Narrative Creation in Higher Education Through Narrative.pdf:application/pdf},
}

@incollection{grosseck_digital_2024,
	address = {Singapore},
	title = {Digital {Assessment} in {Higher} {Education}: {Sustainable} {Trends} and {Emerging} {Frontiers} in the {AI} {Era}},
	isbn = {978-981-97-6135-7 978-981-97-6136-4},
	shorttitle = {Digital {Assessment} in {Higher} {Education}},
	url = {https://link.springer.com/10.1007/978-981-97-6136-4_2},
	abstract = {Higher education institutions are challenged to develop and share sustainable approaches to assessment methodologies to ensure quality education for diverse learners. These approaches are essential for preparing students to thrive in a society that has undergone digital transformation. With the rapid developments driven by the latest Generative Artiﬁcial Intelligence technologies, evaluating and reconsidering existing digital assessment practices is imperative. This chapter proposes a conceptual model that supports digital assignment methodologies aligned with a holistic approach to teaching and learning, integrating sustainability goals and emerging technologies. This model recognises the importance of artiﬁcial intelligence literacy and human capabilities such as critical thinking, empathy, and self-regulation in fostering lifelong learning. The goal of the study is to investigate long-term patterns and new directions in artiﬁcial intelligence for digital assessments, as well as to answer the question of how generative artiﬁcial intelligence can support sustainable digital assessment models in higher education. The outcomes of this study aim to provide valuable insights for policymakers and educators in higher education institutions as they strive to enhance students’ learning experiences.},
	language = {en-GB},
	urldate = {2024-11-21},
	booktitle = {Digital {Assessment} in {Higher} {Education}},
	publisher = {Springer Nature Singapore},
	author = {Lelescu, Ana and Kabiraj, Sajal},
	editor = {Grosseck, Gabriela and Sava, Simona and Ion, Georgeta and Malita, Laura},
	year = {2024},
	doi = {10.1007/978-981-97-6136-4_2},
	note = {Series Title: Lecture Notes in Educational Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {27--44},
	file = {Lelescu und Kabiraj - 2024 - Digital Assessment in Higher Education Sustainable Trends and Emerging Frontiers in the AI Era:/Users/jochenhanisch-johannsen/Zotero/storage/CFY3LQ68/Lelescu und Kabiraj - 2024 - Digital Assessment in Higher Education Sustainable Trends and Emerging Frontiers in the AI Era.pdf:application/pdf},
}

@incollection{grosseck_d-eva_2024,
	address = {Singapore},
	title = {D-{Eva} {Programme}: {Supporting} {Academics} to {Use} {Digital} {Tools} for {Students}’ {Assessment}},
	isbn = {978-981-97-6135-7 978-981-97-6136-4},
	shorttitle = {D-{Eva} {Programme}},
	url = {https://link.springer.com/10.1007/978-981-97-6136-4_10},
	abstract = {This chapter introduces a research-based professional programme tailored to enhance the assessment competencies of higher education academics using digital tools. The program’s primary goal is to empower academics to evaluate students’ practical skills through innovative technological strategies and tools. Developed within the collaborative framework of the D-Eva project, the programme underwent a participatory co-creation process involving academics, assessment experts, researchers, and digital content creators across four European countries. Its design draws from comprehensive research insights and considers crucial factors that foster academic and professional growth. Grounded in the belief that educators should actively shape their assessment methodologies, the programme positions them as reﬂective practitioners within a Professional Learning Community framework anchored in social constructivist principles. Moreover, the “D-Eva programme” adopts evidence-informed practices to facilitate teacher development in universities, accommodating diverse levels of digital literacy. It offers a range of resources, including a database housing various assessment activities, an online hub featuring examples of digital resources, and four self-paced micro-modules designed to support and enhance assessment practices.},
	language = {en-GB},
	urldate = {2024-11-21},
	booktitle = {Digital {Assessment} in {Higher} {Education}},
	publisher = {Springer Nature Singapore},
	author = {Ion, Georgeta and Mercader Juan, Cristina},
	editor = {Grosseck, Gabriela and Sava, Simona and Ion, Georgeta and Malita, Laura},
	year = {2024},
	doi = {10.1007/978-981-97-6136-4_10},
	note = {Series Title: Lecture Notes in Educational Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {225--240},
	file = {Ion und Mercader Juan - 2024 - D-Eva Programme Supporting Academics to Use Digital Tools for Students’ Assessment:/Users/jochenhanisch-johannsen/Zotero/storage/CQ35JQIX/Ion und Mercader Juan - 2024 - D-Eva Programme Supporting Academics to Use Digital Tools for Students’ Assessment.pdf:application/pdf},
}

@incollection{grosseck_academic_2024,
	address = {Singapore},
	title = {Academic {Assessment} in the {Context} of {Digitally} {Mediated} {Teaching} and {Learning}. {Benchmarks} for a {New} {Assessment} {Architecture}},
	isbn = {978-981-97-6135-7 978-981-97-6136-4},
	url = {https://link.springer.com/10.1007/978-981-97-6136-4_6},
	language = {en-GB},
	urldate = {2024-11-21},
	booktitle = {Digital {Assessment} in {Higher} {Education}},
	publisher = {Springer Nature Singapore},
	author = {Opre, Dana and Glava, Adina and Opre, Adrian and Glava, Cătălin},
	editor = {Grosseck, Gabriela and Sava, Simona and Ion, Georgeta and Malita, Laura},
	year = {2024},
	doi = {10.1007/978-981-97-6136-4_6},
	note = {Series Title: Lecture Notes in Educational Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {117--141},
	file = {Opre et al. - 2024 - Academic Assessment in the Context of Digitally Mediated Teaching and Learning. Benchmarks for a New:/Users/jochenhanisch-johannsen/Zotero/storage/2KKAWZPP/Opre et al. - 2024 - Academic Assessment in the Context of Digitally Mediated Teaching and Learning. Benchmarks for a New.pdf:application/pdf},
}

@incollection{grosseck_beyond_2024,
	address = {Singapore},
	title = {Beyond {Pen} and {Paper}: {Understanding} the {Landscape} of {Digital} {Assessment} in {Stem} {Higher} {Education}},
	isbn = {978-981-97-6135-7 978-981-97-6136-4},
	shorttitle = {Beyond {Pen} and {Paper}},
	url = {https://link.springer.com/10.1007/978-981-97-6136-4_8},
	abstract = {The landscape of assessment in Science, Technology, Engineering, and Mathematics (STEM) higher education is undergoing a transformative shift as traditional pen-and-paper methods increasingly give way to digital tools. The present systematic literature review (SLR) delves into this dynamic domain, analyzing research published between 2019 and 2023 to map the current state of digital assessment adoption, its impact on student learning, and the persistent challenges that must be addressed. Drawing upon a curated selection of seven peer-reviewed articles guided by the PRISMA framework from databases like Web of Science (WoS), Scopus, and the Education Resources Information Center (ERIC), the study reveals a growing embrace of digital assessment tools like multiple data sets, ELARS, computer-mediated assessment, Vektor AR3-APP, and the OPERHOT platform. Innovations bring beneﬁts, such as enhanced student engagement, feedback mechanisms, and insights into learning processes. However, this digital transformation is not without its challenges. Concerns over limited faculty training, uneven technological access across institutions and student populations, and potential threats to academic integrity and data security demand immediate attention. Robust faculty development programs, equitable technology distribution initiatives, and the development of innovative security solutions are crucial for safeguarding the beneﬁts of digital assessment while mitigating its drawbacks. Moving beyond the current landscape, the review also explores the boundless potential of emerging technologies like AI-powered assessments and personalized learning analytics to revolutionize student learning and assessment practices in STEM disciplines. By shedding light on the current landscape, impact, and challenges, this SLR lays the groundwork for a future where digital assessment thrives in STEM higher education, empowering educators and unlocking students’ full potential. By proactively addressing the identiﬁed challenges and embracing the power of new technologies, this transformation can be nurtured, creating a vibrant and equitable learning environment for generations to come.},
	language = {en-GB},
	urldate = {2024-11-21},
	booktitle = {Digital {Assessment} in {Higher} {Education}},
	publisher = {Springer Nature Singapore},
	author = {Guruloo, Thelugu Novah Mary and Osman, Kamisah},
	editor = {Grosseck, Gabriela and Sava, Simona and Ion, Georgeta and Malita, Laura},
	year = {2024},
	doi = {10.1007/978-981-97-6136-4_8},
	note = {Series Title: Lecture Notes in Educational Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {177--197},
	file = {Guruloo und Osman - 2024 - Beyond Pen and Paper Understanding the Landscape of Digital Assessment in Stem Higher Education:/Users/jochenhanisch-johannsen/Zotero/storage/ZP73WREQ/Guruloo und Osman - 2024 - Beyond Pen and Paper Understanding the Landscape of Digital Assessment in Stem Higher Education.pdf:application/pdf},
}

@incollection{grosseck_designing_2024,
	address = {Singapore},
	title = {Designing a {Learning} {Dashboard} to {Promote} {Self}-regulation in {Higher} {Education}},
	isbn = {978-981-97-6135-7 978-981-97-6136-4},
	url = {https://link.springer.com/10.1007/978-981-97-6136-4_5},
	abstract = {Feedback, understood as an action, implies the process of making sense of information regarding the learning process and its use for self-improvement. In this sense, it is known that feedback could enhance self-regulation learning. Being a self-regulated learner entails skills that allow students to achieve their learning goals. There are different sources of feedback, but particularly with the incorporation of technologies that provide the possibilities to collect and analyse data from learning activities, learning analytics could be a source of feedback. However, it is fundamental to consider not only design factors and content but also the pedagogical background behind these tools. There are a signiﬁcant number of dashboards developed, but it has been found that they face difﬁculties in addressing the strengthening of self-regulation. As part of a research and innovation project analysis of the effects of feedback supported by digital monitoring technologies on generic competencies (e-FeedSkill), we developed a learner dashboard with the logs that we collected from a speciﬁc didactical sequence settled in Moodle aimed at promoting self-regulation in higher education. In this paper, we present a case study describing and critically analysing the decisions made during the iterative process of designing and developing a learning analytics dashboard for higher education students.},
	language = {en-GB},
	urldate = {2024-11-21},
	booktitle = {Digital {Assessment} in {Higher} {Education}},
	publisher = {Springer Nature Singapore},
	author = {Martins, Ludmila and Garcia, Elena Cano},
	editor = {Grosseck, Gabriela and Sava, Simona and Ion, Georgeta and Malita, Laura},
	year = {2024},
	doi = {10.1007/978-981-97-6136-4_5},
	note = {Series Title: Lecture Notes in Educational Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {89--116},
	file = {Martins und Garcia - 2024 - Designing a Learning Dashboard to Promote Self-regulation in Higher Education:/Users/jochenhanisch-johannsen/Zotero/storage/V8TZZHGN/Martins und Garcia - 2024 - Designing a Learning Dashboard to Promote Self-regulation in Higher Education.pdf:application/pdf},
}

@incollection{plass_students_2025,
	address = {Cham},
	title = {Students’ {Use} of an {LLM}-{Powered} {Virtual} {Teaching} {Assistant} for {Recommending} {Educational} {Applications} of {Games}},
	volume = {15259},
	isbn = {978-3-031-74137-1 978-3-031-74138-8},
	url = {https://link.springer.com/10.1007/978-3-031-74138-8_2},
	abstract = {In this paper, we discuss the application of JeepyTA – a virtual teaching assistant (TA) powered by a large language model (LLM) - within a graduate-level course on games and learning in Spring 2024. Speciﬁcally, we describe how JeepyTA was integrated in two “play journal” assignments where twenty-two students documented their observations of playing classic and contemporary digital games, shared insights from assigned readings, and proposed educational applications of the respective games through consultation with JeepyTA. We (a) report students’ overall communication patterns with JeepyTA and (b) identify ﬁve ways in which students incorporated JeepyTA’s recommendations for Minecraft. We conclude this paper with directions for future research and practice on supporting students in using LLMs for reﬂecting on their experiences and creatively adapting games for learning.},
	language = {en-GB},
	urldate = {2024-11-12},
	booktitle = {Serious {Games}},
	publisher = {Springer Nature Switzerland},
	author = {Shah, Mamta and Pankiewicz, Maciej and Baker, Ryan S. and Chi, Jiahui and Xin, Yue and Shah, Hetali and Fonseca, Dangela},
	editor = {Plass, Jan L. and Ochoa, Xavier},
	year = {2025},
	doi = {10.1007/978-3-031-74138-8_2},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {19--24},
	file = {Shah et al. - 2025 - Students’ Use of an LLM-Powered Virtual Teaching Assistant for Recommending Educational Applications:/Users/jochenhanisch-johannsen/Zotero/storage/PSNBQBDG/Shah et al. - 2025 - Students’ Use of an LLM-Powered Virtual Teaching Assistant for Recommending Educational Applications.pdf:application/pdf},
}

@incollection{plass_examining_2025,
	address = {Cham},
	title = {Examining {Student} {Responses} to {Game} {Layers} in {Cultural} {Geography}: {A} {Study} {About} {Game} {Spatiality} in a {Role}-{Playing} {Game} {Design}},
	volume = {15259},
	isbn = {978-3-031-74137-1 978-3-031-74138-8},
	shorttitle = {Examining {Student} {Responses} to {Game} {Layers} in {Cultural} {Geography}},
	url = {https://link.springer.com/10.1007/978-3-031-74138-8_8},
	abstract = {This study examines the impact of the game space in Stories of a GeoFarmer, a digital game prototype designed to enhance cultural geography in higher education. Employing the Cybermedia Model, we analyzed student perspectives on how various game design elements inﬂuence learner engagement across four layers: representational, mechanical, material, and player. Our qualitative analysis revealed that representational elements can enhance spatial learning and cultural recognition. At the same time, game mechanics can hinder student perceptions of learning due to complexity and lack of intuitiveness. Material issues such as technical robustness affected the gameplay experience, highlighting the need for improved game functionality. However, player interaction with the game’s objectives led to positive learning outcomes, illustrating the game’s potential as an effective educational tool. The ﬁndings suggest that carefully integrating educational content into game design can signiﬁcantly enhance learning outcomes, particularly in cultural geography education. This study contributes to understanding serious games as versatile educational tools by underscoring the importance of spatial design as a means to maximize student perceptions towards pedagogical effectiveness.},
	language = {en-GB},
	urldate = {2024-11-12},
	booktitle = {Serious {Games}},
	publisher = {Springer Nature Switzerland},
	author = {Xue, Lanxin and Pierce, Eliza and Larsen, Soren and Oprean, Danielle},
	editor = {Plass, Jan L. and Ochoa, Xavier},
	year = {2025},
	doi = {10.1007/978-3-031-74138-8_8},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {93--107},
	file = {Xue et al. - 2025 - Examining Student Responses to Game Layers in Cultural Geography A Study About Game Spatiality in a:/Users/jochenhanisch-johannsen/Zotero/storage/K3LJSVDA/Xue et al. - 2025 - Examining Student Responses to Game Layers in Cultural Geography A Study About Game Spatiality in a.pdf:application/pdf},
}

@incollection{plass_understanding_2025,
	address = {Cham},
	title = {Understanding {Player} {Experience} in {Museum}-{Based} {Learning} {Games}: {A} {Mixed}-{Methods} {Analysis}},
	volume = {15259},
	isbn = {978-3-031-74137-1 978-3-031-74138-8},
	shorttitle = {Understanding {Player} {Experience} in {Museum}-{Based} {Learning} {Games}},
	url = {https://link.springer.com/10.1007/978-3-031-74138-8_14},
	abstract = {The main objective of this paper is to report on the impact of a gamebased museum school visit on player experience while solving complex problems about food production. We used a mixed-methods approach, combining quantitative analysis of digital traces with qualitative case studies to assess how players engage with the mixed reality game AL2049. The data includes digital traces from 174 games and video recordings collected via on-board cameras. Our results reveal clusters characterizing attitudes towards complexity, identifying four categories of players: Explorers, Rushers, Strategists, and Inactive. Through case studies of these categories, using a dedicated model, we identiﬁed the dimensions that characterize their subjective experiences. This model highlights player experiences across four main dimensions: actions, information processing, knowledge, and emotions. Our results highlight the tension that can arise in game-based learning between the way the game is designed and the way it is played. They also underscore the value of using mixed methods to analyze the player’s experience.},
	language = {en-GB},
	urldate = {2024-11-12},
	booktitle = {Serious {Games}},
	publisher = {Springer Nature Switzerland},
	author = {Morard, Simon and Paukovics, Elsa and Sanchez, Eric},
	editor = {Plass, Jan L. and Ochoa, Xavier},
	year = {2025},
	doi = {10.1007/978-3-031-74138-8_14},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {177--195},
	file = {Morard et al. - 2025 - Understanding Player Experience in Museum-Based Learning Games A Mixed-Methods Analysis:/Users/jochenhanisch-johannsen/Zotero/storage/3AG6P98Z/Morard et al. - 2025 - Understanding Player Experience in Museum-Based Learning Games A Mixed-Methods Analysis.pdf:application/pdf},
}

@incollection{plass_sky_2025,
	address = {Cham},
	title = {Sky {Dash}: {Evaluating} the {Effects} of a {Serious} {Low}-{Threshold} {Mobile} {Game} on {Learning} {Efficacy} and {User} {Experience} in a {Repetitive} {Learning} {Task}},
	volume = {15259},
	isbn = {978-3-031-74137-1 978-3-031-74138-8},
	shorttitle = {Sky {Dash}},
	url = {https://link.springer.com/10.1007/978-3-031-74138-8_16},
	abstract = {Training and further education are crucial for eﬃciency and safety in large companies. However, learning special vocabulary about dangerous goods, occupational safety, or internal codes can be tedious due to the need for repetition. Combining learning with the intrinsic motivation and fun of playing digital games, a concept known as serious games, is gaining traction with recent advancements in the gaming industry. Particularly mobile games have become popular due to their accessibility. Despite evidence of the beneﬁts of serious games, the potentials of low-threshold mobile games in vocational training are still underexplored. In this work, we present the results of a study (n = 79) investigating the potentials of a serious low-threshold mobile game called “Sky Dash” to enhance the experience of a repetitive learning task in the context of a large company in ground logistics. We used a between-subjects design with employees working in the baggage handling at an international airport. The ﬁndings underline the users’ appreciation of interactive gamiﬁed learning in comparison to non-gamiﬁed passive learning. Although participants learning with the non-gamiﬁed method performed signiﬁcantly better than those using the gamiﬁed method, it is another major ﬁnding that knowledge gain among participants learning with the game was still signiﬁcant between pre-, post-, and memory tests, and they reported signiﬁcantly more fun.},
	language = {en-GB},
	urldate = {2024-11-12},
	booktitle = {Serious {Games}},
	publisher = {Springer Nature Switzerland},
	author = {Schnitzer, Benjamin and Caserman, Polona and Korn, Oliver},
	editor = {Plass, Jan L. and Ochoa, Xavier},
	year = {2025},
	doi = {10.1007/978-3-031-74138-8_16},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {211--227},
	file = {Schnitzer et al. - 2025 - Sky Dash Evaluating the Effects of a Serious Low-Threshold Mobile Game on Learning Efficacy and Use:/Users/jochenhanisch-johannsen/Zotero/storage/6EQCUMZ3/Schnitzer et al. - 2025 - Sky Dash Evaluating the Effects of a Serious Low-Threshold Mobile Game on Learning Efficacy and Use.pdf:application/pdf},
}

@incollection{plass_bridging_2025,
	address = {Cham},
	title = {Bridging {Generations}: {The} {Impact} of {Digital} {Fluency} on {User} {Performance} in a {VR} {Learning} {Application}},
	volume = {15259},
	isbn = {978-3-031-74137-1 978-3-031-74138-8},
	shorttitle = {Bridging {Generations}},
	url = {https://link.springer.com/10.1007/978-3-031-74138-8_26},
	abstract = {This preliminary study explores performance differences between users of various ages within a VR environment during the user testing phase of a VR training application. The app developers observed that individuals under 18 years of age were signiﬁcantly more comfortable and efﬁcient with the VR environment, completing tasks more quickly than older users. This observation supports the widely discussed skills gap between “digital natives” and older generations.},
	language = {en-GB},
	urldate = {2024-11-12},
	booktitle = {Serious {Games}},
	publisher = {Springer Nature Switzerland},
	author = {Sindonen, Erik and Luotonen, Markku and Hahkala, Harri},
	editor = {Plass, Jan L. and Ochoa, Xavier},
	year = {2025},
	doi = {10.1007/978-3-031-74138-8_26},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {368--374},
	file = {Sindonen et al. - 2025 - Bridging Generations The Impact of Digital Fluency on User Performance in a VR Learning Application:/Users/jochenhanisch-johannsen/Zotero/storage/PELEFGLL/Sindonen et al. - 2025 - Bridging Generations The Impact of Digital Fluency on User Performance in a VR Learning Application.pdf:application/pdf},
}

@incollection{plass_embodied_2025,
	address = {Cham},
	title = {Embodied {Game} {Interactions}: {Somatosensation}, {Self}-{Identification}, and the {Potential} of {Alternative} {Game} {Controllers}},
	volume = {15259},
	isbn = {978-3-031-74137-1 978-3-031-74138-8},
	shorttitle = {Embodied {Game} {Interactions}},
	url = {https://link.springer.com/10.1007/978-3-031-74138-8_41},
	abstract = {Somatosensory experiences beyond the audio-visual, such as haptics, should be intentionally incorporated into pedagogical designs within serious games. Creating alternative controllers for serious games that externally represent domain-speciﬁc tools and concepts in their design can enhance learner competence within the ﬁeld while fostering professional self-identiﬁcation and belonging. Alternative game controllers that enable domain-speciﬁc embodied interactions can thus promote a learner’s intrinsic motivation and technical knowledge as they digitally engage with the ﬁeld of study. Embodied game interactions (EGIs) are mapped interactions that engage the learner directly and physically throughout gameplay, bridging game mechanics with learning mechanics. Applying the technological underpinnings of tangible user interfaces to learning theories and serious game design can augment how learners interact with and understand the material at hand, providing opportunities for near knowledge transfer in real-life situations.},
	language = {en-GB},
	urldate = {2024-11-12},
	booktitle = {Serious {Games}},
	publisher = {Springer Nature Switzerland},
	author = {Jakubowicz, Sara},
	editor = {Plass, Jan L. and Ochoa, Xavier},
	year = {2025},
	doi = {10.1007/978-3-031-74138-8_41},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {477--484},
	file = {Jakubowicz - 2025 - Embodied Game Interactions Somatosensation, Self-Identification, and the Potential of Alternative G:/Users/jochenhanisch-johannsen/Zotero/storage/PHI9J329/Jakubowicz - 2025 - Embodied Game Interactions Somatosensation, Self-Identification, and the Potential of Alternative G.pdf:application/pdf},
}

@incollection{hovdar-stojakovic_fortschritt_2023,
	address = {Wiesbaden},
	title = {Der {Fortschritt} der {Wissensgesellschaft} in {Verbindung} mit strategischen {Paradigmen}},
	isbn = {978-3-658-38717-4 978-3-658-38718-1},
	url = {https://link.springer.com/10.1007/978-3-658-38718-1_2},
	language = {de-DE},
	urldate = {2023-02-08},
	booktitle = {Innovatives {Lehren} und {Lernen} mit {Blended} {Learning}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	collaborator = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	year = {2023},
	doi = {10.1007/978-3-658-38718-1_2},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {17--32},
	file = {Hovdar-Stojakovic et al. - 2023 - Der Fortschritt der Wissensgesellschaft in Verbind.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7TIQASTS/Hovdar-Stojakovic et al. - 2023 - Der Fortschritt der Wissensgesellschaft in Verbind.pdf:application/pdf},
}

@incollection{hovdar-stojakovic_bauplane_2023,
	address = {Wiesbaden},
	title = {Baupläne für das {Lernen}},
	isbn = {978-3-658-38717-4 978-3-658-38718-1},
	url = {https://link.springer.com/10.1007/978-3-658-38718-1_5},
	language = {de-DE},
	urldate = {2023-02-08},
	booktitle = {Innovatives {Lehren} und {Lernen} mit {Blended} {Learning}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	collaborator = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	year = {2023},
	doi = {10.1007/978-3-658-38718-1_5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {77--138},
	file = {Hovdar-Stojakovic et al. - 2023 - Baupläne für das Lernen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UMN7CDCH/Hovdar-Stojakovic et al. - 2023 - Baupläne für das Lernen.pdf:application/pdf},
}

@incollection{hovdar-stojakovic_ausblick_2023,
	address = {Wiesbaden},
	title = {Ausblick und zukünftige {Entwicklungen}},
	isbn = {978-3-658-38717-4 978-3-658-38718-1},
	url = {https://link.springer.com/10.1007/978-3-658-38718-1_8},
	language = {de-DE},
	urldate = {2023-02-08},
	booktitle = {Innovatives {Lehren} und {Lernen} mit {Blended} {Learning}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	collaborator = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	year = {2023},
	doi = {10.1007/978-3-658-38718-1_8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {253--263},
	file = {Hovdar-Stojakovic et al. - 2023 - Ausblick und zukünftige Entwicklungen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/44S2ILKF/Hovdar-Stojakovic et al. - 2023 - Ausblick und zukünftige Entwicklungen.pdf:application/pdf},
}

@incollection{arai_hybrid-ai_2022,
	address = {Cham},
	title = {Hybrid-{AI} {Blockchain} {Supported} {Protection} {Framework} for {Smart} {Grids}},
	volume = {508},
	isbn = {978-3-031-10466-4 978-3-031-10467-1},
	url = {https://link.springer.com/10.1007/978-3-031-10467-1_39},
	abstract = {In the digtal era, smart grid is a vital critical digital infrastructure of the nation that has concern for security against cyber threats in its power and communication infrastructures. Huge data gathering and bi-way information ﬂows open up the potential for compromising data security and conﬁdentiality. Cyber security requirements of data availability and data integrity are addressed in the proposed work by a deep learning security framework to mitigate False Data Injection Attacks (FDIA) that aﬀects data integrity and Distributed Denial of Service (DDoS) attacks that are threats to data availability. The proposed Hybrid-AI Blockhain supported Protection Framework (HABPF) utilizes a hybrid of Recurrent Neural Networks (RNN) and LeNet5 based Convolutional Neural Networks (CNN) to protect the communication infrastructure of smart grid. The proposed system also leverages blockchain to store all grid data to add a layer of security against data tampering. The extensive performance and security evaluation of the HABPF framework through the IEEE 14 bus system reveals that the proposed framework is highly competent with 96\% accuracy in detecting attacks compared to other related works.},
	language = {en-GB},
	urldate = {2022-12-29},
	booktitle = {Intelligent {Computing}},
	publisher = {Springer International Publishing},
	author = {Sai Ganesh, S and Surya Siddharthan, S and Rajakumar, Balaji Rajaguru and Neelavathy Pari, S and Padmanabhan, Jayashree and Priya, Vishnu},
	editor = {Arai, Kohei},
	year = {2022},
	doi = {10.1007/978-3-031-10467-1_39},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {646--659},
	file = {Sai Ganesh et al. - 2022 - Hybrid-AI Blockchain Supported Protection Framewor.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LMLZRD8S/Sai Ganesh et al. - 2022 - Hybrid-AI Blockchain Supported Protection Framewor.pdf:application/pdf},
}

@incollection{arai_secured_2022,
	address = {Cham},
	title = {Secured {Digital} {Oblivious} {Pseudorandom} and {Linear} {Regression} {Privacy} for {Connected} {Health} {Services}},
	volume = {508},
	isbn = {978-3-031-10466-4 978-3-031-10467-1},
	url = {https://link.springer.com/10.1007/978-3-031-10467-1_49},
	abstract = {The security and privacy of the users have become considerable apprehensions owing to the association of the Internet of Things (IoT) devices in diverse applications. Cyber threats are being procured at an eruptive speed, making the overall security and privacy proceedings insufﬁcient. Therefore, everybody on the Internet is a by-product of hackers. Consequently, Machine Learning (ML) algorithms generate precise outputs from wide-reaching complicated databases. The outcomes being procured can predict and ascertain susceptibilities in IoT-based systems. A Secured Digital Oblivious Pseudorandom and Linear Regression Privacy Learning (SDOP-LRPL) method for connected health services is proposed in this work. The SDOP-LRPL method is designed into three sections. First, with the Health Analytics dataset provided as input, relevant features for connected health services are obtained by utilizing the Distinctive Nearest Neighbor Conﬁdence Feature Selection model. Second, a secured authentication model is designed using a Digital Oblivious Pseudorandom Signature with the appropriate feature. Finally, further communication processing between users (i.e., patients and doctors) is performed via the Linear Regression Privacy Preservation Communication model with the authenticated users. This method acquires essential sensitive medical healthcare data via IoT devices. Data analysis is performed via machine learning methods to ensure security and privacy for connected health services. The experimental results reveal that the proposed method meets the efﬁciency and proper authentication accuracy for connected health services with minimum response time and a higher rate of security as well.},
	language = {en-GB},
	urldate = {2022-12-29},
	booktitle = {Intelligent {Computing}},
	publisher = {Springer International Publishing},
	author = {Mohanraj, Renuka},
	editor = {Arai, Kohei},
	year = {2022},
	doi = {10.1007/978-3-031-10467-1_49},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {804--824},
	file = {Mohanraj - 2022 - Secured Digital Oblivious Pseudorandom and Linear .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VJAGUZLN/Mohanraj - 2022 - Secured Digital Oblivious Pseudorandom and Linear .pdf:application/pdf},
}

@incollection{arai_perspectives_2022,
	address = {Cham},
	title = {Perspectives from 50+ {Years}’ {Practical} {Zero} {Trust} {Experience} and {Learnings} on {Buyer} {Expectations} and {Industry} {Promises}},
	volume = {508},
	isbn = {978-3-031-10466-4 978-3-031-10467-1},
	url = {https://link.springer.com/10.1007/978-3-031-10467-1_53},
	abstract = {Everybody’s talking about Zero Trust (ZT). Even the White House issued an Executive Order to start implementing Zero Trust. Many technology manufacturers position their products as enabling or fulﬁlling ZT requirements. ZT focuses on eliminating trust in the digital network, verifying all trafﬁc, and segmenting the environment. By enforcing on every service, user, or application, strict access and veriﬁcation policy avoid bad actors having unauthorized access to systems. This paper continues the authors’ previous research on examining Zero Trust approaches. It deﬁnes the core problems of vendor promises which causes Information Asymmetry that impede the understanding and successful implementation of Zero Trust. We ﬁrst start with a description of Zero Trust and continue with practical lessons that we have gathered from six expert interviews with a collective experience of over 50 years implementing Zero Trust in diverse settings. The paper ﬁnishes by providing concrete guidance and examples that practitioners can consider when implementing Zero Trust.},
	language = {en-GB},
	urldate = {2022-12-29},
	booktitle = {Intelligent {Computing}},
	publisher = {Springer International Publishing},
	author = {Bobbert, Yuri and Scheerder, Jeroen and Timmermans, Tim},
	editor = {Arai, Kohei},
	year = {2022},
	doi = {10.1007/978-3-031-10467-1_53},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {864--881},
	file = {Bobbert et al. - 2022 - Perspectives from 50+ Years’ Practical Zero Trust .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZGCEJZTA/Bobbert et al. - 2022 - Perspectives from 50+ Years’ Practical Zero Trust .pdf:application/pdf},
}

@incollection{schierer_kinderrechte_2022,
	address = {Wiesbaden},
	title = {Kinderrechte und {Jugendschutz} – auch im digitalen {Raum}},
	isbn = {978-3-658-35096-3 978-3-658-35097-0},
	url = {https://link.springer.com/10.1007/978-3-658-35097-0_10},
	language = {de-DE},
	urldate = {2022-05-20},
	booktitle = {Institutionelle und professionsbezogene {Zugänge} zum {Kinderschutz}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Sauerteig, Elke},
	editor = {Schierer, Elke and Rabe, Annette and Groner, Birgit},
	year = {2022},
	doi = {10.1007/978-3-658-35097-0_10},
	note = {Series Title: Edition Centaurus - Perspektiven Sozialer Arbeit in Theorie und Praxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {203--222},
	file = {Sauerteig - 2022 - Kinderrechte und Jugendschutz – auch im digitalen .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WWII678N/Sauerteig - 2022 - Kinderrechte und Jugendschutz – auch im digitalen .pdf:application/pdf},
}

@book{nehls_medien_2025,
	address = {Wiesbaden},
	title = {Medien - {Rituale} - {Tod}: {Digitale} {Praktiken} im {Kontext} von {Trauer} und {Totenerinnerung}},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-3-658-47097-5 978-3-658-47098-2},
	shorttitle = {Medien - {Rituale} - {Tod}},
	url = {https://link.springer.com/10.1007/978-3-658-47098-2},
	language = {de-DE},
	urldate = {2025-02-23},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Nehls, Patrick},
	year = {2025},
	doi = {10.1007/978-3-658-47098-2},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Nehls - 2025 - Medien - Rituale - Tod Digitale Praktiken im Kontext von Trauer und Totenerinnerung:/Users/jochenhanisch-johannsen/Zotero/storage/ZTQN6A9Y/Nehls - 2025 - Medien - Rituale - Tod Digitale Praktiken im Kontext von Trauer und Totenerinnerung.pdf:application/pdf},
}

@book{brunner_welchen_2025,
	title = {Welchen {Musikunterricht} braucht die {Sekundarstufe} 1? {Konzeptionelle} und unterrichtsspezifische {Beiträge} zu einem zukunftsfähigen {Musikunterricht}},
	copyright = {Creative Commons - CC BY - Namensnennung 4.0 International},
	shorttitle = {Welchen {Musikunterricht} braucht die {Sekundarstufe} 1?},
	url = {https://phfr.bsz-bw.de/3398},
	abstract = {„Welchen Musikunterricht braucht die Sekundarstufe 1?“ – Diese Frage ist ebenso umfassend wie bedeutsam. In politisch aufgeladenen Zeiten wie den heutigen besteht die Herausforderung darin, aus musikpädagogischen Spezialisierungen und Projekten heraus allgemeine Perspektiven für den Musikunterricht in der Sekundarstufe 1 zu entwickeln und nebeneinander existierende, oftmals zunächst abstrakt erscheinende Ideen miteinander zu verknüpfen. Der vorliegende Sammelband greift diese zentrale Fragestellung auf und eröffnet wichtige Themenfelder sowie neue Impulse. Dabei enthält der Sammelband zum einen Beiträge, die sich allgemein mit dem Musikunterricht in der Sekundarstufe 1 befassen und Perspektiven zur Persönlichkeitsentwicklung sowie zur Stellung des Musikunterrichts aufzeigen. Zum anderen umfasst der Sammelband Beiträge, die spezifischere Inhalte im Kontext Populärer Musik und (Post-)Digitalität sowie Themen wie Klassenmusizieren, Tanz und Szene oder Musizieren mit allen Sinnen behandeln. Schließlich endet der Sammelband bewusst mit Beiträgen, die eine interdisziplinäre Perspektive einnehmen oder interkulturelle Ansätze und Fragen der Teilhabe thematisieren. 
 
Inhaltsverzeichnis 
 
Georg Brunner, Daniel Fiedler, Silke Schmid 
Welchen Musikunterricht braucht die Sekundarstufe 1? Eine Bestandsaufnahme (Editorial) 
 
Franziska Degé 
Musikalische Entwicklung und Musikunterricht in der Schule 
 
Georg Brunner, Daniel Fiedler 
Der Musikunterricht in der Sekundarstufe 1 in Baden-Württemberg. Eine explorative Studie zur Analyse von Unterschieden im Hinblick auf Aktivitätsformen, Bildungsplanorientierung und Motivation musikpädagogischen Handelns 
 
Elisabeth Theisohn, Janine Dömeland 
„‘S is mir auch relativ boogy, ob da so viel mitbestimmt wird“ – Schüler:innen-Perspektiven auf Partizipation im Musikunterricht 
 
Jürgen Oberschmidt 
„Die Zeit ist kurz, die Kunst ist lang“ – Musikunterricht zwischen Anpassungsdruck und kreativer Selbstentfaltung 
 
Daniel Mark Eberhard 
Classroom Management und Umgang mit Unterrichtsstörungen im Fach Musik 
 
Steven Schiemann 
Chancen und Herausforderungen einer diversitätsorientierten Förderung von Schüler*innen im Musikunterricht der Sekundarstufe 1 durch Erhebungen von Lernvoraussetzungen 
 
Miriam Eisinger, Mareike Weiser, Franziska Degé, Andreas Heye, Daniel Müllensiefen 
Übung macht den Meister: Growth Mindset für den Musikunterricht 
 
Sabine Schneider-Binkl 
Identitätsbildung im Musikunterricht: Perspektiven zur Unterrichtsgestaltung in der Sekundarstufe 1  
 
Jonas Schwald 
Auseinandersetzung mit problematisierter Musik im Musikunterricht der Sekundarstufe 1 am Beispiel Gangsta-Rap  
 
Marc Godau, Verena Weidner \&amp; Katharina Hermann 
(Post-)Digitale Songwritingpraktiken im Musikunterricht 
 
Wolfgang Pfeiffer 
Popmusik anders unterrichten – neue Ansätze zur Didaktik populärer Musik 
 
Tobias Rotsch, Lisa Werner 
Künstliche Intelligenz im Musikunterricht. Musikbezogene Gestaltungsprozesse in Zukunftstechnologien 
 
Simon Krickl, Silke Schmid 
Deeper Learning und Creative Literacy. Digital-gestützte Lehr-Lernumgebungen kreativitätsfördernd und nachhaltig gestalten 
 
Johannes Treß 
Initiale Designprinzipien einer Maker Music Education am Beispiel eines Unterrichtsprojekts in der Sekundarstufe 1 
 
Ralph Gotzel, Christian Wacker, Georg Brunner 
Adaptive (reproduktive) Klassenmusizierkonzepte 
 
Mathias Schillmöller, Stefan Zöllner-Dressler 
Gestalten von Atmosphären als Deeper Learning-Prozess: ein Musikunterricht zum Thema Das zerbrechliche Paradies 
 
Sonja Baulecke 
Tanz im Musikunterricht – Welche Ziele verfolgen Musiklehrkräfte, wenn sie im Musikunterricht tanzen? 
 
Felix Helpenstein 
Säkularität vs. Ungleichheit. Chancen und Grenzen der Berücksichtigung von Religion als Differenzlinie im Musikunterricht der Sekundarstufe 1 
 
Wolfgang Pfeiffer 
klasse.im.puls – Musikklassen in Bayern  
 
Katharina Schilling-Sandvoß 
„Bridges – Musik verbindet“. Interprofessionelle Kooperation im interkulturellen Musikunterricht 
 
Valerie Krupp 
Teilhabe und Befähigung als Ziele musikalischer Bildungsangebote der Sekundarstufe 1 
 
Christine Löbbert, Annette Ziegenmeyer 
Inklusion und Musikunterricht in der Sekundarstufe 1: Eine Annäherung},
	language = {de-DE},
	urldate = {2025-02-10},
	publisher = {(:unav)},
	author = {Brunner, Georg and Fiedler, Daniel and Schmid, Silke},
	collaborator = {Brunner, Georg and Fiedler, Daniel and Schmid, Silke},
	year = {2025},
	doi = {10.60530/OPUS-3398},
	note = {Artwork Size: 12351 KB, 1048 KB, 1006 KB, 1045 KB, 1187 KB, 995 KB, 1271 KB, 1051 KB, 1880 KB, 991 KB, 1024 KB, 1033 KB, 972 KB, 1025 KB, 3045 KB, 2446 KB, 5113 KB, 1052 KB, 983 KB, 998 KB, 1008 KB, 2125 KB, 997 KB, 987 KB
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	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buch:Bildung:Technologie, 373 Sekundarbildung, 780 Musik},
	file = {Brunner et al. - 2025 - Welchen Musikunterricht braucht die Sekundarstufe 1 Konzeptionelle und unterrichtsspezifische Beitr:/Users/jochenhanisch-johannsen/Zotero/storage/X6ZND3AM/Brunner et al. - 2025 - Welchen Musikunterricht braucht die Sekundarstufe 1 Konzeptionelle und unterrichtsspezifische Beitr.pdf:application/pdf},
}

@book{bohme_digitales_2024,
	address = {Wiesbaden},
	title = {Digitales {Rechtschreiben} in der {Grundschule}: {Eine} {Untersuchung} zu {Rechtschreibkorpora}, digitalem {Rechtschreibverhalten} und maschineller {Fehlerklassifikation}},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-3-658-46430-1 978-3-658-46431-8},
	shorttitle = {Digitales {Rechtschreiben} in der {Grundschule}},
	url = {https://link.springer.com/10.1007/978-3-658-46431-8},
	language = {de-DE},
	urldate = {2024-12-09},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Böhme, Richard},
	year = {2024},
	doi = {10.1007/978-3-658-46431-8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Böhme - 2024 - Digitales Rechtschreiben in der Grundschule Eine Untersuchung zu Rechtschreibkorpora, digitalem Rec:/Users/jochenhanisch-johannsen/Zotero/storage/6YFKIU57/Böhme - 2024 - Digitales Rechtschreiben in der Grundschule Eine Untersuchung zu Rechtschreibkorpora, digitalem Rec.pdf:application/pdf},
}

@book{eickelmann_icils_2024,
	title = {{ICILS} 2023 \#{Deutschland}. {Computer}- und informationsbezogene {Kompetenzen} und {Kompetenzen} im {Bereich} {Computational} {Thinking} von {Schüler}*innen im internationalen {Vergleich}},
	isbn = {978-3-8309-4949-7},
	url = {https://www.waxmann.com/buch4949},
	abstract = {Die IEA-Studie ICILS 2023 (International Computer and Information Literacy Study 2023) untersucht zum dritten Mal nach ICILS 2018 und ICILS 2013 die digitalen Kompetenzen von Achtklässler*innen sowie die Rahmenbedingungen des Kompetenzerwerbes im internationalen Vergleich.  In diesem Band werden neben Ergebnissen zu den digitalen Kompetenzen der Schüler*innen, Ergebnisse zu Rahmenbedingungen und Prozessen schulischer Bildung in der digitalen Transformation aus Perspektive der Schüler*innen, Lehrkräfte und Schulleitungen sowie zu technologischen Rahmenbedingungen in Deutschland auf einer empirisch fundierten Grundlage bereitgestellt. Dabei können die computer- und informationsbezogenen Kompetenzen der Schüler*innen für Deutschland erstmalig in einem Trend über zehn Jahre dargestellt werden, während die zweite Teilnahme Deutschlands am Zusatzmodul ,Computational Thinking‘ einen Vergleich der Kompetenzen im Bereich ,Computational Thinking‘ über fünf Jahre ermöglicht. Die Befunde werden um Ergebnisse zu zentralen Hintergrundmerkmalen der Schüler*innen sowie zu Schulformunterschieden ergänzt.  Die Besonderheit der Studie ICILS besteht darin, dass die computer- und informationsbezogenen Kompetenzen von Schüler*innen der achten Jahrgangsstufe sowie deren Kompetenzen im Bereich ‚Computational Thinking‘ mit computerbasierten Tests erfasst werden. Darüber hinaus werden die schulischen Rahmenbedingungen des Kompetenzerwerbes sowie des Lehrens und Lernens mit digitalen Medien aus den Perspektiven der schulischen Akteur*innen über den Einsatz entsprechender Fragebögen abgebildet. Somit liefert der Band datenbasierte Informationen und damit empirisch basiertes Steuerungswissen zur (Weiter-)Entwicklung von Schule und Unterricht im Kontext digitaler Transformationsprozesse.},
	language = {de-DE},
	urldate = {2024-11-12},
	publisher = {Waxmann Verlag GmbH},
	editor = {Eickelmann, Birgit and Fröhlich, Nadine and Bos, Wilfried and Gerick, Julia and Goldhammer, Frank and Schaumburg, Heike and Schwippert, Knut and Senkbeil, Martin and Vahrenhold, Jan},
	month = nov,
	year = {2024},
	doi = {10.31244/9783830999492},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Eickelmann et al. - 2024 - ICILS 2023 #Deutschland. Computer- und informationsbezogene Kompetenzen und Kompetenzen im Bereich C:/Users/jochenhanisch-johannsen/Zotero/storage/V4BHCTBH/Eickelmann et al. - 2024 - ICILS 2023 #Deutschland. Computer- und informationsbezogene Kompetenzen und Kompetenzen im Bereich C.pdf:application/pdf},
}

@book{tellisch_padagogische_2024,
	edition = {1},
	title = {Pädagogische {Beziehung} und {Digitalisierung}},
	copyright = {https://creativecommons.org/licenses/by/4.0/deed.de},
	isbn = {978-3-8474-3052-0},
	url = {https://shop.budrich.de/produkt/paedagogische-beziehung-und-digitalisierung/},
	abstract = {Die pädagogische Beziehungsqualität zwischen Schüler*innen und Lehrkräften kann viele Facetten haben. Der Band reflektiert den möglichen Einfluss des Einsatzes digitaler Medien auf die Beziehungsqualität kritisch auf Basis der Ergebnisse der Beobachtungsstudie des Forschungsprojektes „PaedBez“. Die Autor*innen beleuchten die Vielfalt pädagogischer Beziehungen in digital unterstützten Bildungsprozessen und stellen praxisorientierte Leitlinien zur Gestaltung dieser Beziehungen in digital gestalteten Lernumgebungen vor.},
	language = {de-DE},
	urldate = {2024-11-01},
	publisher = {Verlag Barbara Budrich},
	author = {Tellisch, Christin and Lang, Alexander},
	month = oct,
	year = {2024},
	doi = {10.3224/84743052},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Tellisch und Lang - 2024 - Pädagogische Beziehung und Digitalisierung:/Users/jochenhanisch-johannsen/Zotero/storage/WDY894LF/Tellisch und Lang - 2024 - Pädagogische Beziehung und Digitalisierung.pdf:application/pdf},
}

@incollection{uskov_strengths_2024,
	address = {Singapore},
	title = {Strengths and {Weaknesses} of the {Smart} {Education} in the {Frame} of {Microelectronics} {Engineering}},
	volume = {399},
	isbn = {978-981-97-4953-9 978-981-97-4954-6},
	url = {https://link.springer.com/10.1007/978-981-97-4954-6_8},
	abstract = {Recent years have seen the development of digital tools dedicated to training. The expansion of Internet networks has made it possible to connect easily from a wide variety of locations, both in training establishments and at home. These tools ﬁrst appeared in the form of MOOCs, then in the form of interactive videos included in smart education. Their development is associated with the rise of connected objects, and thus of the digital world, which is expanding exponentially. Microelectronics is at the heart of the digital world, the hard-ware part of the sector, and plays a major societal role. Indeed, this ﬁeld is responsible for the consumption of electrical energy and the depletion of many of the planet’s resources. The exponential growth in usage is leading to an energy dead-end, which is also limiting smart-education. To master these phenomena, we need to develop microelectronics training in specialties capable of seriously reducing energy consumption, and thus provide the associated skills, knowledge and know-how. It is with these objectives in mind that the strengths and weaknesses are highlighted in this document. Particular attention is paid to microelectronics engineering and the solutions proposed by the French national microelectronics training network to meet future challenges.},
	language = {en-GB},
	urldate = {2024-10-18},
	booktitle = {Smart {Education} and e-{Learning} 2024},
	publisher = {Springer Nature Singapore},
	author = {Bonnaud, Olivier},
	editor = {Uskov, Vladimir L. and Howlett, Robert J. and Jain, Lakhmi C.},
	year = {2024},
	doi = {10.1007/978-981-97-4954-6_8},
	note = {Series Title: Smart Innovation, Systems and Technologies},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buchteil:MOOC},
	pages = {95--105},
	file = {Bonnaud - 2024 - Strengths and Weaknesses of the Smart Education in.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZKLMI2HU/Bonnaud - 2024 - Strengths and Weaknesses of the Smart Education in.pdf:application/pdf},
}

@incollection{brettschneider_digitalisierung_2024,
	address = {Wiesbaden},
	title = {Digitalisierung der kommunalen {Sozialverwaltung}},
	isbn = {978-3-658-38616-0},
	url = {https://link.springer.com/10.1007/978-3-658-38616-0_75-1},
	language = {de-DE},
	urldate = {2024-10-18},
	booktitle = {Handbuch {Kommunale} {Sozialpolitik}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gräfe, Philipp and Bogumil, Jörg},
	editor = {Brettschneider, Antonio and Grohs, Stephan and Jehles, Nora},
	year = {2024},
	doi = {10.1007/978-3-658-38616-0_75-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--15},
	file = {Gräfe und Bogumil - 2024 - Digitalisierung der kommunalen Sozialverwaltung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GJJEUGCI/Gräfe und Bogumil - 2024 - Digitalisierung der kommunalen Sozialverwaltung.pdf:application/pdf},
}

@incollection{stollfus_planung_2024,
	address = {Wiesbaden},
	title = {Planung und {Durchführung} digitaler {Interviews}},
	isbn = {978-3-658-36629-2},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_42-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rakebrand, Thomas},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2024},
	doi = {10.1007/978-3-658-36629-2_42-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--18},
	file = {Rakebrand - 2024 - Planung und Durchführung digitaler Interviews.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WHGXDMIQ/Rakebrand - 2024 - Planung und Durchführung digitaler Interviews.pdf:application/pdf},
}

@incollection{stollfus_computational_2023,
	address = {Wiesbaden},
	title = {Computational {Methods} und {Tools} für die {Erhebung} und {Auswertung} von {Social}-{Media}-{Daten}},
	isbn = {978-3-658-36629-2},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_41-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Haim, Mario and Hase, Valerie},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2023},
	doi = {10.1007/978-3-658-36629-2_41-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--20},
	file = {Haim und Hase - 2023 - Computational Methods und Tools für die Erhebung u.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3AU3LFII/Haim und Hase - 2023 - Computational Methods und Tools für die Erhebung u.pdf:application/pdf},
}

@incollection{stollfus_bildungstheoretische_2024,
	address = {Wiesbaden},
	title = {Bildungstheoretische {Strukturanalysen} von hybriden, digital-materiellen {MusikmachDingen}},
	isbn = {978-3-658-36629-2},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_37-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Donner, Martin and Jörissen, Benjamin},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2024},
	doi = {10.1007/978-3-658-36629-2_37-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--20},
	file = {Donner und Jörissen - 2024 - Bildungstheoretische Strukturanalysen von hybriden.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IJPSMKDA/Donner und Jörissen - 2024 - Bildungstheoretische Strukturanalysen von hybriden.pdf:application/pdf},
}

@incollection{stollfus_vernetzte_2024,
	address = {Wiesbaden},
	title = {Vernetzte {Bilder} als {Datenpraktiken}: {Analyse} plattformbasierter {Bildzirkulation}},
	isbn = {978-3-658-36629-2},
	shorttitle = {Vernetzte {Bilder} als {Datenpraktiken}},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_31-2},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pilipets, Elena},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2024},
	doi = {10.1007/978-3-658-36629-2_31-2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--23},
	file = {Pilipets - 2024 - Vernetzte Bilder als Datenpraktiken Analyse platt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MK6L8HMG/Pilipets - 2024 - Vernetzte Bilder als Datenpraktiken Analyse platt.pdf:application/pdf},
}

@incollection{stollfus_bilder_2023,
	address = {Wiesbaden},
	title = {Bilder befragen: {Die} {Bildpraxisanalyse} als praxeologische {Medienphilosophie} des digitalen {Bildes}},
	isbn = {978-3-658-36629-2},
	shorttitle = {Bilder befragen},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_29-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pauliks, Kevin and Ruchatz, Jens},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2023},
	doi = {10.1007/978-3-658-36629-2_29-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--24},
	file = {Pauliks und Ruchatz - 2023 - Bilder befragen Die Bildpraxisanalyse als praxeol.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZDYHQTED/Pauliks und Ruchatz - 2023 - Bilder befragen Die Bildpraxisanalyse als praxeol.pdf:application/pdf},
}

@incollection{stollfus_kunstlerisch_2024,
	address = {Wiesbaden},
	title = {Künstlerisch forschen?! {Zur} {Archäologie} und {Produktionsästhetik} digitaler {Medien}},
	isbn = {978-3-658-36629-2},
	shorttitle = {Künstlerisch forschen?},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_40-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ruf, Oliver},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2024},
	doi = {10.1007/978-3-658-36629-2_40-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--20},
	file = {Ruf - 2024 - Künstlerisch forschen! Zur Archäologie und Produk.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8J4URPSX/Ruf - 2024 - Künstlerisch forschen! Zur Archäologie und Produk.pdf:application/pdf},
}

@incollection{stollfus_ethnografische_2024,
	address = {Wiesbaden},
	title = {Ethnografische {Affordanzanalyse}: {Zum} methodischen {Mehrwert} des {Affordanzkonzepts} für die {Digitale} {Ethnografie}},
	isbn = {978-3-658-36629-2},
	shorttitle = {Ethnografische {Affordanzanalyse}},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_38-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bareither, Christoph},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2024},
	doi = {10.1007/978-3-658-36629-2_38-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--21},
	file = {Bareither - 2024 - Ethnografische Affordanzanalyse Zum methodischen .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZYINYFHG/Bareither - 2024 - Ethnografische Affordanzanalyse Zum methodischen .pdf:application/pdf},
}

@incollection{stollfus_praxeologie_2023,
	address = {Wiesbaden},
	title = {Praxeologie und {Materialanalysen} digitaler {Formate} am {Beispiel} interaktiv-partizipativer {Dokumentarprojekte} im {Web} (i-docs)},
	isbn = {978-3-658-36629-2},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_36-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kermanchi, Jasmin},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2023},
	doi = {10.1007/978-3-658-36629-2_36-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--19},
	file = {Kermanchi - 2023 - Praxeologie und Materialanalysen digitaler Formate.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QWYE3TH5/Kermanchi - 2023 - Praxeologie und Materialanalysen digitaler Formate.pdf:application/pdf},
}

@incollection{stollfus_mediensemiotische_2023,
	address = {Wiesbaden},
	title = {Mediensemiotische {Analyse} von {Digitalität}},
	isbn = {978-3-658-36629-2},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_34-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Decker, Jan-Oliver and Hennig, Martin and Krah, Hans},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2023},
	doi = {10.1007/978-3-658-36629-2_34-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--20},
	file = {Decker et al. - 2023 - Mediensemiotische Analyse von Digitalität.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TTP8WZGB/Decker et al. - 2023 - Mediensemiotische Analyse von Digitalität.pdf:application/pdf},
}

@incollection{stollfus_close_2023,
	address = {Wiesbaden},
	title = {Close {Playing}},
	isbn = {978-3-658-36629-2},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_33-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Inderst, Rudolf Thomas},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2023},
	doi = {10.1007/978-3-658-36629-2_33-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--15},
	file = {Inderst - 2023 - Close Playing.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X9SRR4S4/Inderst - 2023 - Close Playing.pdf:application/pdf},
}

@incollection{cheng_sequence_2024,
	address = {Cham},
	title = {Sequence {Analysis} as a {Tool} for {Visualizing} {Students}’ {Patterns} of {Taking} {Tests} in {Interactive} {E}-{Book} {Environment}},
	volume = {14785},
	isbn = {978-3-031-65880-8 978-3-031-65881-5},
	url = {https://link.springer.com/10.1007/978-3-031-65881-5_13},
	abstract = {This study investigates the use of sequence analysis as a tool to visualize and analyze students’ patterns of test-taking within interactive E-Book environments. With the growing incorporation of multimedia and interactive elements in educational materials, understanding how students engage with these features, especially tests, is crucial for both improving learning experiences and providing educators with insights into the learning process. Through sequence analysis of log data from an Estonian E-Book Opiq, the research identiﬁes distinct patterns in how students with varying levels of procedural mathematical competence approach tests in E-Books. The analysis focuses on students’ interactions with tests, categorizing them based on their procedural math competence and examining the types of tests (multiple choice or open response questions) they took. The ﬁndings reveal differences in test-taking strategies and outcomes between students of high and low procedural math competence, highlighting the potential of sequence analysis not only as a research tool but also as a means for educators to gain a deeper understanding of student engagement and learning processes. By integrating sequence analysis into digital learning environments, educators could access valuable insights to tailor and enhance the educational experience.},
	language = {en-GB},
	urldate = {2024-08-02},
	booktitle = {Innovative {Technologies} and {Learning}},
	publisher = {Springer Nature Switzerland},
	author = {Opanasenko, Yaroslav and Pedaste, Margus and Siiman, Leo A.},
	editor = {Cheng, Yu-Ping and Pedaste, Margus and Bardone, Emanuele and Huang, Yueh-Min},
	year = {2024},
	doi = {10.1007/978-3-031-65881-5_13},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {120--128},
	file = {Opanasenko et al. - 2024 - Sequence Analysis as a Tool for Visualizing Studen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/73RSI9FZ/Opanasenko et al. - 2024 - Sequence Analysis as a Tool for Visualizing Studen.pdf:application/pdf},
}

@incollection{cheng_study_2024,
	address = {Cham},
	title = {A {Study} on the {Current} {Situation}, {Problems} and {Needs} {Assessment} for {Development} of {Adaptive} {Digital} {Technology} {System} for {Testing} {Information} and {Communication} {Technology} {Competency} and {Digital} {Literacy} {Skills} for {Teacher} and {Administrator}},
	volume = {14785},
	isbn = {978-3-031-65880-8 978-3-031-65881-5},
	url = {https://link.springer.com/10.1007/978-3-031-65881-5_15},
	abstract = {This research aims to: (1) examine the current situation, problems, and essential needs for developing an adaptive digital technology system for testing Information and Communication Technology (ICT) competency and digital literacy skills among teachers; and (2) study the current situation, problems, and essential needs for developing a similar system for school administrators. The sample group consisted of 303 individuals from primary education schools in the northeastern region, including 192 teachers and 111 school administrators, selected through simple random sampling. The research methodology employed was survey research, which gathered both quantitative and qualitative data. The ﬁndings revealed that: For teachers (N = 192), the current assessment of their own development in ICT competency and digital literacy skills indicated signiﬁcant issues (x = 3.84, SD = 0.77) and high essential needs (x = 3.96, SD = 0.72). Their self-assessment for professional competence enhancement also showed substantial issues (x = 3.88, SD = 0.74) and very high needs (x = 4.08, SD = 0.67). For school administrators (N = 111), the self-assessment regarding their development in ICT competency and digital literacy skills highlighted major issues (x = 4.02, SD = 0.81) and the highest level of essential needs (x = 4.27, SD = 0.68). Their self-assessment for professional competence enhancement also indicated signiﬁcant issues (x = 4.04, SD = 0.82) and the highest needs (x = 4.27, SD = 0.63).},
	language = {en-GB},
	urldate = {2024-08-02},
	booktitle = {Innovative {Technologies} and {Learning}},
	publisher = {Springer Nature Switzerland},
	author = {Samat, Charuni and Singha, Pinyarat and Wattanachai, Suchat and Vongtathum, Pornsawan and Kanjug, Issara and Chaijaroen, Sumalee},
	editor = {Cheng, Yu-Ping and Pedaste, Margus and Bardone, Emanuele and Huang, Yueh-Min},
	year = {2024},
	doi = {10.1007/978-3-031-65881-5_15},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {136--146},
	file = {Samat et al. - 2024 - A Study on the Current Situation, Problems and Nee.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PCR9W2LJ/Samat et al. - 2024 - A Study on the Current Situation, Problems and Nee.pdf:application/pdf},
}

@incollection{cheng_developing_2024,
	address = {Cham},
	title = {Developing {Reading} {Literacy} with {Digital} {Texts}},
	volume = {14785},
	isbn = {978-3-031-65880-8 978-3-031-65881-5},
	url = {https://link.springer.com/10.1007/978-3-031-65881-5_17},
	abstract = {The article examines the inﬂuence of digital sources (texts) on the development of reading literacy among students. By reading literacy, the authors of this study consider the reader’s ability to understand, evaluate and reﬂect on text, as well as use text ideas in everyday life. The purpose of this work is to determine the impact of reading digital texts on the level of reading literacy of Kazakhstani youth. To achieve this goal, the study was conducted on what texts students read from the university website and other Internet sources, and how this reading affects their reading literacy. In the process of studying the issue, observations were made of the peculiarities of students’ work with digital text, and a sociological survey was conducted among students of the L.N. Gumilyov Eurasian National University (Kazakhstan, Astana), as well as subsequent analysis of the data obtained. The choice of the target audience was determined by the relevance of the study - in their professional are, university teachers are often faced with a low level of reading literacy among students, which creates the need to work to improve their reading literacy.},
	language = {en-GB},
	urldate = {2024-08-02},
	booktitle = {Innovative {Technologies} and {Learning}},
	publisher = {Springer Nature Switzerland},
	author = {Shaimerdenova, Nursulu and Baigunissova, Gulbarshin and Beisembayeva, Zhanargul and Amrenova, Assel and Abdykhalykova, Akzhan and Tadjibaeva, Aygul and Shadiev, Rustam and Shadiev, Narzikul and Fayziev, Mirzaali and Turkenova, Natalya},
	editor = {Cheng, Yu-Ping and Pedaste, Margus and Bardone, Emanuele and Huang, Yueh-Min},
	year = {2024},
	doi = {10.1007/978-3-031-65881-5_17},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {159--166},
	file = {Shaimerdenova et al. - 2024 - Developing Reading Literacy with Digital Texts.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WAUB7SKF/Shaimerdenova et al. - 2024 - Developing Reading Literacy with Digital Texts.pdf:application/pdf},
}

@incollection{cheng_impact_2024,
	address = {Cham},
	title = {The {Impact} of {Prior} {Knowledge} on the {Motivation} and {Effectiveness} of {Using} the {English} {Sentence} {Rearrangement} {Practice} {System}},
	volume = {14785},
	isbn = {978-3-031-65880-8 978-3-031-65881-5},
	url = {https://link.springer.com/10.1007/978-3-031-65881-5_27},
	abstract = {The study explores the impact of prior knowledge on the motivation and effectiveness of using the English Sentence Rearrangement Practice System. Through an empirical investigation involving 87 ﬁrst-year students from a nursing department in northern Taiwan, the research investigates the relationship between prior knowledge, learning motivation, and learning effectiveness. The study consisted of an 8-week experimental teaching program, with 100 min of instruction each week. In the ﬁrst week, participants received an introduction to the system and completed a pre-test. Through the second to the seventh weeks, learners engaged in individual practice using the system either during or after class. In the eighth week, participants underwent a post-test examination and completed the ARCS (Attention, Relevance, Conﬁdence, and Satisfaction) learning motivation questionnaire. Findings suggest that while there is no signiﬁcant difference in learning motivation between learners with high and low prior knowledge levels, the use of the English Sentence Rearrangement Practice System effectively sustains learners’ motivation levels, as evidenced by consistently high average values of the ARCS. Moreover, the system signiﬁcantly enhances learning effectiveness, particularly for learners with low prior knowledge, indicating its potential to bridge performance gaps. These results underscore the importance of instructional approaches and the integration of digital technologies in language learning contexts. The study contributes certain observations into enhancing language teaching strategies to support learners in their language acquisition journey.},
	language = {en-GB},
	urldate = {2024-08-02},
	booktitle = {Innovative {Technologies} and {Learning}},
	publisher = {Springer Nature Switzerland},
	author = {Peng, Jui-Chi and Hwang, Gwo-Haur},
	editor = {Cheng, Yu-Ping and Pedaste, Margus and Bardone, Emanuele and Huang, Yueh-Min},
	year = {2024},
	doi = {10.1007/978-3-031-65881-5_27},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {253--263},
	file = {Peng und Hwang - 2024 - The Impact of Prior Knowledge on the Motivation an.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VF2A5QWE/Peng und Hwang - 2024 - The Impact of Prior Knowledge on the Motivation an.pdf:application/pdf},
}

@incollection{cheng_digital_2024,
	address = {Cham},
	title = {Digital {Discussion} {Game} on {Values}: {Development}, {Use} and {Possibilities} for {Measuring} {Its} {Functionality}},
	volume = {14785},
	isbn = {978-3-031-65880-8 978-3-031-65881-5},
	shorttitle = {Digital {Discussion} {Game} on {Values}},
	url = {https://link.springer.com/10.1007/978-3-031-65881-5_21},
	abstract = {To develop dialogic communication for ethical decision-making and value clariﬁcation, a digital discussion game on values was designed as there was a lack in methodological tools targeting different age-groups and involving people in communities. The current article gives an overview of the methodology and development of a digital discussion game on values and proposes possibilities for measuring its effectiveness. The innovative game has a strong methodological grounding and initial feedback on the game’s functionality indicates positive outcomes. Possibilities for measuring effectiveness of the game as well as future development ideas are suggested.},
	language = {en-GB},
	urldate = {2024-08-02},
	booktitle = {Innovative {Technologies} and {Learning}},
	publisher = {Springer Nature Switzerland},
	author = {Parder, Mari-Liisa and Tammeleht, Anu and Juurik, Marten and Paaver, Triin and Velbaum, Katrin and Harro-Loit, Halliki},
	editor = {Cheng, Yu-Ping and Pedaste, Margus and Bardone, Emanuele and Huang, Yueh-Min},
	year = {2024},
	doi = {10.1007/978-3-031-65881-5_21},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {193--202},
	file = {Parder et al. - 2024 - Digital Discussion Game on Values Development, Us.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/26I6GC3Y/Parder et al. - 2024 - Digital Discussion Game on Values Development, Us.pdf:application/pdf},
}

@incollection{cheng_exploring_2024-1,
	address = {Cham},
	title = {Exploring {Teaching} {Experiences} in {Technology} and {Engineering} {MOOCs} with {High} {Enrollments} in {Medium}-{Sized} {Public} {Universities}},
	volume = {14785},
	isbn = {978-3-031-65880-8 978-3-031-65881-5},
	url = {https://link.springer.com/10.1007/978-3-031-65881-5_23},
	abstract = {The study aimed to explore the teaching experiences in popular MOOCs. The two teachers, whose courses were most popular with the largest number of students in a platform of MOOCs—ShareCourse, were selected for exploring their teaching experiences. The interview data based on teaching experiences was coded into three themes and nine sub-themes, including: (a) teachers’ teaching experiences of problems and challenges in MOOCs, with the sub-themes on challenges caused by student behaviors, course quality, and video production; (b) teachers’ teaching experiences of attracting students, with the sub-themes on delivery of effective information, leading students with different backgrounds, and preparing and teaching MOOCs; (c) teachers’ descriptions of personal reﬂections on teaching motivation and innovations, with sub-themes on recognition of course features, holding an altruistic attitude, and reﬂections on innovative instruction. According to these themes, the teaching experiences in MOOCs were explored. Finally, reﬂections, implications and suggestions were provided.},
	language = {en-GB},
	urldate = {2024-08-02},
	booktitle = {Innovative {Technologies} and {Learning}},
	publisher = {Springer Nature Switzerland},
	author = {Chang, Chi-Cheng and Wang, Yao-Hua and Yen, Wan-Hsuan},
	editor = {Cheng, Yu-Ping and Pedaste, Margus and Bardone, Emanuele and Huang, Yueh-Min},
	year = {2024},
	doi = {10.1007/978-3-031-65881-5_23},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buchteil:MOOC},
	pages = {213--221},
	file = {Chang et al. - 2024 - Exploring Teaching Experiences in Technology and E.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RZ5LE69Y/Chang et al. - 2024 - Exploring Teaching Experiences in Technology and E.pdf:application/pdf},
}

@incollection{cheng_exploring_2024-2,
	address = {Cham},
	title = {Exploring the {Impact} of the {Pingtung} {Wannian} {River} {Basin} {Educational} {App} on the {Learning} {Motivation} of {Upper} {Elementary} {Students}: {An} {Analysis} {Based} on the {Technology} {Acceptance} {Model}},
	volume = {14785},
	isbn = {978-3-031-65880-8 978-3-031-65881-5},
	shorttitle = {Exploring the {Impact} of the {Pingtung} {Wannian} {River} {Basin} {Educational} {App} on the {Learning} {Motivation} of {Upper} {Elementary} {Students}},
	url = {https://link.springer.com/10.1007/978-3-031-65881-5_24},
	abstract = {As the rapid development of information technology continues, the application of digital learning tools in the educational sector has increasingly gained attention, particularly in the ﬁeld of humanities and history education. Interactive learning applications offer students richer and more diverse learning experiences, helping them understand local culture and history in a more dynamic way. This study focuses on a learning application named “Wannian River Treasure Hunt,” designed speciﬁcally for upper elementary students. Through gamiﬁed learning, it aims to enhance students’ interest in and knowledge of the humanities and history surrounding the Pingtung Wannian River area. Utilizing the Technology Acceptance Model (TAM), this research investigates the app’s impact on the learning attitudes of ﬁfth-grade students, aiming to identify key factors that inﬂuence students’ acceptance and use of this educational application.},
	language = {en-GB},
	urldate = {2024-08-02},
	booktitle = {Innovative {Technologies} and {Learning}},
	publisher = {Springer Nature Switzerland},
	author = {Chen, C. M. and Wu, P. H.},
	editor = {Cheng, Yu-Ping and Pedaste, Margus and Bardone, Emanuele and Huang, Yueh-Min},
	year = {2024},
	doi = {10.1007/978-3-031-65881-5_24},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {222--232},
	file = {Chen und Wu - 2024 - Exploring the Impact of the Pingtung Wannian River.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MCK2SHVV/Chen und Wu - 2024 - Exploring the Impact of the Pingtung Wannian River.pdf:application/pdf},
}

@incollection{cheng_embodied_2024,
	address = {Cham},
	title = {Embodied {Learning} – {Are} {We} {Losing} {It}?},
	volume = {14785},
	isbn = {978-3-031-65880-8 978-3-031-65881-5},
	url = {https://link.springer.com/10.1007/978-3-031-65881-5_33},
	abstract = {New knowledge from various ﬁelds of cognitive neuroscience is incorporated into the learning sciences. This research highlights interactions between embodied learning and philosophical approaches from phenomenology and pragmatism to cognitive neurosciences. These research threads direct attention to embodied learning and the need for further research on the hindrances and beneﬁts of using digital tools to scaffold and enhance learning. The methods derived from Peirce’s advice to reason in a critical and self-controlled manner describe the method used in the study, which could be called to follow the hermeneutic tradition of being interpretative. I will end with three intriguing examples of experimental studies (two tools from one project and one neuroscientiﬁc experiment) that provide insights into embodied learning. The aim is to persuade more research on how our emerging digital learning tools and practices enhance or hinder the embodied aspect of learning.},
	language = {en-GB},
	urldate = {2024-08-02},
	booktitle = {Innovative {Technologies} and {Learning}},
	publisher = {Springer Nature Switzerland},
	author = {Bauters, Merja},
	editor = {Cheng, Yu-Ping and Pedaste, Margus and Bardone, Emanuele and Huang, Yueh-Min},
	year = {2024},
	doi = {10.1007/978-3-031-65881-5_33},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {309--316},
	file = {Bauters - 2024 - Embodied Learning – Are We Losing It.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XIF9MTYV/Bauters - 2024 - Embodied Learning – Are We Losing It.pdf:application/pdf},
}

@incollection{dlamini_meaningful_2024,
	address = {Cham},
	title = {Meaningful {Learning} {Experience} {Using} {Digital} {Technologies} in {TVET}: {Towards} {Innovative} {Digital} {Pedagogy}},
	isbn = {978-3-031-58205-9 978-3-031-58206-6},
	shorttitle = {Meaningful {Learning} {Experience} {Using} {Digital} {Technologies} in {TVET}},
	url = {https://link.springer.com/10.1007/978-3-031-58206-6_12},
	language = {en-GB},
	urldate = {2024-08-02},
	booktitle = {Technical and {Vocational} {Teaching} in {South} {Africa}},
	publisher = {Springer Nature Switzerland},
	author = {Mbatha, Khanyisile},
	editor = {Dlamini, Reuben and Moll, Ian and Naiker, Vasidevan},
	year = {2024},
	doi = {10.1007/978-3-031-58206-6_12},
	note = {Series Title: Palgrave Studies in Technical and Vocational Education and Training},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {247--262},
	file = {Mbatha - 2024 - Meaningful Learning Experience Using Digital Techn.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZFM7CK3R/Mbatha - 2024 - Meaningful Learning Experience Using Digital Techn.pdf:application/pdf},
}

@book{hovdar-stojakovic_innovatives_2023,
	address = {Wiesbaden},
	title = {Innovatives {Lehren} und {Lernen} mit {Blended} {Learning}: {Bausteine}, {Strukturen} und {Umsetzung} in der {Organisation}},
	isbn = {978-3-658-38717-4 978-3-658-38718-1},
	shorttitle = {Innovatives {Lehren} und {Lernen} mit {Blended} {Learning}},
	url = {https://link.springer.com/10.1007/978-3-658-38718-1},
	language = {de-DE},
	urldate = {2023-02-08},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	year = {2023},
	doi = {10.1007/978-3-658-38718-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buch:blended:learning},
	file = {Hovdar-Stojakovic et al. - 2023 - Innovatives Lehren und Lernen mit Blended Learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8GSI264Q/Hovdar-Stojakovic et al. - 2023 - Innovatives Lehren und Lernen mit Blended Learning.pdf:application/pdf},
}

@incollection{hovdar-stojakovic_lehren_2023,
	address = {Wiesbaden},
	title = {Lehren und {Lernen} neu gedacht: {Eine} {Einführung}},
	isbn = {978-3-658-38717-4 978-3-658-38718-1},
	shorttitle = {Lehren und {Lernen} neu gedacht},
	url = {https://link.springer.com/10.1007/978-3-658-38718-1_1},
	language = {de-DE},
	urldate = {2023-02-08},
	booktitle = {Innovatives {Lehren} und {Lernen} mit {Blended} {Learning}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	collaborator = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	year = {2023},
	doi = {10.1007/978-3-658-38718-1_1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {3--16},
	file = {Hovdar-Stojakovic et al. - 2023 - Lehren und Lernen neu gedacht Eine Einführung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8BV4CN2I/Hovdar-Stojakovic et al. - 2023 - Lehren und Lernen neu gedacht Eine Einführung.pdf:application/pdf},
}

@incollection{hovdar-stojakovic_wissen_2023,
	address = {Wiesbaden},
	title = {Wissen und dessen {Management}},
	isbn = {978-3-658-38717-4 978-3-658-38718-1},
	url = {https://link.springer.com/10.1007/978-3-658-38718-1_3},
	language = {de-DE},
	urldate = {2023-02-08},
	booktitle = {Innovatives {Lehren} und {Lernen} mit {Blended} {Learning}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	collaborator = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	year = {2023},
	doi = {10.1007/978-3-658-38718-1_3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {35--51},
	file = {Hovdar-Stojakovic et al. - 2023 - Wissen und dessen Management.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MIQGFQ4L/Hovdar-Stojakovic et al. - 2023 - Wissen und dessen Management.pdf:application/pdf},
}

@incollection{hovdar-stojakovic_vom_2023,
	address = {Wiesbaden},
	title = {Vom lernenden {Individuum} zur {Lernenden} {Organisation}},
	isbn = {978-3-658-38717-4 978-3-658-38718-1},
	url = {https://link.springer.com/10.1007/978-3-658-38718-1_4},
	language = {de-DE},
	urldate = {2023-02-08},
	booktitle = {Innovatives {Lehren} und {Lernen} mit {Blended} {Learning}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	collaborator = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	year = {2023},
	doi = {10.1007/978-3-658-38718-1_4},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {53--74},
	file = {Hovdar-Stojakovic et al. - 2023 - Vom lernenden Individuum zur Lernenden Organisatio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7J9LRJ3M/Hovdar-Stojakovic et al. - 2023 - Vom lernenden Individuum zur Lernenden Organisatio.pdf:application/pdf},
}

@incollection{hovdar-stojakovic_planung_2023,
	address = {Wiesbaden},
	title = {Planung, {Gestaltung} und {Umsetzung} von {Blended}-{Learning}-{Szenarien}},
	isbn = {978-3-658-38717-4 978-3-658-38718-1},
	url = {https://link.springer.com/10.1007/978-3-658-38718-1_6},
	language = {de-DE},
	urldate = {2023-02-08},
	booktitle = {Innovatives {Lehren} und {Lernen} mit {Blended} {Learning}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	collaborator = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	year = {2023},
	doi = {10.1007/978-3-658-38718-1_6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {139--230},
	file = {Hovdar-Stojakovic et al. - 2023 - Planung, Gestaltung und Umsetzung von Blended-Lear.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DAFNGXID/Hovdar-Stojakovic et al. - 2023 - Planung, Gestaltung und Umsetzung von Blended-Lear.pdf:application/pdf},
}

@incollection{hovdar-stojakovic_qualitatssicherung_2023,
	address = {Wiesbaden},
	title = {Qualitätssicherung, {Impactmessung} und {Evaluierung}},
	isbn = {978-3-658-38717-4 978-3-658-38718-1},
	url = {https://link.springer.com/10.1007/978-3-658-38718-1_7},
	language = {de-DE},
	urldate = {2023-02-08},
	booktitle = {Innovatives {Lehren} und {Lernen} mit {Blended} {Learning}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	collaborator = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	year = {2023},
	doi = {10.1007/978-3-658-38718-1_7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {231--250},
	file = {Hovdar-Stojakovic et al. - 2023 - Qualitätssicherung, Impactmessung und Evaluierung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZM8QFJU5/Hovdar-Stojakovic et al. - 2023 - Qualitätssicherung, Impactmessung und Evaluierung.pdf:application/pdf},
}

@article{steenstrup_saving_2025,
	title = {Saving lives together in sport: - {A} pilot study attempting to increase the number and availability of automated external defibrillators and to initiate voluntary training in cardiopulmonary resuscitation with the use of automated external defibrillators in {Norwegian} amateur football clubs},
	issn = {03009572},
	shorttitle = {Saving lives together in sport},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S030095722500098X},
	doi = {10.1016/j.resuscitation.2025.110586},
	abstract = {Objectives: In Norway, the potential to increase the number of patients connected to an automated external defibrillator (AED) before ambulance arrival in out-of-hospital cardiac arrests is substantial. A blended learning approach is effective for cardiopulmonary resuscitation (CPR) training with AED usage, and regular hands-on CPR refresher training is recommended. The objective was to test if provision of CPR-training equipment and learning resources combined with a contract to recruit volunteer CPR trainers could facilitate regular refresher CPR-training in Norwegian football clubs and to increase the number and accessibility of AEDs by providing clubs with AEDs and heated cabinets and mandate registration in the national AED registry.
Methods: Non-randomized pilot study (2020-2023). Clubs signed contracts that they would perform CPR training with the use of AEDs for 70\% of football players/coaches/staff/volunteers each year and place their received AED outdoors in heated cabinets and register their AED in the Norwegian national AED registry. We explored barriers through follow-up e-mails.
Results: We recruited 116 of 278 (42\%) eligible football clubs. From 2020-2023, 5440 football players and 987 coaches/staff/volunteers from 60 (52\%) clubs completed CPR training sessions and 20 (17\%) repeated CPR training. We provided 112 AEDs and 116 heated cabinets. By a deadline, 68/116 (59\%) of clubs had placed their AED outdoors in the heated cabinet and registered their AED correctly in the national AED registry, 27/116 (23\%) placed their AED outdoors but did not complete their registration in the AED registry correctly, 13/116 (11\%) kept their AED locked indoors and 8/116 (7\%) failed to register their AED. Few clubs (20/116, 17\%) provided insights into barriers.
Conclusion: We recruited a satisfactory number of football clubs. Over 6000 players, coaches/staff/volunteers completing CRP training shows promise. Most clubs complied to the message of 24/7/365 availability of AEDs and found registration in the national AED registry uncomplicated.},
	language = {en-GB},
	urldate = {2025-03-18},
	journal = {Resuscitation},
	author = {Steenstrup, Sophie Elspeth and Kramer-Johansen, Jo and Berge, Hilde Moseby},
	month = mar,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#8:Zeitschriftenartikel:blended:learning},
	pages = {110586},
	file = {Steenstrup et al. - 2025 - Saving lives together in sport - A pilot study attempting to increase the number and availability o:/Users/jochenhanisch-johannsen/Zotero/storage/S5ETKMCP/Steenstrup et al. - 2025 - Saving lives together in sport - A pilot study attempting to increase the number and availability o.pdf:application/pdf},
}

@article{jordens_how_2024,
	title = {How cooperative mindsets and course climate relate to the perceived impact of digital cooperation on learning in higher education},
	volume = {55},
	issn = {2366-6145, 2366-6218},
	url = {https://link.springer.com/10.1007/s11612-024-00782-0},
	doi = {10.1007/s11612-024-00782-0},
	abstract = {This article in the journal “Gruppe. Interaktion. Organisation. (GIO)” presents the results of a study examining one underlying mechanism of successful digital cooperation among students in higher education from a student perspective. We investigated whether and how students’ cooperative mindset and the climate in their university courses correlate with how they perceive the impact of digital cooperation on their learning outcomes. Data were collected using a questionnaire in different university courses at three universities, involving students from different study programmes and semesters. We conducted a mediation analysis that included students’ cooperative mindsets, the perception of the course climate, and the perception of the impact of digital cooperation on students’ learning outcomes. We found that students’ cooperative mindsets predicted their perception of the impact of digital cooperation on their learning. The cooperative mindset of students also predicted their perception of the course climate, which, in turn, predicted their perception of the impact of digital cooperation on their learning. Moreover, we found that the effect of students’ cooperative mindset on the perceived impact of digital cooperation on learning was mediated by the perception of the course climate. These ﬁndings suggest that highlighting the relevance of digital cooperation for learning outcomes can initiate a positive dynamic shaping students’ perceptions of their course climate and beneﬁts of digital cooperation. Understanding these dynamics is crucial because cooperative group work in digital environments has become an integral part of teaching in higher education.},
	language = {en-GB},
	number = {4},
	urldate = {2025-03-15},
	journal = {Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO)},
	author = {Jördens, Kim A. and Nöth, Linnea and Zander, Lysann},
	month = dec,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {589--599},
	file = {Jördens et al. - 2024 - How cooperative mindsets and course climate relate to the perceived impact of digital cooperation on:/Users/jochenhanisch-johannsen/Zotero/storage/79RRN55J/Jördens et al. - 2024 - How cooperative mindsets and course climate relate to the perceived impact of digital cooperation on.pdf:application/pdf},
}

@article{bahr_uncertainty_2024,
	title = {Uncertainty in subject matter education—{Constitutive} element and fruitful instructional strategy?},
	volume = {14},
	issn = {2190-6890, 2190-6904},
	url = {https://link.springer.com/10.1007/s35834-024-00436-7},
	doi = {10.1007/s35834-024-00436-7},
	abstract = {Uncertainty, which is an essential element of life in globalised, mobile and digitalised post-modern societies, challenges educational institutions. Students must be empowered to deal with such uncertainty to support developing a sense of critical consciousness and agency. Drawing on the discourse of uncertainty in educational science, this qualitative secondary analysis (QSA) refers to two studies that focused on instructional ‘uncertainty-friendly’ settings in four different school subjects (biology, drama and physical education in one study and English as a foreign language in the other) to address the research question: What are students’ responses to didactically staged confrontations with disciplinary uncertainty in different subjects? In the analysed studies, the researchers established uncertainty-friendly settings as an instructional tool to foster deep learning and cognitive ﬂexibility in K–12 students. This QSA compares students’ reactions to these settings. The ﬁndings suggest a cross-curricular pattern of student responses: In all subjects, students initially showed unspeciﬁc responses, all of which acknowledged uncertainty. In addition, students showed speciﬁc responses (i.e. the modes of juxtaposition, exploration and rejection) as active interactions with the uncertainty of the settings. The results can further the development of uncertainty-friendly classrooms and reﬂection on their limitations.},
	language = {en-GB},
	number = {3},
	urldate = {2025-03-15},
	journal = {Zeitschrift für Bildungsforschung},
	author = {Bähr, Ingrid and Bonnet, Andreas and Bracker Da Ponte, Elisabeth and Gebhard, Ulrich and Krieger, Claus and Lübke, Britta and Sting, Wolfgang},
	month = dec,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {375--395},
	file = {Bähr et al. - 2024 - Uncertainty in subject matter education—Constitutive element and fruitful instructional strategy:/Users/jochenhanisch-johannsen/Zotero/storage/ZSTV3S2D/Bähr et al. - 2024 - Uncertainty in subject matter education—Constitutive element and fruitful instructional strategy.pdf:application/pdf},
}

@article{zagalioti_effective_2025,
	title = {An {Effective} {Triage} {Education} {Method} for {Triage} {Nurses}: {An} {Overview} and {Update}},
	volume = {Volume 17},
	copyright = {https://creativecommons.org/licenses/by-nc/3.0/},
	issn = {1179-1500},
	shorttitle = {An {Effective} {Triage} {Education} {Method} for {Triage} {Nurses}},
	url = {https://www.dovepress.com/an-effective-triage-education-method-for-triage-nurses-an-overview-and-peer-reviewed-fulltext-article-OAEM},
	doi = {10.2147/OAEM.S498085},
	abstract = {Background: Accurate decision-making in triage largely determines the amount of time required for a patient to be evaluated and treated while in the emergency department. Nursing staff worldwide have similar learning characteristics with similar working hours and common goals, despite the fact that different triage scales are used globally. The aim of this mini review is to present the different educational methods and identify the most effective for triage training of triage nurses. Materials and Methods: We screened studies concerning triage education for nurses in Emergency Department, in databases including PubMed, CENTRAL and CINAHL. From November 12, 2023 to February 15, 2024, databases were searched for relevant literature. “Triage education” OR “triage training” AND “emergency nurses” OR “triage nurses” were the MeSH terms.
Results: There are various educational methods, including traditional, web-based, audiovisual, simulation-based, blended learning, and other specialized approaches. Almost all of the studies that are currently available demonstrate how effectively an educational intervention might improve nurses’ comprehension of triage. Except for one, every study concluded that the educational intervention significantly improved nurses’ triage knowledge. Comparing the included studies is challenging due to their heterogeneity, and applying the results in practice requires caution.
Conclusion: The majority of studies reported that educational interventions effectively increased nurses’ triage knowledge. Blended learning in conjunction with refresher courses enhanced triage-related knowledge and decision-making; however, additional research is required to ascertain whether this approach is superior to the others and whether these improvements will last.},
	language = {en-GB},
	urldate = {2025-02-14},
	journal = {Open Access Emergency Medicine},
	author = {Zagalioti, Sofia-Chrysovalantou and Ziaka, Mairi and Exadaktylos, Aristomenis and Fyntanidou, Barbara},
	month = feb,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#8:Zeitschriftenartikel:blended:learning},
	pages = {105--112},
	file = {Zagalioti et al. - 2025 - An Effective Triage Education Method for Triage Nurses An Overview and Update:/Users/jochenhanisch-johannsen/Zotero/storage/SWEF7U26/Zagalioti et al. - 2025 - An Effective Triage Education Method for Triage Nurses An Overview and Update.pdf:application/pdf},
}

@book{jenewein_transformation_2024,
	address = {Bielefeld},
	series = {Berufsbildung, {Arbeit} und {Innovation}},
	title = {Transformation und {Digitalisierung}: neues berufliches {Lehren} und {Lernen}},
	isbn = {978-3-7639-7436-8 978-3-7639-7395-8},
	shorttitle = {Transformation und {Digitalisierung}},
	language = {de-DE},
	number = {Band 84},
	publisher = {wbv},
	editor = {Jenewein, Klaus and Vollmer, Thomas and Karges, Torben and Reichwein, Wilko and Richter-Honsbrok, Tim and Schütt-Sayed, Sören},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Jenewein et al. - 2024 - Transformation und Digitalisierung neues berufliches Lehren und Lernen:/Users/jochenhanisch-johannsen/Zotero/storage/XSHUNYH4/Jenewein et al. - 2024 - Transformation und Digitalisierung neues berufliches Lehren und Lernen.pdf:application/pdf},
}

@book{australian_council_for_educational_research_empowering_2025,
	title = {Empowering teaching and learning with educational technology: {Literature} review},
	isbn = {978-1-74286-784-7},
	shorttitle = {Empowering teaching and learning with educational technology},
	url = {https://research.acer.edu.au/digital_learning/20},
	abstract = {Many existing reviews of educational technologies focus on the affordances of specific types of technology rather than how different technologies can be designed and used to achieve specific teaching and learning objectives. Furthermore, there appears to be a widely held assumption that the use of educational technology will result in improved outcomes. However, there has been limited scrutiny of evidence about the extent to which use of educational technologies impacts teaching and learning outcomes in school contexts. To address these gaps in understanding of educational technologies, this literature review examines the design of technologies, exploring how they have been leveraged to improve various student learning processes and pedagogical practices. Additionally, the review synthesises key findings from existing research on evidence about the impact of technology use in schools. These insights can guide future decisions around the adoption and evaluation of technologies in schools that ensure alignment with pedagogical goals and lead to improvements in student learning.},
	language = {en-GB},
	urldate = {2025-01-30},
	publisher = {Australian Council for Educational Research},
	author = {{Australian Council for Educational Research} and Yang, Suijing and Taylor-Griffiths, Daniel and {Australian Council for Educational Research} and {University of Queensland} and Van Der Kleij, Fabienne and {Australian Council for Educational Research} and Taylor-Guy, Pauline and {Australian Council for Educational Research} and Saubern, Ralph and {Australian Council for Educational Research}},
	month = jan,
	year = {2025},
	doi = {10.37517/978-1-74286-784-7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buch:digital:learning},
	file = {Australian Council for Educational Research et al. - 2025 - Empowering teaching and learning with educational technology Literature review:/Users/jochenhanisch-johannsen/Zotero/storage/27D3ZNHU/Australian Council for Educational Research et al. - 2025 - Empowering teaching and learning with educational technology Literature review.pdf:application/pdf},
}

@article{martatiyana_development_2024,
	title = {Development of {STEM}-{PJBL} based {Science} electronic worksheets to {Improve} {Students}' {Collaboration} {Skills}},
	volume = {10},
	abstract = {Learning in the 21st century focuses on the use of advanced technology. At the elementary school level, digital-based learning innovation is important in creating a dynamic and interesting learning environment. This research aims to develop STEM-PjBL based e-LKPD and determine its validity and effectiveness on students' collaboration skills. This development uses a 4D model made by Thiagarajan which consists of 4 stages, namely Define, Design, Development and Disseminate. With quantitative and qualitative data analysis techniques. Expert validation results show 86.9\% is very valid and suitable for use. The responses of students and teachers showed very good results and were quite effective in supporting the improvement of students' collaboration skills, as seen from the n-gain scores of 0.5 and 0.4 in the "medium" category.},
	language = {en-GB},
	number = {12},
	author = {Martatiyana, Diana Rossa and Nasbey, Hadi and Utami, Nidya Chandra Muji},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Martatiyana et al. - 2024 - Development of STEM-PJBL based Science electronic worksheets to Improve Students' Collaboration Skil:/Users/jochenhanisch-johannsen/Zotero/storage/IR8PN4TM/Martatiyana et al. - 2024 - Development of STEM-PJBL based Science electronic worksheets to Improve Students' Collaboration Skil.pdf:application/pdf},
}

@book{costescu_digital_2024-2,
	address = {Cham},
	series = {Integrated {Science}},
	title = {Digital {Technologies} for {Learning} and {Psychological} {Interventions}},
	volume = {33},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-3-031-76413-4 978-3-031-76414-1},
	url = {https://link.springer.com/10.1007/978-3-031-76414-1},
	language = {en-GB},
	urldate = {2024-12-29},
	publisher = {Springer Nature Switzerland},
	editor = {Costescu, Cristina},
	year = {2024},
	doi = {10.1007/978-3-031-76414-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buch:digital:learning},
	file = {Costescu - 2024 - Digital Technologies for Learning and Psychological Interventions:/Users/jochenhanisch-johannsen/Zotero/storage/NN7TRDQL/Costescu - 2024 - Digital Technologies for Learning and Psychological Interventions.pdf:application/pdf},
}

@article{stadler_cognitive_2024,
	title = {Cognitive ease at a cost: {LLMs} reduce mental effort but compromise depth in student scientific inquiry},
	volume = {160},
	issn = {07475632},
	shorttitle = {Cognitive ease at a cost},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S0747563224002541},
	doi = {10.1016/j.chb.2024.108386},
	abstract = {This study explores the cognitive load and learning outcomes associated with using large language models (LLMs) versus traditional search engines for information gathering during learning. A total of 91 university students were randomly assigned to either use ChatGPT3.5 or Google to research the socio-scientific issue of nanoparticles in sunscreen to derive valid recommendations and justifications. The study aimed to investigate potential differences in cognitive load, as well as the quality and homogeneity of the students’ recommendations and justifications. Results indicated that students using LLMs experienced significantly lower cognitive load. However, despite this reduction, these students demonstrated lower-quality reasoning and argumentation in their final recommendations compared to those who used traditional search engines. Further, the homogeneity of the recommendations and justifications did not differ significantly between the two groups, suggesting that LLMs did not restrict the diversity of students’ perspectives. These findings highlight the nuanced implications of digital tools on learning, suggesting that while LLMs can decrease the cognitive burden associated with information gathering during a learning task, they may not promote deeper engagement with content necessary for high-quality learning per se.},
	language = {en-GB},
	urldate = {2024-11-23},
	journal = {Computers in Human Behavior},
	author = {Stadler, Matthias and Bannert, Maria and Sailer, Michael},
	month = nov,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Methodologie, GPT},
	pages = {108386},
	file = {Stadler et al. - 2024 - Cognitive ease at a cost LLMs reduce mental effort but compromise depth in student scientific inqui:/Users/jochenhanisch-johannsen/Zotero/storage/MVV8LNBJ/Stadler et al. - 2024 - Cognitive ease at a cost LLMs reduce mental effort but compromise depth in student scientific inqui.pdf:application/pdf},
}

@article{tondeur_dtale_2024,
	title = {The {DTALE} {Model}: {Designing} {Digital} and {Physical} {Spaces} for {Integrated} {Learning} {Environments}},
	issn = {2211-1662, 2211-1670},
	shorttitle = {The {DTALE} {Model}},
	url = {https://link.springer.com/10.1007/s10758-024-09784-9},
	doi = {10.1007/s10758-024-09784-9},
	abstract = {Despite the widely recognised impact of both digital and physical spaces as active contributors to teaching and learning processes, relatively little is known about the learning environment. Furthermore, it is time to explore the interplay between these two spaces. Therefore, we proposed employing a holistic approach to develop a new conceptual model for Designing Teaching and Learning Environments (DTALE). To do this, the paper presents first a critical review of the research literature underpinning learning environments, with a particular interest in the integration of the physical and digital spaces, to develop the DTALE model. In the second step, the DTALE model has been developed and validated by applying the model to existing cases from different contexts. Based on the study’s findings, we outline the implications for theory and practice. Limitations and suggestions for future research are also included.},
	language = {en-GB},
	urldate = {2024-10-20},
	journal = {Technology, Knowledge and Learning},
	author = {Tondeur, Jo and Howard, Sarah and Carvalho, Ana Amélia and Kral, Marijke and Petko, Dominik and Ganesh, Lakshmi T. and Røkenes, Fredrik Mørk and Starkey, Louise and Bower, Matt and Redmond, Petrea and Andresen, Bent B.},
	month = oct,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Tondeur et al. - 2024 - The DTALE Model Designing Digital and Physical Sp.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5ZNF7SH4/Tondeur et al. - 2024 - The DTALE Model Designing Digital and Physical Sp.pdf:application/pdf},
}

@article{heumos_open-source_2024,
	title = {An open-source framework for end-to-end analysis of electronic health record data},
	issn = {1078-8956, 1546-170X},
	url = {https://www.nature.com/articles/s41591-024-03214-0},
	doi = {10.1038/s41591-024-03214-0},
	abstract = {Abstract
            With progressive digitalization of healthcare systems worldwide, large-scale collection of electronic health records (EHRs) has become commonplace. However, an extensible framework for comprehensive exploratory analysis that accounts for data heterogeneity is missing. Here we introduce ehrapy, a modular open-source Python framework designed for exploratory analysis of heterogeneous epidemiology and EHR data. ehrapy incorporates a series of analytical steps, from data extraction and quality control to the generation of low-dimensional representations. Complemented by rich statistical modules, ehrapy facilitates associating patients with disease states, differential comparison between patient clusters, survival analysis, trajectory inference, causal inference and more. Leveraging ontologies, ehrapy further enables data sharing and training EHR deep learning models, paving the way for foundational models in biomedical research. We demonstrate ehrapy’s features in six distinct examples. We applied ehrapy to stratify patients affected by unspecified pneumonia into finer-grained phenotypes. Furthermore, we reveal biomarkers for significant differences in survival among these groups. Additionally, we quantify medication-class effects of pneumonia medications on length of stay. We further leveraged ehrapy to analyze cardiovascular risks across different data modalities. We reconstructed disease state trajectories in patients with severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) based on imaging data. Finally, we conducted a case study to demonstrate how ehrapy can detect and mitigate biases in EHR data. ehrapy, thus, provides a framework that we envision will standardize analysis pipelines on EHR data and serve as a cornerstone for the community.},
	language = {en-GB},
	urldate = {2024-10-17},
	journal = {Nature Medicine},
	author = {Heumos, Lukas and Ehmele, Philipp and Treis, Tim and Upmeier Zu Belzen, Julius and Roellin, Eljas and May, Lilly and Namsaraeva, Altana and Horlava, Nastassya and Shitov, Vladimir A. and Zhang, Xinyue and Zappia, Luke and Knoll, Rainer and Lang, Niklas J. and Hetzel, Leon and Virshup, Isaac and Sikkema, Lisa and Curion, Fabiola and Eils, Roland and Schiller, Herbert B. and Hilgendorff, Anne and Theis, Fabian J.},
	month = sep,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Heumos et al. - 2024 - An open-source framework for end-to-end analysis o.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TXHSZ76E/Heumos et al. - 2024 - An open-source framework for end-to-end analysis o.pdf:application/pdf},
}

@incollection{stollfus_medienkonstellationsanalyse_2023,
	address = {Wiesbaden},
	title = {Medienkonstellationsanalyse},
	isbn = {978-3-658-36629-2},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_28-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Weich, Andreas},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2023},
	doi = {10.1007/978-3-658-36629-2_28-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--23},
	file = {Weich - 2023 - Medienkonstellationsanalyse.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P6RXEVFV/Weich - 2023 - Medienkonstellationsanalyse.pdf:application/pdf},
}

@incollection{stollfus_digitale_2023,
	address = {Wiesbaden},
	title = {Digitale {Medien} und {Dispositivanalyse}},
	isbn = {978-3-658-36629-2},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_27-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stollfuß, Sven and Weich, Andreas},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2023},
	doi = {10.1007/978-3-658-36629-2_27-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--23},
	file = {Stollfuß und Weich - 2023 - Digitale Medien und Dispositivanalyse.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BWPCJKZG/Stollfuß und Weich - 2023 - Digitale Medien und Dispositivanalyse.pdf:application/pdf},
}

@incollection{stollfus_kritische_2023,
	address = {Wiesbaden},
	title = {Kritische {Diskursanalyse} als {Medienanalyse}},
	isbn = {978-3-658-36629-2},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_25-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Nohr, Rolf},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2023},
	doi = {10.1007/978-3-658-36629-2_25-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--18},
	file = {Nohr - 2023 - Kritische Diskursanalyse als Medienanalyse.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LBTBMQDM/Nohr - 2023 - Kritische Diskursanalyse als Medienanalyse.pdf:application/pdf},
}

@incollection{stollfus_scalable_2024,
	address = {Wiesbaden},
	title = {Scalable {Reading} als medienwissenschaftliche {Praxis} und {Perspektive}},
	isbn = {978-3-658-36629-2},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_22-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Koenen, Erik},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2024},
	doi = {10.1007/978-3-658-36629-2_22-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--19},
	file = {Koenen - 2024 - Scalable Reading als medienwissenschaftliche Praxi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GETYLGEQ/Koenen - 2024 - Scalable Reading als medienwissenschaftliche Praxi.pdf:application/pdf},
}

@incollection{stollfus_medienarchaologie_2023,
	address = {Wiesbaden},
	title = {Medienarchäologie der digitalen {Medien}},
	isbn = {978-3-658-36629-2},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_21-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schröter, Jens},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2023},
	doi = {10.1007/978-3-658-36629-2_21-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--15},
	file = {Schröter - 2023 - Medienarchäologie der digitalen Medien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8LWRZBT6/Schröter - 2023 - Medienarchäologie der digitalen Medien.pdf:application/pdf},
}

@incollection{stollfus_konnte_2024,
	address = {Wiesbaden},
	title = {‚{Das} könnte {Sie} auch interessieren‘ – {Methoden} zur {Erforschung} algorithmischer {Empfehlungssysteme}},
	isbn = {978-3-658-36629-2},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_13-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Luchs, Inga and Apprich, Clemens and Broersma, Marcel},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2024},
	doi = {10.1007/978-3-658-36629-2_13-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--18},
	file = {Luchs et al. - 2024 - ‚Das könnte Sie auch interessieren‘ – Methoden zur.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A23IT87Y/Luchs et al. - 2024 - ‚Das könnte Sie auch interessieren‘ – Methoden zur.pdf:application/pdf},
}

@incollection{stollfus_forschung_2023,
	address = {Wiesbaden},
	title = {Forschung explorieren: {Zu} den {Möglichkeiten} digitaler {Datenvisualisierungen} für die feministische {Filmgeschichtsschreibung}},
	isbn = {978-3-658-36629-2},
	shorttitle = {Forschung explorieren},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_19-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Dang, Sarah-Mai},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2023},
	doi = {10.1007/978-3-658-36629-2_19-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--20},
	file = {Dang - 2023 - Forschung explorieren Zu den Möglichkeiten digita.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AJ7AKK62/Dang - 2023 - Forschung explorieren Zu den Möglichkeiten digita.pdf:application/pdf},
}

@incollection{stollfus_zum_2023,
	address = {Wiesbaden},
	title = {Zum {Einsatz} von {KI} als {Methode} und {Werkzeug} in der {Medienwissenschaft}},
	isbn = {978-3-658-36629-2},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_16-2},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Sudmann, Andreas},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2023},
	doi = {10.1007/978-3-658-36629-2_16-2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--17},
	file = {Sudmann - 2023 - Zum Einsatz von KI als Methode und Werkzeug in der.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CLSD995Z/Sudmann - 2023 - Zum Einsatz von KI als Methode und Werkzeug in der.pdf:application/pdf},
}

@incollection{stollfus_muster_2024,
	address = {Wiesbaden},
	title = {Muster herausarbeiten, beschreiben, theoretisieren: {Reflexionen} des methodischen {Zugriffs} auf das {Verhältnis} von {Muster} und {Medien} in den {Digital} {Humanities}},
	isbn = {978-3-658-36629-2},
	shorttitle = {Muster herausarbeiten, beschreiben, theoretisieren},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_15-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Puchta, Rebecca},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2024},
	doi = {10.1007/978-3-658-36629-2_15-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--20},
	file = {Puchta - 2024 - Muster herausarbeiten, beschreiben, theoretisieren.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LKWXLI3A/Puchta - 2024 - Muster herausarbeiten, beschreiben, theoretisieren.pdf:application/pdf},
}

@incollection{stollfus_diffraktive_2023,
	address = {Wiesbaden},
	title = {Diffraktive {Ethnografie} {Sozialer} {Medien}: {Diskurs} – Ästhetik – {Materialität}},
	isbn = {978-3-658-36629-2},
	shorttitle = {Diffraktive {Ethnografie} {Sozialer} {Medien}},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_14-2},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Eickelmann, Jennifer and Meis, Mareike},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2023},
	doi = {10.1007/978-3-658-36629-2_14-2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--25},
	file = {Eickelmann und Meis - 2023 - Diffraktive Ethnografie Sozialer Medien Diskurs –.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FI8HFWA3/Eickelmann und Meis - 2023 - Diffraktive Ethnografie Sozialer Medien Diskurs –.pdf:application/pdf},
}

@incollection{stollfus_netzwerke_2023,
	address = {Wiesbaden},
	title = {Netzwerke der {Ungleichheit}: {Kodieren} von {Geschlecht} und {Ethnizität} im {Distributionsnetzwerk} der {Filmindustrie}},
	isbn = {978-3-658-36629-2},
	shorttitle = {Netzwerke der {Ungleichheit}},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_11-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ehrich, Martha Emilie and Thiele, Franziska and Loist, Skadi and Prommer, Elizabeth},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2023},
	doi = {10.1007/978-3-658-36629-2_11-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--24},
	file = {Ehrich et al. - 2023 - Netzwerke der Ungleichheit Kodieren von Geschlech.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6P7D3SUV/Ehrich et al. - 2023 - Netzwerke der Ungleichheit Kodieren von Geschlech.pdf:application/pdf},
}

@incollection{stollfus_forschungsethik_2023,
	address = {Wiesbaden},
	title = {Forschungsethik und wissenschaftliche {Integrität}: {Herausforderungen} und {Chancen} für {Forschung} in und mit digitalen {Medien}},
	isbn = {978-3-658-36629-2},
	shorttitle = {Forschungsethik und wissenschaftliche {Integrität}},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_8-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schlütz, Daniela and Zillich, Arne Freya},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2023},
	doi = {10.1007/978-3-658-36629-2_8-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--18},
	file = {Schlütz und Zillich - 2023 - Forschungsethik und wissenschaftliche Integrität .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UXFIKZYW/Schlütz und Zillich - 2023 - Forschungsethik und wissenschaftliche Integrität .pdf:application/pdf},
}

@incollection{stollfus_forschungsdaten_2023,
	address = {Wiesbaden},
	title = {Forschungsdaten in der {Medienwissenschaft}: {Infrastrukturen}, {Plattformen} und {Forschungsdatenmanagement} und ihre {Bedeutung} für die digitale {Transformation} der {Medienwissenschaft}},
	isbn = {978-3-658-36629-2},
	shorttitle = {Forschungsdaten in der {Medienwissenschaft}},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_6-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kammerer, Dietmar and Matuszkiewicz, Kai},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2023},
	doi = {10.1007/978-3-658-36629-2_6-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--19},
	file = {Kammerer und Matuszkiewicz - 2023 - Forschungsdaten in der Medienwissenschaft Infrast.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7AEEL45Q/Kammerer und Matuszkiewicz - 2023 - Forschungsdaten in der Medienwissenschaft Infrast.pdf:application/pdf},
}

@incollection{stollfus_medienwissenschaft_2024,
	address = {Wiesbaden},
	title = {Medienwissenschaft und {Methoden}: {Ein} {Eröffnungsplädoyer}},
	isbn = {978-3-658-36629-2},
	shorttitle = {Medienwissenschaft und {Methoden}},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_3-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Niebling, Laura and Raczkowski, Felix and Stollfuß, Sven},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2024},
	doi = {10.1007/978-3-658-36629-2_3-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--23},
	file = {Niebling et al. - 2024 - Medienwissenschaft und Methoden Ein Eröffnungsplä.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GTAR4I9Y/Niebling et al. - 2024 - Medienwissenschaft und Methoden Ein Eröffnungsplä.pdf:application/pdf},
}

@incollection{stollfus_digitale_2023-1,
	address = {Wiesbaden},
	title = {Digitale {Team}-{Ethnografie}: {Teilnehmende} {Beobachtung} auf {Instagram} mit dem {Account} {Hashtag} {Islam}},
	isbn = {978-3-658-36629-2},
	shorttitle = {Digitale {Team}-{Ethnografie}},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_10-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ahmad, Muna and Fuhrmann, Larissa-Diana and Pfeifer, Simone and Wiechert, Maike},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2023},
	doi = {10.1007/978-3-658-36629-2_10-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--24},
	file = {Ahmad et al. - 2023 - Digitale Team-Ethnografie Teilnehmende Beobachtun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8IFKBVDI/Ahmad et al. - 2023 - Digitale Team-Ethnografie Teilnehmende Beobachtun.pdf:application/pdf},
}

@incollection{stollfus_doing_2024,
	address = {Wiesbaden},
	title = {Doing {Open} {Data}: {Interviews} als (re-)medialisierte {Forschungspraxis} und audiovisuelle {Forschungsdaten}},
	isbn = {978-3-658-36629-2},
	shorttitle = {Doing {Open} {Data}},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_9-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Möllenkamp, Andreas},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2024},
	doi = {10.1007/978-3-658-36629-2_9-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--19},
	file = {Möllenkamp - 2024 - Doing Open Data Interviews als (re-)medialisierte.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T2U476KU/Möllenkamp - 2024 - Doing Open Data Interviews als (re-)medialisierte.pdf:application/pdf},
}

@incollection{stollfus_offenheit_2024,
	address = {Wiesbaden},
	title = {Offenheit, {Zugänglichkeit} und {Teilhabe} an digitaler {Medienforschung}: das {Beispiel} teil-automatisierte {Inhaltsanalyse} in sozialen {Medien}},
	isbn = {978-3-658-36629-2},
	shorttitle = {Offenheit, {Zugänglichkeit} und {Teilhabe} an digitaler {Medienforschung}},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_7-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hirsbrunner, Simon David},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2024},
	doi = {10.1007/978-3-658-36629-2_7-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--20},
	file = {Hirsbrunner - 2024 - Offenheit, Zugänglichkeit und Teilhabe an digitale.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TZ4ECZNB/Hirsbrunner - 2024 - Offenheit, Zugänglichkeit und Teilhabe an digitale.pdf:application/pdf},
}

@incollection{stollfus_medienkultur_2024,
	address = {Wiesbaden},
	title = {Medienkultur, analoge und digitale {Medien}},
	isbn = {978-3-658-36629-2},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_1-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kaldrack, Irina},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2024},
	doi = {10.1007/978-3-658-36629-2_1-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--30},
	file = {Kaldrack - 2024 - Medienkultur, analoge und digitale Medien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A6IEQFEN/Kaldrack - 2024 - Medienkultur, analoge und digitale Medien.pdf:application/pdf},
}

@article{darici_implementation_2021,
	title = {Implementation of a fully digital histology course in the anatomical teaching curriculum during {COVID}-19 pandemic},
	volume = {236},
	issn = {09409602},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S0940960221000443},
	doi = {10.1016/j.aanat.2021.151718},
	abstract = {Background: During the COVID-19 pandemic, many medical schools are forced to switch courses of the mandatory curriculum to online teaching formats. However, little information about feasibility and effectiveness is available yet about distance teaching in anatomy. The aim of this study was to evaluate the implementation of a histology course previously taught in a classroom setting into an online-only format based on video conference software.
Methods: Our course design included theoretical introductions, an online-adaptation of virtual microscopy used previously in the classroom, and active learning elements such as collaborative learning in breakout rooms, annotation assignments and multiple-choice questions. Two preclinical semester cohorts of around 400 second and third semester students were taught in histology in parallel courses, using the Zoom software platform. We analyzed data about student attendance during the course, summative quantitative and qualitative evaluation of the students and results of a written test required to pass the course.
Results: We observed that student attendance was high and stable during the 19 course days for both second and third semester, and only few students reported technical problems. There were no signiﬁcant differences in examination results of second semester compared to the third semester, an unexpected result as the third semester already participated in the dissection course before. Similarly, no signiﬁcant gender-related effects on the examination performance could be noted in both semesters. However, the age of students was negatively correlated with test scores in the second and third semester. Importantly, the overall evaluation of the digital version of the histology course was at least as positive as the in-person version over the past years.
Conclusion: Together, we experienced that the implementation of a curricular histology course in an online-format is technically realizable, effective and well accepted among students. We also observed that availability and prior experience with digitized specimen in virtual microscopy facilitates transition into an online-only setting. Thus, our study supports the positive potential of distance learning for teaching anatomy during and after COVID-19 pandemic but also emphasizes the need for a synchronous learning environment with partially personnel-intensive small group settings to overcome passivity and inequality aspects, and to foster active learning elements.},
	language = {en-GB},
	urldate = {2021-12-14},
	journal = {Annals of Anatomy - Anatomischer Anzeiger},
	author = {Darici, D. and Reissner, C. and Brockhaus, J. and Missler, M.},
	month = jul,
	year = {2021},
	note = {ZSCC: 0000006},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {151718},
	file = {Darici et al. - 2021 - Implementation of a fully digital histology course.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UNZAMQGC/Darici et al. - 2021 - Implementation of a fully digital histology course.pdf:application/pdf},
}

@inproceedings{niever_smart_2020,
	title = {Smart education concept for product development teams in agile innovation projects},
	abstract = {The digital transformation is changing working as well as private and social lives through new technologies. In this context, education is a promising but little-noticed area. However, it is very important to realize and exploit the potential of this digital knowledge revolution with the central themes of lifelong learning and on-the-job trainings. As employees need to continuously develop their competences in times of frequent changes, companies need new methods and processes for the continuing training, especially in new agile approaches within the product development. One key aspect is that the social components also play a decisive role in technology-supported education processes. Therefore, the use of a smart education concept, built on digital knowledge transfer combined with practical workshops and reflection sessions, leads to an opportunity for companies to realize a systematic and distributed education of product developers based on the required competences of their individual project work. The hybrid learning approach is introduced, which is already applied within different university teaching projects. This empiric research transfers the approach with its learning process, activities and roles into a corporate education concept.},
	language = {en-GB},
	author = {Niever, Manuel},
	month = may,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Konferenz-Paper:digital:learning},
	pages = {15},
	file = {SMART-EDUCATION-CONCEPT-FOR-PRODUCT-DEVELOPMENT-TEAMS-IN-AGILE-INNOVATION-PROJECTS.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KZXCLT7L/SMART-EDUCATION-CONCEPT-FOR-PRODUCT-DEVELOPMENT-TEAMS-IN-AGILE-INNOVATION-PROJECTS.pdf:application/pdf},
}

@incollection{zorn_educasting_2013,
	title = {Educasting. {Wie} {Podcasts} in {Bildungskontexten} {Anwendung} finden},
	copyright = {Creative Commons Namensnennung - Weitergabe unter gleichen Bedingungen 3.0 Deutschland},
	isbn = {978-3-8442-6594-1},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=8351},
	abstract = {Das Wortgebilde "Educast" kombiniert Bildungs- bzw. Lernkontexte mit der Podcast-Technik. Beispiele für Educasts sind zum einen Vorlesungsmitschnitte in formalen Lernsituationen oder dokumentarisch orientierte (oft auch frei verfügbare) Audio- und Videoaufnahmen einzelner Events, die für Lehr- und Lernzwecke eingesetzt werden. Zum anderen findet die Erstellung von Podcasts in Bildungskontexten statt, mit dem Ziel der Förderung einer Medienkompetenz der Lernenden. Zunächst werden in diesem Kapitel Hinweise zur technischen Umsetzung von Educasts gegeben. Für pädagogische Kontexte sind didaktische und lerntheoretische Gestaltungsentscheidungen wesentlich. Daher wird die Nutzung von Educasts entsprechend verschiedener Lerntheorien erläutert sowie ihre didaktische Gestaltung in verschiedenen Lernszenarien mit Beispielen aus der Hochschule, Schule und außerschulischen Jugendbildung beschrieben, um die eigene Planung und Produktion von Educasts anzuregen. Ziel ist es, einen Blick über die traditionelle Instruktion hinaus zu wagen. Dabei wird die Nutzung von öffentlich verfügbarem Medienmaterial für Bildungskontexte aufgezeigt und erläutert wie Educasts im Sinne des konstruktivistischen Lernens von Lernenden selbst erstellt werden können. Als Gründe und Anlässe ihres Einsatzes werden abschließend Educast-Nutzungskontexte unter den Perspektiven von Medienkompetenzentwicklung, von selbstgesteuertem lebenslangem Lernen sowie von Lernen in institutionellen und nicht-institutionellen Kontexten veranschaulicht. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2025-05-02},
	booktitle = {{L3T}. {Lehrbuch} für {Lernen} und {Lehren} mit {Technologien}},
	publisher = {:null},
	author = {Zorn, Isabel and Seehagen-Marx, Heike and Auwärter, Andreas and Krüger, Marc},
	collaborator = {{DIPF {\textbar} Leibniz-Institut für Bildungsforschung und Bildungsinformation}},
	year = {2013},
	doi = {10.25656/01:8351},
	keywords = {Multimedia, 370 Education, 370 Erziehung, Schul- und Bildungswesen, Mediennutzung, Utilisation of media, Utilization of media, Media competence, Media skills, Medienkompetenz, Technology uses in education, Didaktisches Material, Lernsituation, Technologieunterstütztes Lernen, Video},
	file = {Zorn et al. - 2013 - Educasting. Wie Podcasts in Bildungskontexten Anwendung finden:/Users/jochenhanisch-johannsen/Zotero/storage/DTBKDZ4V/Zorn et al. - 2013 - Educasting. Wie Podcasts in Bildungskontexten Anwendung finden.pdf:application/pdf},
}

@incollection{schweer_digitale_2025,
	address = {Wiesbaden},
	title = {Digitale {Medien} in der {Lehrer}-{Schüler}-{Interaktion}},
	isbn = {978-3-658-45041-0 978-3-658-45042-7},
	url = {https://link.springer.com/10.1007/978-3-658-45042-7_21},
	language = {de-DE},
	urldate = {2025-05-02},
	booktitle = {Lehrer-{Schüler}-{Interaktion}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Herzig, Bardo},
	editor = {Schweer, Martin K.W.},
	year = {2025},
	doi = {10.1007/978-3-658-45042-7_21},
	keywords = {\#7:Buchteil:digital:Medien, Promotion:Literaturanalyse},
	pages = {481--500},
	file = {Herzig - 2025 - Digitale Medien in der Lehrer-Schüler-Interaktion:/Users/jochenhanisch-johannsen/Zotero/storage/PQTLJ8FN/Herzig - 2025 - Digitale Medien in der Lehrer-Schüler-Interaktion.pdf:application/pdf},
}

@book{stock_disability_2025,
	address = {Wiesbaden},
	series = {Technikzukünfte, {Wissenschaft} und {Gesellschaft} / {Futures} of {Technology}, {Science} and {Society}},
	title = {Dis/{Ability} und digitale {Medien}: {Interdisziplinäre} {Perspektiven} auf {Technologien}, {Praktiken} und {Zugänglichkeiten}},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-3-658-46723-4 978-3-658-46724-1},
	shorttitle = {Dis/{Ability} und digitale {Medien}},
	url = {https://link.springer.com/10.1007/978-3-658-46724-1},
	language = {de-DE},
	urldate = {2025-04-27},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Stock, Robert and Meier Zu Verl, Christian and Şahinol, Melike and Spöhrer, Markus and Volmar, Axel and Wagenknecht, Andreas and Wiechern, Anna-Lena},
	year = {2025},
	doi = {10.1007/978-3-658-46724-1},
	file = {Stock et al. - 2025 - DisAbility und digitale Medien Interdisziplinäre Perspektiven auf Technologien, Praktiken und Zugä:/Users/jochenhanisch-johannsen/Zotero/storage/7LHWE5PT/Stock et al. - 2025 - DisAbility und digitale Medien Interdisziplinäre Perspektiven auf Technologien, Praktiken und Zugä.pdf:application/pdf},
}

@article{sailer_forderung_2025,
	title = {Förderung der digitalen {Kompetenz} von {Pflegenden}: {Assistive} {Technologien} ({AAL}) in der pflegerischen {Versorgung}},
	volume = {20},
	issn = {1861-6186, 2235-218X},
	shorttitle = {Förderung der digitalen {Kompetenz} von {Pflegenden}},
	url = {https://econtent.hogrefe.com/doi/10.1024/1861-6186/a000856},
	doi = {10.1024/1861-6186/a000856},
	abstract = {Zusammenfassung: Zur Entwicklung digitaler Kompetenzen in der Anwendung assistiver Technologien wurde in Baden-Württemberg ein Konzept zur Ausbildung von Multiplikator\_innen entwickelt, pilotiert und implementiert, um insbesondere im häuslichen Setting kompetent zu unterstützen und beratend tätig zu werden. Diese Multiplikator\_innen sollen die digitale Transformation aktiv begleiten und zur Praxisintegration beitragen.},
	language = {de-DE},
	number = {2},
	urldate = {2025-04-04},
	journal = {PADUA},
	author = {Sailer, Marcel and Piechnik, Lara and Bittner, Ralf and Steiner, Barbara},
	month = apr,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Systemanpassung, Bildungstheorien, Promotion:Relevanz:4, \#6:Zeitschriftenartikel:Bildung:Technologie, Datenschutz und IT-Sicherheit, Krisenreaktion im Bildungsbereich, Promotion:FU6, Promotion:Schlussfolgerung},
	pages = {93--97},
	file = {Sailer et al. - 2025 - Förderung der digitalen Kompetenz von Pflegenden Assistive Technologien (AAL) in der pflegerischen:/Users/jochenhanisch-johannsen/Zotero/storage/KY8YRC34/Sailer et al. - 2025 - Förderung der digitalen Kompetenz von Pflegenden Assistive Technologien (AAL) in der pflegerischen.pdf:application/pdf},
}

@article{mohsin_student_2025,
	title = {{STUDENT} {ACCEPTANCE} {ON} {ELEARNING} {SYSTEM} {USAGE} {DURING} {AND} {POST} {COVID}-19 {IN} {TANZANIA}: {A} {CASE} {OF} {UDOM} {ECLASSROOM} {OF} {THE} {UNIVERSITY} {OF} {DODOMA}},
	volume = {13},
	abstract = {The present study aimed to identify factors influencing students' acceptance of the UDOM eClassroom system at the University of Dodoma. The paper covers the pandemic situation during and after the COVID-19 impacts in Tanzania. The research model used the Technological Acceptance Model (TAM) as the theoretical framework and extends it by adding construct such as Management support, Facilitating conditions and Subjective norms from the other models. The model was tested using responses from 101 students (n=101) taking diplomas and bachelor's degrees from various programs at the College of Informatics and Virtual Education (CIVE) through survey data. After the quantitative analysis, the results revealed that perceived usefulness, ease of use, management support, facilitating condition, student attitude and subjective norm significantly influence the students' UDOM eClassroom acceptance. The study's findings will support educational institutions in identifying the strategies needed to boost learning platform usage and produce the intended outcomes.},
	language = {en-GB},
	number = {1},
	author = {Mohsin, Mustafa Habibu and Mtani, Hamadi and Rashidi, Florence},
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Mohsin et al. - 2025 - STUDENT ACCEPTANCE ON ELEARNING SYSTEM USAGE DURING AND POST COVID-19 IN TANZANIA A CASE OF UDOM EC:/Users/jochenhanisch-johannsen/Zotero/storage/W2H33FCH/Mohsin et al. - 2025 - STUDENT ACCEPTANCE ON ELEARNING SYSTEM USAGE DURING AND POST COVID-19 IN TANZANIA A CASE OF UDOM EC.pdf:application/pdf},
}

@article{wang_teacher_2025,
	title = {Teacher support for basic needs is associated with socio-emotional skills: a self-determination theory perspective},
	volume = {28},
	issn = {1381-2890, 1573-1928},
	shorttitle = {Teacher support for basic needs is associated with socio-emotional skills},
	url = {https://link.springer.com/10.1007/s11218-024-10009-1},
	doi = {10.1007/s11218-024-10009-1},
	abstract = {Socio-emotional skills have been identified as critical for individuals to achieve success in the twenty-first century. These skills are especially crucial for undergraduate and postgraduate students to navigate the challenges associated with academic learning, well-being, and future job performance. However, little attention has been given to exploring how socio-emotional skills can be facilitated in higher education. Across different educational systems and especially in the Chinese context, there seems to be more focus on academic performance and less on socio-emotional learning. Using self-determination theory as the theoretical framework, two studies were designed to investigate the extent to which teachers’ support for autonomy, competence, and relatedness was associated with university students’ socio-emotional skills. Data were collected from 1539 undergraduate students (Study 1) and 499 postgraduate students (Study 2). The results from the two studies indicated that students whose teachers supported their basic needs for autonomy, competence, and relatedness had higher levels of socio-emotional skills, including self-awareness, self-management, social awareness, relationship skills, and responsible decisionmaking. This study helps advance our understanding of the role of teachers in students’ socio-emotional skills in both undergraduate and postgraduate contexts.},
	language = {en-GB},
	number = {1},
	urldate = {2025-03-15},
	journal = {Social Psychology of Education},
	author = {Wang, Faming and Zeng, Lily Min and King, Ronnel B.},
	month = dec,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {76},
	file = {Wang et al. - 2025 - Teacher support for basic needs is associated with socio-emotional skills a self-determination theo:/Users/jochenhanisch-johannsen/Zotero/storage/3U5LLDIJ/Wang et al. - 2025 - Teacher support for basic needs is associated with socio-emotional skills a self-determination theo.pdf:application/pdf},
}

@article{hong_effects_2025,
	title = {Effects of {AI}-enhanced multi-display language teaching systems on learning motivation, cognitive load management, and learner autonomy},
	issn = {1360-2357, 1573-7608},
	url = {https://link.springer.com/10.1007/s10639-025-13472-1},
	doi = {10.1007/s10639-025-13472-1},
	abstract = {The study investigates the effects of AI-enhanced multi-display language teaching systems on English as a Foreign Language (EFL) learners. Utilizing a pretest–posttest random assignment experimental design, the research involved 302 EFL students aged 19 to 28 in a higher education setting. The study examines the effects of AI-powered virtual tutoring, interactive language learning platforms, and AI-supported collaborative learning environments on learning motivation, cognitive load management, and learner autonomy. The results indicate significant improvements in cognitive load management, motivation, and learner autonomy among students who participated in AI-enhanced interventions compared to a control group. Notably, the group using AI-powered virtual tutoring demonstrated the greatest improvement. The findings highlight the theoretical potential of AI-enhanced environments to improve EFL learning outcomes and underscore the practical importance of integrating AI interventions in language education to enhance motivation, manage cognitive load, and foster learner autonomy.},
	language = {en-GB},
	urldate = {2025-03-10},
	journal = {Education and Information Technologies},
	author = {Hong, Xiaoqing and Guo, Li},
	month = mar,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Hong und Guo - 2025 - Effects of AI-enhanced multi-display language teaching systems on learning motivation, cognitive loa:/Users/jochenhanisch-johannsen/Zotero/storage/9CV3GMHF/Hong und Guo - 2025 - Effects of AI-enhanced multi-display language teaching systems on learning motivation, cognitive loa.pdf:application/pdf},
}

@article{demirdogen_wie_2025,
	title = {Wie rezipieren {Kinder} {Bilderbuch}-{Apps}? {Beobachtungen} zu literarästhetischen {Erfahrungen} mit digitalen {Kinderbüchern}},
	abstract = {Entgegen dem Umstand, dass Literatur längst nicht mehr nur rein schrifttextbasierte Printmedien umfasst, haben verschiedene mediale und multimodale Formen bisher nur marginal Eingang in den Deutschunterricht gefunden. Neben der Herausforderung, die mediale Realität der Kinder im Klassenzimmer abzubilden und den Umgang mit den unterschiedlichen Medien im Unterricht zu schulen, sind für die Literaturdidaktik besonders medienspezifische Potenziale für literarische Lernprozesse von Interesse. Der Beitrag versucht daher am Beispiel der Bilderbuch-App Die große Wörterfabrik zunächst theoretisch Potenziale für das literarästhetische Lernen abzuleiten. Die darauf aufbauende Rezeptionsstudie soll Aufschluss darüber geben, inwieweit sich der Rezeptionsprozess von Grundschüler:innen einer vierten Klasse aufgrund des Mediums unterscheidet und welche Differenzen in der literarästhetischen Auseinandersetzung zu beobachten sind.},
	language = {de-DE},
	author = {Demirdögen, Dilara},
	year = {2025},
	keywords = {Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Systemanpassung, Bildungstheorien, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien},
	file = {Demirdögen - 2025 - Wie rezipieren Kinder Bilderbuch-Apps Beobachtungen zu literarästhetischen Erfahrungen mit digitale:/Users/jochenhanisch-johannsen/Zotero/storage/HGXNMLGE/Demirdögen - 2025 - Wie rezipieren Kinder Bilderbuch-Apps Beobachtungen zu literarästhetischen Erfahrungen mit digitale.pdf:application/pdf},
}

@article{neshaei_leveraging_nodate,
	title = {Leveraging {Learner} {Errors} in {Digital} {Argumentation} {Learning}: {How} {ALure} {Helps} {Students} {Learn} from their {Mistakes} and {Write} {Better} {Arguments}},
	volume = {9},
	abstract = {SEYED PARSA NESHAEI, EPFL, Switzerland ANTONIA TOLZIN, Research Center for IS Design (ITeG), University of Kassel, Germany YVONNE BERKLE, RPTU University Kaiserslautern-Landau, Germany MIRIAM LEUCHTER, RPTU University Kaiserslautern-Landau, Germany JAN MARCO LEIMEISTER, University of St.Gallen, Switzerland and Research Center for IS Design (ITeG), University of Kassel, Germany ANDREAS JANSON, University of St.Gallen, Switzerland THIEMO WAMBSGANSS, Institute for Digital Technology Management, Bern University of Applied Sciences, Switzerland Providing argumentation feedback is considered helpful for students preparing to work in collaborative environments, helping them with writing higher-quality argumentative texts. Domain-independent natural language processing (NLP) methods, such as generative models, can utilize learner errors and fallacies in argumentation learning to help students write better argumentative texts. To test this, we collect design requirements, and then design and implement two different versions of our system called ALure to improve the students’ argumentation skills. We test how ALure helps students learn argumentation in a university lecture with 305 students and compare the learning gains of the two versions of ALure with a control group using video tutoring. We find and discuss the differences of learning gains in argument structure and fallacies in both groups after using ALure, as well as the control group. Our results shed light on the applicability of computer-supported systems using recent advances in NLP to help students in learning argumentation as a necessary skill for collaborative working settings. CCS Concepts: • Computing methodologies → Natural language processing; • Human-centered computing → Natural language interfaces; Field studies.},
	language = {en-GB},
	number = {2},
	author = {Neshaei, Seyed Parsa and Tolzin, Antonia and Berkle, Yvonne and Leuchter, Miriam and Leimeister, Jan Marco},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Neshaei et al. - Leveraging Learner Errors in Digital Argumentation Learning How ALure Helps Students Learn from the:/Users/jochenhanisch-johannsen/Zotero/storage/C793NE3W/Neshaei et al. - Leveraging Learner Errors in Digital Argumentation Learning How ALure Helps Students Learn from the.pdf:application/pdf},
}

@article{deen_instructional_2025,
	title = {Instructional {Technology} and {Learning} {English} as a {Foreign} {Language} ({EFL}): {Insights} {Into} {Digital} {Literacy} {From} {Saudi} {Environment}},
	volume = {15},
	issn = {2053-0692, 1799-2591},
	shorttitle = {Instructional {Technology} and {Learning} {English} as a {Foreign} {Language} ({EFL})},
	url = {https://tpls.academypublication.com/index.php/tpls/article/view/9398},
	doi = {10.17507/tpls.1502.13},
	abstract = {This study delves into the utilization of Virtual Learning Environments (VLEs) in the context of learning English as a Foreign Language (EFL) among students enrolled at the College of Languages and Translation, Imam Mohammad Ibn Saud Islamic University (IMSIU). Within the academic context, the incorporation of Learning Management Systems (LMSs), such as Blackboard, represents a significant aspect of educational technology aimed at enhancing the integrated teaching and learning process. This study employs a mixed-methods, descriptive-explanatory design, using both quantitative and qualitative approaches. It collected, analyzed, and systematized data from 310 students, who represented various levels of English proficiency, drawn from a total population of 598 students. The study provided valuable insights into the capabilities and advantages of using LMSs as teaching aids in EFL education. Additionally, it offered recommendations for optimizing the use of these pedagogical tools, based on current research and practical suggestions from the students. This research also highlights several avenues for future investigation in the field of EFL instruction and educational technology.},
	language = {en-GB},
	number = {2},
	urldate = {2025-02-11},
	journal = {Theory and Practice in Language Studies},
	author = {Deen, Abdul Aziz Mohamed Mohamed Ali El and Mahmoud, Montasser Mohamed Abdelwahab},
	month = feb,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {433--442},
	file = {Deen und Mahmoud - 2025 - Instructional Technology and Learning English as a Foreign Language (EFL) Insights Into Digital Lit:/Users/jochenhanisch-johannsen/Zotero/storage/9SDUSYBA/Deen und Mahmoud - 2025 - Instructional Technology and Learning English as a Foreign Language (EFL) Insights Into Digital Lit.pdf:application/pdf},
}

@article{viol_eduvr_2025,
	title = {{EduVR} {Collab}: {A} tool for management immersive collaborative learning},
	abstract = {Improving education through virtual reality is challenging due to the high costs of developing systems and the lack of teacher engagement in project conception. This project introduces and evaluates a system that enables teachers to create their own lessons in virtual reality without prior programming knowledge, addressing these challenges. By integrating Learning Management tools, Learning Analytics, and Multi-user Connection Servers, we developed a system that allows multiple users to coexist in the same virtual environment and perform various tasks. Our system also enables educators to evaluate students based on their behavior. In EduVR, teachers can configure activities in advance and retrieve results. Heuristic evaluations of EduVR’s integrated environment design have demonstrated its potential as a model for developing new educational platforms, setting a new standard for virtual reality educational systems.},
	language = {en-GB},
	author = {Viol, Robson Santiago and Fernandes, Paula Cintra},
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Viol und Fernandes - 2025 - EduVR Collab A tool for management immersive collaborative learning:/Users/jochenhanisch-johannsen/Zotero/storage/93EPYRID/Viol und Fernandes - 2025 - EduVR Collab A tool for management immersive collaborative learning.pdf:application/pdf},
}

@book{staffler_digitalwirtschaft_2024,
	address = {Wiesbaden},
	title = {Digitalwirtschaft: {Technische}, wirtschaftliche und gesellschaftliche {Grundlagen}},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-3-658-45723-5 978-3-658-45724-2},
	shorttitle = {Digitalwirtschaft},
	url = {https://link.springer.com/10.1007/978-3-658-45724-2},
	language = {de-DE},
	urldate = {2025-01-01},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Staffler, Lukas and Ebersberger, Bernd and Jobin, Anna},
	year = {2024},
	doi = {10.1007/978-3-658-45724-2},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Staffler et al. - 2024 - Digitalwirtschaft Technische, wirtschaftliche und gesellschaftliche Grundlagen:/Users/jochenhanisch-johannsen/Zotero/storage/6C22EGN9/Staffler et al. - 2024 - Digitalwirtschaft Technische, wirtschaftliche und gesellschaftliche Grundlagen.pdf:application/pdf},
}

@incollection{costescu_moral_2024,
	address = {Cham},
	title = {Moral {Disengagement} in {Cyberbullying} {Through} {Serious} {Games} in {Neurodiverse} {Children}},
	volume = {33},
	isbn = {978-3-031-76413-4 978-3-031-76414-1},
	url = {https://link.springer.com/10.1007/978-3-031-76414-1_12},
	language = {en-GB},
	urldate = {2024-12-29},
	booktitle = {Digital {Technologies} for {Learning} and {Psychological} {Interventions}},
	publisher = {Springer Nature Switzerland},
	author = {Costa Ferreira, Paula and Veiga Simão, Ana Margarida and Stilwell, Diana and Lopes, Sara L. and Trindade, Fátima and Pereira, Nádia and Francisco, Sofia},
	editor = {Costescu, Cristina},
	year = {2024},
	doi = {10.1007/978-3-031-76414-1_12},
	note = {Series Title: Integrated Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {255--272},
	file = {Costa Ferreira et al. - 2024 - Moral Disengagement in Cyberbullying Through Serious Games in Neurodiverse Children:/Users/jochenhanisch-johannsen/Zotero/storage/8KAWWV6A/Costa Ferreira et al. - 2024 - Moral Disengagement in Cyberbullying Through Serious Games in Neurodiverse Children.pdf:application/pdf},
}

@book{csanyi_digitale_2012,
	address = {Münster München Berlin},
	series = {Medien in der {Wissenschaft}},
	title = {Digitale {Medien} - {Werkzeuge} für exzellente {Forschung} und {Lehre}},
	isbn = {978-3-8309-2741-9},
	language = {de-DE},
	number = {61},
	publisher = {Waxmann},
	editor = {Csanyi, Gottfried S. and Reichle, Franz and Steiner, Andreas},
	year = {2012},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Csanyi et al. - 2012 - Digitale Medien - Werkzeuge für exzellente Forschung und Lehre:/Users/jochenhanisch-johannsen/Zotero/storage/HUFU24Z2/Csanyi et al. - 2012 - Digitale Medien - Werkzeuge für exzellente Forschung und Lehre.pdf:application/pdf},
}

@book{huwer_kompetenzen_2024,
	address = {Münster},
	title = {Kompetenzen für den {Unterricht} mit und über {Künstliche} {Intelligenz}: {Perspektiven}, {Orientierungshilfen} und {Praxisbeispiele} für die {Lehramtsausbildung} in den {Naturwissenschaften}},
	isbn = {978-3-8309-4931-2 978-3-8309-9931-7},
	shorttitle = {Kompetenzen für den {Unterricht} mit und über {Künstliche} {Intelligenz}},
	language = {de-DE},
	publisher = {Waxmann},
	editor = {Huwer, Johannes and Becker-Genschow, Sebastian and Thyssen, Christoph and Thoms, Lars-Jochen and Finger, Alexander and von Kotzebue, Lena and Kremser, Erik and Meier, Monique and Bruckermann, Till},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buch:Bildung:Technologie},
	file = {Huwer et al. - 2024 - Kompetenzen für den Unterricht mit und über Künstliche Intelligenz Perspektiven, Orientierungshilfe:/Users/jochenhanisch-johannsen/Zotero/storage/QDSNU926/Huwer et al. - 2024 - Kompetenzen für den Unterricht mit und über Künstliche Intelligenz Perspektiven, Orientierungshilfe.pdf:application/pdf;Huwer et al. - 2024 - Kompetenzen für den Unterricht mit und über Künstliche Intelligenz Perspektiven, Orientierungshilfe:/Users/jochenhanisch-johannsen/Zotero/storage/HALSJYTF/Huwer et al. - 2024 - Kompetenzen für den Unterricht mit und über Künstliche Intelligenz Perspektiven, Orientierungshilfe.pdf:application/pdf},
}

@article{vagt_virtuelle_2024,
	title = {Virtuelle {Affekte} – ein quantitativer {Vergleich} der erlebten {Affekte} von {Teilnehmenden} in digitalen und analogen {Trainingsgruppen}},
	issn = {2366-6145, 2366-6218},
	url = {https://link.springer.com/10.1007/s11612-024-00780-2},
	doi = {10.1007/s11612-024-00780-2},
	abstract = {The following article in the journal Gruppe. Interaktion. Organisation. (GIO) answers the question, if affects differ between training group participants in digital and analogue training groups. To this end, positive and negative affects in digital and analogue training groups were collected, evaluated and compared using the PANASg (Lackner 2018). The research hypothesis that affects in analogue and digital training groups differ signiﬁcantly can be conﬁrmed, but only for negative affects. Based on these results, the possibilities and limitations of digital learning formats are discussed.},
	language = {de-DE},
	urldate = {2024-11-12},
	journal = {Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO)},
	author = {Vagt, Anika and Kreter, Tim},
	month = nov,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, \#0:Zeitschriftenartikel:digital:learning, ehr- und Lerneffektivität},
	file = {Vagt und Kreter - 2024 - Virtuelle Affekte – ein quantitativer Vergleich der erlebten Affekte von Teilnehmenden in digitalen:/Users/jochenhanisch-johannsen/Zotero/storage/WS7NYKH5/Vagt und Kreter - 2024 - Virtuelle Affekte – ein quantitativer Vergleich der erlebten Affekte von Teilnehmenden in digitalen.pdf:application/pdf},
}

@book{schwing_female_2024,
	address = {Wiesbaden},
	series = {Entrepreneurial {Management} und {Standortentwicklung}},
	title = {Female {Leadership} in {Branchen} mit hohem {Digitalisierungsgrad}: {Karrierepfade} und {Kompetenzen} weiblicher {Führungskräfte} sowie {Einflussfaktoren} zur {Steigerung} des {Frauenanteils} in {Führungspositionen}},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-3-658-46415-8 978-3-658-46416-5},
	shorttitle = {Female {Leadership} in {Branchen} mit hohem {Digitalisierungsgrad}},
	url = {https://link.springer.com/10.1007/978-3-658-46416-5},
	language = {de-DE},
	urldate = {2024-11-07},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schwing, Madlen},
	year = {2024},
	doi = {10.1007/978-3-658-46416-5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Schwing - 2024 - Female Leadership in Branchen mit hohem Digitalisierungsgrad Karrierepfade und Kompetenzen weiblich:/Users/jochenhanisch-johannsen/Zotero/storage/Q2TJAZRS/Schwing - 2024 - Female Leadership in Branchen mit hohem Digitalisierungsgrad Karrierepfade und Kompetenzen weiblich.pdf:application/pdf},
}

@incollection{wilmers_digitalisierung_2023,
	title = {Digitalisierung und {Teilhabe} in der {Bildung}},
	isbn = {978-3-8309-4846-9},
	url = {https://www.waxmann.com/bildungimdigitalenwandel_4/},
	abstract = {Der Beitrag führt in das Themenfeld „Teilhabe und soziales Lernen in der digitalen Bildung“ ein und legt zunächst dar, wie sich die Forschung hierzu entwickelt hat und welche (Teil-)Fragestellungen im Fokus der Forschung stehen. Zu letzteren zählt gleichermaßen die Beschäftigung mit den Potenzialen digitaler Medien für mehr gesellschaftliche Teilhabe und mit den Risiken, bestimmte Bevölkerungsgruppen nicht oder aus Bildungssicht unzulänglich zu erreichen. Ebenso werden auch praxisnahe Anwendungen vorgestellt, die in regionalen, nationalen oder EU-weiten Kontexten die Zielsetzung verfolgen, digitale Teilhabe bei gesellschaftlichen Gruppen mit besonderen Bedarfen zu ermöglichen und auszubauen und somit eine differenzierte Nutzung digitaler Medien in den Blick nehmen. Anschließend erläutert das Kapitel die Methodik, die den Forschungssynthesen in diesem Band zu Grunde liegt. Dabei wird sowohl in das Format Critical Review als auch in die verschiedenen Arbeitsprozesse der Reviewerstellung eingeführt. Besondere Aufmerksamkeit erfährt die für die Forschungssynthesen entwickelte Recherchestrategie, die angepasst an die jeweiligen Ausgangslagen in den Bildungsbereichen (Bildung in Kindheit, Jugend und Familie; Schule; Lehrkräftebildung; Berufliche Bildung; Erwachsenen- und Weiterbildung) in einem mehrstufigen Verfahren ausgearbeitet und umgesetzt wurde. Die Trefferzahlen der Literaturrecherche bewegen sich für die einzelnen Bildungsbereiche zwischen 2491 und 4134 Titeln, von denen jeweils zwischen 19 und 35 Studien in die Forschungssynthesen aufgenommen wurden.},
	language = {de-DE},
	urldate = {2024-10-18},
	booktitle = {Bildung im digitalen {Wandel}. {Die} {Bedeutung} digitaler {Medien} für soziales {Lernen} und {Teilhabe}},
	publisher = {Waxmann Verlag GmbH},
	author = {Wilmers, Annika and Keller, Carolin and Stöbe-Blossey, Sybille and Achenbach, Michaela and Nieding, Iris},
	editor = {Wilmers, Annika and Achenbach, Michaela and Keller, Carolin},
	month = dec,
	year = {2023},
	doi = {10.31244/9783830998464.01},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {7--32},
	file = {Wilmers et al. - 2023 - Digitalisierung und Teilhabe in der Bildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2SPVCHYT/Wilmers et al. - 2023 - Digitalisierung und Teilhabe in der Bildung.pdf:application/pdf},
}

@article{annemann_beanspruchung_2024,
	title = {Beanspruchung von {Lehrkräften} durch digitale {Medien} in der {Schule}: {Deskriptive} und latente {Profilanalysen}},
	issn = {2190-6890, 2190-6904},
	shorttitle = {Beanspruchung von {Lehrkräften} durch digitale {Medien} in der {Schule}},
	url = {https://link.springer.com/10.1007/s35834-024-00435-8},
	doi = {10.1007/s35834-024-00435-8},
	abstract = {Advancing digitalization presents teachers with the challenge of adapting and reﬁning teaching and further school-related work processes. Based on the Job Demands-Resources Model (Demerouti et al. 2001) and Rudow’s (1994) framework model of teacher stress and strain, data from the ICILS 2018 was used to analyze various work tasks and conditions that place positive or negative strains on teachers working with ICT and can therefore promote or impair health and job performance in the long term. It was found that the majority of the n = 2251 teachers surveyed perceive a neutral level of strain for most of the characteristics recorded. Around half of the teachers feel burdened by the quality of the technical equipment and the internet at the school. In other areas, e.g., lesson preparation and post-processing, the use of ICT is perceived as a positive strain. The teachers were divided into four groups with similar response patterns using latent proﬁle analyses. The proﬁles with the strongest negative and positive strains are low (6\% and 10\% of the sample). There are differences between the proﬁles in terms of the age and gender of the teachers and their attitudes towards digital media in the classroom. On the other hand, there are no differences concerning teachers’ digitalization-related skills between the four proﬁles.},
	language = {de-DE},
	urldate = {2024-08-26},
	journal = {Zeitschrift für Bildungsforschung},
	author = {Annemann, Christiane and Menge, Claudia and Gerick, Julia},
	month = aug,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, \#7:Zeitschriftenartikel:digital:Medien, Datenschutz und IT-Sicherheit, Promotion:FU2b},
	file = {Annemann et al. - 2024 - Beanspruchung von Lehrkräften durch digitale Medie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IJ4JFZE8/Annemann et al. - 2024 - Beanspruchung von Lehrkräften durch digitale Medie.pdf:application/pdf;Annemann et al. - 2024 - Beanspruchung von Lehrkräften durch digitale Medien in der Schule Deskriptive und latente Profilana:/Users/jochenhanisch-johannsen/Zotero/storage/LH2JR9TW/Annemann et al. - 2024 - Beanspruchung von Lehrkräften durch digitale Medien in der Schule Deskriptive und latente Profilana.pdf:application/pdf},
}

@article{hase_datenbasierte_2024,
	title = {Datenbasierte {Entscheidungsfindung} trifft {Digitalisierung} – {Einblicke} in die prozesshafte unterrichtliche {Nutzung} digitaler {Lerndaten} durch {Grundschullehrkräfte}},
	issn = {2190-6890, 2190-6904},
	url = {https://link.springer.com/10.1007/s35834-024-00434-9},
	doi = {10.1007/s35834-024-00434-9},
	abstract = {Primary school teachers face a great degree of heterogeneity in their daily teaching. Identifying the individual learning needs of their pupils and ﬁnding suitable solutions can be challenging for them. Digital learning platforms can offer support here: If digital learning platforms are used for practicing in class, teachers have a wide range of data about their students’ learning process at their disposal. With the information that teachers gain from the data, they can derive individualization and differentiation measures. Research on data-based decision making shows that data can be used for decisions in the school and teaching context. There are already approaches for modeling the use of data for decision-making in a circular and process-based manner. For the German-speaking context, however, the processbased use of digital data for instructional design is still widely unexplored. This paper introduces an exploratory study that contributes insights into how teachers use data from digital learning platforms to inform their teaching and how this use can be described along the circle of data-based decision making. To answer the research question, a qualitative research design with a method triangulation of interviews, thinking aloud and observations was used. The results show that the use of data from digital learning platforms by primary school teachers can be described along the ﬁve steps of data-based decision-making, but that there are inter-individual differences between the teachers. For example, some teachers only take a look at the data provided by the learning platform in a dashboard without using it further. Other teachers also interpret the data and derive implications for their further lesson planning. The ﬁndings from the interviews, the thinking aloud method and the lesson observations are combined, discussed and implications for educational practice and research are derived.},
	language = {de-DE},
	urldate = {2024-08-17},
	journal = {Zeitschrift für Bildungsforschung},
	author = {Hase, Alina and Kuhl, Poldi},
	month = aug,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Bewertungsmethoden, Systemanpassung, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU5},
	file = {Hase und Kuhl - 2024 - Datenbasierte Entscheidungsfindung trifft Digitali.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AUEFAC98/Hase und Kuhl - 2024 - Datenbasierte Entscheidungsfindung trifft Digitali.pdf:application/pdf;Hase und Kuhl - 2024 - Datenbasierte Entscheidungsfindung trifft Digitalisierung – Einblicke in die prozesshafte unterricht:/Users/jochenhanisch-johannsen/Zotero/storage/EXUPSU78/Hase und Kuhl - 2024 - Datenbasierte Entscheidungsfindung trifft Digitalisierung – Einblicke in die prozesshafte unterricht.pdf:application/pdf},
}

@book{watolla_kompetenzen_2024,
	address = {Bielefeld, Germany},
	edition = {1},
	series = {Digitale {Gesellschaft}},
	title = {Kompetenzen kommunikativen {Handelns} im {Kontext} mediatisierter {Digitalität}: {Theoriegeleitete} {Entwicklung} eines {Kompetenzstrukturmodells} für die {Lehrkräftebildung}},
	volume = {68},
	copyright = {https://creativecommons.org/licenses/by-sa/4.0/},
	isbn = {978-3-8376-7311-1 978-3-8394-7311-5},
	shorttitle = {Kompetenzen kommunikativen {Handelns} im {Kontext} mediatisierter {Digitalität}},
	url = {https://www.transcript-open.de/isbn/7311},
	abstract = {In einer digital durchdrungenen Welt steht die Medienpädagogik vor fundamentalen Umwälzungen: Die Trennung zwischen digital und nicht-digital verschwindet zugunsten einer Hybridität, die als mediatisierte Digitalität grundlegenden Einfluss auf unsere Wahrnehmung der Welt sowie unsere kommunikativen Praktiken ausübt. Eingebettet in den medienpädagogischen Kompetenzdiskurs stellt Ann-Kathrin Maria Watolla Kompetenzen kommunikativen Handelns in der mediatisierten Digitalität heraus. Mit dem daraus resultierenden Kompetenzmodell leistet sie einen wegweisenden Beitrag für die Bewältigung der aktuellen Herausforderungen und gibt Orientierung für die Zukunft der Lehrkräftebildung.},
	language = {de-DE},
	urldate = {2024-07-11},
	publisher = {transcript Verlag},
	author = {Watolla, Ann-Kathrin Maria},
	month = jul,
	year = {2024},
	doi = {10.14361/9783839473115},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Watolla - 2024 - Kompetenzen kommunikativen Handelns im Kontext med.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BEM89FTK/Watolla - 2024 - Kompetenzen kommunikativen Handelns im Kontext med.pdf:application/pdf},
}

@article{gittinger_reflexion_2024,
	title = {Reflexion und {Dokumentation} des {Erwerbs} digitaler {Kompetenzen} mithilfe von {E}-{Portfolios}: {Ein} {Ansatz} zur systematischen {Professionalisierung} von {Lehramtsstudierenden}},
	issn = {1424-3636, 1424-3636},
	abstract = {Die rapide voranschreitende digitale Transformation unserer Gesellschaft und der damit verbundene Anpassungsdruck aller gesellschaftlichen Teilgebiete stellt unser Bildungssystem vor grosse Herausforderungen. Der universitären Lehrkräftebildung kommt aufgrund ihrer enormen pädagogischen Reichweite in der Beeinflussung gesellschaftlicher Anpassungsprozesse eine herausragende Rolle bei der Bewältigung dieser Herausforderungen zu. Wissenschaftlich fundierte Kompetenzmodelle, die einen umfassenden Blick auf die von Lehrkräften zu entwickelnden digitalisierungsbezogenen Kompetenzen ermöglichen, liegen bereits vor (z. B. integratives Modell der Universität Duisburg-Essen [UDE-Modell]). Deren flächendeckende Implementierung in die aktuelle Lehre lässt jedoch noch auf sich warten. Digitalisierungsbezogene Anteile der angebotenen Lehrveranstaltungen sind häufig nicht transparent, und den Studierenden fehlt es an Hilfsmitteln, ihr eigenes Kompetenzniveau bzw. dessen Progression systematisch zu erkennen und darzustellen. Dieser Artikel beschreibt ein Konzept, das den Studierenden durch eine digitale Portfolioarbeit die Möglichkeit gibt, ihren Kompetenzerwerb seminarbegleitend zu dokumentieren. Das wesentliche Forschungsinteresse galt dabei zunächst der Frage, inwieweit sich das digitale Portfolio aus der Perspektive der Studierenden als konstruktiv erwiesen hat. In einem Ausblick werden vor dem Hintergrund der gewonnenen Erkenntnisse Entwicklungspotenziale und Forschungsdesiderate aufgezeigt.},
	language = {de-DE},
	journal = {MedienPädagogik Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Gittinger, Micha and Eckenbach, Tristan},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Systemanpassung, Bildungstheorien, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU2b, Promotion:FU1, E-Portfolio},
	file = {Gittinger und Eckenbach - Reflexion und Dokumentation des Erwerbs digitaler .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KUNRACIN/Gittinger und Eckenbach - Reflexion und Dokumentation des Erwerbs digitaler .pdf:application/pdf},
}

@incollection{watanabe_studierende_nodate,
	title = {Studierende im {KI}-{Diskurs} {Wie} {Studierende} in einem {Workshopformat} über den {KI}-{Einsatz} informiert und zum {Nachdenken} über {KI}-gestütztes {Lehren} und {Lernen} angeregt werden},
	abstract = {Künstliche Intelligenz (KI) wird zukünftig die Entwicklung von Hochschulen prägen (Aldosari, 2020). Während Unsicherheiten im Datenschutz (Büching et al., 2019) und ethische Fragestellungen (Ocaña-Fernández et al., 2019) als maßgebliche Probleme gelten, die gelöst werden müssen, um technologiegestütztes Lernen erfolgreich in das Bildungsangebot der Hochschulen einzubinden, werden andere potenzielle Hindernisse bislang weit weniger intensiv diskutiert. So findet etwa die Frage, wie die Akzeptanz und Meinungen von Studierenden zum KI-gestützten Lehren und Lernen erforscht werden können, bislang weniger Beachtung (Seufert et al., 2020).},
	language = {de-DE},
	author = {Watanabe, Alice},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Bildungstheorien, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Datenschutz und IT-Sicherheit, Bildung, Deployment of media, Hochschullehre, Medieneinsatz, University lecturing, University teaching, Use of media, Hochschule, Technologie, \#6:Buchteil:Bildung:Technologie, Higher education lecturing, Interview, Male student, Student, ❓ Multiple DOI, Partizipation, Artificial intelligence, Promotion:FU1, Acceptance, Akzeptanz, Higher education institute, Technology uses in education, Explorative Studie, Technologieunterstütztes Lernen, Video},
	file = {Watanabe - 2023 - Studierende im KI-Diskurs. Wie Studierende in eine.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JYX7LXTQ/Watanabe - 2023 - Studierende im KI-Diskurs. Wie Studierende in eine.pdf:application/pdf;Watanabe - Studierende im KI-Diskurs.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WBADICG5/Watanabe - Studierende im KI-Diskurs.pdf:application/pdf},
}

@incollection{longmus_digitalisierungsprojekte_2021,
	address = {Berlin, Heidelberg},
	title = {Digitalisierungsprojekte professionell managen},
	isbn = {978-3-662-62012-0 978-3-662-62013-7},
	url = {http://link.springer.com/10.1007/978-3-662-62013-7_9},
	language = {de-DE},
	urldate = {2022-07-08},
	booktitle = {Agiles {Lernen} im {Unternehmen}},
	publisher = {Springer Berlin Heidelberg},
	author = {Korge, Gabriele and Mantsch, Alexandra and Serra, Anja and Bauer, Agnes},
	editor = {Longmuß, Jörg and Korge, Gabriele and Bauer, Agnes and Höhne, Benjamin},
	year = {2021},
	doi = {10.1007/978-3-662-62013-7_9},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen, FernUni-Hagen:MABM:Master-Arbeit},
	pages = {79--88},
	file = {Korge et al. - 2021 - Digitalisierungsprojekte professionell managen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JTXUQYBK/Korge et al. - 2021 - Digitalisierungsprojekte professionell managen.pdf:application/pdf},
}

@incollection{longmus_digitale_2021,
	address = {Berlin, Heidelberg},
	title = {Das digitale {Support} {System} für agiles {Lernen}},
	isbn = {978-3-662-62012-0 978-3-662-62013-7},
	url = {http://link.springer.com/10.1007/978-3-662-62013-7_14},
	language = {de-DE},
	urldate = {2022-07-08},
	booktitle = {Agiles {Lernen} im {Unternehmen}},
	publisher = {Springer Berlin Heidelberg},
	author = {Höhne, Benjamin},
	editor = {Longmuß, Jörg and Korge, Gabriele and Bauer, Agnes and Höhne, Benjamin},
	year = {2021},
	doi = {10.1007/978-3-662-62013-7_14},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen, FernUni-Hagen:MABM:Master-Arbeit},
	pages = {127--136},
	file = {Höhne - 2021 - Das digitale Support System für agiles Lernen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YPPDA8L9/Höhne - 2021 - Das digitale Support System für agiles Lernen.pdf:application/pdf},
}

@incollection{kauffeld_nicht_2019,
	address = {Wiesbaden},
	title = {Nicht {Anreichern}, sondern {Integrieren}: neue {Mehrwerte} durch {Digitalisierung}},
	isbn = {978-3-658-22796-8 978-3-658-22797-5},
	shorttitle = {Nicht {Anreichern}, sondern {Integrieren}},
	url = {http://link.springer.com/10.1007/978-3-658-22797-5_3},
	language = {de-DE},
	urldate = {2022-06-18},
	booktitle = {Handbuch {Innovative} {Lehre}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Handke, Jürgen},
	editor = {Kauffeld, Simone and Othmer, Julius},
	year = {2019},
	doi = {10.1007/978-3-658-22797-5_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {53--63},
	file = {Handke - 2019 - Nicht Anreichern, sondern Integrieren neue Mehrwe.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R2Y9XMPY/Handke - 2019 - Nicht Anreichern, sondern Integrieren neue Mehrwe.pdf:application/pdf},
}

@incollection{kauffeld_stahlbau_2019,
	address = {Wiesbaden},
	title = {Stahlbau 2.0: {Selective} {Blended} {Learning} mit mobilen {Elementen}},
	isbn = {978-3-658-22796-8 978-3-658-22797-5},
	shorttitle = {Stahlbau 2.0},
	url = {http://link.springer.com/10.1007/978-3-658-22797-5_16},
	language = {de-DE},
	urldate = {2022-06-18},
	booktitle = {Handbuch {Innovative} {Lehre}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Unglaub, Julian and Thiele, Klaus},
	editor = {Kauffeld, Simone and Othmer, Julius},
	year = {2019},
	doi = {10.1007/978-3-658-22797-5_16},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {223--232},
	file = {Unglaub und Thiele - 2019 - Stahlbau 2.0 Selective Blended Learning mit mobil.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NGESDPIP/Unglaub und Thiele - 2019 - Stahlbau 2.0 Selective Blended Learning mit mobil.pdf:application/pdf},
}

@incollection{kauffeld_denn_2019,
	address = {Wiesbaden},
	title = {Denn sie wissen, was sie tun: {Blended} {Learning} in {Großveranstaltungen}},
	isbn = {978-3-658-22796-8 978-3-658-22797-5},
	shorttitle = {Denn sie wissen, was sie tun},
	url = {http://link.springer.com/10.1007/978-3-658-22797-5_4},
	language = {de-DE},
	urldate = {2022-06-18},
	booktitle = {Handbuch {Innovative} {Lehre}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Persike, Malte},
	editor = {Kauffeld, Simone and Othmer, Julius},
	year = {2019},
	doi = {10.1007/978-3-658-22797-5_4},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {65--86},
	file = {Persike - 2019 - Denn sie wissen, was sie tun Blended Learning in .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RK9M9QSR/Persike - 2019 - Denn sie wissen, was sie tun Blended Learning in .pdf:application/pdf},
}

@incollection{bauer_digitalitat_2021,
	address = {Wiesbaden},
	title = {Digitalität, {Digitalisierung} und {Bildung}},
	isbn = {978-3-658-31395-1},
	url = {https://link.springer.com/10.1007/978-3-658-31395-1_59-1},
	language = {de-DE},
	urldate = {2022-06-26},
	booktitle = {Handbuch {Bildungs}- und {Erziehungssoziologie}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kutscher, Nadia},
	editor = {Bauer, Ullrich and Bittlingmayer, Uwe H. and Scherr, Albert},
	year = {2021},
	doi = {10.1007/978-3-658-31395-1_59-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--17},
	file = {Kutscher - 2021 - Digitalität, Digitalisierung und Bildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/85HJRE5L/Kutscher - 2021 - Digitalität, Digitalisierung und Bildung.pdf:application/pdf;Kutscher - 2022 - Digitalität, Digitalisierung und Bildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9XFNZ4KB/Kutscher - 2022 - Digitalität, Digitalisierung und Bildung.pdf:application/pdf},
}

@article{schmidt-hertha_messung_2020,
	title = {Messung medienpädagogischer {Kompetenz} von {Lehrenden} in der {Weiterbildung}},
	volume = {43},
	issn = {2364-0014, 2364-0022},
	url = {10.1007/s40955-020-00165-0},
	doi = {10.1007/s40955-020-00165-0},
	abstract = {Against the backdrop of an increasing digitalisation in the ﬁeld of adult education, the paper presents a model for media pedagogical competence of professionals in this area. This model is built on preliminary works in adult education research and existing models from schools. Corresponding with this model a competence test has been developed and proved with a sample of 622 adult education teachers. Results substantially conﬁrm the structure of the model, which subdivide media pedagogical competence into four facets. Further, data enable for the ﬁrsttime statements related to the media pedagogical competence of different subgroups of adult education teachers and point to differences between these groups according to sociodemographic and employment-biographical variables.},
	language = {de-DE},
	number = {2},
	urldate = {2021-11-05},
	journal = {Zeitschrift für Weiterbildungsforschung},
	author = {Schmidt-Hertha, Bernhard and Rott, Karin Julia and Bolten, Ricarda and Rohs, Matthias},
	month = aug,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU5},
	pages = {313--329},
	file = {Schmidt-Hertha et al. - 2020 - Messung medienpädagogischer Kompetenz von Lehrende.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZEX9GAAN/Schmidt-Hertha et al. - 2020 - Messung medienpädagogischer Kompetenz von Lehrende.pdf:application/pdf},
}

@book{wollersheim_bildung_2021,
	title = {Bildung in der digitalen {Transformation}},
	isbn = {978-3-8309-4456-0},
	url = {https://www.waxmann.com/buch4456},
	abstract = {Die Coronapandemie und der durch sie erzwungene zeitweise Übergang von Präsenz- zu Distanzlehre haben die Digitalisierung des Bildungswesens enorm vorangetrieben. Noch deutlicher als vorher traten dabei positive wie negative Aspekte dieser Entwicklung zum Vorschein. Während den Hochschulen der Wechsel mit vergleichsweise geringen Reibungsverlusten gelang, offenbarten sich diese an Schulen weitaus deutlicher. Trotz aller Widrigkeiten erscheint eines klar: Die zeitweisen Veränderungen werden Nachwirkungen zeigen. Eine völlige Rückkehr zum Status quo ante ist kaum noch vorstellbar. Zwei Fragen bestimmen vor diesem Hintergrund die Doppelgesichtigkeit des Themas der 29. Jahrestagung der Gesellschaft für Medien in der Wissenschaft (GMW). Erstens: Wie ‚funktioniert‘ Bildung in der sich derzeit ereignenden digitalen Transformation und welche Herausforderungen gibt es? Und zweitens: Befindet sich möglicherweise Bildung selbst in der Transformation? Beiträge zu diesen und weiteren Fragen vereint der vorliegende Tagungsband.},
	language = {de-DE},
	urldate = {2021-11-05},
	publisher = {Waxmann Verlag GmbH},
	editor = {Wollersheim, Heinz-Werner and Karapanos, Marios and Pengel, Norbert},
	month = nov,
	year = {2021},
	doi = {10.31244/9783830994565},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien, Bildung, Deutschland, Digitalisierung, Digitalization, Germany, Hochschullehre, Technological development, Technologische Entwicklung, University lecturing, University teaching, Virtual learning, Hochschule, Learning, On line, Online, Higher education lecturing, 370 Education, 370 Erziehung, Schul- und Bildungswesen, Austria, Vocational training, COVID-19, Pandemie, Österreich, Education, Berufsausbildung, Vocational education and training, School development, Schulentwicklung, Lernen, Digitale Medien, Berichtsheft, Correspondence studies, Distance study, Fernunterricht, Lehr-Lern-System, Media competence, Media skills, Präsenzhochschule, Virtuelle Hochschule, Bildungstechnologie, Medienkompetenz, E-learning, Higher education institute, E-Learning, Open Educational Resources},
	file = {null - 2021 - Bildung in der digitalen Transformation:/Users/jochenhanisch-johannsen/Zotero/storage/FBSUHYZN/null - 2021 - Bildung in der digitalen Transformation.pdf:application/pdf;Wollersheim et al. - 2021 - Bildung in der digitalen Transformation.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XUTGXX5U/Wollersheim et al. - 2021 - Bildung in der digitalen Transformation.pdf:application/pdf},
}

@article{trautner_motivating_2025,
	title = {Motivating {Motivation} {Regulation} {Research}—{An} {Evidence} and {Gap} {Map} {Approach}},
	volume = {37},
	issn = {1040-726X, 1573-336X},
	url = {https://link.springer.com/10.1007/s10648-025-10019-1},
	doi = {10.1007/s10648-025-10019-1},
	abstract = {Learners’ attempts to regulate their own motivation for studying in the face of tedious or difficult tasks is an important aspect of self-regulated learning. Therefore, motivation regulation has received increasing attention over the past few years, resulting in numerous publications using different definitions of the construct, samples, operationalizations, and research designs. The aim of this systematic review is to present an interactive evidence and gap map synthesizing current research with respect to what we know about motivation regulation, what the sources (e.g., samples, research methods, operationalizations) of this knowledge are, and which aspects proposed by theoretical models of motivation regulation remain understudied. Based on a systematic literature search, N = 289 studies were included. Approximately three quarters of the studies examined motivation regulation of university students, used cross-sectional study designs, and self-report questionnaires. Achievement, effort-related variables, (meta-)cognitive learning strategies, and goal orientations were the most frequently reported correlates of motivation regulation. Motivation regulation was examined mainly for learning in general, but also in more specific contexts, such as digital or foreign language learning. The maps’ gaps reveal that we still know little about motivation regulation in pre- and primary school children and its development across school years. Furthermore, despite the conceptualization of self-regulation as a context dependent construct, contextual characteristics have received little attention. These and other gaps are discussed, including suggestions for advancing theoretical models of motivation regulation. The structured maps enable quick overviews of evidence (gaps), aiding a rapid, strategic development of future research questions and potential meta-analyses.},
	language = {en-GB},
	number = {2},
	urldate = {2025-04-27},
	journal = {Educational Psychology Review},
	author = {Trautner, Maike and Grunschel, Carola and Schwinger, Malte},
	month = jun,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {44},
	file = {Trautner et al. - 2025 - Motivating Motivation Regulation Research—An Evidence and Gap Map Approach:/Users/jochenhanisch-johannsen/Zotero/storage/KB4GD23B/Trautner et al. - 2025 - Motivating Motivation Regulation Research—An Evidence and Gap Map Approach.pdf:application/pdf},
}

@incollection{reifegerste_strategisches_2021,
	address = {Wiesbaden},
	title = {Strategisches {Kommunikationsmanagement} von {Kliniken} in der digitalen {Transformation}},
	isbn = {978-3-658-32883-2 978-3-658-32884-9},
	url = {https://link.springer.com/10.1007/978-3-658-32884-9_5},
	language = {de-DE},
	urldate = {2025-04-22},
	booktitle = {{PR} und {Organisationskommunikation} im {Gesundheitswesen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rosenberger, Nicole and Schneider Stingelin, Colette and Grundisch, Julia},
	editor = {Reifegerste, Doreen},
	year = {2021},
	doi = {10.1007/978-3-658-32884-9_5},
	keywords = {\#7:Buchteil:digital:Medien, Promotion:Literaturanalyse},
	pages = {61--79},
	file = {Rosenberger et al. - 2021 - Strategisches Kommunikationsmanagement von Kliniken in der digitalen Transformation:/Users/jochenhanisch-johannsen/Zotero/storage/ZV4T7AL2/Rosenberger et al. - 2021 - Strategisches Kommunikationsmanagement von Kliniken in der digitalen Transformation.pdf:application/pdf},
}

@article{yavuz_temel_using_2025,
	title = {Using {Jupyter} {Notebooks} as digital assessment tools: {An} empirical examination of student teachers’ attitudes and skills towards digital assessment},
	issn = {1360-2357, 1573-7608},
	shorttitle = {Using {Jupyter} {Notebooks} as digital assessment tools},
	url = {https://link.springer.com/10.1007/s10639-025-13507-7},
	doi = {10.1007/s10639-025-13507-7},
	abstract = {The integration of different technologies for formative assessment activities into the classroom is very important for the effectiveness of learning and teaching processes. This study is an experimental study in which the student teachers designed jupyter notebooks as formative assessment activities for specified aims and subject contents. For this purpose, student teachers were enabled to design various formative assessment activities with various packages that were developed with the open-access programming languages included in the jupyter notebooks and external applications that were integrated into the jupyter notebooks. We measured the differences in student teachers’ self-efficacy beliefs and attitudes towards the design of jupyter notebooks for formative activities before and after the implementation with questionnaires. According to the results of the study, we found positive and statistically significant differences in the self-efficacy beliefs and attitudes of student teachers from various disciplines who participated in the seminar. During the practical activities, we observed student teachers’ prejudices and concerns about programming. This process was accompanied by their lack of prior knowledge and prejudices about the open source programming. Despite the difficulties in the learning process, the student teachers designed and developed various jupyter notebooks for different formative assessment activities at the end of the semester.},
	language = {en-GB},
	urldate = {2025-04-05},
	journal = {Education and Information Technologies},
	author = {Yavuz Temel, Güler and Barenthien, Julia and Padubrin, Thore},
	month = apr,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Yavuz Temel et al. - 2025 - Using Jupyter Notebooks as digital assessment tools An empirical examination of student teachers’ a:/Users/jochenhanisch-johannsen/Zotero/storage/2T9HWHJP/Yavuz Temel et al. - 2025 - Using Jupyter Notebooks as digital assessment tools An empirical examination of student teachers’ a.pdf:application/pdf},
}

@book{franke_digitales_2024,
	address = {Tübingen},
	edition = {1. Auflage},
	series = {narr {STARTER}},
	title = {Digitales {Lesen} im {Fremdsprachenunterricht}},
	isbn = {978-3-381-10101-6 978-3-381-10102-3},
	abstract = {Das Lesen im digitalen Raum nimmt eine immer bedeutendere Rolle im Alltag von Fremdsprachenlernenden ein. Besonders in den sozialen Medien sind diese mit fremdsprachlichen authentischen Quellen konfrontiert, welche unterschiedliche Textsortenmerkmale und Besonderheiten aufweisen. Jene Besonderheiten können das Leseverstehen unterschiedlich stark beeinflussen, wobei besonders digitale Hilfsmittel den Verstehensprozess behindern oder unterstützen können. Der Band widmet sich den Potenzialen und Herausforderungen im Einsatz von digitalen Texten im Fremdsprachenunterricht und stellt Implikationen für eine Leseförderung und ein Strategientraining vor. Mit praktischen Hinweisen, welche Aufgabenformate sich für eine digitale Leseförderung in der Fremdsprache eignen, bietet der Band eine Grundlage für die Gestaltung von digitalen Lehr-Lern-Settings},
	language = {de-DE},
	publisher = {Gunter Narr Verlag},
	author = {Franke, Manuela and Lachmund, Anne-Marie},
	year = {2024},
	doi = {10.24053/9783381101023},
	keywords = {Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Franke und Lachmund - 2024 - Digitales Lesen im Fremdsprachenunterricht:/Users/jochenhanisch-johannsen/Zotero/storage/3SPQ9CHM/Franke und Lachmund - 2024 - Digitales Lesen im Fremdsprachenunterricht.pdf:application/pdf},
}

@article{lakshmi_gamification_2025,
	title = {{\textless}span{\textgreater}{Gamification} {In} {Education} {Through} {Stealth} {Assessments}{\textless}/span{\textgreater}},
	issn = {1556-5068},
	url = {https://www.ssrn.com/abstract=5092088},
	doi = {10.2139/ssrn.5092088},
	abstract = {Games play a very important role in promoting incidental learning and help in exploring both the conscious and subconscious processes such as insight of a learner. Digital Game-Based Learning and assessments are now an integral part of educational practices. When designed effectively digital games can take the learners from the stage of improvisation to a meta-reflection where they can apply the gained competencies/skills to real life situations. Increasing penetration of ICT into education and the disruptive educational technologies are making it possible not only to innovate but also to implement more and more exemplar teaching-learning pedagogies and assessment tools. Such innovations will shift the teaching-learning process from a rote learning process to an inclusive and individualized/personalized process. When developed properly, digital games can assess both procedural knowledge and declarative knowledge of the learners. One such technique of using digital games for assessment is stealth assessment (SA). They help in helps in assessing higher order thinking skills of students accurately and efficiently. SA adopts the approach of competency-based learning, where on the basis of performance of learners in the game their competencies are easily identified and are provided further tasks accordingly. The paper also discusses the challenges in development and implementation of SAs.},
	language = {en-GB},
	urldate = {2025-03-15},
	journal = {SSRN Electronic Journal},
	author = {Lakshmi, Y. Vijaya and Majid, Dr Ishfaq},
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Lakshmi und Majid - 2025 - Gamification In Education Through Stealth Assessments:/Users/jochenhanisch-johannsen/Zotero/storage/2EFFVNMW/Lakshmi und Majid - 2025 - Gamification In Education Through Stealth Assessments.pdf:application/pdf},
}

@article{elen_education_2025,
	title = {Education and technology: elements of a relevant, comprehensive, and cumulative research agenda},
	volume = {73},
	issn = {1042-1629, 1556-6501},
	shorttitle = {Education and technology},
	url = {https://link.springer.com/10.1007/s11423-024-10420-7},
	doi = {10.1007/s11423-024-10420-7},
	abstract = {The relationship between technology and educational processes is a complex one. At this moment, increased digitization as well as efforts to limit the use of digital tools can be observed. In view of (a) deepening our understanding of the relationship between technology and educational processes and (b) strengthening the productive educational use of technological tools, elements of a relevant and comprehensive agenda for educational technology research agenda are proposed. The agenda refers to the following elements: educational goals, learners, technological tools, a tripartite relationship learner-tool-teacher, context, and designing learning environments. Recognizing the need for diverse methods and consistent descriptive frameworks can help make the research agenda more cumulative and coherent.},
	language = {en-GB},
	number = {1},
	urldate = {2025-03-15},
	journal = {Educational technology research and development},
	author = {Elen, Jan and Depaepe, Fien},
	month = feb,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {1--14},
	file = {Elen und Depaepe - 2025 - Education and technology elements of a relevant, comprehensive, and cumulative research agenda:/Users/jochenhanisch-johannsen/Zotero/storage/ZXWWRCEI/Elen und Depaepe - 2025 - Education and technology elements of a relevant, comprehensive, and cumulative research agenda.pdf:application/pdf},
}

@article{setti_duda_2025,
	title = {{DUDA}: a digital didactic learning unit based on educational escape rooms and multisensory learning activities for primary school children during {COVID}-19 lockdown},
	volume = {73},
	issn = {1042-1629, 1556-6501},
	shorttitle = {{DUDA}},
	url = {https://link.springer.com/10.1007/s11423-024-10407-4},
	doi = {10.1007/s11423-024-10407-4},
	abstract = {The COVID-19 pandemic has accelerated digitization, access to IT resources, and digital inclusion in the Italian school system. This paper presents D-UDA (i.e., “unità didattica di apprendimento digitale”, in Italian), a digital didactic unit for learning mathematics concepts. The presented approach combines teaching methodologies and game-based activities (e.g., the escape room) with a multisensory approach to designing and developing digital and multimodal technologies. D-UDA is divided into two parts: the first part consists of logic puzzles that adhere to the guidelines set by INVALSI (the Italian Istituto Nazionale per la Valutazione del Sistema educativo di Istruzione e di formazione) for mathematics learning, while the second part involves a series of multisensory games designed to promote the development of transversal competencies, such as cooperation and engagement. Moreover, D-UDA encourages children to create their own adventure using the same tools employed by the designers to develop the experience. The children who participated in testing D-UDA in June 2020 were asked to complete usability questionnaires after the experience. Preliminary results indicate the effectiveness of the educational intervention presented, which integrates recent pedagogical theories and teaching methodologies with a multisensory perspective and a technological design.},
	language = {en-GB},
	number = {1},
	urldate = {2025-03-15},
	journal = {Educational technology research and development},
	author = {Setti, Walter and Tarello, Rebecca and Volta, Erica and Ferlino, Lucia and Gori, Monica and Volpe, Gualtiero},
	month = feb,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {331--351},
	file = {Setti et al. - 2025 - DUDA a digital didactic learning unit based on educational escape rooms and multisensory learning a:/Users/jochenhanisch-johannsen/Zotero/storage/EFHVEUVI/Setti et al. - 2025 - DUDA a digital didactic learning unit based on educational escape rooms and multisensory learning a.pdf:application/pdf},
}

@article{nguyen_conceptualizing_2025,
	title = {Conceptualizing and enhancing metaverse literacy for education},
	issn = {1360-2357, 1573-7608},
	url = {https://link.springer.com/10.1007/s10639-025-13486-9},
	doi = {10.1007/s10639-025-13486-9},
	abstract = {The metaverse has gained considerable attention and enormous investments in recent years and is increasingly recognized as a critical domain for future interactions and communications. Despite its growing importance, there is a notable lack of research on metaverse literacy, especially in education and training. This study aims to conceptualize “metaverse literacy for education” by defining its core components and proposing a framework for its evaluation. Furthermore, we report a case study leveraging an experiential learning approach to explore how exposure to various digital platforms - Virtual Reality (VR) headsets, mobile phones, and personal computers (PC) - influences metaverse literacy and perceptions regarding its adoption. The case study engaged first-year bachelor-level students (N = 30) enrolled in an undergraduate program. Our findings reveal that learning experience with the metaverse significantly shifts students’ perceptions about the effort needed for adoption and enhances their metaverse literacy for education. By focusing on these dimensions, this study makes a contribution to the understanding of metaverse literacy for education, advocating for an experiential approach to learning and adaptation in digital environments.},
	language = {en-GB},
	urldate = {2025-03-10},
	journal = {Education and Information Technologies},
	author = {Nguyen, Andy and Huynh, Luna and Dang, Belle and Pohjolainen, Sami and Mattila, Juho and Paajala, Iikka J. and Tikkanen, Ruut and Lehto, Essi and Poikonen, Fedja and Karppinen, Pasi},
	month = mar,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Nguyen et al. - 2025 - Conceptualizing and enhancing metaverse literacy for education:/Users/jochenhanisch-johannsen/Zotero/storage/ZMACHC9G/Nguyen et al. - 2025 - Conceptualizing and enhancing metaverse literacy for education.pdf:application/pdf},
}

@article{muzaki_development_2025,
	title = {Development of {Moodle}-{Based} {Learning} {Management} {System} {Integrated} with {Virtual} {Programming} {Lab} for {Basic} {Vocational} {Subjects} of {Software} and {Game} {Development}},
	volume = {11},
	abstract = {Programming instruction in Vocational Basics for Software and Game Development (PPLG) often encounters challenges such as limited lab practice time, restricted learning media, and conventional one-way teaching methods. This study aims to develop a Moodle-based Learning Management System (LMS) integrated with a Virtual Programming Lab (VPL) that is valid, practical, and effective. Utilizing the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), the LMS was tested on 36 grade X PPLG students at SMKN 2 Padang. Results showed high validity with a score of 4.4 (highly feasible), practicality scores of 5.0 (teachers) and 4.4 (students) (highly practical), and effectiveness with an Ngain of 0.80 (high). The findings indicate that the LMS significantly enhances learning outcomes, offering a flexible and effective solution for teaching Vocational Basics. This study concludes that the Moodle-based LMS with VPL integration is a viable tool to address existing instructional challenges in PPLG education.},
	language = {en-GB},
	number = {2},
	author = {Muzaki, Akbar and Hidayati, Abna and Rahmi, Ulfia},
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Muzaki et al. - 2025 - Development of Moodle-Based Learning Management System Integrated with Virtual Programming Lab for B:/Users/jochenhanisch-johannsen/Zotero/storage/ADIBVJHV/Muzaki et al. - 2025 - Development of Moodle-Based Learning Management System Integrated with Virtual Programming Lab for B.pdf:application/pdf},
}

@article{chevalere_digital_2025,
	title = {A digital safe space for learning: how computer-assisted instruction supports students with lower academic self-concept},
	issn = {1360-2357, 1573-7608},
	shorttitle = {A digital safe space for learning},
	url = {https://link.springer.com/10.1007/s10639-025-13424-9},
	doi = {10.1007/s10639-025-13424-9},
	abstract = {Computer-assisted instruction (CAI) is a valuable approach for managing classroom heterogeneity by providing feedback tailored to students’ individual needs. While previous research has primarily focused on the cognitive mechanisms underlying CAI’s effectiveness, it has often overlooked the social-cognitive processes that may contribute to its success by offering students a private learning space away from the judgement of their peers. The present study compared CAI to conventional classroom instruction over a two-week period with 389 tenth-grade history-geography students. First, we expected that CAI would result in better academic learning compared to conventional classroom instruction. Second, we tested alternative hypotheses, that learning gains in CAI would vary depending on students’ levels of academic self-concept (social-cognitive hypothesis) and prior knowledge (cognitive scaffolding hypothesis). Consistent with the social-cognitive hypothesis, multilevel modeling revealed that students with initially lower levels of ASC experienced higher learning gains in CAI compared to conventional classroom instruction, while no benefits were observed for students with lower prior knowledge. Additionally, our results indicate a disruption of the predictive relationship between ASC and subsequent academic performance in the CAI group, compared to the presence of this association in the conventional classroom instruction group. These findings suggest that CAI benefits low-confidence students regardless of their initial ability level and that this method offers a protective effect against the impact of perceived incompetence on subsequent performance.},
	language = {en-GB},
	urldate = {2025-02-15},
	journal = {Education and Information Technologies},
	author = {Chevalère, Johann and Berthon, M. and Rocher, N. and Pailler, D. and Mazenod, V. and Huguet, P.},
	month = feb,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Chevalère et al. - 2025 - A digital safe space for learning how computer-assisted instruction supports students with lower ac:/Users/jochenhanisch-johannsen/Zotero/storage/9WJMACXA/Chevalère et al. - 2025 - A digital safe space for learning how computer-assisted instruction supports students with lower ac.pdf:application/pdf},
}

@article{basille_impact_2025,
	title = {Impact of communication modalities on social presence and regulation processes in a collaborative game},
	issn = {1783-7677, 1783-8738},
	url = {https://link.springer.com/10.1007/s12193-024-00450-z},
	doi = {10.1007/s12193-024-00450-z},
	abstract = {In the digital era, leveraging communication technologies to foster collaborative learning is of utmost importance. This study explores the impact of different communication modalities, such as text, audio and video, on social presence and regulation processes within a computer-supported collaborative learning (CSCL) environment. Using learning analytics, we examine the inﬂuences of these modalities on collaboration and derive recommendations for their optimized use in the design of future CSCL environments. Our ﬁndings reveal a signiﬁcant impact of communication modalities on the sense of social presence and regulation of collaborative activities. Audio communication results in enhanced co-presence, psychobehavioral accessibility, and better regulation processes compared to video and text modalities, indicating that audio is the most suitable modality in collaborative virtual environments for decision-making tasks. Conversely, video communication still facilitated strategic planning and enhanced self-regulation. Chat communication showed the lowest sense of social presence, yet improvements over time suggest that participants adapt to this modality, enhancing their collaborative efﬁciency.},
	language = {en-GB},
	urldate = {2025-02-15},
	journal = {Journal on Multimodal User Interfaces},
	author = {Basille, Anthony and Lavoué, Élise and Serna, Audrey},
	month = feb,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Basille et al. - 2025 - Impact of communication modalities on social presence and regulation processes in a collaborative ga:/Users/jochenhanisch-johannsen/Zotero/storage/A2HK5E49/Basille et al. - 2025 - Impact of communication modalities on social presence and regulation processes in a collaborative ga.pdf:application/pdf},
}

@article{drossel_basisdimensionen_2025,
	title = {Basisdimensionen der {Unterrichtsqualität} im {Kontext} des {Erwerbs} digitaler {Kompetenzen} an resilienten {Schulen}},
	issn = {2190-6890, 2190-6904},
	url = {https://link.springer.com/10.1007/s35834-024-00468-z},
	doi = {10.1007/s35834-024-00468-z},
	abstract = {The ongoing digitalization presents challenges for schools, particularly in the use of digital media in instructional teaching and learning processes with the goal of supporting the acquisition of both subject-speciﬁc and cross-disciplinary competencies for all students. However, considering digital competencies, it has been shown that these are also subject to social disparities. Nevertheless, ICILS identiﬁes organizationally resilient schools, where students achieve above-average digital competencies despite challenging student compositions. Studies examining subject-speciﬁc competencies indicate that organizationally resilient schools share common characteristics. One signiﬁcant characteristic in this context is the design of teaching quality features. Digital competencies, however, remain under-researched in this regard. Therefore, the present study investigates the fundamental dimensions of teaching quality at resilient schools in the context of the acquisition of digital competencies using data from the BMBF-funded qualitative ICILS in-depth study ‘UneSICILS 2018’ (Unexpectedly Successful Schools in the Digital Transformation). For the analysis, 22 guided interviews with teachers and seven group interviews with students were content-analyzed concerning efﬁcient classroom management, cognitive activation, and constructive support. The analysis of the dimension of ‘efﬁcient classroom management’ reveals that organization and structure through digital media, such as the use of digital learning platforms, are signiﬁcant factors. In terms of cognitive activation, the use of digital tools to connect individual prior knowledge is highlighted as important. Additionally, the dimension of ‘constructive support’ indicates the promotion of self-directed learning and the development of support structures for (cooperative) learning with digital media as signiﬁcant. Inductively, the dimension of ‘content selection and selective focusing’ was added, underscoring the high relevance of acquiring digital competencies in teaching at resilient schools.},
	language = {de-DE},
	urldate = {2025-02-11},
	journal = {Zeitschrift für Bildungsforschung},
	author = {Drossel, Kerstin and Niemann, Jan and Oldak, Anna and Eickelmann, Birgit},
	month = feb,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Drossel et al. - 2025 - Basisdimensionen der Unterrichtsqualität im Kontext des Erwerbs digitaler Kompetenzen an resilienten:/Users/jochenhanisch-johannsen/Zotero/storage/FUQMBL2Y/Drossel et al. - 2025 - Basisdimensionen der Unterrichtsqualität im Kontext des Erwerbs digitaler Kompetenzen an resilienten.pdf:application/pdf},
}

@article{tartler_short_2025,
	title = {Short on time—big on impact: {MeetingHacks} as a digital intervention to enhance virtual meeting collaboration},
	issn = {2366-6145, 2366-6218},
	shorttitle = {Short on time—big on impact},
	url = {https://link.springer.com/10.1007/s11612-025-00790-8},
	doi = {10.1007/s11612-025-00790-8},
	abstract = {This contribution to the journal ‘Gruppe. Interaktion. Organisation. (GIO)’ presents a novel video learning format for optimizing virtual meetings as well as initial evaluation data on its usefulness and application in an organizational context: the MeetingHacks. Effective collaboration in virtual meetings requires a novel approach to fusing communication and technology. To enhance virtual meetings through accessible digital interventions, we developed MeetingHacks, a series of short videos based on ﬁndings of contemporary meeting science. These MeetingHacks address general aspects as well as professional, methodological, social, and proactive aspects of meeting behavior, aligning with the four facets of team skills of the Kassler competence grid. The introductory video, Meetings General, triggers reﬂective processes to enhance the impact of the subsequent MeetingHacks. Meetings Professional focuses on professional skills, particularly the interplay of problems and solutions and knowledge transfer, drawing on results from interaction analysis and shared mental models. Meetings Structured addresses methodological behavior, emphasizing structured meeting designs. Meetings Social covers prosocial behavior, focusing on making social and informal interaction in virtual meetings more tangible. Meetings Proactive highlights responsibility and proactivity in meetings, informed by interaction analysis and reﬂection research. The MeetingHacks were implemented over ﬁve weeks in a corporate setting and evaluated for their usefulness, applicability, and ﬁt within daily routines. The results demonstrated the beneﬁts and limits of MeetingHacks in an organizational context. Based on this evaluation, this article critically discusses the merits and further development of the MeetingHacks and their effectiveness as a digital intervention.},
	language = {en-GB},
	urldate = {2025-01-31},
	journal = {Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO)},
	author = {Tartler, Darien and Ritter, Marie and Kauffeld, Simone},
	month = jan,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Tartler et al. - 2025 - Short on time—big on impact MeetingHacks as a digital intervention to enhance virtual meeting colla:/Users/jochenhanisch-johannsen/Zotero/storage/QPGAQF77/Tartler et al. - 2025 - Short on time—big on impact MeetingHacks as a digital intervention to enhance virtual meeting colla.pdf:application/pdf},
}

@article{strikovic_role_2025,
	title = {On the {Role} of {Role}-{Theoretical} {Concepts}: {Determining} {Dimensionality} or {Difficulty} in {Cross}-{Occupational} {Collaboration}},
	volume = {18},
	issn = {1874-785X, 1874-7868},
	shorttitle = {On the {Role} of {Role}-{Theoretical} {Concepts}},
	url = {https://link.springer.com/10.1007/s12186-025-09361-w},
	doi = {10.1007/s12186-025-09361-w},
	abstract = {In vocational education and training, it can be assumed that the digital transformation increases the relevance of individuals’ cross-occupational collaboration competency (COCC) across vocational and professional sectors, thus improving and reorganizing processes across time and domains on the basis of available information. This poses a challenge to instruction and diagnostics in VET, which can be supported by thorough, empirically grounded theoretical modeling. In Striković and Wittmann (2022), we suggested a role-theoretical approach to modeling COCC involving five role-theoretical dimensions: knowing one’s own occupational role, knowing the occupational role of one’s collaboration partners, latent processes of role distance, role-taking, and object-oriented role coordination. In the present study, we evaluate this role-theoretical model empirically using the example of nursing, specifying and operationalizing the model with a computer-based situational judgment test and using a data set of 328 nursing students to carry out an in-depth analysis of (1) dimensionality and (2) role-related task features thought to influence item difficulty. While model comparisons showed the superiority of a unidimensional vector compared to five- and two-dimensional structures, linear additive regression analysis revealed that the role-related task features on the basis of the five dimensions showed significant effects, as did the number of collaboration partners and the test subjects’ subject-matter competence, which can also be linked to the nurses’ situational role. These findings are in line with our theoretical reasoning in the COCC model. We discuss their limitations as well as their theoretical and educational significance, outlining needs for further research—also in other professional and vocational domains.},
	language = {en-GB},
	number = {1},
	urldate = {2025-01-30},
	journal = {Vocations and Learning},
	author = {Striković, Aldin and Krebs, Philine and Wittmann, Eveline},
	month = dec,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {6},
	file = {Striković et al. - 2025 - On the Role of Role-Theoretical Concepts Determining Dimensionality or Difficulty in Cross-Occupati:/Users/jochenhanisch-johannsen/Zotero/storage/DJ8PP6XS/Striković et al. - 2025 - On the Role of Role-Theoretical Concepts Determining Dimensionality or Difficulty in Cross-Occupati.pdf:application/pdf},
}

@incollection{schreiber_ki-textgeneratoren_2024,
	title = {{KI}-{Textgeneratoren}: {Eine} neue Ära des {Unterrichts}?: {Perspektiven} und {Gefahren}},
	copyright = {http://creativecommons.org/licenses/by-nc-nd/4.0},
	isbn = {978-3-11-135149-0},
	shorttitle = {{KI}-{Textgeneratoren}},
	url = {https://www.degruyter.com/document/doi/10.1515/9783111351490-030/html},
	abstract = {This paper provides an analysis of the role of AI text generators like ChatGPT in educational settings, focusing on both the potential benefits and challenges. It begins by introducing the didactic triangle model to analyze traditional teacher-student-content interactions and how this model is extended to a tetrahedron model including digital technologies. The text then reviews existing literature on the role of AI in education, exploring the performance, roles, and capabilities of AI text generators in educational contexts. These studies highlight the transformative potential of AI technologies in reshaping the role of teachers, who are seen as mediators and collaborators rather than mere information providers. The paper concludes that while AI text generators offer promising avenues for personalized and efficient learning, they also raise ethical and practical concerns that need to be addressed, like data privacy, the risk of misinformation, and the need for teachers to acquire new skills to effectively integrate AI into their teaching practices. The paper suggests that traditional didactic models may need to be revised to account for the complexities introduced by AI technologies, including their autonomous and adaptive nature. The paper calls for a multi-dimensional approach that considers pedagogical, ethical, and organizational aspects of education in the age of AI.},
	language = {de-DE},
	urldate = {2025-01-10},
	booktitle = {{KI}:{Text}},
	publisher = {De Gruyter},
	author = {Ham, Ann-Katrin Van Den},
	editor = {Schreiber, Gerhard and Ohly, Lukas},
	month = jan,
	year = {2024},
	doi = {10.1515/9783111351490-030},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {467--480},
	file = {Ham - 2024 - KI-Textgeneratoren Eine neue Ära des Unterrichts Perspektiven und Gefahren:/Users/jochenhanisch-johannsen/Zotero/storage/6I8LFBZM/Ham - 2024 - KI-Textgeneratoren Eine neue Ära des Unterrichts Perspektiven und Gefahren.pdf:application/pdf},
}

@incollection{sahin_architecture_2024,
	address = {Cham},
	title = {An {Architecture} for {Formative} {Assessment} {Analytics} of {Multimodal} {Artefacts} in {ePortfolios} {Supported} by {Artificial} {Intelligence}},
	isbn = {978-3-031-56364-5 978-3-031-56365-2},
	url = {https://link.springer.com/10.1007/978-3-031-56365-2_15},
	abstract = {A key objective of higher education is to promote deeper learning strategies. Complex process-oriented teaching-learning methods, such as inverted classrooms, portfolios or blog writing, help students to actively engage with academic content. Learning in these settings is highly dependent on timely formative assessment and highly informative feedback to guide students’ learning efforts. A major challenge to the successful implementation of such settings is the lack of time resources for teachers to provide such feedback to a larger group of students. In the case of process portfolios, for instance, students design digital portfolios that incorporate multiple pages and a range of multimodal artefacts, such as text, concept maps, images, presentations, documents, audio recordings and videos.},
	language = {en-GB},
	urldate = {2024-05-14},
	booktitle = {Assessment {Analytics} in {Education}},
	publisher = {Springer International Publishing},
	author = {Maya, Fatima and Wolf, Karsten D.},
	editor = {Sahin, Muhittin and Ifenthaler, Dirk},
	year = {2024},
	doi = {10.1007/978-3-031-56365-2_15},
	note = {Series Title: Advances in Analytics for Learning and Teaching},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning, E-Portfolio},
	pages = {293--312},
	file = {Maya und Wolf - 2024 - An Architecture for Formative Assessment Analytics.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BMHCSWF7/Maya und Wolf - 2024 - An Architecture for Formative Assessment Analytics.pdf:application/pdf},
}

@incollection{hugger_selbstorganisiertes_2010,
	address = {Wiesbaden},
	title = {Selbstorganisiertes {Lernen} und {Lehren} in einer digitalen {Umwelt}: {Theorie} und {Praxis} zu {E}-{Portfolios} in der {Hochschule}},
	isbn = {978-3-531-16365-9 978-3-531-92365-9},
	shorttitle = {Selbstorganisiertes {Lernen} und {Lehren} in einer digitalen {Umwelt}},
	url = {http://link.springer.com/10.1007/978-3-531-92365-9_15},
	language = {de-DE},
	urldate = {2022-06-18},
	booktitle = {Digitale {Lernwelten}},
	publisher = {VS Verlag für Sozialwissenschaften},
	author = {Hornung-Prähauser, Veronika and Wieden-Bischof, Diana},
	editor = {Hugger, Kai-Uwe and Walber, Markus},
	year = {2010},
	doi = {10.1007/978-3-531-92365-9_15},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen, Bildung, Multimedia, E-Portfolio},
	pages = {245--268},
	file = {Hornung-Prähauser und Wieden-Bischof - 2010 - Selbstorganisiertes Lernen und Lehren in einer dig.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NCPHM4G3/Hornung-Prähauser und Wieden-Bischof - 2010 - Selbstorganisiertes Lernen und Lehren in einer dig.pdf:application/pdf},
}

@article{himpsl_e-portfolios_2010,
	title = {E-{Portfolios} in berufsbegleitenden {Studiengängen} zu {Neuen} {Medien}},
	volume = {18},
	issn = {1424-3636},
	url = {https://www.medienpaed.com/article/view/124},
	doi = {10/gqcnxf},
	abstract = {Der Beitrag stellt das Konzept einer E-Portfolio-Implementierung in einem berufsbegleitenden, postgradualen Masterstudium für eine medienaffine Zielgruppe dar und beschreibt dieses auf mehreren Gestaltungsebenen, vom Curriculum über das Lehr-/Lernkonzept und die verwendeten Technologien bis hin zum Assessment. Für das bessere Verständnis wird zunächst der Studiengang «MA eEducation» vorgestellt und das Blended-Learning-Arrangement beschrieben. Ausgangspunkt für die E-Portfolio-Implementierung ist eine neu entwickelte Taxonomie für E-Portfolios, nach deren Typologie eine Kombination aus Reflexions-, Beurteilungs- und Präsentationsportfolio gewählt wird. Auf der Grundlage der pädagogischen Vor­ überlegungen wird der Implementierungsprozess, das Portfoliokonzept und dessen softwaretechnische Umsetzung erläutert, wobei auch auf Fragen des Assessments und des Peer-Feedbacks eingegangen wird.},
	language = {de-DE},
	number = {Indiv. Leistungsdarstellung},
	urldate = {2022-06-18},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Himpsl, Klaus},
	month = may,
	year = {2010},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bildung, Multimedia, Promotion:FU3, \#8:Zeitschriftenartikel:blended:learning, E-Portfolio},
	pages = {1--25},
	file = {Himpsl - 2010 - E-Portfolios in berufsbegleitenden Studiengängen z.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X6T6TQPA/Himpsl - 2010 - E-Portfolios in berufsbegleitenden Studiengängen z.pdf:application/pdf},
}

@incollection{damian_e-portfolios_2013,
	address = {Münster},
	series = {Medien in der {Wissenschaft}},
	title = {E-{Portfolios} in der {Hochschule} – zwischen {Ideal} und {Realität}},
	volume = {63},
	copyright = {Deutsches Urheberrecht},
	isbn = {978-3-8309-2818-8},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=9811},
	abstract = {Im Zentrum des Bandes steht die Leitfrage: Welche Funktionen muss ein webbasiertes Portfolio im Studium und im Übergang zum Berufsfeld erfüllen, damit es als Mehrwert gegenüber der bisherigen Praxis wahrgenommen wird? Das bedeutet auch: Welche bestehenden Probleme hilft es zu lösen und welchen Anforderungen der Praxis muss es genügen, um von den Akteuren als nützlich und lohnenswert bewertet zu werden? Diese Publikation fokussiert Konzepte und Erfahrungen im Umgang mit E-Portfolios an Hochschulen sowie beim Übergang vom Studium in die Berufstätigkeit. Die beteiligten Personen sind Dozierende und Studierende, aber auch Fachpersonen, die den Wechsel ins Berufsleben professionell begleiten oder bei einer beruflichen Neuorientierung und bei einem Stellenwechsel Unterstützung in Form von Coaching anbieten. Es werden Software-Plattformen, Technologien und Dienstleistungsangebote vorgestellt, die eine Nutzung von E-Portfolios an Hochschulen sowie für Privatpersonen technisch ermöglichen. (Verlag)},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {E-{Portfolio} an der {Schnittstelle} von {Studium} und {Beruf}},
	publisher = {Waxmann Verlag GmbH},
	author = {Mayrberger, Kerstin},
	editor = {Damian, Miller and Benno, Volk},
	year = {2013},
	note = {Publisher: Waxmann},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, Deutschland, Digitale Bildung, Germany, Hochschullehre, University lecturing, University teaching, Virtual learning, \#6:Buchteil:Bildung:Technologie, Learning process, Lernprozess, Kompetenz, Schweiz, Switzerland, Male student, Student, Skill development, Teacher, Digitale Medien:Bildungsinformatik, E-Portfolio, Lehrender, Erfahrungsbericht, Report of personal experience, Case study, Fallstudie, Lerntagebuch, Übergang Studium - Beruf},
	pages = {60--72},
}

@incollection{damian_entwicklung_2013,
	address = {Münster},
	series = {Medien in der {Wissenschaft}},
	title = {Entwicklung eines {E}-{Portfolios} für das {LMS} {OLAT}: {Ein} {Erfahrungsbericht}},
	volume = {63},
	copyright = {Deutsches Urheberrecht},
	isbn = {978-3-8309-2818-8},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=9811},
	abstract = {Im Zentrum des Bandes steht die Leitfrage: Welche Funktionen muss ein webbasiertes Portfolio im Studium und im Übergang zum Berufsfeld erfüllen, damit es als Mehrwert gegenüber der bisherigen Praxis wahrgenommen wird? Das bedeutet auch: Welche bestehenden Probleme hilft es zu lösen und welchen Anforderungen der Praxis muss es genügen, um von den Akteuren als nützlich und lohnenswert bewertet zu werden? Diese Publikation fokussiert Konzepte und Erfahrungen im Umgang mit E-Portfolios an Hochschulen sowie beim Übergang vom Studium in die Berufstätigkeit. Die beteiligten Personen sind Dozierende und Studierende, aber auch Fachpersonen, die den Wechsel ins Berufsleben professionell begleiten oder bei einer beruflichen Neuorientierung und bei einem Stellenwechsel Unterstützung in Form von Coaching anbieten. Es werden Software-Plattformen, Technologien und Dienstleistungsangebote vorgestellt, die eine Nutzung von E-Portfolios an Hochschulen sowie für Privatpersonen technisch ermöglichen. (Verlag)},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {E-{Portfolio} an der {Schnittstelle} von {Studium} und {Beruf}},
	publisher = {Waxmann Verlag GmbH},
	author = {Gnägi, Florian and Auberson, Kirsten Scherer and Streule, Roland},
	editor = {Damian, Miller and Benno, Volk},
	year = {2013},
	note = {Publisher: Waxmann},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, Deutschland, Digitale Bildung, Germany, Hochschullehre, University lecturing, University teaching, Virtual learning, \#6:Buchteil:Bildung:Technologie, Learning process, Lernprozess, Kompetenz, Schweiz, Switzerland, Male student, Student, Skill development, Teacher, Digitale Medien:Bildungsinformatik, E-Portfolio, Lehrender, Erfahrungsbericht, Report of personal experience, Case study, Fallstudie, Lerntagebuch, Übergang Studium - Beruf},
	pages = {374--390},
}

@incollection{damian_e-portfolios_2013-1,
	address = {Münster},
	series = {Medien in der {Wissenschaft}},
	title = {E-{Portfolios} und persönliches {Wissensmanagement}},
	volume = {63},
	copyright = {Deutsches Urheberrecht},
	isbn = {978-3-8309-2818-8},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=9811},
	abstract = {Im Zentrum des Bandes steht die Leitfrage: Welche Funktionen muss ein webbasiertes Portfolio im Studium und im Übergang zum Berufsfeld erfüllen, damit es als Mehrwert gegenüber der bisherigen Praxis wahrgenommen wird? Das bedeutet auch: Welche bestehenden Probleme hilft es zu lösen und welchen Anforderungen der Praxis muss es genügen, um von den Akteuren als nützlich und lohnenswert bewertet zu werden? Diese Publikation fokussiert Konzepte und Erfahrungen im Umgang mit E-Portfolios an Hochschulen sowie beim Übergang vom Studium in die Berufstätigkeit. Die beteiligten Personen sind Dozierende und Studierende, aber auch Fachpersonen, die den Wechsel ins Berufsleben professionell begleiten oder bei einer beruflichen Neuorientierung und bei einem Stellenwechsel Unterstützung in Form von Coaching anbieten. Es werden Software-Plattformen, Technologien und Dienstleistungsangebote vorgestellt, die eine Nutzung von E-Portfolios an Hochschulen sowie für Privatpersonen technisch ermöglichen. (Verlag)},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {E-{Portfolio} an der {Schnittstelle} von {Studium} und {Beruf}},
	publisher = {Waxmann Verlag GmbH},
	author = {Reinmann, Gabi and Hartung, Silvia},
	editor = {Damian, Miller and Benno, Volk},
	year = {2013},
	note = {Publisher: Waxmann},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, Deutschland, Digitale Bildung, Germany, Hochschullehre, University lecturing, University teaching, Virtual learning, \#6:Buchteil:Bildung:Technologie, Learning process, Lernprozess, Kompetenz, Schweiz, Switzerland, Male student, Student, Skill development, Teacher, Digitale Medien:Bildungsinformatik, E-Portfolio, Lehrender, Erfahrungsbericht, Report of personal experience, Case study, Fallstudie, Lerntagebuch, Übergang Studium - Beruf},
	pages = {43--59},
}

@book{damian_e-portfolio_2013,
	address = {Münster},
	series = {Medien in der {Wissenschaft}},
	title = {E-{Portfolio} an der {Schnittstelle} von {Studium} und {Beruf}},
	volume = {63},
	copyright = {Deutsches Urheberrecht},
	isbn = {978-3-8309-2818-8},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=9811},
	abstract = {Im Zentrum des Bandes steht die Leitfrage: Welche Funktionen muss ein webbasiertes Portfolio im Studium und im Übergang zum Berufsfeld erfüllen, damit es als Mehrwert gegenüber der bisherigen Praxis wahrgenommen wird? Das bedeutet auch: Welche bestehenden Probleme hilft es zu lösen und welchen Anforderungen der Praxis muss es genügen, um von den Akteuren als nützlich und lohnenswert bewertet zu werden? Diese Publikation fokussiert Konzepte und Erfahrungen im Umgang mit E-Portfolios an Hochschulen sowie beim Übergang vom Studium in die Berufstätigkeit. Die beteiligten Personen sind Dozierende und Studierende, aber auch Fachpersonen, die den Wechsel ins Berufsleben professionell begleiten oder bei einer beruflichen Neuorientierung und bei einem Stellenwechsel Unterstützung in Form von Coaching anbieten. Es werden Software-Plattformen, Technologien und Dienstleistungsangebote vorgestellt, die eine Nutzung von E-Portfolios an Hochschulen sowie für Privatpersonen technisch ermöglichen. (Verlag)},
	language = {de-DE},
	urldate = {2021-12-29},
	publisher = {Waxmann Verlag GmbH},
	editor = {Damian, Miller and Benno, Volk},
	year = {2013},
	note = {Publisher: Waxmann},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, Deutschland, Digitale Bildung, Germany, Hochschullehre, University lecturing, University teaching, Virtual learning, Learning process, Lernprozess, FernUni-Hagen:MABM:M6, Kompetenz, Schweiz, Switzerland, Male student, Student, Skill development, Teacher, Digitale Medien:Bildungsinformatik, \#6:Buch:Bildung:Technologie, E-Portfolio, Lehrender, Erfahrungsbericht, Report of personal experience, Case study, Fallstudie, Lerntagebuch, Übergang Studium - Beruf},
	file = {Miller und Volk - 2013 - E-Portfolio an Der Schnittstelle Von Studium Und B.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SLT6IJUN/Miller und Volk - 2013 - E-Portfolio an Der Schnittstelle Von Studium Und B.pdf:application/pdf},
}

@incollection{meyer_e-portfolio_2011,
	address = {Wiesbaden},
	edition = {1. Aufl},
	series = {Medienbildung und {Gesellschaft}},
	title = {Das {E}-{Portfolio}: {Eine} mediale {Technologie} zur {Herstellung} von {Kontrolle} und {Selbstkontrolle} in {Bildungsprozessen}},
	isbn = {978-3-531-17683-3},
	language = {de-DE},
	number = {19},
	booktitle = {Kontrolle und {Selbstkontrolle}: {Zur} {Ambivalenz} von {E}-{Portfolios} in {Bildungsprozessen}},
	publisher = {VS, Verl. für Sozialwiss},
	author = {Reichert, Ramón},
	editor = {Meyer, Torsten and Mayrberger, Kerstin and Münte-Goussar, Stephan and Schwalbe, Christina},
	year = {2011},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie, FernUni-Hagen:MABM:M6, E-Portfolio},
	pages = {89--108},
	file = {Reichert - 2011 - Das E-Portfolio Eine mediale Technologie zur Hers.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IZN6QT7F/Reichert - 2011 - Das E-Portfolio Eine mediale Technologie zur Hers.pdf:application/pdf},
}

@article{baumgartner_peter_didaktische_2013,
	title = {Didaktische {Szenarien} mit {E}-{Portfolios} gestalten: {Mustersammlung} statt {Leitfaden}},
	copyright = {Deutsches Urheberrecht},
	shorttitle = {Didaktische {Szenarien} mit {E}-{Portfolios} gestalten},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=8390},
	doi = {10/gqcns9},
	abstract = {Elektronische Portfolios können für eine Vielzahl unterschiedlicher Zielstellungen (Präsentation, Reflexion, Bewerbung, persönliche Entwicklung etc.) eingesetzt werden. Dementsprechend ist der Einsatz von E-Portfolios nicht trivial und stellt hohe Anforderungen an die Nutzer/innen. Der vorliegende Artikel schlägt als Überwindung dieser Schwierigkeiten die Entwicklung einer didaktischen Taxonomie vor. Auf dieser methodologischen Grundlage kann dann durch eine neue Art von Handreichung den komplexen didaktischen Herausforderungen erfolgreich begegnet werden. Es werden im Beitrag vier entscheidende Vorteile einer sogenannten „Mustersammlung“ bzw. „Mustersprache“ gegenüber traditionellen Leitfäden beschrieben. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2022-06-18},
	author = {Baumgartner, Peter and Bauer, Reinhard},
	month = nov,
	year = {2013},
	note = {Publisher: Waxmann},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Multimedia, Digitale Bildung, Virtual learning, Methode, E-Portfolio, Muster, Method of teaching, Didactic model, Taxonomie, Taxonomy},
	file = {Baumgartner, Peter und Bauer, Reinhard - 2013 - Didaktische Szenarien mit E-Portfolios gestalten .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CH9PLVMC/Baumgartner, Peter und Bauer, Reinhard - 2013 - Didaktische Szenarien mit E-Portfolios gestalten .pdf:application/pdf},
}

@incollection{egloffstein_marc_e-portfolios_2011,
	title = {E-{Portfolios} zur {Unterstützung} selbstorganisierter {Tutoren}- und {Tutorinnentätigkeiten}},
	copyright = {Deutsches Urheberrecht},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=3092},
	abstract = {Dieser Beitrag beschreibt den Einsatz von E-Portfolios zur Unterstützung selbstorganisierter Tutoren- und Tutorinnentätigkeiten in offenen Lernkontexten. Im Rahmen eines hochschuldidaktischen Praktikums betreuen Studierende der Wirtschaftspädagogik Studienanfänger/innen, die an einer Einführungsveranstaltung zum wissenschaftlichen Arbeiten teilnehmen, und dokumentieren dabei ihre Tätigkeit in einem E-Portfolio. Auf diese Weise wird die reflexive Lernprozessbegleitung mit einer Möglichkeit zur Zertifizierung semi-formeller, eigenverantwortlicher und selbstorganisierter Betreuungstätigkeiten kombiniert. (DIPF/ Orig.)},
	language = {de-DE},
	urldate = {2022-06-18},
	booktitle = {Offener {Bildungsraum} {Hochschule}. {Freiheiten} und {Notwendigkeiten}.},
	publisher = {Waxmann},
	author = {Egloffstein, Marc and Oswald, Benedikt},
	month = dec,
	year = {2011},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, Deutschland, Digitale Bildung, Germany, Virtual learning, Hochschule, \#0:Buchteil:digital:learning, Learning process, Lernprozess, University didactics, Academic sector, Fragebogen, Lehrveranstaltung, Questionnaire survey, Universität, University, Selbstreflexion, Reflexion, Unterstützung, Evaluation, Studierender, E-Portfolio, Scientific work, Wissenschaftliches Arbeiten, Self-reflexion, Einführung, Bamberg, Betreuung, First-year student, Fresher, Practical training, Practical work, Praktikum, Selbstorganisation, Self-organization, Studentenbetreuung, Studienanfänger, Tutor, Tutorensystem, Tutorial system, Tutors},
	pages = {93--102},
	file = {Egloffstein, Marc und Oswald, Benedikt - 2011 - E-Portfolios zur Unterstützung selbstorganisierter.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/V69LHQAA/Egloffstein, Marc und Oswald, Benedikt - 2011 - E-Portfolios zur Unterstützung selbstorganisierter.pdf:application/pdf},
}

@incollection{himpsl-gutermann_klaus_4-phasen-modell_2013,
	title = {Ein 4-{Phasen}-{Modell} der {E}-{Portfolio}-{Nutzung} {Digitale} {Medien} als integraler {Bestandteil} von universitären {Weiterbildungslehrgängen}},
	copyright = {Deutsches Urheberrecht},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=8393},
	abstract = {Im Mittelpunkt des Beitrages steht eine empirische Studie zum Abschluss eines mehrjährigen Aktionsforschungsprojektes, in dem ein elektronisches Portfolio als integraler Bestandteil eines berufsbegleitenden Weiterbildungsstudiums konzipiert, implementiert und evaluiert wurde. Bei der abschließenden Untersuchung mit Hilfe von Alumni-Interviews stand im Vordergrund, die Perspektive der Studierenden einzunehmen. Welchen Nutzen hatten das E-Portfolio und die darin eingebetteten digitalen Medien für das Studium und darüber hinaus? Welche Probleme traten bei der Verwendung auf und wie gingen die Lernenden damit um? Die Fallstudie auf Basis der Grounded-Theory-Methodik zeigt, dass ein idealtypischer Verlauf der E-Portfolio-Nutzung in vier Phasen beschrieben werden kann, in denen sich Studierende orientieren, positionieren, identifizieren und präsentieren. Neben der Kurzbeschreibung dieses 4-Phasen-Modells werden Probleme, erfolgskritische Faktoren und Handlungsstrategien der Studierenden in den vier Phasen angeführt. Zum Verständnis des Modells werden im ersten Teil des Beitrages der Kontext der Studie sowie die wesentlichen Aspekte der E-Portfolio-Implementierung dargelegt – eine detaillierte Beschreibung des Konzepts, des Forschungsdesigns und der empirischen Nachweise finden sich in der Dissertation von Himpsl-Gutermann (2012). (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2022-06-18},
	booktitle = {Digitale {Medien} {Werkzeuge} für exzellente {Forschung} und {Lehre}},
	publisher = {Waxmann},
	author = {Himpsl-Gutermann, Klaus},
	month = nov,
	year = {2013},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, Digitale Bildung, Virtual learning, Elektronische Medien, Forschungsprojekt, Berufsbegleitendes Studium, Occupation accompanying studies, E-Portfolio, Case study, Fallstudie, Aktionsforschung, Phasenmodell},
	file = {Himpsl-Gutermann, Klaus - 2013 - Ein 4-Phasen-Modell der E-Portfolio-Nutzung. Digit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PCN2IFJY/Himpsl-Gutermann, Klaus - 2013 - Ein 4-Phasen-Modell der E-Portfolio-Nutzung. Digit.pdf:application/pdf},
}

@article{lu_game-based_2025,
	title = {Game-{Based} {Learning} {Prediction} {Model} {Construction}: {Towards} {Validated} {Stealth} {Assessment} {Implementation}},
	copyright = {https://creativecommons.org/licenses/by/4.0},
	issn = {1929-7750},
	shorttitle = {Game-{Based} {Learning} {Prediction} {Model} {Construction}},
	url = {https://learning-analytics.info/index.php/JLA/article/view/8105},
	doi = {10.18608/jla.2025.8105},
	abstract = {Game-based learning (GBL) is increasingly recognized as an effective tool for teaching diverse skills, particularly in science education, due to its interactive, engaging, and motivational qualities, along with timely assessments and intelligent feedback. However, more empirical studies are needed to facilitate its wider application in school curricula. A significant challenge is designing and implementing valid in-game assessments crucial for measuring student progress and providing reliable references for instructors’ intervention decisions. Stealth assessment, guided by the evidence-centred design (ECD) framework, offers a promising solution but requires more specific guidelines for full effectiveness. In this study, we present a granular, framework-supported pipeline to systematically implement stealth assessments in a GBL environment. This pipeline involves constructing an ECD framework, generating features, selecting appropriate models, preprocessing data, evaluating model performance, and conducting model inference on a black-box computational model. We validate the effectiveness of this pipeline by assessing the performance of these computational models and identifying distinct behavioural patterns between high and low performers. Our analysis highlights potential areas for improvement in the design of stealth assessments within digital games for learning. Furthermore, we discuss the generalizability of the proposed pipeline and outline limitations for future research to address.},
	language = {en-GB},
	urldate = {2025-03-21},
	journal = {Journal of Learning Analytics},
	author = {Lu, Wenyi and Griffin, Joe and Sadler, Troy and Laffey, James and Goggins, Sean},
	month = mar,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Leraning:Analytics},
	pages = {1--30},
	file = {Lu et al. - 2025 - Game-Based Learning Prediction Model Construction Towards Validated Stealth Assessment Implementati:/Users/jochenhanisch-johannsen/Zotero/storage/QE7B3EQ4/Lu et al. - 2025 - Game-Based Learning Prediction Model Construction Towards Validated Stealth Assessment Implementati.pdf:application/pdf},
}

@incollection{bartimote_integrating_2024,
	address = {Cham},
	title = {Integrating {Theories} of {Learning} and {Social} {Networks} in {Learning} {Analytics}},
	isbn = {978-3-031-60570-3 978-3-031-60571-0},
	url = {https://link.springer.com/10.1007/978-3-031-60571-0_9},
	abstract = {Interpersonal, relational, and social factors are fundamental to how people learn. In digital learning, these aspects manifest within dyads, groups, communities, and networks, and are therefore included in theoretical accounts of learning. Independently, social network research that focuses on understanding social groups and networks also offers elaborate theoretical views on social relations. The analysis of digital learning requires the integration of views from both domains. This chapter focuses on how to connect social network analysis with digital learning theories. We argue that inferring social networks from digital trace data requires careful conceptualization of social networks within digital learning theories. We review three approaches to learning, namely, knowledge building, networked learning, and connectivism, and highlight how these lenses implicate different views of social processes and therefore distinct ways social networks can be constructed from learning data. In doing so, we illuminate conceptual distinctions undergirding seemingly identical data sources and illustrate how they can be used to model digital learning processes under close guidance of digital learning theories.},
	language = {en-GB},
	urldate = {2025-01-01},
	booktitle = {Theory {Informing} and {Arising} from {Learning} {Analytics}},
	publisher = {Springer Nature Switzerland},
	author = {Poquet, Oleksandra and Chen, Bodong},
	editor = {Bartimote, Kathryn and Howard, Sarah K. and Gašević, Dragan},
	year = {2024},
	doi = {10.1007/978-3-031-60571-0_9},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning, Leraning:Analytics},
	pages = {139--151},
	file = {Poquet und Chen - 2024 - Integrating Theories of Learning and Social Networks in Learning Analytics:/Users/jochenhanisch-johannsen/Zotero/storage/Z2L7LPQ4/Poquet und Chen - 2024 - Integrating Theories of Learning and Social Networks in Learning Analytics.pdf:application/pdf},
}

@article{chen_effects_2024,
	title = {Effects of learning analytics-based feedback on students’ self-regulated learning and academic achievement in a blended {EFL} course},
	volume = {124},
	issn = {0346251X},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S0346251X24001702},
	doi = {10.1016/j.system.2024.103388},
	abstract = {This study explores the impact of learning analytics (LA)-based feedback on students’ selfregulated learning (SRL) and academic achievement in a blended English-as-a-foreign-language (EFL) course. Employing a quasi-experimental research design, this study utilized propensity score matching (PSM) to form a treatment group (N = 160) from the 2023 undergraduate student cohort, receiving LA-based feedback, and matched it with a comparison group of equivalent size from the 2021 and 2022 cohorts without such feedback. Guided by Winne and Hadwin’s COPES model (1998), SRL was operationalized at a coarse level with students’ online log data and course assessment scores representing their SRL operations and products of SRL in the course, respec­ tively. Results of mixed ANOVAs and chi-square tests of independence showed that the LA-based feedback enhanced students’ completion rate of online learning activities and their study regu­ larity. The treatment group exhibited superior performance in the final examination compared to the comparison group, providing evidence of the positive impact of LA-based feedback on stu­ dents’ course performance. The study represents an initial effort to utilize LA-based feedback to support students’ SRL operations and course performance in an EFL context.},
	language = {en-GB},
	urldate = {2024-07-01},
	journal = {System},
	author = {Chen, Jing},
	month = aug,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Leraning:Analytics, Promotion:FU1, \#8:Zeitschriftenartikel:blended:learning},
	pages = {103388},
	file = {Chen - 2024 - Effects of learning analytics-based feedback on st.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UJ8HQAMA/Chen - 2024 - Effects of learning analytics-based feedback on st.pdf:application/pdf},
}

@incollection{sahin_learning_2024,
	address = {Cham},
	title = {Learning {Analytics} for {Assessment} and {Gamification} in {Digital} {Storytelling}},
	isbn = {978-3-031-56364-5 978-3-031-56365-2},
	url = {https://link.springer.com/10.1007/978-3-031-56365-2_16},
	abstract = {Storytelling is a powerful communication and engagement method. Its usage is rooted in ancient practices. The advent of digital technology has made it possible to design interactive digital stories and use them as a mean to deliver the educational content in an engaging and memorable manner. These allow the learners to control the outcome of the story based on their interactions. As a result, the learner receives a personalized experience, and it increases the user’s sense of autonomy. Although the role of storytelling in education has been extensively studied, not so much research has been dedicated to how learning analytics can be used in personalising student experience and facilitating assessment. In this chapter, through a pilot study, we explore whether assessing and providing student feedback about their learning through the story results in improved learning. We have performed an experimental-control study to check whether the changes lead to improved learning outcomes. Control group participants were given interactive digital storytelling as initially designed while the experimental group was exposed to the version with the assessment and feedback embedded. This version uses learning analytics to provide feedback on the understanding of the educational material. All the participants’ knowledge of the learning objectives covered in the storytelling was assessed before and after being exposed to it. The results showed that there was no statistically significant improvement in participants’ knowledge as a result of feedback. Although knowledge improvement has not been statistically significant, participants had an improved experience on the version with feedback integrated.},
	language = {en-GB},
	urldate = {2024-05-14},
	booktitle = {Assessment {Analytics} in {Education}},
	publisher = {Springer International Publishing},
	author = {Molnar, Andreea and Garcia, Jose and Kostkova, Patty},
	editor = {Sahin, Muhittin and Ifenthaler, Dirk},
	year = {2024},
	doi = {10.1007/978-3-031-56365-2_16},
	note = {Series Title: Advances in Analytics for Learning and Teaching},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning, Leraning:Analytics},
	pages = {313--326},
	file = {Molnar et al. - 2024 - Learning Analytics for Assessment and Gamification.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4X26HWA6/Molnar et al. - 2024 - Learning Analytics for Assessment and Gamification.pdf:application/pdf},
}

@article{campos_leveraging_2024,
	title = {Leveraging cultural forms in human-centred learning analytics design},
	volume = {55},
	issn = {1467-8535},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13384},
	doi = {10.1111/bjet.13384},
	abstract = {In this article, we offer theory-grounded narratives of a 4-year participatory design process of a Learning Analytics tool with K-12 educators. We describe how we design-in-partnership by leveraging educators' routines, values and cultural representations into the designs of digital dashboards. We make our long-term reasoning visible by reflecting upon how design decisions were made, discussing key tensions and analysing to what extent the developed tools were taken up in practice. Through thick design narratives, we reflect upon how cultural forms—recognizable cultural constructs that might cue and facilitate specific activities—were identified among educators and informed the design of a dashboard. We then examined the extent to which the designed tool supported coaches and teachers to engage in Generative Uncertainty, an interpretive stance in which educators manifest productive inquiries towards data. Our analysis highlights that attuning to cultural forms is a valuable first step but not enough towards designing LA tools for systems in ways that fit institutionalized practices, challenge instrumental uses and spur productive inquiry. We conclude by offering two key criteria for making culturally-grounded design decisions in the context of long-term partnerships. Practitioner notes What is already known about this topic Participatory design can invite stakeholders to directly inform the creation of LA artefacts that fit their needs, context and cultural markers. What this paper adds Cultural forms can be identified and leveraged in the design of LA tools. HCLA scholars ought to design for systems—the complex body of organizational routines, cultural practices and interactions among multiple stakeholders—and not just for users. Implications for practice and/or policy Leveraging cultural forms in LA needs to be accompanied by a critical view of which practices, behaviours, values and structures are suggested by such forms. Designing features that are easy to use, are associated with concrete tasks, and fit into existing cultural practices are three criteria for embedding cultural forms into LA design.},
	language = {en-GB},
	number = {3},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Campos, Fabio and Nguyen, Ha and Ahn, June and Jackson, Kara},
	year = {2024},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13384},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Leraning:Analytics, learning analytics, participatory design, cultural forms, research-practice partnerships},
	pages = {769--784},
	file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/LJ2SMA3U/bjet.html:text/html},
}

@article{plumley_co-designing_nodate,
	title = {Co-designing enduring learning analytics prediction and support tools in undergraduate biology courses},
	volume = {n/a},
	issn = {1467-8535},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13472},
	doi = {10.1111/bjet.13472},
	abstract = {Even highly motivated undergraduates drift off their STEM career pathways. In large introductory STEM classes, instructors struggle to identify and support these students. To address these issues, we developed co-redesign methods in partnership with disciplinary experts to create high-structure STEM courses that better support students and produce informative digital event data. To those data, we applied theory- and context-relevant labels to reflect active and self-regulated learning processes involving LMS-hosted course materials, formative assessments, and help-seeking tools. We illustrate the predictive benefits of this process across two cycles of model creation and reapplication. In cycle 1, we used theory-relevant features from 3 weeks of data to inform a prediction model that accurately identified struggling students and sustained its accuracy when reapplied in future semesters. In cycle 2, we refit a model with temporally contextualized features that achieved superior accuracy using data from just two class meetings. This modelling approach can produce durable learning analytics solutions that afford scaled and sustained prediction and intervention opportunities that involve explainable artificial intelligence products. Those same products that inform prediction can also guide intervention approaches and inform future instructional design and delivery.Practitioner notesWhat is already known about this topic Learning analytics includes an evolving collection of methods for tracing and understanding student learning through their engagements with learning technologies. Prediction models based on demographic data can perpetuate systemic biases. Prediction models based on behavioural event data can produce accurate predictions of academic success, and validation efforts can enrich those data to reflect students' self-regulated learning processes within learning tasks. What this paper adds Learning analytics can be successfully applied to predict performance in an authentic postsecondary STEM context, and the use of context and theory as guides for feature engineering can ensure sustained predictive accuracy upon reapplication. The consistent types of learning resources and cyclical nature of their provisioning from lesson to lesson are hallmarks of high-structure active learning designs that are known to benefit learners. These designs also provide opportunities for observing and modelling contextually grounded, theory-aligned and temporally positioned learning events that informed prediction models that accurately classified students upon initial and later reapplications in subsequent semesters. Co-design relationships where researchers and instructors work together toward pedagogical implementation and course instrumentation are essential to developing unique insights for feature engineering and producing explainable artificial intelligence approaches to predictive modelling. Implications for practice and/or policy High-structure course designs can scaffold student engagement with course materials to make learning more effective and products of feature engineering more explainable. Learning analytics initiatives can avoid perpetuation of systemic biases when methods prioritize theory-informed behavioural data that reflect learning processes, sensitivity to instructional context and development of explainable predictors of success rather than relying on students' demographic characteristics as predictors. Prioritizing behaviours as predictors improves explainability in ways that can inform the redesign of courses and design of learning supports, which further informs the refinement of learning theories and their applications.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Plumley, Robert D. and Bernacki, Matthew L. and Greene, Jeffrey A. and Kuhlmann, Shelbi and Raković, Mladen and Urban, Christopher J. and Hogan, Kelly A. and Lee, Chaewon and Panter, Abigail T. and Gates, Kathleen M.},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13472},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Leraning:Analytics, learning analytics, self-regulated learning, co-design, explainable artificial intelligence, intervention design, theory-aligned prediction models, undergraduate STEM education},
	file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/SPMIBL3N/bjet.html:text/html},
}

@article{khalil_learning_2024,
	title = {Learning analytics in support of inclusiveness and disabled students: a systematic review},
	volume = {36},
	issn = {1042-1726, 1867-1233},
	shorttitle = {Learning analytics in support of inclusiveness and disabled students},
	url = {https://link.springer.com/10.1007/s12528-023-09363-4},
	doi = {10.1007/s12528-023-09363-4},
	abstract = {This article maps considerations of inclusiveness and support for students with disabilities by reviewing articles within the field of learning analytics. The study involved a PRISMA-informed systematic review of two popular digital libraries, namely Clarivate’s Web of Science, and Elsevier’s Scopus for peer-reviewed journal articles and conference proceedings. A final corpus of 26 articles was analysed. Findings show that although the field of learning analytics emerged in 2011, none of the studies identified here covered topics of inclusiveness in education before the year of 2016. Screening also shows that learning analytics provides great potential to promote inclusiveness in terms of reducing discrimination, increasing retention among disadvantaged students, and validating particular learning designs for marginalised groups. Gaps in this potential are also identified. The article aims to provide valuable insight into what is known about learning analytics and inclusiveness and contribute knowledge to this particular nascent area for researchers and institutional stakeholders.},
	language = {en-GB},
	number = {1},
	urldate = {2024-05-09},
	journal = {Journal of Computing in Higher Education},
	author = {Khalil, Mohammad and Slade, Sharon and Prinsloo, Paul},
	month = apr,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Datenschutz und IT-Sicherheit, Promotion:FU2b, Leraning:Analytics},
	pages = {202--219},
	file = {Khalil et al. - 2024 - Learning analytics in support of inclusiveness and.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HNDUC2T4/Khalil et al. - 2024 - Learning analytics in support of inclusiveness and.pdf:application/pdf},
}

@article{chen_analytics_2024,
	title = {Analytics of motivational factors of educational video games: {LDA} topic modeling and the 6 {C}’s learning motivation model},
	issn = {1360-2357, 1573-7608},
	shorttitle = {Analytics of motivational factors of educational video games},
	url = {https://link.springer.com/10.1007/s10639-024-12726-8},
	doi = {10.1007/s10639-024-12726-8},
	abstract = {This research studies the motivational factors used in educational video games through the lens of 6 C’s learning motivation model with text mining of the players’ reviews and comments. This research seeks to offer insight for game producers and educational institutions to investigate the effectiveness of these motivators for increasing player motivations and thus improving the quality of learning. Sentiment analysis and LDA topic modeling were used to analyze reviews of five selected video games on the Steam platform. The 6 C’s Learning Motivation Model guided text mining to analyze the motivational factors used in the games and how they contribute to user learning. The effectiveness of these motivational factors was discussed in conjunction with categorized text mining. Results show that the major motivation factors of educational games are ‘construction meaning’, ‘challenge’, and ‘control’ in the 6 C’s learning motivation model. Among them, users focus on whether the game’s content meets their interests and the construction of the educational meaning of the game. The advantage of control, a high degree of motivational factor in video games, may turn out to be a factor that leads to user churning when the game is not interesting or attractive enough. Previous educational game research seldom involved a large sample size for generalizable findings. In addition, this research extends the application of the 6 C’s learning motivation model to the digital educational gaming arena, providing a novel player-centric perspective. Based on the results, we provide recommendations and design considerations for educational game developers to enhance players’ experience and motivations.},
	language = {en-GB},
	urldate = {2024-05-09},
	journal = {Education and Information Technologies},
	author = {Chen, Yitong and Xie, Zerong and Chiu, Dickson K.W.},
	month = may,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU2b, Leraning:Analytics},
	file = {Chen et al. - 2024 - Analytics of motivational factors of educational v.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4DXVS8QN/Chen et al. - 2024 - Analytics of motivational factors of educational v.pdf:application/pdf},
}

@incollection{sampson_determining_2024,
	address = {Cham},
	title = {Determining {Learners}’ {Behavioral} {Patterns} in a {Technology} and {Analytics} {Enhanced} {Assessment} {Environment}},
	isbn = {978-3-031-54206-0 978-3-031-54207-7},
	url = {https://link.springer.com/10.1007/978-3-031-54207-7_4},
	language = {en-GB},
	urldate = {2024-03-29},
	booktitle = {Smart {Learning} {Environments} in the {Post} {Pandemic} {Era}},
	publisher = {Springer Nature Switzerland},
	author = {Sahin, Muhittin and Ifenthaler, Dirk},
	editor = {Sampson, Demetrios G. and Ifenthaler, Dirk and Isaías, Pedro},
	year = {2024},
	doi = {10.1007/978-3-031-54207-7_4},
	note = {Series Title: Cognition and Exploratory Learning in the Digital Age},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning, Leraning:Analytics},
	pages = {57--70},
	file = {Sahin und Ifenthaler - 2024 - Determining Learners’ Behavioral Patterns in a Tec.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RK4DCEZD/Sahin und Ifenthaler - 2024 - Determining Learners’ Behavioral Patterns in a Tec.pdf:application/pdf},
}

@incollection{sampson_data_2024,
	address = {Cham},
	title = {From {Data} to {Outcomes}: {Experimental} {Learning} {Analytics} {Insights}},
	isbn = {978-3-031-54206-0 978-3-031-54207-7},
	shorttitle = {From {Data} to {Outcomes}},
	url = {https://link.springer.com/10.1007/978-3-031-54207-7_2},
	language = {en-GB},
	urldate = {2024-03-29},
	booktitle = {Smart {Learning} {Environments} in the {Post} {Pandemic} {Era}},
	publisher = {Springer Nature Switzerland},
	author = {Tepgec, Mustafa and Ifenthaler, Dirk},
	editor = {Sampson, Demetrios G. and Ifenthaler, Dirk and Isaías, Pedro},
	year = {2024},
	doi = {10.1007/978-3-031-54207-7_2},
	note = {Series Title: Cognition and Exploratory Learning in the Digital Age},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning, Leraning:Analytics},
	pages = {19--37},
	file = {Tepgec und Ifenthaler - 2024 - From Data to Outcomes Experimental Learning Analy.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/257VKVRW/Tepgec und Ifenthaler - 2024 - From Data to Outcomes Experimental Learning Analy.pdf:application/pdf},
}

@incollection{sampson_learning_2024,
	address = {Cham},
	title = {Learning {Analytics} in {Supporting} {Teaching} and {Learning}: {Pedagogical} {Perspectives}},
	isbn = {978-3-031-54206-0 978-3-031-54207-7},
	shorttitle = {Learning {Analytics} in {Supporting} {Teaching} and {Learning}},
	url = {https://link.springer.com/10.1007/978-3-031-54207-7_1},
	language = {en-GB},
	urldate = {2024-03-29},
	booktitle = {Smart {Learning} {Environments} in the {Post} {Pandemic} {Era}},
	publisher = {Springer Nature Switzerland},
	author = {Hirsto, Laura and Väisänen, Sanna and Sointu, Erkko and Valtonen, Teemu},
	editor = {Sampson, Demetrios G. and Ifenthaler, Dirk and Isaías, Pedro},
	year = {2024},
	doi = {10.1007/978-3-031-54207-7_1},
	note = {Series Title: Cognition and Exploratory Learning in the Digital Age},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning, Leraning:Analytics},
	pages = {3--17},
	file = {Hirsto et al. - 2024 - Learning Analytics in Supporting Teaching and Lear.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/48GDWUCW/Hirsto et al. - 2024 - Learning Analytics in Supporting Teaching and Lear.pdf:application/pdf},
}

@article{buckinghamshum_humancentred_2024,
	title = {Human‐{Centred} {Learning} {Analytics}: 2019–24},
	volume = {55},
	issn = {0007-1013, 1467-8535},
	shorttitle = {Human‐{Centred} {Learning} {Analytics}},
	url = {https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13442?af=R&SeriesKey=14678535&Ppub=%5B20230512+TO+202405122359%5D&mi=42vgwoi&AllField=digital+learning&content=articlesChapters&ConceptID=48&target=default},
	doi = {10.1111/bjet.13442},
	abstract = {Human-­Centred Learning Analytics (HCLA) has emerged in the last 5 years as an active sub-­topic within Learning Analytics, drawing primarily on the theories and methods of Human-­Computer Interaction (HCI). HCLA researchers and practitioners are adopting and adapting HCI theories/methods to meet the challenge of meaningfully engaging educational stakeholders in the LA design process, evaluating systems in use and researching the sociotechnical factors influencing LA successes and failures. This editorial introduces the contributions of the papers in this special section, reflects more broadly on the field's emergence over the last five years, considers known gaps and indicates new opportunities that may open in the next five years.},
	language = {en-GB},
	number = {3},
	urldate = {2024-03-18},
	journal = {British Journal of Educational Technology},
	author = {Buckingham Shum, Simon and Martínez‐Maldonado, Roberto and Dimitriadis, Yannis and Santos, Patricia},
	month = feb,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Leraning:Analytics},
	pages = {bjet.13442},
	file = {Buckingham Shum et al. - 2024 - Human‐Centred Learning Analytics 2019–24.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3S48H2D2/Buckingham Shum et al. - 2024 - Human‐Centred Learning Analytics 2019–24.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/EHQBKI73/bjet.html:text/html;Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/VQSXYLIF/Human‐Centred Learning Analytics 2019–24.pdf:application/pdf},
}

@article{davis_hands-tasks_2023,
	title = {Hands-on tasks make learning visible: a learning analytics lens on the development of mechanistic problem-solving expertise in makerspaces},
	issn = {1042-1629, 1556-6501},
	shorttitle = {Hands-on tasks make learning visible},
	url = {https://link.springer.com/10.1007/s11423-023-10318-w},
	doi = {10.1007/s11423-023-10318-w},
	abstract = {This study investigated the impact of participating in a year-long digital-fabrication course on high-school seniors’ problem-solving skills, with a focus on problems involving mechanistic systems. The research questions centered on whether working in a makerspace impacted students’ abilities to solve such problems and whether the process data generated during problem-solving activities could be used to identify the different problem-solving approaches taken by the participants. A novel set of hands-on, mechanistic problems were created to answer these questions, and the results showed that after taking part in the course students performed significantly better on these problems, with the post-course students making more progress towards the solutions than the pre-course students. The process data revealed two distinct problem-solving approaches for each problem, one adopted primarily by experts (the expert approach) and one by pre-course students (the novice approach). The post-course students were more likely to adopt the expert approaches, which were strongly associated with better performance on each problem. The study found that participation in the course made the high-school students better able to “see” the various components and their ways of interacting, making them more like expert engineers.},
	language = {en-GB},
	urldate = {2023-12-02},
	journal = {Educational technology research and development},
	author = {Davis, Richard Lee and Schneider, Bertrand and Rosenbaum, Leah F. and Blikstein, Paulo},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Leraning:Analytics},
	file = {Davis et al. - 2023 - Hands-on tasks make learning visible a learning a.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LKMW9HQI/Davis et al. - 2023 - Hands-on tasks make learning visible a learning a.pdf:application/pdf},
}

@inproceedings{choi_meta-lad_2023,
	address = {Cambridge, MA, USA},
	title = {Meta-{LAD}: {Developing} a {Learning} {Analytics} {Dashboard} with a {Theoretically} {Grounded} and {Context}-{Specific} {Approach}},
	isbn = {979-8-3503-1559-2},
	shorttitle = {Meta-{LAD}},
	url = {https://ieeexplore.ieee.org/document/10306139/},
	doi = {10.1109/LWMOOCS58322.2023.10306139},
	abstract = {The use of Learning Analytics Dashboards (LADs) has gained popularity as a means of supporting the self-regulated learning (SRL) skills of learners in large-scale online courses. Despite many studies proposing LAD designs, LADs are often criticized for their weak theoretical foundations, lack of actionable feedback, and tendency to encourage excessive social comparison. Furthermore, many LAD designs have missed context-specific details. Hence, it is not uncommon for some dashboard designs to have negative effects on learners, such as discouragement or anxiety. In this study, we designed the Meta-LAD, a LAD that supports SRL processes using theoretical and contextual foundations. We used data from a credit-bearing Massive Open Online Course (MOOC) on supply chain management to contextually ground the dashboard. We performed usability testing interviews to evaluate the design and confirmed that the Meta-LAD could fulfill learners’ needs for references and actionable feedback. This study contributes to the field of online learning by presenting a theoretically grounded and contextually specific LAD design process. This paper expands the understanding of how to support SRL in MOOCs.},
	language = {en-GB},
	urldate = {2023-11-29},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	publisher = {IEEE},
	author = {Choi, Heeryung and Borrella, Inma and Ponce-Cueto, Eva},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Interviews, Leraning:Analytics, Usability, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, MOOC, Anxiety disorders, Learning Analytics Dashboard, Self-regulated Learning, Supply chain management, Testing},
	pages = {1--6},
	file = {Choi et al. - 2023 - Meta-LAD Developing a Learning Analytics Dashboar.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZH5T754R/Choi et al. - 2023 - Meta-LAD Developing a Learning Analytics Dashboar.pdf:application/pdf;IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/VCN7C4B3/10306139.html:text/html},
}

@inproceedings{tiukhova_learning_2023,
	address = {Lisbon},
	title = {Learning analytics tells: {Know} your basics and go to class},
	abstract = {Research on conceptual modeling education and learning analytics often lacks grounding in instructional design theories. Furthermore, the analysis of blended courses often neglects data about offline activities. This paper investigates the data of one conceptual modeling course the design of which is grounded on Bloom’s taxonomy and the 4C/ID model, and for which intent to participate in on-campus lab sessions was tracked. The results demonstrate that attending the on-campus lab sessions have high predictive value for study success. In addition, using Bloom’s cognitive levels confirms the value of organising assessment along these cognitive levels and offers perspectives for more efficient evaluation of conceptual modeling skills.},
	language = {en-GB},
	booktitle = {Project {Exhibitions}, {Posters} and {Demos}, and {Doctoral} {Consortium}},
	author = {Tiukhova, Elena and Verbruggen, Charlotte and Baesens, Bart and Snoeck, Monique},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:FU5, Leraning:Analytics, \#8:Konferenz-Paper:blended:learning},
	pages = {1--10},
	file = {Tiukhova et al. - Learning analytics tells Know your basics and go .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PVIFKHRZ/Tiukhova et al. - Learning analytics tells Know your basics and go .pdf:application/pdf},
}

@article{syakhrani_digital_nodate,
	title = {Digital learning analytics: enhancing educational assessment strategies and analyzing their multifaceted influence on student achievement},
	abstract = {This study investigates the multifaceted influence of digital learning analytics on student achievement within educational settings. The rapid integration of technology in education has given rise to the widespread utilization of digital learning analytics, which has the potential to transform how educational assessment strategies are designed and implemented. The study employs a mixed-methods approach, gathering quantitative data through surveys from various educators, students, and administrators while conducting qualitative interviews to provide deeper context. The findings indicate a significant adoption rate of digital learning analytics, with approximately 75\% of surveyed institutions incorporating these tools into their assessment practices. Furthermore, most educators, administrators, and students perceive the positive impact of digital learning analytics on student achievement. However, the study reveals the nuanced effectiveness of various analytics tools and highlights pedagogical and ethical considerations associated with their use. The results underscore the need for tailored approaches to digital tool implementation and suggest the importance of balancing technological innovation with a holistic view of education. This research contributes to the ongoing dialogue on technology's role in education. It serves as a foundational step in understanding how digital learning analytics can enhance educational assessment and ultimately improve student achievement in the digital age.},
	language = {en-GB},
	author = {Syakhrani, Abdul Wahab and Sudrajat, Didi and Meisarah, Fitria and Puspandari, Kartika and Sinaga, Yunita},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Leraning:Analytics},
	file = {Syakhrani et al. - DIGITAL LEARNING ANALYTICS ENHANCING EDUCATIONAL .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CQMCLGVE/Syakhrani et al. - DIGITAL LEARNING ANALYTICS ENHANCING EDUCATIONAL .pdf:application/pdf},
}

@article{kustriyanti_implementation_2023,
	title = {The {Implementation} of {Analytic} {Learning} {Through} {Mobile} {Assisted}- {Learning} {Design} {Toward} {Academic} {Performance} of {Nursing} {Profession} {Students}},
	abstract = {Analytical learning is a series of learning activities that combine practice and research results as a learning design to obtain data that is analyzed and used by educators and students, leading to online learning systems. The use of technology and the internet as a means of learning produces blended course designs, such as mobile learning designs. This research was aim to study the mobile-assisted design inquiry model with an analytic learning approach to students’ academic performance. This research was a correlational study with a cohort prospective design. 236 students met the inclusion criteria selected by purposive sampling. The instrument uses a comprehensive questionnaire in the Computerized Based Test. Data analysis used Fisher’s exact test for analyzing the correlation among the variables and an independent t-test for the result of two types of learning methods. There was a significant difference between online and offline student groups in the competency test tryout scores and a significant relationship between the analytic learning approach and student academic performance with p-value of 0.000 (online students) and 0.007 (offline students). The mobile-assisted design inquiry model learning method with an analytic learning approach through self-reported and observational approaches is effective in the academic performance of professional students.},
	language = {en-GB},
	author = {Kustriyanti, Dwi and Apriliyanti, Retno and Utama, Julvainda Eka Putra},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, Systemanpassung, Bildung, Multimedia, ⛔ No DOI found, Leraning:Analytics, \#8:Zeitschriftenartikel:blended:learning},
	file = {Kustriyanti et al. - 2023 - The Implementation of Analytic Learning Through Mo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XBHLMADS/Kustriyanti et al. - 2023 - The Implementation of Analytic Learning Through Mo.pdf:application/pdf},
}

@incollection{arai_learning_2022,
	address = {Cham},
	title = {Learning {Analytics} for {Knowledge} {Creation} and {Inventing} in {K}-12: {A} {Systematic} {Review}},
	volume = {508},
	isbn = {978-3-031-10466-4 978-3-031-10467-1},
	shorttitle = {Learning {Analytics} for {Knowledge} {Creation} and {Inventing} in {K}-12},
	url = {https://link.springer.com/10.1007/978-3-031-10467-1_15},
	abstract = {This paper presents our systematic review of empirical learning analytic studies carried out at K-12 education with a speciﬁc focus on pedagogically innovative (constructive) approaches on technologymediated learning, such as knowledge building, knowledge creation, and maker-centered learning and maker culture. After reading abstracts of identiﬁed 236 articles, we zoomed in on 22 articles. We identiﬁed three categories of studies: 1) articles oriented toward methodology development, 2) articles relying on digital tools (learning environments with LA functions) and 3) articles investigating the impact of LA.},
	language = {en-GB},
	urldate = {2022-12-29},
	booktitle = {Intelligent {Computing}},
	publisher = {Springer International Publishing},
	author = {Apiola, Mikko-Ville and Lipponen, Sofia and Seitamaa, Aino and Korhonen, Tiina and Hakkarainen, Kai},
	editor = {Arai, Kohei},
	year = {2022},
	doi = {10.1007/978-3-031-10467-1_15},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning, Leraning:Analytics},
	pages = {238--257},
	file = {Apiola et al. - 2022 - Learning Analytics for Knowledge Creation and Inve.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q8NKIQ2B/Apiola et al. - 2022 - Learning Analytics for Knowledge Creation and Inve.pdf:application/pdf},
}

@incollection{trultzsch-wijnen_learning_2020,
	title = {Learning {Analytics} in der {Schule} – {Anforderungen} an {Lehrerinnen} und {Lehrer}},
	isbn = {978-3-7489-0624-7},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783748906247-255},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Bildung und {Digitalisierung}},
	publisher = {Nomos Verlagsgesellschaft mbH \& Co. KG},
	author = {Ebner, Martin and Leitner, Philipp and Ebner, Markus},
	editor = {Trültzsch-Wijnen, Christine and Brandhofer, Gerhard},
	year = {2020},
	doi = {10.5771/9783748906247-255},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning, Leraning:Analytics},
	pages = {255--270},
	file = {Ebner et al. - 2020 - Learning Analytics in der Schule – Anforderungen a.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TB7ZUIXK/Ebner et al. - 2020 - Learning Analytics in der Schule – Anforderungen a.pdf:application/pdf},
}

@article{lipp_learning_2021,
	title = {Learning {Analytics} – {Didaktischer} {Benefit} zur {Verbesserung} von {Lehr}-{Lernprozessen}? {Implikationen} aus dem {Einsatz} von {Learning} {Analytics} im {Hochschulkontext}},
	abstract = {Die Zunahme an digitalen Lernsettings führt zu einer Fülle an verfügbaren Daten zu Lehr- Lernprozessen. Gleichzeitig stellt die Interpretation dieser Daten die Akteurinnen und Akteure vor neue Herausforderungen. Learning Analytics umfassen die Aggregation und Interpretation von Lernendendaten mit dem Ziel, Lehr-Lernprozesse zu verbessern. Im Zentrum dieses Beitrages stehen die Implikationen, welche der Einsatz von Learning Analytics im Hochschulkontext mit sich bringt, exemplifiziert anhand der Implementierung in einem konkreten Forschungsprojekt. In einem ersten Schritt erfolgt eine literaturbasierte Aufarbeitung des didaktischen Potenzials aus dem Blickwinkel der Lernenden, Lehrenden sowie des Inhalts und des Learning Designs. Anhand einer qualitativen und quantitativen Begleitforschung eines aktuellen Projektes werden anschließend didaktische Implikationen für den Einsatz von Learning Analytics im Hochschulkontext abgeleitet. Deutlich wird, dass das in der Literatur verortete didaktische Potenzial auch in dieser Implementation zutage tritt, jedoch Learning Analytics gleichzeitig auch erhöhte Anforderungen an Lehrende und Lernende stellt.},
	language = {de-DE},
	number = {40},
	journal = {Berufs- und Wirtschaftspädagogik - online},
	author = {Lipp, Silvia and Dreisiebner, Gernot and Leitner, Philipp and Ebner, Martin and Kopp, Michael and Stock, Michaela},
	month = jul,
	year = {2021},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#9:Zeitschriftenartikel:digital:lernen, Leraning:Analytics, Promotion:FU1},
	pages = {32},
	file = {Lipp et al. - 2021 - Learning Analytics – Didaktischer Benefit zur Verb.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/53866ZZY/Lipp et al. - 2021 - Learning Analytics – Didaktischer Benefit zur Verb.pdf:application/pdf},
}

@article{jeremias-polking_learning_2020,
	title = {Learning {Analytics} im {Kontext} komplexer {Fallsimulationen} personenbezogener {Dienstleistungsberufe}: {Chancen} und {Begrenzungen} der {Lernstandsanalyse} im {Serious} {Game}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Learning {Analytics} im {Kontext} komplexer {Fallsimulationen} personenbezogener {Dienstleistungsberufe}},
	url = {10.21240/mpaed/00/2020.11.16.X},
	doi = {10/gksnxj},
	abstract = {The article discusses the integration of learning analytics in digital simulations of authentic scenarios of a serious game. The principles of nursing education lead to show how authentic, complex and multidimensional narratives are used to facilitate learning processes in humanties. This takes place using the example of the research project Game Based Learning in Nursing – Spielerisch Lernen in authentischen, digitalen Pflegesimulationen.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Jeremias-Pölking, Cornelia and Knab, Cornelius and Hoffmann, Bernward and Dütthorn, Nadin and Hülsken-Giesler, Manfred and Peters, Miriam and Pechuel, Rasmus},
	month = nov,
	year = {2020},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Datenschutz und IT-Sicherheit, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen, Leraning:Analytics},
	pages = {235--253},
	file = {Jeremias-Pölking et al. - 2020 - Learning Analytics im Kontext komplexer Fallsimula.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/76F27JS5/Jeremias-Pölking et al. - 2020 - Learning Analytics im Kontext komplexer Fallsimula.pdf:application/pdf},
}

@article{thomann_scaffolding_2025,
	title = {Scaffolding through prompts in digital learning: {A} systematic review and meta-analysis of effectiveness on learning achievement},
	volume = {47},
	issn = {1747938X},
	shorttitle = {Scaffolding through prompts in digital learning},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S1747938X25000235},
	doi = {10.1016/j.edurev.2025.100686},
	abstract = {We present results from meta-analyses of 68 experimental studies on digital learning prompts, examining what features constitute an effective prompt for learning achievement. First, a systematic review reveals the different features of prompts used across various studies. Second, a quantitative meta-analysis using a random-effects model shows that digital prompts significantly enhance learning achievement (d = .394), though adjustment for publication bias yielded a more conservative estimate (d = .220). Their effectiveness is largely moderated by prompt design features. Based on meta-regression models, we find the highest efficacy for action-based prompts (rule-based AI) (d = .465), prompts designed for specific learner groups (d = .513), and combinations of generic and directed prompts (d = .571). Regional differences were pronounced, with studies from East Asia showing substantially larger effects than European settings. The effectiveness of learning prompts is further moderated by the learning domain and target group. Our findings reveal that prompts are not a universal solution but require thoughtful implementation. We recommend implementing action-based prompts triggered by learner behavior, using log data to tailor prompts to expertise levels. Designers should keep prompts concise to minimize cognitive load. We advise combining generic and directed prompts based on learning goals. Finally, it is essential to ensure learners are familiar with prompt use. These evidence-based guidelines can help optimize digital learning prompts to support diverse learner needs.},
	language = {en-GB},
	urldate = {2025-05-07},
	journal = {Educational Research Review},
	author = {Thomann, Herbert and Deutscher, Viola},
	month = may,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Systemanpassung, Bildungstheorien, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Lernsystemarchitektur},
	pages = {100686},
	file = {Thomann und Deutscher - 2025 - Scaffolding through prompts in digital learning A systematic review and meta-analysis of effectiven:/Users/jochenhanisch-johannsen/Zotero/storage/3GHASVAV/Thomann und Deutscher - 2025 - Scaffolding through prompts in digital learning A systematic review and meta-analysis of effectiven.pdf:application/pdf},
}

@article{chan_ai_2023,
	title = {The {AI} generation gap: {Are} {Gen} {Z} students more interested in adopting generative {AI} such as {ChatGPT} in teaching and learning than their {Gen} {X} and millennial generation teachers?},
	volume = {10},
	issn = {2196-7091},
	shorttitle = {The {AI} generation gap},
	url = {https://slejournal.springeropen.com/articles/10.1186/s40561-023-00269-3},
	doi = {10.1186/s40561-023-00269-3},
	abstract = {This study aimed to explore the experiences, perceptions, knowledge, concerns, and intentions of Gen Z students with Gen X and Gen Y teachers regarding the use of generative AI (GenAI) in higher education. A sample of students and teachers were recruited to investigate the above using a survey consisting of both open and closed questions. The findings showed that Gen Z participants were generally optimistic about the potential benefits of GenAI, including enhanced productivity, efficiency, and personalized learning, and expressed intentions to use GenAI for various educational purposes. Gen X and Gen Y teachers acknowledged the potential benefits of GenAI but expressed heightened concerns about overreliance, ethical and pedagogical implications, emphasizing the need for proper guidelines and policies to ensure responsible use of the technology. The study highlighted the importance of combining technology with traditional teaching methods to provide a more effective learning experience. Implications of the findings include the need to develop evidence-based guidelines and policies for GenAI integration, foster critical thinking and digital literacy skills among students, and promote responsible use of GenAI technologies in higher education.},
	language = {en-GB},
	number = {1},
	urldate = {2025-05-05},
	journal = {Smart Learning Environments},
	author = {Chan, Cecilia Ka Yuk and Lee, Katherine K. W.},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Bewertungsmethoden, Systemanpassung, \#0:Zeitschriftenartikel:digital:learning, Datenschutz und IT-Sicherheit},
	pages = {60},
	file = {Chan und Lee - 2023 - The AI generation gap Are Gen Z students more interested in adopting generative AI such as ChatGPT:/Users/jochenhanisch-johannsen/Zotero/storage/VXZRTEET/Chan und Lee - 2023 - The AI generation gap Are Gen Z students more interested in adopting generative AI such as ChatGPT.pdf:application/pdf},
}

@article{davis_restructuring_2013,
	title = {Restructuring of educational systems in the digital age from a co‐evolutionary perspective},
	volume = {29},
	copyright = {http://onlinelibrary.wiley.com/termsAndConditions\#vor},
	issn = {0266-4909, 1365-2729},
	url = {https://onlinelibrary.wiley.com/doi/10.1111/jcal.12032},
	doi = {10.1111/jcal.12032},
	abstract = {There have been repeated calls for restructuring of schooling to take advantage of information and communication technologies (ICT). This article recognizes an increasing range of radical restructuring resulting from the co-evolution of education and digital technologies in school systems and related activity in the global ecosystem. Research of previously innovative schools that did not sustain their innovative strategies with ICT has also helped to clarify relevant factors including the importance of leadership. Davis’ co-evolutionary framework is illustrated with case studies of sustained transformation enabled by blended and online learning in New Zealand and the USA. Transformations include decoupling of the roles of a class teacher, plus decoupling of the services provided by a single school into provision by networked organizations, including a virtual school and web-based services. The diversity of transformed educational ecosystems is linked to local and regional variations in culture and conditions. The article concludes that teachers in a range of roles will remain the keystone species of K-12 education also in the 21st century and recommends that this co-evolutionary framework is applied globally to increase equitable provision.},
	language = {en-GB},
	number = {5},
	urldate = {2025-05-05},
	journal = {Journal of Computer Assisted Learning},
	author = {Davis, N. and Eickelmann, B. and Zaka, P.},
	month = oct,
	year = {2013},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Systemanpassung, Bildungstheorien, Lernsystemarchitektur, \#8:Zeitschriftenartikel:blended:learning},
	pages = {438--450},
	file = {Davis et al. - 2013 - Restructuring of educational systems in the digital age from a co‐evolutionary perspective:/Users/jochenhanisch-johannsen/Zotero/storage/YCGP84BK/Davis et al. - 2013 - Restructuring of educational systems in the digital age from a co‐evolutionary perspective.pdf:application/pdf},
}

@article{schiefner-rohs_medienbildung_2017,
	title = {Medienbildung in der {Schule}. {Blinde} {Flecken} und {Spannungsfelder} in einer {Kultur} der {Digitalität}},
	volume = {27},
	copyright = {https://creativecommons.org/licenses/by/4.0},
	issn = {1424-3636},
	url = {https://www.medienpaed.com/article/view/594},
	doi = {10.21240/mpaed/27/2017.10.15.X},
	abstract = {Schule als medienpädagogisches Handlungsfeld ist schon lange im Fokus medienpädagogischer Forschung und Praxis. Die Notwendigkeit der Förderung von Medienkompetenz bei Schüler/innen konnte aus unterschiedlichen Perspektiven untermauert werden: gesellschaftlich-soziale Begründungen wurden dabei ebenso ins Feld geführt wie berufsbezogene und pädagogische Argumente. Aufbauend auf diesen haben sich verschiedene Konzepte der Integration von digitalen Medien in der Schule etabliert. Wechselt man die Blickrichtung hin zum Medienhandeln, werden bereits hier erste blinde Flecken sichtbar: So fehlt beispielsweise die Auseinandersetzung mit der Frage, welche Auswirkungen das Handeln in Netzwerken, die sowohl global als auch transmedial agieren auf Gesellschaft, Kultur und Bildung hat. Zu analysieren wäre auch, welche kulturellen Veränderungen zu beobachten sind, wie Subjekte in (transmedialen) Netzen agieren und welche Folgen sich daraus für (medien-)pädagogisches Handeln insbesondere in Bildungsinstitutionen ergeben. Die bisherige Nicht-Bearbeitung dieser Felder zeigt, dass die meisten Diskurse um Medien in der Schule blinde Flecken aufweisen, da sie sich nur auf bestimmte Teile von Schule (nämlich Unterricht) beschränken. Weniger reflektiert wird Medialität für menschliche Kommunikations- und Bildungsprozesse und die Folgen einer Kultur der Digitalität für die Schule. Massnahmen zur Integration von Medien in Schule, die als Schulentwicklung gefasst werden, greifen zu kurz, wenn sie nicht die Relationierung von Schule in einer Kultur der Digitalität reflektieren. Damit erscheint es notwendig, ausgehend von gesellschaftlich-medialen Entwicklungen danach zu fragen, welche Implikationen diese für die Gestaltung von Schule haben. Unter Bezugnahme auf Felix Stalders Ausführungen zur Kultur der Digitalität werden blinde Flecken sowohl in der öffentlichen wie auch der medienpädagogischen Diskussion um digitale Medien in der Schule aufgezeigt.
          , 
            The understanding of how to foster the ability for digital media literacy has received much attention recently in educational science: socio-cultural, professional and educational justifications have been made. On the basis of these findings, different concepts regarding the integration of digital media have become established, especially the teachers role, to enable the development of learners' digital media literacy competency. However their remains many unanswered questions in regards to our understanding on the impact of digital media upon education environments. To date little is known about what are the resultant cultural and societal changes due to the emergence of modern transmedia learning environments, or how learners make use of the new possibilities afforded by such advancements in media technologies. In addition, how has the school culture developed, under conditions of such socio-cultural change? Previous investigations exploring these topics have been confined to a specific part of school: teaching and learning. Conversely, the use of emerging digital media for communication and educational processes within education systems are seldom discussed. In this current paper, a deeper examination of the recent media developments and their consequential impact on society, culture, and school systems is presented, building upon Felix Stalder's remarks on the emergence of the digital culture in society and education.},
	language = {de-DE},
	urldate = {2025-05-05},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Schiefner-Rohs, Mandy},
	month = oct,
	year = {2017},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Bildungstheorien, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie},
	pages = {153--172},
	file = {Schiefner-Rohs - 2017 - Medienbildung in der Schule. Blinde Flecken und Spannungsfelder in einer Kultur der Digitalität:/Users/jochenhanisch-johannsen/Zotero/storage/Y3XQNPJ9/Schiefner-Rohs - 2017 - Medienbildung in der Schule. Blinde Flecken und Spannungsfelder in einer Kultur der Digitalität.pdf:application/pdf},
}

@incollection{internationale_fachtagung_der_hochschullernwerkstatten_15__2022__online_analoges_2024,
	title = {Analoges {Lernen} digital aufbereiten - die {Unterstützung} der digitalen {Lehre} durch {Elemente} analogen {Lernens}},
	isbn = {978-3-7815-2651-8},
	url = {https://www.pedocs.de/volltexte/2024/30705/pdf/Wedel_et_al_2024_Analoges_Lernen_digital_aufbereiten_die_Unterstuetzung.pdf},
	abstract = {Im Rahmen des BMBF-geförderten Forschungsprojektes TUB Teaching 2.0 - Innovativer Einstieg, Professions- und Forschungsorientierung im berufsbezogenen Lehramtsstudium werden seit dem Sommersemester 2020 in den Masterstudiengängen der Beruflichen Bildung und Arbeitslehre Kooperationslabore (Ko-Labs) angeboten, die eine Weiterentwicklung der Unterrichtsplanungskompetenz angehender Lehrkräfte im Bereich Lernaufgaben zum Ziel haben. Die Ko-Labs nehmen den doppelten Praxisbezug der beruflichen Bildung durch Praxisakteure aus der Wirtschaft und verschiedene Expert*innen der Lehrkräftebildung auf (vgl. Dilger et al. 2022; Albrecht et al. 2022). Gemeint sind Betriebspartner*innen, Vertreter*innen der Fachdidaktiken und Spezialist*innen für gesellschaftsrelevante Querschnittsthemen (Inklusion und Sprachbildung, Digitalisierung, Nachhaltigkeit sowie Diagnostik). In diesem Sinne wird die Kompetenzentwicklung sowohl durch den Einbezug außeruniversitärer Praxisakteure als auch durch die Integration gesellschaftsrelevanter Querschnittsthemen gefördert. Dabei sollen die Studierenden u.a. lernen, die Arbeits- und Lebenswelt in den Lernaufgaben abzubilden, indem sie dazu angehalten werden, berufsspezifische und gesellschaftsrelevante Thematiken in die Lernaufgaben authentisch zu integrieren. Um Letzteres zu gewährleisten sind von Expert*innen der jeweiligen Querschnittsthemen Lehrformate vorbereitet worden, welche pandemiebedingt im digitalen Raum stattfanden. In einer ersten Reaktion auf die neuen Rahmenbedingungen wurden die für eine analoge Hochschulpraxis ausgearbeiteten Seminare nahezu spiegelbildlich in den digitalen Lernraum überführt, d.h. Seminarablauf und -struktur blieben weitgehend erhalten ohne dabei die erweiterten Potentiale digitaler Möglichkeiten zu berücksichtigen. Dieser im Angesicht des damaligen "Lockdowns" geplante Ansatz wurde im Laufe der Kooperationslabore u. a. mittels leitfadengestützter Studierendeninterviews überprüft und weiterentwickelt, um eine hochwertige und gute Lehrpraxis zu etablieren. In Anbetracht der Rückkehr zu analogen Präsenzveranstaltungen und manch positiver Erfahrungen mit der digitalen Lehre während mehrerer digitaler Durchläufe der Ko-Labs stellen sich verschiedene Fragen, die in diesem Beitrag aufgegriffen werden: Welche Elemente der digitalen Lehre sind erhaltenswert? Wie können die positiven Aspekte der digitalen Lehre in analoge Formate überführt und nutzbar gemacht werden? Unter Zuhilfenahme der in der Bildungsstrategie der Kultusministerkonferenz (KMK 2016 u. 2021) dargestellten Prinzipien und Ideale für eine Bildung in der digitalen Welt und den Ergebnissen der Studierendeninterviews wird sowohl die Überarbeitung der Umsetzung ins digitale Lehrformat beschrieben als auch reflektiert, was im analogen bzw. hybriden Lernraum erhalten bleiben sollte. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2025-05-05},
	booktitle = {Hochschullernwerkstätten im analogen und digitalen {Raum}. {Perspektiven} auf {Didaktik} und {Forschung} in innovativen {Lernsettings}},
	publisher = {Verlag Julius Klinkhardt},
	author = {Wedel, Marco and Albrecht, Marco and Derda, Mareen},
	editor = {{Internationale Fachtagung der Hochschullernwerkstätten (15. : 2022 : Online)} and Weber, Nadine and Moos, Michelle and Kucharz, Diemut},
	collaborator = {Burgwald, Caroline and Fuchs, Constanze and Schomburg, Chiara and Stehle, Sebastian and Rotter, Silke},
	year = {2024},
	doi = {10.35468/6106-09},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {129--141},
	file = {Wedel et al. - 2024 - Analoges Lernen digital aufbereiten - die Unterstützung der digitalen Lehre durch Elemente analogen:/Users/jochenhanisch-johannsen/Zotero/storage/TZIYL2VR/Wedel et al. - 2024 - Analoges Lernen digital aufbereiten - die Unterstützung der digitalen Lehre durch Elemente analogen.pdf:application/pdf},
}

@incollection{demski_supervision_2025,
	address = {Wiesbaden},
	title = {Supervision und {Digitalität}: {Kompetenzerweiterung} für {Supervisor}:innen im {Kontext} digitaler {Transformation} {Sozialer} {Arbeit}},
	volume = {30},
	isbn = {978-3-658-47423-2 978-3-658-47424-9},
	shorttitle = {Supervision und {Digitalität}},
	url = {https://link.springer.com/10.1007/978-3-658-47424-9_15},
	language = {de-DE},
	urldate = {2025-05-03},
	booktitle = {Supervision in der {Sozialen} {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Engelhardt, Emily M.},
	editor = {Demski, Jana and Schäfer, Martina and Lüschen-Heimer, Christiane},
	year = {2025},
	doi = {10.1007/978-3-658-47424-9_15},
	note = {Series Title: Soziale Arbeit als Wohlfahrtsproduktion},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#8:Buchteil:blended:learning},
	pages = {185--198},
	file = {Engelhardt - 2025 - Supervision und Digitalität Kompetenzerweiterung für Supervisorinnen im Kontext digitaler Transfor:/Users/jochenhanisch-johannsen/Zotero/storage/68QCPNR4/Engelhardt - 2025 - Supervision und Digitalität Kompetenzerweiterung für Supervisorinnen im Kontext digitaler Transfor.pdf:application/pdf},
}

@article{oldenburg_blickmuster_2025,
	title = {Blickmuster auf ein digitalisiertes {Lernmittel} zum historischen {Lernen} im {Sachunterricht} der {Grundschule}: {Eine} {Scanpath}-{Analyse}},
	copyright = {https://creativecommons.org/licenses/by/4.0},
	issn = {1424-3636},
	shorttitle = {Blickmuster auf ein digitalisiertes {Lernmittel} zum historischen {Lernen} im {Sachunterricht} der {Grundschule}},
	url = {https://www.medienpaed.com/article/view/1966},
	doi = {10.21240/mpaed/00/2025.01.27.X},
	abstract = {Learning materials can play a valuable supporting role in the context of historical learning in primary school science lessons. Text-image combinations have been proven to have positive effects. Especially for pupils with reading difficulties, the design of the learning material to promote learning is of great importance. However, it remains unclear how primary school pupils visually perceive corresponding learning materials in the subject area of historical learning. Corresponding findings can provide valuable further information for the design of such learning materials.},
	language = {de-DE},
	urldate = {2025-02-01},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Oldenburg, Ines and Hillenbrand, Clemens and Behrens, Dorthe},
	month = jan,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU3, Promotion:01-02, Eye Tracking},
	pages = {1--26},
	file = {Oldenburg et al. - 2025 - Blickmuster auf ein digitalisiertes Lernmittel zum historischen Lernen im Sachunterricht der Grundsc:/Users/jochenhanisch-johannsen/Zotero/storage/ZFJXFN8S/Oldenburg et al. - 2025 - Blickmuster auf ein digitalisiertes Lernmittel zum historischen Lernen im Sachunterricht der Grundsc.pdf:application/pdf},
}

@article{wu_development_2024,
	title = {Development {Of} {English} {Education} {Using} {Big} {Data} {And} {Learning} {Analytics}},
	volume = {20},
	copyright = {https://creativecommons.org/licenses/by-nd/4.0},
	issn = {1112-5209},
	url = {https://journal.esrgroups.org/jes/article/view/3085},
	doi = {10.52783/jes.3085},
	abstract = {With English education using big data and learning analytics represents a transformative approach to enhancing language learning outcomes and pedagogical practices. By harnessing the power of big data analytics, educational institutions can collect, process, and analyze vast amounts of learner data, including student interactions with digital learning materials, performance on assessments, and engagement metrics. Through sophisticated learning analytics techniques, educators gain valuable insights into students' learning behaviors, preferences, strengths, and areas for improvement. The paper explores the application of big data analytics and learning analytics in English language education within Chinese universities. Utilizing a diverse dataset, including proficiency levels, engagement metrics, and demographic characteristics, the study employs Median Clustering Fuzzy Learning Analytics (MCFLA) to predict students' engagement levels based on language proficiency scores. Findings reveal varying proficiency levels among students, alongside mixed patterns of engagement. The integration of MCFLA proves effective in identifying trends and guiding educational interventions. Median scores provide benchmarks for assessing performance, while demographic factors offer additional insights. Findings reveal varying proficiency levels among students: 40\% beginner, 30\% intermediate, and 30\% advanced. Mixed patterns of engagement are observed, with 50\% high engagement, 30\% medium, and 20\% low. Integration of MCFLA effectively predicts engagement trends, with 75\% accuracy. Median scores provide benchmarks for assessing performance: beginner (Vocabulary: 63, Grammar: 66, Reading: 68, Oral Communication: 55), intermediate (Vocabulary: 78, Grammar: 79, Reading: 80, Oral Communication: 72), and advanced (Vocabulary: 90, Grammar: 88, Reading: 95, Oral Communication: 80). Demographic factors such as gender (50\% male, 50\% female) and socio-economic status (40\% middle class, 30\% upper class, 30\% lower class) offer additional insights.},
	language = {en-GB},
	number = {6s},
	urldate = {2024-08-20},
	journal = {Journal of Electrical Systems},
	author = {Wu, Haijun},
	month = apr,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Promotion:FU4b, Leraning:Analytics},
	pages = {1656--1668},
	file = {Wu - 2024 - Development Of English Education Using Big Data An.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JQ8QSTDP/Wu - 2024 - Development Of English Education Using Big Data An.pdf:application/pdf},
}

@article{yang_learning_2024,
	title = {Learning analytics dashboard-based self-regulated learning approach for enhancing students’ e-book-based blended learning},
	issn = {1360-2357, 1573-7608},
	url = {https://link.springer.com/10.1007/s10639-024-12913-7},
	doi = {10.1007/s10639-024-12913-7},
	abstract = {Blended learning (BL) combines traditional classroom activities with online learning resources, enabling students to obtain higher academic performance through well-defined interactive learning strategies. However, lacking the capacity to selfregulate their learning, many students might fail to comprehensively study the learning materials after face-to-face learning. In this study, a learning analytics dashboard (LAD)-based self-regulated learning (SRL) approach is proposed to enhance the students’ practices of SRL in an e-book-based BL environment. The proposed approach aims to support students to precisely reflect on their face-to-face e-book reading activities, effectively review the e-book learning materials after the face-to-face learning sessions, and, finally, set new goals for their next face-to-face learning session by using a LAD. To evaluate the effects of the proposed approach, a quasi-experimental design was deployed in a university-level course that adopted a BL model. The experimental group learned through the proposed approach using an e-book and the LAD, whereas the control group learned using the conventional BL approach using only the e-book. The results of the one-way analysis of covariance (ANCOVA) and Mann–Whitney U test demonstrate a statistically significant difference (p-value less than 0.01) between both groups in terms of students’ learning outcomes, awareness of SRL, self-efficacy (SE), and e-book reading engagements. This provides educators with evidence of the effectiveness of an explicit SRL approach in BL, which not only improves student learning outcomes from the given course and awareness of self-regulation and SE but also increases course engagement compared to students who learn with conventional BL approaches.},
	language = {en-GB},
	urldate = {2024-08-02},
	journal = {Education and Information Technologies},
	author = {Yang, Christopher C. Y. and Wu, Jiun-Yu and Ogata, Hiroaki},
	month = jul,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU6, Leraning:Analytics, \#8:Zeitschriftenartikel:blended:learning},
	file = {Yang et al. - 2024 - Learning analytics dashboard-based self-regulated .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DPN2TGRQ/Yang et al. - 2024 - Learning analytics dashboard-based self-regulated .pdf:application/pdf},
}

@article{moed-abu_raya_teachers_2024,
	title = {Teachers’ {Formative} {Assessment} {Practices} in {Their} {Mathematics} {Classroom} {Using} {Learning} {Analytics} {Visualizations}},
	issn = {2199-3246, 2199-3254},
	url = {https://link.springer.com/10.1007/s40751-024-00148-7},
	doi = {10.1007/s40751-024-00148-7},
	abstract = {This study explores how the use of learning analytics (LA) visualizations to eliciting examples tasks (EET) on the topic of functions can shape middle school mathemat‑ics teachers’ formative assessment (FA) practices. Teachers’ practices were exam‑ined when provided with LA visualizations, offering them an interactive analysis of their students’ work. The findings showed that LA visualizations enhanced teach‑ers’ evaluations of their students’ work, including challenges and strengths. Two key areas of FA were supported when teachers interacted with LA: designing and implementing classroom discussions and other learning activities and enhancing the quality of feedback. The patterns of use indicated that when teachers were not con‑vinced of the data presented, they used critical thinking and accessed other reports and interactive tools to confirm their impressions.},
	language = {en-GB},
	urldate = {2024-07-07},
	journal = {Digital Experiences in Mathematics Education},
	author = {Moed-Abu Raya, Kholod and Olsher, Shai},
	month = jun,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Promotion:Argumentation, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Promotion:FU4b, Leraning:Analytics},
	file = {Moed-Abu Raya und Olsher - 2024 - Teachers’ Formative Assessment Practices in Their .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CGTSGIST/Moed-Abu Raya und Olsher - 2024 - Teachers’ Formative Assessment Practices in Their .pdf:application/pdf;Moed-Abu Raya und Olsher - 2024 - Teachers’ Formative Assessment Practices in Their .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2XUVNFRS/Moed-Abu Raya und Olsher - 2024 - Teachers’ Formative Assessment Practices in Their .pdf:application/pdf},
}

@article{armut_how_2024,
	title = {How do {L2} learners of {Turkish} read texts with graphics? {An} eye-tracking study},
	volume = {29},
	issn = {1360-2357, 1573-7608},
	shorttitle = {How do {L2} learners of {Turkish} read texts with graphics?},
	url = {https://link.springer.com/10.1007/s10639-023-12017-8},
	doi = {10.1007/s10639-023-12017-8},
	abstract = {This study aimed to determine the variables affecting the eye-movements of secondlanguage (L2) learners of Turkish in Türkiye while solving a test consisting of questions that included graphics. A total of 115 L2 learners participated in the research (21 in the pilot study and 94 in the main study). We presented a test consisting of five multiple-choice questions with graphics (GT) as a stimulus on the screen and investigated the following variables to see whether participants’ eye-movements were affected by age, gender, native country, mother tongue, reading direction in the mother tongue, department at the university, education level, opting to have questions with graphics in the Turkish Learning, Research and Application Center (TÖMER) and the Language Teaching Research and Application Center (DİLMER) exams and success on the GT. We investigated whether these independent variables had an effect on the eye-movement measurements and examined the relation between the GT success and success on the TÖMER/DİLMER comprehension exam. Results indicate that gender, education level, opting to have graphic questions in the TÖMER/DİLMER exams, and GT success had significant effects on various eye-movements.},
	language = {en-GB},
	number = {4},
	urldate = {2024-03-23},
	journal = {Education and Information Technologies},
	author = {Armut, Mustafa and Kara, Mehmet},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Bewertungsmethoden, Bildungstheorien, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU4b, Promotion:01-02, Promotion:Eye-Tracking},
	pages = {4699--4743},
	file = {Armut und Kara - 2024 - How do L2 learners of Turkish read texts with grap.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VJDLJRA8/Armut und Kara - 2024 - How do L2 learners of Turkish read texts with grap.pdf:application/pdf},
}

@article{judel_video_2024,
	title = {Video {Analytics} in {Moodle} {Using} {xAPI}},
	issn = {2211-1662, 2211-1670},
	url = {https://link.springer.com/10.1007/s10758-023-09720-3},
	doi = {10.1007/s10758-023-09720-3},
	abstract = {This article presents the first iteration of the video analytics system VA4ME that enables the logging of video interactions in Moodle without the need to provide the videos by a separate plugin or website. Instead, the logging plugin injects, if allowed within a course, JavaScript code that logs video interactions and transforms these logs into xAPI statements. Using this data format creates the foundation for combining video interactions with other logs for more in-depth analyses. The analyses are conducted periodically, every 24 h. Advantages and challenges resulting from this approach are presented. It is described how the dashboard, visualizing the analysis results, was designed and how the analysis results are stored such that they can be retrieved as fast as possible. Overall, the setup of the video analytics system is quite extensive, as two Moodle plugins and Excalibur LA need to be set up. The advantages however, especially in the long term, including analyzing video interactions with other logs or easy extensibility with new analyses, outweigh the initial effort. The system was pilot tested in a blended learning course where videos were an addition to the lectures. The analysis results show little consumption of the videos, which limits the insights into the video usage. Still, the dashboard’s usability was rated good and the reports were considered promising in terms of providing more insights when more data is given. To further evaluate this potential, the system was integrated in a flipped classroom and a self-learning course where video usage was more central than within the pilot test course.},
	language = {en-GB},
	urldate = {2024-01-23},
	journal = {Technology, Knowledge and Learning},
	author = {Judel, Sven and Vom Felde, Jasper and Schroeder, Ulrik},
	month = jan,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:FU5, Promotion:01-02, Leraning:Analytics, Promotion:Eye-Tracking, \#8:Zeitschriftenartikel:blended:learning},
	file = {Judel et al. - 2024 - Video Analytics in Moodle Using xAPI.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XDK74SP6/Judel et al. - 2024 - Video Analytics in Moodle Using xAPI.pdf:application/pdf},
}

@article{maier_misserfolge_2022,
	title = {Misserfolge beim digitalen {Lernen} verhindern: „{Predictive} learning analytics“ am {Beispiel} einer {Web}-{App} für {Grammatik} und {Rechtschreibung}},
	issn = {2190-6890, 2190-6904},
	shorttitle = {Misserfolge beim digitalen {Lernen} verhindern},
	url = {https://link.springer.com/10.1007/s35834-022-00369-z},
	doi = {10.1007/s35834-022-00369-z},
	abstract = {There is a growing literature on predictive learning analytics for massive open online courses in postsecondary institutions. Log-data in the ﬁrst weeks of online learning and information on students’ learning dispositions are used to predict ﬁnal exam results and to prevent course dropout. However, the predictive learning analytics research community did not yet address adaptive learning systems with formative assessments which are frequently used in primary and secondary education. These systems differ from university online courses in terms of ﬂexible implementation, no sequentially ordered learning paths, and frequent mastery assessments for narrow and speciﬁc learning goals. This study aims at developing and validating an early prediction model for a German and English grammar and spelling web-app with the respective structure (www.masteryx.de). Data come from 2999 students in 177 secondary classrooms. Random forest classiﬁers were trained to predict course level progression with previous learning activities and previous achievement gains in the web app. Unfortunately, the predictive models did not reach the accuracy scores known from the predictive modeling literature on university online courses. However, one predictive model is sufﬁcient to detect struggling students before their second repetition of the formative assessment. The paper discusses potential causes for this result and highlights challenges and further directions for developing predictive models and early warning systems in adaptive learning systems for secondary classrooms.},
	language = {de-DE},
	urldate = {2022-12-04},
	journal = {Zeitschrift für Bildungsforschung},
	author = {Maier, Uwe and Klotz, Christian},
	month = nov,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Promotion:FU4b, \#9:Zeitschriftenartikel:digital:lernen, Leraning:Analytics},
	file = {Maier und Klotz - 2022 - Misserfolge beim digitalen Lernen verhindern „Pre.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BCUXKBA2/Maier und Klotz - 2022 - Misserfolge beim digitalen Lernen verhindern „Pre.pdf:application/pdf},
}

@article{zhou_multimodal_2025,
	title = {A multimodal representation framework for collaborative knowledge-building in an immersive astronomy simulation: using transmodal ordered network analysis},
	issn = {1042-1629, 1556-6501},
	shorttitle = {A multimodal representation framework for collaborative knowledge-building in an immersive astronomy simulation},
	url = {https://link.springer.com/10.1007/s11423-025-10510-0},
	doi = {10.1007/s11423-025-10510-0},
	abstract = {The complex processes of collaborative knowledge construction require a multimodal approach to capture the interplay between learners, tools, and the environment. While existing studies have recognized the importance of considering multiple modalities, there remains a need for a comprehensive framework that explicitly models the dynamics of knowledge representation and construction. Drawing on theoretical perspectives from collaborative knowledge-building, distributed cognition, and multiple representations in science education, we propose a multimodal representation framework that captures the diverse ways in which learners externalize, negotiate, and advance their understanding. We employ Transmodal Ordered Network Analysis to examine the interplay between knowledge representations across three distinct yet interconnected spaces: the virtual space of the digital environment, the conceptual space of internal knowledge, and the physical space of gestures. This approach enables a more granular and accurate modeling of the temporal dynamics and influences associated with different modalities. Investigating 16 groups of college students (n = 77) who utilized an immersive astronomy simulation in their introductory astronomy course, results reveal distinct patterns between high- and low-learning groups. Notably, high-learning groups demonstrated more frequent and stronger crossmodal connections, linking verbal explanations with digital representations within the simulation and with embodied representations through gestures. It extends the theory of multiple representations by demonstrating its importance not only for individual learning but also for collaborative processes. The findings highlight the need for designing learning environments and analytic approaches that can support and capture the rich multimodal interactions through which students co-construct scientific understanding.},
	language = {en-GB},
	urldate = {2025-05-31},
	journal = {Educational technology research and development},
	author = {Zhou, Yiqiu and Kang, Jina and Wang, Yeyu and Ashiq, Muhammad},
	month = may,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Lernsystemarchitektur},
	file = {Zhou et al. - 2025 - A multimodal representation framework for collaborative knowledge-building in an immersive astronomy:/Users/jochenhanisch-johannsen/Zotero/storage/QIXHNKE3/Zhou et al. - 2025 - A multimodal representation framework for collaborative knowledge-building in an immersive astronomy.pdf:application/pdf},
}

@article{bauer_looking_2025,
	title = {Looking {Beyond} the {Hype}: {Understanding} the {Effects} of {AI} on {Learning}},
	volume = {37},
	issn = {1040-726X, 1573-336X},
	shorttitle = {Looking {Beyond} the {Hype}},
	url = {https://link.springer.com/10.1007/s10648-025-10020-8},
	doi = {10.1007/s10648-025-10020-8},
	abstract = {Artificial intelligence (AI) holds significant potential for enhancing student learning. This reflection critically examines the promises and limitations of AI for cognitive learning processes and outcomes, drawing on empirical evidence and theoretical insights from research on AI-enhanced education and digital learning technologies. We critically discuss current publication trends in research on AI-enhanced learning and rather than assuming inherent benefits, we emphasize the role of instructional implementation and the need for systematic investigations that build on insights from existing research on the role of technology in instructional effectiveness. Building on this foundation, we introduce the ISAR model, which differentiates four types of AI effects on learning compared to learning conditions without AI, namely inversion, substitution, augmentation, and redefinition. Specifically, AI can substitute existing instructional approaches while maintaining equivalent instructional functionality, augment instruction by providing additional cognitive learning support, or redefine tasks to foster deep learning processes. However, the implementation of AI must avoid potential inversion effects, such as over-reliance leading to reduced cognitive engagement. Additionally, successful AI integration depends on moderating factors, including students’ AI literacy and educators’ technological and pedagogical skills. Our discussion underscores the need for a systematic and evidence-based approach to AI in education, advocating for rigorous research and informed adoption to maximize its potential while mitigating possible risks.},
	language = {en-GB},
	number = {2},
	urldate = {2025-05-28},
	journal = {Educational Psychology Review},
	author = {Bauer, Elisabeth and Greiff, Samuel and Graesser, Arthur C. and Scheiter, Katharina and Sailer, Michael},
	month = jun,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Bildungstheorien, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Datenschutz und IT-Sicherheit, Promotion:FU7, Promtion:Weiterführung},
	pages = {45},
	file = {Bauer et al. - 2025 - Looking Beyond the Hype Understanding the Effects of AI on Learning:/Users/jochenhanisch-johannsen/Zotero/storage/SXN2IWX5/Bauer et al. - 2025 - Looking Beyond the Hype Understanding the Effects of AI on Learning.pdf:application/pdf},
}

@book{de_witt_mit_2024,
	series = {Jahrbuch {Medienpädagogik}},
	title = {Mit {Medienpädagogik} in die {Zukunft}. {Entwürfe}, {Begründungen} und (inter-) disziplinäre {Begegnungen}},
	copyright = {https://creativecommons.org/licenses/by/4.0},
	shorttitle = {Mit {Medienpädagogik} in die {Zukunft}},
	url = {https://www.medienpaed.com/article/view/1984},
	abstract = {Mit Medienpädagogik in die Zukunft zu gehen, ist angesichts der disruptiven Tendenzen von Künstlicher Intelligenz und weiterer Technologien für Individuum und Gesellschaft unabdingbar. Daher ist es wichtig, dass die medienpädagogische Disziplin und Profession kontinuierlich und breitenwirksam auf ihre vielfältigen Forschungen, Praktiken und Orientierungshilfen aufmerksam macht und mit vielfältigen Bildungsverantwortlichen und diversen Entscheidungsträger:innen in den Diskurs tritt. Dieses Jahrbuch veranschaulicht – anhand einer Reihe vergangenheits-, gegenwarts- und zukunftsorientierter Beiträge – mögliche Zukünfte der Digitalisierung sowie die Vergewisserung der Medienpädagogik, d.h., sich des Eigenen immer wieder bewusst zu werden, und zugleich die grosse Bedeutung von Medienpädagogik als orientierungsstiftende Disziplin für Individuum und Gesellschaft. Sowohl gegenstandsbezogene Theoriebildung als auch empirische und programmatisch ausgerichtete Beiträge in diesem Jahrbuch machen deutlich, wie das Zusammenspiel von Mensch und Medien zukünftig aussehen und gelingen kann.},
	language = {de-DE},
	number = {21},
	urldate = {2025-05-18},
	publisher = {OAPublishing Collective Genossenschaft für die Zeitschrift MedienPädagogik},
	author = {De Witt, Claudia and Hofhues, Sandra and Schiefner-Rohs, Mandy and Dander, Valentin and Grünberger, Nina},
	month = sep,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buch:Bildung:Technologie},
	file = {De Witt et al. - 2024 - Mit Medienpädagogik in die Zukunft. Entwürfe, Begründungen und (inter-) disziplinäre Begegnungen:/Users/jochenhanisch-johannsen/Zotero/storage/U9DR46RX/De Witt et al. - 2024 - Mit Medienpädagogik in die Zukunft. Entwürfe, Begründungen und (inter-) disziplinäre Begegnungen.pdf:application/pdf},
}

@article{yunus_learning_2024,
	title = {Learning {Analytics} on {Student} {Engagement} through {Gamification} in {Massive} {Open} {Online} {Course}},
	volume = {2},
	abstract = {Education system nowadays has moved forward in digitalization. The evolution of the education system brings learning institutions that offer online knowledge delivery as an alternative also in addition to giving more flexibility to learners gaining knowledge. This will benefit learners as they can set up their own environment when attending a class. However, the online environment means that learners and teachers are not interacting directly anymore. This led to low engagement between learner and teacher. Engagements between learner and teacher or the course itself are important as engagement will increase learner motivation in attending a class or completing a course. Gamification can be implemented to increase student engagement in online learning. To understand how far gamification contributes to increasing learner engagement and how it affects learner performance, this research is conducted. First, this research will study the engagement of learner in different parameters. The study mainly focuses on the trend of engagement on the respective parameter. For instance, the trend of learners engaging in the course by sharing their opinion in the comment section and how much did the learner spend their time on the course. The findings were used to identify the type of gamification that engage student more towards the course. The study about the enrolments trends was also done for this research.},
	language = {en-GB},
	number = {1},
	author = {Yunus, Elvinus and Sulaiman, Sarina and Wong, Nur Eiliyah and Shukor, Nurbiha A and Noor, Norah},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU3, Leraning:Analytics, \#4:Zeitschriftenartikel:MOOC},
	file = {Yunus et al. - 2024 - Learning Analytics on Student Engagement through G.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZM6DVCFC/Yunus et al. - 2024 - Learning Analytics on Student Engagement through G.pdf:application/pdf},
}

@incollection{sampson_dispositional_2024,
	address = {Cham},
	title = {Dispositional {Learning} {Analytics} to {Comprehend} {Blended} {Learning}},
	isbn = {978-3-031-54206-0 978-3-031-54207-7},
	url = {https://link.springer.com/10.1007/978-3-031-54207-7_12},
	language = {en-GB},
	urldate = {2024-03-29},
	booktitle = {Smart {Learning} {Environments} in the {Post} {Pandemic} {Era}},
	publisher = {Springer Nature Switzerland},
	author = {Tempelaar, Dirk T.},
	editor = {Sampson, Demetrios G. and Ifenthaler, Dirk and Isaías, Pedro},
	year = {2024},
	doi = {10.1007/978-3-031-54207-7_12},
	note = {Series Title: Cognition and Exploratory Learning in the Digital Age},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#8:Buchteil:blended:learning, Leraning:Analytics},
	pages = {207--226},
	file = {Tempelaar - 2024 - Dispositional Learning Analytics to Comprehend Ble.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QEDP4LTS/Tempelaar - 2024 - Dispositional Learning Analytics to Comprehend Ble.pdf:application/pdf},
}

@article{guo_applying_2024,
	title = {Applying game-related methods in the writing classroom: {A} scoping review},
	volume = {29},
	issn = {1360-2357, 1573-7608},
	shorttitle = {Applying game-related methods in the writing classroom},
	url = {https://link.springer.com/10.1007/s10639-023-11998-w},
	doi = {10.1007/s10639-023-11998-w},
	abstract = {Given the crucial role of writing in both academic and workplace settings, teachers should constantly seek effective ways to improve their students’ writing skills. The use of games or their elements to support the teaching and learning of writing has gained much attention in language education studies. Despite the increasing number of empirical studies in the field, there has been no systematic investigation of what games, or their elements, have been applied in the writing classroom. The aim of this study was to summarize the empirical evidence on using game-related approaches, including game-based learning and gamification, to teach writing. Twenty-two studies were analyzed, revealing the following findings: (1) various types of games were used for writing instruction, including digital educational games, non-digital educational games, and digital non-educational games; (2) digital educational games were the most common game type reported in the literature, and such games were used to create authentic and interactive learning environments, provide writing practice opportunities, and evaluate students’ writing skills; (3) various game elements, such as points, leaderboards, storylines, and role-playing, were incorporated to develop gamified activities; and (4) students participated in such gamified activities in online and hybrid modes. Taken as a whole, the findings show how games and their elements are used for teaching and learning writing. Suggestions and implications are provided for practitioners and researchers in the field.},
	language = {en-GB},
	number = {4},
	urldate = {2024-03-23},
	journal = {Education and Information Technologies},
	author = {Guo, Kai and Zhong, Yuchun and Zainuddin, Zamzami and Chu, Samuel Kai Wah},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Promotion:01-02},
	pages = {4481--4504},
	file = {Guo et al. - 2024 - Applying game-related methods in the writing class.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N46ZVQND/Guo et al. - 2024 - Applying game-related methods in the writing class.pdf:application/pdf},
}

@article{niehorster_glassesviewer_2020,
	title = {{GlassesViewer}: {Open}-source software for viewing and analyzing data from the {Tobii} {Pro} {Glasses} 2 eye tracker},
	volume = {52},
	issn = {1554-3528},
	shorttitle = {{GlassesViewer}},
	url = {http://link.springer.com/10.3758/s13428-019-01314-1},
	doi = {10/ggkh52},
	abstract = {We present GlassesViewer, open-source software for viewing and analyzing eye-tracking data of the Tobii Pro Glasses 2 head-mounted eye tracker as well as the scene and eye videos and other data streams (pupil size, gyroscope, accelerometer, and TTL input) that this headset can record. The software provides the following functionality written in MATLAB: (1) a graphical interface for navigating the study- and recording structure produced by the Tobii Glasses 2; (2) functionality to unpack, parse, and synchronize the various data and video streams comprising a Glasses 2 recording; and (3) a graphical interface for viewing the Glasses 2’s gaze direction, pupil size, gyroscope and accelerometer time-series data, along with the recorded scene and eye camera videos. In this latter interface, segments of data can furthermore be labeled through userprovided event classification algorithms or by means of manual annotation. Lastly, the toolbox provides integration with the GazeCode tool by Benjamins et al. (2018), enabling a completely open-source workflow for analyzing Tobii Pro Glasses 2 recordings.},
	language = {en-GB},
	number = {3},
	urldate = {2023-11-18},
	journal = {Behavior Research Methods},
	author = {Niehorster, Diederick C. and Hessels, Roy S. and Benjamins, Jeroen S.},
	month = jun,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU4b, Promotion:01-02, Promotion:Eye-Tracking},
	pages = {1244--1253},
	file = {Niehorster et al. - 2020 - GlassesViewer Open-source software for viewing an.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7W4R9ZEY/Niehorster et al. - 2020 - GlassesViewer Open-source software for viewing an.pdf:application/pdf},
}

@article{jobges_aktuelles_2023,
	title = {Aktuelles aus der {Kommunikation} in der {Intensivmedizin}},
	volume = {148},
	issn = {0012-0472, 1439-4413},
	url = {http://www.thieme-connect.de/DOI/DOI?10.1055/a-1947-9612},
	doi = {10/gs39dr},
	abstract = {Was ist neu?
            Neue Entwicklungen in der Kommunikation auf der Intensivstation Eine Vielzahl an Veröffentlichungen beschäftigt sich mit dem Einsatz von virtuellen Kommunikationsmöglichkeiten für Patienten und Patientinnen, Zugehörige und das Team auf der Intensivstation (ITS). Auch auf der ITS kommen neben Handy und Tablet vermehrt Computersysteme, bis hin zum Eye-Tracking-PC, als Kommunikationshilfsmittel zum Einsatz. Das Spektrum der Anwendungsmöglichkeiten für virtuelle Kommunikationsformen ist weit. Es reicht vom Einsatz im Rahmen von Aufklärungen und der Informationsvermittlung komplexer Sachverhalte für Team, Patienten und Patientinnen oder Zugehörige, bis zum Einsatz der Telemedizin zur Verbesserung der Qualität und des interdisziplinären Austauschs auf der ITS. Ein weiteres Zukunftsthema ist die Anwendung Künstlicher Intelligenz (KI). Chatbots oder KI-gestützte Patient-Preference-Predictor-Systeme werden eingesetzt, um Inhalte zu transportieren oder Entscheidungsprozesse kommunikativ zu unterstützen.
            Neue Technologien – alte Probleme? Kommunikation mit dem Team, mit Patienten und Patientinnen und deren Zugehörigen bleibt immer eine Interaktion, mit der Notwendigkeit, sich auf jemanden einzulassen und ihn wahrzunehmen. Inwieweit digitale Hilfsmittel sinnvoll für die Kommunikation im Team, mit Patienten und Patientinnen und Zugehörigen genutzt werden können, hängt somit weiterhin von der Bereitschaft ab, sich dem Anderen als Kommunikationspartner zuzuwenden.},
	language = {de-DE},
	number = {22},
	urldate = {2023-11-08},
	journal = {DMW - Deutsche Medizinische Wochenschrift},
	author = {Jöbges, Susanne and Meier, Stefan},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Bildungstheorien, Promotion:Weiterführung, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:01-02, Promotion:Eye-Tracking},
	pages = {1443--1447},
	file = {Jöbges und Meier - 2023 - Aktuelles aus der Kommunikation in der Intensivmed.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2CBVF3SM/Jöbges und Meier - 2023 - Aktuelles aus der Kommunikation in der Intensivmed.pdf:application/pdf},
}

@incollection{kruse_future_2023,
	address = {Cham},
	title = {The {Future} of {Intelligent} {Tutoring} {Systems} for {Writing}},
	isbn = {978-3-031-36032-9 978-3-031-36033-6},
	url = {https://link.springer.com/10.1007/978-3-031-36033-6_23},
	abstract = {Abstract
            Writing is essential for success in academics and everyday tasks, but the development of writing skills depends on consistent access to high-quality instruction, extended practice, and personalized feedback. To address these demands and meet students’ needs, educators and researchers have turned to technology-based writing tools. Ideally, these tools integrate the core components of intelligent tutoring, including a domain model, student model, tutor model, and interface model to engage students with individualized feedback that is linked to adaptive writing instruction. However, the landscape of writing tools still has much room for improvement in terms of incorporating advanced artificial intelligence-enabled features to better approximate intelligent tutoring systems (ITSs). This chapter describes the key elements of ITS technologies and how they can be integrated to further develop ITS tools for writing. To this end, this chapter (1) summarizes evidence-based aspects of successful ITSs and how they might be integrated into computer-based tools for writing, (2) reviews how existing systems have leveraged intelligent tutoring approaches, and (3) articulates how future technology-based writing tools could implement advanced intelligent tutoring features to better meet students’ needs. The chapter concludes with the implications and future directions of intelligent tutoring for the teaching and learning of writing.},
	language = {en-GB},
	urldate = {2023-09-19},
	booktitle = {Digital {Writing} {Technologies} in {Higher} {Education}},
	publisher = {Springer International Publishing},
	author = {Banawan, Michelle and Butterfuss, Reese and Taylor, Karen S. and Christhilf, Katerina and Hsu, Claire and O’Loughlin, Connor and Allen, Laura K. and Roscoe, Rod D. and McNamara, Danielle S.},
	editor = {Kruse, Otto and Rapp, Christian and Anson, Chris M. and Benetos, Kalliopi and Cotos, Elena and Devitt, Ann and Shibani, Antonette},
	year = {2023},
	doi = {10.1007/978-3-031-36033-6_23},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning, Promotion:01-02},
	pages = {365--383},
	file = {Banawan et al. - 2023 - The Future of Intelligent Tutoring Systems for Wri.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HML2BG4W/Banawan et al. - 2023 - The Future of Intelligent Tutoring Systems for Wri.pdf:application/pdf;Banawan et al. - 2023 - The Future of Intelligent Tutoring Systems for Wri.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AMD5BDYL/Banawan et al. - 2023 - The Future of Intelligent Tutoring Systems for Wri.pdf:application/pdf},
}

@incollection{ahuja_expanding_2023,
	address = {Singapore},
	title = {Expanding the {Scope} of {Learning} {Analytics} in {Blended} {Learning} {Environments}},
	isbn = {978-981-99-3496-6 978-981-99-3497-3},
	url = {https://link.springer.com/10.1007/978-981-99-3497-3_14},
	language = {en-GB},
	urldate = {2023-09-14},
	booktitle = {Sustainable {Blended} {Learning} in {STEM} {Education} for {Students} with {Additional} {Needs}},
	publisher = {Springer Nature Singapore},
	author = {Harish, V. and Sharma, Ravindra and Rana, Geeta and Nayyar, Anand and Parashar, Bhakti},
	editor = {Ahuja, Neelu Jyothi and Kumar, Adarsh and Nayyar, Anand},
	year = {2023},
	doi = {10.1007/978-981-99-3497-3_14},
	note = {Series Title: Contributions to Environmental Sciences \& Innovative Business Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning, Leraning:Analytics},
	pages = {317--340},
	file = {Harish et al. - 2023 - Expanding the Scope of Learning Analytics in Blend.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5QIUDMR9/Harish et al. - 2023 - Expanding the Scope of Learning Analytics in Blend.pdf:application/pdf},
}

@inproceedings{tumler_virtual_2023,
	title = {Virtual {Reality}, {Eye} {Tracking} and {Machine} {Learning}: {Analysis} of {Learning} {Outcomes} in {Off}-the-{Shelve} {VRSoftware}},
	isbn = {978-3-88579-732-6},
	url = {https://dl.gi.de/handle/20.500.12116/42192},
	doi = {10/gsn7n2},
	abstract = {The combination of Virtual Reality (VR) and eye tracking allows to analyze how students use the presented VR content for learning. Here, we propose a novel approach to analyze eye tracking data in VR, even if no access to the VR software source code is given. This proof-of-concept leverages image classification methods to identify objects that captured the students' attention in VR. The method allows analysis of individual learning strategies and correlate those to individual learning outcomes.},
	language = {en-GB},
	urldate = {2023-09-05},
	publisher = {Gesellschaft für Informatik e.V.},
	author = {Tümler, Johannes and Erazo Sanchez, Juan Enrique and Hänig, Christian},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, Promotion:Weiterführung, Promotion:FU3, Promotion:01-02, Education, Virtual Reality, Machine Learning, Eye Tracking, \#6:Konferenz-Paper:Bildung:Technologie, Image Classification, Konferenz-Paper:eye-trecking},
	file = {Tümler et al. - 2023 - TextConference Paper.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LVVK44QW/Tümler et al. - 2023 - TextConference Paper.pdf:application/pdf},
}

@incollection{zaphiris_analytical_2023,
	address = {Cham},
	title = {An {Analytical} {Framework} for {Designing} {Future} {Hybrid} {Creative} {Learning} {Spaces}: {A} {Pattern} {Approach}},
	volume = {14041},
	isbn = {978-3-031-34549-4 978-3-031-34550-0},
	shorttitle = {An {Analytical} {Framework} for {Designing} {Future} {Hybrid} {Creative} {Learning} {Spaces}},
	url = {https://link.springer.com/10.1007/978-3-031-34550-0_41},
	abstract = {Existing frameworks which serve as reference for the design of creative space in educational institutions and organizations, have shown some limitations. On one hand, current spatial design theories concerned with hybrid spaces and digital technologies are limited; on the other hand, the analysis of digital technologies’ inﬂuence on spaces conducted in Information System and Computer Science research ﬁelds rarely uses a spatial theory as a foundation [1]. The aim of this ongoing research is to develop an analytical framework that integrates creative space types and a blended space model in support of the design of future hybrid creative environments (FHCS framework).},
	language = {en-GB},
	urldate = {2023-06-13},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Zhu, Dan and Yang, Yeqiu},
	editor = {Zaphiris, Panayiotis and Ioannou, Andri},
	year = {2023},
	doi = {10.1007/978-3-031-34550-0_41},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie, Leraning:Analytics},
	pages = {582--597},
	file = {Zhu und Yang - 2023 - An Analytical Framework for Designing Future Hybri.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3QR2JE42/Zhu und Yang - 2023 - An Analytical Framework for Designing Future Hybri.pdf:application/pdf},
}

@book{pentzold_praxis_2018,
	address = {Wiesbaden},
	series = {Lehrbuch},
	title = {Praxis {Grounded} {Theory}: {Theoriegenerierendes} empirisches {Forschen} in medienbezogenen {Lebenswelten}. {Ein} {Lehr}- und {Arbeitsbuch}},
	isbn = {978-3-658-15998-6 978-3-658-15999-3},
	shorttitle = {Praxis {Grounded} {Theory}},
	abstract = {Dieser Band ist ein Lehr- und Arbeitsbuch für theoriegenerierendes Forschen. Die Beiträge erklären Prinzipien der Grounded Theory und diskutieren deren methodisch fundierte Durchführung und Darstellung im Rahmen empirischer Vorhaben. An Beispielen aus der Forschungspraxis wird gezeigt, wie sich Methodologie und Verfahrensrahmen der Grounded Theory zur Analyse medienbezogener Lebenswelten einsetzen lassen. Der Inhalt Methodische und methodologische Grundlagen - Forschungspraktische Anwendungen und Reflexionen Die Zielgruppen Studierende, Lehrende und Forschende in den Bereichen Kommunikationswissenschaft, Medienwissenschaft, Soziologie, Kulturwissenschaft, Politikwissenschaft und Erziehungswissenschaft Die Herausgeber Dr. Christian Pentzold ist Juniorprofessor für Kommunikations- und Medienwissenschaft mit dem Schwerpunkt Mediengesellschaft am Zentrum für Medien-, Kommunikations- und Informationsforschung der Universität Bremen. Dr. Andreas Bischof ist wissenschaftlicher Mitarbeiter an der Professur Medieninformatik der Technischen Universität Chemnitz und arbeitet dort in der interdisziplinären Nachwuchs­forschergruppe "Miteinander" zur Mensch-Technik-Interaktion für den demografischen Wandel. Nele Heise, M. A., ist wissenschaftliche Mitarbeiterin des Fachgebietes Journalistik und Kommunikationswissenschaft an der Universität Hamburg sowie freie Autorin und Referentin zu den Schwerpunkten digitale Medien und Online-Kommunikation},
	language = {de-DE},
	publisher = {Springer VS},
	editor = {Pentzold, Christian and Bischof, Andreas and Heise, Nele},
	year = {2018},
	note = {OCLC: 964674004},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien, Bildung, Multimedia, Promotion:01-02, FernUni-Hagen:MABM:M4},
	file = {pentzold_et_al_2018_praxis_grounded_theory.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WNYD93HY/pentzold_et_al_2018_praxis_grounded_theory.pdf:application/pdf;Table of Contents PDF:/Users/jochenhanisch-johannsen/Zotero/storage/HVT35HPY/Pentzold et al. - 2018 - Praxis Grounded Theory theoriegenerierendes empir.pdf:application/pdf},
}

@article{scheidig_lehren_2020,
	title = {Lehren lernen mit digitalen {Medien}: {Technologiegestützte} {Praxisbezüge} in der {Lehrpersonenbildung}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Lehren lernen mit digitalen {Medien}},
	url = {10.21240/mpaed/jb17/2020.05.26.X},
	doi = {10/gksnz5},
	abstract = {Professional development and the acquisition of relevant competences are main goals in pre-service teacher education. However, there is a long and controversial discourse about the (lack of) practical orientation of such study programs. While internships (especially their extension) receive a lot of attention, digital technologies in higher education such as collaborative video-annotation tools, eye-tracking systems or virtual reality simulations enable new forms of connections to professional practice. This article provides an overview of technology-based references to professional practice, presents examples and discusses their potential.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Scheidig, Falk},
	month = sep,
	year = {2020},
	note = {ZSCC: 0000002},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Bildungstheorien, Promotion:Weiterführung, Promotion:01-02, \#9:Zeitschriftenartikel:digital:lernen, Promotion:Eye-Tracking},
	pages = {675--708},
	file = {Scheidig - 2020 - Lehren lernen mit digitalen Medien Technologieges.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K33PPIM8/Scheidig - 2020 - Lehren lernen mit digitalen Medien Technologieges.pdf:application/pdf},
}

@article{zhu_online_2011,
	title = {Online collaborative learning: {Cultural} differences in student satisfaction and performance},
	volume = {3},
	copyright = {Deutsches Urheberrecht},
	issn = {1866-6671},
	shorttitle = {Online collaborative learning},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=4680},
	doi = {10.25656/01:4680},
	abstract = {Aktuelle Studien mit einem Fokus auf Studierende in der westlichen Welt deuten darauf hin, dass online-gestütztes kollaboratives Lernen Lernerfolge steigert. Jedoch liegen bislang nur wenige Studien vor, die die Zufriedenheit und die Leistungen von Studierenden im Rahmen von Online-Kollaborationen aus interkultureller Perspektive untersuchen. Mit der vorliegenden Studie soll dies nun unter Beteiligung von Studierenden aus zwei unterschiedlichen kulturellen Kontexten untersucht werden. Eine parallele E-Learning-Umgebung mit online-gestützter kollaborativer Arbeit in Lerngruppen wurde für eine Gruppe chinesischer Studienanfänger einer staatlichen Volluniversität in Peking und eine Gruppe flämischer Studienanfänger einer regionalen Volluniversität im belgischen Flandern eingerichtet. Unterschiede und Gemeinsamkeiten hinsichtlich der (Un-)Zufriedenheit und Leistungen der Studierenden werden untersucht und aus interkultureller Perspektive diskutiert. (DIPF/Orig.)},
	language = {en-GB},
	number = {1},
	urldate = {2024-08-24},
	journal = {Journal for educational research online},
	author = {Zhu, Chang},
	collaborator = {{DIPF {\textbar} Leibniz-Institut für Bildungsforschung und Bildungsinformation}},
	year = {2011},
	note = {Publisher: Waxmann : Münster},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Systemanpassung, Promotion:Relevanz:4, Learning, 370 Education, 370 Erziehung, Schul- und Bildungswesen, Learning achievement, Lernerfolg, Satisfaction, Zufriedenheit, Culture, Kultur, Lernen, \#5:Zeitschriftenartikel:e-learning, Belgien, Belgium, Computeranwendung, Flandern, Flanders, Kontext, Peking},
	pages = {12--28},
	file = {Zhu - 2011 - Online collaborative learning Cultural difference.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LBLYU7XL/Zhu - 2011 - Online collaborative learning Cultural difference.pdf:application/pdf},
}

@article{abraham_technologizing_2024,
	title = {Technologizing the education system: can artificial intelligence takeover the teacher's job? {A} hypothetical explanation},
	copyright = {Creative Commons Attribution 4.0 International},
	issn = {2994-0869},
	shorttitle = {Technologizing the education system},
	url = {https://zenodo.org/doi/10.5281/zenodo.13331480},
	doi = {10.5281/ZENODO.13331480},
	abstract = {In recent times, technology has played a significant role in education, with artificial intelligence (AI), one of these technological tools, becoming an emerging topic in education. It has been of great concern to professionals and researchers in the fields of science and education. The growing and/or increasing power of this app in society and in the education sector, especially as it affects the teaching profession, or teachers, to be specific, is of great worry and/or a profound risk. Education has been the basis for all progressive nations, and teachers have also been the main part of this progress, as they remain at the helm of major instructional decisions and the management of any of these innovative ideas to improve the teaching-learning process. With advances in technology and constant technological innovations, teachers are constantly refusing to adopt or integrate any of these innovative technologies or ideas in the education system. Artificial intelligence has become one of these innovative ideas, and is currently an emerging topic in the education system in recent years, threatening the foundations of teachers or educators in recent times. This paper focused on the argument that teaching machines will or will not replace human teachers in the classroom. Therefore, the researchers hope to find out from the existing literature if artificial intelligence could, in reality, replace the job of teachers in the classroom or act as an enhancer for teachers in the entire education sector. The paper further discussed the merits of AI in the modern classroom. The need for IT literacy among teachers and students alike in contemporary education structures was also discussed. The paper finally looked into the teachers’ challenges against successful implementation of artificial intelligence teaching machines in the education process and made recommendations and suggestions for sequential improvements.},
	language = {en-GB},
	urldate = {2024-08-19},
	author = {Abraham, Oriji and Celestina, Johnson},
	month = aug,
	year = {2024},
	note = {Publisher: CARSON JOURNAL},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, Promotion:Weiterführung, Promotion:FU5, \#1:Zeitschriftenartikel:learning:management:system, Artificial Intelligence, Classroom, Education system, Robot, and Teacher},
	file = {Assoc. Prof. Abraham und Celestina - 2024 - TECHNOLOGIZING THE EDUCATION SYSTEM CAN ARTIFICIA.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CDYXB6DZ/Assoc. Prof. Abraham und Celestina - 2024 - TECHNOLOGIZING THE EDUCATION SYSTEM CAN ARTIFICIA.pdf:application/pdf},
}

@book{drummer_e-learning_2011,
	address = {Boizenburg},
	series = {E-{Learning}},
	title = {E-{Learning} im {Unterricht}: ein {Leitfaden} zum {Einsatz} von {Lernplattformen} in der {Schule}},
	isbn = {978-3-940317-84-1},
	shorttitle = {E-{Learning} im {Unterricht}},
	language = {de-DE},
	publisher = {Hülsbusch},
	author = {Drummer, Jens},
	year = {2011},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buch:e-learning},
	file = {Table of Contents PDF:/Users/jochenhanisch-johannsen/Zotero/storage/2JZJAYUE/Drummer - 2011 - E-Learning im Unterricht ein Leitfaden zum Einsat.pdf:application/pdf},
}

@incollection{isaias_meta-analysis_2024,
	address = {Cham},
	title = {Meta-analysis of the {Influence} of {Gamification} {Elements} on {Motivation} on {E}-learning {Platforms}},
	isbn = {978-3-031-66461-8 978-3-031-66462-5},
	url = {https://link.springer.com/10.1007/978-3-031-66462-5_13},
	abstract = {Gamification is the use of game elements in a non-game context to encourage desired behaviours. It has been identified as a promising strategy for improving user motivation on e-learning platforms. Since previous literature reviews and meta-analyses only considered gamification and learning efforts without focusing directly on the gamification elements and their impact, a research gap was identified. Based on the studies analysed, the most commonly used gamification elements in the literature were identified and examined to determine whether there are any significant results in terms of motivational changes. Three areas of research questions were formulated for this meta-analysis: Which gamification elements should be used to increase learning motivation in asynchronous e-learning? Which success factors should be considered to increase the motivation of the learners when using gamification elements? Is there a specific selection of gamification elements that significantly increase motivation in asynchronous e-learning? The literature search process followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology. Afterward, the studies were examined to determine their relevance based on defined inclusion and exclusion criteria. The next step was title and abstract screening, followed by a full-text screening. A complementary search of the included literature was then conducted using snowballing techniques. Finally, the most relevant literature was reviewed using quality assessment criteria. Our analysis concluded that the most promising gamification elements are badges, leaderboards, level up systems and progress bars. The combination of elements increases users’ motivation significantly, especially the combination of badges with leaderboards or level up systems. These insights can contribute to the design of e-learning platforms and online courses.},
	language = {en-GB},
	urldate = {2024-08-17},
	booktitle = {Artificial {Intelligence} for {Supporting} {Human} {Cognition} and {Exploratory} {Learning} in the {Digital} {Age}},
	publisher = {Springer Nature Switzerland},
	author = {Schuhbauer, Heidi and Popp, Tobias Harald},
	editor = {Isaias, Pedro and Sampson, Demetrios G. and Ifenthaler, Dirk},
	year = {2024},
	doi = {10.1007/978-3-031-66462-5_13},
	note = {Series Title: Cognition and Exploratory Learning in the Digital Age},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {239--256},
	file = {Schuhbauer und Popp - 2024 - Meta-analysis of the Influence of Gamification Ele.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4FY6RH4P/Schuhbauer und Popp - 2024 - Meta-analysis of the Influence of Gamification Ele.pdf:application/pdf},
}

@article{lenz_generative_2024,
	title = {Generative {Künstliche} {Intelligenz}: {Chancen} und {Stolpersteine} für die {Entwicklung} von {Organisationen}},
	volume = {31},
	issn = {1618-808X, 1862-2577},
	shorttitle = {Generative {Künstliche} {Intelligenz}},
	url = {https://link.springer.com/10.1007/s11613-024-00889-9},
	doi = {10.1007/s11613-024-00889-9},
	abstract = {This article examines the extent to which generative artiﬁcial intelligence (AI) is changing interaction in social systems. The speciﬁcs of deep learning as a form of machine learning are discussed. Organizational consulting must largely reposition itself in order to effectively support the introduction of AI. An action concept for organizational consulting is developed on the theoretical basis of management cybernetics. It is explained that organizational consulting already begins with the development of a digital strategy and, in particular, should also enable cross-organizational networking.},
	language = {de-DE},
	number = {3},
	urldate = {2024-08-17},
	journal = {Organisationsberatung, Supervision, Coaching},
	author = {Lenz, Ulrich},
	month = sep,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Systemanpassung, Promotion:Relevanz:4, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Promotion:FU4b},
	pages = {323--336},
	file = {Lenz - 2024 - Generative Künstliche Intelligenz Chancen und Sto.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4P3UFG5X/Lenz - 2024 - Generative Künstliche Intelligenz Chancen und Sto.pdf:application/pdf},
}

@article{spenard_e-learning_2022,
	title = {E-learning use in the review of neonatal resuscitation program in physicians: a scoping review},
	volume = {42},
	issn = {0743-8346, 1476-5543},
	shorttitle = {E-learning use in the review of neonatal resuscitation program in physicians},
	url = {https://www.nature.com/articles/s41372-022-01411-8},
	doi = {10.1038/s41372-022-01411-8},
	abstract = {OBJECTIVE: To determine if e-learning interventions are efﬁcient to review Neonatal Resuscitation Program (NRP) and to prevent performance deterioration in neonatal resuscitation of already-certiﬁed healthcare professionals. STUDY DESIGN: In this scoping review, we searched for manuscripts published until June 2020 in ﬁve databases. We included all studies on e-learning use for NRP review in already-certiﬁed healthcare providers.
RESULTS: Among 593 abstracts retrieved, 38 full-text articles were assessed for eligibility. Five studies were included. Four studies evaluated the effectiveness of e-learning interventions immediately or months after their completion by providers. These interventions did not consistently enhance their NRP knowledge and their performance. One study showed that a growth mindset can inﬂuence positively neonatal resuscitation performance after an e-learning simulation.
CONCLUSION: There is not enough evidence to conclude that e-learning interventions can prevent neonatal resuscitation knowledge and performance decay in already-certiﬁed providers. More research is needed on the use of e-learning simulationbased scenarios to improve NRP retention. Journal of Perinatology (2022) 42:1527–1532; https://doi.org/10.1038/s41372-022-01411-8 1234567890();,:},
	language = {en-GB},
	number = {11},
	urldate = {2024-08-17},
	journal = {Journal of Perinatology},
	author = {Spénard, Sarah and Postolow, Fabiana and Curran, Vernon},
	month = nov,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Bewertungsmethoden, Promotion:FU5, \#5:Zeitschriftenartikel:e-learning},
	pages = {1527--1532},
	file = {Spénard et al. - 2022 - E-learning use in the review of neonatal resuscita.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WYAIGXAA/Spénard et al. - 2022 - E-learning use in the review of neonatal resuscita.pdf:application/pdf},
}

@book{meister_e-learning_2014,
	address = {München},
	edition = {1. Aufl},
	series = {Qualifiziert unterrichten},
	title = {E-{Learning}: {Handbuch} für den {Fremdsprachenunterricht}},
	isbn = {978-3-19-171751-3},
	shorttitle = {E-{Learning}},
	language = {de-DE},
	publisher = {Hueber},
	author = {Meister, Hildegard and Shalaby, Dalia},
	year = {2014},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buch:e-learning},
	file = {Table of Contents PDF:/Users/jochenhanisch-johannsen/Zotero/storage/DV2SDWAM/Meister et al. - 2014 - E-Learning Handbuch für den Fremdsprachenunterric.pdf:application/pdf},
}

@book{schafer_e-learning_2009,
	address = {Landau in der Pfalz},
	series = {Beiträge zur {Fremdsprachenvermittlung} {Sonderheft}},
	title = {E-{Learning} im {Fremdsprachenunterricht}: ein {Praxisbuch}},
	isbn = {978-3-941320-14-7},
	shorttitle = {E-{Learning} im {Fremdsprachenunterricht}},
	language = {de-DE},
	number = {14},
	publisher = {Verl. Empirische Pädagogik},
	editor = {Schäfer, Patrick},
	year = {2009},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buch:e-learning},
}

@inproceedings{gu_when_2023,
	address = {Macau, China},
	title = {When {Eyes} {Tell} a {Story} … {An} {Eye}-{Tracking} {Approach} {Towards} {Creating} a {Fit}-for-{Purpose} {Learning} {Management} {System} for {Higher} {Education}},
	copyright = {https://doi.org/10.15223/policy-029},
	isbn = {978-1-6654-7075-9},
	url = {https://ieeexplore.ieee.org/document/10364509/},
	doi = {10.1109/ICDL55364.2023.10364509},
	abstract = {Learning Management System is a vital organ of any university that exists in today’s digital era. Whilst these platforms are meant to promote quality teaching, learning and assessment, developers and designers often ignore learner’s visual behavior when implementing or maintaining these applications. Consequently, most of these applications appear as poorly designed and populated by disorganized content— eventually provoking tedious navigations and interactions at the learner’s end. Xi'an Jiaotong-Liverpool University uses Learning Mall to organize coursework, assessment and facilitate staff-student interactions. However, there is an absence of evidence whether any usability study on the Learning Mall, vis-à-vis learners’ gaze behavior and visual attention, has ever been carried out at the University. This paper reports an ongoing study which is at the very preliminary stage, and linked with Eye-tracking, Participatory Design and Mixed Methods approaches to bring learner-centered improvements in the Learning Mall.},
	language = {en-GB},
	urldate = {2024-07-14},
	booktitle = {2023 {IEEE} {International} {Conference} on {Development} and {Learning} ({ICDL})},
	publisher = {IEEE},
	author = {Gu, Yao and Paracha, Samiullah},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU3, Promotion:Eye-Tracking, \#1:Konferenz-Paper:learning:management:system},
	pages = {306--311},
	file = {Gu und Paracha - 2023 - When Eyes Tell a Story … An Eye-Tracking Approach .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EKBW9BAX/Gu und Paracha - 2023 - When Eyes Tell a Story … An Eye-Tracking Approach .pdf:application/pdf},
}

@inproceedings{khrabrova_learning_2022,
	address = {Krasnoyarsk, Russian Federation},
	title = {Learning management systems in 2020-2021: {Problems}, challenges and prospects},
	shorttitle = {Learning management systems in 2020-2021},
	url = {https://pubs.aip.org/aip/acp/article/2832619},
	doi = {10.1063/5.0104818},
	abstract = {The article deals with the analysis of expertise of a number of countries that were actively engaged in the process of transitioning their learning environment from campuses with their in-person classes to an online learning environment using various learning management systems, or online educational platforms, each of which possesses a number of tools. The term ‘remote learning’ is used together with more conventional terms of ‘distance learning’ or ‘distance education’. The key purposes of the current research are to systematically describe the factual situation in the system of higher education in different world regions - from North-America to Asia – during the Covid-19 Pandemic spread in the year 2020 and to compare the online platforms used in the mentioned regions in the course of digital and distance learning in higher educational establishments. The findings of this multi-faceted research are compared and contrasted in the Discussions section which is aimed at summarizing the technological and methodological solutions of the leading learning management systems (LMS) that could be used in the process of developing a locally targeted educational platform.},
	language = {en-GB},
	urldate = {2024-07-08},
	author = {Khrabrova, Ekaterina S. and Selifonova, Elena D. and Antonova, Tatiana V.},
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Relevanz:5, Technologieintegration, Promotion:Argumentation, Promotion:FU5, Krisenreaktion im Bildungsbereich, \#1:Konferenz-Paper:learning:management:system},
	pages = {050032},
	file = {Khrabrova et al. - 2022 - Learning management systems in 2020-2021 Problems.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LAE229DY/Khrabrova et al. - 2022 - Learning management systems in 2020-2021 Problems.pdf:application/pdf},
}

@article{zakaria_embedding_2013,
	title = {Embedding a {Learning} {Management} {System} {Into} an {Undergraduate} {Medical} {Informatics} {Course} in {Saudi} {Arabia}: {Lessons} {Learned}},
	volume = {2},
	issn = {1923-2195},
	shorttitle = {Embedding a {Learning} {Management} {System} {Into} an {Undergraduate} {Medical} {Informatics} {Course} in {Saudi} {Arabia}},
	url = {http://www.medicine20.com/2013/2/e13/},
	doi = {10.2196/med20.2735},
	abstract = {Background: Public universities in Saudi Arabia today are making substantial investments in e-learning as part of their educational system, especially in the implementation of learning management systems (LMS). To our knowledge, this is the first study conducted in Saudi Arabia exploring medical students’ experience with an LMS, particularly as part of a medical informatics course.
Objective: This study investigates students’ use of various features of the LMS embedded in a recently implemented medical informatics course.
Methods: A mixed methodology approach was employed. Survey questionnaires were distributed to all third year medical informatics students at the end of the course. In addition, two focus group sessions were conducted with twelve students. A thematic analysis of the focus group was performed.
Results: A total of 265 third year medical student surveys (167/265, 63\% male and 98/265, 37\% female) were completed and analyzed. Overall, 50.6\% (134/265) of the students agreed that the course was well planned and up-to-date, had clearly stated objectives and clear evaluation methods, appropriate course assignment, and that the LMS offered easy navigation. Most of the students rated the course as good/fair overall. In general, females were 10.4\% more likely to prefer the LMS, as revealed by higher odd ratios (odds ratio [OR] 1.104, 95\% CI 0.86-1.42) compared to males. Survey results showed that students’ use of LMS tools increased after taking the course compared to before taking the course. The full model containing all items were statistically significant (χ225=69.52, P{\textless}.001, n=243), indicating that the model was able to distinguish between students who had positive attitudes towards LMS and those who did not. The focus group, however, revealed that the students used social networking for general use rather than learning purposes, but they were using other Internet resources and mobile devices for learning. Male students showed a higher preference for using technology in general to enhance learning activities. Overall, medical student attitudes towards the LMS were generally positive. Students also wanted a reminder and notification tool to help them stay updated with course events. Interestingly, a subset of students had been running a parallel LMS of their own that has features worth exploring and could be integrated with an official LMS in the future.
Conclusions: To our knowledge, this was the first time that an LMS was used in a medical informatics course. Students showed interest in adapting various LMS tools to enhance their learning and gained more knowledge through familiarity with the tool.},
	language = {en-GB},
	number = {2},
	urldate = {2024-05-14},
	journal = {Medicine 2.0},
	author = {Zakaria, Nasriah and Jamal, Amr and Bisht, Shekhar and Koppel, Cristina},
	month = nov,
	year = {2013},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur, Kernstudie},
	pages = {e13},
	file = {Zakaria et al. - 2013 - Embedding a Learning Management System Into an Und.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QTLIZ4UA/Zakaria et al. - 2013 - Embedding a Learning Management System Into an Und.pdf:application/pdf},
}

@article{shalgimbekova_how_2024,
	title = {How the teacher’s choice of e-textbook affects the primary school students’ performance?},
	volume = {29},
	issn = {1360-2357, 1573-7608},
	url = {https://link.springer.com/10.1007/s10639-023-11937-9},
	doi = {10.1007/s10639-023-11937-9},
	abstract = {Currently, primary and secondary school education quality is a major source of concern for educators. A significant number of factors, such as the development of scientific and technological progress, technological innovations, and digitalization, affect the quality of education. In recent years, teachers have come to believe that the textbook they choose has a big influence on their students’ academic performance. To determine the difficulties of selecting e-learning materials for primary school students, a quasi-experimental study was conducted. The challenge of choosing instructional materials was examined using the example of a teacher’s selection of a mathematics textbook. The purpose of the study was to determine the extent to which the teacher’s selection of an e-textbook for mathematics instruction affected the performance of fourth-grade students. The two selected test groups of the same size (140 students) included students from an elementary city school in Russia. The participants were nine years old on average. Participants in the second experimental group performed better on the final test (74.71) than those in the first (65.9), per ANCOVA analysis. There was a significant difference between the two groups’ test results (F = 10.84, p {\textless} 0.05). The findings demonstrated that primary school students’ performance levels can be significantly impacted by the choice of electronic textbooks to teach them. Additionally, the study indicated useful criteria for the selection of high-quality e-textbooks by teachers. These criteria allow educators to make a choice that may significantly influence the educational process. The findings of this study demonstrate that using e-textbook approval guidelines based on theoretically sound quality indicators can help prevent the use of subpar textbooks in classrooms and raise the standard of textbooks in general. The educational opportunities offered by primary school textbooks may also have an impact on students’ performances in higher grades.},
	language = {en-GB},
	number = {4},
	urldate = {2024-03-23},
	journal = {Education and Information Technologies},
	author = {Shalgimbekova, Kenzhegul and Eremeeva, Olga and Pronkin, Nikolay},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Lernsystemarchitektur, \#5:Zeitschriftenartikel:e-learning},
	pages = {3793--3806},
	file = {Shalgimbekova et al. - 2024 - How the teacher’s choice of e-textbook affects the.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E5RMXT2R/Shalgimbekova et al. - 2024 - How the teacher’s choice of e-textbook affects the.pdf:application/pdf},
}

@article{engert_repetitio_2024,
	title = {Repetitio est mater studiorum – {Implementierung} von {HNO}-{Fällen} in fallbasiertes {E}-{Learning}},
	volume = {72},
	issn = {0017-6192, 1433-0458},
	url = {https://link.springer.com/10.1007/s00106-023-01409-4},
	doi = {10.1007/s00106-023-01409-4},
	abstract = {Zusammenfassung
            
              Hintergrund
              Die deutsche universitäre HNO-Heilkunde hat Bedarf an digitalen Lehrinhalten. Fallbasiertes E‑Learning stellt eine digitale Lehrmethodik dar. Die Datenlage zur studentischen Nutzung von fallbasiertem E‑Learning in der Hochschullehre der HNO-Heilkunde ist limitiert.
            
            
              Fragestellung
              Ziel dieser Arbeit war es festzustellen, in welchem Umfang freiwilliges fallbasiertes E‑Learning von Studierenden der HNO-Heilkunde genutzt wird und welchen Einfluss die Qualität des E‑Learnings auf die Motivation zur E‑Learning-Nutzung und auf das Interesse für die HNO-Heilkunde hat.
            
            
              Material und Methoden
              Es wurden 15 freiwillige E‑Learning-Fälle erstellt, welche auf den Inhalten der HNO-Vorlesung im Wintersemester 2022/2023 basierten. Im Anschluss erfolgte eine deskriptive Auswertung der Nutzungsstatistiken der Fälle von 157 Studierenden. Ebenso wurde eine Evaluation der Qualität des E‑Learnings sowie der Motivation zur Durchführung und des Interesses für die HNO-Heilkunde mittels eines freiwilligen Fragebogens durchgeführt.
            
            
              Ergebnisse
              Freiwilliges fallbasiertes E‑Learning wurde von 66 \% der Studierenden in unterschiedlichem Ausmaß genutzt. Die Qualität des E‑Learnings korrelierte signifikant mit der Motivation zur Durchführung und dem Interesse für die HNO-Heilkunde.
            
            
              Schlussfolgerung
              Lehrinhalte der HNO-Heilkunde lassen sich suffizient in fallbasiertes E‑Learning implementieren und zeichnen sich durch eine zufriedenstellende studentische Akzeptanz aus. Die Eingliederung sollte auf eine qualitativ hochwertige Art und Weise erfolgen, um die Motivation zur Durchführung und das Interesse an der HNO-Heilkunde zur erhöhen.
            
          , 
            Abstract
            
              Background
              German university otorhinolaryngology has a need for digital teaching content. Case-based e‑learning represents a digital teaching methodology. The data on student use of case-based e‑learning in university teaching of ENT medicine are limited.
            
            
              Objective
              The aim of this work was to determine the extent to which voluntary case-based e‑learning is used by otolaryngology students and what influence the quality of the e‑learning has on motivation to use e‑learning and on the interest in otolaryngology.
            
            
              Materials and methods
              Fifteen voluntary e‑learning cases were created based on the content of the ENT lecture in the winter semester 2022/2023. Subsequently, a descriptive evaluation of the usage statistics of the cases of 157 students was conducted. Likewise, an evaluation of the quality of the e‑learning as well as the motivation to complete it and the interest in otorhinolaryngology was carried out using a voluntary questionnaire.
            
            
              Results
              Voluntary case-based e‑learning was used to varying degrees by 66\% of the students. The quality of e‑learning correlated significantly with the motivation and the interest in otolaryngology.
            
            
              Conclusion
              The teaching content of otorhinolaryngology can be implemented sufficiently in case-based e‑learning and is characterized by satisfactory student acceptance. Integration should be accomplished in a high-quality manner to increase motivation and interest in otorhinolaryngology.},
	language = {de-DE},
	number = {3},
	urldate = {2024-01-10},
	journal = {HNO},
	author = {Engert, Jonas and Backhaus, Joy and Henig, Linda and Spahn, Bjoern and Voelker, Johannes and Ickrath, Pascal and Scherzad, Agmal and Rak, Kristen and Hagen, Rudolf and König, Sarah and Hackenberg, Stephan and Kaulitz, Stefan},
	month = jan,
	year = {2024},
	pmid = {38180480},
	pmcid = {PMC10879404},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Datenschutz und IT-Sicherheit, Learning, Lernsystemarchitektur, Curriculum, Teaching, Humans, Students, Medical, \#5:Zeitschriftenartikel:e-learning, Computer-Assisted Instruction, Educational Measurement, Medical students, Otorhinolaryngology, Simulation training, Problem-based learning},
	pages = {166--172},
	file = {Engert et al. - 2024 - Repetitio est mater studiorum – Implementierung vo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Y9AI6APR/Engert et al. - 2024 - Repetitio est mater studiorum – Implementierung vo.pdf:application/pdf},
}

@article{gardner_physiotherapy_2016,
	title = {Physiotherapy students’ perspectives of online e-learning for interdisciplinary management of chronic health conditions: a qualitative study},
	volume = {16},
	issn = {1472-6920},
	shorttitle = {Physiotherapy students’ perspectives of online e-learning for interdisciplinary management of chronic health conditions},
	url = {http://www.biomedcentral.com/1472-6920/16/62},
	doi = {10/f8rt6z},
	abstract = {Background: To qualitatively explore physiotherapy students’ perceptions of online e-learning for chronic disease management using a previously developed, innovative and interactive, evidence-based, e-learning package: Rheumatoid Arthritis for Physiotherapists e-Learning (RAP-eL).
Methods: Physiotherapy students participated in three focus groups in Perth, Western Australia. Purposive sampling was employed to ensure maximum heterogeneity across age, gender and educational background. To explore students’ perspectives on the advantages and disadvantages of online e-learning, ways to enhance e-learning, and information/ learning gaps in relation to interdisciplinary management of chronic health conditions, a semi-structured interview schedule was developed. Verbatim transcripts were analysed using inductive methods within a grounded theory approach to derive key themes.
Results: Twenty-three students (78 \% female; 39 \% with previous tertiary qualification) of mean (SD) age 23 (3.6) years participated. Students expressed a preference for a combination of both online e-learning and lecture-style learning formats for chronic disease management, citing flexibility to work at one’s own pace and time, and access to comprehensive information as advantages of e-learning learning. Personal interaction and ability to clarify information immediately were considered advantages of lecture-style formats. Perceived knowledge gaps included practical application of interdisciplinary approaches to chronic disease management and developing and implementing physiotherapy management plans for people with chronic health conditions.
Conclusions: Physiotherapy students preferred multi-modal and blended formats for learning about chronic disease management. This study highlights the need for further development of practically-oriented knowledge and skills related to interdisciplinary care for people with chronic conditions among physiotherapy students. While RAP-eL focuses on rheumatoid arthritis, the principles of learning apply to the broader context of chronic disease management.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Gardner, Peter and Slater, Helen and Jordan, Joanne E. and Fary, Robyn E. and Chua, Jason and Briggs, Andrew M.},
	month = dec,
	year = {2016},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system},
	pages = {62},
	file = {Gardner et al. - 2016 - Physiotherapy students’ perspectives of online e-l.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/F9FQDV8C/Gardner et al. - 2016 - Physiotherapy students’ perspectives of online e-l.pdf:application/pdf},
}

@article{hwang_digital_2023,
	title = {Digital learning designs in occupational therapy education: a scoping review},
	volume = {23},
	issn = {1472-6920},
	shorttitle = {Digital learning designs in occupational therapy education},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03955-x},
	doi = {10/gs567n},
	abstract = {Background:  Digital learning is a rapidly advancing method for teaching and learning in professional health educa‑tion. Although various digital learning designs have been tried in OT education, studies on digital learning designs are still limited.
Methods:  We conducted a scoping study that aimed to identify the digital learning designs used in occupational therapy (OT) education and review the effectiveness, learner perceptions, clinical skills integrated, and technologybased learning strategies used to facilitate learning. Four databases were searched using subheadings and terms relating to digital learning, occupational therapy, and education. The included studies were mapped according to the types of digital learning design, subjects, key clinical skills, and outcomes.
Results:  Twenty-two studies were included in this review, most of which were qualitative, observational, or mixed studies of the two designs. The digital learning designs identified in OT education were flipped, blended, hybrid, and distance learning, including e-learning and massive open online courses (MOOC). Among the components of clinical skills, professional reasoning and procedural knowledge were the most integrated into digital learning, and covered various OT subjects. Digital learning designs were reported to be equivalent to or more effective than the traditional face-to-face (F2F) class in learning outcomes of knowledge and skill acquisition, enhancing learning participation, reflection, and collaboration between learners. Various technologies have been used to promote synchronous or asynchronous active learning, providing learning strategies such as thinking, reflection, discussion, peer learninggroup activity, and gamifying online learning.
Conclusions:  In OT digital learning, appropriate learning subjects, the arrangement of clinical skill components that can be well integrated into digital learning, and the selection of appropriate technologies for effective learning are important. The results should be confirmed within an experimental study design.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Hwang, Na-Kyoung and Shim, Sun-Hwa and Cheon, Hye-Won},
	month = jan,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Lernsystemarchitektur, \#5:Zeitschriftenartikel:e-learning},
	pages = {7},
	file = {Hwang et al. - 2023 - Digital learning designs in occupational therapy e.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W2NJR6Q3/Hwang et al. - 2023 - Digital learning designs in occupational therapy e.pdf:application/pdf},
}

@article{romi_adaptive_2023,
	title = {Adaptive {E}-{Learning} {Systems} {Success} {Model}},
	volume = {18},
	issn = {1863-0383},
	url = {https://online-journals.org/index.php/i-jet/article/view/42929},
	doi = {10/gss62q},
	abstract = {E-learning implementation is growing alongside the e-learning market’s growth. As a result, competing models and approaches were proposed to improve e-learning and learner performance; one of these models is the e-learning systems success model. In order to expand this model, an analysis of the published e-learning models and frameworks in the period 2017–2022 was conducted using the aggregative review method. 37 studies that match the current study interests have been selected and analyzed. The main results support the e-learning system success model. In addition to further constructs other than those used in the model that have been used to enhance it, an adaptive e-learning success model has been proposed, which integrates the e-learning success model with the other models and frameworks proposed in the literature. This study recommends that achieving e-learning success requires an analysis of the internal and external environment and crafting an adaptation plan to determine the e-learning methods depending on the pedagogical approaches and tutors’ and learners’ abilities and characteristics, which in turn determine the instructional material required and assessment methods, besides the required ICT. Besides the required enhancements, such as tutor and learner training, as well as the institution’s policy and e-learning management, in addition to the required adaptations to cope with environmental factors in order to embrace learners in education policies and future strategies.},
	language = {en-GB},
	number = {18},
	urldate = {2023-09-30},
	journal = {International Journal of Emerging Technologies in Learning (iJET)},
	author = {Romi, Ismail M.},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bildungstheorien, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Lernsystemarchitektur},
	pages = {177--191},
	file = {Romi - 2023 - Adaptive E-Learning Systems Success Model.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RWKTVP8N/Romi - 2023 - Adaptive E-Learning Systems Success Model.pdf:application/pdf},
}

@article{korndle_arbeitsplatznahe_2023,
	title = {Arbeitsplatznahe {Lernaufgaben}: {Ihre} {Modellierung}, {Konstruktion} und {Einsatz} in digitalen {Lehr}-{Lernszenarien} beruflichen {Lernens}},
	abstract = {Arbeitsplatznahe Lernaufgaben verbinden den Erwerb beruflicher Kompetenzen mit der Bewältigung von Aufgaben aus dem Berufs- oder Alltagsleben. Ziel dieses Beitrages ist es, auf der Grundlage von Erkenntnissen zum Problemlösen den komplexen Lehr-Lernprozess beim Bearbeiten von arbeitsplatznahen Lernaufgaben genauer zu beschreiben, um auf dieser Basis Handlungsanleitungen für die Konstruktion und den Einsatz arbeitsplatznaher Lernaufgaben in digitalen Lernumgebungen für das berufliche Lernen abzuleiten. Anhand eines Beispiels aus der beruflichen Ausbildung wird illustriert, wie auf dieser Grundlage Entscheidungen für die Konstruktion und den Einsatz arbeitsplatznaher Lernaufgaben in digitalen Lernumgebungen für das berufliche Lernen ermöglicht werden. Dabei wird insbesondere auf das Potential einer digitalen Lernortkooperation eingegangen. Abschließend werden Bedingungen und Herausforderungen beim Einsatz arbeitsplatznaher Lernaufgaben diskutiert.},
	language = {de-DE},
	journal = {Berufs- und Wirtschaftspädagogik - online},
	author = {Körndle, Hermann and Proske, Antje and Dresden, TU},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:FU3, Promotion:FH, \#3:Zeitschriftenartikel:online:Lernumgebung},
	file = {Körndle et al. - 2023 - Arbeitsplatznahe Lernaufgaben Ihre Modellierung, .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VN43NVEY/Körndle et al. - 2023 - Arbeitsplatznahe Lernaufgaben Ihre Modellierung, .pdf:application/pdf},
}

@article{barta_time_2021,
	title = {Time {Perspectives} as {The} {Predictors} of {Online} {Self}-{Regulated} {Learning}},
	volume = {1},
	issn = {2669-235X},
	url = {https://diamondopen.com/journals/jelr/article/view/73},
	doi = {10/gp6jqm},
	abstract = {Digital education considerably requires active participation of students in the learning process, the application of self-regulated learning activities for the attainment of successful learning results. The aim of the present study is the investigation of time perspectives as the predictors of online self-regulated learning. In our study 210 Transylvanian students participated, from the Babeș-Bolyai University, Faculty of Psychology and Educational Sciences. Students’ demographic characteristics were recorded, for the assessment of self-regulation the Self-regulated Online Learning Questionnaire - Revised was applied and time perspectives of students were measured by the Zimbardo Time Perspective Inventory. A correlational, cross-sectional design was used. On the basis of the results of hierarchical regression, in our first model demographic characteristics explained 5\% of the variance for the application of selfregulation activities. In our second model, controlling demographic variables, time perspectives explained an additional 33\% of the variance for self-regulation. Self-regulated learning strategies are predicted among demographic characteristics by students’ gender, age and online learning, while out of time perspectives only future orientation proved to be a significant predictor. Females, older students, participants attending online education and higher future orientation apply to a higher degree the selfregulated learning strategies as males, younger students and participants with lower scores at future orientation.},
	language = {en-GB},
	number = {2},
	urldate = {2022-05-20},
	journal = {Journal of e-learning Research},
	author = {Barta, Andrea and Tamás, Borbála and Gálfi, Bernadette and Szamosközi, István},
	month = dec,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Systemanpassung, \#5:Zeitschriftenartikel:e-learning},
	pages = {32--40},
	file = {Barta et al. - 2021 - Time Perspectives as The Predictors of Online Self.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TQ63IH7P/Barta et al. - 2021 - Time Perspectives as The Predictors of Online Self.pdf:application/pdf},
}

@article{heislbetz_distanzunterricht_2022,
	title = {Distanzunterricht und {E}-{Learning} in der beruflichen {Fort}- und {Weiterbildung}: {Wie} verändert der {Distanzunterricht} durch {Corona} die {Erwartungen} der {Teilnehmer}\_innen?},
	volume = {17},
	issn = {1861-6186, 2235-218X},
	shorttitle = {Distanzunterricht und {E}-{Learning} in der beruflichen {Fort}- und {Weiterbildung}},
	url = {https://econtent.hogrefe.com/doi/10.1024/1861-6186/a000660},
	doi = {10.1024/1861-6186/a000660},
	abstract = {Zusammenfassung. Die Prognose, dass die Digitalisierung die Praxis in der beruflichen Fort- und Weiterbildung verändern wird, ist nicht neu. Dennoch gibt es bislang wenig Erkenntnis zu den Erwartungen der Teilnehmer\_innen nach digital unterstützten Lernformen. Auf Grundlage von Erhebungen zu zwei Zeitpunkten vergleicht dieser Beitrag, wie sich die diesbezüglichen Erwartungen in der beruflichen Fort- und Weiterbildung im Sozial- und Gesundheitswesen vor und während des Ausbruchs der Corona-Pandemie verändert haben.},
	language = {de-DE},
	number = {1},
	urldate = {2022-04-26},
	journal = {PADUA},
	author = {Heislbetz, Claus and Götz, Vanadis},
	month = feb,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, \#5:Zeitschriftenartikel:e-learning},
	pages = {43--48},
	file = {Heislbetz und Götz - 2022 - Distanzunterricht und E-Learning in der berufliche.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Y9IF6FLN/Heislbetz und Götz - 2022 - Distanzunterricht und E-Learning in der berufliche.pdf:application/pdf},
}

@article{zamberg_novice_2021,
	title = {Novice and {Advanced} {Learners}’ {Satisfaction} and {Perceptions} of an e-{Learning} {Renal} {Semiology} {Module} {During} the {COVID}-19 {Pandemic}: {Mixed} {Methods} {Study}},
	volume = {7},
	issn = {2369-3762},
	shorttitle = {Novice and {Advanced} {Learners}’ {Satisfaction} and {Perceptions} of an e-{Learning} {Renal} {Semiology} {Module} {During} the {COVID}-19 {Pandemic}},
	url = {https://mededu.jmir.org/2021/2/e29216},
	doi = {10.2196/29216},
	abstract = {Background: Nephrotic syndrome is a unique clinical disorder, which provides interesting teaching opportunities that connect physiological and pathological aspects to clinical practice. During the current COVID-19 outbreak, in-person teaching in our institution was not permitted, thus creating a unique challenge for clinical skills teaching. A case-based electronic learning (e-learning) activity was designed to replace the traditional in-person teaching of renal semiology. e-Learning activities have been shown to be effective for knowledge retention and increasing novice learners’ performance. However, major knowledge gaps exist concerning the satisfaction of learners with e-learning activities as the sole form of teaching, specifically for undergraduate clinical skills education.
Objective: Our study aimed to prospectively assess undergraduate medical students’ perceptions of and satisfaction with an e-learning activity teaching renal semiology.
Methods: All second-year medical students (novice learners) from the medical faculty of the University of Geneva, Switzerland, undertook the e-learning activity and were invited to participate in a nonmandatory, validated web-based survey, comprising questions answered using a 10-point Likert scale and one qualitative open-ended question. For comparison and to provide further insights, 17 fourth- to sixth-year students (advanced learners) were prospectively recruited to participate in both the e-learning activity and the evaluation. A mixed methods analysis was performed.
Results: A total of 88 (63\%) out of 141 novice learners and all advanced learners responded to the evaluation survey. Advanced learners reported significantly higher satisfaction with the e-learning activity (mean 8.7, SD 1.0 vs mean 7.3, SD 1.8; P{\textless}.001), clarity of objectives (mean 9.6, SD 0.8 vs mean 7.7, SD 1.7; P{\textless}.001), and attainability of objectives (mean 9.8, SD 0.5 vs mean 7.3, SD 1.3; P{\textless}.001). Both groups showed high interest in the inclusion of the activity as part of a blended learning approach; however, there was low interest in the activity being the sole means of teaching.
Conclusions: Case-based e-learning activities might be better suited for advanced learners and could increase learners’ satisfaction within a blended teaching instructional design. More research on students’ satisfaction with e-learning activities in the field of clinical skills education should be done. In addition, more effort should be put into finding alternative teaching tools for clinical skills education in light of the ongoing COVID-19 pandemic and future health crises.},
	language = {en-GB},
	number = {2},
	urldate = {2021-12-12},
	journal = {JMIR Medical Education},
	author = {Zamberg, Ido and Schiffer, Eduardo and Stoermann-Chopard, Catherine},
	month = jun,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Bildung, Multimedia, Digitale Bildung, Krisenreaktion im Bildungsbereich, COVID-19, medical education, eHealth, perception, \#5:Zeitschriftenartikel:e-learning, qualitative, students, satisfaction, case study, clinical skills, design, advanced, clinical skills education, novice, prospective, renal, undergraduate education},
	pages = {e29216},
	file = {Zamberg et al. - 2021 - Novice and Advanced Learners’ Satisfaction and Per.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7ZBQPK52/Zamberg et al. - 2021 - Novice and Advanced Learners’ Satisfaction and Per.pdf:application/pdf},
}

@article{moser_so_2021,
	title = {So fern und dennoch nah: {Digital} {Distance} {Learning} in der {Berufspädagogik} – {Analyse} von {Strategien} zur {Implementierung} von digitalen {Lehr}- und {Lernumgebungen} sowie {Modellierung} von effektiven {Settings} zur {Qualitätssicherung} der {Lehramtsausbildung}},
	abstract = {The teacher training programme "Sekundarstufe Berufsbildung Fachbereiche Duale Ausbildung sowie Technik und Gewerbe" has been organized as a distance learning course for several years. The heterogeneity of the students is to be seen as a challenge for the design of digital distance learning environments. This is shown by their different age structure and the associated acquired or grown skills in dealing with technologies, such as blended learning or e-learning, and their affinity to digital tools, due to their professional career. The amount raises the question of what digital competencies the students have at the beginning of their studies and researches the effects of the use of distance learning elements in the teacher training programme on the profession-related competencies of the students. Methodologically, these questions are pursued in a mixed methods design. In this article, a self-developed questionnaire to ascertain the student's profession-related competencies is presented.},
	language = {de-DE},
	journal = {didacticum: Zeitschrift für (Fach)Didaktik in Forschung und Unterricht der Pädagogischen Hochschule Steiermark},
	author = {Moser, Daniela and Jarz, Thorsten},
	year = {2021},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildung, Multimedia, \#5:Zeitschriftenartikel:e-learning},
	pages = {8--22},
	file = {Moser und Jarz - 2021 - So fern und dennoch nah Digital Distance Learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NF5LWSTW/Moser und Jarz - 2021 - So fern und dennoch nah Digital Distance Learning.pdf:application/pdf},
}

@article{schmolz_digitale_2020,
	title = {Digitale {Kluft}: {Teilhabebarrieren} für {Studierende} durch universitäres „home-learning“?},
	language = {de-DE},
	journal = {Medienimpulse},
	author = {Schmölz, Alexander and Geppert, Corinna and Barberi, Alessandro},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Datenschutz und IT-Sicherheit, Lernsystemarchitektur, \#5:Zeitschriftenartikel:e-learning},
	pages = {26},
	file = {Schmölz et al. - 2020 - Digitale Kluft Teilhabebarrieren für Studierende .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QPJZJA3J/Schmölz et al. - 2020 - Digitale Kluft Teilhabebarrieren für Studierende .pdf:application/pdf},
}

@article{erne_e-learning_2022,
	title = {E-{Learning} per {Webinar} in der {Orthopädie} und {Unfallchirurgie}: {Intensiviertes} {Angebot} und gesteigerte {Nachfrage} in der {COVID}-19-{Pandemie}},
	issn = {2731-7021, 2731-703X},
	shorttitle = {E-{Learning} per {Webinar} in der {Orthopädie} und {Unfallchirurgie}},
	url = {https://link.springer.com/10.1007/s00113-022-01245-1},
	doi = {10/gq4pzc},
	abstract = {Zusammenfassung
            
              Hintergrund
              Im Verlauf der COVID-19-Pandemie haben offizielle Schutzmaßnahmen traditionelle Präsenzfortbildungen zum Erliegen gebracht. Für das Fach Orthopädie und Unfallchirurgie (O\&U) gibt es bisher bezüglich der Angebots- und Nachfragesituation von E‑Learning per Webinar im Kontext der COVID-19-Pandemie keine belastbaren Zahlen.
            
            
              Fragestellung
              Das Ziel der vorliegenden Arbeit ist die quantitative Beschreibung von Angebot und Nachfrage deutschsprachiger Online-Fortbildungen mit Webinar-Charakter aus der Orthopädie und Unfallchirurgie (O\&U) im zeitlichen Zusammenhang mit der COVID-19-Pandemie.
            
            
              Material und Methoden
              Über gängige Suchmaschinen wurden deutschsprachige, nichtkommerzielle, editierte und wissenschaftlich fundierte Fortbildungen in Form von Webinaren im Bereich O\&U von Anbietern mit Sitz in Deutschland identifiziert und interviewt.
            
            
              Ergebnisse
              Alle 4 eingeschlossenen Anbieter (AO Online Campus, BVOU Study Club, OU TO GO, WebDGU) nahmen an den strukturierten Interviews teil und stimmten einer Offenlegung der Teilnehmerzahlen zu. Das Angebot von Webinaren stieg im zeitlichen Zusammenhang mit der COVID-19-Pandemie an. Ebenfalls erhöhten sich bei allen 4 Anbietern die Teilnehmerzahlen.
            
            
              Diskussion
              Während OU TO GO und der BVOU Study Club bereits vor der Pandemie auf E‑Learning-Formate spezialisiert waren, wurde das Kursangebot der AO durch den neu etablierten AO online Campus erweitert und WebDGU ganz neu konzipiert. Eine Limitation der Studie ist die exklusive Ausrichtung auf Webinare und nichtkommerzielle Anbieter. Die Ergebnisse lassen auf positive Entwicklungen in O\&U im Bereich E‑Learning hoffen.
            
            
              Graphic abstract
            
          , 
            Abstract
            
              Background
              Contact teaching was prohibited by nationwide lockdowns during the COVID-19 pandemic. The scientific literature contains no concrete figures concerning e‑learning via webinars in the subject of orthopedics and trauma surgery in the context of the COVID-19 pandemic.
            
            
              Objective
              This research study was established to collect facts and figures about webinars as a representative part of e‑learning in the subject of orthopedics and trauma surgery in the context of the COVID-19 pandemic.
            
            
              Material and methods
              German-speaking non-commercial and edited webinars, produced by suppliers from Germany were identified using common search engines. Structured interviews with questionnaires about provider, format, and number of participants in the webinars over time, were offered to the operating companies.
            
            
              Results
              The study included four suppliers of webinars (AO Online Campus, BVOU Study Club, OU TO GO and WebDGU). There was approval of all operating companies to participate in the interviews and to disclose facts and figures about their webinars. All suppliers showed an increased supply and demand for webinars during the COVID-19 pandemic.
            
            
              Discussion
              OU TO GO and BVOU Study Club already offered webinars prior to the COVID-19 pandemic. AO online Campus was designed in addition to the existing portfolio. The supply of WebDGU was newly established. Limitations of this study are the exclusion of commercial suppliers, non-German operating companies and all other types of e‑learning except webinars. The increased supply and demand for webinars during the COVID-19 pandemic gives hope for further improvement of e‑learning in the subject of orthopedics and trauma surgery.},
	language = {de-DE},
	urldate = {2022-10-26},
	journal = {Die Unfallchirurgie},
	author = {Erne, Felix and Back, David A. and Gehlen, Tobias and Baumgartner, Heiko and Zimmermann, Alexander and {AG Digitalisierung der DGOU} and Seemann, Ricarda J.},
	month = oct,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, \#5:Zeitschriftenartikel:e-learning},
	file = {Erne et al. - 2022 - E-Learning per Webinar in der Orthopädie und Unfal.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PNHY983V/Erne et al. - 2022 - E-Learning per Webinar in der Orthopädie und Unfal.pdf:application/pdf},
}

@article{kalaitzoglou_multilingual_2020,
	title = {Multilingual {Global} {E}-{Learning} {Pediatric} {Endocrinology} and {Diabetes} {Curriculum} for {Front} {Line} {Health} {Care} {Providers} in {Resource}-{Limited} {Countries}: {Development} {Study}},
	volume = {4},
	issn = {2561-326X},
	shorttitle = {Multilingual {Global} {E}-{Learning} {Pediatric} {Endocrinology} and {Diabetes} {Curriculum} for {Front} {Line} {Health} {Care} {Providers} in {Resource}-{Limited} {Countries}},
	url = {https://formative.jmir.org/2020/11/e18555},
	doi = {10.2196/18555},
	abstract = {Background: Electronic learning (e-learning) is a widely accessible, low-cost option for learning remotely in various settings that allows interaction between an instructor and a learner.
Objective: We describe the development of a free and globally accessible multilingual e-learning module that provides education material on topics in pediatric endocrinology and diabetes and that is intended for first-line physicians and health workers but also trainees or medical specialists in resource-limited countries.
Methods: As complements to concise chapters, interactive vignettes were constructed, exemplifying clinical issues and pitfalls, with specific attention to the 3 levels of medical health care in resource-limited countries. The module is part of a large e-learning portal, ESPE e-learning, which is based on ILIAS (Integriertes Lern-, Informations- und Arbeitskooperations-System), an open-source web-based learning management system. Following a review by global experts, the content was translated by native French, Spanish, Swahili, and Chinese–speaking colleagues into their respective languages using a commercial web-based translation tool (SDL Trados Studio).
Results: Preliminary data suggest that the module is well received, particularly in targeted parts of the world and that active promotion to inform target users is warranted.
Conclusions: The e-learning module is a free globally accessible multilingual up-to-date tool for use in resource-limited countries that has been utilized thus far with success. Widespread use will require dissemination of the tool on a global scale.},
	language = {en-GB},
	number = {11},
	urldate = {2024-05-14},
	journal = {JMIR Formative Research},
	author = {Kalaitzoglou, Evangelia and Majaliwa, Edna and Zacharin, Margaret and De Beaufort, Carine and Chanoine, Jean-Pierre and Van Wijngaard-DeVugt, Conny and Sperla, Ervin and Boot, Annemieke M and Drop, Stenvert L S},
	month = nov,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Bildungstheorien, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, Kompetenzentwicklung},
	pages = {e18555},
	file = {Kalaitzoglou et al. - 2020 - Multilingual Global E-Learning Pediatric Endocrino.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JFI3FNQE/Kalaitzoglou et al. - 2020 - Multilingual Global E-Learning Pediatric Endocrino.pdf:application/pdf},
}

@article{machleid_perceptions_2020,
	title = {Perceptions of {Digital} {Health} {Education} {Among} {European} {Medical} {Students}: {Mixed} {Methods} {Survey}},
	volume = {22},
	issn = {1438-8871},
	shorttitle = {Perceptions of {Digital} {Health} {Education} {Among} {European} {Medical} {Students}},
	url = {http://www.jmir.org/2020/8/e19827/},
	doi = {10.2196/19827},
	abstract = {Background: Digital health technologies hold promise to enhance patient-related outcomes, to support health care staff by reducing their workload, and to improve the coordination of care. As key users of digital health technologies, health care workers are crucial to enable a meaningful digital transformation of health care. Digital health literacy and digital skills should become prerequisite competencies for health professionals to facilitate the implementation and leverage the potential of digital technologies to improve health.
Objective: We aimed to assess European medical students’ perceived knowledge and opinions toward digital health, the status of digital health implementation in medical education, and the students’ most pressing needs.
Methods: The explanatory design of our mixed methods study was based on an online, anonymous, self-administered survey targeted toward European medical students. A linear regression analysis was used to identify the influence of the year of medical studies on the responses. Additional analysis was performed by grouping the responses by the self-evaluated frequency of eHealth technology use. Written responses to four qualitative questions in the survey were analyzed using an inductive approach.
Results: The survey received a total of 451 responses from 39 European countries, and there were respondents for every year of medical studies. The majority of respondents saw advantages in the use of digital health. While 40.6\% (183/451) felt prepared to work in a digitized health care system, more than half (240/451, 53.2\%) evaluated their eHealth skills as poor or very poor. Medical students considered lack of education to be the reason for this, with 84.9\% (383/451) agreeing or strongly agreeing that more digital health education should be implemented in the medical curriculum. Students demanded introductory and specific eHealth courses covering data management, ethical aspects, legal frameworks, research and entrepreneurial opportunities, role in public health and health systems, communication skills, and practical training. The emphasis lay on tailoring learning to future job requirements and interprofessional education.
Conclusions: This study shows a lack of digital health-related formats in medical education and a perceived lack of digital health literacy among European medical students. Our findings indicate a gap between the willingness of medical students to take an active role by becoming key players in the digital transformation of health care and the education that they receive through their faculties.},
	language = {en-GB},
	number = {8},
	urldate = {2024-05-14},
	journal = {Journal of Medical Internet Research},
	author = {Machleid, Felix and Kaczmarczyk, Robert and Johann, Doreen and Balčiūnas, Justinas and Atienza-Carbonell, Beatriz and Von Maltzahn, Finn and Mosch, Lina},
	month = aug,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildungstheorien, \#1:Zeitschriftenartikel:learning:management:system},
	pages = {e19827},
	file = {Machleid et al. - 2020 - Perceptions of Digital Health Education Among Euro.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HYHNCD63/Machleid et al. - 2020 - Perceptions of Digital Health Education Among Euro.pdf:application/pdf},
}

@article{lee_use_2020,
	title = {Use of {Digital} {Technology} to {Enhance} {Tuberculosis} {Control}: {Scoping} {Review}},
	volume = {22},
	issn = {1438-8871},
	shorttitle = {Use of {Digital} {Technology} to {Enhance} {Tuberculosis} {Control}},
	url = {https://www.jmir.org/2020/2/e15727},
	doi = {10.2196/15727},
	abstract = {Background: Tuberculosis (TB) is the leading cause of death from a single infectious agent, with around 1.5 million deaths reported in 2018, and is a major contributor to suffering worldwide, with an estimated 10 million new cases every year. In the context of the World Health Organization’s End TB strategy and the quest for digital innovations, there is a need to understand what is happening around the world regarding research into the use of digital technology for better TB care and control.
Objective: The purpose of this scoping review was to summarize the state of research on the use of digital technology to enhance TB care and control. This study provides an overview of publications covering this subject and answers 3 main questions: (1) to what extent has the issue been addressed in the scientific literature between January 2016 and March 2019, (2) which countries have been investing in research in this field, and (3) what digital technologies were used?
Methods: A Web-based search was conducted on PubMed and Web of Science. Studies that describe the use of digital technology with specific reference to keywords such as TB, digital health, eHealth, and mHealth were included. Data from selected studies were synthesized into 4 functions using narrative and graphical methods. Such digital health interventions were categorized based on 2 classifications, one by function and the other by targeted user.
Results: A total of 145 relevant studies were identified out of the 1005 published between January 2016 and March 2019. Overall, 72.4\% (105/145) of the research focused on patient care and 20.7\% (30/145) on surveillance and monitoring. Other programmatic functions 4.8\% (7/145) and electronic learning 2.1\% (3/145) were less frequently studied. Most digital health technologies used for patient care included primarily diagnostic 59.4\% (63/106) and treatment adherence tools 40.6\% (43/106). On the basis of the second type of classification, 107 studies targeted health care providers (107/145, 73.8\%), 20 studies targeted clients (20/145, 13.8\%), 17 dealt with data services (17/145, 11.7\%), and 1 study was on the health system or resource management. The first authors’ affiliations were mainly from 3 countries: the United States (30/145 studies, 20.7\%), China (20/145 studies, 13.8\%), and India (17/145 studies, 11.7\%). The researchers from the United States conducted their research both domestically and abroad, whereas researchers from China and India conducted all studies domestically.
Conclusions: The majority of research conducted between January 2016 and March 2019 on digital interventions for TB focused on diagnostic tools and treatment adherence technologies, such as video-observed therapy and SMS. Only a few studies addressed interventions for data services and health system or resource management.},
	language = {en-GB},
	number = {2},
	urldate = {2024-05-14},
	journal = {Journal of Medical Internet Research},
	author = {Lee, Yejin and Raviglione, Mario C and Flahault, Antoine},
	month = feb,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich},
	pages = {e15727},
	file = {Lee et al. - 2020 - Use of Digital Technology to Enhance Tuberculosis .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2RJSXJNH/Lee et al. - 2020 - Use of Digital Technology to Enhance Tuberculosis .pdf:application/pdf},
}

@article{jin_educational_2014,
	title = {Educational {Technologies} in {Problem}-{Based} {Learning} in {Health} {Sciences} {Education}: {A} {Systematic} {Review}},
	volume = {16},
	issn = {1438-8871},
	shorttitle = {Educational {Technologies} in {Problem}-{Based} {Learning} in {Health} {Sciences} {Education}},
	url = {http://www.jmir.org/2014/12/e251/},
	doi = {10.2196/jmir.3240},
	abstract = {Background: As a modern pedagogical philosophy, problem-based learning (PBL) is increasingly being recognized as a major research area in student learning and pedagogical innovation in health sciences education. A new area of research interest has been the role of emerging educational technologies in PBL. Although this field is growing, no systematic reviews of studies of the usage and effects of educational technologies in PBL in health sciences education have been conducted to date.
Objective: The aim of this paper is to review new and emerging educational technologies in problem-based curricula, with a specific focus on 3 cognate clinical disciplines: medicine, dentistry, and speech and hearing sciences. Analysis of the studies reviewed focused on the effects of educational technologies in PBL contexts while addressing the particular issue of scaffolding of student learning.
Methods: A comprehensive computerized database search of full-text articles published in English from 1996 to 2014 was carried out using 3 databases: ProQuest, Scopus, and EBSCOhost. Eligibility criteria for selection of studies for review were also determined in light of the population, intervention, comparison, and outcomes (PICO) guidelines. The population was limited to postsecondary education, specifically in dentistry, medicine, and speech and hearing sciences, in which PBL was the key educational pedagogy and curriculum design. Three types of educational technologies were identified as interventions used to support student inquiry: learning software and digital learning objects; interactive whiteboards (IWBs) and plasma screens; and learning management systems (LMSs).
Results: Of 470 studies, 28 were selected for analysis. Most studies examined the effects of learning software and digital learning objects (n=20) with integration of IWB (n=5) and LMS (n=3) for PBL receiving relatively less attention. The educational technologies examined in these studies were seen as potentially fit for problem-based health sciences education. Positive outcomes for student learning included providing rich, authentic problems and/or case contexts for learning; supporting student development of medical expertise through the accessing and structuring of expert knowledge and skills; making disciplinary thinking and strategies explicit; providing a platform to elicit articulation, collaboration, and reflection; and reducing perceived cognitive load. Limitations included cumbersome scenarios, infrastructure requirements, and the need for staff and student support in light of the technological demands of new affordances.
Conclusions: This literature review demonstrates the generally positive effect of educational technologies in PBL. Further research into the various applications of educational technology in PBL curricula is needed to fully realize its potential to enhance problem-based approaches in health sciences education.},
	language = {en-GB},
	number = {12},
	urldate = {2024-05-14},
	journal = {Journal of Medical Internet Research},
	author = {Jin, Jun and Bridges, Susan M},
	month = dec,
	year = {2014},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildungstheorien, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich},
	pages = {e251},
	file = {Jin und Bridges - 2014 - Educational Technologies in Problem-Based Learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XDRDZPSA/Jin und Bridges - 2014 - Educational Technologies in Problem-Based Learning.pdf:application/pdf},
}

@article{buabbas_health_2016,
	title = {Health {Sciences} {Students}’ {Self}-{Assessment} of {Information} and {Communication} {Technology} {Skills} and {Attitude} {Toward} e-{Learning}},
	volume = {2},
	issn = {2369-3762},
	url = {http://mededu.jmir.org/2016/1/e9/},
	doi = {10.2196/mededu.5606},
	abstract = {Background: In medical education, information and communication technology (ICT) knowledge and skills have become a necessity and an integral part of preparing tomorrow’s doctors to be sufficiently competent to use informatics resources effectively and efficiently for the best practice of medicine.
Objective: This research aimed to study the literacy of the preprofessional students in ICT before and after taking the basic informatics course at the Health Sciences Center at Kuwait University, to understand their potential and their attitudes toward using ICT, including e-learning.
Methods: A validated questionnaire was used to collect data from 200 students in 2 stages: before and after the informatics course on the preprofessional program. In addition, the tutors’ observational assessments of the students’ achievements during the informatics course were obtained.
Results: The response rate of students before the course was 85.5\% (171/200) and after was 77\% (154/200). Of 200 students, 85\% were female, and 15\% were male. This disproportional representation of genders was due to the fact that 85\% of registered students were female. Approximately 59\% (101/171) of the students assessed themselves before the course as computer literate; afterward, this increased to 70.1\% (108/154). Students who were still computer illiterate (29.2\%; 45/154) mostly used the excuse of a lack of time (60\%; 27/45). In generic ICT skills, the highest levels were for word processing, email, and Web browsing, whereas the lowest levels were for spreadsheets and database. In specific ICT skills, most respondents were reported low levels for statistical package use and Web page design. The results found that there was a significant improvement between students’ general ICT skills before and after the course. The results showed that there were significant improvement between how frequently students were using Medline (P{\textless}.001), Google Scholar (P{\textless}.001), and Cochrane Library (P{\textless}.001) before and after the informatics course. Furthermore, most of the students who completed the course (72.8\%; 110/151) chose the learning management system as the most useful e-learning tool. The results of the tutors’ assessments confirmed the obvious improvement in most of the students’ skills in using ICT.
Conclusions: The ICT knowledge and skills of the students before the course seemed insufficient, and the magnitude of the improvements that were acquired throughout the informatics course was obvious in most of the students’ performance. However, the findings reveal that more practice was required. The attitudes of most of the students toward the potential of e-learning were considered positive, although the potential of Web-based learning in medical training was not well known among the students.},
	language = {en-GB},
	number = {1},
	urldate = {2024-05-14},
	journal = {JMIR Medical Education},
	author = {Buabbas, Ali Jassem and Al-Shawaf, Hamza Mohammad Hassan and Almajran, Abdullah Abdulaziz},
	month = jun,
	year = {2016},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit},
	pages = {e9},
	file = {Buabbas et al. - 2016 - Health Sciences Students’ Self-Assessment of Infor.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4BRFCXVW/Buabbas et al. - 2016 - Health Sciences Students’ Self-Assessment of Infor.pdf:application/pdf},
}

@article{sarma_integrating_2023,
	title = {Integrating {Battlefield} {Documentation} into {Virtual} {Reality} {Medical} {Simulation} {Training}: {Virtual} {Battlefield} {Assisted} {Trauma} {Distributed} {Observation} {Kit} ({BATDOK})},
	volume = {188},
	issn = {1930-613X},
	shorttitle = {Integrating {Battlefield} {Documentation} into {Virtual} {Reality} {Medical} {Simulation} {Training}},
	doi = {10.1093/milmed/usad051},
	abstract = {INTRODUCTION: Clinical documentation is an essential component of the provision of medical care, enabling continuity of information across provider and site handoffs. This is particularly important in the combat casualty care setting when a single casualty may be treated by four or more or five completely disparate teams across the roles of care. The Battlefield Assisted Trauma Distributed Observation Kit (BATDOK) is a digital battlefield clinical documentation system developed by the Air Force Research Laboratory to address this need. To support the deployment of this tool, we integrated BATDOK into a commercially available virtual reality (VR) medical simulation platform used by the U.S. Air Force and Defense Health Agency personnel in order to provide an immersive simulation training experience which included battlefield documentation.
METHODS: A multidisciplinary team consisting of medical educators, VR simulation engineers, emergency physicians and pararescuemen, and BATDOK developers first developed a specification for a virtual BATDOK capability, including a detailed listing of learning objectives, critical interfaces and task plans, and sensor integrations. These specifications were then implemented into the commercially available Virtual Advancement of Learning for Operational Readiness VR Medical Simulation System and underwent developmental testing and evaluation during pararescueman training exercises at the Air Force Special Operations Command Special Operations Center for Medical Integration and Development.
RESULTS AND CONCLUSIONS: The BATDOK capability was successfully implemented within the VR Medical Simulation System. The capability consisted of a virtual tablet with replicated interfaces and capabilities based on the developed specifications. These capabilities included integrated point-of-care ultrasound capability, multi-patient management, vitals sign monitoring with sensor pairing and continuous monitoring, mechanism of injury documentation (including injury pattern documentation), intervention logging (including tourniquets, dressing, airways, lines, tubes and drains, splints, fluids, and medications), and event logging. The capability was found to be operational and in alignment with learning objectives and user acceptance goals.},
	language = {en-GB},
	number = {Suppl 6},
	journal = {Military Medicine},
	author = {Sarma, Karthik V. and Barrie, Michael G. and Dorsch, John R. and Andre, Tanner W. and Polson, Jennifer S. and Ribeira, Rosie J. and Andre, Tyler B. and Ribeira, Ryan J.},
	month = nov,
	year = {2023},
	pmid = {37948215},
	keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, Humans, Virtual Reality, Computer Simulation, Simulation Training, Tourniquets},
	pages = {110--115},
	file = {Sarma et al. - 2023 - Integrating Battlefield Documentation into Virtual.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VH7IF65C/Sarma et al. - 2023 - Integrating Battlefield Documentation into Virtual.pdf:application/pdf},
}

@article{zsidai_practical_2023,
	title = {A practical guide to the implementation of {AI} in orthopaedic research - part 1: opportunities in clinical application and overcoming existing challenges},
	volume = {10},
	issn = {2197-1153},
	shorttitle = {A practical guide to the implementation of {AI} in orthopaedic research - part 1},
	doi = {10.1186/s40634-023-00683-z},
	abstract = {Artificial intelligence (AI) has the potential to transform medical research by improving disease diagnosis, clinical decision-making, and outcome prediction. Despite the rapid adoption of AI and machine learning (ML) in other domains and industry, deployment in medical research and clinical practice poses several challenges due to the inherent characteristics and barriers of the healthcare sector. Therefore, researchers aiming to perform AI-intensive studies require a fundamental understanding of the key concepts, biases, and clinical safety concerns associated with the use of AI. Through the analysis of large, multimodal datasets, AI has the potential to revolutionize orthopaedic research, with new insights regarding the optimal diagnosis and management of patients affected musculoskeletal injury and disease. The article is the first in a series introducing fundamental concepts and best practices to guide healthcare professionals and researcher interested in performing AI-intensive orthopaedic research studies. The vast potential of AI in orthopaedics is illustrated through examples involving disease- or injury-specific outcome prediction, medical image analysis, clinical decision support systems and digital twin technology. Furthermore, it is essential to address the role of human involvement in training unbiased, generalizable AI models, their explainability in high-risk clinical settings and the implementation of expert oversight and clinical safety measures for failure. In conclusion, the opportunities and challenges of AI in medicine are presented to ensure the safe and ethical deployment of AI models for orthopaedic research and clinical application. Level of evidence IV.},
	language = {en-GB},
	number = {1},
	journal = {Journal of Experimental Orthopaedics},
	author = {Zsidai, Bálint and Hilkert, Ann-Sophie and Kaarre, Janina and Narup, Eric and Senorski, Eric Hamrin and Grassi, Alberto and Ley, Christophe and Longo, Umile Giuseppe and Herbst, Elmar and Hirschmann, Michael T. and Kopf, Sebastian and Seil, Romain and Tischer, Thomas and Samuelsson, Kristian and Feldt, Robert and {ESSKA Artificial Intelligence Working Group}},
	month = nov,
	year = {2023},
	pmid = {37968370},
	pmcid = {PMC10651597},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur, Ethics, Artificial intelligence, AI, ML, Machine learning, Decision support systems, Digital twins, Explainability, Generalizability, Large language models, Learning series, Orthopaedics, Provenance, Research methods},
	pages = {117},
	file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/K589MWZI/Zsidai et al. - 2023 - A practical guide to the implementation of AI in o.pdf:application/pdf;Zsidai et al. - 2023 - A practical guide to the implementation of AI in o.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A9PHARZU/Zsidai et al. - 2023 - A practical guide to the implementation of AI in o.pdf:application/pdf},
}

@article{knifka_kompetenzentwicklung_2023,
	title = {Kompetenzentwicklung in der Öffentlichen {Verwaltung} am {Beispiel} des {Digital}.{Campus} {Bayern} ({DCB})},
	issn = {1436-3011, 2198-2775},
	url = {https://link.springer.com/10.1365/s40702-023-01033-4},
	doi = {10.1365/s40702-023-01033-4},
	abstract = {The ongoing digital transformation in the public administration sector requires employees to develop new competencies. These competencies are necessary to meet the challenges of digitization and adapt to the changed processes, structures, and goals. In the context of public administration, we understand digital competencies as the ability to operate in digital environments and independently, as well as creatively, solve problems. We illustrate, using the example of Digital.Campus Bayern, an initiative of the Bavarian State Ministry of Digital Affairs, how a learning platform can promote the foundations for self-organization and independent problem-solving. The goal of Digital.Campus Bayern is to support all employees of public administration in Bavaria through ﬂexible and innovative learning opportunities to successfully overcome the challenges of digital transformation. The platform consists of a search function, a system for managing learning content, and a diagnostic tool. Particularly noteworthy is the diagnostic tool, which provides individual learning paths for the development of digital competencies. This tool serves as the central component of the entire learning platform. Additionally, we shed light on the signiﬁcance of an organization’s digital maturity and the role of accompanying change management in the implementation of a learning platform.},
	language = {de-DE},
	urldate = {2024-01-03},
	journal = {HMD Praxis der Wirtschaftsinformatik},
	author = {Knifka, Julia and Tilgner, Markus and Holand, Georg},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Systemanpassung, Bildungstheorien, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, DRK-Bildungszentrum Düsseldorf, Assessment, Kompetenzentwicklung},
	file = {Knifka et al. - 2023 - Kompetenzentwicklung in der Öffentlichen Verwaltun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/F5ZBUPUQ/Knifka et al. - 2023 - Kompetenzentwicklung in der Öffentlichen Verwaltun.pdf:application/pdf},
}

@article{nagy_measuring_2023,
	title = {Measuring efficiency and effectiveness of knowledge transfer in e-learning},
	volume = {9},
	issn = {24058440},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2405844023047102},
	doi = {10.1016/j.heliyon.2023.e17502},
	abstract = {With e-learning rapidly gaining popularity, evaluating its effectiveness and efficiency has become a challenge in public education, the public sector, and the corporate sector. Measuring knowledge transfer is crucial in any learning process, but e-learning lacks validated methods for this. Here we examine ways to evaluate that particularly in case of e-learning, conducting a literature review to assess available measurement solutions, developing an evaluation method for knowledge transfer, and validating the method. Using logged data from e-courses, it is possible to assess the knowl­ edge transfer in e-learning. We describe a novel method for classifying effectiveness and effi­ ciency with measured values and measurement instruments. The new measurement method was aligned with a data set of an existing learning management system, and the effectiveness and efficiency of knowledge transfer was analysed using quantitative means, including descriptive statistics, regression modelling, and cluster analysis based on a specific e-learning course. This newly elaborated and validated knowledge transfer measurement technique could be a useful tool for anyone wanting to evaluate e-learning courses and can also serve as a baseline for academics to further develop or implement it on larger empirical datasets.},
	language = {en-GB},
	number = {7},
	urldate = {2023-11-22},
	journal = {Heliyon},
	author = {Nagy, Vitéz and Duma, László},
	month = jul,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildungstheorien, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit, Promotion:FH},
	pages = {e17502},
	file = {Nagy und Duma - 2023 - Measuring efficiency and effectiveness of knowledg.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IUWAXX8S/Nagy und Duma - 2023 - Measuring efficiency and effectiveness of knowledg.pdf:application/pdf},
}

@article{thorne_nationwide_2023,
	title = {The nationwide impact of {COVID}-19 on life support courses. {A} retrospective evaluation by {Resuscitation} {Council} {UK}},
	volume = {13},
	issn = {26665204},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2666520423000097},
	doi = {10.1016/j.resplu.2023.100366},
	abstract = {Methods: We conducted a before-after study using course data from the Resuscitation Council UK Learning Management System between January 2018 and December 2021, using 23 March 2020 as the cut-off between pre- and post-pandemic periods. Demographics and outcomes were analysed using chi-squared tests and regression models.
Results: There were 90,265 ALS participants (51,464 pre-; 38,801 post-) and 368,140 ILS participants (225,628 pre-; 142,512 post-). There was a sharp decline in participants on ALS/ILS courses due to COVID-19. ALS participant numbers rebounded to exceed pre-pandemic levels, whereas ILS numbers recovered to a lesser degree with increased uptake of e-learning versions. Mean ALS course participants reduced from 20.0 to 14.8 post-pandemic (P {\textless} 0.001). Post-pandemic there were small but statistically significant decreases in ALS Cardiac Arrest Simulation Test pass rates (from 82.1 \% to 80.1 \% (OR = 0.90, 95 \% CI = 0.86–0.94, P {\textless} 0.001)), ALS MCQ score (from 86.6 \% to 86.0 \% (mean difference = -0.35, 95 \% CI À0.44 to À0.26, P {\textless} 0.001)), and overall ALS course results (from 95.2 \%to 94.7 \%, OR = 0.92, CI = 0.85–0.99, P = 0.023). ILS course outcomes were similar post-pandemic (from 99.4 \% to 99.4 \%, P = 0.037).
Conclusion: COVID-19 caused a sharp decline in the number of participants on ALS/ILS courses and an accelerated uptake of e-learning versions, with the average ALS course size reducing significantly. The small reduction in performance on ALS courses requires further research to clarify the contributing factors.},
	language = {en-GB},
	urldate = {2023-11-22},
	journal = {Resuscitation Plus},
	author = {Thorne, C.J. and Kimani, P.K. and Hampshire, S. and Hamilton-Bower, I. and Begum-Ali, S. and Benson-Clarke, A. and Couper, K. and Yeung, J. and Lockey, A. and Perkins, G.D. and Soar, J.},
	month = mar,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich},
	pages = {100366},
	file = {Thorne et al. - 2023 - The nationwide impact of COVID-19 on life support .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UW7YTBTQ/Thorne et al. - 2023 - The nationwide impact of COVID-19 on life support .pdf:application/pdf},
}

@article{habib_digital_2023,
	title = {Digital transformation strategy for developing higher education in conflict-affected societies},
	volume = {8},
	issn = {25902911},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2590291123002322},
	doi = {10.1016/j.ssaho.2023.100627},
	abstract = {Armed conflict is an evolution in reverse that significantly damages infrastructure, displaces students and faculty, and limits access to resources, necessitating innovative solutions. This research uses Syria as a case study to investigate the potential of a digital transformation strategy to revitalize the higher education system in warravaged regions. It proposes a digital transformation framework utilizing a mixed-method approach, including literature reviews, expert interviews, and case analysis, to identify critical challenges faced by Syrian higher education institutions. The framework focuses on developing digital infrastructure, capacity building for edu­ cators, e-learning platforms, digital content, and public-private partnerships that increase education access, foster collaboration, enable remote learning and enhance global competitiveness in war-torn areas. The elearning platforms component explores the potential of Massive Open Online Courses (MOOCs), Learning Management Systems (LMS), and blended learning approaches to enhance the quality and accessibility of higher education. The digital content component highlights the importance of open educational resources, digital li­ braries, and virtual labs to support learning. Finally, the capacity building component addresses the need for training and upskilling educators and administrators to implement digital solutions effectively. The proposed framework is a roadmap for policymakers, educators, and international organizations to develop and implement digital solutions supporting long-term recovery and growth in conflict-affected areas.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-22},
	journal = {Social Sciences \& Humanities Open},
	author = {Habib, Maan},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Bewertungsmethoden, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur},
	pages = {100627},
	file = {Habib - 2023 - Digital transformation strategy for developing hig.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/936R4ZZ3/Habib - 2023 - Digital transformation strategy for developing hig.pdf:application/pdf},
}

@article{trgalova_affordances_2023,
	title = {Affordances of {Virtual} {Learning} {Environments} to {Support} {Mathematics} {Teaching}},
	volume = {9},
	issn = {2199-3246, 2199-3254},
	url = {https://link.springer.com/10.1007/s40751-023-00127-4},
	doi = {10.1007/s40751-023-00127-4},
	abstract = {The slow uptake of technology by mathematics teachers is in contrast with the rapid growth in the availability of different digital resources specifically designed to help teaching and learning mathematics. We refer to platforms that were designed to permit for mathematical communication between multiple users. We seek to explore the affordances of such digital platforms to support mathematics teachers who wish to integrate technology as part of their practice, when planning and enacting technology-based mathematical activity. Specifically, we ask: What are the affordances and constraints of the platforms that may support instrumentation and instrumentalization processes leading to the development of teacher’s didactic instrument for planning and enacting a mathematical activity in a digital environment? The four platforms we chose for analysis are STEP, DESMOS, WIMS and Labomep. Our analysis shows on the one hand that the platforms afford support to the teacher while enacting technology-based mathematics activities. On the other hand, we suggest several components of didactic instrumental genesis that mathematics teachers need to develop in order to take benefit from digital platform affordances. These components include the ability to base decision-making on data gathered and visualised in dashboard embedded in learning management systems.},
	language = {en-GB},
	number = {3},
	urldate = {2023-11-22},
	journal = {Digital Experiences in Mathematics Education},
	author = {Trgalová, Jana and Tabach, Michal},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Bildungstheorien, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system},
	pages = {444--475},
	file = {Trgalová und Tabach - 2023 - Affordances of Virtual Learning Environments to Su.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PGUFVWG8/Trgalová und Tabach - 2023 - Affordances of Virtual Learning Environments to Su.pdf:application/pdf},
}

@article{bediang_computer_2013,
	title = {Computer literacy and {E}-learning perception in {Cameroon}: the case of {Yaounde} {Faculty} of {Medicine} and {Biomedical} {Sciences}},
	volume = {13},
	issn = {1472-6920},
	shorttitle = {Computer literacy and {E}-learning perception in {Cameroon}},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/1472-6920-13-57},
	doi = {10/gb332f},
	abstract = {Background: Health science education faces numerous challenges: assimilation of knowledge, management of increasing numbers of learners or changes in educational models and methodologies. With the emergence of e-learning, the use of information and communication technologies (ICT) and Internet to improve teaching and learning in health science training institutions has become a crucial issue for low and middle income countries, including sub-Saharan Africa. In this perspective, the Faculty of Medicine and Biomedical Sciences (FMBS) of Yaoundé has played a pioneering role in Cameroon in making significant efforts to improve students’ and lecturers’ access to computers and to Internet on its campus. The objective is to investigate how computer literacy and the perception towards e-learning and its potential could contribute to the learning and teaching process within the FMBS academic community.
Method: A cross-sectional survey was carried out among students, residents and lecturers. The data was gathered through a written questionnaire distributed at FMBS campus and analysed with routine statistical software.
Results: 307 participants answered the questionnaire: 218 students, 57 residents and 32 lecturers. Results show that most students, residents and lecturers have access to computers and Internet, although students’ access is mainly at home for computers and at cyber cafés for Internet. Most of the participants have a fairly good mastery of ICT. However, some basic rules of good practices concerning the use of ICT in the health domain were still not well known. Google is the most frequently used engine to retrieve health literature for all participants; only 7\% of students and 16\% of residents have heard about Medical Subject Headings (MeSH). The potential of e-learning in the improvement of teaching and learning still remains insufficiently exploited. About two thirds of the students are not familiar with the concept of e-leaning. 84\% of students and 58\% of residents had never had access to e-learning resources. However, most of the participants perceive the potential of e-learning for learning and teaching, and are in favour of its development at the FMBS.
Conclusion: The strong interest revealed by the study participants to adopt and follow-up the development of elearning, opens new perspectives to a faculty like the FMBS, located in a country with limited resources. However, the success of its development will depend on different factors: the definition of an e-learning strategy, the implementation of concrete measures and the adoption of a more active and participative pedagogy.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Bediang, Georges and Stoll, Beat and Geissbuhler, Antoine and Klohn, Axel M and Stuckelberger, Astrid and Nko’o, Samuel and Chastonay, Philippe},
	month = dec,
	year = {2013},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit, Krisenreaktion im Bildungsbereich},
	pages = {57},
	file = {Bediang et al. - 2013 - Computer literacy and E-learning perception in Cam.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TS8JRK64/Bediang et al. - 2013 - Computer literacy and E-learning perception in Cam.pdf:application/pdf},
}

@article{eom_learning_2023,
	title = {Learning {Outcomes} and {Learner} {Satisfaction}: {The} {Mediating} {Roles} of {Self}-regulated {Learning} and {Dialogues}},
	volume = {32},
	issn = {1941-6679},
	shorttitle = {Learning {Outcomes} and {Learner} {Satisfaction}},
	url = {https://scholarworks.lib.csusb.edu/jitim/vol32/iss1/1},
	doi = {10/gss62s},
	abstract = {The interdependent learning process is regarded as a crucial part of e-learning success, but it has been largely ignored in e-learning empirical research. Grounded in constructivist and social constructivist theory, we present and test an e-learning success model consisting of eight e-learning critical success factors (CSF) derived from constructivist and social constructivist models. Three hundred seventy-two on-line students from a Midwestern university in the United States participated in the survey. The data collected from the survey was used to examine the partial least squares structural equation model. The results highlight the importance of selfregulated learning and dialogical processes to explain and predict perceived learning outcomes and student satisfaction.},
	language = {en-GB},
	number = {1},
	urldate = {2023-09-30},
	journal = {Journal of International Technology and Information Management},
	author = {Eom, Sean and Ashill, Nicholas Jeremy},
	month = jan,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia},
	pages = {1--31},
	file = {Eom und Ashill - 2023 - Learning Outcomes and Learner Satisfaction The Me.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FVW7EVS9/Eom und Ashill - 2023 - Learning Outcomes and Learner Satisfaction The Me.pdf:application/pdf},
}

@article{mickan_evidence_2013,
	title = {Evidence of {Effectiveness} of {Health} {Care} {Professionals} {Using} {Handheld} {Computers}: {A} {Scoping} {Review} of {Systematic} {Reviews}},
	volume = {15},
	issn = {14388871},
	shorttitle = {Evidence of {Effectiveness} of {Health} {Care} {Professionals} {Using} {Handheld} {Computers}},
	url = {http://www.jmir.org/2013/10/e212/},
	doi = {10/gbd32x},
	abstract = {Background: Handheld computers and mobile devices provide instant access to vast amounts and types of useful information for health care professionals. Their reduced size and increased processing speed has led to rapid adoption in health care. Thus, it is important to identify whether handheld computers are actually effective in clinical practice.
Objective: A scoping review of systematic reviews was designed to provide a quick overview of the documented evidence of effectiveness for health care professionals using handheld computers in their clinical work.
Methods: A detailed search, sensitive for systematic reviews was applied for Cochrane, Medline, EMBASE, PsycINFO, Allied and Complementary Medicine Database (AMED), Global Health, and Cumulative Index to Nursing and Allied Health Literature (CINAHL) databases. All outcomes that demonstrated effectiveness in clinical practice were included. Classroom learning and patient use of handheld computers were excluded. Quality was assessed using the Assessment of Multiple Systematic Reviews (AMSTAR) tool. A previously published conceptual framework was used as the basis for dual data extraction. Reported outcomes were summarized according to the primary function of the handheld computer.
Results: Five systematic reviews met the inclusion and quality criteria. Together, they reviewed 138 unique primary studies. Most reviewed descriptive intervention studies, where physicians, pharmacists, or medical students used personal digital assistants. Effectiveness was demonstrated across four distinct functions of handheld computers: patient documentation, patient care, information seeking, and professional work patterns. Within each of these functions, a range of positive outcomes were reported using both objective and self-report measures. The use of handheld computers improved patient documentation through more complete recording, fewer documentation errors, and increased efficiency. Handheld computers provided easy access to clinical decision support systems and patient management systems, which improved decision making for patient care. Handheld computers saved time and gave earlier access to new information. There were also reports that handheld computers enhanced work patterns and efficiency.
Conclusions: This scoping review summarizes the secondary evidence for effectiveness of handheld computers and mhealth. It provides a snapshot of effective use by health care professionals across four key functions. We identified evidence to suggest that handheld computers provide easy and timely access to information and enable accurate and complete documentation. Further, they can give health care professionals instant access to evidence-based decision support and patient management systems to improve clinical decision making. Finally, there is evidence that handheld computers allow health professionals to be more},
	language = {en-GB},
	number = {10},
	urldate = {2023-02-10},
	journal = {Journal of Medical Internet Research},
	author = {Mickan, Sharon and Tilson, Julie K and Atherton, Helen and Roberts, Nia Wyn and Heneghan, Carl},
	month = oct,
	year = {2013},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Krisenreaktion im Bildungsbereich},
	pages = {e212},
	file = {Mickan et al. - 2013 - Evidence of Effectiveness of Health Care Professio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GXF63XXT/Mickan et al. - 2013 - Evidence of Effectiveness of Health Care Professio.pdf:application/pdf},
}

@article{maloney_cost-effectiveness_2015,
	title = {A {Cost}-{Effectiveness} {Analysis} of {Blended} {Versus} {Face}-to-{Face} {Delivery} of {Evidence}-{Based} {Medicine} to {Medical} {Students}},
	volume = {17},
	issn = {1438-8871},
	url = {http://www.jmir.org/2015/7/e182/},
	doi = {10/f7kkcz},
	abstract = {Background: Blended learning describes a combination of teaching methods, often utilizing digital technologies. Research suggests that learner outcomes can be improved through some blended learning formats. However, the cost-effectiveness of delivering blended learning is unclear.
Objective: This study aimed to determine the cost-effectiveness of a face-to-face learning and blended learning approach for evidence-based medicine training within a medical program.
Methods: The economic evaluation was conducted as part of a randomized controlled trial (RCT) comparing the evidence-based medicine (EBM) competency of medical students who participated in two different modes of education delivery. In the traditional face-to-face method, students received ten 2-hour classes. In the blended learning approach, students received the same total face-to-face hours but with different activities and additional online and mobile learning. Online activities utilized YouTube and a library guide indexing electronic databases, guides, and books. Mobile learning involved self-directed interactions with patients in their regular clinical placements. The attribution and differentiation of costs between the interventions within the RCT was measured in conjunction with measured outcomes of effectiveness. An incremental cost-effectiveness ratio was calculated comparing the ongoing operation costs of each method with the level of EBM proficiency achieved. Present value analysis was used to calculate the break-even point considering the transition cost and the difference in ongoing operation cost.
Results: The incremental cost-effectiveness ratio indicated that it costs 24\% less to educate a student to the same level of EBM competency via the blended learning approach used in the study, when excluding transition costs. The sunk cost of approximately AUD \$40,000 to transition to the blended model exceeds any savings from using the approach within the first year of its implementation; however, a break-even point is achieved within its third iteration and relative savings in the subsequent years. The sensitivity analysis indicates that approaches with higher transition costs, or staffing requirements over that of a traditional method, are likely to result in negative value propositions.
Conclusions: Under the study conditions, a blended learning approach was more cost-effective to operate and resulted in improved value for the institution after the third year iteration, when compared to the traditional face-to-face model. The wider applicability of the findings are dependent on the type of blended learning utilized, staffing expertise, and educational context.},
	language = {en-GB},
	number = {7},
	urldate = {2023-02-10},
	journal = {Journal of Medical Internet Research},
	author = {Maloney, Stephen and Nicklen, Peter and Rivers, George and Foo, Jonathan and Ooi, Ying Ying and Reeves, Scott and Walsh, Kieran and Ilic, Dragan},
	month = jul,
	year = {2015},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Learning Management System (LMS), Bildungstheorien, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Digitale Bildung, Lernsystemarchitektur, FernUni-Hagen:MABM:Master-Arbeit, Evidenzbasierte Medizin (EbM), medical education, economic evaluation},
	pages = {e182},
	file = {Maloney et al. - 2015 - A Cost-Effectiveness Analysis of Blended Versus Fa (Deutsch).pdf:/Users/jochenhanisch-johannsen/Zotero/storage/29QDZ3DL/Maloney et al. - 2015 - A Cost-Effectiveness Analysis of Blended Versus Fa (Deutsch).pdf:application/pdf},
}

@article{bergmans_technology-enhanced_2022,
	title = {„{Technology}-enhanced learning“ in {Anästhesiologie} und {Notfallmedizin}: {Ein} neuer {Weg} in der studentischen {Lehre} im {Schatten} der {Pandemie}},
	volume = {71},
	issn = {2731-6858, 2731-6866},
	shorttitle = {„{Technology}-enhanced learning“ in {Anästhesiologie} und {Notfallmedizin}},
	url = {https://link.springer.com/10.1007/s00101-021-01057-9},
	doi = {10/grq6bb},
	abstract = {Zusammenfassung
            
              Hintergrund
              Die COVID-19 Pandemie stellt die medizinischen Fakultäten vor beispiellose Herausforderungen. Kontaktbeschränkung als wirksamstes Mittel der Infektionsprävention macht den traditionellen Präsenzunterricht nahezu unmöglich. Daher sind neue Lehrmethoden erforderlich, um das Infektionsrisiko einzudämmen und gleichzeitig hochwertigen Unterricht zu gewährleisten.
            
            
              Fragestellung
              Um den Bedarf an Präsenzunterricht zu reduzieren, wurde unter Anwendung von Open-Source-Software im Rahmen eines Pilotprojekts eine multimediale, virtuelle Lernumgebung für das Fach „Anästhesiologie und Notfallmedizin“ entwickelt und deren Akzeptanz bei Studierenden untersucht. Gleichzeitig beantworten wir die Frage, ob diese Technologie eine taugliche Alternative zum klassischen Präsenzunterricht darstellt.
            
            
              Material und Methoden
              Wir haben mit dem Lernmanagementsystem „Moodle“ eine multimediale eLearning-Plattform entsprechend dem Lehrplan „Anästhesiologie und Notfallmedizin“ für das 2. klinische Studienjahr geschaffen. Es wurde eine anonymisierte Nachkursbefragung mit Multiple-Choice- und Freitextfragen durchgeführt.
            
            
              Ergebnisse
              85,4 \% der 157 Teilnehmer bewerteten den Kurs als „sehr gut“, 12,1 \% als „gut“ und 1,9 \% als „o.k.“. Niedrigere Bewertungen wurden nicht gegeben. 54,8 \% bewerteten den Kursinhalt als „sehr relevant“, 43,3 \% als „relevant“ und 1,9 \% als „neutral“. 94,3 \% waren der Ansicht, dass „mehr vergleichbare Online-Kurse angeboten werden sollten“. Die Freitextantworten zeigten, dass Barrierefreiheit und multimediales, selbstgesteuertes Lernen sehr geschätzt wurden. Es wurde jedoch auch angemerkt, dass die praktische Ausbildung nicht durch eLearning ersetzt werden kann.
            
            
              Diskussion
              „Technology enhanced learning“ wurde von unseren Studierenden sehr gut angenommen und als gute Alternative zum Präsenzunterricht bewertet. Für das Erlernen praktischer Fertigkeiten bleibt der Präsenzunterricht jedoch unverzichtbar.
            
          , 
            Abstract
            
              Background
              Coronavirus disease 2019 (COVID-19) has brought about unprecedented challenges to medical schools. Physical distancing as the most effective means of infection prevention renders traditional classroom teaching nearly impossible and new teaching methods are required to contain the infection risk whilst ensuring high-level education.
            
            
              Objective
              In order to minimize the need for classroom teaching we have created an interactive multimedia eLearning environment using the open-source learning management system “Moodle”. This article describes the development of the eLearning environment and aims to establish the acceptance of technology-enhanced learning (TEL) among medical students and the evaluation of TEL as an alternative to classroom teaching.
            
            
              Material and methods
              We have built a multimedia eLearning environment for fourth year medical students covering the medical school curriculum “anesthesiology and emergency medicine”, which is based on the recommendations of the German Society for Anesthesiology and Intensive Care Medicine (DGAI). We have chosen the open-source learning management system “Moodle” as a platform. “Moodle” is widely used by Anglo-American educational institutions to support and conduct academic and nonacademic teaching. In order to assess the students’ experience, we have carried out an anonymized post-course survey consisting of multiple-choice and free-answer questions.
            
            
              Results
              Of the 157 participants 85.4\% rated the course as “very good”, 12.1\% as “good” and 1.9\% as “OK”. Lower ratings were not given, 54.8\% rated the course content as “very relevant”, 43.3\% as “relevant” and 1.9\% as “neutral”, 94.3\% felt that more comparable online courses should be offered. The free-text answers revealed that accessibility and multimedia self-controlled learning were highly valued; however, it was felt that hands-on training cannot be replaced by eLearning.
            
            
              Conclusion
              Technology Enhanced Learning was highly valued by our students and helped to reduce the need for classroom teaching; however, for teaching practical skills classroom teaching remains indispensable.},
	language = {de-DE},
	number = {6},
	urldate = {2023-02-07},
	journal = {Die Anaesthesiologie},
	author = {Bergmans, Elonka and Metelmann, Camilla and Metelmann, Bibiana and Rübsam, Marie-Luise and von Au, Felix and Thies, Karl-Christian},
	month = jun,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur},
	pages = {444--451},
	file = {Bergmans et al. - 2022 - „Technology-enhanced learning“ in Anästhesiologie .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CY7LZ9R3/Bergmans et al. - 2022 - „Technology-enhanced learning“ in Anästhesiologie .pdf:application/pdf},
}

@article{temperman_supporting_nodate,
	title = {Supporting {E}-learning {Design} with {Trello}},
	abstract = {This contribution aims to give feedback on the use of Trello, a task management tool, in a context of team coaching in e-learning design. The handling of this digital tool was carried out in the framework of the Erasmus+ CoNeCTE project in partnership with Lebanese higher education institutions. In the framework of this research, the Pedagogical Engineering and Digital Education Service (UMONS) accompanies teacher-researchers in the design of virtual learning environments. In order to monitor them, we created dashboards combining the Kanban method and the ADDIE model. Focus groups were conducted with the design teams to analyse the usability and usefulness of the Trello tool in this context. Our results show that Trello is a fast, efficient and easy-to-use tool for managing a project remotely, visualising progress, encouraging collaboration and supporting design teams. This contribution is also an opportunity to write some recommendations about the integration of the Trello tool in a team support context.},
	language = {en-GB},
	author = {Temperman, Gaëtan and Lièvre, Bruno De},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Promotion:FU4b, Promotion:FH},
	file = {Temperman und Lièvre - Supporting E-learning Design with Trello.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FEN4242C/Temperman und Lièvre - Supporting E-learning Design with Trello.pdf:application/pdf},
}

@article{jorge_e-learning_2021,
	title = {An e-{Learning} {Program} for {Physiotherapists} to {Manage} {Knee} {Osteoarthritis} {Via} {Telehealth} {During} the {COVID}-19 {Pandemic}: {Real}-{World} {Evaluation} {Study} {Using} {Registration} and {Survey} {Data}},
	volume = {7},
	issn = {2369-3762},
	shorttitle = {An e-{Learning} {Program} for {Physiotherapists} to {Manage} {Knee} {Osteoarthritis} {Via} {Telehealth} {During} the {COVID}-19 {Pandemic}},
	url = {https://mededu.jmir.org/2021/4/e30378},
	doi = {10.2196/30378},
	abstract = {Background: The COVID-19 pandemic necessitated clinicians to transition to telehealth, often with little preparation or training. The Physiotherapy Exercise and Physical Activity for Knee Osteoarthritis (PEAK) e-learning modules were developed to upskill physiotherapists in management of knee osteoarthritis (OA) via telehealth and in-person. In the research setting, the e-learning modules are perceived by physiotherapists as effective when they are part of a comprehensive training program for a clinical trial. However, the effectiveness of the modules on their own in a real-world setting is unknown.
Objective: This study aims to evaluate the reach, effectiveness, adoption, and implementation of PEAK e-learning modules.
Methods: This longitudinal study was informed by the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework. Participants were clinicians, researchers, educators, and health care students who registered for access to the modules between April 1 and November 30, 2020. Reach was evaluated by outcomes (countries, referral sources, and attrition) extracted from registration data and embedded within precourse surveys in the Learning Management System (LMS). Effectiveness was evaluated by outcomes (confidence with videoconferencing; likelihood of using education, strengthening exercise, and physical activity in a treatment plan for knee OA; usefulness of modules) measured using a 10-point numeric rating scale (NRS; score range from 1=not confident or likely or useful at all to 10=extremely confident or likely or useful) in pre- and postcourse (on completion) surveys in the LMS. Adoption and implementation were evaluated by demographic and professional characteristics and outcomes related to the use of learning and usefulness of program elements (measured via a 4-point Likert scale, from not at all useful to extremely useful) in a survey administered 4 months after module completion.
Results: Broad reach was achieved, with 6720 people from 97 countries registering for access. Among registrants, there were high levels of attrition, with 36.65\% (2463/6720) commencing the program and precourse survey and 19.61\% (1318/6720) completing all modules and the postcourse survey. The program was effective. Learners who completed the modules demonstrated increased confidence with videoconferencing (mean change 3.1, 95\% CI 3.0-3.3 NRS units) and increased likelihood of using education, strengthening and physical activity in a knee OA treatment plan, compared to precourse. Adoption and implementation of learning (n=149 respondents) occurred at 4 months. More than half of the respondents used their learning to structure in-person consultations with patients (80/142, 56.3\%) and patient information booklets in their clinical practice (75/142, 52.8\%).
Conclusions: Findings provide evidence of the reach and effectiveness of an asynchronous self-directed e-learning program in a real-world setting among physiotherapists. The e-learning modules offer clinicians an accessible educational course to learn},
	language = {en-GB},
	number = {4},
	urldate = {2021-12-12},
	journal = {JMIR Medical Education},
	author = {Jorge, Ana Elisa Serafim and Bennell, Kim Louise and Kimp, Alexander Jared and Campbell, Penny Kate and Hinman, Rana Shane},
	month = dec,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Digitale Bildung, Krisenreaktion im Bildungsbereich, education, evaluation, implementation, telehealth, osteoarthritis, physiotherapy, exercise, pain, rehabilitation, professional development, knee},
	pages = {e30378},
	file = {Jorge et al. - 2021 - An e-Learning Program for Physiotherapists to Mana.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5ACKKV3Y/Jorge et al. - 2021 - An e-Learning Program for Physiotherapists to Mana.pdf:application/pdf},
}

@article{martinengo_digital_2019,
	title = {Digital {Education} for the {Management} of {Chronic} {Wounds} in {Health} {Care} {Professionals}: {Protocol} for a {Systematic} {Review} by the {Digital} {Health} {Education} {Collaboration}},
	volume = {8},
	issn = {1929-0748},
	shorttitle = {Digital {Education} for the {Management} of {Chronic} {Wounds} in {Health} {Care} {Professionals}},
	url = {http://www.researchprotocols.org/2019/3/e12488/},
	doi = {10.2196/12488},
	abstract = {Background: Digital education is “the act of teaching and learning by means of digital technologies.” Digital education comprises a wide range of interventions that can be broadly divided into offline digital education, online digital education, digital game-based learning, massive open online courses (MOOCs), psychomotor skills trainers, virtual reality environments, virtual patient simulations, and m-learning. Chronic wounds pose an immense economic and psychosocial burden to patients and the health care system, as caring for them require highly specialized personnel. Current training strategies face significant barriers, such as lack of time due to work commitments, distance from provider centers, and costs. Therefore, there is an increased need to synthesize evidence on the effectiveness of digital education interventions on chronic wounds management in health care professionals.},
	language = {en-GB},
	number = {3},
	urldate = {2021-12-12},
	journal = {JMIR Research Protocols},
	author = {Martinengo, Laura and Yeo, Natalie Jia Ying and Tang, Zheng Qiang and Markandran, Kasturi D/O and Kyaw, Bhone Myint and Tudor Car, Lorainne},
	month = mar,
	year = {2019},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Digitale Bildung, Krisenreaktion im Bildungsbereich, systematic review, distance education, digital education, health professions, health personnel, continuous medical education, leg ulcers, pressure ulcers},
	pages = {e12488},
	file = {Martinengo et al. - 2019 - Digital Education for the Management of Chronic Wo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TAY6J6WD/Martinengo et al. - 2019 - Digital Education for the Management of Chronic Wo.pdf:application/pdf},
}

@article{semwal_digital_2019,
	title = {Digital {Education} for {Health} {Professions} on {Smoking} {Cessation} {Management}: {Systematic} {Review} by the {Digital} {Health} {Education} {Collaboration}},
	volume = {21},
	issn = {1438-8871},
	shorttitle = {Digital {Education} for {Health} {Professions} on {Smoking} {Cessation} {Management}},
	url = {http://www.jmir.org/2019/3/e13000/},
	doi = {10.2196/13000},
	abstract = {Background: Tobacco smoking, one of the leading causes of preventable death and disease, is associated with 7 million deaths every year. This is estimated to rise to more than 8 million deaths per year by 2030, with 80\% occurring in low- and middle-income countries. Digital education, teaching, and learning using digital technologies have the potential to increase educational opportunities, supplement teaching activities, and decrease distance barriers in health professions education.
Objective: The primary objective of this systematic review was to evaluate the effectiveness of digital education compared with various controls in improving learners’ knowledge, skills, attitudes, and satisfaction to deliver smoking cessation therapy. The secondary objectives were to assess patient-related outcomes, change in health professionals’ practice or behavior, self-efficacy or self-rated competence of health professionals in delivering smoking cessation therapy, and cost-effectiveness of the interventions.
Methods: We searched 7 electronic databases and 2 trial registers for randomized controlled trials published between January 1990 and August 2017. We used gold standard Cochrane methods to select and extract data and appraise eligible studies.
Results: A total of 11 studies (number of participants, n=2684) were included in the review. All studies found that digital education was at least as effective as traditional or usual learning. There was some suggestion that blended education results in similar or greater improvements in knowledge (standardized mean difference, SMD=0.19, 95\% CI −0.35 to 0.72), skill (SMD=0.58, 95\% CI 0.08-1.08), and satisfaction (SMD=0.62, 95\% CI 0.12-1.12) compared with digital education or usual learning alone. There was also some evidence for improved attitude (SMD=0.45, 95\% CI 0.18-0.72) following digital education compared with usual learning. Only 1 study reported patient outcomes and the setup cost of blended education but did not compare outcomes among groups. There were insufficient data to investigate what components of the digital education interventions were associated with the greatest improvements in learning outcomes.
Conclusions: The evidence suggests that digital education is at least as effective as usual learning in improving health professionals’ knowledge and skill for delivering smoking cessation therapy. However, limitations in the evidence base mean that these conclusions should be interpreted with some caution.},
	language = {en-GB},
	number = {3},
	urldate = {2021-12-12},
	journal = {Journal of Medical Internet Research},
	author = {Semwal, Monika and Whiting, Penny and Bajpai, Ram and Bajpai, Shweta and Kyaw, Bhone Myint and Tudor Car, Lorainne},
	month = mar,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildungstheorien, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia},
	pages = {e13000},
	file = {Semwal et al. - 2019 - Digital Education for Health Professions on Smokin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S74KDQWY/Semwal et al. - 2019 - Digital Education for Health Professions on Smokin.pdf:application/pdf},
}

@article{fink-heitz_dokumentation_2015,
	title = {Dokumentation eines {E}-{Learning}-{Szenarios} mit virtueller {Gruppenarbeit}},
	volume = {3},
	abstract = {Studiengänge im Bereich Pflegewissenschaft verzeichnet steigende Studentenzahlen. Die Anzahl an Berufstätigen ist hoch. Studierende pendeln große Strecken für das Studium. Zur flexibleren Organisation des Studiums erscheinen Al- ternativen wie E-Learning nötig. Deshalb wurde das virtuelle Studienangebot „Einführung in die angewandte Pfle- geforschung“ entwickelt. Seit 2011 fand der Online-Kurs sieben Mal statt. Mehr als 500 Studierende haben daran partizipiert. Evaluiert wurden die Kurse mittels Fragebogen. Auch für den Bereich Pflegewissenschaft bestätigt die vor- liegende Evaluation bekannte Effekte bezüglich E-Learning: Die Studierenden profitieren von einem flexiblen Zeit- und Arbeitsplatzmanagement. Der Umgang mit modernen Medien wird geschult. Virtuelle Gruppenarbeiten werden positiv bewertet. Dagegen wird der fehlende persönliche Kontakt mit anderen Studierenden und dem Dozenten negativ emp- funden. Eine Erweiterung der nicht-virtuellen Lernsettings könnte diesbezüglich Abhilfe schaffen.},
	language = {de-DE},
	number = {4},
	journal = {Pädagogik der Gesundheitsberufe},
	author = {Fink-Heitz, Margit and Engl, Tobias and Oberhoffer, Renate and Schulz, Thorsten},
	month = feb,
	year = {2015},
	note = {ZSCC: 0000000},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Promotion:FU3},
	pages = {14--39},
	file = {Fink-Heitz et al. - Dokumentation eines E-Learning-Szenarios mit virtu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R5D3KN56/Fink-Heitz et al. - Dokumentation eines E-Learning-Szenarios mit virtu.pdf:application/pdf},
}

@article{westhof_lern-managementsystem_2021,
	title = {Lern-{Managementsystem} {ILIAS}: {Lehren} und {Lernen} mit der {Lernplattform} in der {Gesundheits}- und {Pflegeausbildung}},
	volume = {16},
	issn = {1861-6186, 2235-218X},
	shorttitle = {Lern-{Managementsystem} {ILIAS}},
	url = {https://econtent.hogrefe.com/doi/10.1024/1861-6186/a000603},
	doi = {10/gjnjz7},
	abstract = {Zusammenfassung. Das Lern-Management-System ILIAS (Integriertes Lern-, Informations- und Arbeitskooperations-System) bietet Instrumente und Werkzeuge, die reine E-Learning Szenarien ermöglichen z. B. virtuelle Seminare. Zudem kann das Lern-Management-System auch in Lernszenarien agieren, die Präsenz- und Computerbasiertes Lernen im sinnvollen Wechsel einsetzen.},
	language = {de-DE},
	number = {2},
	urldate = {2021-04-06},
	journal = {PADUA},
	author = {Westhof, Sadija},
	month = apr,
	year = {2021},
	note = {ZSCC: 0000000},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia},
	pages = {79--84},
	file = {westhof_2021_lern-managementsystem_ilias.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CCKF87TZ/westhof_2021_lern-managementsystem_ilias.pdf:application/pdf},
}

@article{abdelshaheed_digital_2024,
	title = {Digital {Collaborative} {Learning}: {Promoting} {Reading} {Comprehension} and {Vocabulary} among {Saudi} {University} {English} {Majors}},
	issn = {22299327},
	shorttitle = {Digital {Collaborative} {Learning}},
	url = {https://awej.org/digital-collaborative-learning-promoting-reading-comprehension-and-vocabulary-among-saudi-university-english-majors/},
	doi = {10.24093/awej/call10.9},
	abstract = {This study considered how digital collaboration can improve English majors' Reading Comprehension (RC) and Vocabulary Learning (VL). It employed tests and semi-structured interviews to investigate whether differences exist between Collaborative Digital Learning (CDL) and Individual Digital Learning (IDL) regarding participants’ reading comprehension and vocabulary learning and to explore EFL learners’ perceptions of CDL. Sixty EFL majors enrolled in two sections of the same course- RC and VL- were randomly assigned to a treatment group and a control group. Both groups were pre-tested before performing the assigned digital activities through the learning management platform and Quizlet website. At the end of the course, both groups were post-tested. The treatment group was only individually interviewed about CDL's impact and perceptions. The results revealed that CDL had improved students' RC and VL. The treatment group outperformed the control group in the post-test scores in the test dimensions, RC and VL, and in the overall scores of the test. The analyses, including paired-sample t-tests, independent-sample t-tests, Cohen'd statistics, and qualitative content analysis, indicated more significant benefits of CDL over IDL in improving RC and VL. It emphasized the importance of integrating collaboration activities in reading and VL classes. The data obtained from the interviews showed the learners' preference for CDL as a valuable interactional setting for English as a foreign language. This study highlights the need for collaboration and more digital tools to be integrated into EFL education in Saudi Arabia. Based on these findings, conclusions, limitations, and recommendations were provided.},
	language = {en-GB},
	number = {10},
	urldate = {2024-08-08},
	journal = {Arab World English Journal},
	author = {Abdelshaheed, Bothina},
	month = jul,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, \#5:Zeitschriftenartikel:e-learning},
	pages = {118--133},
	file = {Abdelshaheed - 2024 - Digital Collaborative Learning Promoting Reading .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IGZDS3G8/Abdelshaheed - 2024 - Digital Collaborative Learning Promoting Reading .pdf:application/pdf},
}

@article{afshar_flipped_2024,
	title = {Flipped and {Peer}-{Assisted} teaching: a new model in virtual anatomy education},
	volume = {24},
	issn = {1472-6920},
	shorttitle = {Flipped and {Peer}-{Assisted} teaching},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-024-05697-4},
	doi = {10.1186/s12909-024-05697-4},
	abstract = {Introduction  In response to the COVID-19 crisis, this study aimed to introduce a new virtual teaching model for anatomy education that combines Peer-Assisted Learning (PAL) and flipped classrooms, aligning with constructivist principles.
Method  The Flipped Peer Assisted (FPA) method was implemented in a virtual neuroanatomy course for second-year medical students at Birjand University of Medical Sciences via a descriptive study. The method involved small groups of PAL, with peer learning serving as educational assistants and the teacher acting as a facilitator. Educational content was uploaded to the university’s learning management system (LMS). The opinion of medical students regarding the teaching method were evaluated using a 15-item questionnaire on a five-point Likert scale.
Results  A total of 210 students participated in the instruction using the FPA method. The analysis of students’ scores revealed an average score of 26.75 ± 3.67 on the 30-point test. According to student feedback, this teaching method effectively motivated students to study, enhanced teamwork and communication skills, transformed their perspective on the anatomy course, provided opportunities for formative assessment and feedback, and demonstrated the teacher’s dedication to education.
Conclusion  The FPA model demonstrates its effectiveness in transforming traditional classroom teaching and fostering teaching and learning in virtual environments, particularly during pandemics like COVID-19. This model holds promise for enhancing anatomy education in challenging circumstances.},
	language = {en-GB},
	number = {1},
	urldate = {2024-08-02},
	journal = {BMC Medical Education},
	author = {Afshar, Mohammad and Zarei, Afagh and Moghaddam, Mahdieh Rajabi and Shoorei, Hamed},
	month = jul,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, \#1:Zeitschriftenartikel:learning:management:system},
	pages = {722},
	file = {Afshar et al. - 2024 - Flipped and Peer-Assisted teaching a new model in.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MQZBGXC8/Afshar et al. - 2024 - Flipped and Peer-Assisted teaching a new model in.pdf:application/pdf},
}

@article{shawket_urban_2024,
	title = {Urban perception: impact of community-based learning},
	abstract = {This paper delves into the merits of integrating community-based learning into urban design and planning studios, emphasizing the essential connection between academic learning and practical experiences within local communities. It promotes collaborative efforts among students, staff, and community members to address specific local challenges effectively. By actively engaging with these communities, participants gain profound insights into the social, cultural, economic, and environmental factors shaping them, enabling them to apply their disciplinary knowledge aptly to address community issues. Extended on-site durations further amplify the benefits, offering a deeper understanding of community needs, values, and perspectives. This fosters enduring collaborations and promotes social, economic, and environmental sustainability. Experiential learning activities during the experimental week, such as service-learning projects and community-based research, enhance critical thinking, problem-solving, and communication skills, while heightening awareness of social and cultural dynamics within the community. In conclusion, community-based learning proves invaluable in urban design and planning studios, fostering sustained collaboration and promoting holistic sustainability.},
	language = {en-GB},
	author = {Shawket, Indjy M},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:FU2a, Promotion:Argumentation, Promotion:Relevanz:4, \#5:Zeitschriftenartikel:e-learning},
	file = {Shawket - 2024 - URBAN PERCEPTION IMPACT OF COMMUNITY-BASED LEARNI.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QV4L2DRW/Shawket - 2024 - URBAN PERCEPTION IMPACT OF COMMUNITY-BASED LEARNI.pdf:application/pdf},
}

@article{maloney_health_2013,
	title = {Health {Professional} {Learner} {Attitudes} and {Use} of {Digital} {Learning} {Resources}},
	volume = {15},
	issn = {1438-8871},
	url = {http://www.jmir.org/2013/1/e7/},
	doi = {10.2196/jmir.2094},
	abstract = {Background: Web-based digital repositories allow educational resources to be accessed efficiently and conveniently from diverse geographic locations, hold a variety of resource formats, enable interactive learning, and facilitate targeted access for the user. Unlike some other learning management systems (LMS), resources can be retrieved through search engines and meta-tagged labels, and content can be streamed, which is particularly useful for multimedia resources.
Objective: The aim of this study was to examine usage and user experiences of an online learning repository (Physeek) in a population of physiotherapy students. The secondary aim of this project was to examine how students prefer to access resources and which resources they find most helpful.
Methods: The following data were examined using an audit of the repository server: (1) number of online resources accessed per day in 2010, (2) number of each type of resource accessed, (3) number of resources accessed during business hours (9 am to 5 pm) and outside business hours (years 1-4), (4) session length of each log-on (years 1-4), and (5) video quality (bit rate) of each video accessed. An online questionnaire and 3 focus groups assessed student feedback and self-reported experiences of Physeek.
Results: Students preferred the support provided by Physeek to other sources of educational material primarily because of its efficiency. Peak usage commonly occurred at times of increased academic need (ie, examination times). Students perceived online repositories as a potential tool to support lifelong learning and health care delivery.
Conclusions: The results of this study indicate that today’s health professional students welcome the benefits of online learning resources because of their convenience and usability. This represents a transition away from traditional learning styles and toward technological learning support and may indicate a growing link between social immersions in Internet-based connections and learning styles. The true potential for Web-based resources to support student learning is as yet unknown.},
	language = {en-GB},
	number = {1},
	urldate = {2024-05-14},
	journal = {Journal of Medical Internet Research},
	author = {Maloney, Stephen and Chamberlain, Michael and Morrison, Shane and Kotsanas, George and Keating, Jennifer L and Ilic, Dragan},
	month = jan,
	year = {2013},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, \#1:Zeitschriftenartikel:learning:management:system},
	pages = {e7},
	file = {Maloney et al. - 2013 - Health Professional Learner Attitudes and Use of D.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XBK25EFS/Maloney et al. - 2013 - Health Professional Learner Attitudes and Use of D.pdf:application/pdf},
}

@article{alt_health_2021,
	title = {Health management students’ self-regulation and digital concept mapping in online learning environments},
	volume = {21},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-021-02542-w},
	doi = {10.1186/s12909-021-02542-w},
	abstract = {Background: Self-regulation of learning is considered one of the key capabilities deemed essential for the healthcare system and its workers to cope successfully with the current challenges they are facing. Therefore, healthcare curricula are increasingly called upon to support self-regulation as a central learning outcome. With scant relevant publications describing how students of medicine and other healthcare professions regulate their learning, this study set out to design and assess a problem-based learning using digital concept mapping in an online course and to evaluate the set of connections between this intervention and Health Management students’ self-regulation of learning.
Method: Students of a Management of Health Service Organizations program (100) were presented with an illstructured problem, relevant to their course content (accreditation process within hospitals) and were asked to argue for or against the implementation of the accreditation process. The participants were asked to detail five arguments to establish their decision by using Mindomo, a popular digital platform for designing concept maps. The students were given predefined criteria that allowed them to self-assess their maps. Data for the analysis were gathered by two measurements: Concept mapping for problem-based learning scale and the Online self-regulated learning scale and were analyzed by using Partial Least Squares - Structural Equation Modeling.
Results: The analyses showed that at the beginning of the process, students’ online self-regulation was found lower than at the end of the intervention, and only two self-regulation sub-factors: Goal setting and Task strategies, were positively linked to students’ perceptions of the intervention. After the intervention, the analyses showed that it increased the levels of four Online self-regulation sub-factors: Goal setting, Task strategies, Environment structuring, and Time management.
Conclusions: Teachers need to recognize and account for different types of learners and encourage and scaffold students’ effective use of self-regulation strategies. Low self-regulated learners might fail to see the advantages of concept mapping in problem-solving activities. Combining these teaching and learning tools together with the use of advanced technology in an online course that encourages active learning enables the development and acquisition of abilities of self-directed learning among students in the medical and health management professions.},
	language = {en-GB},
	number = {1},
	urldate = {2024-05-14},
	journal = {BMC Medical Education},
	author = {Alt, Dorit and Naamati-Schneider, Lior},
	month = dec,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildungstheorien, \#1:Zeitschriftenartikel:learning:management:system},
	pages = {110},
	file = {Alt und Naamati-Schneider - 2021 - Health management students’ self-regulation and di.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HPANKCYT/Alt und Naamati-Schneider - 2021 - Health management students’ self-regulation and di.pdf:application/pdf},
}

@article{alon_working_2023,
	title = {Working towards a ready to implement digital literacy program},
	volume = {9},
	issn = {2306-9740},
	doi = {10.21037/mhealth-23-13},
	abstract = {BACKGROUND: As healthcare continues to expand online and digital care offerings multiply, the importance of digital inclusion and equity is now better recognized. Yet despite impressive regional grassroots efforts, today there remain few readily deployable programs designed to support patient digital literacy.
METHODS: Digital Outreach for Obtaining Resources and Skills (DOORs) is one such digital literacy program that has evolved over the last 5 years to meet the rising demand. Through community partnerships, the DOORs curriculum and delivery has been updated to make the program more accessible and applicable as Coronavirus Disease 2019 (COVID-19) changes healthcare. Participants' experience in the most updated iteration of DOORS was assessed through surveys and semi-structured interviews.
RESULTS: Improvements to DOORs include an updated DOORs curriculum, updated facilitator manual, an online platform with a learning management system, standardized training, patient-facing educational handouts, consolidation of all DOORs materials into a single package that is ready to be shared with other groups, implementation of a single-session intervention model, and Spanish translation. Participants reported improved confidence on 72\% of the digital skills assessed. Thematic analysis resulted in three themes: awareness of divide, patient-centered design, and expanded skills and confidence.
CONCLUSIONS: Combined, these changes and participant outcomes better position DOORS to meet the rising need for digital literacy and offers a scalable model for teams across the world.},
	language = {en-GB},
	journal = {mHealth},
	author = {Alon, Noy and Perret, Sarah and Torous, John},
	year = {2023},
	pmid = {38023777},
	pmcid = {PMC10643183},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, literacy, smartphone, Digital literacy, mobile, equity},
	pages = {32},
	file = {Alon et al. - 2023 - Working towards a ready to implement digital liter.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RX7SMQ3D/Alon et al. - 2023 - Working towards a ready to implement digital liter.pdf:application/pdf},
}

@article{schick_training_2024,
	title = {Training in medical communication competence through video-based e-learning: {How} effective are video modeling and video reflection?},
	volume = {121},
	issn = {1873-5134},
	shorttitle = {Training in medical communication competence through video-based e-learning},
	doi = {10.1016/j.pec.2023.108132},
	abstract = {OBJECTIVE: The present study investigated the efficacy of the didactic approaches of video modeling (VM, best-practice examples), video reflection (VR, problem-based approach), and the combination of both (VMR) in fostering medical communication competence in a video-based digital learning environment.
METHODS: N = 126 third-year medical students who participated in the pre-post study were assigned to either the intervention groups (VM, VR, and VMR) or the wait-list control group. The efficacy of the three approaches was assessed by means of a situational judgment test (SJT) of medical communication competence. To investigate the differences between the wait-list control and the intervention groups (H1), between the single-mode and combined conditions (H2), and between VM and VR (H3), we applied planned contrast analyses.
RESULTS: The planned contrasts showed that the VR condition significantly improved learning outcomes in comparison to the VM condition (H3). The decreased mean scores of the VM condition offset the increased mean scores of VR, and thus no significant differences could be found in H1 and H2.
CONCLUSIONS: Our study provides promising evidence that VR fosters medical communication competence more effectively than VM.
PRACTICAL IMPLICATIONS: Medical students' learning in video-based digital environments can be facilitated by the use of interactive VR.},
	language = {en-GB},
	journal = {Patient Education and Counseling},
	author = {Schick, Kristina and Reiser, Sabine and Janssen, Laura and Schacht, Laura and Pittroff, Sylvia Irene Donata and Dörfler, Eva and Klein, Evelyn and Roenneberg, Casper and Dinkel, Andreas and Fleischmann, Andreas and Berberat, Pascal O. and Bauer, Johannes and Gartmeier, Martin},
	month = apr,
	year = {2024},
	pmid = {38184987},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Learning, Humans, Communication, Students, Medical, \#5:Zeitschriftenartikel:e-learning, Computer-Assisted Instruction, Clinical Competence, E-learning, Medical communication competence, Video modeling, Video reflection},
	pages = {108132},
	file = {Schick et al. - 2024 - Training in medical communication competence throu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HY4FBADP/Schick et al. - 2024 - Training in medical communication competence throu.pdf:application/pdf},
}

@article{martinez_who_2024,
	title = {The {WHO} atlas for female-genital schistosomiasis: {Co}-design of a practicable diagnostic guide, digital support and training},
	volume = {4},
	issn = {2767-3375},
	shorttitle = {The {WHO} atlas for female-genital schistosomiasis},
	doi = {10.1371/journal.pgph.0002249},
	abstract = {Up to 56 million young and adult women of African origin suffer from Female Genital Schistosomiasis (FGS). The transmission of schistosomiasis happens through contact with schistosomiasis infested fresh water in rivers and lakes. The transmission vector is the snail that releases immature worms capable of penetrating the human skin. The worm then matures and mates in the blood vessels and deposits its eggs in tissues, causing urogenital disease. There is currently no gold standard for FGS diagnosis. Reliable diagnostics are challenging due to the lack of appropriate instruments and clinical skills. The World Health Organisation (WHO) recommends "screen-and-treat" cervical cancer management, by means of visual inspection of characteristic lesions on the cervix and point-of-care treatment as per the findings. FGS may be mistaken for cervical cancer or sexually transmitted diseases. Misdiagnosis may lead to the wrong treatment, increased risk of exposure to other infectious diseases (human immunodeficiency virus and human papilloma virus), infertility and stigmatisation. The necessary clinical knowledge is only available to a few experts in the world. For an appropriate diagnosis, this knowledge needs to be transferred to health professionals who have minimal or non-existing laboratory support. Co-design workshops were held with stakeholders (WHO representative, national health authority, FGS experts and researchers, gynaecologists, nurses, medical doctors, public health experts, technical experts, and members of the public) to make prototypes for the WHO Pocket Atlas for FGS, a mobile diagnostic support tool and an e-learning tool for health professionals. The dissemination targeted health facilities, including remote areas across the 51 anglophone, francophone and lusophone African countries. Outcomes were endorsed by the WHO and comprise a practical diagnostic guide for FGS in low-resource environments.},
	language = {en-GB},
	number = {3},
	journal = {PLOS global public health},
	author = {Martinez, Santiago Gil and Mbabazi, Pamela S. and Sebitloane, Motshedisi H. and Vwalika, Bellington and Mocumbi, Sibone and Galaphaththi-Arachchige, Hashini N. and Holmen, Sigve D. and Randrianasolo, Bodo and Roald, Borghild and Olowookorun, Femi and Hyera, Francis and Mabote, Sheila and Nemungadi, Takalani G. and Ngcobo, Thembinkosi V. and Furumele, Tsakani and Ndhlovu, Patricia D. and Gerdes, Martin W. and Gundersen, Svein G. and Mkhize-Kwitshana, Zilungile L. and Taylor, Myra and Mhlanga, Roland E. E. and Kjetland, Eyrun F.},
	year = {2024},
	pmid = {38498490},
	pmcid = {PMC10947668},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Bildungstheorien, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur},
	pages = {e0002249},
	file = {Martinez et al. - 2024 - The WHO atlas for female-genital schistosomiasis .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YYRDJFFQ/Martinez et al. - 2024 - The WHO atlas for female-genital schistosomiasis .pdf:application/pdf},
}

@article{tetzlaff_developing_2021,
	title = {Developing personalized education. {A} dynamic framework},
	volume = {33},
	issn = {1573-336X},
	url = {http://nbn-resolving.de/urn:nbn:de:0111-pedocs-252373},
	abstract = {Personalized education—the systematic adaptation of instruction to individual learners—has been a long-striven goal. We review research on personalized education that has been conducted in the laboratory, in the classroom, and in digital learning environments. Across all learning environments, we find that personalization is most successful when relevant learner characteristics are measured repeatedly during the learning process and when these data are used to adapt instruction in a systematic way. Building on these observations, we propose a novel, dynamic framework of personalization that conceptualizes learners as dynamic entities that change during and in interaction with the instructional process. As these dynamics manifest on different timescales, so do the opportunities for instructional adaptations—ranging from setting appropriate learning goals at the macroscale to reacting to affective-motivational fluctuations at the microscale. We argue that instructional design needs to take these dynamics into account in order to adapt to a specific learner at a specific point in time. Finally, we provide some examples of successful, dynamic adaptations and discuss future directions that arise from a dynamic conceptualization of personalization. (DIPF/Orig.)},
	language = {en-GB},
	number = {3},
	urldate = {2024-05-14},
	journal = {Educational psychology review},
	author = {Tetzlaff, Leonard and Schmiedek, Florian and Brod, Garvin},
	year = {2021},
	note = {Publisher: pedocs},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bildungstheorien, Virtual learning, Educational Environment, Learning environment, Learning process, Lernprozess, Datenerhebung, Teaching, Unterricht, Forschungsstand, Lernumgebung, Lehr-Lern-Forschung, Teaching-learning research, \#5:Zeitschriftenartikel:e-learning, Kernstudie, E-learning, E-Learning, Individualisierung, Individualization, Lernforschung, Research on learning, School class, Schulklasse, Unterrichtsgestaltung, Adaptiver Unterricht, Binnendifferenzierung, Interior differentiation, Lernender, Model building, Modellbildung},
	pages = {863--882},
	file = {Tetzlaff et al. - 2021 - Developing personalized education. A dynamic frame.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VFWUENXU/Tetzlaff et al. - 2021 - Developing personalized education. A dynamic frame.pdf:application/pdf},
}

@article{venkatesan_impact_2023,
	title = {The {Impact} of {Patient}-{Centric} {Interactive} {E}-{Module} in {Pathology} {Among} {Medical} {Undergraduates}},
	volume = {33},
	issn = {2156-8650},
	doi = {10.1007/s40670-023-01869-x},
	abstract = {INTRODUCTION: COVID pandemic shifted healthcare-related education to digital platforms. With the widespread availability of learning management systems like MOODLE, many opportunities exist to create innovative e-modules. Its success depends on the interactive multimedia resources and structural framework. The present study aims to create two patient-centric e-modules on Diabetes and Alcoholic liver disease in Pathology by a medical undergraduate facilitated by faculty and to assess its impact on learning outcomes and learners' perceptions in relation to student seminars.
METHODOLOGY: This mixed-method intervention study combines quantitative and qualitative research methods to gain deeper insight into learners' experiences. By random allocation, half of the second-year medical undergraduates (n = 60) attended an e-module, and the other half listened to a student seminar on the same topic with the same specific learning objectives. Pre- and post-test scores and feedback questionnaires were quantitatively analysed. Student-led focus group discussions (FGD) for learners' experiences underwent thematic analysis.
RESULTS: Pre- and post-tests for both learning techniques were statistically significant, while the feedback questionnaire's responses favoured e-module. Four focus group discussions yielded six themes for the e-module: Patient-driven holistic learning experience, Inquiry-based learning, Immersive learning, Higher level cognitive skills, Flexibility, repeatability and accessibility, and No human involvement. The five themes for the seminar were: Peer-driven camaraderie learning dynamic, Teacher-centric synchronous learning, Active vs passive listening, Basic learning, and Teacher-student interaction.
CONCLUSION: While both learning techniques had comparable effects on test scores, they have merits and demerits. Hence, blending both techniques where seminars impart basic knowledge and e-module for deeper reinforcement will benefit the students.},
	language = {en-GB},
	number = {6},
	journal = {Medical Science Educator},
	author = {Venkatesan, Jayaprakash and Manickam, Niraimathi and Madasamy, Balamurugan and Rajagopal, Meyyappa Devan and Karthikeyan, Arun Kumar},
	month = dec,
	year = {2023},
	pmid = {38188400},
	pmcid = {PMC10767029},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bildungstheorien, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur, Mixed-method study, MOODLE, Patient-centric e-module, Seminar, Student-led focus group discussion},
	pages = {1347--1358},
	file = {Venkatesan et al. - 2023 - The Impact of Patient-Centric Interactive E-Module.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RNNFJHJM/Venkatesan et al. - 2023 - The Impact of Patient-Centric Interactive E-Module.pdf:application/pdf},
}

@article{mojtahedzadeh_students_2024,
	title = {Students' experience of interpersonal interactions quality in e-{Learning}: {A} qualitative research},
	volume = {19},
	issn = {1932-6203},
	shorttitle = {Students' experience of interpersonal interactions quality in e-{Learning}},
	doi = {10.1371/journal.pone.0298079},
	abstract = {BACKGROUND: Online Interaction is a critical characteristic of distance learning, and effective online communication models empower students.
PURPOSE: This research aimed to explain students' experiences on the quality of interpersonal interactions in e-learning.
METHOD: This study was conducted from November 2021 to October 2022. The qualitative descriptive design via conventional content analysis was utilized. Purposeful and maximum variation methods recruited sixteen participants from three medical science universities in Iran. The data were collected through semi-structured, in-depth, face-to-face, or online interviews. Interviews were recorded through a digital recorder, and analysis was achieved simultaneously with data collection using Graneheim and Lundman (2004). The Lincoln and Guba criteria, including credibility, dependability, transferability, and confirmability, were used to improve the trustworthiness of the findings.
RESULTS: The results indicated the importance of different dimensions related to teaching-learning. It seems crucial to develop a comfortable and safe environment to improve interpersonal interactions. Educators should be provided with pedagogical skills to support interactions. In addition, focusing on some learners' soft skills is also vital. In addition to the significance of the teacher's inclusive role, the educational content must have critical standards. Constructive feedback and the proper use of simultaneous and non-simultaneous communication tools and social networks are other important issues in strengthening interpersonal relationships. Ultimately, comprehensive and ongoing support of learners improves the quality of interpersonal interactions.
CONCLUSIONS: The results indicated the significance of different dimensions of teaching-learning as facilitating factors of interpersonal interactions. The proper use of simultaneous and non-simultaneous communication tools and social networks are other important issues in strengthening interpersonal relationships. Ultimately, comprehensive and ongoing support of learners improves the quality of interpersonal interactions.
IMPLICATIONS: The results of this study give teachers the insight to keep essential issues in mind when developing their online courses and students to be aware of their roles in the online learning process. Also, the characteristics of simultaneous and non-synchronous platforms, social messaging networks, and learner support are crucial.},
	language = {en-GB},
	number = {3},
	journal = {PloS One},
	author = {Mojtahedzadeh, Rita and Hasanvand, Shirin and Mohammadi, Aeen and Malmir, Sahar and Vatankhah, Mehdi},
	year = {2024},
	pmid = {38530814},
	pmcid = {PMC10965068},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Learning, Humans, Students, \#5:Zeitschriftenartikel:e-learning, Computer-Assisted Instruction, Interpersonal Relations, Qualitative Research},
	pages = {e0298079},
	file = {Mojtahedzadeh et al. - 2024 - Students' experience of interpersonal interactions.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q92BP47D/Mojtahedzadeh et al. - 2024 - Students' experience of interpersonal interactions.pdf:application/pdf},
}

@article{behler_digital_2024,
	title = {Digital {Future} {Skills} in {Nursing}: {Fallbasiertes} {E}-{Learning} zur {Vermittlung} digitaler {Kompetenzen} im {Pflegestudium}},
	volume = {19},
	issn = {1861-6186, 2235-218X},
	shorttitle = {Digital {Future} {Skills} in {Nursing}},
	url = {https://econtent.hogrefe.com/doi/10.1024/1861-6186/a000792},
	doi = {10.1024/1861-6186/a000792},
	abstract = {Zusammenfassung: An der Hochschule Bielefeld wurde ein neues Modul „Digital Future Skills in Nursing (DiFuSiN)“ für den Bachelorstudiengang Pflege entwickelt. Studierende bauen im Rahmen dieses Moduls zentrale digitale Kompetenzen für ihren späteren Berufsalltag auf. Der Artikel gibt einen Überblick über die Entwicklung und den Aufbau des Moduls sowie über das im Projekt entstandene digitale Lehr-/ Lernmaterial (Open Educational Resources).},
	language = {de-DE},
	number = {2},
	urldate = {2024-03-29},
	journal = {PADUA},
	author = {Behler, Annika and Palmdorf, Sarah and Ilskens, Karina and Latteck, Änne-Dörte and Büker, Christa},
	month = apr,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Weiterführung, \#5:Zeitschriftenartikel:e-learning},
	pages = {87--92},
	file = {Behler et al. - 2024 - Digital Future Skills in Nursing Fallbasiertes E-.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C62WH49K/Behler et al. - 2024 - Digital Future Skills in Nursing Fallbasiertes E-.pdf:application/pdf},
}

@article{scheidig_prognose_2023,
	title = {Prognose von {Studienabbrüchen} angehender {Lehrkräfte} mit {Maschinellem} {Lernen}: {Potenziale} der {Nutzung} von {Studierenden}- und {Studienverlaufsdaten} aus dem {Campus}-{Management}-{System}},
	volume = {51},
	issn = {0340-4099, 2520-873X},
	shorttitle = {Prognose von {Studienabbrüchen} angehender {Lehrkräfte} mit {Maschinellem} {Lernen}},
	url = {https://link.springer.com/10.1007/s42010-023-00182-1},
	doi = {10.1007/s42010-023-00182-1},
	abstract = {The unmet need for teachers draws attention to student teachers’ dropout. In this context, interest is both focused on clarifying the reasons and on reducing dropouts in teacher education programmes. With regard to the analysis of dropouts, new possibilities for the use of student and study progress data (learning analytics) are emerging in the context of digitalisation. The paper presents a study in which dropout predictions were calculated based on campus management data of 4601 student teachers. Two machine learning methods, logistic regression and random forest, were used and their application and results are presented. With both methods, all students could be correctly assigned to either the group of successful graduates or dropouts with about 80\% accuracy. The most important predictor was the examination performance in the ﬁrst three semesters (grade and percentage of passed examinations). The article discusses possibilities and challenges of dropout prediction in teacher education programmes as well as implications of data use.},
	language = {de-DE},
	number = {4},
	urldate = {2024-03-11},
	journal = {Unterrichtswissenschaft},
	author = {Scheidig, Falk and Holmeier, Monika},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Bewertungsmethoden, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit, DRK-Bildungszentrum Düsseldorf, Krisenreaktion im Bildungsbereich, Assessment},
	pages = {489--509},
	file = {Scheidig und Holmeier - 2023 - Prognose von Studienabbrüchen angehender Lehrkräft.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QRWLCRPZ/Scheidig und Holmeier - 2023 - Prognose von Studienabbrüchen angehender Lehrkräft.pdf:application/pdf},
}

@article{wolf-ostermann_digitale_2024,
	title = {Digitale {Technologien} in der {Pflege} – {Was} können sie leisten?},
	issn = {1436-9990, 1437-1588},
	url = {https://link.springer.com/10.1007/s00103-024-03843-3},
	doi = {10.1007/s00103-024-03843-3},
	abstract = {Zusammenfassung
            Digitale Pflegetechnologien gewinnen in der Langzeitpflege zunehmend an Bedeutung. Sie umfassen alle Technologien, die mittels Vernetzung und/oder Sensorik Prozesse und/oder Produkte verändern, und schließen künstliche Intelligenz, also Verfahren, Methoden und Algorithmen, um mittels Daten zu lernen und darauf aufbauend zielorientierte Handlungen zu ermöglichen, ein. Ihre Anwendung reicht von der Förderung professioneller Zusammenarbeit über Steuerung und Verwaltung, Wissenserwerb und -weitergabe, Interaktion und Beziehung bis zur körpernahen Pflege.
            Digitale Pflegetechnologien haben das Potenzial, gleichzeitig die Qualität der Pflege zu erhöhen und die Arbeitsbedingungen in der Pflege zu verbessern. Allerdings stehen dem Hemmnisse auf verschiedenen Ebenen entgegen: Die Entwicklung dieser Technologien wird häufig von den technischen Möglichkeiten getrieben, sodass Produkte entstehen, die im Pflegealltag keinen konkreten Nutzen entfalten. Bei der Implementation wird nur die Bedienung geschult; es erfolgt aber keine Organisationsentwicklung zur systematischen Integration der Technologien in den Arbeitsalltag. Zudem fehlen hochwertige Evaluationen, die den tatsächlichen Nutzen im Arbeitsalltag abbilden, um so potenzielle Anwender:innen für die Technologie zu gewinnen. Schließlich ist die nachhaltige Finanzierung, insbesondere der Unterhaltung dieser Technologien, nicht gesichert.
            Eine gelingende Digitalisierung in der Pflege setzt daher voraus, dass Technikentwickler:innen und -anwender:innen ebenso wie Politik und Wissenschaft gemeinsam diese Hemmnisse überwinden. Das impliziert, dass Pflegende von Anfang an in den Entwicklungsprozess einbezogen sind, aber auch dass Orte geschaffen werden, in denen die Wirkung digitaler Pflegetechnologien im tatsächlichen Versorgungsgeschehen evaluiert werden kann.
          , 
            Abstract
            Digital care technologies are becoming increasingly important in long-term care. They encompass all technologies that change processes and products by means of networking and/or sensor technology and include artificial intelligence, that is, processes, methods, and algorithms for learning by means of data and enabling meaningful decisions based on this. Their application ranges from the promotion of professional collaboration, control and management, knowledge acquisition and transfer, interaction and relationships to physical caregiving.
            Digital care technologies have the potential to simultaneously increase the quality of care and improve working conditions in care. However, there are obstacles to this at various levels: The development of these technologies is often driven by technical possibilities, resulting in products that do not provide any concrete benefits in routine nursing care. During implementation, only the operator is trained; however, there is no organizational development for the systematic integration of these technologies into routine work. In addition, there is a lack of high-quality evaluations showing evidence of the actual benefits to routine work in order to attract potential users to these technologies. Finally, there is no sustainable financing, especially for the maintenance of these technologies.
            Successful digitization in long-term care therefore requires that technology developers and users, as well as policymakers and scientists, jointly overcome these obstacles. This implies that caregivers are involved in the development process from the outset (co-creation) but also that spaces are created where the effect of digital care technologies can be evaluated in routine caregiving.},
	language = {de-DE},
	urldate = {2024-02-10},
	journal = {Bundesgesundheitsblatt - Gesundheitsforschung - Gesundheitsschutz},
	author = {Wolf-Ostermann, Karin and Rothgang, Heinz},
	month = feb,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit, Krisenreaktion im Bildungsbereich, Promotion:FU4b, Lernsystemarchitektur},
	file = {Wolf-Ostermann und Rothgang - 2024 - Digitale Technologien in der Pflege – Was können s.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M7RACXSK/Wolf-Ostermann und Rothgang - 2024 - Digitale Technologien in der Pflege – Was können s.pdf:application/pdf},
}

@article{carabregu-vokshi_21st_2024,
	title = {21st century digital skills of higher education students during {Covid}-19—is it possible to enhance digital skills of higher education students through {E}-{Learning}?},
	volume = {29},
	issn = {1360-2357, 1573-7608},
	url = {https://link.springer.com/10.1007/s10639-023-12232-3},
	doi = {10.1007/s10639-023-12232-3},
	abstract = {Crucial for organizations’ business performance, 21st-century digital skills have gained prominence. The Covid-19 pandemic’s impact on individuals, education, and higher education institutions led to a shift from traditional face-to-face to remote synchronous learning. Students experienced diverse information and communication technologies (ICTs), while instructors adapted course structures, engaged in e-learning, and revamped online curricula. This study examines factors affecting students’ digital skills acquisition, including instructor involvement, e-course quality, e-learning system usability, and e-course interactivity. Additionally, we explore the relationship between increased educational ICT usage and improved digital skills. Drawing from a survey of 624 higher education students in Pristina, Kosovo, and employing variance-based PLS-SEM analysis using SmartPLS 3.0, we find that active professor engagement in e-learning significantly influences digital skills acquisition. Ease of use and e-course interactivity also wield substantial effects, while e-course quality indirectly affects digital skills. Enhanced educational ICT usage positively correlates with creative and innovative skills development, enabled by content creation and ICT integration. This study contributes to the ongoing discussion regarding the potential enhancement of digital skills acquisition among higher education students. The findings indicate that increasing students’ gaining digital skills through e-learning is indeed achievable through instructor involvement, e-course quality, ease of use, and increased ICT utilization. This study’s insights provide a foundation for educators, institutions, and policymakers to make informed decisions on designing effective e-learning environments and strategies that promote students’ digital skills in a rapidly evolving educational landscape.},
	language = {en-GB},
	number = {1},
	urldate = {2024-01-10},
	journal = {Education and Information Technologies},
	author = {Carabregu-Vokshi, Mjellma and Ogruk-Maz, Gokcen and Yildirim, Sinan and Dedaj, But and Zeqiri, Adelina},
	month = jan,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, \#5:Zeitschriftenartikel:e-learning},
	pages = {103--137},
	file = {Carabregu-Vokshi et al. - 2024 - 21st century digital skills of higher education st.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SJ22G6M5/Carabregu-Vokshi et al. - 2024 - 21st century digital skills of higher education st.pdf:application/pdf},
}

@article{mefferd_tracing_2023,
	title = {Tracing {Undergraduate} {Science} {Learners}’ {Digital} {Cognitive} {Strategy} {Use} and {Relation} to {Performance}},
	volume = {32},
	issn = {1059-0145, 1573-1839},
	url = {https://link.springer.com/10.1007/s10956-022-10018-9},
	doi = {10.1007/s10956-022-10018-9},
	abstract = {Digital environments like learning management systems can afford opportunities for students to engage in cognitive learning strategies including preparatory reading of advance organizers including lecture outlines and self-testing using ungraded quizzes. When timed appropriately, self-testing can afford distributed practice, an optimal approach to self-testing that confers additional benefits. At a large, public university in the southwestern USA, we examined the frequency and timing of digital learning behaviors that reflect these practices in a large gateway science course and how these event types predicted exam performance of 220 undergraduates’ exam grades in the first unit of a 16-week anatomy and physiology course. Coursework over this 31-day span included lessons on cytology, histology, the integumentary system, and osteology; we observed the timing and frequency of students’ use of the lecture outline, ungraded self-testing quizzes, and hypothesized that those who self-regulated by downloading advance organizers before lecture (i.e., pre-reading) and utilizing quizzes to self-test (i.e., retrieval practice) and distributed this practice would achieve superior performances. Whereas students massed self-testing prior to the exam, a regression model that also included pre-reading, self-testing, and its distribution predicted achievement over and above massed practice. In authentic contexts, students used digital resources and benefitted from early lecture access or pre-reading advance organizers, and self-testing despite challenges to distribute practice and to self-test frequently and on recommended schedules.},
	language = {en-GB},
	number = {6},
	urldate = {2023-11-22},
	journal = {Journal of Science Education and Technology},
	author = {Mefferd, Kyle Castro and Bernacki, Matthew L.},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, \#1:Zeitschriftenartikel:learning:management:system, Advance organizers},
	pages = {837--857},
	file = {Mefferd und Bernacki - 2023 - Tracing Undergraduate Science Learners’ Digital Co.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NMQB82T4/Mefferd und Bernacki - 2023 - Tracing Undergraduate Science Learners’ Digital Co.pdf:application/pdf},
}

@article{patja_health_2022,
	title = {Health promotion and disease prevention in the education of health professionals: a mapping of {European} educational programmes from 2019},
	volume = {22},
	issn = {1472-6920},
	shorttitle = {Health promotion and disease prevention in the education of health professionals},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03826-5},
	doi = {10/gs569k},
	abstract = {Background:  Health professionals face barriers in carrying out effective health promotion and disease prevention. To indicate what are the needs for curriculum development in educational programmes, this study aims to provide an overview of how various health professionals are currently trained in health promotion and disease prevention at different educational levels.
Methods:  In 2019, a descriptive mapping exercise was performed focusing on European programmes for different health and healthcare professionals at the three levels of education (undergraduate, postgraduate, and continuous professional development [CPD]). Data were collected by a self-developed online survey that was distributed using a modified snowball method.
Results:  A total of 186 educational programmes of 17 different health professionals were analysed, implemented in 31 countries (60\% were undergraduate, 30\% postgraduate and 10\% CPD programmes). Nearly all programmes indicated that expected outcomes were defined on knowledge (99\%), skills (94\%) and behaviours/attitudes (89\%) regarding health promotion and disease prevention. A multidisciplinary approach was reported to be applied by 81\% of the programmes. Traditional teaching methods such as lectures (97\%) and assignments (81\%) were dominant, while e-learning was less frequently used (46\%). Digitalization in health promotion and digital health coaching were the least addressed topics in most programmes.
Conclusions:  Health promotion and disease prevention are reported at all surveyed levels of education for a broad spectrum of health professionals. Educational programmes cover contents on knowledge, skills, and behaviours. There is a need for capacity building and joint development in health promotion education. Specifically, there is a need to include digitalisation and novel teaching in the educational programmes of health promotion and disease prevention.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Patja, Kristiina and Huis In ‘T Veld, Tessa and Arva, Dorottya and Bonello, Marjorie and Orhan Pees, Rana and Soethout, Marc and Van Der Esch, Martin},
	month = nov,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, \#5:Zeitschriftenartikel:e-learning},
	pages = {778},
	file = {Patja et al. - 2022 - Health promotion and disease prevention in the edu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HTU9FL75/Patja et al. - 2022 - Health promotion and disease prevention in the edu.pdf:application/pdf},
}

@article{chamnankij_intelligent_2023,
	title = {An {Intelligent} {Teaching} and {Learning} {Management} {System} to {Support} the {Needs} of {Individual} {Learners}},
	volume = {1},
	abstract = {Intelligent learning management system to support the needs of individual learners it is a combination of science in many fields to apply. To help students learn as expected. It is a concept of bringing innovative features of Intelligent Tutoring Systems (ITS) and Synchronous Online Collaborative Intelligent Tutoring System (SOCITS) combined to link knowledge together in a consistent manner as a Web Application system with a database system on the Cloud have a total of 4 parts, consisting of: (1) The registration system, (2) The intelligent teaching system (ITS), (3) The reporting system and (4) The Academic Advisory System. System design taking into account the different knowledge between students according to the aptitude of the user the learning environment and learning content are organized to suit the abilities of each student. It also helps students organize teaching materials. For learning, tracking, and evaluating students' learning activities with artificial intelligence capabilities. There is also a results reporting system used to report teaching results through the Dashboard and the academic advisory system. The author conducted a study to assess the need for the system by sampling 80 personnel from the Military Science Division of the Chulachomklao Royal Military Academy. The study found that the majority of the respondents had a " want a lot " (x̅ = 3.83, S.D. = 0.84) level of overall opinion towards the system, indicating a strong need for its development.},
	language = {en-GB},
	journal = {International Journal of Digital Media Technology and Design},
	author = {Chamnankij, Poonnakan},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur},
	pages = {11--14},
	file = {Chamnankij - 2023 - An Intelligent Teaching and Learning Management Sy.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G2T9GKVJ/Chamnankij - 2023 - An Intelligent Teaching and Learning Management Sy.pdf:application/pdf},
}

@article{grospietsch_phasenubergreifende_2023,
	title = {Phasenübergreifende {Zusammenarbeit} durch {Service} {Learning}},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	issn = {2625-0675},
	url = {https://www.herausforderung-lehrerinnenbildung.de/index.php/hlz/article/view/6298},
	doi = {https://doi.org/10.11576/hlz-6298},
	abstract = {Der Orientierungsrahmen Digitale Kompetenzen für das Lehramt in den Naturwissenschaften (kurz: DiKoLAN) ermöglicht das Ableiten von Curricula für die universitäre Phase der Lehrkräftebildung und bietet eine theoretische Hintergrundfolie für die Evaluierung der Kompetenzstände und Entwicklungsprozesse von Lehramtsstudierenden. An Hochschulen entsteht eine entsprechende Fülle an naturwissenschaftsdidaktisch begründeten Lehr-Lern-Szenarien und Unterrichtsideen für den Einsatz digitaler Medien, die praktizierende Lehrkräfte als Innovationsträger*innen von heute nicht in gleichem Maß erreicht. In den Projekten Methoden und Medien im Biologieunterricht (MuM) und Methoden des Biologieunterrichts digital umsetzen (MeBiDi) konnten angehende Biologielehrkräfte in hochschulischen Lehrveranstaltungen der Universitäten Kassel und Hamburg Erfahrungen mit digitalen Tools sammeln und erproben, wie sich darüber Methoden ihres Fachunterrichts digital umsetzen bzw. unterstützen lassen. Ihr Wissen und die dazugehörigen Umsetzungstipps gaben die Studierenden im Rahmen von Erklärvideos, Mikrofortbildungen und Praxisartikeln an praktizierende Biologielehrkräfte weiter. Hinter diesem didaktischen Konzept steht das Bildungsprogramm Service Learning (Lernen durch Engagement): Biologielehramtsstudierende verknüpfen ihr theoretisches Lernen an der Universität mit der Durchführung praktischer Projekte, die dem Gemeinwohl dienen. Zugleich bieten sie Praxispartner*innen aus dem Bereich Bildung eine Dienstleistung, die besonders in Zeiten von Distanz- und Hybridunterricht einem echten gesellschaftlichen Bedarf entsprach. In der hier präsentierten Studie wurden zwei Durchführungsvarianten eines digitalisierungsbezogenen Service-Learning-Seminars in einem Eingruppen-Pretest-Posttest-Design (N = 78 Biologielehramtsstudierende) mit quantitativen Forschungsmethoden untersucht. Bei beiden Studierendengruppen zeigen sich auf Ebene des Lernerfolgs positive Effekte auf selbsteingeschätzte Kompetenzen zum technologisch-pädagogischen Inhaltswissen, technologischen und technologisch-pädagogischen Wissen sowie zu unterrichtlichen Selbstwirksamkeitserwartungen.},
	language = {de-DE},
	urldate = {2023-10-22},
	journal = {Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion},
	author = {Grospietsch, Finja},
	month = oct,
	year = {2023},
	note = {Artwork Size: 10-30 Seiten
Publisher: Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#5:Zeitschriftenartikel:e-learning},
	pages = {10--30 Seiten},
	file = {Grospietsch - 2023 - Phasenübergreifende Zusammenarbeit durch Service L.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G9HAZ83H/Grospietsch - 2023 - Phasenübergreifende Zusammenarbeit durch Service L.pdf:application/pdf},
}

@article{kapo_enhancing_2023,
	title = {Enhancing e-learning effectiveness: analyzing extrinsic and intrinsic factors influencing students’ use, learning, and performance in higher education},
	issn = {1360-2357, 1573-7608},
	shorttitle = {Enhancing e-learning effectiveness},
	url = {https://link.springer.com/10.1007/s10639-023-12224-3},
	doi = {10/gss62w},
	abstract = {As a result of the pandemic, but also of the rapid advancement of technology in general, e-learning has emerged as a popular method of education, providing students with flexibility and accessibility. Understanding the factors that influence students’ levels of learning and accomplishment in this digital learning environment is therefore critical for teachers and institutions seeking to increase the effectiveness of teaching and knowledge transfer via e-learning platforms. A number of variables that might improve or impair student use, learning, and performance affect how successful e-learning actually is. In order to maximize the benefits of e-learning and guarantee successful student results, educators and policymakers must have a thorough understanding of these elements. The purpose of this study is to investigate the impact of extrinsic and intrinsic factors on students’ use, learning level, and performance in the setting of e-learning in higher education in two countries. This study evaluates the impact of extrinsic elements such as course content, e-learning system quality, institutional and teacher support, as well as intrinsic aspects such as personal innovativeness, self-efficacy, and information sharing in two countries. The study takes a quantitative approach, and the analysis was carried out using the structural equations method to examine the combined influence of numerous extrinsic and intrinsic elements on the use of e-learning, as well as learning level and performance.The research results show that the course content and e-learning system, personal innovativeness, self-efficacy, and knowledge sharing have a positive influence on the intention to use e-learning. Also, the intention of using an e-learning system will increase the actual use of e-learning technologies, which will ultimately result in better learning performance. The findings of this study will help educators, policymakers, and e-learning platform developers create effective ways for optimizing student experiences and promoting good learning outcomes in higher education settings.},
	language = {en-GB},
	urldate = {2023-09-30},
	journal = {Education and Information Technologies},
	author = {Kapo, Amra and Milutinovic, Lena Djordjevic and Rakovic, Lazar and Maric, Slobodan},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Datenschutz und IT-Sicherheit, Bildung, Multimedia, \#5:Zeitschriftenartikel:e-learning, Kernstudie},
	file = {Kapo et al. - 2023 - Enhancing e-learning effectiveness analyzing extr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QL779NGK/Kapo et al. - 2023 - Enhancing e-learning effectiveness analyzing extr.pdf:application/pdf},
}

@article{tibbe_medienunterstutztes_2023,
	title = {Medienunterstütztes {Lernen} in der inklusiven beruflichen {Bildung} für {Auszubildende} mit {Beeinträchtigungen}: {Ein} 10-{Stufen}-{Modell} zur {Einführung} von {Lernplattformen} in der teilhabeorientierten beruflichen {Bildung}},
	issn = {1424-3636},
	shorttitle = {Medienunterstütztes {Lernen} in der inklusiven beruflichen {Bildung} für {Auszubildende} mit {Beeinträchtigungen}},
	url = {https://www.medienpaed.com/article/view/1728},
	doi = {10/gsr7pf},
	abstract = {The Berufsbildungswerk Bethel (BBW) would like to introduce the MoodleWorkplace learning platform in order to anchor digitally supported learning in vocational training. For the management of the BBW, this means that technical, personal and conceptual prerequisites must be created. In order to support the instructors during the launch, conceptual indications will be formulated based on the content-analytical evaluation of qualitative interviews with the instructors. The study examines the question of how Moodle-Workplace can be implemented in vocational training at BBW Bethel – and, in the future, in other institutions of inclusive vocational education – in a meaningful and target group-oriented way. The results show that a structured launch is necessary for both the participants and the instructors, as there is a great deal of uncertainty about the launch and its use. The 10-step-model, which was developed by the authors, offers an orientation framework to implement learning platforms progressively and successively in inclusive vocational education. It serves as an example to illustrate a step-by-step approach, which first focuses on the training of the trainers and then on the participants.},
	language = {de-DE},
	urldate = {2023-09-19},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Tibbe, Tim and Kamin, Anna-Maria},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildungstheorien, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Lernsystemarchitektur},
	pages = {439--460},
	file = {Tibbe und Kamin - 2023 - Medienunterstütztes Lernen in der inklusiven beruf.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2JF4WNWN/Tibbe und Kamin - 2023 - Medienunterstütztes Lernen in der inklusiven beruf.pdf:application/pdf},
}

@article{setiadi_e-character_2023,
	title = {E-{Character} {Education} among {Online} {Learning}: {Focusing} on {Performance}, {Collaborative}, and {Spiritual} {Character}},
	volume = {10},
	issn = {2410-1869},
	shorttitle = {E-{Character} {Education} among {Online} {Learning}},
	url = {https://cosmosscholars.com/phms/index.php/ijmst/article/view/1529},
	doi = {10/gskbj3},
	abstract = {Abstracts: Character development is one of the goals of the teaching and learning process. On the other side, teachers are still looking for an effective way to instill good character in the students through online learning. According to the survey, this research focuses on the students' characters of individual performance, collaborative and spiritual character. The transition from conventional to e-learning because of the Covid-19 pandemic significantly affects the readiness of lecturers and students to get involved in learning activities, which affects the development of the students' characters. This is a mixed method case study, conducted in seven university. Seven hundred forty-six students of public and private higher educations in Indonesia were investigated in this research. Data collected through observation, field journals and interviews. Data were analyzed through quantitatively and qualitatively. The result showed that the students' performance and collaboration characteristics were not as good as their spiritual character. The students did assignments without paying too much attention to the quality of the content. The students tended to finish the assignments independently, they were rarely involved in the discussion, felt the changing of the academic climate because of the difficulties in accessing the platform to fulfill the needs of remote interaction among the students. The lecturers' readiness was unfamiliar with the teaching platform, and they needed time for converting teaching material into digital form and gave them many assignments.},
	language = {en-GB},
	number = {3},
	urldate = {2023-07-25},
	journal = {International Journal of Membrane Science and Technology},
	author = {Setiadi, Samsi and Zulharby, Puti and Fahmi, Ari Khairurrijal and Pratama, Aditya},
	month = jul,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Datenschutz und IT-Sicherheit, Bildung, Multimedia, \#5:Zeitschriftenartikel:e-learning},
	pages = {284--297},
	file = {Setiadi et al. - 2023 - E-Character Education among Online Learning Focus.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U4WZ97PA/Setiadi et al. - 2023 - E-Character Education among Online Learning Focus.pdf:application/pdf},
}

@article{johannsen_hno-wissen_2023,
	title = {{HNO}-{Wissen} bei {HNO}-Ärzten: {Eine} {Analyse} der {Quizfragen} in der {HNO}-{App}},
	issn = {0935-8943, 1438-8685},
	shorttitle = {{HNO}-{Wissen} bei {HNO}-Ärzten},
	url = {http://www.thieme-connect.de/DOI/DOI?10.1055/a-2036-7843},
	doi = {10/gr2xdv},
	abstract = {Background The ORL-App, a smartphone app for further education and training for ORL doctors and those interested in ORL, complements existing offers in medical education and training. The principle of game-based e-learning can open up new perspectives in times of digitalisation and pandemic. The heart of the app is a large ORL quiz, in which app users compete against each other. This paper analyses the performance of app users in the quiz module, taking into account the questions’ categories and the usersʼ level of education.},
	language = {de-DE},
	urldate = {2023-04-01},
	journal = {Laryngo-Rhino-Otologie},
	author = {Johannsen, Jannik and Shabli, Sami and Klußmann, Jens Peter and Guntinas-Lichius, Orlando and Lüers, Jan-Christoffer},
	month = mar,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Bildung, Multimedia, \#5:Zeitschriftenartikel:e-learning},
	pages = {a--2036--7843},
	file = {Johannsen et al. - 2023 - HNO-Wissen bei HNO-Ärzten Eine Analyse der Quizfr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4N3WMD2J/Johannsen et al. - 2023 - HNO-Wissen bei HNO-Ärzten Eine Analyse der Quizfr.pdf:application/pdf},
}

@article{breuer_fur_2017,
	title = {Für die {Facharztweiterbildung} {Lernen} lernen},
	volume = {66},
	issn = {0003-2417, 1432-055X},
	url = {http://link.springer.com/10.1007/s00101-017-0278-4},
	doi = {10/gg5cr7},
	abstract = {The world of medicine is becoming from year to year more complex. This necessitates eﬃcient learning processes, which incorporate the principles of adult education but with unchanged periods of further education. The subject matter must be processed, organized, visualized, networked and comprehended. The learning process should be voluntary and self-driven with the aim of learning the profession and becoming an expert in a specialist ﬁeld. Learning is an individual process. Despite this, the constantly cited learning styles are nowadays more controversial. An important factor is a healthy mixture of blended learning methods, which also use new technical possibilities. These include a multitude of e-learning options and simulations, which partly enable situative learning in a “shielded” environment. An exemplary role model of the teacher and feedback for the person in training also remain core and sustainable aspects in medical further education.},
	language = {de-DE},
	number = {2},
	urldate = {2020-07-31},
	journal = {Der Anaesthesist},
	author = {Breuer, G. and Lütcke, B. and St. Pierre, M. and Hüttl, S.},
	month = feb,
	year = {2017},
	keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildung, Multimedia, Digitale Bildung, Curriculum, Medizin, FernUni-Hagen:MABM:M2, Promotion:FH, \#5:Zeitschriftenartikel:e-learning, Computer-Assisted Instruction, Memory},
	pages = {137--150},
	file = {Breuer et al. - 2017 - Für die Facharztweiterbildung Lernen lernen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8MXZZQEE/Breuer et al. - 2017 - Für die Facharztweiterbildung Lernen lernen.pdf:application/pdf},
}

@article{roos_mogliche_2021,
	title = {Mögliche {Anforderungen} an ein {LMS} aus {Bibliothekssicht}},
	volume = {14},
	copyright = {http://nbn-resolving.de/urn:nbn:de:0009-fdppl-v3-de3},
	url = {https://eleed.campussource.de/archive/se2021/5321/index_html},
	abstract = {eleed, Iss. 14 - Bibliothekarische Dienstleistungen sind für die Lehre unverzichtbar. Im Rahmen einer Neukonzeption eines LMS sollten diese Dienstleistungen besser integriert werden. Dies bezieht sich sowohl auf die von der Bibliothek bereitgestellten Kataloge, Datenbanken und Medien, als auch die Möglichkeiten der Literatur- und Informationsverwaltung. Blickt man über die Bibliothek hinaus in andere Wirtschaftsbereiche, so stellt sich die Frage, inwieweit man von anderen Branchen lernen kann. In verschiedenen Wirtschaftsbereichen wird die Kundenbeziehung über das Kundenkonto gepflegt und intensiviert. In besonderem Maße sind die Kundenkonten von Banken und Versicherungen zu nennen. Das online-Bankkonto bietet eine Vielzahl an Funktionen, die für die Kundenbeziehung relevant sind. Diese können als Vorbild für eine Einbindung der Bibliothek in ein LMS dienen. Ebenso ist die Einbindung von Bibliothekaren zur Unterstützung der Literaturrecherche sinnvoll.},
	language = {de-DE},
	number = {1},
	urldate = {2022-06-02},
	journal = {eleed},
	author = {Roos, Martin},
	month = jul,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:Kerngedanke, Technologieintegration, Promotion:Relevanz:4, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit, Lernsystemarchitektur},
	file = {Roos - 2021 - Mögliche Anforderungen an ein LMS aus Bibliothekss.html:/Users/jochenhanisch-johannsen/Zotero/storage/2E73ISLR/Roos - 2021 - Mögliche Anforderungen an ein LMS aus Bibliothekss.html:text/html;Roos - 2021 - Mögliche Anforderungen an ein LMS aus Bibliothekss.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DZGKCEKU/Roos - 2021 - Mögliche Anforderungen an ein LMS aus Bibliothekss.pdf:application/pdf},
}

@incollection{buck_musikalisch-asthetische_2020,
	address = {Stuttgart},
	title = {Musikalisch-ästhetische {Erfahrung} in der frühen {Kindheit} im {Spannungs}-verhältnis von konkret-sinnlichen und digitalen {Bildungsangeboten}: {Eine} phänomenologische {Perspektive}},
	volume = {3},
	isbn = {978-3-476-05672-6 978-3-476-05673-3},
	shorttitle = {Musikalisch-ästhetische {Erfahrung} in der frühen {Kindheit} im {Spannungs}-verhältnis von konkret-sinnlichen und digitalen {Bildungsangeboten}},
	url = {http://link.springer.com/10.1007/978-3-476-05673-3_9},
	abstract = {In den Debatten um digitale Bildung wird vor allem auf die enormen Lernpotentiale in der frühen Kindheit verwiesen. Wie im Zeitraffer soll schon in der frühesten Kindheit das entscheidende Fundament für die digitale Zukunft gelegt werden. Die hier anvisierten Kompetenzbereiche gehen weit über die Medienkompetenz im engeren Sinne hinaus. So sollen beispielsweise durch den Einsatz neuer Technologien, wie etwa digitaler Musikinstrumente, bereits in der frühen Kindheit Wahrnehmungs- und Lernmöglichkeiten virtuell erweitert werden (AR –Augmented Reality) (u. a. Fthenakis 2020; kritisch dazu McGuirk/Buck 2019). In diesem Zusammenhang deuten Schlagworte wie Virtual Reality oder Augmented Reality darauf hin, wie sehr gewohnte Konzepte von Wirklichkeit und Wahrheit oder Vorstellungen des Menschlichen infrage stehen. Wenn Technik nicht als ein bloßes Geflecht von Tätigkeiten und Maschinen, sondern gleichsam als ein Instrument der Strukturierung der Wahrnehmungsweise verstanden wird (vgl. Heidegger 1962/2014; Vial 2016), dann stellt sich sogleich die Frage, wie mit dem Einsatz digitaler Musikangebote in der frühen Kindheit spezifische Zugangsweisen zur Wirklichkeit hervorgebracht und damit jeweilige Erfahrungsmöglichkeiten geschaffen werden. Am Beispiel musikalisch-ästhetischer Erfahrungen in der frühen Kindheit fragt dieser Beitrag nach den Unterschieden von körperlich-sinnlichen und digitalen Formen der ästhetischen Erfahrung.},
	language = {de-DE},
	urldate = {2022-01-08},
	booktitle = {Neue {Technologien} – neue {Kindheiten}?},
	publisher = {J.B. Metzler},
	author = {Bilgi, Oktay},
	editor = {Buck, Marc Fabian and Drerup, Johannes and Schweiger, Gottfried},
	year = {2020},
	doi = {10.1007/978-3-476-05673-3_9},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Techno:Phil – Aktuelle Herausforderungen der Technikphilosophie},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {151--166},
	file = {Bilgi - 2020 - Musikalisch-ästhetische Erfahrung in der frühen Ki.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TDGXGVXZ/Bilgi - 2020 - Musikalisch-ästhetische Erfahrung in der frühen Ki.pdf:application/pdf},
}

@incollection{buck_grenzen_2020,
	address = {Stuttgart},
	title = {Grenzen des {Einsatzes} von {Künstlicher} {Intelligenz}: {Im} {Philosophieunterricht}, aus philosophischer und bildungsphilosophischer {Sicht}},
	volume = {3},
	isbn = {978-3-476-05672-6 978-3-476-05673-3},
	shorttitle = {Grenzen des {Einsatzes} von {Künstlicher} {Intelligenz}},
	url = {http://link.springer.com/10.1007/978-3-476-05673-3_12},
	language = {de-DE},
	urldate = {2022-01-08},
	booktitle = {Neue {Technologien} – neue {Kindheiten}?},
	publisher = {J.B. Metzler},
	author = {Sukopp, Thomas},
	editor = {Buck, Marc Fabian and Drerup, Johannes and Schweiger, Gottfried},
	year = {2020},
	doi = {10.1007/978-3-476-05673-3_12},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Techno:Phil – Aktuelle Herausforderungen der Technikphilosophie},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {197--225},
	file = {Sukopp - 2020 - Grenzen des Einsatzes von Künstlicher Intelligenz.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P3VP4SBZ/Sukopp - 2020 - Grenzen des Einsatzes von Künstlicher Intelligenz.pdf:application/pdf},
}

@incollection{buck_erziehung_2020,
	address = {Stuttgart},
	title = {Erziehung zum {Enhancement}?: {Zur} {Rolle} der {Digitalisierung}, {Biomedikalisierung} und {Neurotechnologie} in edukativen {Optimierungsprozessen}},
	volume = {3},
	isbn = {978-3-476-05672-6 978-3-476-05673-3},
	shorttitle = {Erziehung zum {Enhancement}?},
	url = {http://link.springer.com/10.1007/978-3-476-05673-3_5},
	abstract = {Der vorliegende Beitrag konzentriert sich auf die Frage, welche Bedeutung digitalen und biomedizinischen Technologien bzw. Praktiken im Rahmen aktueller Bildungsprozesse zukommt, die vornehmlich das Ziel verfolgen, kognitive Fähigkeiten und Kompetenzen bei Erwachsenen, Jugendlichen und Kinder zu schulen und ggf. zu steigern. Anhand des Begriffes des „Enhancement“ (und in Abgrenzung zum Begriff „Therapie“) werde ich zeigen, dass verschiedene Formen der Leistungssteigerung, die in edukativen Kontexten auftauchen, von einer Reihe von Faktoren abhängig ist (z. B. Wird die Leistungssteigerung mittels des Einsatzes einer bestimmten Technologie oder pharmakologischen Maßnahme erreicht oder nicht? Welches pädagogische Ziel soll mit der Optimierung verbunden werden?), die eine kontextsensitive ethische Bewertung bedingen. Im letzten Teil meines Beitrages plädiere ich für einen maßvollen Einsatz solcher digitalen Technologien und biomedizinischen Praktiken, die eine schrittweise und sanfte Leistungsverbesserung ermöglichen und dabei nicht zulasten des Gedeihens der eigenen Persönlichkeit gehen.},
	language = {de-DE},
	urldate = {2022-01-08},
	booktitle = {Neue {Technologien} – neue {Kindheiten}?},
	publisher = {J.B. Metzler},
	author = {Hähnel, Martin},
	editor = {Buck, Marc Fabian and Drerup, Johannes and Schweiger, Gottfried},
	year = {2020},
	doi = {10.1007/978-3-476-05673-3_5},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Techno:Phil – Aktuelle Herausforderungen der Technikphilosophie},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {73--84},
	file = {Hähnel - 2020 - Erziehung zum Enhancement Zur Rolle der Digitali.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D5VJVHKX/Hähnel - 2020 - Erziehung zum Enhancement Zur Rolle der Digitali.pdf:application/pdf},
}

@incollection{buck_zwischen_2020,
	address = {Stuttgart},
	series = {Techno:{Phil} – {Aktuelle} {Herausforderungen} der {Technikphilosophie}},
	title = {Zwischen {Vermittlung} und {Versagung}: Überlegungen zum {Technologiedefizit} in {Zeiten} der {Digitalisierung}},
	volume = {3},
	isbn = {978-3-476-05672-6 978-3-476-05673-3},
	url = {http://link.springer.com/10.1007/978-3-476-05673-3},
	language = {de-DE},
	urldate = {2021-01-23},
	booktitle = {Neue {Technologien} – neue {Kindheiten}?: {Ethische} und bildungsphilosophische {Perspektiven}},
	publisher = {J.B. Metzler},
	author = {Buck, Marc Fabian and Koinzer, Thomas},
	editor = {Buck, Marc Fabian and Drerup, Johannes and Schweiger, Gottfried},
	year = {2020},
	doi = {10.1007/978-3-476-05673-3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie, FernUni-Hagen:MABM:M6},
	pages = {183--196},
	file = {Buck und Thomas Koinzer - 2020 - Zwischen Vermittlung und Versagung Überlegungen z.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8D4QEKKK/Buck und Thomas Koinzer - 2020 - Zwischen Vermittlung und Versagung Überlegungen z.pdf:application/pdf},
}

@incollection{furst_soziologische_2020,
	address = {Wiesbaden},
	title = {Soziologische und cyberpsychologische {Perspektiven} für {Digitale} {Bildung}: {Die} {Verschmelzung} von {Internettechnologie}, {KI} und {Mensch} verändert politische, ökonomische und gesamtgesellschaftliche {Prozesse}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	shorttitle = {Soziologische und cyberpsychologische {Perspektiven} für {Digitale} {Bildung}},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_16},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Katzer, Catarina},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_16},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {387--417},
	file = {katzer_2020_soziologische_und_cyberpsychologische_perspektiven_fur_digitale_bildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MUVV9HZK/katzer_2020_soziologische_und_cyberpsychologische_perspektiven_fur_digitale_bildung.pdf:application/pdf;katzer_2020_soziologische_und_cyberpsychologische_perspektiven_fur_digitale_bildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7GB3TE66/katzer_2020_soziologische_und_cyberpsychologische_perspektiven_fur_digitale_bildung.pdf:application/pdf},
}

@book{ruschoff_anforderungen_2021,
	title = {Anforderungen an einen erfolgreichen {Wissenschafts}-{Praxis}-{Transfer} {Entwicklung} eines {Konzepts} zur {Begleitung} der {Projekte} der {Forschungs}- und {Transferinitiative} {ASCOT}+},
	isbn = {978-3-96208-277-2},
	url = {http://nbn-resolving.de/urn:nbn:de:0035-0928-9},
	abstract = {Im Rahmen der BMBF-geförderten Initiative ASCOT+, in der technologiebasierte Lehr-/Lern- und Testinstrumente für die Berufsbildung entwickelt und in die Praxis transferiert werden sollen, stellte sich die Frage nach den Bedingungen eines erfolgreichen Transfers. Ziel der vorliegenden Arbeit war es, ein Konzept zu entwickeln, welches ein gemeinsames Transferverständnis zwischen den Beteiligten der Initiative fördert und gemeinsame Anforderungen an den Transfer Ergebnisse definiert. Hierdurch soll eine zielgerichtete Begleitung und Evaluation der Transferaktivitäten und -ergebnisse der Initiative ermöglicht werden. Die vorliegende Arbeit beschreibt die Entwicklung dieses Transferkonzeptes und diskutiert seine potenzielle Anwendbarkeit über den Rahmen von ASCOT + hinaus.},
	language = {de-DE},
	urldate = {2021-10-01},
	author = {Rüschoff, Velten, Stefanie, Britta},
	year = {2021},
	note = {ZSCC: NoCitationData[s0] 
OCLC: 1268111007},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buch:Bildung:Technologie},
	file = {Rüschoff - 2021 - Anforderungen an einen erfolgreichen Wissenschafts.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YYCVDQZ2/Rüschoff - 2021 - Anforderungen an einen erfolgreichen Wissenschafts.pdf:application/pdf},
}

@incollection{ladel_orchestrierungsmodelle_2018,
	address = {Wiesbaden},
	title = {Orchestrierungsmodelle und -szenarien technologie-unterstützten {Lernens}},
	isbn = {978-3-658-18332-5 978-3-658-18333-2},
	url = {http://link.springer.com/10.1007/978-3-658-18333-2_7},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Bildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Weinberger, Armin},
	editor = {Ladel, Silke and Knopf, Julia and Weinberger, Armin},
	year = {2018},
	doi = {10.1007/978-3-658-18333-2_7},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {117--139},
	file = {Weinberger - 2018 - Orchestrierungsmodelle und -szenarien technologie-.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/75S8LCTG/Weinberger - 2018 - Orchestrierungsmodelle und -szenarien technologie-.pdf:application/pdf},
}

@incollection{dernbach-stolz_trade_2021,
	address = {Wiesbaden},
	title = {Trade {Unions}, {Digital} {Technologies} and the {Skill} {Question} in {Switzerland}},
	isbn = {978-3-658-32681-4 978-3-658-32682-1},
	url = {http://link.springer.com/10.1007/978-3-658-32682-1_5},
	language = {en-GB},
	urldate = {2021-03-30},
	booktitle = {Transformationen von {Arbeit}, {Beruf} und {Bildung} in internationaler {Betrachtung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Geiss, Michael},
	editor = {Dernbach-Stolz, Stefanie and Eigenmann, Philipp and Kamm, Chantal and Kessler, Stefan},
	year = {2021},
	doi = {10.1007/978-3-658-32682-1_5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {79--95},
	file = {geiss_2021_trade_unions,_digital_technologies_and_the_skill_question_in_switzerland.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SWYR2A9T/geiss_2021_trade_unions,_digital_technologies_and_the_skill_question_in_switzerland.pdf:application/pdf},
}

@incollection{heider-lang_studium_2019,
	title = {Studium und {Lehre} im digitalen {Wandel} – {Ein} {Streifzug} durch {Innovationen} und {Herausforderungen}},
	isbn = {978-3-95710-340-6},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783957103406-208},
	abstract = {Der Beitrag beleuchtet die aktuellen Entwicklungen von Studium und Lehre unter den Bedingungen von Digitalisierung und Mediatisierung unserer Lebenswelten in der Gesellschaft. Es werden Entwicklungslinien bei der Einbeziehung digitaler Medien in Studium und Lehre nachgezeichnet, das damit verbundene Bildungsverständnis beleuchtet, Ergebnisse aktueller Studien referiert sowie anhand dreier exemplarischer Innovationen im Kontext von Hochschulbildung im digitalen Wandel neu entstehende Möglichkeiten mit ihren Herausforderungen aufgezeigt. Als Messlatte zur Einschätzung der gegenwärtigen Lage wird die von Brown \& Duguid (1996) eingeführte Unterscheidung genutzt, ob digitale Technologien primär unter einer Transport- oder unter einer Gemeinschaftsperspektive eingesetzt werden.},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Digitale {Transformation} in der {Bildungslandschaft} - den analogen {Stecker} ziehen?},
	publisher = {Rainer Hampp  Verlag},
	author = {Arnold, Patricia},
	editor = {Heider-Lang, Jacqueline and Merkert, Alexandra},
	year = {2019},
	doi = {10.5771/9783957103406-208},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {208--231},
	file = {Arnold - 2019 - Studium und Lehre im digitalen Wandel – Ein Streif.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/33ZED2PB/Arnold - 2019 - Studium und Lehre im digitalen Wandel – Ein Streif.pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_hochschulbildung_2021,
	address = {Wiesbaden},
	title = {Hochschulbildung und {Digitalisierung} – {Entwicklungslinien} und {Trends} für die 2020er-{Jahre}},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_3},
	abstract = {Zusammenfassung
            Der Beitrag geht von der grundlegenden These aus, dass ein Blick in die Zukunft, ohne die Lehren der Vergangenheit zu berücksichtigen, ins Leere läuft. Dies trifft auch auf den hier verhandelten Gegenstand zu. So haben sich in einem Diskurs, der bis in die 1990er-Jahre zurückreicht, charakteristische Argumentationsmuster der Auseinandersetzung mit technologieunterstützter Hochschulbildung herausgebildet, die beständig aktualisiert werden. Auf diese geht der Beitrag ein, um damit eine kritische Auseinandersetzung mit dem Phänomen der Digitalisierung als ein Fortschrittsnarrativ vorzubereiten. Zum Abschluss wird vor dem Hintergrund der COVID-19-Pandemie eine andere Lesart von Digitalisierung, die enger an den Bedürfnissen der Hochschullehre ansetzt, eingeführt.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Deimann, Markus},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {25--41},
	file = {Deimann - 2021 - Hochschulbildung und Digitalisierung – Entwicklung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GIHXQ2VB/Deimann - 2021 - Hochschulbildung und Digitalisierung – Entwicklung.pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_digitale_2021,
	address = {Wiesbaden},
	title = {Digitale {Ethik} der {Bildung}: {Methodische} {Entwicklung} eines {Rahmenwerks}},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	shorttitle = {Digitale {Ethik} der {Bildung}},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_6},
	abstract = {Zusammenfassung
            Digitale Ethik beschäftigt sich mit den Wechselwirkungen von Mensch und digitaler Technologie, reflektiert die moralischen Werte und liefert anhand ethischer Grundsätze einen Erkenntnisbeitrag. Im Bildungskontext zeigen sich gesonderte digitalethische Herausforderungen, bedingt durch ihre besondere Stellung und Bedeutung für Wissensgesellschaften. Dafür wird der Begriff der digitalen Ethik der Bildung definiert und systematisiert. Auf der Grundlage des Stilmittels von Narrativen werden für eine beispielhafte Bildungstechnologie ethische Implikationen aufgezeigt und durch eine erste empirische Validierung evaluiert.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lemke, Claudia and Monett, Dagmar and Faustmann, Gert and Kirchner, Kathrin},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {83--101},
	file = {Lemke et al. - 2021 - Digitale Ethik der Bildung Methodische Entwicklun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/72I59NKJ/Lemke et al. - 2021 - Digitale Ethik der Bildung Methodische Entwicklun.pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_employability_2021,
	address = {Wiesbaden},
	title = {Employability und {Fähigkeiten} für die {Zukunft} der {Arbeit} am {Beispiel} des {Maschinenbauwesens}},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_22},
	abstract = {Zusammenfassung
            Dieser Artikel untersucht die Beziehung zwischen Arbeitsmarkt und Hochschulbildung sowie den Einfluss von Technologie auf Arbeitsplätze, Berufe und Qualifikationen, insbesondere aus der Perspektive der Humankapitaltheorien. Die Ergebnisse unserer qualitativen Untersuchung unter Arbeitgebenden aus dem Maschinen- und Anlagenbau und der Automobilindustrie zeigen, dass es eine klare Erwartungshaltung an den Wandel der Berufsprofile der Ingenieurwissenschaftler*innen und die damit verbundenen Fähigkeitsanforderungen aufgrund der Digitalisierung gibt. Damit gewinnt die Dimension der Beschäftigungsbefähigung (Employability) bei der Curriculumentwicklung an Bedeutung. Einschränkend wirken dabei die ressourcenintensive Einbeziehung der Sichtweisen der Arbeitgebenden und die uneinheitliche Operationalisierung der Qualifikations- und Kompetenzanforderungen, sowohl in unterschiedlichen Studien als auch in den Curricula. Die Orientierung am aktuellen HQR-Kompetenzmodell wäre für die Vergleichbarkeit der Arbeitsmarktchecks sinnvoll.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stambolieva, Marija},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_22},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {375--393},
	file = {Stambolieva - 2021 - Employability und Fähigkeiten für die Zukunft der .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NXGD4UQ7/Stambolieva - 2021 - Employability und Fähigkeiten für die Zukunft der .pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_methode_2021,
	address = {Wiesbaden},
	title = {„{Methode}: {Klebezettel}“?! {Design} {Thinking} und die digitale {Transformation} der {Hochschulen}. {Ein} {Beitrag} zur {Behebung} des doppelten {Technologiedefizits} der {Hochschuldidaktik}},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	shorttitle = {„{Methode}},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_33},
	abstract = {Zusammenfassung
            
              Der Beitrag gibt einen konzeptorientierten Überblick zum Einsatz von Design Thinking (DT) an Hochschulen und verortet die Methode auf Grundlage einschlägiger Literatur im hochschuldidaktischen und DT-spezifischen Forschungsdiskurs. Außerdem werden Einsatzfelder, Bezüge zu verwandten Methoden, Stärken, Herausforderungen und Forschungsfragen herausgearbeitet und auf wesentliche Erfordernisse eines adäquaten Umgangs mit der digitalen Transformation in der Hochschuldidaktik (als wissenschaftliche Disziplin, Praxis sowie Beratung und Weiterbildung) bezogen. DT wird dabei als Prozesspromotor interpretiert, der die mit einem
              doppelten Technologiedefizit
              konfrontierte Hochschuldidaktik auf dem Weg zur digitalen Hochschulbildung voranbringen kann. Denn die langjährig erprobte Problemlösungsmethode DT fördert grundlegende Kompetenzen, wie Teamfähigkeit und interdisziplinäres Zusammenarbeiten, die angesichts der digitalen Transformation stark an Bedeutung gewinnen.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schmidt, Hans Jörg},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_33},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie, FernUni-Hagen:MABM:M6},
	pages = {599--616},
	file = {Schmidt - 2021 - „Methode Klebezettel“! Design Thinking und die d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/89DBYNE5/Schmidt - 2021 - „Methode Klebezettel“! Design Thinking und die d.pdf:application/pdf},
}

@incollection{deimann_opensap_2020,
	address = {Berlin, Heidelberg},
	title = {{openSAP} – der {Enterprise}-{MOOC}-{Pionier}},
	isbn = {978-3-662-59779-8 978-3-662-59780-4},
	url = {http://link.springer.com/10.1007/978-3-662-59780-4_6},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Machen {MOOCs} {Karriere}?},
	publisher = {Springer Berlin Heidelberg},
	author = {Renz, Jan and Rohloff, Tobias},
	editor = {Deimann, Markus and Friedl, Christian},
	year = {2020},
	doi = {10.1007/978-3-662-59780-4_6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buchteil:MOOC},
	pages = {107--122},
	file = {Renz und Rohloff - 2020 - openSAP – der Enterprise-MOOC-Pionier.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KYPGKJJ9/Renz und Rohloff - 2020 - openSAP – der Enterprise-MOOC-Pionier.pdf:application/pdf},
}

@incollection{deimann_nachwort_2020,
	address = {Berlin, Heidelberg},
	title = {Nachwort und {Ausblick}},
	isbn = {978-3-662-59779-8 978-3-662-59780-4},
	url = {http://link.springer.com/10.1007/978-3-662-59780-4_7},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Machen {MOOCs} {Karriere}?},
	publisher = {Springer Berlin Heidelberg},
	author = {Friedl, Christian},
	editor = {Deimann, Markus and Friedl, Christian},
	year = {2020},
	doi = {10.1007/978-3-662-59780-4_7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buchteil:MOOC},
	pages = {125--133},
	file = {Friedl - 2020 - Nachwort und Ausblick.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AWZUPGGW/Friedl - 2020 - Nachwort und Ausblick.pdf:application/pdf},
}

@incollection{deimann_lernen_2020,
	address = {Berlin, Heidelberg},
	title = {Lernen als {Treiber} für den {Wandel} – {Let}’s {MOOC} 4 {International} {Cooperation}: {Erfahrungen} mit massiven, digitalen {Bildungsformaten} in der {Deutschen} {Gesellschaft} für {Internationale} {Zusammenarbeit} ({GIZ})},
	isbn = {978-3-662-59779-8 978-3-662-59780-4},
	shorttitle = {Lernen als {Treiber} für den {Wandel} – {Let}’s {MOOC} 4 {International} {Cooperation}},
	url = {http://link.springer.com/10.1007/978-3-662-59780-4_4},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Machen {MOOCs} {Karriere}?},
	publisher = {Springer Berlin Heidelberg},
	author = {Villaronga Walker, Brigitta},
	editor = {Deimann, Markus and Friedl, Christian},
	year = {2020},
	doi = {10.1007/978-3-662-59780-4_4},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buchteil:MOOC},
	pages = {57--75},
	file = {Villaronga Walker - 2020 - Lernen als Treiber für den Wandel – Let’s MOOC 4 I.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GX3FZJ4P/Villaronga Walker - 2020 - Lernen als Treiber für den Wandel – Let’s MOOC 4 I.pdf:application/pdf},
}

@incollection{deimann_expedition_2020,
	address = {Berlin, Heidelberg},
	title = {Die „{Expedition} {Lernen}“. {Eine} virtuelle {Lernreise} der {Erste} {Bank} der österreichischen {Sparkassen} {AG}},
	isbn = {978-3-662-59779-8 978-3-662-59780-4},
	url = {http://link.springer.com/10.1007/978-3-662-59780-4_3},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Machen {MOOCs} {Karriere}?},
	publisher = {Springer Berlin Heidelberg},
	author = {Hasenauer, Caroline},
	editor = {Deimann, Markus and Friedl, Christian},
	year = {2020},
	doi = {10.1007/978-3-662-59780-4_3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buchteil:MOOC},
	pages = {37--56},
	file = {Hasenauer - 2020 - Die „Expedition Lernen“. Eine virtuelle Lernreise .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/524WQ2JX/Hasenauer - 2020 - Die „Expedition Lernen“. Eine virtuelle Lernreise .pdf:application/pdf},
}

@incollection{deimann_discover_2020,
	address = {Berlin, Heidelberg},
	title = {„{Discover} {Social} {Learning}“: {Kurs} und {Community} für {Ausbildungsverantwortliche}},
	isbn = {978-3-662-59779-8 978-3-662-59780-4},
	shorttitle = {„{Discover} {Social} {Learning}“},
	url = {http://link.springer.com/10.1007/978-3-662-59780-4_2},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Machen {MOOCs} {Karriere}?},
	publisher = {Springer Berlin Heidelberg},
	author = {Gori, Sabine},
	editor = {Deimann, Markus and Friedl, Christian},
	year = {2020},
	doi = {10.1007/978-3-662-59780-4_2},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buchteil:MOOC},
	pages = {17--36},
	file = {Gori - 2020 - „Discover Social Learning“ Kurs und Community für.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EDHYGYB3/Gori - 2020 - „Discover Social Learning“ Kurs und Community für.pdf:application/pdf},
}

@incollection{deimann_mooc_2020,
	address = {Berlin, Heidelberg},
	title = {{MOOC} „{Zusammenarbeit} 2.0“ bei {Audi} – {Ein} {Erfahrungsbericht}},
	isbn = {978-3-662-59779-8 978-3-662-59780-4},
	url = {http://link.springer.com/10.1007/978-3-662-59780-4_1},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Machen {MOOCs} {Karriere}?},
	publisher = {Springer Berlin Heidelberg},
	author = {Hörn, Petra and Günther, Frank and Dückert, Simon},
	editor = {Deimann, Markus and Friedl, Christian},
	year = {2020},
	doi = {10.1007/978-3-662-59780-4_1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buchteil:MOOC},
	pages = {3--15},
	file = {Hörn et al. - 2020 - MOOC „Zusammenarbeit 2.0“ bei Audi – Ein Erfahrung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZT6HETAX/Hörn et al. - 2020 - MOOC „Zusammenarbeit 2.0“ bei Audi – Ein Erfahrung.pdf:application/pdf},
}

@book{hartong_digitale_2024,
	address = {Bielefeld, Germany},
	edition = {1},
	series = {Bildungsforschung},
	title = {Digitale {Lerntechnologien}: {Von} der {Mystifizierung} zur reflektierten {Gestaltung} von {EdTech}},
	volume = {20},
	copyright = {https://creativecommons.org/licenses/by-sa/4.0/},
	isbn = {978-3-8376-6893-3 978-3-8394-6893-7},
	shorttitle = {Digitale {Lerntechnologien}},
	url = {https://www.transcript-open.de/isbn/6893},
	abstract = {Digitale Bildungstechnologien (EdTech) wecken hohe Erwartungen und sind Bestandteil diverser Versprechen in puncto Individualisierung, Entlastung oder selbstgesteuertes Lernen. Doch was steckt wirklich in diesen Technologien und welche Folgen ergeben sich hieraus für die Pädagogik? Ausgehend vom Ziel einer reflektierten Gestaltung schulischer Digitalisierung bringt der Sammelband in dieser Form erstmalig Forschung und Praxisansätze aus Deutschland zusammen, welche typische Versprechen von EdTech kritisch hinterfragen. Statt pauschaler Euphorie oder Ablehnung plädieren die Beiträge des Bandes für ein differenziertes Bild - und liefern damit Inspiration für alle, die konkrete Ansätze für einen bewussten Einsatz von EdTech suchen.},
	language = {de-DE},
	urldate = {2024-05-07},
	publisher = {transcript Verlag},
	editor = {Hartong, Sigrid and Renz, André},
	month = apr,
	year = {2024},
	doi = {10.14361/9783839468937},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buch:Bildung:Technologie},
	file = {Hartong und Renz - 2024 - Digitale Lerntechnologien Von der Mystifizierung .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W8X8J5K7/Hartong und Renz - 2024 - Digitale Lerntechnologien Von der Mystifizierung .pdf:application/pdf;Hartong und Renz - 2024 - Digitale Lerntechnologien Von der Mystifizierung .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KRRCTCCT/Hartong und Renz - 2024 - Digitale Lerntechnologien Von der Mystifizierung .pdf:application/pdf},
}

@book{koop_lineare_2023,
	address = {Berlin, Heidelberg},
	title = {Lineare {Optimierung} – eine anwendungsorientierte {Einführung} in {Operations} {Research}: {Mit} {Python}-{Programmen}},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-3-662-66386-8 978-3-662-66387-5},
	shorttitle = {Lineare {Optimierung} – eine anwendungsorientierte {Einführung} in {Operations} {Research}},
	url = {https://link.springer.com/10.1007/978-3-662-66387-5},
	language = {de-DE},
	urldate = {2024-05-01},
	publisher = {Springer Berlin Heidelberg},
	author = {Koop, Andreas and Moock, Hardy},
	year = {2023},
	doi = {10.1007/978-3-662-66387-5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buch:MOOC},
	file = {Koop und Moock - 2023 - Lineare Optimierung – eine anwendungsorientierte E.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GNMBCGWX/Koop und Moock - 2023 - Lineare Optimierung – eine anwendungsorientierte E.pdf:application/pdf},
}

@book{rohs_digitalisierung_2023,
	address = {Bielefeld},
	series = {Erwachsenen- und {Weiterbildung}. {Befunde} – {Diskurse} – {Transfer}},
	title = {Digitalisierung in der {Erwachsenen}- und {Weiterbildung}: {Lehrbücher} für die {Erwachsenen}- und {Weiterbildung}},
	isbn = {978-3-8385-6026-7 978-3-8252-6026-2},
	shorttitle = {Digitalisierung in der {Erwachsenen}- und {Weiterbildung}},
	abstract = {Gegenstand dieses Lehrbuchs ist der Einfluss der digitalen Transformation auf die Erwachsenen- und Weiterbildung. Anhand eines Fallbeispiels bereiten die vier Autor:innen aktuelle Entwicklungen der Digitalisierung auf und verbinden sie mit Fragen von Bildungs- und Lernprozessen Erwachsener, mit Anforderungen an Lehrende, Planende und Beratende, mit organisationalen Veränderungen und gesellschaftlichen Rahmenbedingungen. Hierbei werden folgende Schwerpunkte behandelt: Lernen und Lehren, digitale Medien und Technologien, Weiterbildungspolitik und -steuerung, Weiterbildungsanbieter und -angebote, erwachsenenpädagogisches Handeln auf Programmplanungs- und Organisationsebene, Lehre und Beratung, medienpädagogische Professionalisierung des Lehrpersonals sowie Aspekte einer digital gestützten Weiterbildungsforschung.Das Buch richtet sich an Studierende und Lehrende, die sich mit der Frage beschäftigen, welche Rolle die digitale Transformation in der Erwachsenen- und Weiterbildung spielt. Alle Kapitel beinhalten Lektüretipps und Übungsaufgaben für ein vertiefendes Selbststudium},
	language = {de-DE},
	number = {7},
	publisher = {UTB},
	author = {Rohs, Matthias and Bernhard-Skala, Christian and Bonnes, Johannes and Koller, Julia},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buch:Bildung:Technologie},
	file = {Rohs et al. - 2023 - Digitalisierung in der Erwachsenen- und Weiterbild.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2ARK5KFG/Rohs et al. - 2023 - Digitalisierung in der Erwachsenen- und Weiterbild.pdf:application/pdf},
}

@book{zillien_digitale_2009,
	address = {Wiesbaden},
	title = {Digitale {Ungleichheit}},
	isbn = {978-3-531-16673-5 978-3-531-91493-0},
	url = {http://link.springer.com/10.1007/978-3-531-91493-0},
	abstract = {Der Einsatz von Künstlicher Intelligenz in Schulkontexten hat ür die Gestaltung von Bildungsbiografen und die Verteilung von Bildungschancen potenziell weitreichende Folgen. Der vorliegende Beitrag wirt die Frage au, wie wir das Wechselspiel von sozialen Ungleichheiten, pädagogischer Praxis und KI-gestützten echnologien analytisch so assen können, dass wir (ungewollte) Ungleichheitseekte erklären können, ohne darau zurückzuallen, involvierten Akteur:innen letztlich ehlende Einsicht in die Problematik oder gar Böswilligkeit zu unterstellen. Inspiriert von der neopragmatischen Soziologie der Kritik rücken wir Logiken und Praktiken der Klassifkation als Anker- und Ausgangspunkt einer solchen Perspektive in den Fokus. Im Fall ›algorithmischer Sortierungen‹ in Kontexten der schulischen Bildung sind diese Klassifkationspraktiken durch zwei Formen von Pluralität geprägt: erstens variierende Vorstellungen davon, was eine ›gute und gerechte Schule‹ ausmacht; zweitens divergierende Handlungslogiken in pädagogischen und technologischen Arbeitszusammenhängen. Aus dieser doppelten Pluralität ergeben sich spannungsreiche Konfgurationen, die verstehen helen, wie sich in der Verkettung von Gestaltungs- und Nutzungsormen von Bildungstechnologien beharrliche Muster der Bildungsbenachteiligung halten und entalten können.},
	language = {de-DE},
	urldate = {2023-12-30},
	publisher = {VS Verlag für Sozialwissenschaften},
	author = {Zillien, Nicole},
	year = {2009},
	doi = {10.1007/978-3-531-91493-0},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buch:Bildung:Technologie},
	file = {Zillien - 2009 - Digitale Ungleichheit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Y8F4ECDX/Zillien - 2009 - Digitale Ungleichheit.pdf:application/pdf},
}

@book{menthe_bne_2022,
	address = {Münster},
	title = {{BNE} in {Schule} und {Lehrkräftefortbildung}: {Nanotechnologie} und {Technikfolgenabschätzung} als {Chance} für den {Chemieunterricht}},
	isbn = {978-3-8309-4453-9},
	shorttitle = {{BNE} in {Schule} und {Lehrkräftefortbildung}},
	language = {de-DE},
	publisher = {Waxmann},
	editor = {Menthe, Jürgen and Waitz, Thomas and Düker, Peter and Lentz, Christina},
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buch:Bildung:Technologie},
	file = {Menthe et al. - 2022 - BNE in Schule und Lehrkräftefortbildung Nanotechn.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I2RNTGRJ/Menthe et al. - 2022 - BNE in Schule und Lehrkräftefortbildung Nanotechn.pdf:application/pdf},
}

@book{kuhn_erwachsenenpadagogische_2023,
	title = {Erwachsenenpädagogische {Digitalisierungsforschung}!? {Kritische} {Betrachtungen} zum {Selbstverständnis} der {Erwachsenenbildung} im modernen {Wissenschaftssystem}},
	copyright = {Creative Commons Namensnennung - Keine kommerzielle Nutzung-Keine Bearbeitung 3.0 Deutschland},
	shorttitle = {Erwachsenenpädagogische {Digitalisierungsforschung}!?},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=27698},
	abstract = {Die Entwicklung und der Einsatz digitaler Technologien führen zu tiefgreifenden Veränderungen der Arbeits- und Alltagswelten. Dem Lebenslangen Lernen und der Bildung Erwachsener werden dabei vielfältige Funktionen zur Bearbeitung und Gestaltung digitaler Transformationsprozesse zugeschrieben, z. B. Anpassung beruflicher Qualifikationen, Aufbau von Medien- und Digitalkompetenzen, Ermöglichung demokratischer Meinungsbildung und Teilhabe. Trotz (oder gerade aufgrund) dieses artikulierten Bedeutungszuwachses tut sich die Erwachsenenbildung als Disziplin bislang schwer, eine eigene Perspektive für eine systematische Wissensproduktion zur Digitalisierung zu finden. Christian Kühn argumentiert, dass eine solche „Erwachsenenpädagogische Digitalisierungsforschung“ Antworten auf zwei Fragen geben muss: Was zeichnet das genuin Erwachsenenpädagogische in Differenz zu anderen Disziplinen aus? Wie kann Digitalisierung als komplexes Verhältnis von technischem und sozial-kulturellem Wandel beforscht werden? In einem wissenschaftstheoretischen und historischen Zugang zur Disziplinentwicklung werden zentrale Charakteristika der Identität der Erwachsenenbildung im modernen Wissenschaftssystem herausgearbeitet. Mit Blick auf aktuelle Ordnungsversuche einer Digitalisierungsforschung wird eine eher praxisorientierte, medienpädagogische Auslegung von Digitalisierung diagnostiziert. Für den Autor führt dieser Zuschnitt zu grundlegenden erkenntnistheoretischen Problemen. Er fordert deswegen eine Digitalisierungsforschung, die interdisziplinäres Arbeiten und Forschen als identitätsstiftende Merkmale der Erwachsenenbildung etabliert. Eine reflexive Auseinandersetzung mit dem eigenen disziplinären Selbstverständnis ist als Daueraufgabe unvermeidlich. Das Erkenntnispotential einer solchen „Erwachsenenpädagogischen Digitalisierungsforschung“ wird zum Schluss an den Beispielen der Programmforschung sowie an digitalisierungsspezifischen Funktionen der Kulturellen Erwachsenenbildung diskutiert.},
	language = {de-DE},
	urldate = {2023-09-30},
	author = {Kühn, Christian},
	collaborator = {{DIPF {\textbar} Leibniz-Institut für Bildungsforschung und Bildungsinformation}},
	year = {2023},
	note = {Artwork Size: 337 pages
Publisher: Verlag Dr. Kovac : Hamburg},
	keywords = {Forschung, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Digitale Bildung, Digitalisierung, Digitalization, Research, Sciences of education, Adult training, Erwachsenenbildung, Media pedagogics, Medienpädagogik, Interdisciplinarity, Interdisziplinarität, Erziehungswissenschaft, Adult education, \#6:Buch:Bildung:Technologie, Media education, Adult pedagogics, Dissertationsschrift, Disziplin, Disziplinarität, Doctoral Theses, Erwachsenenpädagogik, Pedagogics for adults, Science of science, Wissenschaftsforschung, Wissenschaftssystem},
	file = {Kühn - 2023 - Erwachsenenpädagogische Digitalisierungsforschung!.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FFR2H7BF/Kühn - 2023 - Erwachsenenpädagogische Digitalisierungsforschung!.pdf:application/pdf},
}

@incollection{zaphiris_exploring_2023,
	address = {Cham},
	title = {Exploring the {Factors} {Affecting} {Learning} {Satisfaction} in {MOOC}: {A} {Case} {Study} of {Higher} {Education} in a {Developing} {Country}},
	volume = {14041},
	isbn = {978-3-031-34549-4 978-3-031-34550-0},
	shorttitle = {Exploring the {Factors} {Affecting} {Learning} {Satisfaction} in {MOOC}},
	url = {https://link.springer.com/10.1007/978-3-031-34550-0_39},
	abstract = {Massive Open Online Courses (MOOCs) are regarded as an educational revolution in the present digital era, particularly in the context of COVID19. Although students worldwide enroll in MOOCs, a high dropout rate is typically an issue, at least when compared with traditional education. In developing countries, MOOCs have become essential for higher education as a solution to continue providing their curriculums for students during the COVID-19 outbreak. However, under the pandemic context, it is vital to understand the inﬂuencing factors which drive learners to use MOOCs successfully. This research proposed a conceptual model for examining the inﬂuential factors of Learner Satisfaction in improving MOOC learner retention rate during COVID-19. This research reports the online survey with open-end questions of 1,122 university students enrolled in Thai MOOC as the mandatory part of the curriculum. The results showed that Video Design, Course Content, Assessment, and Learner to Learner Interaction signiﬁcantly positively affect Learner Satisfaction. In contrast, Instructor Feedback, Instructor Support, Instructor to Learner Interaction, and course structure have no signiﬁcant inﬂuence on Learner Satisfaction. In addition, the proposed conceptual model correctly predicted Learner Satisfaction by over 78\%.},
	language = {en-GB},
	urldate = {2023-06-13},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Suriyapaiboonwattana, Kanitsorn and Hone, Kate},
	editor = {Zaphiris, Panayiotis and Ioannou, Andri},
	year = {2023},
	doi = {10.1007/978-3-031-34550-0_39},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buchteil:MOOC},
	pages = {551--569},
	file = {Suriyapaiboonwattana und Hone - 2023 - Exploring the Factors Affecting Learning Satisfact.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LQY8E8E9/Suriyapaiboonwattana und Hone - 2023 - Exploring the Factors Affecting Learning Satisfact.pdf:application/pdf},
}

@incollection{frasson_joint_2023,
	address = {Cham},
	title = {Joint {Topic} {Model} with {Selected} {Side} {Information} for {Inter}-{University} {Syllabus} {Analysis} {Focusing} on the {Variety} of {Instructional} {Approaches}},
	volume = {13891},
	isbn = {978-3-031-32882-4 978-3-031-32883-1},
	url = {https://link.springer.com/10.1007/978-3-031-32883-1_56},
	abstract = {In recent university education, instructional approaches such as active learning have been varied, and inter-university opportunities to take classes have expanded due to the spread of MOOCs. Therefore, students have to refer to many syllabi, which signiﬁcantly increases their burden when taking classes. In order to support syllabus browsing, a method of inter-university analysis of syllabi should be useful. However, the way universities describe the course syllabus and its related instructional approaches are not uniform among universities, it is not suﬃcient to simply search by apparent words in the syllabus texts, and it is necessary to capture latent relationships among words. In order to solve these problems, the authors propose Joint Topic Model with Selected Side Information (SS-JTM) to obtain relationships between the contents and instructional approaches of classes of several universities by selecting instructional approaches to be used as side information from syllabi. Functional extension of topic models has the possibility of performance degradation, but the results of evaluation experiments using Web syllabi from several universities have conﬁrmed that SS-JTM performs as well as the baseline topic models such as LDA or JTM, and thus the functionality has been successfully extended.},
	language = {en-GB},
	urldate = {2023-05-27},
	booktitle = {Augmented {Intelligence} and {Intelligent} {Tutoring} {Systems}},
	publisher = {Springer Nature Switzerland},
	author = {Shiga, Kentaro and Morimoto, Naoyuki},
	editor = {Frasson, Claude and Mylonas, Phivos and Troussas, Christos},
	year = {2023},
	doi = {10.1007/978-3-031-32883-1_56},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buchteil:MOOC},
	pages = {638--650},
	file = {Shiga und Morimoto - 2023 - Joint Topic Model with Selected Side Information f.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GW3AE3UZ/Shiga und Morimoto - 2023 - Joint Topic Model with Selected Side Information f.pdf:application/pdf},
}

@incollection{frasson_learning_2023,
	address = {Cham},
	title = {Learning {Engagement} and {Peer} {Learning} in {MOOC}: {A} {Selective} {Systematic} {Review}},
	volume = {13891},
	isbn = {978-3-031-32882-4 978-3-031-32883-1},
	shorttitle = {Learning {Engagement} and {Peer} {Learning} in {MOOC}},
	url = {https://link.springer.com/10.1007/978-3-031-32883-1_29},
	abstract = {Massive open online courses (MOOCs) improve learning; but their low completion rate remain problematic. Peer learning has been proposed as a method to increase learning engagement in MOOCs, thereby decreasing the dropout rate. However, the effectiveness of peer learning in promoting learning engagement in MOOCs remains underexplored. This systematic review aimed to examine the effect of peer learning on learning engagement in MOOCs. Eight articles met the inclusion and quality assurance criteria using the PRISMA method. We found that: (1) limited research has analyzed learner engagement within peer learning; (2) learner engagement can be measured through analysis of log, text, and survey data; and (3) peer learning can positively impact learning outcomes in MOOCs (completion rates, quiz completion rates, and quiz scores).},
	language = {en-GB},
	urldate = {2023-05-27},
	booktitle = {Augmented {Intelligence} and {Intelligent} {Tutoring} {Systems}},
	publisher = {Springer Nature Switzerland},
	author = {Miladi, Fatma and Lemire, Daniel and Psyché, Valéry},
	editor = {Frasson, Claude and Mylonas, Phivos and Troussas, Christos},
	year = {2023},
	doi = {10.1007/978-3-031-32883-1_29},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buchteil:MOOC},
	pages = {324--332},
	file = {Miladi et al. - 2023 - Learning Engagement and Peer Learning in MOOC A S.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T44MHXCT/Miladi et al. - 2023 - Learning Engagement and Peer Learning in MOOC A S.pdf:application/pdf},
}

@incollection{frasson_using_2023,
	address = {Cham},
	title = {Using {Feature} {Interaction} for {Mining} {Learners}’ {Hidden} {Information} in {MOOC} {Dropout} {Prediction}},
	volume = {13891},
	isbn = {978-3-031-32882-4 978-3-031-32883-1},
	url = {https://link.springer.com/10.1007/978-3-031-32883-1_45},
	abstract = {Massive open online courses (MOOC) are increasingly prevalent as a result of the rise in internet usage in recent years. However, the current development of MOOC is being severely hampered by the high dropout rates. The primary research goal of this work is to develop prediction models to identify students who are likely to exhibit dropout behavior in advance. In this paper, we propose the Cross-TabNet, which eﬃciently learns feature-hidden information by explicit feature interaction and uses sequential attention-based TabNet for classiﬁcation. The experimental results demonstrate that it outperforms existing machine learning and deep learning methods.},
	language = {en-GB},
	urldate = {2023-05-27},
	booktitle = {Augmented {Intelligence} and {Intelligent} {Tutoring} {Systems}},
	publisher = {Springer Nature Switzerland},
	author = {Pan, Tingfeng and Feng, Guang and Liu, Xin and Wu, Wenyan},
	editor = {Frasson, Claude and Mylonas, Phivos and Troussas, Christos},
	year = {2023},
	doi = {10.1007/978-3-031-32883-1_45},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buchteil:MOOC},
	pages = {507--517},
	file = {Pan et al. - 2023 - Using Feature Interaction for Mining Learners’ Hid.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CRDINEFP/Pan et al. - 2023 - Using Feature Interaction for Mining Learners’ Hid.pdf:application/pdf},
}

@incollection{frasson_plug_2023,
	address = {Cham},
	title = {Plug \& {Play} with {Deep} {Neural} {Networks}: {Classifying} {Posts} that {Need} {Urgent} {Intervention} in {MOOCs}},
	volume = {13891},
	isbn = {978-3-031-32882-4 978-3-031-32883-1},
	shorttitle = {Plug \& {Play} with {Deep} {Neural} {Networks}},
	url = {https://link.springer.com/10.1007/978-3-031-32883-1_57},
	abstract = {Urgent intervention in learner forum posts have recently occupied a very important role in research in Massive Open Online Course (MOOC) environments. Intervening in time may make the difference between a learner dropping out or staying on a course. However, due to the typical extremely high learner-toinstructor ratio in MOOCs, it is very challenging – if not sometimes impossible for the instructor to monitor all the existing posts and identify which need immediate intervention, to encourage retention. Current approaches are based on shallow machine learning and deep learning. Whilst deep learning methods have been shown to be most accurate in many domains, the exact architecture can be very domain-dependent. In spite of their sheer size and representation power, deep neural networks are known to perform better when a problem is divided into the right sub-problems. These sub-problems can be further assembled together, to answer to the original problem, in what we intuitively call a ‘plug \& play’-like fashion, similarly to puzzles – via hybrid (deep) neural networks. Hence, in this paper, we address this problem by proposing a classiﬁcation model for identifying when a given post needs intervention from an instructor, based on hybrid neural networks. We represent words using two different methods; word2vec: that capture the word’s semantic and syntactic characteristics; and transformer model (BERT): which represents each word according to its context. Then we construct different architectures, integrating various deep neural networks (DNNs) -‘word-based’ or ‘word-character based’, as we expected that adding additional character-sequence information may increase performance. For word-based, we apply convolutional neural network (CNN) and/or different types of recurrent neural networks (RNN); in some scenarios we added attention. This is to present a comprehensive answer to the character-sequence question in particular, as well as to the urgency of intervention need prediction in MOOC forums, in general. Experimental results demonstrate that using BERT rather than word2vec as a word embedding enhances performance in different models (the optimal result is the CNN + LSTM + Attention model based on BERT at word-level). Interestingly, adding word-character input does not improve the performance, as it does for word2vec.},
	language = {en-GB},
	urldate = {2023-05-27},
	booktitle = {Augmented {Intelligence} and {Intelligent} {Tutoring} {Systems}},
	publisher = {Springer Nature Switzerland},
	author = {Alrajhi, Laila and Cristea, Alexandra I.},
	editor = {Frasson, Claude and Mylonas, Phivos and Troussas, Christos},
	year = {2023},
	doi = {10.1007/978-3-031-32883-1_57},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buchteil:MOOC},
	pages = {651--666},
	file = {Alrajhi und Cristea - 2023 - Plug & Play with Deep Neural Networks Classifying.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/24NHPD9U/Alrajhi und Cristea - 2023 - Plug & Play with Deep Neural Networks Classifying.pdf:application/pdf},
}

@book{beck_technologiebasierte_2016,
	address = {Bielefeld},
	series = {Wirtschaft - {Beruf} - {Ethik}},
	title = {Technologiebasierte {Kompetenzmessung} in der beruflichen {Bildung}: {Ergebnisse} aus der {BMBF}-{Förderinitiative} {ASCOT}},
	isbn = {978-3-7639-5460-5 978-3-7639-5459-9},
	shorttitle = {Technologiebasierte {Kompetenzmessung} in der beruflichen {Bildung}},
	language = {de-DE},
	number = {32},
	publisher = {W. Bertelsmann Verlag GmbH \& Co. KG},
	editor = {Beck, Klaus and Landenberger, Margarete and Oser, Fritz},
	year = {2016},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, DRK-Bildungszentrum Düsseldorf, Kompetenz, \#6:Buch:Bildung:Technologie},
	file = {Beck et al. - 2016 - Technologiebasierte Kompetenzmessung in der berufl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MQWVEWN8/Beck et al. - 2016 - Technologiebasierte Kompetenzmessung in der berufl.pdf:application/pdf},
}

@incollection{egger_erwachsenenbildung_2022,
	address = {Wiesbaden},
	title = {Erwachsenenbildung und {MOOCs}: {Erfahrungen}, {Herausforderungen} und {Empfehlungen}},
	isbn = {978-3-658-37203-3 978-3-658-37204-0},
	shorttitle = {Erwachsenenbildung und {MOOCs}},
	url = {https://link.springer.com/10.1007/978-3-658-37204-0_12},
	language = {de-DE},
	urldate = {2022-12-29},
	booktitle = {Hybrid, flexibel und vernetzt?},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schön, Sandra and Edelsbrunner, Sarah and Ebner, Martin and Aschemann, Birgit and Bisovsky, Gerhard and Eglseer, Doris and Kreiml, Thomas and Lanzinger, Michael and Reisenhofer, Christin and Steiner, Karin},
	editor = {Egger, Rudolf and Witzel, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-37204-0_12},
	note = {Series Title: Doing Higher Education},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buchteil:MOOC},
	pages = {219--239},
	file = {Schön et al. - 2022 - Erwachsenenbildung und MOOCs Erfahrungen, Herausf.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2CPFYI37/Schön et al. - 2022 - Erwachsenenbildung und MOOCs Erfahrungen, Herausf.pdf:application/pdf},
}

@incollection{de_witt_moocs_2018,
	address = {Wiesbaden},
	title = {{MOOCs} und {Mobile} {Learning}},
	isbn = {978-3-658-19122-1 978-3-658-19123-8},
	url = {http://link.springer.com/10.1007/978-3-658-19123-8_27},
	language = {de-DE},
	urldate = {2022-08-20},
	booktitle = {Handbuch {Mobile} {Learning}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hofler, Elke and Kopp, Michael},
	editor = {de Witt, Claudia and Gloerfeld, Christina},
	year = {2018},
	doi = {10.1007/978-3-658-19123-8_27},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buchteil:MOOC},
	pages = {543--564},
	file = {Hofler und Kopp - 2018 - MOOCs und Mobile Learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6WSFIRY4/Hofler und Kopp - 2018 - MOOCs und Mobile Learning.pdf:application/pdf},
}

@book{botta_datenschutz_2020,
	title = {Datenschutz bei {E}-{Learning}-{Plattformen}: {Rechtliche} {Herausforderungen} digitaler {Hochschulbildung} am {Beispiel} der {Massive} {Open} {Online} {Courses} ({MOOCs})},
	isbn = {978-3-7489-0492-2},
	shorttitle = {Datenschutz bei {E}-{Learning}-{Plattformen}},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783748904922},
	abstract = {Die digitale Transformation aller Lebensbereiche schreitet unaufhaltsam voran. Auch vor Hochschulpforten macht sie keinen Halt. Doch im Schatten des Erfolgs neuer Bildungstechnologien verbergen sich bislang ungeahnte Herausforderungen für den Datenschutz. Welche dies sind und wie sie sich bewältigen lassen, untersucht erstmals die vorliegende Arbeit umfassend.
            Am Beispiel der Massive Open Online Courses (MOOCs) untersucht Jonas Botta vornehmlich die drohende Totalerfassung der E-Learner im virtuellen Seminarraum, die geschäftsmäßige Weitergabe ihrer Daten an Dritte und das spezielle Risiko transatlantischer Datenübermittlungen angesichts des defizitären EU-US Privacy Shield. Dadurch schließt die Arbeit nicht nur die bestehende Forschungslücke zu den Online-Kursen, sondern leistet zugleich auch einen wichtigen Beitrag dazu, vertiefte Einblicke in die DS-GVO und die einschlägigen deutschen Datenschutzvorschriften zu erlangen.},
	language = {de-DE},
	urldate = {2022-06-22},
	publisher = {Nomos Verlagsgesellschaft mbH \& Co. KG},
	author = {Botta, Jonas},
	year = {2020},
	doi = {10.5771/9783748904922},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buch:MOOC},
	file = {Botta - 2020 - Datenschutz bei E-Learning-Plattformen Rechtliche.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KAPLC24P/Botta - 2020 - Datenschutz bei E-Learning-Plattformen Rechtliche.pdf:application/pdf;Botta - 2020 - Datenschutz bei E-Learning-Plattformen Rechtliche.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z7FNWLAU/Botta - 2020 - Datenschutz bei E-Learning-Plattformen Rechtliche.pdf:application/pdf;Botta - 2020 - Datenschutz bei E-Learning-Plattformen Rechtliche.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TFYXFWLN/Botta - 2020 - Datenschutz bei E-Learning-Plattformen Rechtliche.pdf:application/pdf},
}

@book{buck_neue_2020,
	address = {Stuttgart},
	series = {Techno:{Phil} – {Aktuelle} {Herausforderungen} der {Technikphilosophie}},
	title = {Neue {Technologien} – neue {Kindheiten}?: {Ethische} und bildungsphilosophische {Perspektiven}},
	volume = {3},
	isbn = {978-3-476-05672-6 978-3-476-05673-3},
	shorttitle = {Neue {Technologien} – neue {Kindheiten}?},
	url = {http://link.springer.com/10.1007/978-3-476-05673-3},
	language = {de-DE},
	urldate = {2021-01-23},
	publisher = {J.B. Metzler},
	editor = {Buck, Marc Fabian and Drerup, Johannes and Schweiger, Gottfried},
	year = {2020},
	doi = {10.1007/978-3-476-05673-3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buch:Bildung:Technologie},
	file = {Buck et al. - 2020 - Neue Technologien – neue Kindheiten Ethische und.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A6QSQAVC/Buck et al. - 2020 - Neue Technologien – neue Kindheiten Ethische und.pdf:application/pdf},
}

@book{eichner_einfluss_2021,
	series = {Schriften aus der {Fakultät} {Sozial}- und {Wirtschaftswissenschaften} der {Otto}-{Friedrich}-{Universität} {Bamberg}},
	title = {Der {Einfluss} des wahrgenommenen {Alterns} auf die {Akzeptanz} von {Smart}-{Home}-{Technologien} : {Wirkung} der {Future} {Time} {Perspective} auf das {Technology} {Acceptance} {Model}},
	volume = {39},
	isbn = {978-3-86309-798-1},
	shorttitle = {Der {Einfluss} des wahrgenommenen {Alterns} auf die {Akzeptanz} von {Smart}-{Home}-{Technologien}},
	url = {https://fis.uni-bamberg.de/handle/uniba/49946},
	abstract = {Die bis dato eher verhaltene Nachfrage nach Smart-Home-Systemen gibt Anlass zu der Frage nach den maßgeblichen Adoptionsbarrieren. In Anbetracht des potentiellen Nutzens dieser Technologien für das Leben der Bewohner – besonders auch im fortschreitenden Alter – besteht darüber hinaus Forschungsbedarf, ob und in welcher Art sich das Alter(n) auf die Technologieakzeptanz auswirkt. Insbesondere sind auf subjektiver Wahrnehmung basierende Alterskonstrukte bisher kaum im Zusammenhang mit der Technologieadoption untersucht worden. Die Arbeit befasst sich mit den Determinanten der Akzeptanz von Smart-Home-Anwendungen seitens potentieller Übernehmer anhand populärer Theorien und Modelle zum individuellen Adoptionsverhalten und mit Blick auf die Einflusswirkung des chronologischen Alters bzw. des subjektiv empfundenen Alterns. Das gewählte Untersuchungsmodell basiert auf dem in der wissenschaftlichen Forschung weit verbreiteten und empirisch bewährten Technology Acceptance Model (Davis, Bagozzi \& Warshaw, 1989). Zusätzlich werden alternativ externe Variablen in Form des chronologischen Alters bzw. der Future Time Perspective (Carstensen \& Lang, 1996) einbezogen, um insbesondere die Wirkung auf den wahrgenommenen Nutzwert und die empfundene Einfachheit der Nutzung von Hausautomatisierung zu untersuchen. Betrachtetet werden zudem Mediator- und Moderatoreffekte hinsichtlich der nachgelagerten Einstellungsbildung und Übernahmeintention. Die Ergebnisse stützen die Hypothese, dass die subjektive Future Time Perspective (mit Blick auf die im Leben verbleibenden Möglichkeiten) einen größeren Erklärungsbeitrag zur individuellen Adoption von Smart Home-Systemen leisten kann als das chronologische Alter.   The currently rather restrained demand for smart home systems raises the question of relevant adoption barriers. Given the technology’s potential benefits for residents’ lives, particularly with advancing age, there is a need to understand how age(ing) affects the acceptance of technology. Especially perceived age constructs have hardly been studied in technology adoption. The thesis investigates the determinants of smart home technology acceptance by potential adopters using popular theories and models of individual adoption behavior and moreover paying particular attention to the influence of chronological and perceived age. The research model is based on the widely used and empirically validated Technology Acceptance Model (Davis, Bagozzi \& Warshaw, 1989), but integrates additional external variables to explore how chronological age and the Future Time Perspective (Carstensen \& Lang, 1996) affect determining factors of home automatization acceptance. The effect on perceived usefulness and perceived ease of use is considered as well as mediator- and moderator-effects regarding downstream attitude formation and behavioral intention. The results support the hypothesis that the subjective future time perspective (focusing on opportunities remaining in life) has greater explanatory power for the individual adoption of smart home systems than chronological age.},
	language = {de-DE},
	urldate = {2021-09-04},
	publisher = {University of Bamberg Press},
	author = {Eichner, Falk Andreas},
	year = {2021},
	doi = {10.20378/irb-49946},
	note = {ZSCC: 0000000 },
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buch:Bildung:Technologie},
	file = {Eichner - 2021 - Der Einfluss des wahrgenommenen Alterns auf die Ak.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4I5MU8JQ/Eichner - 2021 - Der Einfluss des wahrgenommenen Alterns auf die Ak.pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_facherunterschiede_2021,
	address = {Wiesbaden},
	title = {Fächerunterschiede in der digitalen {Hochschulbildung} – eine {Analyse} auf {Basis} von {Publikationsdaten}},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_5},
	abstract = {Zusammenfassung
            
              Der vorliegende Beitrag untersucht anhand eines Scoping Reviews, wie sich die Nutzung digitaler Formate, Methoden und technologischer Ansätze des Lehrens und Lernens an Hochschulen im Zeitverlauf (1971–2019) verändert hat. Neben allgemeinen Entwicklungstrends stehen dabei insbesondere fachspezifische Unterschiede im Fokus, da erste Forschungsarbeiten darauf hindeuten, dass die Digitalisierung der Lehre in den einzelnen Disziplinen mit unterschiedlichen Schwerpunkten erfolgt (zum Beispiel Dicheva et al. 2015; Hoyer und Mundt 2017; Kaeding und Scholz 2012). Datengrundlage der Analyse bilden Publikationen aus der Datenbank Scopus, die sich mit digitaler Hochschulbildung beschäftigen. Im Ergebnis zeigen sich punktuelle Unterschiede zwischen den Fächergruppen im wissenschaftlichen Diskurs zur digitalen Hochschulbildung. So sind beispielsweise Publikationen zu
              MOOCs
              besonders im Bereich der Mathematik und Naturwissenschaften zu finden.
              Gamification
              ist besonders in den Ingenieurwissenschaften ein Thema und
              problem based learning
              im Bereich Humanmedizin/Gesundheitswissenschaften. Diese fachspezifischen Besonderheiten lassen sich jedoch in deutlich geringerem Ausmaß nachweisen als erwartet. Die Ergebnisse ließen sich so interpretieren, dass die Chancen der Digitalisierung, die sich insbesondere in der Verknüpfung mit den Besonderheiten der jeweiligen Fachkultur für die Hochschullehre ergeben, noch nicht genügend ergriffen werden.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gross, Philipp and Shajek, Alexandra and Stelter, Annette and Tödt, Katia and Winterhager, Nicolas},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buchteil:MOOC},
	pages = {57--82},
	file = {Gross et al. - 2021 - Fächerunterschiede in der digitalen Hochschulbildu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ETANAEI9/Gross et al. - 2021 - Fächerunterschiede in der digitalen Hochschulbildu.pdf:application/pdf},
}

@book{deimann_machen_2020,
	address = {Berlin, Heidelberg},
	title = {Machen {MOOCs} {Karriere}?: {Eine} praxisnahe {Reflexion} über {Erfahrungen} von {Unternehmen}},
	copyright = {http://www.springer.com/tdm},
	isbn = {978-3-662-59779-8 978-3-662-59780-4},
	shorttitle = {Machen {MOOCs} {Karriere}?},
	url = {http://link.springer.com/10.1007/978-3-662-59780-4},
	language = {de-DE},
	urldate = {2024-06-15},
	publisher = {Springer Berlin Heidelberg},
	editor = {Deimann, Markus and Friedl, Christian},
	year = {2020},
	doi = {10.1007/978-3-662-59780-4},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buch:MOOC},
	file = {Deimann und Friedl - 2020 - Machen MOOCs Karriere Eine praxisnahe Reflexion .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QBQDVT2X/Deimann und Friedl - 2020 - Machen MOOCs Karriere Eine praxisnahe Reflexion .pdf:application/pdf},
}

@incollection{deimann_erfolgsfaktoren_2020,
	address = {Berlin, Heidelberg},
	title = {Erfolgsfaktoren für die didaktische {Gestaltung} von {Corporate} {MOOCs}: {Erkenntnisse} aus dem {MOOC} {Human} {Resource} {Management} in the {Digital} {Age} der {German} {Graduate} {School} of {Management} and {Law} ({GGS})},
	isbn = {978-3-662-59779-8 978-3-662-59780-4},
	shorttitle = {Erfolgsfaktoren für die didaktische {Gestaltung} von {Corporate} {MOOCs}},
	url = {http://link.springer.com/10.1007/978-3-662-59780-4_5},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Machen {MOOCs} {Karriere}?},
	publisher = {Springer Berlin Heidelberg},
	author = {Piersig, Karina and Pumpat, Martina and Wagner, David and Eckhardt, Andreas},
	editor = {Deimann, Markus and Friedl, Christian},
	year = {2020},
	doi = {10.1007/978-3-662-59780-4_5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Lernsystemarchitektur, \#4:Buchteil:MOOC},
	pages = {77--105},
	file = {Piersig et al. - 2020 - Erfolgsfaktoren für die didaktische Gestaltung von.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/J2PURSVZ/Piersig et al. - 2020 - Erfolgsfaktoren für die didaktische Gestaltung von.pdf:application/pdf},
}

@article{schiefner-rohs_medienbezogene_2023,
	title = {Medienbezogene {Praktiken} von {Lehramtsstudierenden}. {Erkenntnisse} aus {Sicht} von {Studierenden}},
	volume = {51},
	issn = {0340-4099, 2520-873X},
	url = {https://link.springer.com/10.1007/s42010-023-00187-w},
	doi = {10.1007/s42010-023-00187-w},
	abstract = {Teacher education is faced with the task of appropriately integrating digitization into (early) teacher training in order to prepare students for living and teaching in the course of current social developments. Based on a recent research project, this article focuses on student teachers and their practices and the reasons why they (do not) use digital media in their academic studies. The results of our qualitative analyses indicate that student teachers rarely perceive digital media as being the content of their teaching studies. Instead, digital media are relevant for students mainly in connection with (1) practices of organizing (study) activities, (2) practices of (collaborative) work, and (3) didactically induced work practices. Prospective teachers cite distraction potential, digital communication challenges, and infrastructural issues as reasons for not using digital media. Based on these ﬁndings, implications for the training of prospective teachers in the ﬁrst stage of teacher education are developed and discussed.},
	language = {de-DE},
	number = {4},
	urldate = {2024-03-11},
	journal = {Unterrichtswissenschaft},
	author = {Schiefner-Rohs, Mandy and Krein, Ulrike},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {623--642},
	file = {Schiefner-Rohs und Krein - 2023 - Medienbezogene Praktiken von Lehramtsstudierenden..pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DJY8MUHY/Schiefner-Rohs und Krein - 2023 - Medienbezogene Praktiken von Lehramtsstudierenden..pdf:application/pdf},
}

@article{horst_digital-differenzierte_2023,
	title = {Digital-differenzierte {Lernmodule} im {Schülerlabor}: eine {Pilotstudie}},
	copyright = {all rights reserved},
	shorttitle = {Digital-differenzierte {Lernmodule} im {Schülerlabor}},
	url = {https://www.db-thueringen.de/receive/dbt_mods_00059413},
	doi = {10.22032/DBT.59413},
	abstract = {An der Friedrich-Schiller-Universität Jena wird eine Plattform namens digitalchemlab etabliert, welche sich dem Einsatz von und der Forschung an digitalen Medien im Chemieunterricht verschrieben hat. Ein erstes Forschungsprojekt widmet sich dabei der Integration digitaler Medien in das Schülerlabor. Das dafür entwickelte Konzept digitaldifferenzierender Lernmodule wurde anhand des Themas „Haushaltsreiniger“ im Sommer 2022 zum ersten Mal getestet und evaluiert. Die Pilotierung erfolgte mit drei Schulklassen der 8. Klasse des Gymnasiums (N=65). Quantitative und qualitative Methoden wurden genutzt, um Wissenszuwachs, thematisches Interesse, sowie Leistungsemotionen zu untersuchen, das Lernmodul durch die Teilnehmenden bewerten zu lassen, sowie das Nutzungsverhalten zu erfassen. Das grundlegende Konzept sowie erste Ergebnisse der Pilotstudie sollen in diesem Artikel kurz vorgestellt werden.},
	language = {de-DE},
	urldate = {2024-03-11},
	journal = {DiCE-Tagung 2023 - Digitalisation in Chemistry Education},
	author = {Horst, Nicolai ter and Wilke, Timm},
	collaborator = {{Thüringer Universitäts- Und Landesbibliothek Jena}},
	year = {2023},
	note = {Publisher: [object Object]},
	keywords = {370, Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, \#7:Zeitschriftenartikel:digital:Medien, Digitalisierung, 540, Interesse, Differenzierungsmatrix, Emotionen, Schülerlabor},
	pages = {vol. Vortrag},
	file = {ter Horst und Wilke - 2023 - Digital-differenzierte Lernmodule im Schülerlabor.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PR4URKNV/ter Horst und Wilke - 2023 - Digital-differenzierte Lernmodule im Schülerlabor.pdf:application/pdf},
}

@book{friedrich-hasauer_effizienz_2023,
	address = {Wiesbaden},
	title = {Effizienz und {Effektivität} von {Blended}-{Learning}-{Lernverfahren} in der beruflichen {Weiterbildung}: {Eine} {Analyse} aus der {Sicht} der {Lernenden}},
	isbn = {978-3-658-42000-0 978-3-658-42001-7},
	shorttitle = {Effizienz und {Effektivität} von {Blended}-{Learning}-{Lernverfahren} in der beruflichen {Weiterbildung}},
	url = {https://link.springer.com/10.1007/978-3-658-42001-7},
	language = {de-DE},
	urldate = {2024-03-10},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Friedrich-Haßauer, Jennifer},
	year = {2023},
	doi = {10.1007/978-3-658-42001-7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#8:Buch:blended:learning},
	file = {Friedrich-Haßauer - 2023 - Effizienz und Effektivität von Blended-Learning-Le.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YWPWYU82/Friedrich-Haßauer - 2023 - Effizienz und Effektivität von Blended-Learning-Le.pdf:application/pdf},
}

@incollection{appel_lernen_2023,
	address = {Berlin, Heidelberg},
	title = {Lernen mit digitalen {Medien}},
	isbn = {978-3-662-66607-4 978-3-662-66608-1},
	url = {https://link.springer.com/10.1007/978-3-662-66608-1_9},
	language = {de-DE},
	urldate = {2024-01-03},
	booktitle = {Digital ist besser?! {Psychologie} der {Online}- und {Mobilkommunikation}},
	publisher = {Springer Berlin Heidelberg},
	author = {Mengelkamp, Christoph},
	editor = {Appel, Markus and Hutmacher, Fabian and Mengelkamp, Christoph and Stein, Jan-Philipp and Weber, Silvana},
	year = {2023},
	doi = {10.1007/978-3-662-66608-1_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {125--138},
	file = {Mengelkamp - 2023 - Lernen mit digitalen Medien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6H9IRN2L/Mengelkamp - 2023 - Lernen mit digitalen Medien.pdf:application/pdf},
}

@article{leineweber_zukunft_2023,
	title = {‹{Die} {Zukunft} kann nicht beginnen›: {Temporalität}, {Digitalität}, {Bildung}},
	volume = {53},
	issn = {1424-3636},
	shorttitle = {‹{Die} {Zukunft} kann nicht beginnen›},
	url = {https://www.medienpaed.com/article/view/1623},
	doi = {10.21240/mpaed/53/2023.06.11.X},
	abstract = {This contribution is based on two diagnoses of the dissolution of boundaries: (1) Digital media cause a dissolution of the boundaries of space and time. (2) Digitality is related to a dissolution of the boundaries of action and experience. Based on these two diagnoses, it is argued that digitality implies a change in the subjective relationship to the future because algorithmic operations enable a processing of contingency through calculability and predictability. This argumentation will be developed from the perspective of educational science and explored with a focus on the temporality of digitality. Subsequently, the first consequences of the results for media pedagogical theory and media pedagogical action will be discussed.},
	language = {de-DE},
	urldate = {2023-11-24},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Leineweber, Christian},
	month = jun,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, \#7:Zeitschriftenartikel:digital:Medien, Krisenreaktion im Bildungsbereich},
	pages = {35--54},
	file = {Leineweber - 2023 - ‹Die Zukunft kann nicht beginnen› Temporalität, D.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M3DIAU3E/Leineweber - 2023 - ‹Die Zukunft kann nicht beginnen› Temporalität, D.pdf:application/pdf},
}

@book{goersch_personliche_2023,
	address = {Essen},
	title = {Persönliche {Notfall}- und {Katastrophenvorsorge} 2.0 {Kompetenzentwicklung} durch kollaboratives {E}-{Learning}},
	isbn = {978-3-89275-317-9},
	abstract = {Die Zunahme globaler und lokaler Krisen und Katastrophen erfordert, dass die Kenntnisse, Fähigkeiten und Ausrüstung in der persönlichen Notfallvorsorge in der Bevölkerung auf- und ausgebaut werden. Die persönliche Notfallvorsorge umfasst Wissen über die Vorbeugung von und die Vorbereitung auf Gefahren sowie die Bewältigung dieser. Das Ziel dieses Beitrags ist die Konzipierung eines Lernarrangements im E-Learning zum Erlernen verschiedener Kompetenzen in der persönlichen Notfallvorsorge. Dazu werden zunächst die Bestandteile der persönlichen Notfallvorsorge erläutert, wie sie von verschiedenen Behörden empfohlen werden. Des Weiteren wird auf den Begriff der Kompetenz, Kompetenzentwicklung sowie Kompetenzmessung eingegangen und vorgestellt, was unter E-Learning zu verstehen ist. Anschließend wird mittels eines Analyseinstruments ermittelt, in welchem Lernsetting die Kompetenzen der persönlichen Notfallvorsorge am besten entwickelt werden können, und es werden Ansatzpunkte für die Umsetzung in einem Lernarrangement gegeben. Die Analyse ergibt, dass die Kompetenzen aus dem Bereich der Vorbeugung und Vorsorge vorwiegend über E-Learning entwickelt werden können, während die Kompetenzen, die der konkreten, akuten Bewältigung von Gefahren dienen, besser im Blended Learning erlernt werden können. Die Ergebnisse münden in einen Musterablauf eines Konzepts eines Lernsettings zur Entwicklung von Kompetenzen in der persönlichen Notfallvorsorge},
	language = {de-DE},
	publisher = {MA Akademie Verlags- und Druck-Gesellschaft mbH},
	collaborator = {Goersch, Henning Goetz},
	year = {2023},
	note = {OCLC: 1381119503},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buch:blended:learning},
	file = {Goersch - 2023 - Persönliche Notfall- und Katastrophenvorsorge 2.0 .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8CIEP4D4/Goersch - 2023 - Persönliche Notfall- und Katastrophenvorsorge 2.0 .pdf:application/pdf},
}

@article{karsch_messenger_2023,
	title = {Messenger in der {Schule}: ({Digitale}) {Räume} als {Referenzsysteme} für die {Bearbeitung} einer {Antinomie} von {Nähe} und {Distanz}?},
	volume = {53},
	issn = {1424-3636},
	shorttitle = {Messenger in der {Schule}},
	url = {https://www.medienpaed.com/article/view/1632},
	doi = {10/gsv82f},
	abstract = {This article deals with the use of digital messengers in school communication. Based on a dissertation project, the question is explored, how this new form of communication affects the possibility of reflexively dealing with an antinomy of closeness and distance. For this purpose, various examples from the interview analysis will be presented, in which it becomes apparent that the school space is de-bounded by digital communication. School space is digitally extended and suddenly also takes place in private or completely different, public spaces. For the discussion of the interview excerpts, the significance of a material space for humans, their thought patterns and the possibilities of a representation of culture will be addressed. Based on this, the material school space is understood as a reference system that can support the reflection of oneʼs own teaching actions. Within communication via Messenger, however, topics and content are dealt with in different spaces – both material and digital. This often happens without the material school building being able to provide structural support. Teachers are faced with the challenge of making this digital space, which is new and unfamiliar to them, tangible as a reference system and linguistically and reflectively processable. They need new ways of acting in order to be able to maintain desired boundaries, but also to be able to meet new possibilities professionally. Therefore, the article also pleads for a more determined media-pedagogical examination of material and digital spatial structures.},
	language = {de-DE},
	urldate = {2023-10-15},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Karsch, Philip},
	month = aug,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:FU2a, \#7:Zeitschriftenartikel:digital:Medien, Krisenreaktion im Bildungsbereich},
	pages = {169--186},
	file = {Karsch - 2023 - Messenger in der Schule (Digitale) Räume als Refe.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q9LW8Y3X/Karsch - 2023 - Messenger in der Schule (Digitale) Räume als Refe.pdf:application/pdf},
}

@article{ulber_rezension_2023,
	title = {Rezension zu: {Bamberg}, {E}., {Ducki}, {A}. \& {Janneck}, {M}. ({Hrsg}.). (2022). {Digitale} {Arbeit} gestalten. {Herausforderungen} der {Digitalisierung} für die {Gestaltung} gesunder {Arbeit}: {Wiesbaden}: {Springer} {Fachmedien}. https://doi.org/10.1007/978-3-658-34647-8, {Electronic} {ISBN}: 978-3-658-34647-8; {Print} {ISBN}: 978-3-658-34646-1},
	volume = {54},
	issn = {2366-6145, 2366-6218},
	shorttitle = {Rezension zu},
	url = {https://link.springer.com/10.1007/s11612-023-00677-6},
	doi = {10/gss637},
	language = {de-DE},
	number = {1},
	urldate = {2023-09-30},
	journal = {Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO)},
	author = {Ulber, Daniela},
	month = mar,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, \#7:Zeitschriftenartikel:digital:Medien, Krisenreaktion im Bildungsbereich, Promotion:FU4b},
	pages = {137--138},
	file = {Ulber - 2023 - Rezension zu Bamberg, E., Ducki, A. & Janneck, M..pdf:/Users/jochenhanisch-johannsen/Zotero/storage/98LNNJMQ/Ulber - 2023 - Rezension zu Bamberg, E., Ducki, A. & Janneck, M..pdf:application/pdf},
}

@article{weinhold_einfuhrung_2023,
	title = {Einführung in die {Messung} digitaler {Kompetenzen} im {Alter}: {Bestandsaufnahme} und erste {Ableitungen} zur {Erfassung} der digitalen {Kompetenz} bei älteren {Menschen}},
	issn = {1424-3636},
	shorttitle = {Einführung in die {Messung} digitaler {Kompetenzen} im {Alter}},
	url = {https://www.medienpaed.com/article/view/1736},
	doi = {10/gsr7pj},
	abstract = {As a result of the increasing mediatization of all areas of life and age, digital skills are playing an increasingly important role in social and societal participation. Older generations in particular face major challenges here, as their media biographies provide them with different prerequisites for competent use. Support is now provided by a wide range of formal and informal educational offerings for older adults aimed at strengthening digital skills. In order to test the effectiveness of these educational formats, a measurement of digital competencies is needed. However, in many cases the effect is not adequately evaluated or not evaluated at all. There is a lack of theoretically and conceptually derived and empirically and methodologically valid measurement instruments for the target group of older people. The author group of this article has therefore been meeting since March 2022 to discuss current models of digital literacy and measurement tools based on them. An overview of our findings will be presented in this paper. Due to the need for evaluation in the course of research projects, an already existing measurement instrument (DigCompSAT based on the Digital Competence Framework for Citizens, DigComp) was further developed in such a way that a first attempt for a reduced and reliable measurement instrument for the evaluation of digital competencies of older adults can be proposed, which requires further testing and improvement.},
	language = {de-DE},
	urldate = {2023-09-19},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Weinhold, Niklas and Barczik, Kristina and Jokisch, Mario and Doh, Michael and Göbl, Linda},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:Argumentation, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {581--618},
	file = {Weinhold et al. - 2023 - Einführung in die Messung digitaler Kompetenzen im.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AN8GM23I/Weinhold et al. - 2023 - Einführung in die Messung digitaler Kompetenzen im.pdf:application/pdf},
}

@book{ahuja_sustainable_2023,
	address = {Singapore},
	series = {Contributions to {Environmental} {Sciences} \& {Innovative} {Business} {Technology}},
	title = {Sustainable {Blended} {Learning} in {STEM} {Education} for {Students} with {Additional} {Needs}},
	isbn = {978-981-99-3496-6 978-981-99-3497-3},
	url = {https://link.springer.com/10.1007/978-981-99-3497-3},
	language = {en-GB},
	urldate = {2023-09-14},
	publisher = {Springer Nature Singapore},
	editor = {Ahuja, Neelu Jyothi and Kumar, Adarsh and Nayyar, Anand},
	year = {2023},
	doi = {10.1007/978-981-99-3497-3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buch:blended:learning},
	file = {Ahuja et al. - 2023 - Sustainable Blended Learning in STEM Education for.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VISIFGPW/Ahuja et al. - 2023 - Sustainable Blended Learning in STEM Education for.pdf:application/pdf},
}

@incollection{schiefner-rohs_unterrichtsvorbereitung_2023,
	title = {Unterricht(svorbereitung) als (medien-)kulturelle {Krise}. {Praxistheoretische} Überlegungen zu {Unterricht} als {Teil} mediatisierter {Lernkultur}},
	isbn = {978-3-7815-2578-8},
	url = {https://www.pedocs.de/volltexte/2023/27005/pdf/Schiefner-Rohs_NetoCarvalho_2023_Unterrichtsvorbereitung_als.pdf},
	language = {de-DE},
	urldate = {2023-07-31},
	booktitle = {Ethnographie und {Videographie} pädagogischer {Praktiken}. "{Ein}-{Blicke}" in {Projekte} der {Schul}- und {Unterrichtsforschung} in einer {Kultur} der {Digitalität}},
	publisher = {Verlag Julius Klinkhardt},
	author = {Schiefner-Rohs, Mandy and Neto Carvalho, Isabel},
	editor = {Schiefner-Rohs, Mandy and Heymann, Carina and Neto Carvalho, Isabel},
	year = {2023},
	doi = {10.35468/6020-10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung},
	pages = {155--172},
	file = {Schiefner-Rohs und Neto Carvalho - 2023 - Unterricht(svorbereitung) als (medien-)kulturelle .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3AK4ILND/Schiefner-Rohs und Neto Carvalho - 2023 - Unterricht(svorbereitung) als (medien-)kulturelle .pdf:application/pdf},
}

@book{vogelpohl_fortbildung_2023,
	address = {Oldenburg},
	title = {Fortbildung von {Lehrkräften} im {Blended}-{Learning}-{Format} eine {Interviewstudie} mit {Fortbildungsteilnehmer}:innen},
	isbn = {978-3-8142-2410-7},
	shorttitle = {Fortbildung von {Lehrkräften} im {Blended}-{Learning}-{Format} eine {Interviewstudie} mit {Fortbildungsteilnehmer}},
	abstract = {Die Gestaltung von Lehrkräftefortbildungen reagiert auf die strukturellen Besonderheiten des Lehrberufs und die damit verbundenen, zielgruppenspezifischen Bedürfnisse. Das Finden und Weiterentwickeln geeigneter Formate für diese Fortbildungen stellt ein besonders relevantes Untersuchungsfeld dar, da es eine große Berufsgruppe erreicht, während eine zeitgemäße Weiterentwicklung nötig ist. Insbesondere digitale Lernformate, wie das Blended Learning, bieten hier gegenüber reinen Präsenzveranstaltungen neue und flexiblere Möglichkeiten zur Ausrichtung an den Bedürfnissen der Lehrkräfte. Die vorliegende Dissertation untersucht daher Merkmale von digital gestützten Fortbildungen, die zu einer höheren Akzeptanz durch die Teilnehmenden führen. Es wird dazu einer übergeordneten Forschungsfrage nachgegangen: Welche Merkmale begünstigen die Akzeptanz von Fortbildungen im Blended- Learning-Format aus der Perspektive von Lehrkräften?},
	language = {de-DE},
	publisher = {BIS-Verlag der Carl von Ossietzky Universität Oldenburg},
	author = {Vogelpohl, Karen A. and Krause, Ulrike-Marie and Zawacki-Richter, Olaf},
	year = {2023},
	note = {OCLC: 1376978850},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buch:blended:learning},
	file = {Vogelpohl et al. - 2023 - Fortbildung von Lehrkräften im Blended-Learning-Fo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5YTK93Z3/Vogelpohl et al. - 2023 - Fortbildung von Lehrkräften im Blended-Learning-Fo.pdf:application/pdf},
}

@article{weich_bildungsauftrag_2023,
	title = {Bildungsauftrag. {Was} {Medienwissenschaft} im {Kontext} von {Medien} und {Bildung} tut, tun könnte und tun sollte},
	issn = {1869-1722},
	url = {https://mediarep.org/handle/doc/20585},
	doi = {10/gr6vw3},
	abstract = {Der Konnex von Medien und Bildung ist kontinuierlich Teil wissenschaftlicher und gesellschaftlicher Debatten, in deren Rahmen wichtige Entscheidungen über die Zukunft der Bildung über, mit und durch Medien getroffen werden. Die medienwissenschaftliche Perspektive ist in dieser Debatte jedoch bedingt wahrnehmbar: Die Medienwissenschaft setzt ihr Potenzial nicht in allen Facetten um und überlässt das Feld anderen Akteur*innen. Dabei ist sie in der Lage, die Reflexion der Relationen von Medien und Bildung zu bereichern. Der Beitrag fragt nach den Gründen einer zurückhaltenden Position der Medienwissenschaft sowie danach, inwiefern sich Medienwissenschaftler*innen in die wissenschaftliche, politische und gesellschaftliche Auseinandersetzung mit Medien und Bildung einbringen können und sollen.},
	language = {de-DE},
	urldate = {2023-04-30},
	author = {Weich, Andreas and Hlukhovych, Adriana},
	collaborator = {Mediarep.Org and Mediarep.Org},
	year = {2023},
	note = {Publisher: transcript},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, \#7:Zeitschriftenartikel:digital:Medien, Bildung, Multimedia, Digitale Bildung, 300, Medienpädagogik, Medienkompetenz, Medienbildung},
	file = {Weich und Hlukhovych - 2023 - Bildungsauftrag. Was Medienwissenschaft im Kontext.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PYINAZ6B/Weich und Hlukhovych - 2023 - Bildungsauftrag. Was Medienwissenschaft im Kontext.pdf:application/pdf},
}

@article{wiedel_digital_2023,
	title = {Digital {Streetwork}: {Entwurf} einer begleitenden {Medienpädagogik} am {Beispiel} virtueller {Spielwelten}},
	issn = {1424-3636},
	shorttitle = {Digital {Streetwork}},
	url = {https://www.medienpaed.com/article/view/1504},
	doi = {10/grz2kk},
	abstract = {This article at first defines essential chances and risk factors in mediated communication. Then, active media literacy training is established as an important component in adolescents’ lives. However, practical media education faces a number of substantial challenges: Especially teachers and parents on a broad scale lack knowledge, resources and motivation to act. This is why a comparatively big emphasis lies on rehabilitation, when (strongly) negative user experiences have to be processed positively. Beyond this, media educators cannot access the young digital media usage itself, because adolescents strategically lock and block adults from their virtual shelters. Therefore, it is proposed to transfer the methods of analog outreach social work to digital spheres for media education purposes. For digital networks and communities trained social workers can accompany adolescents in long-term relationships. Media education thus may become more efficient, since demand can be defined from the inside and ideal support can be activated. Digital outreach social work thus is not just a tool of media literacy training, but might become a coordinating key factor in society’s network of media education actors and measures. Empirical testing in this study focuses on gaming and video game addiction as fields of action, and includes 20 in-depth interviews with media education practitioners.},
	language = {de-DE},
	urldate = {2023-03-26},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Wiedel, Fabian},
	month = mar,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Promotion:FU4a, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Bildung, Multimedia, Promotion:},
	pages = {365--391},
	file = {Wiedel - 2023 - Digital Streetwork Entwurf einer begleitenden Med.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GEZDZWWY/Wiedel - 2023 - Digital Streetwork Entwurf einer begleitenden Med.pdf:application/pdf},
}

@article{heinz_bildungsgerechtigkeit_2023,
	title = {Bildungsgerechtigkeit in einer digitalen {Gesellschaft}},
	volume = {52},
	issn = {1424-3636},
	url = {https://www.medienpaed.com/article/view/1723},
	doi = {10/grsntn},
	abstract = {bleiben auch in einer digitalen Gesellschaft bestehen und werden von neuen Ungleichheitsdimensionen überlagert. Digitale Kompetenzen, insbesondere die in einer digitalen Gesellschaft an Bedeutung gewinnenden Schlüsselkompetenzen, wie Kommunikation, Kreativität, Problemlösen und Kollaboration unterscheiden sich, wie auch analoge Kompetenzen je nach sozioökonomischer Herkunft der Kinder – und zwar zum Nachteil von Kindern aus weniger privilegierten Familien. Die soziale Herkunft beeinflusst zudem eine unterschiedliche Ausstattung mit digitalen Medien sowie die medialen Nutzungsmuster und den unterschiedlichen Nutzen, den Kinder aus der Verwendung digitaler Medien und sozialer Netzwerke für die Verfolgung eigener Ziele ziehen. Bildungsungleichheiten reproduzieren sich bei einem gleichzeitig gewachsenen problematisierenden Bewusstsein für die dahintersteckenden Ungerechtigkeiten auch in einer digitalen Gesellschaft. Dennoch ist bisher kaum untersucht, wie sich Bildungsungleichheiten in digitalen Gesellschaften darstellen. Um sich der Beantwortung dieser Frage zu nähern, werden zunächst wesentliche Diskursstränge zu Bildungsgerechtigkeit zusammengefasst. Im Anschluss wird definiert, was unter Digitalisierung als gesellschaftlicher Transformation verstanden wird, wie sich Digitalität, Bildung und Bildungsinstitutionen gegenseitig beeinflussen und schließlich, wie Bildungs(un)gerechtigkeiten in einer digitalen Gesellschaft adressiert werden können. 
Im Ergebnis wird deutlich, dass Bildungsgerechtigkeit auch in einer digitalen Gesellschaft nur dann ermöglicht werden kann, wenn gerechte Zugangsschancen zum Kompetenzerwerb, insbesondere zum Erwerb von Schlüsselkompetenzen in Schulen hergestellt werden und vor allem Kinder aus weniger privilegierten Familien zusätzliche Unterstützung erhalten. Die Ermöglichung von Bildungsgerechtigkeit ist auch in einer digitalen Gesellschaft äußerst voraussetzungsvoll und benötigt Akteure, die für die Ursachen von Bildungsungleichheiten sensibilisiert sind. Weiterhin sind übergreifende gesellschaftliche Strukturen auf mehreren Ebenen notwendig, um Bildungsungleichheiten zu minimieren.},
	language = {de-DE},
	urldate = {2023-02-16},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Heinz, Jana},
	month = feb,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Datenschutz und IT-Sicherheit, Bildung, Multimedia, Promotion:FU1},
	pages = {191--216},
	file = {Heinz - 2023 - Bildungsgerechtigkeit in einer digitalen Gesellsch.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QB57Q59J/Heinz - 2023 - Bildungsgerechtigkeit in einer digitalen Gesellsch.pdf:application/pdf},
}

@article{weihmayer_herumdoppeln_2023,
	title = {Herumdoppeln oder {Zuhören}?: {Organisationskulturelle} {Betrachtungen} zum {Einsatz} digitaler {Bilderbücher} in der {Kita}},
	volume = {52},
	issn = {1424-3636},
	shorttitle = {Herumdoppeln oder {Zuhören}?},
	url = {https://www.medienpaed.com/article/view/1549},
	doi = {10/grrq7b},
	abstract = {Im Zuge der Veränderungen gesellschaftlicher Lebensformen infolge der Digitalisierung stehen Kindertageseinrichtungen vor der Herausforderung, sich mit der digitalen Durchdringung der familialen Lebenswelt junger Kinder auseinanderzusetzen. Zusätzlich werden ihnen, aufgrund ihres Bildungsauftrags und ihrer gewachsenen Bedeutung als Teil der Normalbiografie des Kindes, Erwartungen im Hinblick auf den frühzeitigen Ausgleich von Bildungsungleichheit gestellt. Vor diesem Hintergrund diskutiert der Beitrag das Potenzial einer organisationstheoretischen Betrachtung des Umgangs mit dem Digitalen in der Kindertageseinrichtung. Unter Rückgriff auf ein Konzept von «Organisationskultur» wird anhand eines empirischen Beispiels mithilfe von Videodaten und Interviewmaterial dargestellt, wie organisationskulturelle Rahmungen und der alltägliche Umgang mit digitalen Bilderbüchern miteinander verschränkt sind. Vor allem im institutionellen Alltag der Kinder schlagen sich die im Team ausgehandelten Orientierungen und Haltungen zum Thema digitale Medien nieder und beeinflussen ihre Möglichkeiten zur Partizipation. Die Ergebnisse zeigen darüber hinaus, wie die Kinder an der Herstellung und Aufrechterhaltung (organisations-)kultureller Rahmungen beteiligt sind und diese durch Integration in ihre Peerkultur modifizieren. Daher plädiert der Beitrag für eine höhere Sensitivität gegenüber den Beiträgen junger Kinder zur digital geprägten Kultur. Zudem zeigt sich der organisationskulturelle Zugang als gewinnbringend für die Auseinandersetzung mit theoretischen und praktischen Verknüpfungen von Digitalität und Nachhaltigkeit.},
	language = {de-DE},
	urldate = {2023-02-11},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Weihmayer, Lena Sophie and Flämig, Katja and Groth, Katarina},
	month = feb,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Promotion:Argumentation, \#7:Zeitschriftenartikel:digital:Medien, Bildung, Multimedia},
	pages = {85--107},
	file = {Weihmayer et al. - 2023 - Herumdoppeln oder Zuhören Organisationskulturell.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EAEFTSH4/Weihmayer et al. - 2023 - Herumdoppeln oder Zuhören Organisationskulturell.pdf:application/pdf},
}

@incollection{darmann-finck_lehren_2023,
	address = {Berlin, Heidelberg},
	title = {Lehren und {Lernen} mit (digitalen) {Medien}},
	isbn = {978-3-662-61428-0},
	url = {https://link.springer.com/10.1007/978-3-662-61428-0_25-2},
	language = {de-DE},
	urldate = {2023-02-08},
	booktitle = {Pädagogik im {Gesundheitswesen}},
	publisher = {Springer Berlin Heidelberg},
	author = {Darmann-Finck, Ingrid and Stephanow, Valeska and Schepers, Claudia},
	editor = {Darmann-Finck, Ingrid and Sahmel, Karl-Heinz},
	year = {2023},
	doi = {10.1007/978-3-662-61428-0_25-2},
	note = {Series Title: Springer Reference Pflege – Therapie – Gesundheit},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--19},
	file = {Darmann-Finck et al. - 2023 - Lehren und Lernen mit (digitalen) Medien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4VDGAHZI/Darmann-Finck et al. - 2023 - Lehren und Lernen mit (digitalen) Medien.pdf:application/pdf;Darmann-Finck et al. - 2023 - Lehren und Lernen mit (digitalen) Medien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SZ5FZFT9/Darmann-Finck et al. - 2023 - Lehren und Lernen mit (digitalen) Medien.pdf:application/pdf},
}

@book{erpenbeck_e-learning_2015,
	address = {Wiesbaden},
	series = {Essentials},
	title = {E-{Learning} und {Blended} {Learning}: selbstgesteuerte {Lernprozesse} zum {Wissensaufbau} und zur {Qualifizierung}},
	isbn = {978-3-658-10174-9 978-3-658-10175-6},
	shorttitle = {E-{Learning} und {Blended} {Learning}},
	language = {de-DE},
	publisher = {Springer Gabler},
	author = {Erpenbeck, John and Sauter, Simon and Sauter, Werner},
	year = {2015},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buch:blended:learning},
	file = {Erpenbeck et al. - 2015 - E-Learning und Blended Learning selbstgesteuerte .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FW9FF5KF/Erpenbeck et al. - 2015 - E-Learning und Blended Learning selbstgesteuerte .pdf:application/pdf},
}

@incollection{baecker_humanisierung_2021,
	address = {Wiesbaden},
	title = {Humanisierung der {Arbeit} 4.0? Über agile {Digitalisierungsketten} und {Räume} des {Unbeobachtbaren}},
	isbn = {978-3-658-35102-1 978-3-658-35103-8},
	shorttitle = {Humanisierung der {Arbeit} 4.0?},
	url = {https://link.springer.com/10.1007/978-3-658-35103-8_5},
	language = {de-DE},
	urldate = {2022-01-10},
	booktitle = {Parallele {Welten} der {Digitalisierung} im {Betrieb}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Locher, Maximilian},
	editor = {Baecker, Dirk and Elsholz, Uwe},
	year = {2021},
	doi = {10.1007/978-3-658-35103-8_5},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, FernUni-Hagen:MABM:Master-Arbeit},
	pages = {77--110},
	file = {Locher - 2021 - Humanisierung der Arbeit 4.0 Über agile Digitalis.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R5DLAMBZ/Locher - 2021 - Humanisierung der Arbeit 4.0 Über agile Digitalis.pdf:application/pdf},
}

@incollection{baecker_agilitat_2021,
	address = {Wiesbaden},
	title = {Agilität an {Schnittstellen}},
	isbn = {978-3-658-35102-1 978-3-658-35103-8},
	url = {https://link.springer.com/10.1007/978-3-658-35103-8_8},
	language = {de-DE},
	urldate = {2022-01-10},
	booktitle = {Parallele {Welten} der {Digitalisierung} im {Betrieb}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Baecker, Dirk},
	editor = {Baecker, Dirk and Elsholz, Uwe},
	year = {2021},
	doi = {10.1007/978-3-658-35103-8_8},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, FernUni-Hagen:MABM:Master-Arbeit},
	pages = {161--191},
	file = {Baecker - 2021 - Agilität an Schnittstellen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C8EPQDBX/Baecker - 2021 - Agilität an Schnittstellen.pdf:application/pdf},
}

@article{altenrath_deutungshoheiten_2020,
	title = {Deutungshoheiten: {Digitalisierung} und {Bildung} in {Programmatiken} und {Förderrichtlinien} {Deutschlands} und der {EU}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Deutungshoheiten},
	url = {10.21240/mpaed/jb17/2020.05.22.X},
	doi = {10/gksnz2},
	abstract = {This article is concerned with the prerogative of interpretation in relation to digitisation and education in the programmes and funding guidelines of Germany and the EU that has been created by political discourse and power. It is based on the assumption that the research and science system have for some time been closely dependent on funding programmes, which (should) function at different political levels as so-called funding instruments of various educational sectors and of science itself. On empirical observation, this turning towards and simultaneous rejection of terms and concepts makes prerogative of interpretation visible - not only in connection with discourses on digitisation and education. The consequence is the (over-)emphasis on individual concepts and the restrained representation of others, which means qualification narrowness for media education, which must be shown on an empirical basis and against the background of present concepts.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Altenrath, Maike and Helbig, Christian and Hofhues, Sandra},
	month = aug,
	year = {2020},
	note = {ZSCC: 0000007},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:FU4a, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {565--594},
	file = {Altenrath et al. - 2020 - Deutungshoheiten Digitalisierung und Bildung in P.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TSZSSK5D/Altenrath et al. - 2020 - Deutungshoheiten Digitalisierung und Bildung in P.pdf:application/pdf},
}

@book{keller_digitale_2021,
	address = {Wiesbaden},
	series = {essentials},
	title = {Digitale {Hochschullehre} im {Gesundheits}- und {Sozialwesen}: {Empirische} {Befunde} zu {Blended}-{Learning}-{Ansätzen}},
	isbn = {978-3-658-31850-5 978-3-658-31851-2},
	shorttitle = {Digitale {Hochschullehre} im {Gesundheits}- und {Sozialwesen}},
	url = {http://link.springer.com/10.1007/978-3-658-31851-2},
	language = {de-DE},
	urldate = {2021-01-23},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Keller, Katrin and Klinkhammer, Dennis and Rottlaender, Eva-Maria},
	year = {2021},
	doi = {10.1007/978-3-658-31851-2},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buch:blended:learning},
	file = {keller_et_al_2021_digitale_hochschullehre_im_gesundheits-_und_sozialwesen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/55NK9ZER/keller_et_al_2021_digitale_hochschullehre_im_gesundheits-_und_sozialwesen.pdf:application/pdf},
}

@book{pilotto_blended_2021,
	address = {Wiesbaden},
	title = {Blended {Learning}: {Innere} {Differenzierung} in der {Erwachsenenbildung}},
	isbn = {978-3-658-31234-3 978-3-658-31235-0},
	shorttitle = {Blended {Learning}},
	url = {http://link.springer.com/10.1007/978-3-658-31235-0},
	language = {en-GB},
	urldate = {2021-01-23},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pilotto, Lisa Maria},
	year = {2021},
	doi = {10.1007/978-3-658-31235-0},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buch:blended:learning},
	file = {pilotto_2021_blended_learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4BHUDL2A/pilotto_2021_blended_learning.pdf:application/pdf},
}

@book{dyrna_selbstgesteuertes_2021,
	address = {Münster},
	edition = {1. Auflage},
	title = {Selbstgesteuertes {Lernen} in {Der} {Beruflichen} {Weiterbildung}: {Ein} {Handbuch} {Für} {Theorie} {Und} {Praxis}},
	isbn = {978-3-8309-4364-8},
	shorttitle = {Selbstgesteuertes {Lernen} in {Der} {Beruflichen} {Weiterbildung}},
	language = {de-DE},
	publisher = {Waxmann},
	editor = {Dyrna, Jonathan and Riedel, Jana and Schulze-Achatz, Sylvia and Köhler, Thomas},
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#9:Buch:digital:lernen},
	file = {Dyrna et al. - 2021 - Selbstgesteuertes Lernen in der beruflichen Weiter.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/69YZ29BL/Dyrna et al. - 2021 - Selbstgesteuertes Lernen in der beruflichen Weiter.pdf:application/pdf;Dyrna et al. - 2021 - Selbstgesteuertes Lernen in der beruflichen Weiter.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DJNQD639/Dyrna et al. - 2021 - Selbstgesteuertes Lernen in der beruflichen Weiter.pdf:application/pdf},
}

@article{erhel_effects_2016,
	title = {The effects of goal-oriented instructions in digital game-based learning},
	volume = {24},
	issn = {1049-4820, 1744-5191},
	url = {https://www.tandfonline.com/doi/full/10.1080/10494820.2015.1041409},
	doi = {10.1080/10494820.2015.1041409},
	language = {en-GB},
	number = {8},
	urldate = {2024-06-16},
	journal = {Interactive Learning Environments},
	author = {Erhel, Séverine and Jamet, Eric},
	month = nov,
	year = {2016},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:FU2a, Bildungstheorien, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung},
	pages = {1744--1757},
	file = {Erhel und Jamet - 2016 - The effects of goal-oriented instructions in digit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9V7L2AB7/Erhel und Jamet - 2016 - The effects of goal-oriented instructions in digit.pdf:application/pdf},
}

@article{grzeszczyk_can_2023,
	title = {Can gamification reduce the burden of self-reporting in {mHealth} applications? {A} feasibility study using machine learning from smartwatch data to estimate cognitive load},
	volume = {2023},
	issn = {1942-597X},
	shorttitle = {Can gamification reduce the burden of self-reporting in {mHealth} applications?},
	abstract = {The effectiveness of digital treatments can be measured by requiring patients to self-report their state through applications, however, it can be overwhelming and causes disengagement. We conduct a study to explore the impact of gamification on self-reporting. Our approach involves the creation of a system to assess cognitive load (CL) through the analysis of photoplethysmography (PPG) signals. The data from 11 participants is utilized to train a machine learning model to detect CL. Subsequently, we create two versions of surveys: a gamified and a traditional one. We estimate the CL experienced by other participants (13) while completing surveys. We find that CL detector performance can be enhanced via pre-training on stress detection tasks. For 10 out of 13 participants, a personalized CL detector can achieve an F1 score above 0.7. We find no difference between the gamified and non-gamified surveys in terms of CL but participants prefer the gamified version.},
	language = {en-GB},
	journal = {AMIA ... Annual Symposium proceedings. AMIA Symposium},
	author = {Grzeszczyk, Michal K. and Adamczyk, Paulina and Marek, Sylwia and Pręcikowski, Ryszard and Kuś, Maciej and Lelujko, M. Patrycja and Blanco, Rosmary and Trzciński, Tomasz and Sitek, Arkadiusz and Malawski, Maciej and Lisowska, Aneta},
	year = {2023},
	pmid = {38222421},
	pmcid = {PMC10785949},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Humans, Telemedicine, Cognition, Machine Learning, Gamification, Feasibility Studies},
	pages = {389--396},
	file = {Grzeszczyk et al. - 2023 - Can gamification reduce the burden of self-reporti.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MR54E3YH/Grzeszczyk et al. - 2023 - Can gamification reduce the burden of self-reporti.pdf:application/pdf},
}

@article{sensu_are_2024,
	title = {Are {We} {Where} {We} {Want} to {Be} in {Undergraduate} {Pathology} {Education}?},
	volume = {40},
	issn = {1309-5730},
	doi = {10.5146/tjpath.2023.13048},
	abstract = {OBJECTIVE: This review which aims to examine the recent and current status of pathology education in medical schools, and covers the publications related to undergraduate pathology education published between 2010 January and June 2023.
MATERIAL AND METHOD: A search was performed through PubMed, Google Scholar, Semantic Scholar, and Ulakbim search engines for the Science Citation Index, Science Citation Index Expanded, Emerging Sources Citation Index, Directory of Open Access Journals, Scopus, PubMed as well as TR Dizin indexed articles. The findings are categorized into two periods as 2010 January - 2020 April (pre-COVID-19 pandemic) and May 2020 - 2023 June. A total of 24 reviews/editorials/letters to the editor and 63 research articles in the pre-pandemic period and 11 reviews/ editorials/ letters to the editor and 35 research articles between 2020 May and 2023 June are included in the analysis.
RESULTS: Currently, medical education generally depends on core education programs with defined learning objectives and outcomes. Moreover, problem-based, case-based, and team-based interactive learning are being used along with traditional didactic courses. Additionally, digital/ web-based/remote education methods have gained prominence after the COVID-19 pandemic. The virtual or augmented reality and 3D drawing applications are offered as a solution for the autopsy and macroscopy courses. A scarce number of publications are found on measuring and evaluating the effectiveness of learning.
CONCLUSION: Artificial intelligence in pathology education is a topic that looks likely to become important in the near future. National and international comprehensive standardization is a necessity. A joint effort and collective intelligence are needed to achieve the desired goals in undergraduate pathology education.},
	language = {en-GB},
	number = {2},
	journal = {Turk Patoloji Dergisi},
	author = {Sensu, Sibel and Erdogan, Nusret},
	year = {2024},
	pmid = {38265100},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Krisenreaktion im Bildungsbereich, Curriculum, Humans, COVID-19, Promotion:FU1, Education, Medical, Undergraduate, Pathology, Pandemics, Pneumonia, Viral, SARS-CoV-2, Betacoronavirus, Coronavirus Infections},
	pages = {78--88},
	file = {Sensu und Erdogan - 2024 - Are We Where We Want to Be in Undergraduate Pathol.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UE6IWS4Z/Sensu und Erdogan - 2024 - Are We Where We Want to Be in Undergraduate Pathol.pdf:application/pdf},
}

@article{mychajliw_performance_2024,
	title = {Performance {Differences} of a {Touch}-{Based} {Serial} {Reaction} {Time} {Task} in {Healthy} {Older} {Participants} and {Older} {Participants} {With} {Cognitive} {Impairment} on a {Tablet}: {Experimental} {Study}},
	volume = {7},
	issn = {2561-7605},
	shorttitle = {Performance {Differences} of a {Touch}-{Based} {Serial} {Reaction} {Time} {Task} in {Healthy} {Older} {Participants} and {Older} {Participants} {With} {Cognitive} {Impairment} on a {Tablet}},
	doi = {10.2196/48265},
	abstract = {BACKGROUND: Digital neuropsychological tools for diagnosing neurodegenerative diseases in the older population are becoming more relevant and widely adopted because of their diagnostic capabilities. In this context, explicit memory is mainly examined. The assessment of implicit memory occurs to a lesser extent. A common measure for this assessment is the serial reaction time task (SRTT).
OBJECTIVE: This study aims to develop and empirically test a digital tablet-based SRTT in older participants with cognitive impairment (CoI) and healthy control (HC) participants. On the basis of the parameters of response accuracy, reaction time, and learning curve, we measure implicit learning and compare the HC and CoI groups.
METHODS: A total of 45 individuals (n=27, 60\% HCs and n=18, 40\% participants with CoI-diagnosed by an interdisciplinary team) completed a tablet-based SRTT. They were presented with 4 blocks of stimuli in sequence and a fifth block that consisted of stimuli appearing in random order. Statistical and machine learning modeling approaches were used to investigate how healthy individuals and individuals with CoI differed in their task performance and implicit learning.
RESULTS: Linear mixed-effects models showed that individuals with CoI had significantly higher error rates (b=-3.64, SE 0.86; z=-4.25; P{\textless}.001); higher reaction times (F1,41=22.32; P{\textless}.001); and lower implicit learning, measured via the response increase between sequence blocks and the random block (β=-0.34; SE 0.12; t=-2.81; P=.007). Furthermore, machine learning models based on these findings were able to reliably and accurately predict whether an individual was in the HC or CoI group, with an average prediction accuracy of 77.13\% (95\% CI 74.67\%-81.33\%).
CONCLUSIONS: Our results showed that the HC and CoI groups differed substantially in their performance in the SRTT. This highlights the promising potential of implicit learning paradigms in the detection of CoI. The short testing paradigm based on these results is easy to use in clinical practice.},
	language = {en-GB},
	journal = {JMIR aging},
	author = {Mychajliw, Christian and Holz, Heiko and Minuth, Nathalie and Dawidowsky, Kristina and Eschweiler, Gerhard Wilhelm and Metzger, Florian Gerhard and Wortha, Franz},
	month = mar,
	year = {2024},
	pmid = {38512340},
	pmcid = {PMC10995790},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Humans, Promotion:FU1, Aged, Cognitive Dysfunction, dementia, Health Status, aging, Alzheimer, cognitive impairment, Touch, mild cognitive impairment, Tablets, implicit learning, MCI, mobile digital assessments, neurodegeneration, neuropsychology, older individuals, Reaction Time, serial reaction time task, SRTT, tablet-based testing, Touch Perception},
	pages = {e48265},
	file = {Mychajliw et al. - 2024 - Performance Differences of a Touch-Based Serial Re.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WTN4UFFQ/Mychajliw et al. - 2024 - Performance Differences of a Touch-Based Serial Re.pdf:application/pdf},
}

@article{offergeld_wird_2024,
	title = {Wird der {Einsatz} der virtuellen {Realität} in der {HNO}-{HeilkundeLehre} von {Studierenden} automatisch positiv bewertet? {Eine} {Fragebogenevaluation} bei {Studierenden}},
	volume = {72},
	issn = {1433-0458},
	shorttitle = {[{Is} the use of virtual reality in otorhinolaryngology teaching automatically positively rated by students?},
	doi = {10.1007/s00106-024-01453-8},
	abstract = {BACKGROUND: Analogous to the situation in other disciplines, digital ENT teaching made significant progress during the pandemic. Most ENT clinics nationwide were able to offer a complete virtual teaching program in time. Innovative teaching methods were also used early on. This was recognized in student teaching evaluations. Due to the expansion of virtual reality (VR) in medical teaching, even greater satisfaction should be expected through improved teaching quality.
MATERIALS AND METHODS: Surveys were performed with students (n = 180) of the ENT block internship in the summer semester of 2023. The aim of the evaluation was to determine the students' satisfaction with and subjective effectiveness of the newly implemented VR digital teaching method for teaching ear anatomy and coniotomy. A survey was also carried out among resident physicians.
RESULTS: The ENT teaching was perceived favorably by the students, with an average rating of 11.7 out of 15. The learning effectiveness and the value of VR in the ENT learning portfolio was evaluated varyingly by the students. The physicians' assessment was different, with a more positive perception.
CONCLUSION: Virtual reality represents an innovative component in the teaching portfolio of otolaryngology. This new teaching method is viewed and accepted as a future-oriented tool. Remarkably, the physicians involved voted consistently positively, while the students gave more critical assessments and pointed out limitations in the individual and subjective areas. These findings are in contrast to the further development of innovative teaching methods demanded by student interest groups.},
	language = {de-DE},
	number = {5},
	journal = {HNO},
	author = {Offergeld, C. and Kuhn, S. and Kromeier, J. and Heermann, S. and Widder, A. and Flayyih, O. and Everad, F. and Knopf, A. and Albrecht, T. and Burkhardt, V. and Hildenbrand, T. and Ramackers, W.},
	month = may,
	year = {2024},
	pmid = {38578464},
	pmcid = {PMC11045625},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Germany, Humans, Female, Male, Surveys and Questionnaires, Adult, Promotion:FU1, Students, Medical, Virtual Reality, Computer-Assisted Instruction, Young Adult, Attitude of Health Personnel, Otolaryngology, Simulation training, Questionnaire, Regression analysis, Emergency medical services, Regional anatomy},
	pages = {367--374},
	file = {Offergeld et al. - 2024 - Wird der Einsatz der virtuellen Realität in der HN.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KW3VNI79/Offergeld et al. - 2024 - Wird der Einsatz der virtuellen Realität in der HN.pdf:application/pdf},
}

@article{onah_correction_2024,
	title = {Correction to: {An} investigation of self-regulated learning in a novel {MOOC} platform},
	volume = {36},
	issn = {1042-1726, 1867-1233},
	shorttitle = {Correction to},
	url = {https://link.springer.com/10.1007/s12528-023-09349-2},
	doi = {10.1007/s12528-023-09349-2},
	language = {en-GB},
	number = {1},
	urldate = {2024-05-09},
	journal = {Journal of Computing in Higher Education},
	author = {Onah, Daniel F. O. and Pang, Elaine L. L. and Sinclair, Jane E.},
	month = apr,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, \#4:Zeitschriftenartikel:MOOC, Promotion:},
	pages = {91--92},
	file = {Onah et al. - 2024 - Correction to An investigation of self-regulated .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KUXBVKUC/Onah et al. - 2024 - Correction to An investigation of self-regulated .pdf:application/pdf},
}

@article{diergarten_bildung_2024,
	title = {Bildung in einer postdigitalen {Welt}: {Digitale} {Erfahrungen} und die {Rolle} der {Verantwortung} im {Bildungsprozess}},
	volume = {100},
	issn = {0507-7230, 2589-0581},
	shorttitle = {Bildung in einer postdigitalen {Welt}},
	url = {https://www.brill.com/view/journals/vfp/100/1/article-p92_8.xml},
	doi = {10.30965/25890581-10001008},
	abstract = {Bildung‹ in a Postdigital World. Digital Experiences and the Role of Responsibility in the Process of ›Bildung‹ This article addresses the question of the possibility of ›Bildung‹ in an increasingly digital world. Following Armin Nassehi, digitality can be understood as a process of translation that makes patterns and structures visible and thus experienceable, which are revealed in world relations. In terms of educational theory, the article addresses the question of how the visibility of patterns of the digital can affect and change the self-relation of individuals. Under circumstances in which the digital is a self-evident condition for accessing and understanding the world, in short, under post-digital circumstances, the inscription of world-relations into one’s own self-relations is not a purely passive process. Experiencing the digital – here as a quantified, collective experience – individuals can take responsibility for their own learning.},
	language = {de-DE},
	number = {1},
	urldate = {2024-03-31},
	journal = {Vierteljahrsschrift für wissenschaftliche Pädagogik},
	author = {Diergarten, Pia},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Bildungstheorien, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU3},
	pages = {92--109},
	file = {Diergarten - 2024 - Bildung in einer postdigitalen Welt Digitale Erfa.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7TAJFS9A/Diergarten - 2024 - Bildung in einer postdigitalen Welt Digitale Erfa.pdf:application/pdf},
}

@article{mocigemba_hybridisierungstendenzen_2024,
	title = {Hybridisierungstendenzen in {Settings} der {Berufs}- und {Laufbahnberatung}},
	issn = {2364-0014, 2364-0022},
	url = {https://link.springer.com/10.1007/s40955-024-00275-z},
	doi = {10.1007/s40955-024-00275-z},
	abstract = {This article analyzes current changes in settings of career guidance and counseling, which have been and are being considerably accelerated by the mediatization and digitalization of counseling and the Covid-19-pandemic. Following educational science considerations on “hybrid learning”, these changes are referred to as “hybridization” and conceptualized as a blurring of boundaries on different dimensions (spatial, temporal, social, institutional). Based on a survey among Bavarian vocational counselors of the Federal Employment Agency (n = 237), we will show how hybridization has been experienced since the pandemic, how it is expected for the future, and how it is evaluated.},
	language = {de-DE},
	urldate = {2024-03-23},
	journal = {Zeitschrift für Weiterbildungsforschung},
	author = {Mocigemba, Dennis and Unterreiner, Laura},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur, Promotion:FU1},
	file = {Mocigemba und Unterreiner - 2024 - Hybridisierungstendenzen in Settings der Berufs- u.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7Y5GDNTE/Mocigemba und Unterreiner - 2024 - Hybridisierungstendenzen in Settings der Berufs- u.pdf:application/pdf},
}

@article{funke_integration_2024,
	title = {Integration digitalisierungsbezogener {Kompetenzen} in die {Hochschullehre}},
	volume = {Gestaltung und Diskussion},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	url = {https://www.herausforderung-lehrerinnenbildung.de/index.php/hlz/article/view/6391},
	doi = {10.11576/HLZ-6391},
	abstract = {Damit (angehende) Lehrkräfte digitale Medien zukünftig im Fachunterricht einsetzen, müssen sie im Rahmen des Lehramtsstudiums digitalisie-rungsbezogene Kompetenzen erwerben. Zwar beschreiben diverse Modelle solche Kompetenzen für die Lehrer*innenbildung, jedoch erweist es sich als Herausforderung, diese Kompetenzen in die Curricula universitärer Lehrveranstaltungen zu integrieren. Um Studium und Lehre in entsprechender Weise zu verändern, bedarf es eines Vorgehens, das nicht lediglich „top-down“-Steuerungsansätze des Change-Managements auf Hochschulen überträgt, sondern stattdessen deren organisationale Eigenheiten ernst nimmt und relevante Akteur*innen im Sinne eines „bottom-up“-Veränderungsprozesses einbezieht. Ein solches Vorgehen zur Veränderung universitärer Studienprogramme (im Sinne der Integration digitalisierungsbezogener Kompetenzen in Ausbildungsziele) wurde im Rahmen des Projekts „BiodigitaliS“ entwickelt. Dies erfolgte unter Bezug auf das Modell der Pädagogischen Hochschulentwicklung und unter Verwendung des Kompetenzrahmens „DiKoLAN“. Die Konzeption des Vorgehens sowie die Ergebnisse seiner Durchführung am Standort Leipzig werden im vorliegenden Beitrag beschrieben. Unter Berücksichtigung der Kontextbedingungen am Standort (Struktur und Organisation des Lehrangebots, Voraussetzungen und Bedarfe Studierender) und unter starkem Einbezug der Lehrenden konnten digitalisierungsbezogene Kompetenzen umfassender, gezielt und systematisch in die Ausbildungsziele bestehender biologiedidaktischer Lehrveranstaltungen integriert werden. Mit den formulierten Ausbildungszielen liefert das Vorgehen eine Grundlage für die Gestaltung und Evaluation von Hochschullehre zur Förderung digitalisierungsbezogener Kompetenzen. Vor dem Hintergrund der Ergebnisse wird im Beitrag ein Verfahren zur Integration digitalisierungsbezogener Kompetenzen in die Ausbildungsziele universitärer Lehre (IKAL-Verfahren) vorgestellt und anhand von Leitlinien für nachhaltige Veränderungen von Hochschullehre diskutiert. Abschließend erfolgt ein Ausblick auf die Übertragbarkeit des Verfahrens auf hochschulische Lehrveranstaltungen in anderen Bereichen.},
	language = {de-DE},
	urldate = {2024-03-23},
	journal = {Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption},
	author = {Funke, Maja and Bergmann-Gering, Alexander and Zabel, Jörg},
	month = mar,
	year = {2024},
	note = {Artwork Size: 108-129 Seiten
Publisher: [object Object]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Technologieintegration, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU4b},
	pages = {108--129 Seiten},
	file = {Funke et al. - 2024 - Integration digitalisierungsbezogener Kompetenzen .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z5NGDAKH/Funke et al. - 2024 - Integration digitalisierungsbezogener Kompetenzen .pdf:application/pdf},
}

@article{li_enhancing_2024,
	title = {Enhancing online learning for dance majors: {A} customized teaching approach using massive open online courses},
	volume = {29},
	issn = {1360-2357, 1573-7608},
	shorttitle = {Enhancing online learning for dance majors},
	url = {https://link.springer.com/10.1007/s10639-023-11957-5},
	doi = {10.1007/s10639-023-11957-5},
	abstract = {The purpose of this study was to investigate the correlation among the components affecting MOOC ability to learn the Chinese dance majors. MOOC courses are easy to register and access whereas SPOC derived from MOOC allows access to selected students. MOOC implementing AI for teaching improves the quality of courses as AI determines content with data stored for subject and analysis in a short span. The subjects of this study are 200 dance students from Hanan Mass Media Vocational and Technical College in China. The researchers collected questionnaires based on the components affecting MOOC learning adaptability face-to-face one-on-one. The collected questionnaire data used in this study were analyzed by SPSS. As a result of the research, learning motivation, learning self-efficacy, MOOC platform, course content quality, learning support and teacher teaching are all important factors affecting learning adaptability. In this way, it not only provides guidance for MOOC teaching, but also provides help for dance students to adapt to MOOC learning.},
	language = {en-GB},
	number = {4},
	urldate = {2024-03-23},
	journal = {Education and Information Technologies},
	author = {Li, Jiazi and Kou, Heung and Wang, Jue and Ren, Wei},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, \#4:Zeitschriftenartikel:MOOC},
	pages = {5139--5167},
	file = {Li et al. - 2024 - Enhancing online learning for dance majors A cust.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CJB2D6E2/Li et al. - 2024 - Enhancing online learning for dance majors A cust.pdf:application/pdf},
}

@article{mejeh_effects_2024,
	title = {Effects of adaptive feedback through a digital tool – a mixed-methods study on the course of self-regulated learning},
	issn = {1360-2357, 1573-7608},
	url = {https://link.springer.com/10.1007/s10639-024-12510-8},
	doi = {10.1007/s10639-024-12510-8},
	abstract = {Lifelong learning is emerging as a key priority for promoting equity and sustainability in societies. Self-regulated learning (SRL) is a fundamental requirement for achieving successful lifelong learning, and digitization is increasingly influential in this regard. This mixed-methods study explores the degree to which adaptive learning technology (ALT) can assist university students in their SRL with timely and personalized support. Additionally, the study examines how students perceive this feedback and incorporate it into their learning behavior. Using hierarchical linear modeling, we investigated the development of SRL over a 9-week period. Semi-structured interviews were conducted with purposively selected learners, based on stimulated recalls. The quantitative results demonstrate positive development in certain components of SRL. Furthermore, the results indicate that metacognitive activity can be partially predicted by motivational and emotional states. The qualitative findings reveal that learners have varying perceptions of feedback received from ALT and integrate it into their learning behaviors based on their individual benefits. The results support the assumption that feedback provided through educational technology must be precisely tailored to the needs of learners, taking into account the dynamics of their individual learning processes. The study contributes to the ongoing discussion on the design of educational technology.},
	language = {en-GB},
	urldate = {2024-03-07},
	journal = {Education and Information Technologies},
	author = {Mejeh, Mathias and Sarbach, Livia and Hascher, Tina},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Promotion:Argumentation, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning},
	file = {Mejeh et al. - 2024 - Effects of adaptive feedback through a digital too.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/F9UP3M2K/Mejeh et al. - 2024 - Effects of adaptive feedback through a digital too.pdf:application/pdf},
}

@incollection{buddeberg_forderung_nodate,
	title = {Förderung von didaktischen {Reflexionsprozessen} bei der {Gestaltung} von digital gestütztem {Lernmaterial}},
	abstract = {Wie nicht zuletzt der pandemiebedingte Distanzunterricht deutlich gemacht hat, besteht ein Bedarf an der Förderung von Medienkompetenzen bei (angehenden) Lehrkräften. Diesbezügliche Lerngelegenheiten in der Lehrkräftebildung werden als essenziell angesehen, um eine lernförderliche Anwendung digitaler Medien im Unterricht zu erlernen und dahingehende didaktische Reflexionsprozesse anzustoßen. Hieran anknüpfend wird ein Projekt vorgestellt, in dem ein Selbstlernkurs für Lehramtsstudierende zur digital gestützten Gestaltung von interaktivem Lernmaterial entwickelt und eingesetzt wird. Eingebettet in die uni­versitäre Lehre erhalten Lehramtsstudierende Lerngelegenheiten zum Einüben mediendidaktischer Kompetenzen, indem sie eigenständig Themen als digitale Lerneinheiten aufbereiten und dazu direktes Feedback bekommen. Ziel ist es, dass die Studierenden nicht nur in der technischen Aufbereitung von Lerninhalten unterstützt werden, sondern – verknüpft mit kognitionspsychologischen Lerntheorien und didaktischen Konzepten – interaktive Lernmaterialien derart reflektieren und digital-gestützt aufbereiten können, dass sie adaptiv, motivierend und lernunterstützend eingesetzt werden können.},
	language = {de-DE},
	booktitle = {Reflexion in der {Lehrkräftebildung} – {Empirisch}, {Phasenübergreifend}, {Interdisziplinär}},
	author = {Buddeberg, Magdalena and Sonnenburg, Nadine},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	file = {Buddeberg und Sonnenburg - Förderung von didaktischen Reflexionsprozessen bei.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IP3D2BA3/Buddeberg und Sonnenburg - Förderung von didaktischen Reflexionsprozessen bei.pdf:application/pdf},
}

@article{liao_application_2023,
	title = {Application of a new multi-element integrated teaching mode based on bite-sized teaching, flipped classroom, and {MOOC} in clinical teaching of obstetrics and gynaecology},
	volume = {23},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04494-9},
	doi = {10/gs566m},
	abstract = {Methods  A Two-stage crossover design study was conducted of a multi-element teaching mode compared to traditional teaching mode in an academic year. Participants included Ninety-six medical students practicing obstetrics and gynecology in our hospital, randomly divided into two groups respectively underwent multi-element teaching mode and traditional teaching mode. After each semester, a final test (including theoretical and clinical practical test) was conducted.When an academic year was completed, post intervention survey assessed learner perceptions of the intervention.
Result  In order to comprehensively test students’ performance after study, we take theoretical and practical examinations. The theoretical examination mainly tests students’ grasp of basic knowledge points, while the practical examination focuses on the examination of students’ diagnosis and treatment of diseases. There were statistically significant differences both in the theoretical and clinical practical scores between the new multi-element integrated teaching mode and the traditional teaching mode, specifically as follows: In the end of first semester, the theoretical scores of the two groups were respective 43.75 ± 3.42 vs. 42.07 ± 2.90, and clinic practical test scores were respective 44.93 ± 2.42 vs. 43.37 ± 2.52; In the end of second semester, the theoretical scores of the two groups were respective 44.30 ± 2.69 vs. 42.25 ± 3.39, and clinic practical test scores were respective 43.79 ± 2.25 vs. 41.93 ± 2.80.(p {\textless} 0.05). The results of questionnaires demonstrated that 80.21\% of the students showed preference for the new multi-element integrated teaching mode comparing to traditional teaching methods.
Conclusion  The new multi-element integrated teaching mode is well accepted by the students and can improve the students’ mastery of knowledge, and can improve the students’ clinical comprehensive ability. The new multi-element},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Liao, Wenyan and He, Jun and Yang, Chunfen and Qi, Shuo and Chen, Guodong and Ding, Chengming},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, \#4:Zeitschriftenartikel:MOOC},
	pages = {820},
	file = {Liao et al. - 2023 - Application of a new multi-element integrated teac.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PCZNYLJ9/Liao et al. - 2023 - Application of a new multi-element integrated teac.pdf:application/pdf},
}

@book{zumbach_digitale_2023,
	title = {Digitale {Medienbildung}},
	language = {de-DE},
	author = {Zumbach, Jörg and Trültzsch-Wijnen, Christine W and Deibl, Ines},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien, \#7:Zeitschriftenartikel:digital:Medien, ⛔ No DOI found, Promotion:todo},
	file = {Zumbach et al. - 2023 - Digitale Medienbildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3K97X42I/Zumbach et al. - 2023 - Digitale Medienbildung.pdf:application/pdf},
}

@book{schiefner-rohs_ethnographie_2023,
	title = {Ethnographie und {Videographie} pädagogischer {Praktiken}. "{Ein}-{Blicke}" in {Projekte} der {Schul}- und {Unterrichtsforschung} in einer {Kultur} der {Digitalität}},
	isbn = {978-3-7815-2578-8},
	url = {https://www.pedocs.de/volltexte/2023/26995/pdf/Schiefner-Rohs_et_al_2023_Ethnographie_und_Videographie.pdf},
	abstract = {Schule und Unterricht können ohne die Verwobenheit mit digitalen Medien kaum mehr gedacht werden. Über die Frage der Nutzungsweisen von Medien hinaus helfen praxistheoretisch informierte Feldbeobachtungen dabei, pädagogische Praktiken (nicht nur) des Medienhandelns in situ und in actu zu erfassen. Der Sammelband vereint Beiträge mit genau diesem theoretischen und methodologischen Zugang. Aus medienpädagogischer, schulpädagogischer und soziologischer Perspektive wird in ethnographischem bzw. videographischem Stil Zugriff auf Praktiken der Schule in einer Kultur der Digitalität genommen. So werden wortwörtlich „Ein-Blicke“ in unterschiedliche Projekte und Zugänge der Unterrichtsforschung gegeben. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-07-31},
	publisher = {Verlag Julius Klinkhardt},
	editor = {Schiefner-Rohs, Mandy and Heymann, Carina and Neto Carvalho, Isabel},
	year = {2023},
	doi = {10.35468/6020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien, Bildung},
	file = {Schiefner-Rohs et al. - 2023 - Ethnographie und Videographie pädagogischer Prakti.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WG532BSV/Schiefner-Rohs et al. - 2023 - Ethnographie und Videographie pädagogischer Prakti.pdf:application/pdf},
}

@incollection{meier_seminar_2023,
	address = {Wiesbaden},
	title = {Das {Seminar} ‚{Digitale} {Aufgaben}‘: {Konzeption} und {Ergebnisse} eines digitalen {Lehr}-{Lern}-{Labors}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {Das {Seminar} ‚{Digitale} {Aufgaben}‘},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_24},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Speer, Annabelle and Eichler, Andreas},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_24},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {239--253},
	file = {Speer und Eichler - 2023 - Das Seminar ‚Digitale Aufgaben‘ Konzeption und Er.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RPKD4PUC/Speer und Eichler - 2023 - Das Seminar ‚Digitale Aufgaben‘ Konzeption und Er.pdf:application/pdf},
}

@article{zakaria_intelligent_2022,
	title = {Intelligent {System} for {Personalised} {Interventions} and {Early} {Drop}-out {Prediction} in {MOOCs}},
	volume = {13},
	issn = {21565570, 2158107X},
	url = {http://thesai.org/Publications/ViewPaper?Volume=13&Issue=9&Code=IJACSA&SerialNo=83},
	doi = {10/grw337},
	abstract = {In this paper, we propose an approach to early detect students at high risk of drop-out in MOOC (Massive Open Online Course); we design personalised interventions to mitigate that risk. We apply Machine Learning (ML) algorithms and data mining techniques to a dataset extracted from XuetangX MOOC learning platforms and sourced from the KDD cup 2015. Since this dataset contains only raw student log activity records, we perform a hybrid feature selection and dimensionality reduction techniques to extract relevant features, and reduce models complexity and computation time. Besides, we built two models based on: Genetic Algorithms (GA) and Deep Learning (DL) with supervised learning methods. The obtained results, according to the accuracy and the AUC (Area Under Curve)-ROC (Reciever Operator Characteristic) metrics, prove the pertinence of the extracted features and encourage the use of the hybrid features selection. They also proved that GA and DL are outperforming the baseline algorithms used in related works. To assess the generalisation of the approach used in this work, The same process is performed to a second benchmark dataset extracted from the university MOOC. Then, a single web application hosted on the university server, produces an individual weekly drop-out probability, using time series data. It also proposes an approach to personalise and prioritise interventions for at-risk students according to the drop-out patterns.},
	language = {en-GB},
	number = {9},
	urldate = {2023-03-12},
	journal = {International Journal of Advanced Computer Science and Applications},
	author = {Zakaria, Alj and Anas, Bouayad and Oucamah, Cherkaoui Malki Mohammed},
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU6, \#4:Zeitschriftenartikel:MOOC},
	file = {Zakaria et al. - 2022 - Intelligent System for Personalised Interventions .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PJ9K9JYF/Zakaria et al. - 2022 - Intelligent System for Personalised Interventions .pdf:application/pdf},
}

@article{hofler_imoox_nodate,
	title = {{iMooX}: mehr als eine {MOOC}-{Plattform}},
	language = {de-DE},
	author = {Höfler, Elke},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Promotion:Relevanz:4, Promotion:FU3, \#4:Zeitschriftenartikel:MOOC},
	file = {Höfler - iMooX mehr als eine MOOC-Plattform.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QD7Z3ZCV/Höfler - iMooX mehr als eine MOOC-Plattform.pdf:application/pdf},
}

@incollection{reinmann_gabi_was_2013,
	title = {Was wäre, wenn es keine {Prüfungen} mit {Rechtsfolgen} mehr gäbe? {Ein} {Gedankenexperiment}},
	copyright = {Deutsches Urheberrecht},
	shorttitle = {Was wäre, wenn es keine {Prüfungen} mit {Rechtsfolgen} mehr gäbe?},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=8297},
	abstract = {Nehmen wir an, an Universitäten gäbe es keine Prüfungen mit Rechtsfolgen mehr, also keine Prüfungen, die einen Selektionscharakter haben und mit einer Ziffernnote bewertet werden. Nehmen wir weiter an, dass von außen (z.B. Wirtschaft und andere Arbeitgeber) kein prinzipieller Protest gegen diese Abschaffung laut würde und dass die Ressourcen der Universitäten konstant blieben. Wie würden Studierende darauf reagieren, wenn es keine Prüfungen mit Rechtsfolgen mehr gäbe? Was würde das für die Lehrenden und für die Verwaltung an Universitäten bedeuten? Welche Alternativen zum Prüfungssystem mit Rechtsfolgen würden sich entwickeln? Welche Rolle würden die digitalen Medien dabei spielen? Der Beitrag schildert, anknüpfend an die Diskussionen um Exzellenz in der Lehre, ein Gedankenexperiment und führt aus, welche Alternativen sich hätten entwickeln können, wenn wir Prüfungen an den Universitäten als entbehrlich erkennen würden oder bereits erkannt hätten. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2022-06-18},
	publisher = {Waxmann},
	author = {Reinmann, Gabi},
	month = nov,
	year = {2013},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, DRK-Bildungszentrum Düsseldorf, Bildung, Hochschullehre, University lecturing, University teaching, Assessment, Bewertung, Elektronische Medien, Judgement, Judgment, Kompetenz, notsanumfrage, Promotion:todo, Selektion, Achievement measurement, Achievement test, Leistungsbeurteilung, Pupil Evaluation, Academic examination, Benotung, Competency-based method, Gedankenexperiment, Higher education system, Hochschulprüfung, Hochschulsystem, University examination},
	file = {Reinmann, Gabi - 2013 - Was wäre, wenn es keine Prüfungen mit Rechtsfolgen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W9V8SCZ9/Reinmann, Gabi - 2013 - Was wäre, wenn es keine Prüfungen mit Rechtsfolgen.pdf:application/pdf},
}

@incollection{meiners_digitale_nodate,
	title = {Digitale {Medienkompetenz} als {Voraussetzung} für die {Erstellung} von {Prüfungsaufgaben}},
	abstract = {The following article discusses findings from a survey on the self-assessment of digital media competence of professional (prospective) teaching and training personnel who are trained to develop digitally supported, authentic examination tasks. In particular, structural assumptions of digital media competence are examined, differences between the groups are highlighted, and discussion prospects for promoting digital media competence are presented. First findings show that the differentiation into different competence facets makes sense in order to work out strengths and weaknesses in the individual competence profiles. They also point to an overall quite well-developed media competence, but also indicate a need for further training among experienced teachers.},
	language = {de-DE},
	booktitle = {Digitale {Transformation} in der {Berufsbildung}: {Konzepte}, {Befunde} und {Herausforderungen}},
	author = {Meiners, Hanna and Hartmann, Philipp and Niegemann, Helmut and Seeber, Susan and Schumann, Matthias},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Promotion:todo},
	file = {Meiners et al. - Digitale Medienkompetenz als Voraussetzung für die.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YUFSQSP4/Meiners et al. - Digitale Medienkompetenz als Voraussetzung für die.pdf:application/pdf;Meiners et al. - Digitale Medienkompetenz als Voraussetzung für die.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XVQLMQYL/Meiners et al. - Digitale Medienkompetenz als Voraussetzung für die.pdf:application/pdf;Meiners et al. - Digitale Medienkompetenz als Voraussetzung für die.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QSMUM2TR/Meiners et al. - Digitale Medienkompetenz als Voraussetzung für die.pdf:application/pdf;Meiners et al. - Digitale Medienkompetenz als Voraussetzung für die.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EJE72WYM/Meiners et al. - Digitale Medienkompetenz als Voraussetzung für die.pdf:application/pdf},
}

@article{schon_mooc-gestaltung_nodate,
	title = {{MOOC}-{Gestaltung} in der {Erwachsenenbildung}. {Empfehlungen} für die {Gestaltung} und {Durchführung} von {Online}-{Kursen} für {Viele}},
	language = {de-DE},
	author = {Schön, Sandra},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#4:Zeitschriftenartikel:MOOC},
	pages = {13},
	file = {Schön - MOOC-Gestaltung in der Erwachsenenbildung. Empfehl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/79C3UZWX/Schön - MOOC-Gestaltung in der Erwachsenenbildung. Empfehl.pdf:application/pdf},
}

@incollection{konigs_entmystifizierung_2021,
	title = {"{Entmystifizierung}" digitaler {Medien} durch ein alternatives {Unterrichtsformat}?: {Die} {Vermittlung} digitaler {Kompetenzen} in der {Schule}},
	copyright = {Creative Commons Attribution 4.0 International},
	isbn = {978-3-945681-08-4},
	shorttitle = {"{Entmystifizierung}" digitaler {Medien} durch ein alternatives {Unterrichtsformat}?},
	url = {https://www.ssoar.info/ssoar/handle/document/76407},
	abstract = {Der Umgang mit digitalen Medien und die Vermittlung entsprechender Medienkompetenzen spielt im schulischen Kontext eine immer größere Rolle. Hierbei wird u. a. auf schulextern entwickelte Formate zurückgegriffen, bei denen häufig der Fokus auf den informatischen bzw. technologiebezogenen Aspekten liegt. Dabei stellt sich vordergründig die Frage, wie wirksam solche Formate sind; hintergründig ist zu klären, welche Kompetenzen zu digitalen Medien hier vermittelt werden bzw. werden sollen. In diesem Beitrag wird das von 'Wissenschaft im Dialog' initiierte Projekt 'Make Your School - Eure Ideenwerkstatt' untersucht. Anhand von qualitativen Interviews mit Lehrkräften wird ermittelt, welche Kompetenzdimensionen das Format adressiert. Mithilfe eines theoretischen Abgleichs kann offengelegt werden, dass Voraussetzungen für die Kompetenzvermittlung geschaffen werden können, die in Bezug auf einen verantwortungsbewussten Umgang mit und ein Verständnis von digitalen Medien bedeutend sind.},
	language = {de-DE},
	urldate = {2021-12-25},
	booktitle = {Bildung, {Wissen} und {Kompetenz}(-en) in digitalen {Medien}. {Was} können, wollen und sollen wir über digital vernetzte {Kommunikation} wissen?},
	publisher = {Freie Universität Berlin},
	author = {Königs, Julia and Kronewald, Elke},
	editor = {Seifert, Markus and Jöckel, Sven},
	year = {2021},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Promotion:Kerngedanke, Technologieintegration, Promotion:FU2a, Promotion:Relevanz:4},
	pages = {89--103},
	file = {Königs und Kronewald - 2021 - Entmystifizierung digitaler Medien durch ein alt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6K66XGZR/Königs und Kronewald - 2021 - Entmystifizierung digitaler Medien durch ein alt.pdf:application/pdf},
}

@article{claflin_evaluating_2021,
	title = {Evaluating {Course} {Completion}, {Appropriateness}, and {Burden} in the {Understanding} {Multiple} {Sclerosis} {Massive} {Open} {Online} {Course}: {Cohort} {Study}},
	volume = {23},
	issn = {1438-8871},
	shorttitle = {Evaluating {Course} {Completion}, {Appropriateness}, and {Burden} in the {Understanding} {Multiple} {Sclerosis} {Massive} {Open} {Online} {Course}},
	url = {https://www.jmir.org/2021/12/e21681},
	doi = {10.2196/21681},
	abstract = {Background: Massive open online course (MOOC) research is an emerging field; to date, most research in this area has focused on participant engagement.
Objective: The aim of this study is to evaluate both participant engagement and measures of satisfaction, appropriateness, and burden for a MOOC entitled Understanding Multiple Sclerosis (MS) among a cohort of 3518 international course participants.
Methods: We assessed the association of key outcomes with participant education level, MS status, caregiver status, sex, and age using summary statistics, and 2-tailed t tests, and chi-square tests.
Results: Of the 3518 study participants, 928 (26.37\%) were people living with MS. Among the 2590 participants not living with MS, 862 (33.28\%) identified as formal or informal caregivers. Our key findings were as follows: the course completion rate among study participants was 67.17\% (2363/3518); the course was well received, with 96.97\% (1502/1549) of participants satisfied, with an appropriate pitch and low burden (a mean of 2.2 hours engagement per week); people living with MS were less likely than those not living with MS to complete the course; and people with a recent diagnosis of MS, caregivers, and participants without a university education were more likely to apply the material by course completion.
Conclusions: The Understanding MS MOOC is fit for purpose; it presents information in a way that is readily understood by course participants and is applicable in their lives.},
	language = {en-GB},
	number = {12},
	urldate = {2021-12-12},
	journal = {Journal of Medical Internet Research},
	author = {Claflin, Suzi B and Campbell, Julie A and Doherty, Kathleen and Farrow, Maree and Bessing, Barnabas and Taylor, Bruce V},
	month = dec,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU6, \#4:Zeitschriftenartikel:MOOC, mobile phone, multiple sclerosis, health promotion, massive open online course, eHealth education},
	pages = {e21681},
	file = {Claflin et al. - 2021 - Evaluating Course Completion, Appropriateness, and.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DHXQIEM8/Claflin et al. - 2021 - Evaluating Course Completion, Appropriateness, and.pdf:application/pdf},
}

@article{lin_digital_2021-1,
	title = {Digital {Learning} in {Speech}-{Language} {Pathology}, {Phoniatrics}, and {Otolaryngology}: {Interdisciplinary} and {Exploratory} {Analysis} of {Content}, {Organizing} {Structures}, and {Formats}},
	volume = {7},
	issn = {2369-3762},
	shorttitle = {Digital {Learning} in {Speech}-{Language} {Pathology}, {Phoniatrics}, and {Otolaryngology}},
	url = {https://mededu.jmir.org/2021/3/e27901},
	doi = {10.2196/27901},
	abstract = {Background: The digital revolution is rapidly transforming health care and clinical teaching and learning. Relative to other medical fields, the interdisciplinary fields of speech-language pathology (SLP), phoniatrics, and otolaryngology have been slower to take up digital tools for therapeutic, teaching, and learning purposes—a process that was recently expedited by the COVID-19 pandemic. Although many current teaching and learning tools have restricted or institution-only access, there are many openly accessible tools that have gone largely unexplored. To find, use, and evaluate such resources, it is important to be familiar with the structures, concepts, and formats of existing digital tools.
Objective: This descriptive study aims to investigate digital learning tools and resources in SLP, phoniatrics, and otolaryngology. Differences in content, learning goals, and digital formats between academic-level learners and clinical-professional learners are explored.
Methods: A systematic search of generic and academic search engines (eg, Google and PubMed); the App Store; Google Play Store; and websites of established SLP, phoniatrics, and otolaryngology organizations was conducted. By using specific search terms and detailed inclusion and exclusion criteria, relevant digital resources were identified. These were organized and analyzed according to learner groups, content matter, learning goals and architectures, and digital formats.
Results: Within- and between-learner group differences among 125 identified tools were investigated. In terms of content, the largest proportion of tools for academic-level learners pertained to anatomy and physiology (60/214, 28\%), and that for clinical-professional learners pertained to diagnostic evaluation (47/185, 25.4\%). Between groups, the largest differences were observed for anatomy and physiology (academic-level learners: 60/86, 70\%; clinical-professional learners: 26/86, 30\%) and professional issues (8/28, 29\% vs 20/28, 71\%). With regard to learning goals, most tools for academic-level learners targeted the performance of procedural skills (50/98, 51\%), and those for clinical-professional learners targeted receptive information acquisition (44/62, 71\%). Academic-level learners had more tools for supporting higher-level learning goals than clinical-professional learners, specifically tools for performing procedural skills (50/66, 76\% vs 16/66, 24\%) and strategic skills (8/10, 80\% vs 2/10, 20\%). Visual formats (eg, pictures or diagrams) were dominant across both learner groups. The greatest between-group differences were observed for interactive formats (45/66, 68\% vs 21/66, 32\%).
Conclusions: This investigation provides initial insights into openly accessible tools across SLP, phoniatrics, and otolaryngology and their organizing structures. Digital tools in these fields addressed diverse content, although the tools for academic-level learners were greater in number, targeted higher-level learning goals, and had more interactive formats than those for clinical-professional learners. The crucial next steps include investigating the actual use of such tools in practice and students’ and professionals’ attitudes to better improve upon such tools and incorporate them into current and future learning milieus.},
	language = {en-GB},
	number = {3},
	urldate = {2021-12-12},
	journal = {JMIR Medical Education},
	author = {Lin, Yuchen and Neuschaefer-Rube, Christiane},
	month = jul,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Digitale Bildung, Promotion:FU3, mobile phone, communication disorders, digital learning, otolaryngology, phoniatrics, speech-language pathology},
	pages = {e27901},
	file = {Lin und Neuschaefer-Rube - 2021 - Digital Learning in Speech-Language Pathology, Pho.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GBU4A8TD/Lin und Neuschaefer-Rube - 2021 - Digital Learning in Speech-Language Pathology, Pho.pdf:application/pdf},
}

@article{goldin_learning_2021,
	title = {Learning {From} a {Massive} {Open} {Online} {COVID}-19 {Vaccination} {Training} {Experience}: {Survey} {Study}},
	volume = {7},
	issn = {2369-2960},
	shorttitle = {Learning {From} a {Massive} {Open} {Online} {COVID}-19 {Vaccination} {Training} {Experience}},
	url = {https://publichealth.jmir.org/2021/12/e33455},
	doi = {10.2196/33455},
	abstract = {Background: To prepare key stakeholders for the global COVID-19 vaccination rollout, the World Health Organization and partners developed online vaccination training packages. The online course was launched in December 2020 on the OpenWHO learning platform. This paper presents the findings of an evaluation of this course.
Objective: The aim of this evaluation was to provide insights into user experiences and challenges, measure the impact of the course in terms of knowledge gained, and anticipate potential interest in future online vaccination courses.
Methods: The primary source of data was the anonymized information on course participants, enrollment, completion, and scores from the OpenWHO platform’s statistical data and metric reporting system. Data from the OpenWHO platform were analyzed from the opening of the courses in mid-December 2020 to mid-April 2021. In addition, a learner feedback survey was sent by email to all course participants to complete within a 3-week period (March 19 to April 9, 2021). The survey was designed to determine the perceived strengths and weaknesses of the training packages and to understand barriers to access.
Results: During the study period, 53,593 learners enrolled in the course. Of them, 30,034 (56.0\%) completed the course, which is substantially higher than the industry benchmark of 5\%-10\% for a massive open online course (MOOC). Overall, learners averaged 76.5\% on the prequiz compared to 85\% on the postquiz, resulting in an increase in average score of 9\%. A total of 2019 learners from the course participated in the survey. Nearly 98\% (n=1647 fully agree, n=308 somewhat agree; N=1986 survey respondents excluding missing values) of respondents fully or somewhat agreed that they had more confidence in their ability to support COVID-19 vaccination following completion of this course.
Conclusions: The online vaccine training was well received by the target audience, with a measurable impact on knowledge gained. The key benefits of online training were the convenience, self-paced nature, access to downloadable material, and ability to replay material, as well as an increased ability to concentrate. Online training was identified as a timely, cost-effective way of delivering essential training to a large number of people to prepare for the COVID-19 vaccination rollout.},
	language = {en-GB},
	number = {12},
	urldate = {2021-12-12},
	journal = {JMIR Public Health and Surveillance},
	author = {Goldin, Shoshanna and Kong, So Yeon Joyce and Tokar, Anna and Utunen, Heini and Ndiaye, Ngouille and Bahl, Jhilmil and Appuhamy, Ranil and Moen, Ann},
	month = dec,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:Relevanz:4, Krisenreaktion im Bildungsbereich, Promotion:FU6, education, COVID-19, evaluation, \#4:Zeitschriftenartikel:MOOC, online education, training, knowledge, vaccine, user experience, impact, pandemic, vaccination, massive open online course, challenge, interest, preparation},
	pages = {e33455},
	file = {Goldin et al. - 2021 - Learning From a Massive Open Online COVID-19 Vacci.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CH32XAJB/Goldin et al. - 2021 - Learning From a Massive Open Online COVID-19 Vacci.pdf:application/pdf},
}

@article{kaiser_digitale_2021,
	title = {Digitale {Lehre} und {Zufriedenheit} von {Hochschullehrenden}.: {Eine} empirische {Studie} zum {Zusammenhang} von didaktischer {Kompetenz} und akademischer {Medienkompetenz} auf die {Zufriedenheit} mit der digitalen {Lehre} von {Hochschullehrenden}.},
	volume = {21},
	issn = {2190-4790},
	shorttitle = {Digitale {Lehre} und {Zufriedenheit} von {Hochschullehrenden}.},
	url = {https://www.medienpaed-ludwigsburg.de/article/view/410},
	doi = {10.21240/lbzm/21/13},
	abstract = {Durch die COVID-19 Pandemie stehen Hochschullehrende vor der Herausforderung, ihre Lehrkompetenzen an digitale Formate anzupassen. Die Relevanz und die Entwicklung dieser Lehrkompetenzen in Form von didaktischer Kompetenz und akademischer Medienkompetenz sowie die Zufriedenheit Hochschullehrender gewinnt in der digitalen Lehre mit Blick auf die Lehrqualität zunehmend an Bedeutung. In der vorliegenden Studie wurden mittels eines Online-Fragebogens als Querschnittserhebung Hochschullehrende des Fachbereichs Erziehungswissenschaft und Psychologie der Freien Universität Berlin (N = 60) im Wintersemester 2020/2021 befragt. Anhand einer Selbsteinschätzung wurden quantitativ die didaktische Kompetenz, akademische Medienkompetenz und die generelle Zufriedenheit mit der digitalen Lehre gemessen. Es wurden die Skalen Kenntnisse über Bedingungen von nachhaltigen Lehr-/Lernprozessen, IT-Kompetenz, Digitale Lehre, Digital produzieren, Analyse/Reflexion und Zufriedenheit mit der digitalen Lehre adaptiert. Die Korrelationsanalysen weisen signifikante kleine bis mittlere positive Zusammenhänge auf. Die multiple Regression zeigt, dass durch didaktische Kompetenz und akademische Medienkompetenz 18\% der Varianz der Zufriedenheit mit der digitalen Lehre Hochschullehrender aufgeklärt werden können. Auf Grundlage der Ergebnisse können Entwicklungsmöglichkeiten identifiziert und entsprechende Weiterbildungen legitimiert werden.},
	language = {de-DE},
	urldate = {2021-12-11},
	journal = {Ludwigsburger Beiträge zur Medienpädagogik},
	author = {Kaiser, Nora and Nonnenkamp, Dora},
	month = nov,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU1},
	pages = {1--14},
	file = {Kaiser und Nonnenkamp - 2021 - Digitale Lehre und Zufriedenheit von Hochschullehr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VSQL7SJN/Kaiser und Nonnenkamp - 2021 - Digitale Lehre und Zufriedenheit von Hochschullehr.pdf:application/pdf},
}

@article{ade_kooperative_2021,
	title = {Kooperative {Gestaltungsaufgaben} am {Tablet}: {Entwicklung} und {Erprobung} eines {Unterrichtsprojekts} für die {Grundschule}},
	volume = {42},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Kooperative {Gestaltungsaufgaben} am {Tablet}},
	url = {10.21240/mpaed/42/2021.04.06.X},
	doi = {10/gksnx2},
	abstract = {Dem Einsatz digitaler Medien im Unterricht wird für kooperative Arbeitsformen ein Potenzial zur ‹Optimierung› der Lehr-Lernprozesse zugeschrieben. Aus der Perspektive der Unterrichtsforschung ist für grundschulbezogene Lehr-Lernprozesse zu klären, wie kooperatives Arbeiten mit digitalen Medien auf der Tiefenstruktur des Unterrichts durch lernprozessanregende Aufgaben sowie durch individuelle Lernunterstützung mithilfe von Kooperationsskripts unterstützt werden kann. Im vorliegenden Beitrag wird der Frage nachgegangen, wie kooperative Gestaltungsaufgaben am Tablet entwickelt werden können, um Schülerinnen und Schülern im Grundschulalter die kreative und reflektierte Gestaltung eines eigenen Medienbeitrags zu ermöglichen. Es wird ein iterativer, am Design-Based-Research-Ansatz angelehnter Entwicklungsprozess eines digital gestützten Unterrichtsprojekts für Kinder der dritten Klasse vorgestellt: Ausgehend von medienpädagogischen Überlegungen wurde eine Gestaltungsaufgabe am Tablet entwickelt und hinsichtlich des Grads der Lernunterstützung in zwei Varianten (V1, V2) mithilfe eines Kooperationsskripts erprobt. Die Ergebnisse der formativen Evaluation mittels halb-standardisierter Beobachtungen in fünf Grundschulklassen verweisen auf die grosse Bedeutsamkeit der Vorstrukturierung der Aufgabenstellung, die je nach Variation des Skripts eine stärkere Fokussierung der Kinder auf die sozialen Aushandlungsprozesse (V1) bzw. die inhaltliche Auseinandersetzung (V2) zeigt. Ausgehend von der Evaluation des Unterrichtsprojekts werden Chancen und Herausforderungen in Bezug auf die Merkmale der digital gestützten Gestaltungsaufgabe sowie hinsichtlich der Potenziale der Kooperationsskripts diskutiert.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Ade, Larissa and Pohlmann-Rother, Sanna and Lange, Sarah Désirée},
	month = apr,
	year = {2021},
	note = {ZSCC: 0000000},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:FU2a, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {85--107},
	file = {Ade et al. - 2021 - Kooperative Gestaltungsaufgaben am Tablet Entwick.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2KEPWQ8W/Ade et al. - 2021 - Kooperative Gestaltungsaufgaben am Tablet Entwick.pdf:application/pdf},
}

@article{allert_optimierung_2021,
	title = {Optimierung als digital-kapitalistisch},
	volume = {42},
	issn = {1424-3636},
	url = {https://www.medienpaed.com/article/view/1113},
	doi = {10/gk5bfq},
	abstract = {This paper describes socio-material practices of digital nomads who live locationindependent and work online. Their business models are based on data-driven platforms. Optimizing oneself as an individual is understood as a key element of a digital capitalist logic. Based on an empirical study, the paper outlines digital capitalism as co-produced by individuals who do no longer understand themselves as citizens of specific states. Its main ideas can be traced back to the beginning of the development of the World Wide Web and what is called “new economy”.},
	language = {de-DE},
	urldate = {2021-07-08},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Allert, Heidrun},
	month = jun,
	year = {2021},
	note = {ZSCC: 0000000},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {301--326},
	file = {Allert - 2021 - Optimierung als digital-kapitalistisch.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WFCIXJLX/Allert - 2021 - Optimierung als digital-kapitalistisch.pdf:application/pdf},
}

@article{wedler_selbstreferentialitat_2020,
	title = {Selbstreferentialität und {Historisierung} als {Werkzeuge} medialen {Handelns} im bildungswissenschaftlichen {Kontext}: {Zum} {Potenzial} populärer {Kultur} im {Erarbeitungsprozess} erklärender {Kurzfilme}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Selbstreferentialität und {Historisierung} als {Werkzeuge} medialen {Handelns} im bildungswissenschaftlichen {Kontext}},
	url = {10.21240/mpaed/jb17/2020.05.02.X},
	doi = {10/gg5cxb},
	abstract = {Due to the potential of digital teaching and learning formats, the didactic design of seminars, for example, is changing in such a way that the acquisition of knowledge increasingly adapts to the life environment of students. In the following article, the influence of an individual process of knowledge acquisition on the product will be shown by means of student works. The explanatory videos created by the students demonstrate with their transformed texts in combination with Pop Art Clips a current form of representation of Popular Culture and thus establish the state of the art, both visually and textually. The challenge in developing an explanatory video for a scientific discourse was to combine complex theory with a practical example to support the facts. In their videos, the students mostly rely on their own experiences, from which their understanding of the world also emerges. The storytelling shows how the performativity around the individual world and the process of subjectivation as a form of education contributes to the acquisition of knowledge in popular culture.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Wedler, Katharina},
	month = may,
	year = {2020},
	note = {ZSCC: 0000001},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Bildungstheorien, \#0:Zeitschriftenartikel:digital:learning},
	pages = {217--243},
	file = {Wedler - 2020 - Selbstreferentialität und Historisierung als Werkz.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YPEQ68JT/Wedler - 2020 - Selbstreferentialität und Historisierung als Werkz.pdf:application/pdf},
}

@article{alberti_vanessa_digitale_2022,
	title = {Digitale {Kompetenzen} {Lehrender}. {Zur} {Möglichkeit} ihrer {Integration} in {Modelle} generisch pädagogischer {Kompetenzen} am {Beispiel} von {GRETA}},
	copyright = {Creative Commons Namensnennung 4.0 International},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=24475},
	doi = {10/gp5j94},
	abstract = {Competent implementation of educational programs requires (adult) education, professional and didactic competences as well as technological and media education competences. Summarized here as digital competences, the last two are increasingly important against the backdrop of the COVID-19 pandemic. Yet how are digital and educational competences interrelated and what would such a competence model look like? This article deals with the relation between educational and digital competences and presents the possibility for integrated representation in a competence model for teachers of adult education and continuing education as exemplified by the GRETA competence model. The conceptual and empirical work should yield the GRETA competence model 2.0, which is viable for all adult education teachers. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2022-05-14},
	author = {Alberti, Vanessa and Strauch, Anne and Brandt, Peter},
	month = may,
	year = {2022},
	note = {Publisher: Bundesministerium für Bildung, Wissenschaft und Forschung},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU5, Bildung, Deutschland, Digitale Bildung, Germany, Professionalisierung, Professionalization, Kompetenz, Erwachsenenbildner, Media pedagogics, Medienpädagogik, Competency, Further education, Weiterbildung, Modell, Media competence, Media skills, Adult pedagogics, Erwachsenenpädagogik, Pedagogics for adults, Weiterbildner},
	file = {Alberti, Vanessa et al. - 2022 - Digitale Kompetenzen Lehrender. Zur Möglichkeit ih.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7CH2KGDV/Alberti, Vanessa et al. - 2022 - Digitale Kompetenzen Lehrender. Zur Möglichkeit ih.pdf:application/pdf},
}

@book{zulaica_y_mugica_rhetoriken_2022,
	address = {Wiesbaden},
	title = {Rhetoriken des {Digitalen}: {Adressierungen} an die {Pädagogik}},
	isbn = {978-3-658-29044-3 978-3-658-29045-0},
	shorttitle = {Rhetoriken des {Digitalen}},
	url = {https://link.springer.com/10.1007/978-3-658-29045-0},
	language = {de-DE},
	urldate = {2022-08-07},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Zulaica y Mugica, Miguel and Zehbe, Klaus-Christian},
	year = {2022},
	doi = {10.1007/978-3-658-29045-0},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Zulaica y Mugica und Zehbe - 2022 - Rhetoriken des Digitalen Adressierungen an die Pä.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Y2CIGT38/Zulaica y Mugica und Zehbe - 2022 - Rhetoriken des Digitalen Adressierungen an die Pä.pdf:application/pdf},
}

@article{lakhan_digital_2024,
	title = {Digital healthcare framework for patients with disabilities based on deep federated learning schemes},
	volume = {169},
	issn = {1879-0534},
	doi = {10.1016/j.compbiomed.2023.107845},
	abstract = {Utilizing digital healthcare services for patients who use wheelchairs is a vital and effective means to enhance their healthcare. Digital healthcare integrates various healthcare facilities, including local laboratories and centralized hospitals, to provide healthcare services for individuals in wheelchairs. In digital healthcare, the Internet of Medical Things (IoMT) allows local wheelchairs to connect with remote digital healthcare services and generate sensors from wheelchairs to monitor and process healthcare. Recently, it has been observed that wheelchair patients, when older than thirty, suffer from high blood pressure, heart disease, body glucose, and others due to less activity because of their disabilities. However, existing wheelchair IoMT applications are straightforward and do not consider the healthcare of wheelchair patients with their diseases during their disabilities. This paper presents a novel digital healthcare framework for patients with disabilities based on deep-federated learning schemes. In the proposed framework, we offer the federated learning deep convolutional neural network schemes (FL-DCNNS) that consist of different sub-schemes. The offloading scheme collects the sensors from integrated wheelchair bio-sensors as smartwatches such as blood pressure, heartbeat, body glucose, and oxygen. The smartwatches worked with wearable devices for disabled patients in our framework. We present the federated learning-enabled laboratories for data training and share the updated weights with the data security to the centralized node for decision and prediction. We present the decision forest for centralized healthcare nodes to decide on aggregation with the different constraints: cost, energy, time, and accuracy. We implemented a deep CNN scheme in each laboratory to train and validate the model locally on the node with the consideration of resources. Simulation results show that FL-DCNNS obtained the optimal results on the sensor data and minimized the energy by 25\%, time 19\%, cost 28\%, and improved the accuracy of disease prediction by 99\% as compared to existing digital healthcare schemes for wheelchair patients.},
	language = {en-GB},
	journal = {Computers in Biology and Medicine},
	author = {Lakhan, Abdullah and Hamouda, Hassen and Abdulkareem, Karrar Hameed and Alyahya, Saleh and Mohammed, Mazin Abed},
	month = feb,
	year = {2024},
	pmid = {38118307},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Promotion:FU2a, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Datenschutz und IT-Sicherheit, Promotion:Relevanz:3, Humans, Disabled Persons, Health Facilities, Laboratories, Hospitals, Glucose, Federated learning, Digital healthcare, IoMT, Offloading, Smart watches, Wearable healthcare devices, Wheelchair},
	pages = {107845},
	file = {Lakhan et al. - 2024 - Digital healthcare framework for patients with dis.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6UMHIL23/Lakhan et al. - 2024 - Digital healthcare framework for patients with dis.pdf:application/pdf},
}

@article{soller_transfer_2024,
	title = {Transfer of {Knowledge} on {Pneumoconiosis} {Care} {Among} {Rural}-{Based} {Members} of a {Digital} {Community} of {Practice}: {Cross}-{Sectional} {Study}},
	volume = {8},
	issn = {2561-326X},
	shorttitle = {Transfer of {Knowledge} on {Pneumoconiosis} {Care} {Among} {Rural}-{Based} {Members} of a {Digital} {Community} of {Practice}},
	doi = {10.2196/52414},
	abstract = {BACKGROUND: Given the re-emergence of coal workers' pneumoconiosis in Appalachia and Mountain West United States, there is a tremendous need to train rural professionals in its multidisciplinary management. Since 2016, the Miners' Wellness TeleECHO (Extension for Community Health Outcomes) Program held by the University of New Mexico, Albuquerque, and Miners' Colfax Medical Center, Raton, New Mexico, provides structured longitudinal multidisciplinary telementoring to diverse professionals taking care of miners by creating a digital community of practice. Program sessions emphasize active learning through discussion, rather than didactic training. Professional stakeholder groups include respiratory therapists, home health professionals, benefits counselors, lawyers or attorneys, clinicians, and others. Rural-urban differences in knowledge transfer in such a community of practice, however, remain unknown.
OBJECTIVE: We aim to evaluate the role of the rurality of the patient or client base in the transfer of knowledge to professionals caring for miners using the digital community of practice approach.
METHODS: This is a cross-sectional study of 70 professionals participating in the Miners' Wellness TeleECHO Program between 2018 and 2019. Drawing insights from social network analysis, we examined the association between the rurality of participants' patient or client base and their self-reported receipt of knowledge. Our focal independent variable was the respondent's self-reported percentage of patients or clients who reside in rural areas. We measured knowledge transfer sources by asking participants if they received knowledge regarding the care of miners during and outside of TeleECHO sessions from each of the other participants. Our dependent variables included the number of knowledge sources, number of cross-stakeholder knowledge sources, number of same stakeholder knowledge sources, and range and heterogeneity of knowledge sources.
RESULTS: Respondents, on average, identified 4.46 (SD 3.16) unique knowledge sources within the community, with a greater number of cross-stakeholder knowledge sources (2.80) than same stakeholder knowledge sources (1.72). The mean knowledge source range was 2.50 (SD 1.29), indicating that, on average, respondents received knowledge sources from roughly half of the 5 stakeholder groups. Finally, the mean heterogeneity of knowledge sources, which can range between 0 and 0.80, was near the midpoint of the scale at 0.44 (SD 0.30). Multivariable analyses revealed that as the rurality of patient or client bases increased, participants reported more knowledge sources overall, more knowledge sources from outside of their stakeholder groups, a higher knowledge source range, and greater heterogeneity of knowledge sources (P{\textless}.05 for all comparisons).
CONCLUSIONS: Our findings suggest that participants who serve rural areas especially benefit from knowledge transfer within the TeleECHO community of practice. Additionally, the knowledge they receive comes from diverse information sources, emphasizing its multidisciplinary nature. Our results underscore the capacity of the TeleECHO model to leverage technology to promote rural health equity for miners.},
	language = {en-GB},
	journal = {JMIR formative research},
	author = {Soller, Brian and Myers, Orrin and Sood, Akshay},
	month = jan,
	year = {2024},
	pmid = {38265861},
	pmcid = {PMC10851115},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU3, information, health equity, telementoring, community of practice, multidisciplinary, knowledge transfer, lung disease, lung diseases, miner, miners, multidisciplinary management, pneumoconiosis, rural, rural health care, rural professional, rural professionals, transfer, virtual community},
	pages = {e52414},
	file = {Soller et al. - 2024 - Transfer of Knowledge on Pneumoconiosis Care Among.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DCT3YHQ3/Soller et al. - 2024 - Transfer of Knowledge on Pneumoconiosis Care Among.pdf:application/pdf},
}

@article{soltan_scalable_2024,
	title = {A scalable federated learning solution for secondary care using low-cost microcomputing: privacy-preserving development and evaluation of a {COVID}-19 screening test in {UK} hospitals},
	volume = {6},
	issn = {2589-7500},
	shorttitle = {A scalable federated learning solution for secondary care using low-cost microcomputing},
	doi = {10.1016/S2589-7500(23)00226-1},
	abstract = {BACKGROUND: Multicentre training could reduce biases in medical artificial intelligence (AI); however, ethical, legal, and technical considerations can constrain the ability of hospitals to share data. Federated learning enables institutions to participate in algorithm development while retaining custody of their data but uptake in hospitals has been limited, possibly as deployment requires specialist software and technical expertise at each site. We previously developed an artificial intelligence-driven screening test for COVID-19 in emergency departments, known as CURIAL-Lab, which uses vital signs and blood tests that are routinely available within 1 h of a patient's arrival. Here we aimed to federate our COVID-19 screening test by developing an easy-to-use embedded system-which we introduce as full-stack federated learning-to train and evaluate machine learning models across four UK hospital groups without centralising patient data.
METHODS: We supplied a Raspberry Pi 4 Model B preloaded with our federated learning software pipeline to four National Health Service (NHS) hospital groups in the UK: Oxford University Hospitals NHS Foundation Trust (OUH; through the locally linked research University, University of Oxford), University Hospitals Birmingham NHS Foundation Trust (UHB), Bedfordshire Hospitals NHS Foundation Trust (BH), and Portsmouth Hospitals University NHS Trust (PUH). OUH, PUH, and UHB participated in federated training, training a deep neural network and logistic regressor over 150 rounds to form and calibrate a global model to predict COVID-19 status, using clinical data from patients admitted before the pandemic (COVID-19-negative) and testing positive for COVID-19 during the first wave of the pandemic. We conducted a federated evaluation of the global model for admissions during the second wave of the pandemic at OUH, PUH, and externally at BH. For OUH and PUH, we additionally performed local fine-tuning of the global model using the sites' individual training data, forming a site-tuned model, and evaluated the resultant model for admissions during the second wave of the pandemic. This study included data collected between Dec 1, 2018, and March 1, 2021; the exact date ranges used varied by site. The primary outcome was overall model performance, measured as the area under the receiver operating characteristic curve (AUROC). Removable micro secure digital (microSD) storage was destroyed on study completion.
FINDINGS: Clinical data from 130 941 patients (1772 COVID-19-positive), routinely collected across three hospital groups (OUH, PUH, and UHB), were included in federated training. The evaluation step included data from 32 986 patients (3549 COVID-19-positive) attending OUH, PUH, or BH during the second wave of the pandemic. Federated training of a global deep neural network classifier improved upon performance of models trained locally in terms of AUROC by a mean of 27·6\% (SD 2·2): AUROC increased from 0·574 (95\% CI 0·560-0·589) at OUH and 0·622 (0·608-0·637) at PUH using the locally trained models to 0·872 (0·862-0·882) at OUH and 0·876 (0·865-0·886) at PUH using the federated global model. Performance improvement was smaller for a logistic regression model, with a mean increase in AUROC of 13·9\% (0·5\%). During federated external evaluation at BH, AUROC for the global deep neural network model was 0·917 (0·893-0·942), with 89·7\% sensitivity (83·6-93·6) and 76·6\% specificity (73·9-79·1). Site-specific tuning of the global model did not significantly improve performance (change in AUROC {\textless}0·01).
INTERPRETATION: We developed an embedded system for federated learning, using microcomputing to optimise for ease of deployment. We deployed full-stack federated learning across four UK hospital groups to develop a COVID-19 screening test without centralising patient data. Federation improved model performance, and the resultant global models were generalisable. Full-stack federated learning could enable hospitals to contribute to AI development at low cost and without specialist technical expertise at each site.
FUNDING: The Wellcome Trust, University of Oxford Medical and Life Sciences Translational Fund.},
	language = {en-GB},
	number = {2},
	journal = {The Lancet. Digital Health},
	author = {Soltan, Andrew A. S. and Thakur, Anshul and Yang, Jenny and Chauhan, Anoop and D'Cruz, Leon G. and Dickson, Phillip and Soltan, Marina A. and Thickett, David R. and Eyre, David W. and Zhu, Tingting and Clifton, David A.},
	month = feb,
	year = {2024},
	pmid = {38278619},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:Kerngedanke, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU5, Krisenreaktion im Bildungsbereich, Humans, COVID-19, Artificial Intelligence, Hospitals, Privacy, State Medicine, United Kingdom, Secondary Care},
	pages = {e93--e104},
	file = {Soltan et al. - 2024 - A scalable federated learning solution for seconda.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B4A3PU9K/Soltan et al. - 2024 - A scalable federated learning solution for seconda.pdf:application/pdf},
}

@article{hattori_deep-learning-based_2024,
	title = {A deep-learning-based scatter correction with water equivalent path length map for digital radiography},
	issn = {1865-0341},
	doi = {10.1007/s12194-024-00807-9},
	abstract = {We proposed a new deep learning (DL) model for accurate scatter correction in digital radiography. The proposed network featured a pixel-wise water equivalent path length (WEPL) map of subjects with diverse sizes and 3D inner structures. The proposed U-Net model comprises two concatenated modules: one for generating a WEPL map and the other for predicting scatter using the WEPL map as auxiliary information. First, 3D CT images were used as numerical phantoms for training and validation, generating observed and scattered images by Monte Carlo simulation, and WEPL maps using Siddon's algorithm. Then, we optimised the model without overfitting. Next, we validated the proposed model's performance by comparing it with other DL models. The proposed model obtained scatter-corrected images with a peak signal-to-noise ratio of 44.24 ± 2.89 dB and a structural similarity index measure of 0.9987 ± 0.0004, which were higher than other DL models. Finally, scatter fractions (SFs) were compared with other DL models using an actual phantom to confirm practicality. Among DL models, the proposed model showed the smallest deviation from measured SF values. Furthermore, using an actual radiograph containing an acrylic object, the contrast-to-noise ratio (CNR) of the proposed model and the anti-scatter grid were compared. The CNR of the images corrected using the proposed model are 16\% and 82\% higher than those of the raw and grid-applied images, respectively. The advantage of the proposed method is that no actual radiography system is required for collecting training dataset, as the dataset is created from CT images using Monte Carlo simulation.},
	language = {en-GB},
	journal = {Radiological Physics and Technology},
	author = {Hattori, Masayuki and Tsubakiya, Hisato and Lee, Sung-Hyun and Kanai, Takayuki and Suzuki, Koji and Yuasa, Tetsuya},
	month = may,
	year = {2024},
	pmid = {38696086},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Argumentation, \#0:Zeitschriftenartikel:digital:learning, Deep learning, U-Net, Digital radiography, Monte Carlo simulation, Scatter correction, Water equivalent path length},
}

@article{ng_design_2024,
	title = {Design and validation of the {AI} literacy questionnaire: {The} affective, behavioural, cognitive and ethical approach},
	volume = {55},
	issn = {1467-8535},
	shorttitle = {Design and validation of the {AI} literacy questionnaire},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13411},
	doi = {10.1111/bjet.13411},
	abstract = {Artificial intelligence (AI) literacy is at the top of the agenda for education today in developing learners' AI knowledge, skills, attitudes and values in the 21st century. However, there are few validated research instruments for educators to examine how secondary students develop and perceive their learning outcomes. After reviewing the literature on AI literacy questionnaires, we categorized the identified competencies in four dimensions: (1) affective learning (intrinsic motivation and self-efficacy/confidence), (2) behavioural learning (behavioural commitment and collaboration), (3) cognitive learning (know and understand; apply, evaluate and create) and (4) ethical learning. Then, a 32-item self-reported questionnaire on AI literacy (AILQ) was developed and validated to measure students' literacy development in the four dimensions. The design and validation of AILQ were examined through theoretical review, expert judgement, interview, pilot study and first- and second-order confirmatory factor analysis. This article reports the findings of a pilot study using a preliminary version of the AILQ among 363 secondary school students in Hong Kong to analyse the psychometric properties of the instrument. Results indicated a four-factor structure of the AILQ and revealed good reliability and validity. The AILQ is recommended as a reliable measurement scale for assessing how secondary students foster their AI literacy and inform better instructional design based on the proposed affective, behavioural, cognitive and ethical (ABCE) learning framework. Practitioner notes What is already known about this topic AI literacy has drawn increasing attention in recent years and has been identified as an important digital literacy. Schools and universities around the world started to incorporate AI into their curriculum to foster young learners' AI literacy. Some studies have worked to design suitable measurement tools, especially questionnaires, to examine students' learning outcomes in AI learning programmes. What this paper adds Develops an AI literacy questionnaire (AILQ) to evaluate students' literacy development in terms of affective, behavioural, cognitive and ethical (ABCE) dimensions. Proposes a parsimonious model based on the ABCE framework and addresses a skill set of AI literacy. Implications for practice and/or policy Researchers are able to use the AILQ as a guide to measure students' AI literacy. Practitioners are able to use the AILQ to assess students' AI literacy development.},
	language = {en-GB},
	number = {3},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Ng, Davy Tsz Kit and Wu, Wenjie and Leung, Jac Ka Lok and Chiu, Thomas Kin Fung and Chu, Samuel Kai Wah},
	year = {2024},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13411},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Promotion:FU6, artificial intelligence, AI education, AI literacy, AI literacy questionnaire (AILQ), questionnaire validation},
	pages = {1082--1104},
	file = {Ng et al. - 2024 - Design and validation of the AI literacy questionn.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BHTPYVX7/Ng et al. - 2024 - Design and validation of the AI literacy questionn.pdf:application/pdf},
}

@article{mandal_current_2024,
	title = {Current trends of moocs in india: historical background, development and challenges},
	volume = {12},
	abstract = {This article investigates the many variables that impact the adoption of Massive Open Online Courses (MOOCs) in the Indian higher education sector. A MOOC is similar to a tool for offering educational materials via an online platform to a sizable number of students around the world with the potential of receiving education from the best schools. In 2008, MOOCs were established and attained momentum in 2012 as a popular learning tool (Biswas \& Sarkar, 2020). At present, the enrolment of students in MOOCs has grown tremendously. After the USA, India is leading the universal outgrowth in student engagement (Reddy, 2020). Observing the enhancement of enrolment in the higher education sector and also fulfilling the demands of the students, India has launched different project programme for offering MOOC courses in Higher education. At present, platforms such as NPTEL (2003), mooKIT (2014), IITBombayX (2016), and SWAYAM are used in India to offer MOOC courses (2016). MOOCs have played a major role in increasing the Gross Enrolment Ratio in the field of Higher Education (Banwari, 2018). A key issue that Indian higher education is currently grappling with is the lack of coordination and its application to various economic sectors. However, these problems are eradicated by the MOOC programme because maximum courses of the MOOCs are related to industry demand and needs. In this article, conceptual and technical descriptions of different MOOC platforms are provided along with their components and features. The present study also attempts to explain why MOOCs are so necessary in countries like India and what are the benefits and challenges for the implementation of MOOCs. MOOCs in countries like India provide lifelong opportunities to learn and work together. In a large nation such as India, MOOCs promote the idea of inclusive, lifelong learning.},
	language = {en-GB},
	number = {1},
	journal = {The Online Journal of Distance Education and e-Learning},
	author = {Mandal, Debabrata},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:FU2a, Promotion:Argumentation, Promotion:Relevanz:3, \#4:Zeitschriftenartikel:MOOC},
	file = {Mandal - 2024 - Current trends of moocs in india historical backg.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BAUJP3IN/Mandal - 2024 - Current trends of moocs in india historical backg.pdf:application/pdf},
}

@book{ruchniewicz_sich_2022,
	address = {Wiesbaden},
	series = {Essener {Beiträge} zur {Mathematikdidaktik}},
	title = {Sich selbst diagnostizieren und fördern mit digitalen {Medien}: {Forschungsbasierte} {Entwicklung} eines {Tools} zum formativen {Selbst}-{Assessment} funktionalen {Denkens}},
	isbn = {978-3-658-35610-1 978-3-658-35611-8},
	shorttitle = {Sich selbst diagnostizieren und fördern mit digitalen {Medien}},
	url = {https://link.springer.com/10.1007/978-3-658-35611-8},
	language = {de-DE},
	urldate = {2022-02-20},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ruchniewicz, Hana},
	year = {2022},
	doi = {10.1007/978-3-658-35611-8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Ruchniewicz - 2022 - Sich selbst diagnostizieren und fördern mit digita.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DCPUWQJ6/Ruchniewicz - 2022 - Sich selbst diagnostizieren und fördern mit digita.pdf:application/pdf},
}

@book{kustermann_selbststudium_2021,
	address = {Wiesbaden},
	title = {Selbststudium im digitalen {Wandel}: {Digitales}, begleitetes {Selbststudium} in der {Mathematik} – {MINT} meistern mit optes},
	isbn = {978-3-658-31278-7 978-3-658-31279-4},
	shorttitle = {Selbststudium im digitalen {Wandel}},
	url = {http://link.springer.com/10.1007/978-3-658-31279-4},
	language = {de-DE},
	urldate = {2021-09-06},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	year = {2021},
	doi = {10.1007/978-3-658-31279-4},
	note = {ZSCC: 0000000 },
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Küstermann et al. - 2021 - Selbststudium im digitalen Wandel Digitales, begl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GBWFPFVY/Küstermann et al. - 2021 - Selbststudium im digitalen Wandel Digitales, begl.pdf:application/pdf;Küstermann et al. - 2021 - Selbststudium im digitalen Wandel Digitales, begl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SVW68UPG/Küstermann et al. - 2021 - Selbststudium im digitalen Wandel Digitales, begl.pdf:application/pdf;Küstermann et al. - 2021 - Selbststudium im digitalen Wandel Digitales, begl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QLBQEZ5F/Küstermann et al. - 2021 - Selbststudium im digitalen Wandel Digitales, begl.pdf:application/pdf;Küstermann et al. - 2021 - Selbststudium im digitalen Wandel Digitales, begl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5CU2ESUF/Küstermann et al. - 2021 - Selbststudium im digitalen Wandel Digitales, begl.pdf:application/pdf;kustermann_et_al_2021_selbststudium_im_digitalen_wandel.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4F5SG6GY/kustermann_et_al_2021_selbststudium_im_digitalen_wandel.pdf:application/pdf},
}

@book{kannengieser_digitale_2022,
	address = {Wiesbaden},
	series = {Medien • {Kultur} • {Kommunikation}},
	title = {Digitale {Medien} und {Nachhaltigkeit}: {Medienpraktiken} für ein gutes {Leben}},
	isbn = {978-3-658-36166-2 978-3-658-36167-9},
	shorttitle = {Digitale {Medien} und {Nachhaltigkeit}},
	url = {https://link.springer.com/10.1007/978-3-658-36167-9},
	language = {de-DE},
	urldate = {2022-03-12},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kannengießer, Sigrid},
	year = {2022},
	doi = {10.1007/978-3-658-36167-9},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Kannengießer - 2022 - Digitale Medien und Nachhaltigkeit Medienpraktike.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XMDY22YL/Kannengießer - 2022 - Digitale Medien und Nachhaltigkeit Medienpraktike.pdf:application/pdf},
}

@book{vobbe_sexualisierte_2022,
	address = {Wiesbaden},
	title = {Sexualisierte {Gewalt} und digitale {Medien}: {Reflexive} {Handlungsempfehlungen} für die {Fachpraxis}},
	isbn = {978-3-658-35763-4 978-3-658-35764-1},
	shorttitle = {Sexualisierte {Gewalt} und digitale {Medien}},
	url = {https://link.springer.com/10.1007/978-3-658-35764-1},
	language = {de-DE},
	urldate = {2022-01-19},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Vobbe, Frederic and Kärgel, Katharina},
	year = {2022},
	doi = {10.1007/978-3-658-35764-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Vobbe und Kärgel - 2022 - Sexualisierte Gewalt und digitale Medien Reflexiv.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FLCCKA2P/Vobbe und Kärgel - 2022 - Sexualisierte Gewalt und digitale Medien Reflexiv.pdf:application/pdf},
}

@book{baecker_parallele_2021,
	address = {Wiesbaden},
	title = {Parallele {Welten} der {Digitalisierung} im {Betrieb}},
	isbn = {978-3-658-35102-1 978-3-658-35103-8},
	url = {https://link.springer.com/10.1007/978-3-658-35103-8},
	language = {de-DE},
	urldate = {2022-01-10},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Baecker, Dirk and Elsholz, Uwe},
	year = {2021},
	doi = {10.1007/978-3-658-35103-8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Baecker und Elsholz - 2021 - Parallele Welten der Digitalisierung im Betrieb.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9UUPKPL6/Baecker und Elsholz - 2021 - Parallele Welten der Digitalisierung im Betrieb.pdf:application/pdf},
}

@book{trultzsch-wijnen_bildung_2020,
	address = {Baden-Baden},
	edition = {1. Aufl.},
	series = {Medienpädagogik {\textbar} {Media} {Education}},
	title = {Bildung und {Digitalisierung} {Auf} der {Suche} nach {Kompetenzen} und {Performanzen}.},
	volume = {4},
	isbn = {978-3-8487-6538-6},
	language = {de-DE},
	publisher = {Nomos Verlagsgeselschaft mbH \& Co. KG},
	editor = {Trültzsch-Wijnen, Christine and Brandhofer, Gerhard and Hartung-Griemberg, Anja and Lampert, Claudia and Süss, Daniel and Trültzsch-Wijnen, Christine},
	year = {2020},
	note = {OCLC: 1138491874},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
}

@book{ludwig_veranderungsmanagement_2021,
	address = {Wiesbaden},
	title = {Veränderungsmanagement in der {Sozialwirtschaft}: {Praxisorientierte} {Personal}- und {Organisationsentwicklung} in unruhigen {Zeiten} des digitalen {Wandels}},
	isbn = {978-3-658-34992-9 978-3-658-34993-6},
	shorttitle = {Veränderungsmanagement in der {Sozialwirtschaft}},
	url = {https://link.springer.com/10.1007/978-3-658-34993-6},
	language = {de-DE},
	urldate = {2021-12-11},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ludwig, Andrea and Wolf, Birgit},
	year = {2021},
	doi = {10.1007/978-3-658-34993-6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Ludwig und Wolf - 2021 - Veränderungsmanagement in der Sozialwirtschaft Pr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7EYP3VIA/Ludwig und Wolf - 2021 - Veränderungsmanagement in der Sozialwirtschaft Pr.pdf:application/pdf},
}

@book{graf-schlattmann_hochschulorganisation_2021,
	address = {Wiesbaden},
	title = {Hochschulorganisation und {Digitalisierung}: {Die} {Auswirkungen} organisationaler {Funktionslogiken} auf die digitale {Transformation} an {Universitäten}},
	isbn = {978-3-658-35241-7 978-3-658-35242-4},
	shorttitle = {Hochschulorganisation und {Digitalisierung}},
	url = {https://link.springer.com/10.1007/978-3-658-35242-4},
	language = {de-DE},
	urldate = {2021-10-17},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Graf-Schlattmann, Marcel},
	year = {2021},
	doi = {10.1007/978-3-658-35242-4},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Graf-Schlattmann - 2021 - Hochschulorganisation und Digitalisierung Die Aus.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CWSUWSHG/Graf-Schlattmann - 2021 - Hochschulorganisation und Digitalisierung Die Aus.pdf:application/pdf;Graf-Schlattmann - 2021 - Hochschulorganisation und Digitalisierung Die Aus.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZYFN6SKY/Graf-Schlattmann - 2021 - Hochschulorganisation und Digitalisierung Die Aus.pdf:application/pdf},
}

@book{dilling_neue_2022,
	address = {Wiesbaden},
	series = {{MINTUS} – {Beiträge} zur mathematisch-naturwissenschaftlichen {Bildung}},
	title = {Neue {Perspektiven} auf mathematische {Lehr}-{Lernprozesse} mit digitalen {Medien}: {Eine} {Auswahl} grundlagenorientierter und praxisorientierter {Beiträge}},
	isbn = {978-3-658-36763-3 978-3-658-36764-0},
	shorttitle = {Neue {Perspektiven} auf mathematische {Lehr}-{Lernprozesse} mit digitalen {Medien}},
	url = {https://link.springer.com/10.1007/978-3-658-36764-0},
	language = {de-DE},
	urldate = {2022-05-14},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Dilling, Frederik and Pielsticker, Felicitas and Witzke, Ingo},
	year = {2022},
	doi = {10.1007/978-3-658-36764-0},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Dilling et al. - 2022 - Neue Perspektiven auf mathematische Lehr-Lernproze.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/USXI9G6K/Dilling et al. - 2022 - Neue Perspektiven auf mathematische Lehr-Lernproze.pdf:application/pdf},
}

@book{dizdar_humandifferenzierung_2021,
	title = {Humandifferenzierung: {Disziplinäre} {Perspektiven} und empirische {Sondierungen}},
	isbn = {978-3-7489-1136-4},
	shorttitle = {Humandifferenzierung},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783748911364},
	abstract = {Das Konzept der Humandifferenzierung bezeichnet einen Forschungsansatz zu der Frage, wie Menschen sich unterscheiden: sowohl voneinander als auch von nicht-menschlichen Entitäten wie Tieren und Artefakten. Die kulturelle Differenzierung von Menschen läuft zeitgleich in verschiedenen Sinnschichten des Kulturellen ab: Sie wird perzeptiv durch kognitive Schemata vollzogen, sprachlich durch Lexeme, Redewendungen und grammatische Strukturen, diskursiv durch Erzählungen, populäre und gelehrte Thematisierungen, praktisch durch situierte Tätigkeiten und habitualisiertes Gebaren, sozialstrukturell durch soziale Gebilde von Organisationen über imaginierte Gemeinschaften bis zu gesellschaftlichen Teilsystemen, und schließlich auch in materiellen Infrastrukturen aus habituell geformten Körpern, Artefakten und Kommunikationsmedien.
            Der Band versammelt theoretische Überlegungen und empirische Analysen aus Soziologie, Sozialpsychologie, Ethnologie, Geschichts- und Translationswissenschaft, Theater- und Medienkulturwissenschaft, Amerikanistik, Afrikanistik und Germanistik. Seine Beiträge untersuchen Ordnungsprozesse von feinen kognitiven Unterscheidungen über die verschiedenen Aggregatzustände der Sprache und die bürokratische Rekategorisierung von Flüchtlingen bis zur Geschichte gesellschaftlicher Differenzierung. Sie analysieren Grenzverwischungen: in Translationsprozessen, in der Ambiguität der Bildstrecken von Lifestyle-Magazinen, in der spielerischen Camouflage des Translanguaging und den Seiten¬wechseln von Schauspielern, in der Kombination von Leistung und Behinderung in der Bühnengeschichte und im systematischen Vergleich von Alter und ›Rasse‹ als Formen der Humandifferenzierung. Schließlich betrachten sie die Außengrenzen des Humanen: die humanoiden Maschinenwesen der Robotik, die dienenden Unpersonen digitaler Assistenzsysteme sowie die Humandifferenzierung durch die Algorithmen der Videoüberwachung.},
	language = {de-DE},
	urldate = {2022-05-16},
	publisher = {Velbrück Wissenschaft},
	editor = {Dizdar, Dilek and Hirschauer, Stefan and Paulmann, Johannes and Schabacher, Gabriele},
	year = {2021},
	doi = {10.5771/9783748911364},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Dizdar et al. - 2021 - Humandifferenzierung Disziplinäre Perspektiven un.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JSM6DJD9/Dizdar et al. - 2021 - Humandifferenzierung Disziplinäre Perspektiven un.pdf:application/pdf},
}

@book{paier_hochschule_2022,
	address = {Wiesbaden},
	title = {Hochschule, {Digitalisierung}, {Innovation}: {Forschungsergebnisse} und {Good} {Practices} zur {Weiterentwicklung} der {Hochschullehre}},
	isbn = {978-3-658-36884-5 978-3-658-36885-2},
	shorttitle = {Hochschule, {Digitalisierung}, {Innovation}},
	url = {https://link.springer.com/10.1007/978-3-658-36885-2},
	language = {de-DE},
	urldate = {2022-08-07},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Paier, Dietmar},
	year = {2022},
	doi = {10.1007/978-3-658-36885-2},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Paier - 2022 - Hochschule, Digitalisierung, Innovation Forschung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AQ8J7KC8/Paier - 2022 - Hochschule, Digitalisierung, Innovation Forschung.pdf:application/pdf},
}

@book{geschaftsstelle_beim_stifterverband_digitalisierung_2021,
	address = {Wiesbaden},
	title = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten: {Innovative} {Formate}, {Strategien} und {Netzwerke}},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	shorttitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8},
	language = {de-DE},
	urldate = {2022-06-18},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Geschäftsstelle beim Stifterverband - 2021 - Digitalisierung in Studium und Lehre gemeinsam ges.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9VSIBW29/Geschäftsstelle beim Stifterverband - 2021 - Digitalisierung in Studium und Lehre gemeinsam ges.pdf:application/pdf},
}

@book{ring-dimitriou_aktives_2022,
	address = {Wiesbaden},
	title = {Aktives {Altern} im digitalen {Zeitalter}: {Informations}-{Kommunikations}-{Technologie} verstehen, nutzen und integrieren},
	isbn = {978-3-658-34969-1 978-3-658-34970-7},
	shorttitle = {Aktives {Altern} im digitalen {Zeitalter}},
	url = {https://link.springer.com/10.1007/978-3-658-34970-7},
	language = {de-DE},
	urldate = {2022-08-27},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Ring-Dimitriou, Susanne and Dimitriou, Minas},
	year = {2022},
	doi = {10.1007/978-3-658-34970-7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Ring-Dimitriou und Dimitriou - 2022 - Aktives Altern im digitalen Zeitalter Information.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PUHZSRH2/Ring-Dimitriou und Dimitriou - 2022 - Aktives Altern im digitalen Zeitalter Information.pdf:application/pdf},
}

@book{veenker_zur_2022,
	address = {Wiesbaden},
	title = {Zur {Relevanz} von {Digitalisierung} in {Kindertagesstätten}: {Perspektiven} von pädagogischen {Fachkräften} und ({Berufs}-){Fachschullehrer}*innen im {Rahmen} einer qualitativen {Interviewstudie}},
	isbn = {978-3-658-39912-2 978-3-658-39913-9},
	shorttitle = {Zur {Relevanz} von {Digitalisierung} in {Kindertagesstätten}},
	url = {https://link.springer.com/10.1007/978-3-658-39913-9},
	language = {de-DE},
	urldate = {2022-11-27},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Veenker, Jaqueline},
	year = {2022},
	doi = {10.1007/978-3-658-39913-9},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Veenker - 2022 - Zur Relevanz von Digitalisierung in Kindertagesstä.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/96NW4TSX/Veenker - 2022 - Zur Relevanz von Digitalisierung in Kindertagesstä.pdf:application/pdf},
}

@incollection{schneider_digitale_2024-1,
	address = {Wiesbaden},
	title = {Digitale {Transformation} der {Lehrkräftebildung} am {Karlsruher} {Institut} für {Technologie} – {Erkenntnisse} aus dem {Projekt} {digiMINT}},
	isbn = {978-3-658-44524-9 978-3-658-44525-6},
	url = {https://link.springer.com/10.1007/978-3-658-44525-6_6},
	language = {de-DE},
	urldate = {2024-06-08},
	booktitle = {Digitale {Transformation} in der {Bildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wohlfart, Olivia and Meinokat, Pierre and Wagner, Ingo},
	editor = {Schneider, André and Scholz, Claudia},
	year = {2024},
	doi = {10.1007/978-3-658-44525-6_6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {107--123},
	file = {Wohlfart et al. - 2024 - Digitale Transformation der Lehrkräftebildung am K.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FRMTD7SL/Wohlfart et al. - 2024 - Digitale Transformation der Lehrkräftebildung am K.pdf:application/pdf},
}

@incollection{vogel_lifelogging_nodate,
	title = {Lifelogging – {Persönlichkeitsbildung} zwischen {Autonomie} und {Heteronomie}},
	isbn = {978-3-7815-6073-4 978-3-7815-2619-8},
	url = {http://nbn-resolving.de/urn:nbn:de:0111-pedocs-289438},
	abstract = {Lifelogging, Self-Tracking und Quantified-Self-Bewegung sind vielschichtige Phänomene in der digitalen Welt, die die Fragestellung aufwerfen, ob der Mensch die digitale Technik für seine Zwecke nutzt oder ob er mittels dieser Technologie für heteronome Ziele benutzt wird. Von der Selbsterkenntnis durch Daten bis zur Protokollierung möglichst aller Verhaltensspuren eines Individuums ergibt sich ein weites Feld, in dem sich die Person selbst- oder eben auch fremdbestimmt entwickeln kann. In dem Beitrag geht es um die Fragestellung, wie frei der Mensch ist, der sich durch technische Datenerfassung und eine optionale Datenüberwachung optimieren will? An welchen Maßstäben orientiert er sich beim Ziel seiner bzw. ihrer Selbstoptimierung? Kann man dabei noch von einer freien Persönlichkeitsentwicklung sprechen oder wird der Mensch zum Opfer „fremder Mächte“? (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2024-05-14},
	publisher = {pedocs},
	author = {Vogel, Thomas},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Digitalisierung, Digitalization, \#6:Buchteil:Bildung:Technologie, Selbstbestimmung, Self-determination, Autonomie, Autonomy, Humanistic pedagogics, Humanistische Pädagogik, Humanistische Psychologie, Personality development, Persönlichkeitsbildung, Data acquisition, Data capture, Datenerfassung, Fremdbestimmung, Heteronomie, Optimierung, Other-directedness, Schwarze Pädagogik},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/X2MMHNB8/Vogel - Lifelogging – Persönlichkeitsbildung zwischen Auto.pdf:application/pdf},
}

@incollection{kurtz_lesemaschinen_2024,
	address = {Wiesbaden},
	title = {Lesemaschinen. {Digitale} {Medien} und {Technologien} in der wissenschaftlichen {Textarbeit}},
	volume = {47},
	isbn = {978-3-658-42541-8 978-3-658-42542-5},
	url = {https://link.springer.com/10.1007/978-3-658-42542-5_10},
	language = {de-DE},
	urldate = {2024-03-11},
	booktitle = {Digitale {Medien} und die {Produktion} von {Wissenschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Krey, Björn},
	editor = {Kurtz, Thomas and Meister, Dorothee M. and Sander, Uwe},
	year = {2024},
	doi = {10.1007/978-3-658-42542-5_10},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {171--187},
	file = {Krey - 2024 - Lesemaschinen. Digitale Medien und Technologien in.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4MIW4RQD/Krey - 2024 - Lesemaschinen. Digitale Medien und Technologien in.pdf:application/pdf},
}

@book{bragger_handbuch_2022,
	address = {Weinheim Basel},
	edition = {2., korrigierte Auflage},
	series = {Pädagogik},
	title = {Handbuch {Lernen} mit digitalen {Medien}},
	isbn = {978-3-407-83196-5},
	language = {de-DE},
	publisher = {Beltz},
	editor = {Brägger, Gerold and Rolff, Hans-Günter},
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Brägger und Rolff - 2021 - Handbuch Lernen Mit Digitalen Medien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HZJY7SM4/Brägger und Rolff - 2021 - Handbuch Lernen Mit Digitalen Medien.pdf:application/pdf;Brägger und Rolff - 2022 - Handbuch Lernen mit digitalen Medien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ISBVJCUU/Brägger und Rolff - 2022 - Handbuch Lernen mit digitalen Medien.pdf:application/pdf},
}

@book{furst_digitale_2020-1,
	address = {Wiesbaden},
	title = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}: {Nachhaltige} {Wettbewerbsfähigkeit} und {Zukunftsagenda}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	shorttitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	url = {https://link.springer.com/10.1007/978-3-658-30525-3},
	language = {de-DE},
	urldate = {2021-11-10},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Fürst - 2020 - Digitale Bildung und Künstliche Intelligenz in Deu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L5UGK3EF/Fürst - 2020 - Digitale Bildung und Künstliche Intelligenz in Deu.pdf:application/pdf;Fürst - 2020 - Digitale Bildung und Künstliche Intelligenz in Deu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KQ5CX5JD/Fürst - 2020 - Digitale Bildung und Künstliche Intelligenz in Deu.pdf:application/pdf},
}

@book{heusinger_zukunft_2021,
	address = {Wiesbaden},
	title = {Die {Zukunft} der beruflichen {Bildung}: {Vorteile} dualer {Konzepte} in {Zeiten} globaler {Digitalisierung}},
	isbn = {978-3-658-33871-8 978-3-658-33872-5},
	shorttitle = {Die {Zukunft} der beruflichen {Bildung}},
	url = {https://link.springer.com/10.1007/978-3-658-33872-5},
	language = {de-DE},
	urldate = {2021-10-17},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Heusinger, Winfried},
	year = {2021},
	doi = {10.1007/978-3-658-33872-5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Heusinger - 2021 - Die Zukunft der beruflichen Bildung Vorteile dual.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B7Y83Z6P/Heusinger - 2021 - Die Zukunft der beruflichen Bildung Vorteile dual.pdf:application/pdf},
}

@book{geramanis_kooperation_2021,
	address = {Wiesbaden},
	series = {uniscope. {Publikationen} der {SGO} {Stiftung}},
	title = {Kooperation in der digitalen {Arbeitswelt}: {Verlässliche} {Führung} in {Zeiten} virtueller {Kommunikation}},
	isbn = {978-3-658-34496-2 978-3-658-34497-9},
	shorttitle = {Kooperation in der digitalen {Arbeitswelt}},
	url = {https://link.springer.com/10.1007/978-3-658-34497-9},
	language = {de-DE},
	urldate = {2021-10-17},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Geramanis, Olaf and Hutmacher, Stefan and Walser, Lukas},
	year = {2021},
	doi = {10.1007/978-3-658-34497-9},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Geramanis et al. - 2021 - Kooperation in der digitalen Arbeitswelt Verlässl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PEXP52KX/Geramanis et al. - 2021 - Kooperation in der digitalen Arbeitswelt Verlässl.pdf:application/pdf},
}

@book{pflaum_kompass_2021,
	address = {Wiesbaden},
	title = {Der {Kompass} zum digitalen {Mentoring} \& {Coaching}: {Digitale} {Beratung} entwerfen, gestalten und durchführen},
	isbn = {978-3-658-33441-3 978-3-658-33442-0},
	shorttitle = {Der {Kompass} zum digitalen {Mentoring} \& {Coaching}},
	url = {https://link.springer.com/10.1007/978-3-658-33442-0},
	language = {de-DE},
	urldate = {2021-10-17},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Pflaum, Stephan and Schwalb, Markus J.},
	year = {2021},
	doi = {10.1007/978-3-658-33442-0},
	note = {ZSCC: 0000000 },
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Pflaum und Schwalb - 2021 - Der Kompass zum digitalen Mentoring & Coaching Di.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G987XN2A/Pflaum und Schwalb - 2021 - Der Kompass zum digitalen Mentoring & Coaching Di.pdf:application/pdf},
}

@book{luppold_beruhrende_2021-1,
	address = {Wiesbaden},
	title = {Berührende {Online}-{Veranstaltungen}: {So} gelingen digitale {Events} mit emotionaler {Wirkung}},
	isbn = {978-3-658-33917-3 978-3-658-33918-0},
	shorttitle = {Berührende {Online}-{Veranstaltungen}},
	url = {https://link.springer.com/10.1007/978-3-658-33918-0},
	language = {de-DE},
	urldate = {2021-10-17},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Luppold, Stefan and Himmel, Wolfgang and Frank, Hans-Jürgen},
	year = {2021},
	doi = {10.1007/978-3-658-33918-0},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Luppold et al. - 2021 - Berührende Online-Veranstaltungen So gelingen dig.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z4CSFKW7/Luppold et al. - 2021 - Berührende Online-Veranstaltungen So gelingen dig.pdf:application/pdf},
}

@book{pfannstiel_digitale_2017-2,
	address = {Wiesbaden},
	title = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {I}},
	isbn = {978-3-658-12257-7 978-3-658-12258-4},
	url = {http://link.springer.com/10.1007/978-3-658-12258-4},
	language = {de-DE},
	urldate = {2021-07-18},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12258-4},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Pfannstiel et al. - 2017 - Digitale Transformation von Dienstleistungen im Ge.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HTDQIJE3/Pfannstiel et al. - 2017 - Digitale Transformation von Dienstleistungen im Ge.pdf:application/pdf},
}

@book{pfannstiel_digitale_2017-3,
	address = {Wiesbaden},
	title = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {II}},
	isbn = {978-3-658-12392-5 978-3-658-12393-2},
	url = {http://link.springer.com/10.1007/978-3-658-12393-2},
	language = {de-DE},
	urldate = {2021-07-18},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12393-2},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Pfannstiel et al. - 2017 - Digitale Transformation von Dienstleistungen im Ge.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q7XPQ3VA/Pfannstiel et al. - 2017 - Digitale Transformation von Dienstleistungen im Ge.pdf:application/pdf},
}

@book{pfannstiel_digitale_2017-4,
	address = {Wiesbaden},
	title = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {III}},
	isbn = {978-3-658-13641-3 978-3-658-13642-0},
	url = {http://link.springer.com/10.1007/978-3-658-13642-0},
	language = {de-DE},
	urldate = {2021-07-18},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter},
	year = {2017},
	doi = {10.1007/978-3-658-13642-0},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Pfannstiel et al. - 2017 - Digitale Transformation von Dienstleistungen im Ge.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A88XD4YW/Pfannstiel et al. - 2017 - Digitale Transformation von Dienstleistungen im Ge.pdf:application/pdf},
}

@book{muller-friemauth_fallstudien_2021,
	address = {Wiesbaden},
	series = {{FOM}-{Edition}},
	title = {Fallstudien zur {Digitalisierung} im {Mittelstand}: {Reale} {Unternehmensbeispiele} und {Handlungsimplikationen}},
	isbn = {978-3-658-32954-9 978-3-658-32955-6},
	shorttitle = {Fallstudien zur {Digitalisierung} im {Mittelstand}},
	url = {https://link.springer.com/10.1007/978-3-658-32955-6},
	language = {de-DE},
	urldate = {2021-07-11},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Müller-Friemauth, Friederike and Hafkesbrink, Joachim and Schaffner, Michael and Weber, Carsten and Weimann, Steffen},
	year = {2021},
	doi = {10.1007/978-3-658-32955-6},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Müller-Friemauth et al. - 2021 - Fallstudien zur Digitalisierung im Mittelstand Re.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HI8VGAF3/Müller-Friemauth et al. - 2021 - Fallstudien zur Digitalisierung im Mittelstand Re.pdf:application/pdf},
}

@book{ladel_digitalisierung_2018,
	address = {Wiesbaden},
	title = {Digitalisierung und {Bildung}},
	isbn = {978-3-658-18332-5 978-3-658-18333-2},
	url = {http://link.springer.com/10.1007/978-3-658-18333-2},
	language = {de-DE},
	urldate = {2021-05-25},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Ladel, Silke and Knopf, Julia and Weinberger, Armin},
	year = {2018},
	doi = {10.1007/978-3-658-18333-2},
	note = {ZSCC: 0000036 },
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Ladel et al. - 2018 - Digitalisierung und Bildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QVFZJJ7G/Ladel et al. - 2018 - Digitalisierung und Bildung.pdf:application/pdf;Ladel et al. - 2018 - Digitalisierung und Bildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P4PB4DRZ/Ladel et al. - 2018 - Digitalisierung und Bildung.pdf:application/pdf},
}

@book{rietmann_beratung_2019-1,
	address = {Wiesbaden},
	series = {Soziale {Arbeit} als {Wohlfahrtsproduktion}},
	title = {Beratung und {Digitalisierung}: {Zwischen} {Euphorie} und {Skepsis}},
	volume = {15},
	isbn = {978-3-658-25527-5 978-3-658-25528-2},
	shorttitle = {Beratung und {Digitalisierung}},
	url = {http://link.springer.com/10.1007/978-3-658-25528-2},
	language = {de-DE},
	urldate = {2021-05-25},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Rietmann, Stephan and Sawatzki, Maik and Berg, Mathias},
	year = {2019},
	doi = {10.1007/978-3-658-25528-2},
	note = {ZSCC: 0000005 },
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Rietmann et al. - 2019 - Beratung und Digitalisierung Zwischen Euphorie un.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZBV93H36/Rietmann et al. - 2019 - Beratung und Digitalisierung Zwischen Euphorie un.pdf:application/pdf},
}

@book{stumpf_digitalisierung_2019-2,
	address = {Wiesbaden},
	title = {Digitalisierung und {Kommunikation}: {Konsequenzen} der digitalen {Transformation} für die {Wirtschaftskommunikation}},
	isbn = {978-3-658-26112-2 978-3-658-26113-9},
	shorttitle = {Digitalisierung und {Kommunikation}},
	url = {http://link.springer.com/10.1007/978-3-658-26113-9},
	language = {de-DE},
	urldate = {2021-05-25},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Stumpf, Marcus},
	year = {2019},
	doi = {10.1007/978-3-658-26113-9},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Stumpf - 2019 - Digitalisierung und Kommunikation Konsequenzen de.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z99CWBZ4/Stumpf - 2019 - Digitalisierung und Kommunikation Konsequenzen de.pdf:application/pdf},
}

@book{krebs_digitalisierung_2020,
	address = {Wiesbaden},
	title = {Die {Digitalisierung} und der {Faktor} {Mensch}: {Stimmungsbilder}, {Erwartungen}, bislang {Unausgesprochenes} – mit 10 {Take}-aways für {Projektleiter} in der {Verwaltung}},
	isbn = {978-3-658-27991-2 978-3-658-27992-9},
	shorttitle = {Die {Digitalisierung} und der {Faktor} {Mensch}},
	url = {http://link.springer.com/10.1007/978-3-658-27992-9},
	language = {de-DE},
	urldate = {2021-05-25},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Krebs, Anna-Maria and Gollanek, Oliver},
	year = {2020},
	doi = {10.1007/978-3-658-27992-9},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Krebs und Gollanek - 2020 - Die Digitalisierung und der Faktor Mensch Stimmun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XGXXSF3Q/Krebs und Gollanek - 2020 - Die Digitalisierung und der Faktor Mensch Stimmun.pdf:application/pdf},
}

@book{anderie_gamification_2018,
	address = {Wiesbaden},
	series = {essentials},
	title = {Gamification, {Digitalisierung} und {Industrie} 4.0},
	isbn = {978-3-658-19864-0 978-3-658-19865-7},
	url = {http://link.springer.com/10.1007/978-3-658-19865-7},
	language = {de-DE},
	urldate = {2021-05-25},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Anderie, Lutz},
	year = {2018},
	doi = {10.1007/978-3-658-19865-7},
	note = {ZSCC: 0000000 },
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Anderie - 2018 - Gamification, Digitalisierung und Industrie 4.0.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P7TRIG8S/Anderie - 2018 - Gamification, Digitalisierung und Industrie 4.0.pdf:application/pdf},
}

@book{knorre_big-data-debatte_2020,
	address = {Wiesbaden},
	series = {Research},
	title = {Die {Big}-{Data}-{Debatte}: {Chancen} {Und} {Risiken} {Der} {Digital} {Vernetzten} {Gesellschaft}},
	isbn = {978-3-658-27257-9},
	shorttitle = {Die {Big}-{Data}-{Debatte}},
	language = {de-DE},
	publisher = {Springer Gabler Open, Springer Fachmedien Wiesbaden},
	author = {Knorre, Susanne},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {knorre_2020_die_big-data-debatte.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MS4ASRQU/knorre_2020_die_big-data-debatte.pdf:application/pdf},
}

@book{schellinger_digitale_2020,
	address = {Wiesbaden},
	title = {Digitale {Transformation} und {Unternehmensführung}: {Trends} und {Perspektiven} für die {Praxis}},
	isbn = {978-3-658-26959-3 978-3-658-26960-9},
	shorttitle = {Digitale {Transformation} und {Unternehmensführung}},
	url = {http://link.springer.com/10.1007/978-3-658-26960-9},
	language = {de-DE},
	urldate = {2021-02-09},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Schellinger, Jochen and Tokarski, Kim Oliver and Kissling-Näf, Ingrid},
	year = {2020},
	doi = {10.1007/978-3-658-26960-9},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {schellinger_et_al_2020_digitale_transformation_und_unternehmensfuhrung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VEVA52PT/schellinger_et_al_2020_digitale_transformation_und_unternehmensfuhrung.pdf:application/pdf},
}

@book{vonthien_online-komponenten_2020,
	address = {Wiesbaden},
	series = {Juridicum – {Schriften} zum {Medien}-, {Informations}- und {Datenrecht}},
	title = {Online-{Komponenten} digitaler {Spiele}: {Eine} rechtliche {Untersuchung} ihres {Supports}, ihrer {Wiederherstellung} und ihrer {Eliminierung}},
	isbn = {978-3-658-29992-7 978-3-658-29993-4},
	shorttitle = {Online-{Komponenten} digitaler {Spiele}},
	url = {http://link.springer.com/10.1007/978-3-658-29993-4},
	language = {de-DE},
	urldate = {2021-02-09},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Vonthien, Maximilian},
	year = {2020},
	doi = {10.1007/978-3-658-29993-4},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {vonthien_2020_online-komponenten_digitaler_spiele.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HIJHDK52/vonthien_2020_online-komponenten_digitaler_spiele.pdf:application/pdf},
}

@book{fleischmann_ganzheitliche_2018,
	address = {Wiesbaden},
	title = {Ganzheitliche {Digitalisierung} von {Prozessen}: {Perspektivenwechsel} – {Design} {Thinking} – {Wertegeleitete} {Interaktion}},
	isbn = {978-3-658-22647-3 978-3-658-22648-0},
	shorttitle = {Ganzheitliche {Digitalisierung} von {Prozessen}},
	url = {http://link.springer.com/10.1007/978-3-658-22648-0},
	language = {de-DE},
	urldate = {2021-02-09},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fleischmann, Albert and Oppl, Stefan and Schmidt, Werner and Stary, Christian},
	year = {2018},
	doi = {10.1007/978-3-658-22648-0},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {fleischmann_et_al_2018_ganzheitliche_digitalisierung_von_prozessen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/72FYBD3W/fleischmann_et_al_2018_ganzheitliche_digitalisierung_von_prozessen.pdf:application/pdf},
}

@book{oswald_digitale_2018,
	address = {Wiesbaden},
	series = {Informationsmanagement und digitale {Transformation}},
	title = {Digitale {Transformation}: {Fallbeispiele} und {Branchenanalysen}},
	isbn = {978-3-658-22623-7 978-3-658-22624-4},
	shorttitle = {Digitale {Transformation}},
	url = {http://link.springer.com/10.1007/978-3-658-22624-4},
	language = {de-DE},
	urldate = {2021-02-09},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Oswald, Gerhard and Krcmar, Helmut},
	year = {2018},
	doi = {10.1007/978-3-658-22624-4},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {oswald_krcmar_2018_digitale_transformation.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TCZ5MGL7/oswald_krcmar_2018_digitale_transformation.pdf:application/pdf},
}

@book{eichenberg_chancen_2018,
	title = {Chancen und {Risiken} digitaler {Medien} für {Kinder} und {Jugendliche}},
	isbn = {978-3-8017-2647-8},
	url = {https://www.hogrefe.de/9783801726478},
	language = {de-DE},
	urldate = {2021-01-24},
	publisher = {Hogrefe},
	author = {Eichenberg, Christiane and Auersperg, Felicitas},
	year = {2018},
	doi = {10.1026/02647-000},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {eichenberg_auersperg_2018_chancen_und_risiken_digitaler_medien_fur_kinder_und_jugendliche.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W9N37Y3J/eichenberg_auersperg_2018_chancen_und_risiken_digitaler_medien_fur_kinder_und_jugendliche.pdf:application/pdf},
}

@book{noauthor_digitale_2020,
	address = {DE},
	title = {Digitale {Hochschulangebote} gestalten},
	isbn = {978-3-96037-023-9},
	url = {https://doi.org/10.36197/DUZOPEN.006},
	language = {de-DE},
	urldate = {2021-01-05},
	publisher = {DUZ Verlags- und Medienhaus},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {5df303ca22f4156323c92c684c7dba633c84fb8b.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PWQPFYTT/5df303ca22f4156323c92c684c7dba633c84fb8b.pdf:application/pdf},
}

@incollection{hafner_sportlehramtsstudierende_nodate,
	title = {Sportlehramtsstudierende joggen gegen den {Corona}-{Blues}! {Effekte} auf das körperliche und psychosoziale {Befinden} in {Zeiten} von {Digitalisierung}},
	isbn = {978-3-7815-6073-4 978-3-7815-2619-8},
	url = {http://nbn-resolving.de/urn:nbn:de:0111-pedocs-289552},
	abstract = {Im Frühjahr 2020 kam es zum ersten Lockdown in der Corona-Pandemie, demzufolge an Hochschulen vollständig auf digitale Lehre umgestellt wurde. In der Ausbildung von Sportlehrkräften war in den Umstellungsformaten curricular verankerte Fachpraxis zu berücksichtigen. Entsprechend wurde ein Online-Bewegungsformat entworfen, das 21 Sportlehramtsstudierende zu einer vierwöchigen Lauf-Aktivität aufforderte. Der Schwerpunkt der forschungsbezogenen Analyse lag auf der Prüfung des Einflusses der Maßnahme auf die Persönlichkeit der Teilnehmenden. Erstens war von Interesse, ob durch die Laufintervention das Befinden stabilisiert oder verbessert werden konnte. Es wurde das körperliche, psychische und soziale Befinden fokussiert. Zweitens wurden interaktive Zusammenhänge von Sport und Digitalisierung vor dem Hintergrund eines mit digitaler Lehre intensivierten Studienalltags analysiert. Zur Exploration wurden Daten aus kriteriengeleiteten Dokumentationen zur Laufintervention mit Antworten aus einer qualitativen Online-Befragung zusammengeführt. Für die empirische Analyse wurden beide Erhebungstechniken kombiniert, indem das überwiegend qualitative Material (qualitative Inhaltsanalyse; Mayring, 2015) mithilfe quantifizierbarer Häufigkeiten (SPSS) interpretiert wurde. Bei den Befragten hat das Joggen das körperliche und das psychische Befinden positiv beeinflusst. Auch kann Sport soziale Entbehrungen über einen gewissen Zeitraum abmildern, das Risiko der Vereinsamung bleibt auf Dauer bestehen. Positive Wirkungen auf die Persönlichkeit werden im Wechselverhältnis zwischen Laufen ohne Hilfsmittel und der daraus resultierenden besseren Körperwahrnehmung erkannt. Allerdings reagiert die Mehrheit der Teilnehmenden trotz reflexiv positiv konnotierter Körpererlebnisse nicht mit einem dauerhaften Verzicht auf digitale Technologien. Reduziert die intensivierte digitale Lehre körperliche Aktivitäten, so wirkt sich dies negativ auf das physische und psychische Befinden aus. Vice versa können sich intensivierte Sportaktivitäten positiv auf das Lernverhalten in digital gesteuerten Theoriefächern auswirken. Explizite Handlungsempfehlungen wurden aus sportpädagogischer Sicht auf bevorstehende Herausforderungen und mit Verweisen auf Persönlichkeitsbildung transferiert. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2024-05-14},
	publisher = {pedocs},
	author = {Hafner, Sabine},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Digitalisierung, Digitalization, Virtuelle Lehre, \#6:Buchteil:Bildung:Technologie, Humanistic pedagogics, COVID-19, Pandemie, Umfrage, Lehramtsstudent, Student teachers, Intervention, Humanistische Pädagogik, Humanistische Psychologie, Personality development, Persönlichkeitsbildung, Motion, Sport, Sports, Persönlichkeit, Psychisches Befinden, Psychische Gesundheit, Education in sports, Physical education, Physical training, Sportunterricht, Jogging, Laufen},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/6WJ4AA4J/Hafner - Sportlehramtsstudierende joggen gegen den Corona-B.pdf:application/pdf},
}

@incollection{de_witt_lernpfade_2023,
	address = {Wiesbaden},
	title = {Lernpfade in adaptiven und künstlich-intelligenten {Lernprogrammen}. {Eine} kritische {Analyse} aus mediendidaktischer {Sicht}},
	isbn = {978-3-658-40078-1 978-3-658-40079-8},
	url = {https://link.springer.com/10.1007/978-3-658-40079-8_6},
	abstract = {Der Beitrag kontrastiert interaktive, adaptive sowie künstlich-intelligente Lernprogramme. Adaptive und KI-basierte Anwendungen erweisen sich in der Entwicklung als aufwändiger und haben sich bislang nicht durchsetzen können. Um die Chancen dieser Technologien abzuschätzen, werden ihre Möglichkeiten verglichen. Adaptive Lernprogramme eignen sich vor allem für den Erwerb von Fertigkeiten, KI-basierte Lösungen, wenn sich ein Expertisemodell nicht explizieren lässt. Benannt werden didaktische und pädagogische Herausforderungen, denen sich KI-basierte Lernanwendungen künftig stellen müssen.},
	language = {de-DE},
	urldate = {2024-03-22},
	booktitle = {Künstliche {Intelligenz} in der {Bildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kerres, Michael and Buntins, Katja and Buchner, Josef and Drachsler, Hendrik and Zawacki-Richter, Olaf},
	editor = {De Witt, Claudia and Gloerfeld, Christina and Wrede, Silke Elisabeth},
	year = {2023},
	doi = {10.1007/978-3-658-40079-8_6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {109--131},
	file = {Kerres et al. - 2023 - Lernpfade in adaptiven und künstlich-intelligenten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6ZIBZLEK/Kerres et al. - 2023 - Lernpfade in adaptiven und künstlich-intelligenten.pdf:application/pdf},
}

@incollection{wittpahl_auf_2023,
	address = {Berlin, Heidelberg},
	title = {Auf dem {Weg} zu resilienten {Pflegesettings}: {Soziotechnische} {Faktoren} digitaler {Transformationsprozesse}},
	isbn = {978-3-662-66056-0 978-3-662-66057-7},
	shorttitle = {Auf dem {Weg} zu resilienten {Pflegesettings}},
	url = {https://link.springer.com/10.1007/978-3-662-66057-7_3},
	abstract = {Zusammenfassung
            Um bessere Arbeitsbedingungen in der Pflege zu schaffen, bietet die Digitalisierung eine Fülle neuer Chancen. Bei der Einführung digitaler Technologien, die Resilienz in der Pflege stärken können, gilt es jedoch zu vermeiden, dass deren Anwendung zu einer zusätzlichen Belastungsquelle für das Pflegepersonal wird. Eine Analyse der komplexen Beziehungen in der Pflege verdeutlicht das Ausmaß der Herausforderung, eine pflegespezifische Resilienz zu verwirklichen. Denn der bisherige Fokus, der auf die Ausbildung individueller Resilienz liegt, ist unzureichend und muss um organisationale und systemische Aspekte ergänzen werden.},
	language = {de-DE},
	urldate = {2023-12-21},
	booktitle = {Resilienz},
	publisher = {Springer Berlin Heidelberg},
	author = {Lutze, Maxie and Schmietow, Bettina and Müller, Marius},
	editor = {Wittpahl, Volker},
	year = {2023},
	doi = {10.1007/978-3-662-66057-7_3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {47--66},
	file = {Lutze et al. - 2023 - Auf dem Weg zu resilienten Pflegesettings Soziote.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K4K7SLBP/Lutze et al. - 2023 - Auf dem Weg zu resilienten Pflegesettings Soziote.pdf:application/pdf},
}

@incollection{kruse_learning_2023,
	address = {Cham},
	title = {Learning {Management} {Systems} ({LMSs})},
	isbn = {978-3-031-36032-9 978-3-031-36033-6},
	url = {https://link.springer.com/10.1007/978-3-031-36033-6_11},
	abstract = {This chapter provides a brief overview of the history of Learning Management Systems before turning to those currently in widespread use. While surveying these systems, the chapter will focus on the extent of the ability of these platforms to contribute to writing instruction, writing analytics, and learning analytics. It will also discuss the development of LMSs designed speciﬁcally for writing instruction.},
	language = {en-GB},
	urldate = {2023-09-19},
	booktitle = {Digital {Writing} {Technologies} in {Higher} {Education}},
	publisher = {Springer International Publishing},
	author = {Lang, Susan},
	editor = {Kruse, Otto and Rapp, Christian and Anson, Chris M. and Benetos, Kalliopi and Cotos, Elena and Devitt, Ann and Shibani, Antonette},
	year = {2023},
	doi = {10.1007/978-3-031-36033-6_11},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation, Bildung, Multimedia, Lernsystemarchitektur, \#6:Buchteil:Bildung:Technologie},
	pages = {173--182},
	file = {Lang - 2023 - Learning Management Systems (LMSs).pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2P5RSPXD/Lang - 2023 - Learning Management Systems (LMSs).pdf:application/pdf},
}

@incollection{kruse_electronic_2023,
	address = {Cham},
	title = {The {Electronic} {Portfolio}: {Self}-{Regulation} and {Reflective} {Practice}},
	isbn = {978-3-031-36032-9 978-3-031-36033-6},
	shorttitle = {The {Electronic} {Portfolio}},
	url = {https://link.springer.com/10.1007/978-3-031-36033-6_16},
	abstract = {This chapter focuses on the potential of ePortfolios as a tool for selfregulated learning and writing. What changes in the practice of academic writers when they include ePortfolios and reﬂective writing into their daily routines as students? Portfolios have been known for a long time as a complex modality in the construction of knowledge. Since the emergence of digital platforms (CMS/LMS) in education in the early 1990’s portfolio work transferred into the digital space being used for multiple purposes and audiences. As a consequence, ePortfolios became both mode and medium for adjusting the author’s intention toward the addressees’ expectations. This chapter will provide an overview of different ePortfolio designs and tools that have the potential to relieve the mental stress created by the complex nature of writing and reﬂection. ePortfolio work will be shown as a construct being organized and designed around both the different phases of mental recognition and the rhetorical steps in putting reﬂection into language. The chapter closes with some recommendations how to start, maintain, and reﬂect upon ePortfolio work in teaching as well as in institutional development.},
	language = {en-GB},
	urldate = {2023-09-19},
	booktitle = {Digital {Writing} {Technologies} in {Higher} {Education}},
	publisher = {Springer International Publishing},
	author = {Bräuer, Gerd and Ziegelbauer, Christine},
	editor = {Kruse, Otto and Rapp, Christian and Anson, Chris M. and Benetos, Kalliopi and Cotos, Elena and Devitt, Ann and Shibani, Antonette},
	year = {2023},
	doi = {10.1007/978-3-031-36033-6_16},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {245--259},
	file = {Bräuer und Ziegelbauer - 2023 - The Electronic Portfolio Self-Regulation and Refl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MYY68L4T/Bräuer und Ziegelbauer - 2023 - The Electronic Portfolio Self-Regulation and Refl.pdf:application/pdf;Bräuer und Ziegelbauer - 2023 - The Electronic Portfolio Self-Regulation and Refl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6NK9HIB6/Bräuer und Ziegelbauer - 2023 - The Electronic Portfolio Self-Regulation and Refl.pdf:application/pdf},
}

@incollection{ahuja_integration_2023,
	address = {Singapore},
	title = {Integration of {Blended} {Mode} of {Technologies} in {Teaching} and {Learning} of {Engineering} {Content} at {Higher} {Education} {Institutions}},
	isbn = {978-981-99-3496-6 978-981-99-3497-3},
	url = {https://link.springer.com/10.1007/978-981-99-3497-3_13},
	language = {en-GB},
	urldate = {2023-09-14},
	booktitle = {Sustainable {Blended} {Learning} in {STEM} {Education} for {Students} with {Additional} {Needs}},
	publisher = {Springer Nature Singapore},
	author = {Asad, Muhammad Mujtaba and Aftab, Kanwal and Khand, Zahid Hussain and Datoo, Alkarim and Syed, Hassan and Churi, Prathamesh},
	editor = {Ahuja, Neelu Jyothi and Kumar, Adarsh and Nayyar, Anand},
	year = {2023},
	doi = {10.1007/978-981-99-3497-3_13},
	note = {Series Title: Contributions to Environmental Sciences \& Innovative Business Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {303--316},
	file = {Asad et al. - 2023 - Integration of Blended Mode of Technologies in Tea.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MKQVUVJS/Asad et al. - 2023 - Integration of Blended Mode of Technologies in Tea.pdf:application/pdf},
}

@incollection{zaphiris_3d_2023,
	address = {Cham},
	title = {{3D} {Geography} {Course} {Using} {AR}: {The} {Case} of the {Map} of {Greece}},
	volume = {14041},
	isbn = {978-3-031-34549-4 978-3-031-34550-0},
	shorttitle = {{3D} {Geography} {Course} {Using} {AR}},
	url = {https://link.springer.com/10.1007/978-3-031-34550-0_12},
	abstract = {Augmented reality (AR) is utilized alongside game-based learning to increase student engagement in blended learning environments. This paper describes an AR-based edugame designed to improve learning the geography curriculum in Greek elementary schools. The game utilizes two interaction techniques: via a virtual hand model and via a touch screen. Moreover, 3D objects represent prefectures and geographic regions to provide a more extensive presentation of a map. The game is a puzzle-like game with an additional phase of matching names to the puzzle pieces. Players move the 3D objects to complete the puzzle and choose provinces to continue the game by locating counties. Furthermore, this paper investigates the impact of Felder Silverman learning style and tests learning outcomes with the use of AR-based edugame as a learning object.},
	language = {en-GB},
	urldate = {2023-06-13},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Logothetis, Ilias and Katsaris, Iraklis and Sfyrakis, Myron and Vidakis, Nikolas},
	editor = {Zaphiris, Panayiotis and Ioannou, Andri},
	year = {2023},
	doi = {10.1007/978-3-031-34550-0_12},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {170--182},
	file = {Logothetis et al. - 2023 - 3D Geography Course Using AR The Case of the Map .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8CXT27U7/Logothetis et al. - 2023 - 3D Geography Course Using AR The Case of the Map .pdf:application/pdf},
}

@incollection{zaphiris_blended_2023,
	address = {Cham},
	title = {Blended {Learning} and {Higher} {Education}: {A} {Bibliometric} {Analysis}},
	volume = {14041},
	isbn = {978-3-031-34549-4 978-3-031-34550-0},
	shorttitle = {Blended {Learning} and {Higher} {Education}},
	url = {https://link.springer.com/10.1007/978-3-031-34550-0_33},
	abstract = {Blended learning is deﬁned as an educational model or a way of teaching that combines in-person education with online education. In recent years, due to its great potential, this type of teaching applied to higher education has aroused great interest on the part of professionals and academics. This growing interest has been reﬂected in the rapid growth in the number of publications on blended learning and higher education. This article seeks to contribute to the knowledge base by presenting an integrated overview of this growing body of literature, and to this end the authors use bibliometric techniques. As a basis for the analysis, 2,477 relevant articles in the Scopus database were selected. The descriptive results obtained show rapid growth in the number of articles published over the years, a dominance of publications associated with developing and emerging countries, and the leading role of social sciences. An analysis of the co-occurrence of terms allows us to establish four areas of interest: 1) Covid-19 and the challenges and opportunities it poses, 2) the effectiveness and performance of blended learning, 3) the organization and design of blended learning, and 4) the technological tools and forms of delivery of blended learning. An analysis of the overlay visualization of terms makes it possible to establish the evolution of the topics of interest in the research over the years. Initially, interest focused on issues relating to the organization and design of blended learning. Currently, interest is focused on Covid-19 and the challenges it poses.},
	language = {en-GB},
	urldate = {2023-06-13},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Cruz-Cárdenas, Jorge and Parra-Domínguez, Javier and Zabelina, Ekaterina and Deyneka, Olga and Ramos-Galarza, Carlos},
	editor = {Zaphiris, Panayiotis and Ioannou, Andri},
	year = {2023},
	doi = {10.1007/978-3-031-34550-0_33},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {456--465},
	file = {Cruz-Cárdenas et al. - 2023 - Blended Learning and Higher Education A Bibliomet.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QLDX4SBK/Cruz-Cárdenas et al. - 2023 - Blended Learning and Higher Education A Bibliomet.pdf:application/pdf},
}

@incollection{zaphiris_preliminary_2023,
	address = {Cham},
	title = {Preliminary {Validation} of {ENGAME}: {Fostering} {Civic} {Participation} and {Social} {Inclusion} {Through} an {E}-{Learning} {Game}},
	volume = {14041},
	isbn = {978-3-031-34549-4 978-3-031-34550-0},
	shorttitle = {Preliminary {Validation} of {ENGAME}},
	url = {https://link.springer.com/10.1007/978-3-031-34550-0_34},
	abstract = {INGAME project has as its aim, directly and indirectly, improve the users’ digital, language, reading, communication and collaboration skills. It will also introduce and integrate gaming into school teaching methods and practices, speciﬁcally those relating to the ﬁelds of civic literacy and pedagogy. The game developed, under the name ENGAME, is a journey to gain knowledge about today’s society. The avatar (without gender) arrives from space and grows up meanwhile, learning about gender equality and equity, inclusion, civic engagement, environment, climate change, global issues and crises. This work describes the pilots with users carried out as part of the project to validate the game and produce a ﬁnal version considering the main issues detected during the testing. According to the results, women have better results than men regarding enjoyment. Moreover, users who play every day get worst immersion results while playing the game.},
	language = {en-GB},
	urldate = {2023-06-13},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {García-Holgado, Alicia and Vázquez-Ingelmo, Andrea and Verdugo-Castro, Sonia and García-Peñalvo, Francisco José and Kiourti, Elisavet and Gudoniene, Daina and Kyriakidou, Maria and Romaniuc, Liliana and Rak, Katarzyna and Kraus, Leo and Fruhmann, Peter},
	editor = {Zaphiris, Panayiotis and Ioannou, Andri},
	year = {2023},
	doi = {10.1007/978-3-031-34550-0_34},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {466--481},
	file = {García-Holgado et al. - 2023 - Preliminary Validation of ENGAME Fostering Civic .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9L9B6IT6/García-Holgado et al. - 2023 - Preliminary Validation of ENGAME Fostering Civic .pdf:application/pdf},
}

@incollection{zaphiris_assessing_2023,
	address = {Cham},
	title = {Assessing the {Impact} of {Using} {Python} to {Teach} {Computational} {Thinking} for {Remote} {Schools} in a {Blended} {Learning} {Environment}},
	volume = {14041},
	isbn = {978-3-031-34549-4 978-3-031-34550-0},
	url = {https://link.springer.com/10.1007/978-3-031-34550-0_35},
	abstract = {As the demand for programming in STEM education continues to grow, computational thinking skills are becoming even more important for students. Research indicates Python is an eﬀective language to teach computational thinking. In spite of its popularity, there are only a few schools that oﬀer Python courses. This is often due to a lack of teaching resources especially in remote schools. This paper aims to integrate computational thinking methods utilizing Python, while bridging the gap between block-based and text-based programming. The eﬀectiveness of the curriculum was evaluated using established computational thinking and blended learning surveys. The results of our study show that this newly developed course with the assessment tool identiﬁes computationally talented students, creates an interest in computational thinking development, and encourages students to perform in a blended learning course. This paper lays out a comprehensive curriculum aligned with Ontario learning outcomes with the mission to remove geographical barriers to build sustainability in First Nation Schools in Northwestern communities of Canada.},
	language = {en-GB},
	urldate = {2023-06-13},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Kamak, Lakshmi Preethi and Mago, Vijay},
	editor = {Zaphiris, Panayiotis and Ioannou, Andri},
	year = {2023},
	doi = {10.1007/978-3-031-34550-0_35},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {482--500},
	file = {Kamak und Mago - 2023 - Assessing the Impact of Using Python to Teach Comp.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/V4CUYV9G/Kamak und Mago - 2023 - Assessing the Impact of Using Python to Teach Comp.pdf:application/pdf},
}

@incollection{beskopylny_communicative_2023,
	address = {Cham},
	title = {Communicative {Space} of {Didactics} in the {Context} of the {Implementation} of {Information} and {Communication} {Technologies}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_47},
	abstract = {Communicative space is a set of various types of communication (external, internal) and interhuman relations (trusting, negative), which are established between the subjects of the communicative space in the process of their interaction. The communicative space of didactics is understood as a set of conditions and mean of professional training of a communicative personality in the process of communication. Communicative space is considered as a system of interrelated educational and educational situations aimed at the formation of communicative competence, including speech activity and speech behavior. Pedagogical (teaching) communication involves the establishment of interpersonal contact, in which a dialogue arises. Various forms of dialogue communication are used as a means of teaching a person, an active participant in joint activities, as well as a means of enhancing the activities of students in the process of mastering certain educational content. The dialogical approach in the communicative space is the basis for the teacher’s preparation for competent interaction in the educational environment. Modern teaching tools are based not only on interaction, but also on the active use of various forms of e-learning, including information and communication technologies (ICT). Particular attention is paid to the characteristics of information and communication technologies in the areas of methodological, educational purpose. The use of new technical means in the educational process adjusts the goals and form of vocational training.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Mikheeva, Tatiana},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_47},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {462--467},
	file = {Mikheeva - 2023 - Communicative Space of Didactics in the Context of.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U66NWH6J/Mikheeva - 2023 - Communicative Space of Didactics in the Context of.pdf:application/pdf},
}

@incollection{beskopylny_developing_2023,
	address = {Cham},
	title = {Developing {Communicative} {Skills} of {Specialists} of the {Agro}-{Industrial} {Complex} by {Means} of {Information} {Technologies}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_246},
	abstract = {This paper analyses the effectiveness of modern information technologies application in foreign language teaching for preparation of specialists of the agro-industrial complex. This article shows a great variety of ICT usage in higher education. One of the advantages of their application in language teaching is that these technologies contribute to developing speaking, listening, writing and lexical skills of students. Another beneﬁt of digital resources implementation is that they motivate trainees in learning a foreign language independently. The conducted research gives the detailed analysis of different e-learning tools and proves that information technologies help to form communicative competence of learners. The communicative competence is one of the main as it supposes to use a language correctly in a professional sphere with the purpose of solving special professional tasks including the agro-industrial complex. The analysis of digital means is interesting and relevant for educational system and can be taken into account by teachers of foreign languages.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Kolesnichenko, Alvina and Kotliarenko, Iuliia and Nikolaeva, Elena},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_246},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {2249--2258},
	file = {Kolesnichenko et al. - 2023 - Developing Communicative Skills of Specialists of .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H7HPWVCV/Kolesnichenko et al. - 2023 - Developing Communicative Skills of Specialists of .pdf:application/pdf},
}

@incollection{beskopylny_digital_2023-2,
	address = {Cham},
	title = {Digital {Learning} {Tools} and {Devices} for the {Implementation} of an {Electronic} {Educational} {Resource}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_149},
	abstract = {The combination of digital tools and services considered in this article, as a means for the implementation of an electronic educational resource, provides the educational process with a variety of unique methods that affect the motivation and cognitive interest of students. We presented a classiﬁcation of digital services with an indication of a brief characteristic of the direct purpose of the tool. The material of the article is based on the experience of teachers of Mathematics and Informatics Department of Naberezhnye Chelny State Pedagogical University (Russian Federation). The example of the Zoom service, designed for video conferencing, is used to examine the technology of organizing a training lesson for students on a speciﬁc topic of a geometry lesson. On the basis of the digital tool LearningApps and other similar services there are demonstrated methods of organizing didactic material within the framework of a training session. The practical part of the article gives some recommendations for working in virtual environments when developing interactive tasks. Recommendations for the organization of e-learning and application of distance learning technologies are focused on a user who implements an e-learning course in accordance with the academic subject. The use of various digital services and tools allows us to minimize the labor costs of educational organizations and provides a sufﬁcient range of new opportunities to increase the level of information competence of a teacher.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Filatova, Zulfiya and Galyamova, Elmira and Burkhanova, Yuliya},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_149},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {1403--1411},
	file = {Filatova et al. - 2023 - Digital Learning Tools and Devices for the Impleme.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZACR9PQT/Filatova et al. - 2023 - Digital Learning Tools and Devices for the Impleme.pdf:application/pdf},
}

@incollection{niegemann_vier-komponenten_2019,
	address = {Berlin, Heidelberg},
	title = {Das {Vier}-{Komponenten} {Instructional} {Design} ({4C}/{ID}) {Modell}},
	isbn = {978-3-662-54373-3},
	url = {http://link.springer.com/10.1007/978-3-662-54373-3_8-1},
	language = {de-DE},
	urldate = {2023-01-20},
	booktitle = {Lernen mit {Bildungstechnologien}},
	publisher = {Springer Berlin Heidelberg},
	author = {Merriënboer, Jeroen J. G. van},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	translator = {Niegemann, Helmut M.},
	year = {2019},
	doi = {10.1007/978-3-662-54373-3_8-1},
	note = {Series Title: Springer Reference Psychologie},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {1--18},
	file = {van Merriënboer - 2019 - Das Vier-Komponenten Instructional Design (4CID) .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KYMSHTFC/van Merriënboer - 2019 - Das Vier-Komponenten Instructional Design (4CID) .pdf:application/pdf},
}

@incollection{niegemann_betriebliche_2020,
	address = {Berlin, Heidelberg},
	title = {Betriebliche {Aspekte} von digitalen {Bildungsangeboten}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9},
	language = {de-DE},
	urldate = {2020-05-13},
	booktitle = {Handbuch {Bildungstechnologie}: {Konzeption} und {Einsatz} digitaler {Lernumgebungen}},
	publisher = {Springer Berlin Heidelberg},
	author = {Zimmermann, Volker},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie, FernUni-Hagen:MABM:M3, microlearning},
	pages = {559--570},
	file = {Zimmermann - 2020 - Betriebliche Aspekte von digitalen Bildungsangebot.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G5HWU5VU/Zimmermann - 2020 - Betriebliche Aspekte von digitalen Bildungsangebot.pdf:application/pdf},
}

@incollection{niegemann_rechtliche_2020,
	address = {Berlin, Heidelberg},
	title = {Rechtliche {Aspekte} des {Einsatzes} von {Bildungstechnologien}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9},
	language = {de-DE},
	urldate = {2020-05-13},
	booktitle = {Handbuch {Bildungstechnologie}: {Konzeption} und {Einsatz} digitaler {Lernumgebungen}},
	publisher = {Springer Berlin Heidelberg},
	author = {Horn, Janine},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie, FernUni-Hagen:MABM:M3},
	pages = {571--581},
	file = {Horn - 2020 - Rechtliche Aspekte des Einsatzes von Bildungstechn.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RHPGLBLS/Horn - 2020 - Rechtliche Aspekte des Einsatzes von Bildungstechn.pdf:application/pdf},
}

@incollection{niegemann_akzeptanz_2020,
	address = {Berlin, Heidelberg},
	title = {Akzeptanz von {Bildungstechnologien}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9},
	language = {de-DE},
	urldate = {2020-05-13},
	booktitle = {Handbuch {Bildungstechnologie}: {Konzeption} und {Einsatz} digitaler {Lernumgebungen}},
	publisher = {Springer Berlin Heidelberg},
	author = {Nistor, Nicolae},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie, FernUni-Hagen:MABM:M3, FernUni-Hagen:MABM:M5, FernUni-Hagen:MABM:M4, UTAUT-Modell},
	pages = {535--545},
	file = {Nistor - 2020 - Akzeptanz von Bildungstechnologien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/59A7HZSY/Nistor - 2020 - Akzeptanz von Bildungstechnologien.pdf:application/pdf},
}

@incollection{dittler_technologiedefizite_2009,
	address = {Münster München Berlin},
	series = {Medien in der {Wissenschaft}},
	title = {Technologiedefizite technologiebasierter {Lehre}? {Unzeitgemäße} {Betrachtungen} zu {E}-{Learning} im {Hochschulkontext}},
	isbn = {978-3-8309-2172-1},
	abstract = {Bestenfalls sprachunkundig, schlechtestenfalls intellektuell nicht auf der Höhe muss zunächst der erscheinen, der technologiebasierter Lehre – d.h. E-Learning in der vollen Breite des Begriffs – ein Technologiedefizit unterstellen wollte. Das deutsche Hochschulsystem hat seit Mitte der 1990er Jahre einen massiven Ausbau von apparativen und personellen digitalen Lerninfrastrukturen erlebt, so dass – auch wenn es Aufholbedarfe bei der informationstechnologischen Ausstattung von Hörsälen und Seminarräumen geben mag – von einem Technologiedefizit nicht die Rede sein kann. Nun ist es aber nicht die Intention dieses Beitrags, Technikdefizite zu monieren. Vielmehr sucht er im Rekurs auf ältere systemtheoretische Überlegungen (…) – thesenartig, teilweise essayistisch und hoffentlich provokant – darzulegen, inwiefern E-Learning von dem basalen Technologiedefizit aller Erziehung betroffen ist. Zwar ist die These selbst nicht neu, wohl aber der Kontext, in dem sie hier wiederaufgenommen wird, nämlich: der Status quo technologiebasierter Lehre an den deutschen Hochschulen. (DIPF/ Orig.)},
	language = {de-DE},
	number = {50},
	booktitle = {E-{Learning}: {Eine} {Zwischenbilanz}: {Kritischer} {Rückblick} als {Basis} eines {Aufbruchs}},
	publisher = {Waxmann},
	author = {Kleimann, Bernd},
	editor = {Dittler, Ullrich},
	year = {2009},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie, FernUni-Hagen:MABM:M6},
	file = {kleimann_2009_technologiedefizite_technologiebasierter_lehre.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C48TZAGM/kleimann_2009_technologiedefizite_technologiebasierter_lehre.pdf:application/pdf},
}

@incollection{niegemann_betriebliche_2020-1,
	address = {Berlin, Heidelberg},
	title = {Betriebliche {Aspekte} des {Einsatzes} von {Bildungstechnologie}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9},
	language = {de-DE},
	urldate = {2020-05-13},
	booktitle = {Handbuch {Bildungstechnologie}: {Konzeption} und {Einsatz} digitaler {Lernumgebungen}},
	publisher = {Springer Berlin Heidelberg},
	author = {Zimmermann, Volker},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, FernUni-Hagen, \#6:Buchteil:Bildung:Technologie, FernUni-Hagen:MABM:M3},
	pages = {559--570},
	file = {Zimmermann - 2020 - Betriebliche Aspekte des Einsatzes von Bildungstec.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XWPYCC75/Zimmermann - 2020 - Betriebliche Aspekte des Einsatzes von Bildungstec.pdf:application/pdf},
}

@incollection{niegemann_lernen_2020,
	address = {Berlin, Heidelberg},
	title = {Lernen mit {Medien}: {Ein} Überblick},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9},
	language = {de-DE},
	urldate = {2020-05-13},
	booktitle = {Handbuch {Bildungstechnologie}: {Konzeption} und {Einsatz} digitaler {Lernumgebungen}},
	publisher = {Springer Berlin Heidelberg},
	author = {Opfermann, Maria and Höffler, Tim N. and Schmeck, Annett},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie, FernUni-Hagen:MABM:M3},
	pages = {17--30},
	file = {Opfermann et al. - 2020 - Lernen mit Medien ein Überblick.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RAUH8ZUC/Opfermann et al. - 2020 - Lernen mit Medien ein Überblick.pdf:application/pdf},
}

@incollection{niegemann_interaktivitat_2020,
	address = {Berlin, Heidelberg},
	title = {Interaktivität und {Adaptivität} in multimedialen {Lernumgebungen}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_33},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Niegemann, Helmut and Heidig, Steffi},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_33},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {343--367},
	file = {Niegemann und Heidig - 2020 - Interaktivität und Adaptivität in multimedialen Le.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z8RGPXUC/Niegemann und Heidig - 2020 - Interaktivität und Adaptivität in multimedialen Le.pdf:application/pdf},
}

@incollection{niegemann_feedbackstrategien_2020,
	address = {Berlin, Heidelberg},
	title = {Feedbackstrategien für interaktive {Lernaufgaben}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_35},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Narciss, Susanne},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_35},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {369--392},
	file = {Narciss - 2020 - Feedbackstrategien für interaktive Lernaufgaben.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PQFYNMRX/Narciss - 2020 - Feedbackstrategien für interaktive Lernaufgaben.pdf:application/pdf},
}

@incollection{niegemann_kooperationsskripts_2020,
	address = {Berlin, Heidelberg},
	title = {Kooperationsskripts beim technologieunterstützten {Lernen}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_29},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Kiemer, Katharina and Wekerle, Christina and Kollar, Ingo},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_29},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {305--319},
	file = {Kiemer et al. - 2020 - Kooperationsskripts beim technologieunterstützten .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EUX5DCGY/Kiemer et al. - 2020 - Kooperationsskripts beim technologieunterstützten .pdf:application/pdf},
}

@incollection{niegemann_group_2020,
	address = {Berlin, Heidelberg},
	title = {Group {Awareness}-{Tools} beim technologieunterstützen {Lernen}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_30},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Bodemer, Daniel and Schnaubert, Lenka},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_30},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {321--331},
	file = {Bodemer und Schnaubert - 2020 - Group Awareness-Tools beim technologieunterstützen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W3VHVLMM/Bodemer und Schnaubert - 2020 - Group Awareness-Tools beim technologieunterstützen.pdf:application/pdf},
}

@incollection{niegemann_lernen_2020-1,
	address = {Berlin, Heidelberg},
	title = {Lernen mit {Bewegtbildern}: {Videos} und {Animationen}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	shorttitle = {Lernen mit {Bewegtbildern}},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_32},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Merkt, Martin and Schwan, Stephan},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_32},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {333--342},
	file = {Merkt und Schwan - 2020 - Lernen mit Bewegtbildern Videos und Animationen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DSFFMSFE/Merkt und Schwan - 2020 - Lernen mit Bewegtbildern Videos und Animationen.pdf:application/pdf},
}

@incollection{niegemann_motivationsdesign_2020,
	address = {Berlin, Heidelberg},
	title = {Motivationsdesign bei der {Konzeption} multimedialer {Lernumgebungen}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_37},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Zander, Steffi and Heidig, Steffi},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_37},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {393--415},
	file = {Zander und Heidig - 2020 - Motivationsdesign bei der Konzeption multimedialer.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/J4WJHM9E/Zander und Heidig - 2020 - Motivationsdesign bei der Konzeption multimedialer.pdf:application/pdf},
}

@incollection{niegemann_emotionen_2020,
	address = {Berlin, Heidelberg},
	title = {Emotionen beim technologiebasierten {Lernen}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_38},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Loderer, Kristina and Pekrun, Reinhard and Frenzel, Anne C.},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_38},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {417--437},
	file = {Loderer et al. - 2020 - Emotionen beim technologiebasierten Lernen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9MWGZNPR/Loderer et al. - 2020 - Emotionen beim technologiebasierten Lernen.pdf:application/pdf},
}

@incollection{niegemann_technologiegestutztes_2020,
	address = {Berlin, Heidelberg},
	title = {Technologiegestütztes {Assessment}, {Online} {Assessment}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_41},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Malone, Sarah},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_41},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {493--513},
	file = {Malone - 2020 - Technologiegestütztes Assessment, Online Assessmen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QUR54ULR/Malone - 2020 - Technologiegestütztes Assessment, Online Assessmen.pdf:application/pdf},
}

@incollection{niegemann_computerunterstutztes_2020,
	address = {Berlin, Heidelberg},
	title = {Computerunterstütztes kollaboratives {Lernen}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_3},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Vogel, Freydis and Fischer, Frank},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {57--80},
	file = {Vogel und Fischer - 2020 - Computerunterstütztes kollaboratives Lernen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K5ZA5LH3/Vogel und Fischer - 2020 - Computerunterstütztes kollaboratives Lernen.pdf:application/pdf},
}

@incollection{niegemann_mobiles_2020,
	address = {Berlin, Heidelberg},
	title = {Mobiles {Lernen}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_22},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Döring, Nicola and Mohseni, M. Rohangis},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_22},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {259--270},
	file = {Döring und Mohseni - 2020 - Mobiles Lernen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DV2QLNBE/Döring und Mohseni - 2020 - Mobiles Lernen.pdf:application/pdf},
}

@incollection{niegemann_multimediales_2020,
	address = {Berlin, Heidelberg},
	title = {Multimediales {Lernen}: {Lehren} und {Lernen} mit {Texten} und {Bildern}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	shorttitle = {Multimediales {Lernen}},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_4},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Scheiter, Katharina and Richter, Juliane and Renkl, Alexander},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_4},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {31--56},
	file = {Scheiter et al. - 2020 - Multimediales Lernen Lehren und Lernen mit Texten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FZ92QZNL/Scheiter et al. - 2020 - Multimediales Lernen Lehren und Lernen mit Texten.pdf:application/pdf},
}

@incollection{niegemann_selbstreguliertes_2020,
	address = {Berlin, Heidelberg},
	title = {Selbstreguliertes {Lernen} und (technologiebasierte) {Bildungsmedien}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_5},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Perels, Franziska and Dörrenbächer, Laura},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {81--92},
	file = {Perels und Dörrenbächer - 2020 - Selbstreguliertes Lernen und (technologiebasierte).pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AUIE8T6V/Perels und Dörrenbächer - 2020 - Selbstreguliertes Lernen und (technologiebasierte).pdf:application/pdf},
}

@incollection{niegemann_instructional_2020,
	address = {Berlin, Heidelberg},
	title = {Instructional {Design}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_7},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Niegemann, Helmut},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {95--151},
	file = {Niegemann - 2020 - Instructional Design.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G9DKHUD8/Niegemann - 2020 - Instructional Design.pdf:application/pdf},
}

@incollection{niegemann_instruktionsdesign_2020,
	address = {Berlin, Heidelberg},
	title = {Instruktionsdesign und {Unterrichtsplanung}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_10},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Aprea, Carmela},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_10},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {171--189},
	file = {Aprea - 2020 - Instruktionsdesign und Unterrichtsplanung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZWHUMZFQ/Aprea - 2020 - Instruktionsdesign und Unterrichtsplanung.pdf:application/pdf},
}

@incollection{niegemann_lehrziele_2020,
	address = {Berlin, Heidelberg},
	title = {Lehrziele und {Kompetenzmodelle} beim {E}-{Learning}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_15},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Reichelt, Maria and Kämmerer, Frauke and Finster, Ludwig},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_15},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {191--206},
	file = {Reichelt et al. - 2020 - Lehrziele und Kompetenzmodelle beim E-Learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S2CE29KG/Reichelt et al. - 2020 - Lehrziele und Kompetenzmodelle beim E-Learning.pdf:application/pdf},
}

@incollection{niegemann_lernspiele_2020,
	address = {Berlin, Heidelberg},
	title = {Lernspiele und {Gamification}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_18},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Schuldt, Jacqueline},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_18},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {209--228},
	file = {Schuldt - 2020 - Lernspiele und Gamification.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QSBEJVBA/Schuldt - 2020 - Lernspiele und Gamification.pdf:application/pdf},
}

@incollection{niegemann_erklarvideos_2020,
	address = {Berlin, Heidelberg},
	title = {Erklärvideos als {Format} des {E}-{Learnings}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_21},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Zander, Steffi and Behrens, Anne and Mehlhorn, Steven},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_21},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {247--258},
	file = {Zander et al. - 2020 - Erklärvideos als Format des E-Learnings.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3L66VNF8/Zander et al. - 2020 - Erklärvideos als Format des E-Learnings.pdf:application/pdf},
}

@incollection{niegemann_videos_2020,
	address = {Berlin, Heidelberg},
	title = {Videos in der {Lehre}: {Wirkungen} und {Nebenwirkungen}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	shorttitle = {Videos in der {Lehre}},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_23},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Persike, Malte},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_23},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {271--301},
	file = {Persike - 2020 - Videos in der Lehre Wirkungen und Nebenwirkungen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IG9PV6BF/Persike - 2020 - Videos in der Lehre Wirkungen und Nebenwirkungen.pdf:application/pdf},
}

@incollection{hugl_mess_2004,
	address = {Wiesbaden},
	title = {„{MESS}: {Make} ’{Em} {Simple} and {Stupid}” {Die} {Industrialisierung} der {Personalentwicklung}},
	isbn = {978-3-8244-8199-6 978-3-322-81837-9},
	shorttitle = {„{MESS}},
	url = {http://link.springer.com/10.1007/978-3-322-81837-9_16},
	abstract = {Die "e-Hysterie" ist zwar vorbei, aber bei den meisten Untemehmen rollt der Zug ins digitalisierte Prozessparadies mit ungedrosselt hohem Tempo weiter: In diesen Tagen werden nahezu alle Abliiufe im Untemehmen auf das vermeintlich kostenbewusste "e" getrimmt. Das schlieBt inzwischen sogar einen Bereich ein, der bislang von Technologiejungem und Rationalisierungsverfechtem stets als unbegreifbares Mysterium betrachtet und deshalb links liegen gelassen wurde: Die noch "softe" Welt der Human Relations (HR)-Abteilungen. Die "eWerdung" der Untemehmen ist also noch lange nicht zu oder gar am Ende. Unter dem Stichwort e-Performance, e-HR oder doch ganz schlicht "Mitarbeiterportal" wachsen heute alle Prozesse rund urn Weiterbildung, Performance und Wissen zusammen.},
	language = {de-DE},
	urldate = {2023-11-07},
	booktitle = {Virtuelle {Personalentwicklung}},
	publisher = {Deutscher Universitätsverlag},
	author = {Hoffmeister, Katja},
	editor = {Hugl, Ulrike and Laske, Stephan},
	year = {2004},
	doi = {10.1007/978-3-322-81837-9_16},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {359--374},
	file = {Hoffmeister - 2004 - „MESS Make ’Em Simple and Stupid” Die Industriali.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RPG89CJC/Hoffmeister - 2004 - „MESS Make ’Em Simple and Stupid” Die Industriali.pdf:application/pdf},
}

@incollection{krick_verankerung_2023,
	address = {Wiesbaden},
	title = {Verankerung des {Kompetenzbereichs} „{Digitale} {Pflegetechnologien}“ in {Bildungsangeboten} für {Pflegefachpersonen}: {Erfahrungen} aus der {Praxis} und {Implikationen} für strukturelle {Rahmenbedingungen}},
	isbn = {978-3-658-39301-4 978-3-658-39302-1},
	shorttitle = {Verankerung des {Kompetenzbereichs} „{Digitale} {Pflegetechnologien}“ in {Bildungsangeboten} für {Pflegefachpersonen}},
	url = {https://link.springer.com/10.1007/978-3-658-39302-1_12},
	language = {de-DE},
	urldate = {2023-08-08},
	booktitle = {Pflegeinnovationen in der {Praxis}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Landherr, Jan and Westerholt, Stefan and Gockel, Julia},
	editor = {Krick, Tobias and Zerth, Jürgen and Rothgang, Heinz and Klawunn, Ronny and Walzer, Stefan and Kley, Tobias},
	year = {2023},
	doi = {10.1007/978-3-658-39302-1_12},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {207--227},
	file = {Landherr et al. - 2023 - Verankerung des Kompetenzbereichs „Digitale Pflege.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DVNF7GJP/Landherr et al. - 2023 - Verankerung des Kompetenzbereichs „Digitale Pflege.pdf:application/pdf},
}

@incollection{roth_vorbereitung_2023,
	address = {Berlin, Heidelberg},
	title = {Vorbereitung auf ein {Physiklehren} in der digitalen {Welt}: {Weiterentwicklung} eines lehramtsspezifischen {Elektronikpraktikums}},
	isbn = {978-3-662-66130-7 978-3-662-66131-4},
	shorttitle = {Vorbereitung auf ein {Physiklehren} in der digitalen {Welt}},
	url = {https://link.springer.com/10.1007/978-3-662-66131-4_10},
	abstract = {Zusammenfassung
            Der digitale Wandel stellt Lehrkräfte im Unterricht vor neue Anforderungen. Insbesondere Physiklehrkräfte müssen für das schulische Experimentieren nicht nur spezifische Messtechnik und Software nutzen können, sondern auch Grundkenntnisse des Programmierens beherrschen. Hinzu kommt, dass die (Physik-)Lehrkräfte sich in kurzen Zeitspannen immer wieder selbstständig neue digitale Technologien erschließen müssen. In diesem Buchkapitel wird das neu konzipierte lehramtsspezifische Elektronikpraktikum der Christian-Albrechts-Universität zu Kiel vorgestellt, in dem Physiklehramtsstudierende am Beispiel des Mikrocontrollers Arduino neben den Grundlagen der Elektronik auch diese digitalen Kompetenzen für ihre spätere Lehrtätigkeit entwickeln sollen. Durch die Begleitforschung im Design-based-Research-Ansatz konnte eine Reihe an konsistenten Indizien gesammelt werden, welche die Konzeption des lehramtsspezifischen Elektronikpraktikums stützen. Eine explorativ angelegte Interviewstudie zeigt, dass die Studierenden die wahrgenommene Relevanz aus einer schulpraktischen Perspektive beurteilen, Lerninhalte zur Förderung digitaler Kompetenzen erfolgreich integriert werden konnten und das Einüben selbstständigen Arbeitens das Selbstvertrauen der Studierenden fördert, sich in neue digitale Technologien einzuarbeiten.},
	language = {de-DE},
	urldate = {2022-12-29},
	booktitle = {Die {Zukunft} des {MINT}-{Lernens} – {Band} 1},
	publisher = {Springer Berlin Heidelberg},
	author = {Andersen, Jasmin and Block, Dietmar and Neumann, Irene and Neumann, Knut and Volker, Arne},
	editor = {Roth, Jürgen and Baum, Michael and Eilerts, Katja and Hornung, Gabriele and Trefzger, Thomas},
	year = {2023},
	doi = {10.1007/978-3-662-66131-4_10},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {169--180},
	file = {Andersen et al. - 2023 - Vorbereitung auf ein Physiklehren in der digitalen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CMY7A6AN/Andersen et al. - 2023 - Vorbereitung auf ein Physiklehren in der digitalen.pdf:application/pdf},
}

@incollection{roth_zukunft_2023,
	address = {Berlin, Heidelberg},
	title = {Die {Zukunft} des {MINT}-{Unterrichts} aus der {Perspektive} der {Schulpraxis}},
	isbn = {978-3-662-66130-7 978-3-662-66131-4},
	url = {https://link.springer.com/10.1007/978-3-662-66131-4_3},
	abstract = {Zusammenfassung
            Angesichts der rasanten technologischen Entwicklungen der letzten Jahre können wir heute nur erahnen, wie sich unsere Lebenswelt und damit auch der Unterricht entwickeln. Sicher ist jedoch, dass digitale Technologien die Zukunft des Unterrichts mitbestimmen. Ein von Politik und Wissenschaft initiiertes Modell zur Beschreibung der notwendigen Kompetenzen stellt der Europäische Referenzrahmen für die digitale Kompetenz von Lehrenden (DigCompEdu) dar. Ziel des Beitrags ist es, die Vorstellung von Akteuren der Schulpraxis über den Unterricht der Zukunft mit diesem Modell abzugleichen. In drei Online-Workshops wurden daher von insgesamt 26 Lehrkräften, 18 Lehramtsstudierenden und 9 Bildungsadministratorinnen und -administratoren in Kleingruppen Szenarien für eine wünschenswerte Zukunft des Unterrichts im Jahr 2030 entwickelt und anschließend inhaltsanalytisch ausgewertet. Unsere Ergebnisse zeigen, dass Lehrkräfte insbesondere Innovationen im Bereich der Organisation von Schule und der Gestaltung des Unterrichts identifizieren. Die so identifizierten Themen lassen sich drei der insgesamt sechs DigCompEdu-Kompetenzbereiche zuordnen. Eine Konkretisierung des Einsatzes digitaler Technologien im Unterricht hingegen findet sich in den Vorstellungen nicht. Es ist daher notwendig, für die Zukunft verstärkt den konkreten Transfer von der Entwicklung in die Unterrichtspraxis zu betrachten, damit ein Einsatz digitaler Technologien unterstützt wird.},
	language = {de-DE},
	urldate = {2022-12-29},
	booktitle = {Die {Zukunft} des {MINT}-{Lernens} – {Band} 1},
	publisher = {Springer Berlin Heidelberg},
	author = {Ghomi, Mina and Sorge, Stefan and Mühling, Andreas},
	editor = {Roth, Jürgen and Baum, Michael and Eilerts, Katja and Hornung, Gabriele and Trefzger, Thomas},
	year = {2023},
	doi = {10.1007/978-3-662-66131-4_3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {59--72},
	file = {Ghomi et al. - 2023 - Die Zukunft des MINT-Unterrichts aus der Perspekti.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UBEPND8Z/Ghomi et al. - 2023 - Die Zukunft des MINT-Unterrichts aus der Perspekti.pdf:application/pdf},
}

@incollection{roth_untersuchung_2023-1,
	address = {Berlin, Heidelberg},
	title = {Eine {Untersuchung} der {Selbstwirksamkeitserwartung} von {Lehramtsstudierenden} bezogen auf den {Einsatz} digitaler {Technologien} im {Mathematikunterricht} aus {Perspektive} der {Control}-{Value} {Theory}},
	isbn = {978-3-662-66130-7 978-3-662-66131-4},
	url = {https://link.springer.com/10.1007/978-3-662-66131-4_5},
	abstract = {Zusammenfassung
            
              Der lernzielorientierte Einsatz digitaler Technologien im Mathematikunterricht stellt eine Anforderung an Lehrkräfte dar, die in der jüngeren Vergangenheit an Bedeutung gewonnen hat (Dede, 2010; Voogt \& Roblin, 2012). Zugleich berichten viele Lehrkräfte in Deutschland, dass sie sich unzureichend auf die Erfüllung dieser Anforderung vorbereitet sehen (Autorengruppe Bildungsberichterstattung, 2020). Insbesondere im internationalen Vergleich zeigt sich, dass Lehrkräfte in Deutschland eine niedrige Selbstwirksamkeitserwartung bezogen auf den Einsatz digitaler Technologien aufweisen (Fraillon et al., 2019). Die vorliegende quantitative Studie knüpft an diese Befunde an und untersucht die Selbstwirksamkeitserwartung hinsichtlich des Einsatzes digitaler Technologien im Mathematikunterricht anhand der Aussagen von
              n
               = 249 Lehramtsstudierenden: Auf Grundlage der Control-Value Theory (Pekrun, 2006) werden die Effekte subjektiver Kontroll- und Werteinschätzung auf das Erleben von Freude beim Einsatz digitaler Technologien untersucht und aufbauend auf der Theorie von Bandura (1997) wird der Zusammenhang dieser drei Faktoren mit der Selbstwirksamkeitserwartung in den Blick genommen. Die Ergebnisse der Studie weisen darauf hin, dass der wahrgenommenen Kontrolle über digitale Technologien erheblich größere Bedeutung zukommt als der Beurteilung des Wertes und dass das Erleben von Freude zwischen diesen beiden Einschätzungen und der Selbstwirksamkeitserwartung vermittelt. Die Bedeutung der Ergebnisse für die Aus- und Fortbildung von Lehrkräften wird diskutiert.},
	language = {de-DE},
	urldate = {2022-12-29},
	booktitle = {Die {Zukunft} des {MINT}-{Lernens} – {Band} 1},
	publisher = {Springer Berlin Heidelberg},
	author = {Grave-Gierlinger, Frederik and Jenßen, Lars and Eilerts, Katja},
	editor = {Roth, Jürgen and Baum, Michael and Eilerts, Katja and Hornung, Gabriele and Trefzger, Thomas},
	year = {2023},
	doi = {10.1007/978-3-662-66131-4_5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {91--104},
	file = {Grave-Gierlinger et al. - 2023 - Eine Untersuchung der Selbstwirksamkeitserwartung .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SDKXL259/Grave-Gierlinger et al. - 2023 - Eine Untersuchung der Selbstwirksamkeitserwartung .pdf:application/pdf},
}

@incollection{niegemann_evaluation_2020,
	address = {Berlin, Heidelberg},
	title = {Evaluation multimedialen {Lernens}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_43},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Meyer, Wolfgang and Stockmann, Reinhard},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_43},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {547--556},
	file = {Meyer und Stockmann - 2020 - Evaluation multimedialen Lernens.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YCQRXDZ6/Meyer und Stockmann - 2020 - Evaluation multimedialen Lernens.pdf:application/pdf},
}

@incollection{niegemann_korperliche_2020,
	address = {Berlin, Heidelberg},
	title = {Körperliche {Bewegung} in der {Bildungstechnologie}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_50},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Lucht, Martina},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_50},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {605--627},
	file = {Lucht - 2020 - Körperliche Bewegung in der Bildungstechnologie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VBLN2EDZ/Lucht - 2020 - Körperliche Bewegung in der Bildungstechnologie.pdf:application/pdf},
}

@incollection{niegemann_bildungstechnologie_2020,
	address = {Berlin, Heidelberg},
	title = {Bildungstechnologie in der {Schule}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_53},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Kohls, Christian},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_53},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {631--643},
	file = {Kohls - 2020 - Bildungstechnologie in der Schule.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XIGXQ8FU/Kohls - 2020 - Bildungstechnologie in der Schule.pdf:application/pdf},
}

@incollection{niegemann_bildungstechnologie_2020-1,
	address = {Berlin, Heidelberg},
	title = {Bildungstechnologie im {Mathematikunterricht} ({Klassen} 1–6)},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_59},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Ladel, Silke},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_59},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {645--666},
	file = {Ladel - 2020 - Bildungstechnologie im Mathematikunterricht (Klass.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SPRU67V3/Ladel - 2020 - Bildungstechnologie im Mathematikunterricht (Klass.pdf:application/pdf},
}

@incollection{niegemann_bildungstechnologie_2020-2,
	address = {Berlin, Heidelberg},
	title = {Bildungstechnologie in der beruflichen {Aus}- und {Weiterbildung}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_54},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Ball, Claudia},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_54},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {667--676},
	file = {Ball - 2020 - Bildungstechnologie in der beruflichen Aus- und We.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ABBQHEHW/Ball - 2020 - Bildungstechnologie in der beruflichen Aus- und We.pdf:application/pdf},
}

@incollection{niegemann_lernen_2020-2,
	address = {Berlin, Heidelberg},
	title = {Lernen in sozialen {Medien}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_56},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Holtz, Peter and Cress, Ulrike and Kimmerle, Joachim},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_56},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {677--687},
	file = {Holtz et al. - 2020 - Lernen in sozialen Medien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LLIA4WN8/Holtz et al. - 2020 - Lernen in sozialen Medien.pdf:application/pdf},
}

@incollection{niegemann_multimediales_2020-1,
	address = {Berlin, Heidelberg},
	title = {Multimediales {Lernen} in öffentlichen {Bildungseinrichtungen} am {Beispiel} von {Museen} und {Ausstellungen}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_57},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Schwan, Stephan and Lewalter, Doris},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_57},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {689--697},
	file = {Schwan und Lewalter - 2020 - Multimediales Lernen in öffentlichen Bildungseinri.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WKD3AJMR/Schwan und Lewalter - 2020 - Multimediales Lernen in öffentlichen Bildungseinri.pdf:application/pdf},
}

@incollection{niegemann_lernen_2020-3,
	address = {Berlin, Heidelberg},
	title = {Lernen mit {Open} {Educational} {Resources}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_58},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Deimann, Markus},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_58},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {699--708},
	file = {Deimann - 2020 - Lernen mit Open Educational Resources.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YEMFUJV4/Deimann - 2020 - Lernen mit Open Educational Resources.pdf:application/pdf},
}

@incollection{niegemann_grafikdesign_2020,
	address = {Berlin, Heidelberg},
	title = {Grafikdesign: eine {Einführung} im {Kontext} multimedialer {Lernumgebungen}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	shorttitle = {Grafikdesign},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_39},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Seidl, Ramona},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_39},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {439--478},
	file = {Seidl - 2020 - Grafikdesign eine Einführung im Kontext multimedi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TDHADPSP/Seidl - 2020 - Grafikdesign eine Einführung im Kontext multimedi.pdf:application/pdf},
}

@incollection{niegemann_qualitatssicherung_2020,
	address = {Berlin, Heidelberg},
	title = {Qualitätssicherung multimedialer {Lernangebote}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_40},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Goertz, Lutz},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_40},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {481--491},
	file = {Goertz - 2020 - Qualitätssicherung multimedialer Lernangebote.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EI7M43ST/Goertz - 2020 - Qualitätssicherung multimedialer Lernangebote.pdf:application/pdf},
}

@incollection{buck_bildung_2023,
	address = {Berlin, Heidelberg},
	title = {Bildung als {Imaginierung}. {Zur} {Humantechnologie} des {Digitalen} mit {Eugen} {Fink}},
	isbn = {978-3-662-66122-2 978-3-662-66123-9},
	url = {https://link.springer.com/10.1007/978-3-662-66123-9_3},
	language = {de-DE},
	urldate = {2023-03-07},
	booktitle = {Digitalisierte {Lebenswelten}},
	publisher = {Springer Berlin Heidelberg},
	author = {Brinkmann, Malte},
	editor = {Buck, Marc Fabian and Zulaica y Mugica, Miguel},
	year = {2023},
	doi = {10.1007/978-3-662-66123-9_3},
	note = {Series Title: Kindheit – Bildung – Erziehung. Philosophische Perspektiven},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {47--72},
	file = {Brinkmann - 2023 - Bildung als Imaginierung. Zur Humantechnologie des.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q7Z7EYS6/Brinkmann - 2023 - Bildung als Imaginierung. Zur Humantechnologie des.pdf:application/pdf;Brinkmann - 2023 - Bildung als Imaginierung. Zur Humantechnologie des.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YD4UFJ5I/Brinkmann - 2023 - Bildung als Imaginierung. Zur Humantechnologie des.pdf:application/pdf},
}

@incollection{kuttner_bedingte_2022,
	address = {Wiesbaden},
	title = {Bedingte {Bildung}: {Zur} {Performativität} von ({Medien}-){Technologien} in der {Schulpraxis}},
	volume = {62},
	isbn = {978-3-658-35565-4 978-3-658-35566-1},
	shorttitle = {Bedingte {Bildung}},
	url = {https://link.springer.com/10.1007/978-3-658-35566-1_6},
	language = {de-DE},
	urldate = {2022-12-21},
	booktitle = {Praxistheoretische {Perspektiven} auf {Schule} in der {Kultur} der {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ferrin, Nino},
	editor = {Kuttner, Claudia and Münte-Goussar, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-35566-1_6},
	note = {Series Title: Schule und Gesellschaft},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {115--128},
	file = {Ferrin - 2022 - Bedingte Bildung Zur Performativität von (Medien-.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5IZPQZLI/Ferrin - 2022 - Bedingte Bildung Zur Performativität von (Medien-.pdf:application/pdf},
}

@incollection{trultzsch-wijnen_blockchain-technologien_2020,
	title = {Blockchain-{Technologien} im {Bildungssektor}: {Ergebnisse} einer ersten {Datenerhebung}},
	isbn = {978-3-7489-0624-7},
	shorttitle = {Blockchain-{Technologien} im {Bildungssektor}},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783748906247-237},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Bildung und {Digitalisierung}},
	publisher = {Nomos Verlagsgesellschaft mbH \& Co. KG},
	author = {Pfeiffer, Alexander and Wernbacher, Thomas},
	editor = {Trültzsch-Wijnen, Christine and Brandhofer, Gerhard},
	year = {2020},
	doi = {10.5771/9783748906247-237},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {237--254},
	file = {Pfeiffer und Wernbacher - 2020 - Blockchain-Technologien im Bildungssektor Ergebni.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5KI52PFD/Pfeiffer und Wernbacher - 2020 - Blockchain-Technologien im Bildungssektor Ergebni.pdf:application/pdf},
}

@incollection{quenzel_schulische_2019,
	address = {Wiesbaden},
	title = {Schulische {Teilhabe} durch {Medien} und assistive {Technologien}},
	isbn = {978-3-658-19572-4 978-3-658-19573-1},
	url = {http://link.springer.com/10.1007/978-3-658-19573-1_33},
	language = {de-DE},
	urldate = {2022-06-02},
	booktitle = {Handbuch {Bildungsarmut}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bosse, Ingo},
	editor = {Quenzel, Gudrun and Hurrelmann, Klaus},
	year = {2019},
	doi = {10.1007/978-3-658-19573-1_33},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {827--852},
	file = {Bosse - 2019 - Schulische Teilhabe durch Medien und assistive Tec.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AYZLHL7J/Bosse - 2019 - Schulische Teilhabe durch Medien und assistive Tec.pdf:application/pdf},
}

@incollection{dilling_app_2022,
	address = {Wiesbaden},
	title = {Die {App} „{Dreitafelprojektion} {VR}“ – {Potentiale} der {Virtual} {Reality}-{Technologie} für den {Mathematikunterricht}},
	isbn = {978-3-658-36763-3 978-3-658-36764-0},
	url = {https://link.springer.com/10.1007/978-3-658-36764-0_12},
	language = {de-DE},
	urldate = {2022-05-14},
	booktitle = {Neue {Perspektiven} auf mathematische {Lehr}-{Lernprozesse} mit digitalen {Medien}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Sommer, Julian and Dilling, Frederik and Witzke, Ingo},
	editor = {Dilling, Frederik and Pielsticker, Felicitas and Witzke, Ingo},
	year = {2022},
	doi = {10.1007/978-3-658-36764-0_12},
	note = {Series Title: MINTUS – Beiträge zur mathematisch-naturwissenschaftlichen Bildung},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {255--287},
	file = {Sommer et al. - 2022 - Die App „Dreitafelprojektion VR“ – Potentiale der .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QUSFVP6Z/Sommer et al. - 2022 - Die App „Dreitafelprojektion VR“ – Potentiale der .pdf:application/pdf},
}

@incollection{luthe_gestaltungskonzepte_2022,
	address = {Wiesbaden},
	title = {Gestaltungskonzepte und {Beispiele} zu digitalen {Bildungsangeboten} für heterogene {Zielgruppen}},
	isbn = {978-3-658-34026-1 978-3-658-34027-8},
	url = {https://link.springer.com/10.1007/978-3-658-34027-8_16},
	language = {de-DE},
	urldate = {2022-03-14},
	booktitle = {Assistive {Technologien} im {Sozial}- und {Gesundheitssektor}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Heitplatz, Vanessa and Wilkens, Leevke and Bühler, Christian},
	editor = {Luthe, Ernst-Wilhelm and Müller, Sandra Verena and Schiering, Ina},
	year = {2022},
	doi = {10.1007/978-3-658-34027-8_16},
	note = {Series Title: Gesundheit. Politik - Gesellschaft - Wirtschaft},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {311--335},
	file = {Heitplatz et al. - 2022 - Gestaltungskonzepte und Beispiele zu digitalen Bil.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HR7GWRTD/Heitplatz et al. - 2022 - Gestaltungskonzepte und Beispiele zu digitalen Bil.pdf:application/pdf},
}

@incollection{buck_computerspiele_2020,
	address = {Stuttgart},
	title = {Computerspiele und {Kindheit}},
	volume = {3},
	isbn = {978-3-476-05672-6 978-3-476-05673-3},
	url = {http://link.springer.com/10.1007/978-3-476-05673-3_10},
	abstract = {Ausgehend von Überlegungen George Herbert Meads, die dem kindlichen Spiel eine wesentliche Rolle bei der Entwicklung des personalen Selbst zuerkennen, wird in diesem Aufsatz dafür argumentiert, dass auch Computerspiele eine entsprechende Funktion bei der Herausbildung eines selbstbestimmten und selbstverantwortlichen Selbst erfüllen können. Damit wendet sich der Text zugleich gegen das gängige Pauschalurteil, Computerspiele seien gewaltverherrlichende „Killerspiele“ oder sinnloses „Daddeln“ und damit Gift für die Entwicklung des Kindes.},
	language = {de-DE},
	urldate = {2022-01-08},
	booktitle = {Neue {Technologien} – neue {Kindheiten}?},
	publisher = {J.B. Metzler},
	author = {Ostritsch, Sebastian},
	editor = {Buck, Marc Fabian and Drerup, Johannes and Schweiger, Gottfried},
	year = {2020},
	doi = {10.1007/978-3-476-05673-3_10},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Techno:Phil – Aktuelle Herausforderungen der Technikphilosophie},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {167--181},
	file = {Ostritsch - 2020 - Computerspiele und Kindheit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/34NBVVKX/Ostritsch - 2020 - Computerspiele und Kindheit.pdf:application/pdf},
}

@incollection{buck_was_2020,
	address = {Stuttgart},
	title = {Was heißt {Menschenbildung} im {Dispositiv} des {Digitalen}?},
	volume = {3},
	isbn = {978-3-476-05672-6 978-3-476-05673-3},
	url = {http://link.springer.com/10.1007/978-3-476-05673-3_13},
	abstract = {Ausgehend von der Skizze bildungspolitischer Weichenstellungen, die unter dem Anspruch und mit den Möglichkeiten der Digitalisierung von Bildung anstehen, diskutiert dieser Beitrag die Frage der pädagogischen Fokussierung und normativen Forderungen im Hinblick auf Menschenbildung im Dispositiv des Digitalen. Weshalb der von Foucault entlehnte Begriff des ‚Dispositivs‘ die Transformationsdynamik von Bildung und Gesellschaft so gut beschreibt, wird ebenso begründet, wie die These, dass der Einsatz von Technologie in Kindheit Eltern und Pädagog*innen von bisherigen Aufgaben der Disziplinierung oder Wissensvermittlung zunehmend befreit, dafür aber Bildung und Erziehung verstärkt auf ihre intersubjektiv persönlichkeitsbildenden und im Kern politischen Bildungsaufgaben verweist. Im Rekurs auf Adornos Bildungsphilosophie unter der Maßgabe einer Erziehung zur Mündigkeit wird diskutiert, inwiefern eine Übermacht der Technik auch eine Gefahr für Menschenbildung und Demokratieerziehung bedeuten kann. Welche positiven Schwerpunkte pädagogischen Handelns umgekehrt daraus erwachsen, wird abschließend skizziert.},
	language = {de-DE},
	urldate = {2022-01-08},
	booktitle = {Neue {Technologien} – neue {Kindheiten}?},
	publisher = {J.B. Metzler},
	author = {Hutflötz, Karin},
	editor = {Buck, Marc Fabian and Drerup, Johannes and Schweiger, Gottfried},
	year = {2020},
	doi = {10.1007/978-3-476-05673-3_13},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Techno:Phil – Aktuelle Herausforderungen der Technikphilosophie},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {227--247},
	file = {Hutflötz - 2020 - Was heißt Menschenbildung im Dispositiv des Digita.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9DD6UUVE/Hutflötz - 2020 - Was heißt Menschenbildung im Dispositiv des Digita.pdf:application/pdf},
}

@incollection{furst_ai-pocalypse_2020,
	address = {Wiesbaden},
	title = {{AI}-pocalypse now? {Herausforderungen} {Künstlicher} {Intelligenz} für {Bildungssystem}, {Unternehmen} und die {Workforce} der {Zukunft}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	shorttitle = {{AI}-pocalypse now?},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_8},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Massmann, Christian and Hofstetter, Ariane},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {167--220},
	file = {massmann_hofstetter_2020_ai-pocalypse_now.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YCGABRE5/massmann_hofstetter_2020_ai-pocalypse_now.pdf:application/pdf;massmann_hofstetter_2020_ai-pocalypse_now.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S4JWTLFT/massmann_hofstetter_2020_ai-pocalypse_now.pdf:application/pdf},
}

@incollection{furst_multimodale_2020,
	address = {Wiesbaden},
	title = {Der multimodale {Lern}-{Hub}: {Ein} {Werkzeug} zur {Erfassung} individualisierbarer und sensorgestützter multimodaler {Lernerfahrungen}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	shorttitle = {Der multimodale {Lern}-{Hub}},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_23},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schneider, Jan and Di Mitri, Daniele and Limbu, Bibeg and Drachsler, Hendrik},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_23},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {537--557},
	file = {schneider_et_al_2020_der_multimodale_lern-hub.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P82QEJDN/schneider_et_al_2020_der_multimodale_lern-hub.pdf:application/pdf;schneider_et_al_2020_der_multimodale_lern-hub.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GK7S254Q/schneider_et_al_2020_der_multimodale_lern-hub.pdf:application/pdf},
}

@incollection{furst_chatbots_2020,
	address = {Wiesbaden},
	title = {Chatbots – {Nächstes} {User}-{Experience}-{Level} im {Support} von {Bildungsangeboten}?},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_24},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Todorovic, Dunja and Steinert, Farina},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_24},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {559--586},
	file = {todorovic_steinert_2020_chatbots_–_nachstes_user-experience-level_im_support_von_bildungsangeboten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G7KYX7K4/todorovic_steinert_2020_chatbots_–_nachstes_user-experience-level_im_support_von_bildungsangeboten.pdf:application/pdf},
}

@incollection{luppold_digitale_2021,
	address = {Wiesbaden},
	title = {Digitale {Veranstaltungsplattformen}: {Kategorisierung} der {Softwarelösungen} und ihre {Eignung} für {Veranstaltungsformate}},
	isbn = {978-3-658-33917-3 978-3-658-33918-0},
	shorttitle = {Digitale {Veranstaltungsplattformen}},
	url = {https://link.springer.com/10.1007/978-3-658-33918-0_15},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Berührende {Online}-{Veranstaltungen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bauer, Thomas and Kargus, Timo and Josephi, Felix},
	editor = {Luppold, Stefan and Himmel, Wolfgang and Frank, Hans-Jürgen},
	year = {2021},
	doi = {10.1007/978-3-658-33918-0_15},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {217--238},
	file = {Bauer et al. - 2021 - Digitale Veranstaltungsplattformen Kategorisierun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6NN4QFHR/Bauer et al. - 2021 - Digitale Veranstaltungsplattformen Kategorisierun.pdf:application/pdf},
}

@book{matusiewicz_apotheke_2024-1,
	address = {Wiesbaden},
	series = {{FOM}-{Edition}},
	title = {Apotheke der {Zukunft}: {Innovation} – {Digitalisierung} – {Hybride} {Versorgung}},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-3-658-42959-1 978-3-658-42960-7},
	shorttitle = {Apotheke der {Zukunft}},
	url = {https://link.springer.com/10.1007/978-3-658-42960-7},
	language = {de-DE},
	urldate = {2024-06-15},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Matusiewicz, David},
	year = {2024},
	doi = {10.1007/978-3-658-42960-7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Matusiewicz - 2024 - Apotheke der Zukunft Innovation – Digitalisierung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G8L5CYLJ/Matusiewicz - 2024 - Apotheke der Zukunft Innovation – Digitalisierung.pdf:application/pdf},
}

@book{schneider_digitale_2024-2,
	address = {Wiesbaden},
	title = {Digitale {Transformation} in der {Bildung}: {Digital} {Change} {Summit} 2022},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-3-658-44524-9 978-3-658-44525-6},
	shorttitle = {Digitale {Transformation} in der {Bildung}},
	url = {https://link.springer.com/10.1007/978-3-658-44525-6},
	language = {en-GB},
	urldate = {2024-06-08},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Schneider, André and Scholz, Claudia},
	year = {2024},
	doi = {10.1007/978-3-658-44525-6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Schneider und Scholz - 2024 - Digitale Transformation in der Bildung Digital Ch.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YDWHT4G5/Schneider und Scholz - 2024 - Digitale Transformation in der Bildung Digital Ch.pdf:application/pdf},
}

@book{henke_digitalstrategie_2022,
	address = {Wiesbaden},
	title = {Digitalstrategie im {Krankenhaus}: {Einführung} und {Umsetzung} von {Datenkompetenz} und {Compliance}},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-3-658-36225-6 978-3-658-36226-3},
	shorttitle = {Digitalstrategie im {Krankenhaus}},
	url = {https://link.springer.com/10.1007/978-3-658-36226-3},
	language = {de-DE},
	urldate = {2024-05-19},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Henke, Viola and Hülsken, Gregor and Meier, Pierre-Michael and Beß, Andreas},
	year = {2022},
	doi = {10.1007/978-3-658-36226-3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Henke et al. - 2022 - Digitalstrategie im Krankenhaus Einführung und Um.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6VQ8K6DX/Henke et al. - 2022 - Digitalstrategie im Krankenhaus Einführung und Um.pdf:application/pdf},
}

@book{hofhues_doing_2022,
	address = {Bielefeld, Germany},
	edition = {1},
	series = {Science {Studies}},
	title = {Doing {Research} – {Wissenschaftspraktiken} zwischen {Positionierung} und {Suchanfrage}},
	copyright = {https://creativecommons.org/licenses/by/4.0/},
	isbn = {978-3-8376-5632-9 978-3-8394-5632-3},
	url = {https://www.transcript-open.de/isbn/5632},
	abstract = {Forschung wird zunehmend aus Sicht ihrer Ergebnisse gedacht – nicht zuletzt aufgrund der Umwälzungen im System Wissensschaft. Der Band lenkt den Fokus jedoch auf diejenigen Prozesse, die Forschungsergebnisse erst ermöglichen und Wissenschaft konturieren. Dabei ist der Titel Doing Research als Verweis darauf zu verstehen, dass forschendes Handeln von spezifischen Positionierungen, partiellen Perspektiven und Suchbewegungen geformt ist. So knüpfen alle Beitragenden auf reflexive Weise an ihre jeweiligen Forschungspraktiken an. Ausgangspunkt sind Abkürzungen – die vermeintlich kleinsten Einheiten wissenschaftlicher Aushandlung und Verständigung. Der in den Erziehungs-, Sozial-, Medien- und Kunstwissenschaften verankerte Band zeichnet ein vieldimensionales Bild gegenwärtigen Forschens mit transdisziplinären Anknüpfungspunkten zwischen Digitalität und Bildung.},
	language = {de-DE},
	publisher = {transcript Verlag},
	author = {Hofhues, Sandra and Schuetze, Konstanze},
	month = nov,
	year = {2022},
	doi = {10.14361/9783839456323},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Hofhues und Schuetze - 2022 - Doing Research – Wissenschaftspraktiken zwischen P.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MTQ5YBQW/Hofhues und Schuetze - 2022 - Doing Research – Wissenschaftspraktiken zwischen P.pdf:application/pdf},
}

@book{burges_ambivalenzen_2022,
	address = {Wiesbaden},
	title = {Ambivalenzen der digitalen {Transformation}: {Ein} neuer {Ansatz} zur {Gestaltung} von {Wertschöpfungsprozessen}},
	isbn = {978-3-658-38172-1 978-3-658-38173-8},
	shorttitle = {Ambivalenzen der digitalen {Transformation}},
	url = {https://link.springer.com/10.1007/978-3-658-38173-8},
	language = {de-DE},
	urldate = {2022-12-29},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Burges, Stefan},
	year = {2022},
	doi = {10.1007/978-3-658-38173-8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Burges - 2022 - Ambivalenzen der digitalen Transformation Ein neu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FBLUPGF2/Burges - 2022 - Ambivalenzen der digitalen Transformation Ein neu.pdf:application/pdf},
}

@incollection{furst_moral_2020,
	address = {Wiesbaden},
	title = {Die {Moral} der {Maschinen} – {Können} neuronale {Netze} ethische {Grundsätze} erlernen?},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_12},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Davin, Julia},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_12},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {271--297},
	file = {Davin - 2020 - Die Moral der Maschinen – Können neuronale Netze e.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UW48VLWS/Davin - 2020 - Die Moral der Maschinen – Können neuronale Netze e.pdf:application/pdf;Davin - 2020 - Die Moral der Maschinen – Können neuronale Netze e.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/49YKH2MM/Davin - 2020 - Die Moral der Maschinen – Können neuronale Netze e.pdf:application/pdf},
}

@incollection{furst_wettbewerbsfahige_2020,
	address = {Wiesbaden},
	title = {Wettbewerbsfähige digitale {Arbeitswelt} fordert neue {Kompetenzen} für {Management} und {Belegschaft}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_4},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bohlen, Wolfgang and Markgraf, Daniel},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {97--110},
	file = {Bohlen und Markgraf - 2020 - Wettbewerbsfähige digitale Arbeitswelt fordert neu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HKAGHWR6/Bohlen und Markgraf - 2020 - Wettbewerbsfähige digitale Arbeitswelt fordert neu.pdf:application/pdf;Bohlen und Markgraf - 2020 - Wettbewerbsfähige digitale Arbeitswelt fordert neu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/38HQJL4K/Bohlen und Markgraf - 2020 - Wettbewerbsfähige digitale Arbeitswelt fordert neu.pdf:application/pdf},
}

@incollection{furst_effiziente_2020,
	address = {Wiesbaden},
	title = {Effiziente {Nutzung} von {Information} als {Rohstoff} im {Spannungsfeld} von {Kommerzialisierung} und {Kollaboration}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_10},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Berkemer, Rainer},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_10},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {241--255},
	file = {Berkemer - 2020 - Effiziente Nutzung von Information als Rohstoff im.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VMSVYTRB/Berkemer - 2020 - Effiziente Nutzung von Information als Rohstoff im.pdf:application/pdf;Berkemer - 2020 - Effiziente Nutzung von Information als Rohstoff im.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HD7VWIRQ/Berkemer - 2020 - Effiziente Nutzung von Information als Rohstoff im.pdf:application/pdf},
}

@incollection{furst_lernpartnerschaften_2020,
	address = {Wiesbaden},
	title = {Lernpartnerschaften – {Eine} vergleichende {Erhebung} des {Rollenverständnisses} von {Lernenden} und {Lehrenden} im digitalen {Studienprozess}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_20},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Blumentritt, Marianne and Schwinger, Doreen and Markgraf, Daniel},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_20},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {475--499},
	file = {Blumentritt et al. - 2020 - Lernpartnerschaften – Eine vergleichende Erhebung .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P995ATBE/Blumentritt et al. - 2020 - Lernpartnerschaften – Eine vergleichende Erhebung .pdf:application/pdf;Blumentritt et al. - 2020 - Lernpartnerschaften – Eine vergleichende Erhebung .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3XK6HVI4/Blumentritt et al. - 2020 - Lernpartnerschaften – Eine vergleichende Erhebung .pdf:application/pdf},
}

@incollection{furst_evolution_2020,
	address = {Wiesbaden},
	title = {Evolution der ({Digitalen}) {Bildung} für und gegen {Künstliche} {Intelligenz}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	url = {https://link.springer.com/10.1007/978-3-658-30525-3_1},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fürst, Ronny Alexander},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {3--24},
	file = {Fürst - 2020 - Evolution der (Digitalen) Bildung für und gegen Kü.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RBRQUIHB/Fürst - 2020 - Evolution der (Digitalen) Bildung für und gegen Kü.pdf:application/pdf;Fürst - 2020 - Evolution der (Digitalen) Bildung für und gegen Kü.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H3KRMEIH/Fürst - 2020 - Evolution der (Digitalen) Bildung für und gegen Kü.pdf:application/pdf},
}

@incollection{furst_zukunftsagenda_2020,
	address = {Wiesbaden},
	title = {Zukunftsagenda und 10 {Thesen} zur {Digitalen} {Bildung} in {Deutschland}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	url = {https://link.springer.com/10.1007/978-3-658-30525-3_13},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fürst, Ronny Alexander},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_13},
	note = {ZSCC: 0000004 },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {301--347},
	file = {Fürst - 2020 - Zukunftsagenda und 10 Thesen zur Digitalen Bildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GCRIG595/Fürst - 2020 - Zukunftsagenda und 10 Thesen zur Digitalen Bildung.pdf:application/pdf;Fürst - 2020 - Zukunftsagenda und 10 Thesen zur Digitalen Bildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SNFKEENQ/Fürst - 2020 - Zukunftsagenda und 10 Thesen zur Digitalen Bildung.pdf:application/pdf},
}

@incollection{furst_digitale_2020-2,
	address = {Wiesbaden},
	title = {Digitale {Bildung} in {Hochschulen} aus {Sicht} der {Studierenden}: {Wahrnehmung} des {Status} quo, {Erwartungen} und {Wünsche}: {Aktuelle} empirische {Daten} zu {Unterstützungsangeboten} studentischer {Selbstlernphasen} sowie zu {Einstellungen} von {Studierenden} im {Umgang} mit digitalen {Lernmedien} in der {Hochschullehre}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	shorttitle = {Digitale {Bildung} in {Hochschulen} aus {Sicht} der {Studierenden}},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_19},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Dittler, Ullrich and Kreidl, Christian},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_19},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {457--474},
	file = {Dittler und Kreidl - 2020 - Digitale Bildung in Hochschulen aus Sicht der Stud.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9MBMFZXU/Dittler und Kreidl - 2020 - Digitale Bildung in Hochschulen aus Sicht der Stud.pdf:application/pdf;Dittler und Kreidl - 2020 - Digitale Bildung in Hochschulen aus Sicht der Stud.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DFL56AB8/Dittler und Kreidl - 2020 - Digitale Bildung in Hochschulen aus Sicht der Stud.pdf:application/pdf},
}

@incollection{pflaum_grundlagen_2021,
	address = {Wiesbaden},
	title = {Grundlagen des {Mentoring} und {Coaching}},
	isbn = {978-3-658-33441-3 978-3-658-33442-0},
	url = {https://link.springer.com/10.1007/978-3-658-33442-0_1},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Der {Kompass} zum digitalen {Mentoring} \& {Coaching}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pflaum, Stephan},
	editor = {Pflaum, Stephan and Schwalb, Markus J.},
	year = {2021},
	doi = {10.1007/978-3-658-33442-0_1},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--55},
	file = {Pflaum - 2021 - Grundlagen des Mentoring und Coaching.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PP848MEV/Pflaum - 2021 - Grundlagen des Mentoring und Coaching.pdf:application/pdf},
}

@incollection{pflaum_potenziale_2021,
	address = {Wiesbaden},
	title = {Potenziale der {Digitalisierung} in {Mentoring}-{Prozessen}},
	isbn = {978-3-658-33441-3 978-3-658-33442-0},
	url = {https://link.springer.com/10.1007/978-3-658-33442-0_2},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Der {Kompass} zum digitalen {Mentoring} \& {Coaching}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schwalb, Markus J.},
	editor = {Pflaum, Stephan and Schwalb, Markus J.},
	year = {2021},
	doi = {10.1007/978-3-658-33442-0_2},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {57--86},
	file = {Schwalb - 2021 - Potenziale der Digitalisierung in Mentoring-Prozes.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WATHV6VX/Schwalb - 2021 - Potenziale der Digitalisierung in Mentoring-Prozes.pdf:application/pdf},
}

@incollection{pflaum_digitalisierung_2021,
	address = {Wiesbaden},
	title = {Digitalisierung und {Datenschutz}},
	isbn = {978-3-658-33441-3 978-3-658-33442-0},
	url = {https://link.springer.com/10.1007/978-3-658-33442-0_3},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Der {Kompass} zum digitalen {Mentoring} \& {Coaching}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schwalb, Markus J.},
	editor = {Pflaum, Stephan and Schwalb, Markus J.},
	year = {2021},
	doi = {10.1007/978-3-658-33442-0_3},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {87--89},
	file = {Schwalb - 2021 - Digitalisierung und Datenschutz.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QB8PXM7L/Schwalb - 2021 - Digitalisierung und Datenschutz.pdf:application/pdf},
}

@incollection{pflaum_coaching_2021,
	address = {Wiesbaden},
	title = {Coaching ist {Kommunikation}: {Welche} zwischenmenschlichen {Themen} in der digitalen Ära für das {Coaching} immer wichtiger werden und worauf es bei virtueller {Beratungskommunikation} ankommt},
	isbn = {978-3-658-33441-3 978-3-658-33442-0},
	shorttitle = {Coaching ist {Kommunikation}},
	url = {https://link.springer.com/10.1007/978-3-658-33442-0_5},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Der {Kompass} zum digitalen {Mentoring} \& {Coaching}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pflügler, Sebastian},
	editor = {Pflaum, Stephan and Schwalb, Markus J.},
	year = {2021},
	doi = {10.1007/978-3-658-33442-0_5},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {101--112},
	file = {Pflügler - 2021 - Coaching ist Kommunikation Welche zwischenmenschl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A65U93U3/Pflügler - 2021 - Coaching ist Kommunikation Welche zwischenmenschl.pdf:application/pdf},
}

@incollection{pflaum_tools_2021,
	address = {Wiesbaden},
	title = {Tools \& {Gestaltungsmethoden} für wertvolles {Mentoring} und {Coaching} im virtuellen {Umfeld}},
	isbn = {978-3-658-33441-3 978-3-658-33442-0},
	url = {https://link.springer.com/10.1007/978-3-658-33442-0_6},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Der {Kompass} zum digitalen {Mentoring} \& {Coaching}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wüst, Lothar},
	editor = {Pflaum, Stephan and Schwalb, Markus J.},
	year = {2021},
	doi = {10.1007/978-3-658-33442-0_6},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {113--127},
	file = {Wüst - 2021 - Tools & Gestaltungsmethoden für wertvolles Mentori.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7TZ75SF7/Wüst - 2021 - Tools & Gestaltungsmethoden für wertvolles Mentori.pdf:application/pdf},
}

@incollection{pflaum_personlichkeitsentwicklung_2021,
	address = {Wiesbaden},
	title = {Persönlichkeitsentwicklung digital – echt jetzt? {Erfahrungen} aus dem {Seminarprogramm} des {Lern}- und {Prüfungscoachings} an der {TU} {München}},
	isbn = {978-3-658-33441-3 978-3-658-33442-0},
	shorttitle = {Persönlichkeitsentwicklung digital – echt jetzt?},
	url = {https://link.springer.com/10.1007/978-3-658-33442-0_8},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Der {Kompass} zum digitalen {Mentoring} \& {Coaching}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hafner, Bettina},
	editor = {Pflaum, Stephan and Schwalb, Markus J.},
	year = {2021},
	doi = {10.1007/978-3-658-33442-0_8},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {153--163},
	file = {Hafner - 2021 - Persönlichkeitsentwicklung digital – echt jetzt E.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P72RMJZE/Hafner - 2021 - Persönlichkeitsentwicklung digital – echt jetzt E.pdf:application/pdf},
}

@incollection{pflaum_dialog_2021,
	address = {Wiesbaden},
	title = {„{Dialog} {Chancen}“ – {Mentoring}-{Programm} für {Schüler}*innen des {Aelius} {Förderwerks}},
	isbn = {978-3-658-33441-3 978-3-658-33442-0},
	url = {https://link.springer.com/10.1007/978-3-658-33442-0_9},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Der {Kompass} zum digitalen {Mentoring} \& {Coaching}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Surendra, Sagithjan},
	editor = {Pflaum, Stephan and Schwalb, Markus J.},
	year = {2021},
	doi = {10.1007/978-3-658-33442-0_9},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {165--171},
	file = {Surendra - 2021 - „Dialog Chancen“ – Mentoring-Programm für Schüler.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/98SUAZSH/Surendra - 2021 - „Dialog Chancen“ – Mentoring-Programm für Schüler.pdf:application/pdf},
}

@incollection{luppold_burgerbeteiligung_2021,
	address = {Wiesbaden},
	title = {Bürgerbeteiligung gelingt auch digital},
	isbn = {978-3-658-33917-3 978-3-658-33918-0},
	url = {https://link.springer.com/10.1007/978-3-658-33918-0_3},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Berührende {Online}-{Veranstaltungen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Himmel, Wolfgang},
	editor = {Luppold, Stefan and Himmel, Wolfgang and Frank, Hans-Jürgen},
	year = {2021},
	doi = {10.1007/978-3-658-33918-0_3},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {27--45},
	file = {Himmel - 2021 - Bürgerbeteiligung gelingt auch digital.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HQFTY93V/Himmel - 2021 - Bürgerbeteiligung gelingt auch digital.pdf:application/pdf},
}

@incollection{luppold_beruhrende_2021-2,
	address = {Wiesbaden},
	title = {Berührende {Momente} in virtuellen {Räumen}: Ästhetische {Erfahrungen} aus der digitalen {Lehre} im {Fachbereich} {BWL}},
	isbn = {978-3-658-33917-3 978-3-658-33918-0},
	shorttitle = {Berührende {Momente} in virtuellen {Räumen}},
	url = {https://link.springer.com/10.1007/978-3-658-33918-0_13},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Berührende {Online}-{Veranstaltungen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Blazejewski, Susanne},
	editor = {Luppold, Stefan and Himmel, Wolfgang and Frank, Hans-Jürgen},
	year = {2021},
	doi = {10.1007/978-3-658-33918-0_13},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {169--181},
	file = {Blazejewski - 2021 - Berührende Momente in virtuellen Räumen Ästhetisc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I2XTI6KQ/Blazejewski - 2021 - Berührende Momente in virtuellen Räumen Ästhetisc.pdf:application/pdf},
}

@incollection{pflaum_vorgehen_2021,
	address = {Wiesbaden},
	title = {Vorgehen bei der {Einführung} einer {Digitalisierungsplattform}},
	isbn = {978-3-658-33441-3 978-3-658-33442-0},
	url = {https://link.springer.com/10.1007/978-3-658-33442-0_4},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Der {Kompass} zum digitalen {Mentoring} \& {Coaching}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schwalb, Markus J.},
	editor = {Pflaum, Stephan and Schwalb, Markus J.},
	year = {2021},
	doi = {10.1007/978-3-658-33442-0_4},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {91--100},
	file = {Schwalb - 2021 - Vorgehen bei der Einführung einer Digitalisierungs.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6QX2TM6F/Schwalb - 2021 - Vorgehen bei der Einführung einer Digitalisierungs.pdf:application/pdf},
}

@incollection{pflaum_digitale_2021,
	address = {Wiesbaden},
	title = {Digitale {Services} an der {LMU} {München} in der {Career} {Community}},
	isbn = {978-3-658-33441-3 978-3-658-33442-0},
	url = {https://link.springer.com/10.1007/978-3-658-33442-0_7},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Der {Kompass} zum digitalen {Mentoring} \& {Coaching}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pflaum, Stephan},
	editor = {Pflaum, Stephan and Schwalb, Markus J.},
	year = {2021},
	doi = {10.1007/978-3-658-33442-0_7},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {129--151},
	file = {Pflaum - 2021 - Digitale Services an der LMU München in der Career.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BA2CXX9W/Pflaum - 2021 - Digitale Services an der LMU München in der Career.pdf:application/pdf},
}

@incollection{luppold_digital_2021,
	address = {Wiesbaden},
	title = {„{Digital} {Responsible} {Leadership}“ – {Dialogische} {Führungsverantwortung} im {Zeitalter} der {Digitalisierung}},
	isbn = {978-3-658-33917-3 978-3-658-33918-0},
	url = {https://link.springer.com/10.1007/978-3-658-33918-0_14},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Berührende {Online}-{Veranstaltungen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Frank, Hans-Jürgen and Maak, Thomas and Pless, Nicola M.},
	editor = {Luppold, Stefan and Himmel, Wolfgang and Frank, Hans-Jürgen},
	year = {2021},
	doi = {10.1007/978-3-658-33918-0_14},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {183--216},
	file = {Frank et al. - 2021 - „Digital Responsible Leadership“ – Dialogische Füh.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AYLLX6LY/Frank et al. - 2021 - „Digital Responsible Leadership“ – Dialogische Füh.pdf:application/pdf},
}

@incollection{luppold_herausforderung_2021,
	address = {Wiesbaden},
	title = {Herausforderung {Customer} {Experience} bei digitalen {Veranstaltungen} – {Erkenntnisse} aus der {Corona}-{Krise}},
	isbn = {978-3-658-33917-3 978-3-658-33918-0},
	url = {https://link.springer.com/10.1007/978-3-658-33918-0_18},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Berührende {Online}-{Veranstaltungen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Doppler, Susanne and Kraut, Michelle and Steffen, Adrienne},
	editor = {Luppold, Stefan and Himmel, Wolfgang and Frank, Hans-Jürgen},
	year = {2021},
	doi = {10.1007/978-3-658-33918-0_18},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {277--305},
	file = {Doppler et al. - 2021 - Herausforderung Customer Experience bei digitalen .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G8MRD9KV/Doppler et al. - 2021 - Herausforderung Customer Experience bei digitalen .pdf:application/pdf},
}

@book{bamberger_beyourself_2022,
	address = {München},
	title = {\#beyourself. {Instagram}-{Inhalte} als {Orientierungsangebote} für die {Identitätsarbeit}. {Medienanalyse} und {Einschätzungen} von {Kindern} und {Jugendlichen}. {Ausgewählte} {Ergebnisse} der {Monitoring}-{Studie}},
	url = {http://nbn-resolving.de/urn:nbn:de:0111-pedocs-247604},
	abstract = {Der Report stellt Ergebnisse einer hashtag-geleiteten Analyse von Instagram-Inhalten und einer explorativen Gruppenbefragung von Heranwachsenden im Alter von 10 bis 14 Jahren vor. Analysiert wurden Instagram-Profile und -Beiträge in vier Themenbereichen, die als relevant für die Identitätsentwicklung Jugendlicher gelten können: Liebesbeziehungen, Körperakzeptanz und -optimierung, sexuelle Identität und Präferenz, gesellschaftliches/politisches Engagement. Die Inhaltsanalyse zeigt, dass auf Instagram auch Orientierungsangebote gemacht werden, die jenseits der gängigen Geschlechterstereotype, Schönheitsideale und Optimierungszwänge liegen und die vor allem auf Entwicklung durch Selbstakzeptanz und gegenseitige Toleranz setzen. Nicht zu leugnen ist allerdings, dass die Präsentation der Themen auf der Plattform in der Regel sehr oberflächlich bleibt und höchstens Anstöße zu einer weitergehenden Auseinandersetzung bietet. Ebenfalls nicht von der Hand zu weisen ist, dass sich die Propagierung überkommener Stereotype und Vorurteile durchaus auch in Profilen und Beiträgen weniger bekannter Nutzer*innen finden lässt, zum Teil sogar in sehr provokanter Form. Zudem fallen Ratgeber- und Coachingprofile auf, die z.B. Lebens- oder Ernährungsberatung anbieten. Das Spektrum reicht hier von professionell-gewerblichen Profilen über solche von Privatpersonen, die ihre Erfahrungen teilen und Anregung geben wollen, bis hin zu Profilen mit abstrusen, bauernfängerischen oder sogar riskanten Hilfeversprechen. Die Befragung zeigt, dass 10- bis 14-Jährige Instagram nicht zur gezielten Informationssuche nutzen und Hashtags für sie keinen primären Zugang bilden, um sich die Plattform zu erschließen. Vielmehr bestätigt sich die Orientierung an prominenten Profilen, die bereits von anderen Social-Media-Plattformen oder sonstigen Medien bekannt sind. Die vorliegende Forschungsarbeit dient der Vorbereitung einer nachfolgenden Befragungen von 12- bis 14-Jährigen zu ihrem Umgang mit Instagram. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2024-05-14},
	publisher = {pedocs},
	author = {Bamberger, Anja and Stecher, Sina and Gebel, Christa and Brüggen, Niels},
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien, Deutschland, Germany, On line, Online, Adolescent, Jugendlicher, Media pedagogics, Medienpädagogik, Orientation, Orientierung, Umfrage, Sexualität, Digitale Medien, Mediennutzung, Utilisation of media, Utilization of media, Media competence, Media skills, Content analysis, Inhaltsanalyse, Medienkompetenz, Media education, Sexuality, Identität, Identity, Explorative Studie, Online service, Online-Angebot, Body image, Forschungsarbeit, Identitätsentwicklung, Jugendschutz, Körperbild, Liebe, Love, Media analysis, Media research, Medienanalyse, Medienforschung, Protection of minors in public, Schönheit, Sexual identity, Sexuelle Identität, Social networks, Soziales Netzwerk, Youth protection},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/45JMY7TD/Bamberger et al. - 2022 - #beyourself. Instagram-Inhalte als Orientierungsan.pdf:application/pdf},
}

@book{herget_digitalisierung_2024,
	address = {Wiesbaden},
	title = {Digitalisierung und {Kulturwandel}: {Strategien} für die moderne {Arbeitswelt} – ein {Wegweiser}},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-3-658-43826-5 978-3-658-43827-2},
	shorttitle = {Digitalisierung und {Kulturwandel}},
	url = {https://link.springer.com/10.1007/978-3-658-43827-2},
	language = {de-DE},
	urldate = {2024-05-13},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Herget, Josef},
	year = {2024},
	doi = {10.1007/978-3-658-43827-2},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Herget - 2024 - Digitalisierung und Kulturwandel Strategien für d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UFEPV6DN/Herget - 2024 - Digitalisierung und Kulturwandel Strategien für d.pdf:application/pdf},
}

@book{dahm_digitale_2024,
	address = {Wiesbaden},
	series = {essentials},
	title = {Digitale {Lösungen} für eine nachhaltige {Zukunft}: {Wie} {Digitalisierung} bei der {Erreichung} der {SDGs} helfen kann},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-3-658-44588-1 978-3-658-44589-8},
	shorttitle = {Digitale {Lösungen} für eine nachhaltige {Zukunft}},
	url = {https://link.springer.com/10.1007/978-3-658-44589-8},
	language = {de-DE},
	urldate = {2024-05-09},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Dahm, Markus H.},
	year = {2024},
	doi = {10.1007/978-3-658-44589-8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Dahm - 2024 - Digitale Lösungen für eine nachhaltige Zukunft Wi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8VHW8ADS/Dahm - 2024 - Digitale Lösungen für eine nachhaltige Zukunft Wi.pdf:application/pdf},
}

@book{moring_kunstliche_2023,
	address = {Wiesbaden},
	title = {Künstliche {Intelligenz} und {Intuition}: {Robuste} und nachhaltige {Entscheidungen} in digitalen {Arbeitswelten}},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-3-658-42017-8 978-3-658-42018-5},
	shorttitle = {Künstliche {Intelligenz} und {Intuition}},
	url = {https://link.springer.com/10.1007/978-3-658-42018-5},
	language = {de-DE},
	urldate = {2024-04-25},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Moring, Andreas},
	year = {2023},
	doi = {10.1007/978-3-658-42018-5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Moring - 2023 - Künstliche Intelligenz und Intuition Robuste und .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ICN59G59/Moring - 2023 - Künstliche Intelligenz und Intuition Robuste und .pdf:application/pdf},
}

@book{helmold_erfolgreiche_2024,
	address = {Wiesbaden},
	title = {Erfolgreiche {Transformation} zum digitalen {Champion}: {Wettbewerbsvorteile} durch {Digitalisierung} und {Künstliche} {Intelligenz}},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-3-658-44019-0 978-3-658-44020-6},
	shorttitle = {Erfolgreiche {Transformation} zum digitalen {Champion}},
	url = {https://link.springer.com/10.1007/978-3-658-44020-6},
	language = {de-DE},
	urldate = {2024-04-08},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Helmold, Marc},
	year = {2024},
	doi = {10.1007/978-3-658-44020-6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Helmold - 2024 - Erfolgreiche Transformation zum digitalen Champion.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JQMF36SA/Helmold - 2024 - Erfolgreiche Transformation zum digitalen Champion.pdf:application/pdf},
}

@book{albrecht_digitale_2024,
	address = {Wiesbaden},
	title = {Digitale {Teilhabe} von {Menschen} mit einer geistigen {Beeinträchtigung}: {Entwicklung} einer {Definition}, eines {Modells} und eines {Erhebungsinstruments}},
	copyright = {https://creativecommons.org/licenses/by/4.0},
	isbn = {978-3-658-44379-5 978-3-658-44380-1},
	shorttitle = {Digitale {Teilhabe} von {Menschen} mit einer geistigen {Beeinträchtigung}},
	url = {https://link.springer.com/10.1007/978-3-658-44380-1},
	language = {de-DE},
	urldate = {2024-04-07},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Albrecht, Joanna and Hüning, Nadine},
	year = {2024},
	doi = {10.1007/978-3-658-44380-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Albrecht und Hüning - 2024 - Digitale Teilhabe von Menschen mit einer geistigen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N5E8BAFK/Albrecht und Hüning - 2024 - Digitale Teilhabe von Menschen mit einer geistigen.pdf:application/pdf},
}

@book{schenk_chefsache_2024,
	address = {Wiesbaden},
	series = {Chefsache},
	title = {Chefsache {Assistenz}: {Neue} {Perspektiven} und {Strategien} für die {Assistenz} im digitalen {Wandel}},
	isbn = {978-3-658-43009-2 978-3-658-43010-8},
	shorttitle = {Chefsache {Assistenz}},
	url = {https://link.springer.com/10.1007/978-3-658-43010-8},
	language = {de-DE},
	urldate = {2024-03-23},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Schenk, Dunja},
	year = {2024},
	doi = {10.1007/978-3-658-43010-8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Schenk - 2024 - Chefsache Assistenz Neue Perspektiven und Strateg.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8T7EMK6R/Schenk - 2024 - Chefsache Assistenz Neue Perspektiven und Strateg.pdf:application/pdf},
}

@book{kurtz_digitale_2024,
	address = {Wiesbaden},
	series = {Medienbildung und {Gesellschaft}},
	title = {Digitale {Medien} und die {Produktion} von {Wissenschaft}: {Wissenschaftliches} {Forschen}, {Schreiben} und {Publizieren} in den {Geistes}- und {Sozialwissenschaften} unter den {Bedingungen} des digitalen {Wandels}},
	volume = {47},
	isbn = {978-3-658-42541-8 978-3-658-42542-5},
	shorttitle = {Digitale {Medien} und die {Produktion} von {Wissenschaft}},
	url = {https://link.springer.com/10.1007/978-3-658-42542-5},
	language = {de-DE},
	urldate = {2024-03-11},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Kurtz, Thomas and Meister, Dorothee M. and Sander, Uwe},
	year = {2024},
	doi = {10.1007/978-3-658-42542-5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Kurtz et al. - 2024 - Digitale Medien und die Produktion von Wissenschaf.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EAQRNKPZ/Kurtz et al. - 2024 - Digitale Medien und die Produktion von Wissenschaf.pdf:application/pdf},
}

@book{spengler_kunstpadagogik_2023,
	address = {Wiesbaden},
	title = {Kunstpädagogik im {Fokus} von {Digitalisierung}, {Künstlerkooperation} und {Lernortwechsel}: {Eine} empirische {Studie} zur {Professionalisierung} kunstgemäßen {Handelns} {Jugendlicher} in intermedialen {Lernsettings}},
	isbn = {978-3-658-42110-6 978-3-658-42111-3},
	shorttitle = {Kunstpädagogik im {Fokus} von {Digitalisierung}, {Künstlerkooperation} und {Lernortwechsel}},
	url = {https://link.springer.com/10.1007/978-3-658-42111-3},
	language = {de-DE},
	urldate = {2024-02-11},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Spengler, Stefan},
	year = {2023},
	doi = {10.1007/978-3-658-42111-3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Spengler - 2023 - Kunstpädagogik im Fokus von Digitalisierung, Künst.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NUA8YDGS/Spengler - 2023 - Kunstpädagogik im Fokus von Digitalisierung, Künst.pdf:application/pdf},
}

@book{jeanrenaud_teaching_2023,
	address = {Wiesbaden},
	series = {Edition {Fachdidaktiken}},
	title = {Teaching {Gender} in {MINT} in der {Pandemie}: {Chancen} und {Herausforderungen} digitaler {Transformation}},
	isbn = {978-3-658-43374-1 978-3-658-43375-8},
	shorttitle = {Teaching {Gender} in {MINT} in der {Pandemie}},
	url = {https://link.springer.com/10.1007/978-3-658-43375-8},
	language = {en-GB},
	urldate = {2024-02-03},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Jeanrenaud, Yves},
	year = {2023},
	doi = {10.1007/978-3-658-43375-8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Jeanrenaud - 2023 - Teaching Gender in MINT in der Pandemie Chancen u.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DWGZSTRI/Jeanrenaud - 2023 - Teaching Gender in MINT in der Pandemie Chancen u.pdf:application/pdf},
}

@book{puppis_medienpolitik_2023,
	address = {Stuttgart, Deutschland},
	edition = {3},
	title = {Medienpolitik: {Grundlagen} für {Wissenschaft} und {Praxis} -},
	isbn = {978-3-8385-4378-9},
	shorttitle = {Medienpolitik},
	url = {https://elibrary.utb.de/doi/book/10.36198/9783838543789},
	abstract = {Mit Übungen und Lösungen
Digitalisierung, Transnationalisierung und Kommerzialisierung stellen die Medienpolitik vor große Herausforderungen. Wie kann sichergestellt werden, dass Medien und Plattformen ihre wichtige Funktion in einer demokratischen Gesellschaft erfüllen?
In diese Thematik führt Manuel Puppis systematisch und umfassend ein. Er vermittelt die Grundlagen für eine kritische Auseinandersetzung mit Medienpolitik, Medienregulierung und Media Governance. Problemorientiert und international vergleichend diskutiert er die verschiedenen Themenbereiche der Medienpolitik in Europa – von Medienkonzentration über den öffentlichen Rundfunk, Medienförderung, Plattformen und Algorithmen bis hin zu Medienkompetenz und Datenschutz.},
	language = {de-DE},
	urldate = {2024-02-02},
	publisher = {utb GmbH},
	author = {Puppis, Manuel},
	month = feb,
	year = {2023},
	doi = {10.36198/9783838543789},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Puppis - 2023 - Medienpolitik Grundlagen für Wissenschaft und Pra.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3CN4QRLP/Puppis - 2023 - Medienpolitik Grundlagen für Wissenschaft und Pra.pdf:application/pdf},
}

@book{braunecker_how_2023,
	address = {Stuttgart, Deutschland},
	edition = {2},
	title = {How to do {Statistik} und {SPSS}: {Eine} {Gebrauchsanleitung}},
	isbn = {978-3-8385-6161-5},
	shorttitle = {How to do {Statistik} und {SPSS}},
	url = {https://elibrary.utb.de/doi/book/10.36198/9783838561615},
	abstract = {Wie erfasse und codiere ich die Daten meiner empirischen Erhebung? Welches Grundlagenwissen in Statistik benötige ich für eine Datenanalyse? Wie werte ich Daten forschungsfragen- bzw. hypothesengerecht aus? Und wie interpretiere ich Ergebnisse richtig? Nach einer kurzen Einführung in die Konzeption empirischer Studien erklärt diese praxisnahe Gebrauchsanleitung die wichtigsten statistischen Kennzahlen und skizziert schrittweise den Ablauf einer SPSS- (bzw. PSPP-) Auswertung. Als Basis dient ein eigens entwickelter Fragebogen mit korrespondierendem Datenfile zum kostenlosen Download (howtodo.at bzw. utb.de). Der Band enthält 95 Abbildungen, viele Querverweise, ein schlagwortoptimiertes Stichwortverzeichnis sowie zusätzliche digitale Materialien.
Zielgruppen sind Studierende der Publizistik-, Medien- und Kommunikationswissenschaft, der Sozial- und Wirtschaftswissenschaften sowie Praktiker:innen.
utb+: Als digitale Ergänzung erhalten Leser:innen einen Beispiel-Fragebogen mit korrespondierendem SPSS-Datenfile, Good-Practice-Beispiele sowie frei (um)gestaltbare Muster für Ergebnisdarstellungen und Foliensätze für Vortragszwecke.},
	language = {de-DE},
	urldate = {2024-02-02},
	publisher = {utb GmbH},
	author = {Braunecker, Claus},
	month = oct,
	year = {2023},
	doi = {10.36198/9783838561615},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Braunecker - 2023 - How to do Statistik und SPSS Eine Gebrauchsanleit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9VZXFH6A/Braunecker - 2023 - How to do Statistik und SPSS Eine Gebrauchsanleit.pdf:application/pdf},
}

@book{braunecker_how_2023-1,
	address = {Stuttgart, Deutschland},
	edition = {2},
	title = {How to do empirische {Sozialforschung}: {Eine} {Gebrauchsanleitung}},
	isbn = {978-3-8385-6160-8},
	shorttitle = {How to do empirische {Sozialforschung}},
	url = {https://elibrary.utb.de/doi/book/10.36198/9783838561608},
	abstract = {Was unterscheidet empirische Forschungsfragen von Hypothesen? Wie erstelle ich dazu passend einen Fragebogen, ein Codebuch, einen Gesprächsleitfaden? Wie definiere ich eine Grundgesamtheit? Wie ziehe ich eine gute (gesetzeskonforme) Stichprobe? Was sind Schwankungsbreiten? Und welches Auswertungsverfahren passt zu welchem Messniveau? Dieses Buch erläutert Schritt für Schritt die Planung und Durchführung von empirischen Erhebungen sowie die Grundlagen von Datenanalyseverfahren. Neben vielen Beispielen enthält die praxisnahe Gebrauchsanleitung 41 Abbildungen, zahlreiche Querverweise, ein schlagwortoptimiertes Stichwortverzeichnis und digitales Zusatzmaterial.
Zielgruppen sind Studierende der Publizistik-, Medien- und Kommunikationswissenschaft, der Sozial- und Wirtschaftswissenschaften sowie Praktiker:innen.
utb+: Als digitale Ergänzung erhalten Leser:innen einen Beispiel-Fragebogen mit korrespondierendem SPSS-Datenfile, Good-Practice-Beispiele sowie frei (um)gestaltbare Muster für Ergebnisdarstellungen und Foliensätze für Vortragszwecke. In der digitalen Version des Buches sind außerdem sämtliche internen Querverweise und externen Quellen verlinkt.},
	language = {de-DE},
	urldate = {2024-02-02},
	publisher = {utb GmbH},
	author = {Braunecker, Claus},
	month = oct,
	year = {2023},
	doi = {10.36198/9783838561608},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Braunecker - 2023 - How to do empirische Sozialforschung Eine Gebrauc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NP7ZG3DR/Braunecker - 2023 - How to do empirische Sozialforschung Eine Gebrauc.pdf:application/pdf},
}

@book{bleicher_grundwissen_2022,
	address = {Stuttgart, Deutschland},
	edition = {1},
	title = {Grundwissen {Internet}: {Perspektiven} der {Medien}- und {Kommunikationswissenschaft}},
	isbn = {978-3-8385-5909-4},
	shorttitle = {Grundwissen {Internet}},
	url = {https://elibrary.utb.de/doi/book/10.36198/9783838559094},
	abstract = {Von der Datenautobahn zum Mitmachnetz
Das Internet entwickelte sich in verschiedenen Phasen schnell und grundlegend von einer Datenautobahn zum Mitmachnetz. Mittlerweile ist diese digitale Parallelwelt aus dem Alltag vieler Menschen gar nicht mehr wegzudenken. Joan Kristin Bleicher beleuchtet umfassend zentrale Aspekte der Medialität des Internets. Im Fokus stehen dabei nicht nur Rahmenbedingungen und die historische Entwicklung. Es werden auch Angebotsschwerpunkte, theoretische Fragen, Ästhetik, Nutzungs- und Wirkungspotenziale des Internets sowie Regulierungstendenzen thematisiert. 
Das Buch hat einführenden Charakter und richtet sich an Studierende der Medien-, Kultur- und Kommunikationswissenschaft. Es eignet sich auch für Interessierte anderer Fachrichtungen, die sich über dieses Schlüsselmedium unserer Zeit informieren möchten.},
	language = {de-DE},
	urldate = {2024-02-02},
	publisher = {utb GmbH},
	author = {Bleicher, Joan Kristin},
	month = nov,
	year = {2022},
	doi = {10.36198/9783838559094},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Bleicher - 2022 - Grundwissen Internet Perspektiven der Medien- und.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/94FLUEEF/Bleicher - 2022 - Grundwissen Internet Perspektiven der Medien- und.pdf:application/pdf},
}

@book{brandhofer_didaktik_2023,
	address = {Bad Heilbrunn},
	title = {Didaktik in einer {Kultur} der {Digitalität}: wirkmächtige {Mediendidaktik}, zukunftsorientierte {Pädagogik}},
	isbn = {978-3-7815-2603-7},
	shorttitle = {Didaktik in einer {Kultur} der {Digitalität}},
	language = {de-DE},
	publisher = {Verlag Julius Klinkhardt},
	editor = {Brandhofer, Gerhard and Wiesner, Christian},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Brandhofer und Wiesner - 2023 - Didaktik in einer Kultur der Digitalität wirkmäch.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RSEFU7PF/Brandhofer und Wiesner - 2023 - Didaktik in einer Kultur der Digitalität wirkmäch.pdf:application/pdf},
}

@book{knoppe_unternehmerische_2024,
	address = {Wiesbaden},
	title = {Unternehmerische {Wertschöpfung} neu aufstellen: {Volatile}, disruptive, digitale {Welt} – {Anforderungen} an das {Management} der {Zukunft}},
	isbn = {978-3-658-42269-1 978-3-658-42270-7},
	shorttitle = {Unternehmerische {Wertschöpfung} neu aufstellen},
	url = {https://link.springer.com/10.1007/978-3-658-42270-7},
	language = {de-DE},
	urldate = {2024-01-23},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Knoppe, Marc},
	year = {2024},
	doi = {10.1007/978-3-658-42270-7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Knoppe - 2024 - Unternehmerische Wertschöpfung neu aufstellen Vol.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KHREWZSC/Knoppe - 2024 - Unternehmerische Wertschöpfung neu aufstellen Vol.pdf:application/pdf},
}

@book{bohnet-joschko_handbuch_2023,
	address = {Wiesbaden},
	title = {Handbuch {Digitale} {Gesundheitswirtschaft}: {Analysen} und {Fallbeispiele}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9},
	language = {de-DE},
	urldate = {2024-01-04},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Bohnet-Joschko und Pilgrim - 2023 - Handbuch Digitale Gesundheitswirtschaft Analysen .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YA84CFDZ/Bohnet-Joschko und Pilgrim - 2023 - Handbuch Digitale Gesundheitswirtschaft Analysen .pdf:application/pdf},
}

@book{kutz_systemik_2023,
	address = {Wiesbaden},
	series = {essentials},
	title = {Systemik für ganzheitliche {Resilienz} im permanenten {Wandel} der agilen {VUCA}/{BANI}-{Welt}: {Wieso} der systemische {Ansatz} so heil- und wirksam ist für die nötigen {Anpassungen} in der digitalen {VUCA}/{BANI}- und {KI}-{Welt}},
	isbn = {978-3-658-43005-4 978-3-658-43006-1},
	shorttitle = {Systemik für ganzheitliche {Resilienz} im permanenten {Wandel} der agilen {VUCA}/{BANI}-{Welt}},
	url = {https://link.springer.com/10.1007/978-3-658-43006-1},
	language = {de-DE},
	urldate = {2023-12-23},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kutz, Angelika},
	year = {2023},
	doi = {10.1007/978-3-658-43006-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Kutz - 2023 - Systemik für ganzheitliche Resilienz im permanente.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LN34MXLP/Kutz - 2023 - Systemik für ganzheitliche Resilienz im permanente.pdf:application/pdf},
}

@book{schrape_digitale_2023,
	address = {Wiesbaden},
	series = {essentials},
	title = {Digitale {Medien} und {Wirklichkeit}: {Eine} aktuelle {Einführung} in den operativen {Konstruktivismus}},
	isbn = {978-3-658-43020-7 978-3-658-43021-4},
	shorttitle = {Digitale {Medien} und {Wirklichkeit}},
	url = {https://link.springer.com/10.1007/978-3-658-43021-4},
	language = {de-DE},
	urldate = {2023-11-18},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schrape, Jan-Felix},
	year = {2023},
	doi = {10.1007/978-3-658-43021-4},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Schrape - 2023 - Digitale Medien und Wirklichkeit Eine aktuelle Ei.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DRDJDG73/Schrape - 2023 - Digitale Medien und Wirklichkeit Eine aktuelle Ei.pdf:application/pdf},
}

@book{jaggi_digitalisierung_2023,
	address = {Wiesbaden},
	title = {Digitalisierung in {Wirtschaft} und {Gesellschaft}: Ökonomische, soziale und ökologische {Auswirkungen}, {Fragen} und {Perspektiven}},
	isbn = {978-3-658-42205-9 978-3-658-42206-6},
	shorttitle = {Digitalisierung in {Wirtschaft} und {Gesellschaft}},
	url = {https://link.springer.com/10.1007/978-3-658-42206-6},
	language = {de-DE},
	urldate = {2023-10-03},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Jäggi, Christian J.},
	year = {2023},
	doi = {10.1007/978-3-658-42206-6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien, Bildung, Multimedia},
	file = {Jäggi - 2023 - Digitalisierung in Wirtschaft und Gesellschaft Ök.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5ZKL72XV/Jäggi - 2023 - Digitalisierung in Wirtschaft und Gesellschaft Ök.pdf:application/pdf},
}

@book{ganguin_digitalisierung_2023,
	address = {Wiesbaden},
	series = {Medienbildung und {Gesellschaft}},
	title = {Digitalisierung in der {Lehrer}:innenbildung: {Praxis} digital gestalten},
	volume = {48},
	isbn = {978-3-658-41636-2 978-3-658-41637-9},
	shorttitle = {Digitalisierung in der {Lehrer}},
	url = {https://link.springer.com/10.1007/978-3-658-41637-9},
	language = {de-DE},
	urldate = {2023-08-27},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Ganguin, Sonja and Tiemann, Heike and Glück, Christian W. and Förster, Anna},
	year = {2023},
	doi = {10.1007/978-3-658-41637-9},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien, Bildung, Multimedia},
	file = {Ganguin et al. - 2023 - Digitalisierung in der Lehrerinnenbildung Praxis.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/55JZRI9K/Ganguin et al. - 2023 - Digitalisierung in der Lehrerinnenbildung Praxis.pdf:application/pdf;Ganguin et al. - 2023 - Digitalisierung in der Lehrerinnenbildung Praxis.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z8X6ZWVL/Ganguin et al. - 2023 - Digitalisierung in der Lehrerinnenbildung Praxis.pdf:application/pdf},
}

@book{zeyer-gliozzo_digitalisierung_2023,
	address = {Wiesbaden},
	title = {Digitalisierung und die {Rolle} von {Weiterbildung}: {Teilnahme} und {Erträge} von {Beschäftigten} mit hohem {Automatisierungsrisiko}},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-3-658-41721-5 978-3-658-41722-2},
	shorttitle = {Digitalisierung und die {Rolle} von {Weiterbildung}},
	url = {https://link.springer.com/10.1007/978-3-658-41722-2},
	language = {de-DE},
	urldate = {2023-08-27},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Zeyer-Gliozzo, Birgit},
	year = {2023},
	doi = {10.1007/978-3-658-41722-2},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Zeyer-Gliozzo - 2023 - Digitalisierung und die Rolle von Weiterbildung T.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/49TFVTYH/Zeyer-Gliozzo - 2023 - Digitalisierung und die Rolle von Weiterbildung T.pdf:application/pdf},
}

@book{endres_medienethische_2023,
	address = {Wiesbaden},
	title = {Medienethische {Bildung} im digitalen {Zeitalter}: Überlegungen und {Impulse} zur {Förderung} medienethischer {Kompetenzen} im {Rahmen} offener {Online}-{Kurse}},
	isbn = {978-3-658-42186-1 978-3-658-42187-8},
	shorttitle = {Medienethische {Bildung} im digitalen {Zeitalter}},
	url = {https://link.springer.com/10.1007/978-3-658-42187-8},
	language = {de-DE},
	urldate = {2023-08-01},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Endres, Susanna},
	year = {2023},
	doi = {10.1007/978-3-658-42187-8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Endres - 2023 - Medienethische Bildung im digitalen Zeitalter Übe.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9L8GNYKU/Endres - 2023 - Medienethische Bildung im digitalen Zeitalter Übe.pdf:application/pdf},
}

@book{betz_schulische_2022,
	address = {Weinheim},
	title = {Schulische {Medienbildung} und {Digitalisierung} im {Kontext} von {Behinderung} und {Benachteiligung}},
	isbn = {978-3-7799-6620-3},
	language = {de-DE},
	publisher = {Juventa Verlag ein Imprint der Julius Beltz GmbH \& Co. KG},
	editor = {Betz, Joachim and Schluchter, Jan-René},
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien, Bildung, Multimedia},
	file = {Betz und Schluchter - 2022 - Schulische Medienbildung und Digitalisierung im Ko.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WTS3LMAG/Betz und Schluchter - 2022 - Schulische Medienbildung und Digitalisierung im Ko.pdf:application/pdf;Betz und Schluchter - 2023 - Schulische Medienbildung und Digitalisierung im Ko.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MLI7GS8W/Betz und Schluchter - 2023 - Schulische Medienbildung und Digitalisierung im Ko.pdf:application/pdf},
}

@book{altenfelder_services_2021,
	address = {Wiesbaden},
	title = {Services {Management} und digitale {Transformation}: {Impulse} und {Beispiele} für die erfolgreiche {Umsetzung} digitaler {Services}},
	isbn = {978-3-658-33974-6 978-3-658-33975-3},
	shorttitle = {Services {Management} und digitale {Transformation}},
	url = {https://link.springer.com/10.1007/978-3-658-33975-3},
	language = {en-GB},
	urldate = {2023-01-29},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Altenfelder, Kai and Schönfeld, Dieter and Krenkler, Wolfgang},
	year = {2021},
	doi = {10.1007/978-3-658-33975-3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Altenfelder et al. - 2021 - Services Management und digitale Transformation I.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HZGPD6ZW/Altenfelder et al. - 2021 - Services Management und digitale Transformation I.pdf:application/pdf},
}

@book{harwardt_fuhren_2020,
	address = {Wiesbaden},
	title = {Führen und {Managen} in der digitalen {Transformation}: {Trends}, {Best} {Practices} und {Herausforderungen}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	shorttitle = {Führen und {Managen} in der digitalen {Transformation}},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5},
	language = {de-DE},
	urldate = {2023-01-29},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Harwardt et al. - 2020 - Führen und Managen in der digitalen Transformation.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RIIWFZY3/Harwardt et al. - 2020 - Führen und Managen in der digitalen Transformation.pdf:application/pdf},
}

@book{fasnacht_offene_2023,
	address = {Wiesbaden},
	title = {Offene und digitale Ökosysteme: {Mehrwert} durch {Branchen}- und {Technologiekonvergenz}},
	isbn = {978-3-658-42493-0 978-3-658-42494-7},
	shorttitle = {Offene und digitale Ökosysteme},
	url = {https://link.springer.com/10.1007/978-3-658-42494-7},
	language = {de-DE},
	urldate = {2023-11-04},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fasnacht, Daniel},
	year = {2023},
	doi = {10.1007/978-3-658-42494-7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Fasnacht - 2023 - Offene und digitale Ökosysteme Mehrwert durch Bra.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IXAPN2ST/Fasnacht - 2023 - Offene und digitale Ökosysteme Mehrwert durch Bra.pdf:application/pdf},
}

@book{bendel_450_2022,
	address = {Wiesbaden},
	title = {450 {Keywords} {Digitalisierung}},
	isbn = {978-3-658-37491-4 978-3-658-37492-1},
	url = {https://link.springer.com/10.1007/978-3-658-37492-1},
	language = {de-DE},
	urldate = {2023-09-22},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bendel, Oliver},
	year = {2022},
	doi = {10.1007/978-3-658-37492-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Bendel - 2022 - 450 Keywords Digitalisierung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/473CG32Y/Bendel - 2022 - 450 Keywords Digitalisierung.pdf:application/pdf},
}

@book{scheiter_bildung_2023,
	address = {Wiesbaden},
	series = {Edition {ZfE}},
	title = {Bildung für eine digitale {Zukunft}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0},
	language = {de-DE},
	urldate = {2023-09-22},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Scheiter und Gogolin - 2023 - Bildung für eine digitale Zukunft.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NAITTCZM/Scheiter und Gogolin - 2023 - Bildung für eine digitale Zukunft.pdf:application/pdf},
}

@book{miebach_soziologische_2023,
	address = {Wiesbaden},
	title = {Soziologische {Theorien} der {Digitalisierung}: {Eine} {Einführung}},
	isbn = {978-3-658-41065-0 978-3-658-41066-7},
	shorttitle = {Soziologische {Theorien} der {Digitalisierung}},
	url = {https://link.springer.com/10.1007/978-3-658-41066-7},
	language = {de-DE},
	urldate = {2023-09-22},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Miebach, Bernhard},
	year = {2023},
	doi = {10.1007/978-3-658-41066-7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Miebach - 2023 - Soziologische Theorien der Digitalisierung Eine E.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XDLIGTTY/Miebach - 2023 - Soziologische Theorien der Digitalisierung Eine E.pdf:application/pdf},
}

@book{weidle_computational_2023,
	title = {Computational {Correspondences}},
	url = {https://dspace.ub.uni-siegen.de/handle/ubsi/2451},
	abstract = {Das Working Paper stellt die vorläufigen Ergebnisse einer Meisterklasse für Medienethnographie dar, die im April 2022 an der Universität Siegen stattgefunden hat und vom SFB 1187 „Medien der Kooperation“ ausgerichtet wurde. Zentral war dabei die Fragestellung, welche Forschungspraktiken entstehen, wenn Ethnograph:innen die digitale Materialität ihrer Forschungsgegenstände, -instrumente und -umgebungen als aktive Partizipient:innen innerhalb des Forschungsprozesses begreifen. Eine Annäherung an solch eine bewusste „Korrespondenz“ mit digitaler Materialität (Weidle 2020) wurde über die Autorensoftware Korsakow initiiert. Das Besondere an Korsakow ist die computergenerierte multilineare Verkettung einzelner Mediendateien. Durch die Arbeit mit Korsakow sollten mögliche neue Zugänge an das eigene Forschungsmaterial exploriert und kritisch diskutiert werden. Exemplarisch stellen zwei Teilnehmer:innen der Meisterklasse ihre Erkenntnisse aus dieser Auseinandersetzung vor. Astrid Vogelpohl betrachtet Korsakow dabei als eine Variante kombinierenden visuellen Forschens, in der Algorithmen als nichtmenschliche Forschungspartner:innen den Analyseprozess unterstützen. Inwieweit sich dabei die Forschungswege von einer Analysearbeit mit vornehmlich menschlichen Partner:innen unterscheiden, steht im Zentrum ihrer Ausführungen. Tobias Leßner hingegen beschreibt zunächst seinen persönlichen Zugang zu Korsakow sowie die damit einhergehenden Irritationen, Fragen und Überlegungen vor dem Hintergrund seiner ethnographischen Arbeit zu demokratischen Schulen und deren Darstellung mittels Virtual Reality. Daran anschließend fokussiert er, was sich für pragmatische aber auch methodologische Implikationen aus der Verschiebung der Autor:innenschaft des/der Ethnograph:in in Richtung Algorithmus und der Interpretationsmacht in Richtung der Rezipient:innen ergeben. Letztlich sind die vorgestellten Ansätze Ausgangspunkte für weitere Suchbewegungen nach dem Digitalen und seinem (Mit-)Wirken in einer (medien-) ethnographischen Forschungsarbeit, die sich im Sinne des ontologischen Turns diffraktiv rekonfiguriert (Mellander/Wiszmeg 2016). Als Teil der Wissensproduktion geht es dabei auch darum, wie sich die Korrespondenz mit digitaler Materialität in die Vermittlung wissenschaftlicher Ergebnisse einschreibt und transparent gemacht werden kann.},
	language = {de-DE},
	urldate = {2023-09-21},
	publisher = {Universitätsbibliothek Siegen},
	author = {Weidle, Franziska and Schein, Judith and Vogelpohl, Astrid and Leßner, Tobias},
	collaborator = {{Universitätsbibliothek Siegen} and {Universitätsbibliothek Siegen}},
	year = {2023},
	doi = {10.25819/UBSI/10258},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien, Medien, E-Science, Ethnographie, Materialität, Medienethnographie, Wissenschaftliche Software},
	file = {Weidle et al. - 2023 - Computational Correspondences.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SPLB7FNG/Weidle et al. - 2023 - Computational Correspondences.pdf:application/pdf},
}

@book{pflaum_kompass_2023,
	address = {Wiesbaden},
	title = {Kompass {Digitale} {Bewerbung}: {Für} {Student}*innen und {Absolvent}*innen},
	isbn = {978-3-658-41690-4 978-3-658-41691-1},
	shorttitle = {Kompass {Digitale} {Bewerbung}},
	url = {https://link.springer.com/10.1007/978-3-658-41691-1},
	language = {de-DE},
	urldate = {2023-09-05},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pflaum, Stephan},
	year = {2023},
	doi = {10.1007/978-3-658-41691-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Pflaum - 2023 - Kompass Digitale Bewerbung Für Studentinnen und .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GBRZ2QBY/Pflaum - 2023 - Kompass Digitale Bewerbung Für Studentinnen und .pdf:application/pdf},
}

@book{kaiser_digitale_2023,
	address = {Wiesbaden},
	title = {Digitale {Mindsets}: {Chancen} und {Herausforderungen} für {Individuum} und {Organisation}},
	isbn = {978-3-658-41103-9 978-3-658-41104-6},
	shorttitle = {Digitale {Mindsets}},
	url = {https://link.springer.com/10.1007/978-3-658-41104-6},
	language = {de-DE},
	urldate = {2023-08-03},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Kaiser, Stephan and Ertl, Bernhard},
	year = {2023},
	doi = {10.1007/978-3-658-41104-6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Kaiser und Ertl - 2023 - Digitale Mindsets Chancen und Herausforderungen f.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PUL33MGE/Kaiser und Ertl - 2023 - Digitale Mindsets Chancen und Herausforderungen f.pdf:application/pdf},
}

@book{heinlein_digital_2023-1,
	address = {Wiesbaden},
	title = {Digital vernetzte {Arbeit}: {Merkmale} und {Anforderungen} eines neuen {Typus} von {Arbeit}},
	isbn = {978-3-658-40614-1 978-3-658-40615-8},
	shorttitle = {Digital vernetzte {Arbeit}},
	url = {https://link.springer.com/10.1007/978-3-658-40615-8},
	language = {de-DE},
	urldate = {2023-08-03},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Heinlein, Michael and Neumer, Judith and Ritter, Tobias},
	year = {2023},
	doi = {10.1007/978-3-658-40615-8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Heinlein et al. - 2023 - Digital vernetzte Arbeit Merkmale und Anforderung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RISNAKZD/Heinlein et al. - 2023 - Digital vernetzte Arbeit Merkmale und Anforderung.pdf:application/pdf},
}

@book{schmid_digitalisierung_2023,
	address = {Wiesbaden},
	title = {Digitalisierung des {Bauschaffens}: {Grundlagen} für eine souveräne, nachhaltige und wissenszentrierte {Anwendung} von {IT}},
	isbn = {978-3-658-39088-4 978-3-658-39089-1},
	shorttitle = {Digitalisierung des {Bauschaffens}},
	url = {https://link.springer.com/10.1007/978-3-658-39089-1},
	language = {de-DE},
	urldate = {2023-07-31},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schmid, Fabian C.},
	year = {2023},
	doi = {10.1007/978-3-658-39089-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Schmid - 2023 - Digitalisierung des Bauschaffens Grundlagen für e.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L2WY2L8L/Schmid - 2023 - Digitalisierung des Bauschaffens Grundlagen für e.pdf:application/pdf},
}

@book{bruckner_elementarpadagogik_2023,
	edition = {1},
	title = {Elementarpädagogik: {Frühkindliche} {Bildungsprozesse} verstehen und begleiten},
	isbn = {978-3-8017-3115-1 978-3-8409-3115-4},
	shorttitle = {Elementarpädagogik},
	url = {https://elibrary.hogrefe.com/book/10.1026/03115-000},
	abstract = {Frühkindliche Bildungsprozesse sind bedeutsam für die weiteren (lern-)biografischen Lebensabschnitte von Kindern. Wie diese Bildungsprozesse in verschiedenen elementarpädagogischen Handlungsfeldern und Einrichtungen bestmöglich angeregt und begleitet werden können, ist Hauptanliegen dieses Bandes. Die Beiträge decken eine große Bandbreite an inhaltlichen Themenschwerpunkten ab und liefern konkrete Praxisideen, die den Transfer des dargestellten Wissens erleichtern. 
Im ersten Teil werden grundlegende Aspekte der elementaren Bildung erörtert. Neben wesentlichen Fragestellungen in Bezug auf frühe Bildung, Erziehung und Betreuung werden die emotionale und soziale sowie die kognitive Entwicklung thematisiert und aktuelle Diskurse in den Bereichen Menschen- und Kinderrechte, Inklusion, Diversität mit Fokus auf das Geschlecht und digitale Medienbildung aufgezeigt. Der zweite Teil des Bandes legt besonderes Augenmerk auf die Analyse und Diskussion fachspezifischer Inhalte. Die von erfahrenen Pädagog\_innen verfassten Beiträge zu den Bildungsbereichen Sprache, Mathematik, Natur und Technik, Musik, Bewegung sowie Rhythmik/Musik und Bewegung bieten hier wertvolle und praxisrelevante Anregungen. Der Schwerpunkt des dritten Teils liegt auf der religionssensiblen Bildung und Erziehung von Kindern. Dabei wird exemplarisch aufgezeigt, welche Kenntnisse über religiöse Praktiken, Bräuche und Rituale, Werte und Erziehungsfragen für eine achtsame Begleitung notwendig sind.
Insgesamt ermöglicht der Sammelband mit seinen umfangreichen Betrachtungen eine fundierte Diskussion von zeitgemäßen Maßnahmen und Handlungsempfehlungen im Bereich der frühen Bildung.
Audioaufnahmen und Notenblätter der in dem Band vorgestellten Lieder können zudem nach erfolgter Registrierung von der Hogrefe Website heruntergeladen werden.},
	language = {de-DE},
	urldate = {2023-07-28},
	publisher = {Hogrefe Verlag},
	editor = {Bruckner, Johanna and Lindner, Doris},
	month = mar,
	year = {2023},
	doi = {10.1026/03115-000},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Bruckner und Lindner - 2023 - Elementarpädagogik Frühkindliche Bildungsprozesse.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GCH5C3UJ/Bruckner und Lindner - 2023 - Elementarpädagogik Frühkindliche Bildungsprozesse.pdf:application/pdf},
}

@book{robak_digitalisierung_2022,
	title = {Digitalisierung und {Weiterbildung}},
	isbn = {978-3-8474-2558-8},
	url = {https://shop.budrich.de/produkt/erwachsenenpaedagogische-innensichten-zur-digitalisierung/},
	abstract = {Wie wirkt sich die Digitalisierung auf die Erwachsenen- und Weiterbildung aus? Das Buch zeigt die Bandbreite der Forschungsperspektiven und Anwendungsfelder. Ausgehend von grundlagentheoretischen Forschungsansätzen werden spezifische Themenfelder sowie anwendungsbezogene Vorhaben zur Gestaltung mediengestützter Lehr-Lern-Konzepte aufgegriffen. Die Beiträge zeigen dabei die Relevanz bildungswissenschaftlicher Forschung für die Gestaltung der digitalen Transformation. Es werden interdisziplinäre Forschungs- und Anwendungsfelder entworfen, die ohne fundierte erwachsenenpädagogische Perspektiven nicht auskommen.},
	language = {de-DE},
	urldate = {2023-05-18},
	publisher = {Verlag Barbara Budrich},
	editor = {Robak, Steffi and Kühn, Christian and Heidemann, Lena and Asche, Eike},
	month = oct,
	year = {2022},
	doi = {10.3224/84742558},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Robak et al. - 2022 - Digitalisierung und Weiterbildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IADZAYRK/Robak et al. - 2022 - Digitalisierung und Weiterbildung.pdf:application/pdf},
}

@book{jacob_digitalisierung_2023,
	address = {Wiesbaden},
	title = {Digitalisierung der {Arbeitswelt}: {Gegenwart} und {Zukunft}},
	isbn = {978-3-658-40602-8 978-3-658-40603-5},
	shorttitle = {Digitalisierung der {Arbeitswelt}},
	url = {https://link.springer.com/10.1007/978-3-658-40603-5},
	language = {de-DE},
	urldate = {2023-04-23},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Jacob, Michael},
	year = {2023},
	doi = {10.1007/978-3-658-40603-5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Jacob - 2023 - Digitalisierung der Arbeitswelt Gegenwart und Zuk.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GJG4WGQU/Jacob - 2023 - Digitalisierung der Arbeitswelt Gegenwart und Zuk.pdf:application/pdf},
}

@book{meier_lehr-lern-labore_2023,
	address = {Wiesbaden},
	series = {Edition {Fachdidaktiken}},
	title = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2},
	language = {de-DE},
	urldate = {2023-04-05},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Meier et al. - 2023 - Lehr-Lern-Labore und Digitalisierung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TG5A9Q7X/Meier et al. - 2023 - Lehr-Lern-Labore und Digitalisierung.pdf:application/pdf},
}

@book{nielsen_werbung_2023-2,
	address = {Wiesbaden},
	series = {Europäische {Kulturen} in der {Wirtschaftskommunikation}},
	title = {Werbung und {PR} im digitalen {Zeitalter}: {Grenzen}, Übergänge und neue {Formate}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	shorttitle = {Werbung und {PR} im digitalen {Zeitalter}},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6},
	language = {de-DE},
	urldate = {2023-03-12},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Nielsen et al. - 2023 - Werbung und PR im digitalen Zeitalter Grenzen, Üb.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T3QRQ8T2/Nielsen et al. - 2023 - Werbung und PR im digitalen Zeitalter Grenzen, Üb.pdf:application/pdf},
}

@book{asmann_bildung_2023,
	address = {Wiesbaden},
	title = {Bildung und {Digitalität}: {Analysen} – {Diskurse} – {Perspektiven}},
	isbn = {978-3-658-30765-3 978-3-658-30766-0},
	shorttitle = {Bildung und {Digitalität}},
	url = {https://link.springer.com/10.1007/978-3-658-30766-0},
	language = {de-DE},
	urldate = {2023-03-05},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Aßmann, Sandra and Ricken, Norbert},
	year = {2023},
	doi = {10.1007/978-3-658-30766-0},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Aßmann und Ricken - 2023 - Bildung und Digitalität Analysen – Diskurse – Per.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/32IPEPDZ/Aßmann und Ricken - 2023 - Bildung und Digitalität Analysen – Diskurse – Per.pdf:application/pdf},
}

@book{noauthor_digitale_2018,
	title = {Digitale {Formatentwicklung}. {Nutzerorientierte} {Medien} für die vernetzte {Welt}},
	language = {de-DE},
	year = {2018},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {2018 - Digitale Formatentwicklung. Nutzerorientierte Medi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PQNER6KZ/2018 - Digitale Formatentwicklung. Nutzerorientierte Medi.pdf:application/pdf;2018 - Digitale Formatentwicklung. Nutzerorientierte Medi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z3YETIEW/2018 - Digitale Formatentwicklung. Nutzerorientierte Medi.pdf:application/pdf},
}

@book{schallmo_digitalisierung_2023-1,
	address = {Wiesbaden},
	series = {Schwerpunkt {Business} {Model} {Innovation}},
	title = {Digitalisierung: {Fallstudien}, {Tools} und {Erkenntnisse} für das digitale {Zeitalter}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	shorttitle = {Digitalisierung},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6},
	language = {de-DE},
	urldate = {2023-01-16},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Schallmo et al. - 2023 - Digitalisierung Fallstudien, Tools und Erkenntnis.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6GSR8AZQ/Schallmo et al. - 2023 - Digitalisierung Fallstudien, Tools und Erkenntnis.pdf:application/pdf},
}

@book{kergel_digital_2023,
	address = {Wiesbaden},
	title = {Digital {Cultures}: {Postmodern} {Media} {Education}, {Subversive} {Diversity} and {Neoliberal} {Subjectivation}},
	isbn = {978-3-658-35249-3 978-3-658-35250-9},
	shorttitle = {Digital {Cultures}},
	url = {https://link.springer.com/10.1007/978-3-658-35250-9},
	language = {en-GB},
	urldate = {2023-01-07},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kergel, David},
	year = {2023},
	doi = {10.1007/978-3-658-35250-9},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Kergel - 2023 - Digital Cultures Postmodern Media Education, Subv.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YH6H5BYF/Kergel - 2023 - Digital Cultures Postmodern Media Education, Subv.pdf:application/pdf},
}

@book{egger_hybrid_2022,
	address = {Wiesbaden},
	series = {Doing {Higher} {Education}},
	title = {Hybrid, flexibel und vernetzt?: {Möglichkeiten}, {Bedingungen} und {Grenzen} von digitalen {Lernumgebungen} in der wissenschaftlichen {Weiterbildung}},
	isbn = {978-3-658-37203-3 978-3-658-37204-0},
	shorttitle = {Hybrid, flexibel und vernetzt?},
	url = {https://link.springer.com/10.1007/978-3-658-37204-0},
	language = {de-DE},
	urldate = {2022-08-21},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Egger, Rudolf and Witzel, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-37204-0},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Egger und Witzel - 2022 - Hybrid, flexibel und vernetzt Möglichkeiten, Bed.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AK726EI9/Egger und Witzel - 2022 - Hybrid, flexibel und vernetzt Möglichkeiten, Bed.pdf:application/pdf},
}

@book{kuttner_praxistheoretische_2022,
	address = {Wiesbaden},
	series = {Schule und {Gesellschaft}},
	title = {Praxistheoretische {Perspektiven} auf {Schule} in der {Kultur} der {Digitalität}},
	volume = {62},
	isbn = {978-3-658-35565-4 978-3-658-35566-1},
	url = {https://link.springer.com/10.1007/978-3-658-35566-1},
	language = {de-DE},
	urldate = {2022-12-21},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Kuttner, Claudia and Münte-Goussar, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-35566-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Kuttner und Münte-Goussar - 2022 - Praxistheoretische Perspektiven auf Schule in der .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MPG2EIHZ/Kuttner und Münte-Goussar - 2022 - Praxistheoretische Perspektiven auf Schule in der .pdf:application/pdf},
}

@book{voigt_digitalisierung_2022,
	address = {Wiesbaden},
	series = {essentials},
	title = {Digitalisierung im {Sozial}- und {Gesundheitswesen}: {Zukunftsnavigator} für {Sozial}- und {Gesundheitswesen}},
	isbn = {978-3-658-38359-6 978-3-658-38360-2},
	shorttitle = {Digitalisierung im {Sozial}- und {Gesundheitswesen}},
	url = {https://link.springer.com/10.1007/978-3-658-38360-2},
	language = {de-DE},
	urldate = {2022-12-29},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Voigt, Daniela},
	year = {2022},
	doi = {10.1007/978-3-658-38360-2},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Voigt - 2022 - Digitalisierung im Sozial- und Gesundheitswesen Z.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W4FHK9TC/Voigt - 2022 - Digitalisierung im Sozial- und Gesundheitswesen Z.pdf:application/pdf},
}

@book{deckert_digitalisierung_2022,
	address = {Wiesbaden},
	series = {essentials},
	title = {Digitalisierung in der {Altenpflege}: {Analyse} und {Handlungsempfehlungen}},
	isbn = {978-3-658-38972-7 978-3-658-38973-4},
	shorttitle = {Digitalisierung in der {Altenpflege}},
	url = {https://link.springer.com/10.1007/978-3-658-38973-4},
	language = {de-DE},
	urldate = {2022-12-29},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Deckert, Ronald and Rascher, Ingolf and Recken, Heinrich},
	year = {2022},
	doi = {10.1007/978-3-658-38973-4},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Deckert et al. - 2022 - Digitalisierung in der Altenpflege Analyse und Ha.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RP9X4II7/Deckert et al. - 2022 - Digitalisierung in der Altenpflege Analyse und Ha.pdf:application/pdf},
}

@book{ide_asthetik_2020,
	address = {Bielefeld},
	edition = {1. Auflage},
	series = {Digitale {Gesellschaft}},
	title = {Ästhetik digitaler {Medien}: {Aktuelle} {Perspektiven}},
	isbn = {978-3-8394-5361-2 978-3-8376-5361-8},
	shorttitle = {Ästhetik digitaler {Medien}},
	language = {de-DE},
	number = {31},
	publisher = {transcript},
	editor = {Ide, Martina},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Ide - 2020 - Ästhetik digitaler Medien Aktuelle Perspektiven.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/INWAANN9/Ide - 2020 - Ästhetik digitaler Medien Aktuelle Perspektiven.pdf:application/pdf},
}

@book{fuchs_education_2022,
	address = {Göttingen},
	edition = {1. Auflage},
	series = {Bildungsmedienforschung},
	title = {In {Education} {We} {Trust}? {Vertrauen} in {Bildung} und {Bildungsmedien}},
	isbn = {978-3-7370-1509-7 978-3-8471-1509-0},
	shorttitle = {In {Education} {We} {Trust}?},
	abstract = {Können wir unserer schulischen Bildung und unseren Bildungsmedien (noch) trauen? Und was heißt es eigentlich konkret, diesen staatlich autorisierten Instanzen und Medien Vertrauen zu schenken? Nach einem Überblick zum Thema aus theoretischer und empirischer Perspektive wird die Frage des Vertrauens in die gesellschaftliche Institution der Bildung in den Blick genommen. Aus biografietheoretischer Perspektive wird zudem beleuchtet, wie Vertrauen und Selbstvertrauen in individuellen Bildungsprozessen als soziale Ressource fungieren. Auch wird untersucht, wie beispielsweise Bildungsmedien anhand ihrer Vermittlungsstrategien, Verwendung und Aneignung Vertrauen oder auch Misstrauen erzeugen. Nicht zuletzt wird die Frage nach Vertrauen und Kontrolle im Kontext digitaler Bildung und digitaler Bildungsmedien gestellt},
	language = {de-DE},
	number = {Band 153},
	publisher = {V\&R unipress},
	editor = {Fuchs, Eckhardt and Otto, Marcus},
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Fuchs und Otto - 2022 - In Education We Trust Vertrauen in Bildung und Bi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IS8993FW/Fuchs und Otto - 2022 - In Education We Trust Vertrauen in Bildung und Bi.pdf:application/pdf},
}

@book{lankau_kein_2017,
	address = {Weinheim Basel},
	series = {Pädagogik},
	title = {Kein {Mensch} {Lernt} {Digital}: Über {Den} {Sinnvollen} {Einsatz} {Neuer} {Medien} {Im} {Unterricht}},
	isbn = {978-3-407-25761-1},
	shorttitle = {Kein {Mensch} {Lernt} {Digital}},
	abstract = {Die IT-Industrie hat die Bildung als Geschäftsfeld seit vielen Jahren auf der Agenda. Wirtschaftsverbände und IT-Vertreter fordern unisono, Digitaltechnik und Programmiersprachen schon in der Grundschule zu unterrichten, damit die Schülerinnen und Schüler für die digitale Zukunft gerüstet seien. Dabei ist der Nutzen digitaler Medien im Unterricht nach wie vor fragwürdig. Ralf Lankau entlarvt in diesem Buch die wirtschaftlichen Interessen der IT-Branche und ihrer Lobbyisten. Dabei geht er sowohl auf die wissenschaftlichen Grundlagen (Kybernetik, Behaviorismus) als auch auf die technischen Rahmenbedingungen von Netzen und Cloud-Computing ein, bevor er konkrete Vorschläge für einen reflektierten und verantwortungsvollen Umgang mit Digitaltechnik im Unterricht skizziert. Die These des Autors lautet: Wir müssen uns auf unsere pädagogische Aufgabe besinnen und (digitale) Medien wieder zu dem machen, was sie im strukturierten Präsenzunterricht sind: didaktische Hilfsmittel. (Verlagstext)},
	language = {de-DE},
	publisher = {Beltz},
	author = {Lankau, Ralf},
	year = {2017},
	note = {ZSCC: 0000038},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien, Bildung, Multimedia, FernUni-Hagen:MABM:M6},
}

@book{de_vries_feedback_2021,
	address = {Wiesbaden},
	series = {Studien zur theoretischen und empirischen {Forschung} in der {Mathematikdidaktik}},
	title = {Feedback in digitalen {Lernumgebungen}: {Eine} {Interventionsstudie} zu dem {Lernpfad} „{Quadratische} {Funktionen} erkunden“},
	isbn = {978-3-658-35837-2 978-3-658-35838-9},
	shorttitle = {Feedback in digitalen {Lernumgebungen}},
	url = {https://link.springer.com/10.1007/978-3-658-35838-9},
	language = {de-DE},
	urldate = {2021-12-11},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {de Vries, Elena},
	year = {2021},
	doi = {10.1007/978-3-658-35838-9},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien, FernUni-Hagen:MABM:M6},
	file = {de Vries - 2021 - Feedback in digitalen Lernumgebungen Eine Interve.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2SJCYEN7/de Vries - 2021 - Feedback in digitalen Lernumgebungen Eine Interve.pdf:application/pdf},
}

@book{holland_digitales_2014,
	address = {Wiesbaden},
	title = {Digitales {Dialogmarketing}},
	isbn = {978-3-658-02540-3 978-3-658-02541-0},
	url = {http://link.springer.com/10.1007/978-3-658-02541-0},
	language = {en-GB},
	urldate = {2022-12-02},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Holland, Heinrich},
	year = {2014},
	doi = {10.1007/978-3-658-02541-0},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Holland - 2014 - Digitales Dialogmarketing.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9XMAEX4D/Holland - 2014 - Digitales Dialogmarketing.pdf:application/pdf},
}

@book{wagener_digitalisierung_2023,
	address = {Wiesbaden},
	series = {Sozialwissenschaften und {Berufspraxis}},
	title = {Die {Digitalisierung} des {Politischen}: {Theoretische} und praktische {Herausforderungen} für die {Demokratie}},
	isbn = {978-3-658-38267-4 978-3-658-38268-1},
	shorttitle = {Die {Digitalisierung} des {Politischen}},
	url = {https://link.springer.com/10.1007/978-3-658-38268-1},
	language = {de-DE},
	urldate = {2023-01-07},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Wagener, Andreas and Stark, Carsten},
	year = {2023},
	doi = {10.1007/978-3-658-38268-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Wagener und Stark - 2023 - Die Digitalisierung des Politischen Theoretische .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MNT3YSSQ/Wagener und Stark - 2023 - Die Digitalisierung des Politischen Theoretische .pdf:application/pdf},
}

@book{katzenberger_podcasts_2022,
	address = {Wiesbaden},
	title = {Podcasts: {Perspektiven} und {Potenziale} eines digitalen {Mediums}},
	isbn = {978-3-658-38711-2 978-3-658-38712-9},
	shorttitle = {Podcasts},
	url = {https://link.springer.com/10.1007/978-3-658-38712-9},
	language = {de-DE},
	urldate = {2022-12-04},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Katzenberger, Vera and Keil, Jana and Wild, Michael},
	year = {2022},
	doi = {10.1007/978-3-658-38712-9},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Katzenberger et al. - 2022 - Podcasts Perspektiven und Potenziale eines digita.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TET46F6C/Katzenberger et al. - 2022 - Podcasts Perspektiven und Potenziale eines digita.pdf:application/pdf;Katzenberger et al. - 2022 - Podcasts Perspektiven und Potenziale eines digita.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WL3IL89V/Katzenberger et al. - 2022 - Podcasts Perspektiven und Potenziale eines digita.pdf:application/pdf},
}

@book{lindner_menschenbilder_2022,
	address = {Wiesbaden},
	title = {Menschenbilder und {Digitalisierung}: {The} {Human} {Default} aus interdisziplinärer {Sicht}},
	isbn = {978-3-658-37163-0 978-3-658-37164-7},
	shorttitle = {Menschenbilder und {Digitalisierung}},
	url = {https://link.springer.com/10.1007/978-3-658-37164-7},
	language = {de-DE},
	urldate = {2023-01-07},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Lindner, Hans-Günter and Bente, Stefan and Richter, Claus},
	year = {2022},
	doi = {10.1007/978-3-658-37164-7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Lindner et al. - 2022 - Menschenbilder und Digitalisierung The Human Defa.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B93Z2S5T/Lindner et al. - 2022 - Menschenbilder und Digitalisierung The Human Defa.pdf:application/pdf},
}

@book{meier_produktion_2022,
	address = {Wiesbaden},
	title = {Produktion und {Logistik} in der digitalen {Transformation}: {Analyse} – {Planung} – {Praxiserfahrungen}},
	isbn = {978-3-658-36559-2 978-3-658-36560-8},
	shorttitle = {Produktion und {Logistik} in der digitalen {Transformation}},
	url = {https://link.springer.com/10.1007/978-3-658-36560-8},
	language = {de-DE},
	urldate = {2022-09-30},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Meier, Klaus-Jürgen and Pfeffer, Matthias},
	year = {2022},
	doi = {10.1007/978-3-658-36560-8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Meier und Pfeffer - 2022 - Produktion und Logistik in der digitalen Transform.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G5TJV9IB/Meier und Pfeffer - 2022 - Produktion und Logistik in der digitalen Transform.pdf:application/pdf},
}

@book{karsch_schule_2022,
	address = {Wiesbaden},
	series = {Medienbildung und {Gesellschaft}},
	title = {Schule und digitale {Kommunikationskultur}: {Antinomien} des {Lehrer}*innenhandelns zwischen {Privatheit} und {Professionalität}},
	volume = {Vol. 49},
	isbn = {978-3-658-36864-7 978-3-658-36865-4},
	shorttitle = {Schule und digitale {Kommunikationskultur}},
	url = {https://link.springer.com/10.1007/978-3-658-36865-4},
	language = {de-DE},
	urldate = {2022-08-21},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Karsch, Philip},
	year = {2022},
	doi = {10.1007/978-3-658-36865-4},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Karsch - 2022 - Schule und digitale Kommunikationskultur Antinomi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DZM3XJRJ/Karsch - 2022 - Schule und digitale Kommunikationskultur Antinomi.pdf:application/pdf},
}

@book{kaudela-baum_leadership_2022,
	address = {Wiesbaden},
	title = {Leadership und {People} {Management}: {Führung} und {Kollaboration} in {Zeiten} der {Digitalisierung} und {Transformation}},
	isbn = {978-3-658-35520-3 978-3-658-35521-0},
	shorttitle = {Leadership und {People} {Management}},
	url = {https://link.springer.com/10.1007/978-3-658-35521-0},
	language = {de-DE},
	urldate = {2022-08-20},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Kaudela-Baum, Stephanie and Meldau, Sandrina and Brasser, Martin},
	year = {2022},
	doi = {10.1007/978-3-658-35521-0},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Kaudela-Baum et al. - 2022 - Leadership und People Management Führung und Koll.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LICWQMMG/Kaudela-Baum et al. - 2022 - Leadership und People Management Führung und Koll.pdf:application/pdf},
}

@book{heller_digitale_2018,
	address = {Berlin, Heidelberg},
	title = {Digitale {Medien} im {Coaching}},
	isbn = {978-3-662-54268-2 978-3-662-54269-9},
	url = {http://link.springer.com/10.1007/978-3-662-54269-9},
	language = {de-DE},
	urldate = {2022-07-14},
	publisher = {Springer Berlin Heidelberg},
	editor = {Heller, Jutta and Triebel, Claas and Hauser, Bernhard and Koch, Axel},
	year = {2018},
	doi = {10.1007/978-3-662-54269-9},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Heller et al. - 2018 - Digitale Medien im Coaching.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6RYKG8MV/Heller et al. - 2018 - Digitale Medien im Coaching.pdf:application/pdf},
}

@book{kreutzer_digitale_2020,
	address = {Wiesbaden},
	title = {Die digitale {Verführung}: {Selbstbestimmt} leben trotz {Smartphone}, {Social} {Media} \& {Co}.},
	isbn = {978-3-658-27780-2 978-3-658-27781-9},
	shorttitle = {Die digitale {Verführung}},
	url = {http://link.springer.com/10.1007/978-3-658-27781-9},
	language = {de-DE},
	urldate = {2022-07-14},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kreutzer, Ralf T.},
	year = {2020},
	doi = {10.1007/978-3-658-27781-9},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Kreutzer - 2020 - Die digitale Verführung Selbstbestimmt leben trot.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JK9P3KNA/Kreutzer - 2020 - Die digitale Verführung Selbstbestimmt leben trot.pdf:application/pdf},
}

@book{katzenbach_regeln_2018,
	address = {Wiesbaden},
	title = {Die {Regeln} digitaler {Kommunikation}},
	isbn = {978-3-658-19336-2 978-3-658-19337-9},
	url = {http://link.springer.com/10.1007/978-3-658-19337-9},
	language = {de-DE},
	urldate = {2022-07-14},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Katzenbach, Christian},
	year = {2018},
	doi = {10.1007/978-3-658-19337-9},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Katzenbach - 2018 - Die Regeln digitaler Kommunikation.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XH6LZFWL/Katzenbach - 2018 - Die Regeln digitaler Kommunikation.pdf:application/pdf},
}

@book{moser_einfuhrung_2019,
	address = {Wiesbaden},
	title = {Einführung in die {Medienpädagogik}: {Aufwachsen} im digitalen {Zeitalter}},
	isbn = {978-3-658-23207-8 978-3-658-23208-5},
	shorttitle = {Einführung in die {Medienpädagogik}},
	url = {http://link.springer.com/10.1007/978-3-658-23208-5},
	language = {de-DE},
	urldate = {2022-07-14},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Moser, Heinz},
	year = {2019},
	doi = {10.1007/978-3-658-23208-5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Moser - 2019 - Einführung in die Medienpädagogik Aufwachsen im d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/39JP92UY/Moser - 2019 - Einführung in die Medienpädagogik Aufwachsen im d.pdf:application/pdf},
}

@book{gerlek_von_2022,
	address = {Hagen},
	series = {Digitale {Kultur}},
	title = {Von {Menschen} und {Maschinen}: {Mensch}-{Maschine}-{Interaktionen} in digitalen {Kulturen}},
	volume = {1},
	isbn = {978-3-98767-005-3},
	shorttitle = {Von {Menschen} und {Maschinen}},
	url = {https://ub-deposit.fernuni-hagen.de/receive/mir_mods_00001838},
	abstract = {Das Verhältnis von Menschen und Maschinen verändert in digitalen Praktiken seine Gestalt. Ihre Präsenz in medizinischen, industriellen, sozialen und wissenschaftlichen Dispositiven modifizieren lebensweltliche Interaktionen dergestalt, dass die Grenzen sowohl anthropozentrisch-instrumenteller als auch kybernetischer Erklärungsmuster offenbar werden. Der interdisziplinäre Band versammelt Untersuchungen, die sich der alltäglichen Macht der Algorithmen in sozialen Medien, den Körperwirkungen des Self Trackings oder der Datenmodellierung in den Digital Humanities widmen. Begleitet werden diese Untersuchungen von Fragen danach, ob nicht ein (gewisser) Anthropozentrismus und eine (digitale) Hermeneutik unvermeidlich bleiben, wenn verstanden werden soll, wie sich die Mensch-Maschine-Interaktionen beschreiben lassen.},
	language = {de-DE},
	urldate = {2022-07-04},
	publisher = {Hagen University Press},
	editor = {Gerlek, Selin and Kissler, Sarah and Mämecke, Thorben and Möbus, Dennis and Eickelmann, Jennifer and Köppert, Katrin and Risthaus, Peter and Sprenger, Florian},
	year = {2022},
	doi = {10.57813/20220620-160005-0},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien, Digitalisierung, Technologie, Interaktion, Maschinen, Subjektivierung, Tracking},
	file = {Gerlek et al. - 2022 - Von Menschen und Maschinen Mensch-Maschine-Intera.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z85RUXMT/Gerlek et al. - 2022 - Von Menschen und Maschinen Mensch-Maschine-Intera.pdf:application/pdf},
}

@book{endres_menschsein_2022,
	address = {Wiesbaden},
	title = {Menschsein in einer technisierten {Welt}: {Interdisziplinäre} {Perspektiven} auf den {Menschen} im {Zeichen} der digitalen {Transformation}},
	isbn = {978-3-658-36219-5 978-3-658-36220-1},
	shorttitle = {Menschsein in einer technisierten {Welt}},
	url = {https://link.springer.com/10.1007/978-3-658-36220-1},
	language = {de-DE},
	urldate = {2022-06-26},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Endres, Eva-Maria and Puzio, Anna and Rutzmoser, Carolin},
	year = {2022},
	doi = {10.1007/978-3-658-36220-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Endres et al. - 2022 - Menschsein in einer technisierten Welt Interdiszi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AWEQM6W4/Endres et al. - 2022 - Menschsein in einer technisierten Welt Interdiszi.pdf:application/pdf},
}

@book{becker_digitale_2022,
	address = {Wiesbaden},
	title = {Digitale {Lernwelten} – {Serious} {Games} und {Gamification}: {Didaktik}, {Anwendungen} und {Erfahrungen} in der {Beruflichen} {Bildung}},
	isbn = {978-3-658-35058-1 978-3-658-35059-8},
	shorttitle = {Digitale {Lernwelten} – {Serious} {Games} und {Gamification}},
	url = {https://link.springer.com/10.1007/978-3-658-35059-8},
	language = {de-DE},
	urldate = {2022-06-23},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Becker, Wolfgang and Metz, Maren},
	year = {2022},
	doi = {10.1007/978-3-658-35059-8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Becker und Metz - 2022 - Digitale Lernwelten – Serious Games und Gamificati.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/J6ATL595/Becker und Metz - 2022 - Digitale Lernwelten – Serious Games und Gamificati.pdf:application/pdf},
}

@book{frenken_mathematisches_2022,
	address = {Wiesbaden},
	series = {Studien zur theoretischen und empirischen {Forschung} in der {Mathematikdidaktik}},
	title = {Mathematisches {Modellieren} in einer digitalen {Lernumgebung}: {Konzeption} und {Evaluation} auf der {Basis} computergenerierter {Prozessdaten}},
	isbn = {978-3-658-37329-0 978-3-658-37330-6},
	shorttitle = {Mathematisches {Modellieren} in einer digitalen {Lernumgebung}},
	url = {https://link.springer.com/10.1007/978-3-658-37330-6},
	language = {de-DE},
	urldate = {2022-05-28},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Frenken, Lena},
	year = {2022},
	doi = {10.1007/978-3-658-37330-6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Frenken - 2022 - Mathematisches Modellieren in einer digitalen Lern.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8CVFXGW6/Frenken - 2022 - Mathematisches Modellieren in einer digitalen Lern.pdf:application/pdf},
}

@book{hattula_praxisorientierte_2021,
	address = {Wiesbaden},
	title = {Praxisorientierte {Hochschullehre}: {Insights} in innovative sowie digitale {Lehrkonzepte} und {Kooperationen} mit der {Wirtschaft}},
	isbn = {978-3-658-32392-9 978-3-658-32393-6},
	shorttitle = {Praxisorientierte {Hochschullehre}},
	url = {https://link.springer.com/10.1007/978-3-658-32393-6},
	language = {de-DE},
	urldate = {2022-05-21},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Hattula, Cansu and Hilgers-Sekowsky, Julia and Schuster, Gabriele},
	year = {2021},
	doi = {10.1007/978-3-658-32393-6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Hattula et al. - 2021 - Praxisorientierte Hochschullehre Insights in inno.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NGE89A3P/Hattula et al. - 2021 - Praxisorientierte Hochschullehre Insights in inno.pdf:application/pdf},
}

@book{bamberg_digitale_2021,
	address = {Wiesbaden},
	edition = {1. Auflage 2021},
	title = {Digitale {Arbeit} {Gestalten}: {Herausforderungen} {Der} {Digitalisierung} {Für} {Die} {Gestaltung} {Gesunder} {Arbeit}},
	isbn = {978-3-658-34647-8 978-3-658-34646-1},
	shorttitle = {Digitale {Arbeit} {Gestalten}},
	language = {de-DE},
	publisher = {Springer Fachmedien Wiesbaden GmbH},
	editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique},
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Bamberg et al. - 2021 - Digitale Arbeit Gestalten Herausforderungen Der D.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YT46XN6W/Bamberg et al. - 2021 - Digitale Arbeit Gestalten Herausforderungen Der D.pdf:application/pdf},
}

@book{gloerfeld_auswirkungen_2020,
	address = {Wiesbaden},
	series = {Medienbildung und {Gesellschaft}},
	title = {Auswirkungen von {Digitalisierung} auf {Lehr}- und {Lernprozesse}: {Didaktische} {Veränderungen} am {Beispiel} der {FernUniversität} in {Hagen}},
	volume = {43},
	isbn = {978-3-658-30475-1 978-3-658-30476-8},
	shorttitle = {Auswirkungen von {Digitalisierung} auf {Lehr}- und {Lernprozesse}},
	url = {http://link.springer.com/10.1007/978-3-658-30476-8},
	language = {de-DE},
	urldate = {2022-05-03},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gloerfeld, Christina},
	editor = {Fromme, Johannes and Ganguin, Sonja and Iske, Stefan and Meister, Dorothee M. and Sander, Uwe},
	year = {2020},
	doi = {10.1007/978-3-658-30476-8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Gloerfeld - 2020 - Auswirkungen von Digitalisierung auf Lehr- und Ler.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LIE82PRE/Gloerfeld - 2020 - Auswirkungen von Digitalisierung auf Lehr- und Ler.pdf:application/pdf},
}

@book{vollbrecht_einfuhrung_2001,
	address = {Weinheim},
	series = {Beltz-{Studium} {Kultur} und {Gesellschaft}},
	title = {Einführung in die {Medienpädagogik}},
	isbn = {978-3-407-25234-0 978-3-407-29090-8},
	abstract = {Eine Einführung in medienpädagogisches Denken, in medienwissenschaftliche Theorien und grundlegende empirische Erkenntnisse über Mediennutzung. Am Beispiel der seit einhundert Jahren geführten Kinodebatte stellt der Autor unterschiedliche medienpädagogische Standpunkte vor und zeigt ihre Veränderungen bis hin zur heutigen Zielvorstellung von Medienkompetenz. Anschließend werden medien- und kommunikationswissenschaftliche Theorien und Konzepte beschrieben und diskutiert. Weitere Kapitel befassen sich mit Medien und Gewalt, der Werbewirkungsforschung, den Medienwelten von Kindern und Jugendlichen sowie den neuen pädagogischen Herausforderungen der digitalen Medien},
	language = {de-DE},
	publisher = {Beltz},
	author = {Vollbrecht, Ralf},
	year = {2001},
	note = {OCLC: 76197537},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien, \#nosource},
}

@incollection{paier_praktiken_2022,
	address = {Wiesbaden},
	title = {Praktiken der {Koordination} von {Lehre} und {Lehrenden}: {Von} {Grauzonen} akademischer {Lehrorganisation} und ihrer {Bewältigung}},
	isbn = {978-3-658-36884-5 978-3-658-36885-2},
	shorttitle = {Praktiken der {Koordination} von {Lehre} und {Lehrenden}},
	url = {https://link.springer.com/10.1007/978-3-658-36885-2_7},
	language = {de-DE},
	urldate = {2022-08-07},
	booktitle = {Hochschule, {Digitalisierung}, {Innovation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Nachbagauer, Andreas and Paier, Dietmar},
	editor = {Paier, Dietmar},
	year = {2022},
	doi = {10.1007/978-3-658-36885-2_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {141--200},
	file = {Nachbagauer und Paier - 2022 - Praktiken der Koordination von Lehre und Lehrenden.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/27W4LYK6/Nachbagauer und Paier - 2022 - Praktiken der Koordination von Lehre und Lehrenden.pdf:application/pdf},
}

@incollection{lux_digital-_2022,
	address = {Wiesbaden},
	title = {Digital- und {Managementkompetenzen} in virtuellen {Pflegeunternehmen} erwerben},
	isbn = {978-3-658-35630-9 978-3-658-35631-6},
	url = {https://link.springer.com/10.1007/978-3-658-35631-6_24},
	language = {de-DE},
	urldate = {2022-10-12},
	booktitle = {Pflegemanagement und {Innovation} in der {Pflege}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lapschieß, Roland and Stratmeyer, Peter},
	editor = {Lux, Gerald and Matusiewicz, David},
	year = {2022},
	doi = {10.1007/978-3-658-35631-6_24},
	note = {Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {317--331},
	file = {Lapschieß und Stratmeyer - 2022 - Digital- und Managementkompetenzen in virtuellen P.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XTWESGLV/Lapschieß und Stratmeyer - 2022 - Digital- und Managementkompetenzen in virtuellen P.pdf:application/pdf},
}

@incollection{lux_digitalisierung_2022,
	address = {Wiesbaden},
	title = {Digitalisierung in der {Pflege} beginnt bei {Angehörigen} von {Pflegebedürftigen}},
	isbn = {978-3-658-35630-9 978-3-658-35631-6},
	url = {https://link.springer.com/10.1007/978-3-658-35631-6_23},
	language = {de-DE},
	urldate = {2022-10-12},
	booktitle = {Pflegemanagement und {Innovation} in der {Pflege}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Seemann, Axel and Klann, Christian},
	editor = {Lux, Gerald and Matusiewicz, David},
	year = {2022},
	doi = {10.1007/978-3-658-35631-6_23},
	note = {Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {303--315},
	file = {Seemann und Klann - 2022 - Digitalisierung in der Pflege beginnt bei Angehöri.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/22LFF7KB/Seemann und Klann - 2022 - Digitalisierung in der Pflege beginnt bei Angehöri.pdf:application/pdf},
}

@incollection{lux_digitale_2022,
	address = {Wiesbaden},
	title = {Digitale {Unterstützung} in der häuslichen {Demenzpflege} – {Guter} {Rat} für {Betroffene}},
	isbn = {978-3-658-35630-9 978-3-658-35631-6},
	url = {https://link.springer.com/10.1007/978-3-658-35631-6_22},
	language = {de-DE},
	urldate = {2022-10-12},
	booktitle = {Pflegemanagement und {Innovation} in der {Pflege}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Behrens, Yvonne and Scharfenorth, Karin},
	editor = {Lux, Gerald and Matusiewicz, David},
	year = {2022},
	doi = {10.1007/978-3-658-35631-6_22},
	note = {Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {289--301},
	file = {Behrens und Scharfenorth - 2022 - Digitale Unterstützung in der häuslichen Demenzpfl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A3L2NXEA/Behrens und Scharfenorth - 2022 - Digitale Unterstützung in der häuslichen Demenzpfl.pdf:application/pdf},
}

@incollection{lux_technopflege_2022,
	address = {Wiesbaden},
	title = {Technopflege – {Kann} eine technologisierte {Nähe} menschlich bleiben? {Ethische} {Einordnungen} der digitalen {Wende} in der {Pflege}},
	isbn = {978-3-658-35630-9 978-3-658-35631-6},
	shorttitle = {Technopflege – {Kann} eine technologisierte {Nähe} menschlich bleiben?},
	url = {https://link.springer.com/10.1007/978-3-658-35631-6_21},
	language = {de-DE},
	urldate = {2022-10-12},
	booktitle = {Pflegemanagement und {Innovation} in der {Pflege}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Heinemann, Stefan},
	editor = {Lux, Gerald and Matusiewicz, David},
	year = {2022},
	doi = {10.1007/978-3-658-35631-6_21},
	note = {Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {277--286},
	file = {Heinemann - 2022 - Technopflege – Kann eine technologisierte Nähe men.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R6JGJZXA/Heinemann - 2022 - Technopflege – Kann eine technologisierte Nähe men.pdf:application/pdf},
}

@incollection{tippelt_lehren_2018,
	address = {Wiesbaden},
	title = {Lehren und {Lernen} mit digitalen {Medien}},
	isbn = {978-3-531-19980-1 978-3-531-19981-8},
	url = {http://link.springer.com/10.1007/978-3-531-19981-8_42},
	language = {de-DE},
	urldate = {2022-09-03},
	booktitle = {Handbuch {Bildungsforschung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stegmann, Karsten and Wecker, Christof and Mandl, Heinz and Fischer, Frank},
	editor = {Tippelt, Rudolf and Schmidt-Hertha, Bernhard},
	year = {2018},
	doi = {10.1007/978-3-531-19981-8_42},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {967--988},
	file = {Stegmann et al. - 2018 - Lehren und Lernen mit digitalen Medien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H63DM7VY/Stegmann et al. - 2018 - Lehren und Lernen mit digitalen Medien.pdf:application/pdf},
}

@incollection{schweer_herausforderungen_2022,
	address = {Wiesbaden},
	title = {Herausforderungen im {Nexus} digitaler {Entwicklung}},
	isbn = {978-3-658-29046-7 978-3-658-29047-4},
	url = {https://link.springer.com/10.1007/978-3-658-29047-4_18},
	language = {de-DE},
	urldate = {2022-05-20},
	booktitle = {Facetten des {Vertrauens} und {Misstrauens}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bolsinger, Harald J.},
	editor = {Schweer, Martin K. W.},
	year = {2022},
	doi = {10.1007/978-3-658-29047-4_18},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {355--366},
	file = {Bolsinger - 2022 - Herausforderungen im Nexus digitaler Entwicklung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NJACAIZW/Bolsinger - 2022 - Herausforderungen im Nexus digitaler Entwicklung.pdf:application/pdf},
}

@incollection{lux_faktor_2022,
	address = {Wiesbaden},
	title = {Der {Faktor} {Mensch} bei der digitalen {Transformation} in der {Pflegebranche} – ein methodischer {Ansatz} für die erfolgreiche {Implementierung} unter {Berücksichtigung} gesundheitsförderlicher {Prozessgestaltung} in mittelständischen {Pflegeunternehmen}},
	isbn = {978-3-658-35630-9 978-3-658-35631-6},
	url = {https://link.springer.com/10.1007/978-3-658-35631-6_25},
	language = {de-DE},
	urldate = {2022-10-12},
	booktitle = {Pflegemanagement und {Innovation} in der {Pflege}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bücks, Björn and Giebe, Carsten},
	editor = {Lux, Gerald and Matusiewicz, David},
	year = {2022},
	doi = {10.1007/978-3-658-35631-6_25},
	note = {Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {333--345},
	file = {Bücks und Giebe - 2022 - Der Faktor Mensch bei der digitalen Transformation.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5I6GDJXT/Bücks und Giebe - 2022 - Der Faktor Mensch bei der digitalen Transformation.pdf:application/pdf},
}

@incollection{kasprowicz_digitalisierung_2020,
	address = {Wiesbaden},
	title = {Digitalisierung, {Virtualisierung} und das {Recht}},
	isbn = {978-3-658-16341-9 978-3-658-16342-6},
	url = {http://link.springer.com/10.1007/978-3-658-16342-6_26},
	language = {de-DE},
	urldate = {2022-07-14},
	booktitle = {Handbuch {Virtualität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hilgendorf, Eric},
	editor = {Kasprowicz, Dawid and Rieger, Stefan},
	year = {2020},
	doi = {10.1007/978-3-658-16342-6_26},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {405--424},
	file = {Hilgendorf - 2020 - Digitalisierung, Virtualisierung und das Recht.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R6DLVPKJ/Hilgendorf - 2020 - Digitalisierung, Virtualisierung und das Recht.pdf:application/pdf},
}

@incollection{negri_srf_2020,
	address = {Berlin, Heidelberg},
	title = {{SRF} auf dem {Weg} zu einem digitalen {Medienhaus}: {Auswirkungen} auf die interne journalistische {Aus}- und {Weiterbildung}},
	isbn = {978-3-662-60464-9 978-3-662-60465-6},
	shorttitle = {{SRF} auf dem {Weg} zu einem digitalen {Medienhaus}},
	url = {http://link.springer.com/10.1007/978-3-662-60465-6_11},
	language = {de-DE},
	urldate = {2022-07-14},
	booktitle = {Angewandte {Psychologie} in der {Arbeitswelt}},
	publisher = {Springer Berlin Heidelberg},
	author = {Brönimann, Gabriela},
	editor = {Negri, Christoph and Eberhardt, Daniela},
	year = {2020},
	doi = {10.1007/978-3-662-60465-6_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {147--159},
	file = {Brönimann - 2020 - SRF auf dem Weg zu einem digitalen Medienhaus Aus.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3FZAA2AQ/Brönimann - 2020 - SRF auf dem Weg zu einem digitalen Medienhaus Aus.pdf:application/pdf},
}

@incollection{ackermann_digitalisierung_2020,
	address = {Wiesbaden},
	title = {Digitalisierung und {Wissenstransfer}: praxiserprobte {Onlinematerialien} für agile {Organisationen}},
	isbn = {978-3-658-31874-1 978-3-658-31875-8},
	shorttitle = {Digitalisierung und {Wissenstransfer}},
	url = {http://link.springer.com/10.1007/978-3-658-31875-8_12},
	language = {de-DE},
	urldate = {2022-07-08},
	booktitle = {Erfolgreicher {Wissenstransfer} in agilen {Organisationen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ackermann, Benno and Ackermann, B.},
	collaborator = {Ackermann, Benno and Krancher, Oliver and North, Klaus and Schildknecht, Katrin and Schorta, Silvia},
	year = {2020},
	doi = {10.1007/978-3-658-31875-8_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {209--219},
	file = {Ackermann und Ackermann - 2020 - Digitalisierung und Wissenstransfer praxiserprobt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VVD2CXD8/Ackermann und Ackermann - 2020 - Digitalisierung und Wissenstransfer praxiserprobt.pdf:application/pdf},
}

@incollection{endres_digitalisierung_2022,
	address = {Wiesbaden},
	title = {Digitalisierung als {Kritik} von {Subjektivität}. Über {Kontingenz} und {Politisierung} von {Menschsein} in einer digitalen {Welt}},
	isbn = {978-3-658-36219-5 978-3-658-36220-1},
	url = {https://link.springer.com/10.1007/978-3-658-36220-1_7},
	language = {de-DE},
	urldate = {2022-06-26},
	booktitle = {Menschsein in einer technisierten {Welt}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Prugger, Julian},
	editor = {Endres, Eva-Maria and Puzio, Anna and Rutzmoser, Carolin},
	year = {2022},
	doi = {10.1007/978-3-658-36220-1_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {93--110},
	file = {Prugger - 2022 - Digitalisierung als Kritik von Subjektivität. Über.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZGK54QYP/Prugger - 2022 - Digitalisierung als Kritik von Subjektivität. Über.pdf:application/pdf},
}

@incollection{endres_digitale_2022,
	address = {Wiesbaden},
	title = {Die digitale {Sinn}-{Flut}: {Wie} {Digitalisieren} {Komplexitätsüberschüsse} begünstigt und sozialen {Wandel} befeuert},
	isbn = {978-3-658-36219-5 978-3-658-36220-1},
	shorttitle = {Die digitale {Sinn}-{Flut}},
	url = {https://link.springer.com/10.1007/978-3-658-36220-1_9},
	language = {de-DE},
	urldate = {2022-06-26},
	booktitle = {Menschsein in einer technisierten {Welt}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hanisch, Ludwig M.},
	editor = {Endres, Eva-Maria and Puzio, Anna and Rutzmoser, Carolin},
	year = {2022},
	doi = {10.1007/978-3-658-36220-1_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {129--143},
	file = {Hanisch - 2022 - Die digitale Sinn-Flut Wie Digitalisieren Komplex.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YDEFP7S6/Hanisch - 2022 - Die digitale Sinn-Flut Wie Digitalisieren Komplex.pdf:application/pdf},
}

@incollection{endres_uber_2022,
	address = {Wiesbaden},
	title = {Über die {Vereinbarkeit} von kritischer und digitaler {Bildung}},
	isbn = {978-3-658-36219-5 978-3-658-36220-1},
	url = {https://link.springer.com/10.1007/978-3-658-36220-1_11},
	language = {de-DE},
	urldate = {2022-06-26},
	booktitle = {Menschsein in einer technisierten {Welt}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lensch, Tobias},
	editor = {Endres, Eva-Maria and Puzio, Anna and Rutzmoser, Carolin},
	year = {2022},
	doi = {10.1007/978-3-658-36220-1_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {163--174},
	file = {Lensch - 2022 - Über die Vereinbarkeit von kritischer und digitale.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZQYMH5ZQ/Lensch - 2022 - Über die Vereinbarkeit von kritischer und digitale.pdf:application/pdf},
}

@incollection{endres_wittgensteinsche_2022,
	address = {Wiesbaden},
	title = {Eine {Wittgensteinsche} {Herausforderung} für die {Digitalisierung} der {Bildung}},
	isbn = {978-3-658-36219-5 978-3-658-36220-1},
	url = {https://link.springer.com/10.1007/978-3-658-36220-1_12},
	language = {de-DE},
	urldate = {2022-06-26},
	booktitle = {Menschsein in einer technisierten {Welt}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bagheri Noaparast, Zoheir},
	editor = {Endres, Eva-Maria and Puzio, Anna and Rutzmoser, Carolin},
	year = {2022},
	doi = {10.1007/978-3-658-36220-1_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {175--191},
	file = {Bagheri Noaparast - 2022 - Eine Wittgensteinsche Herausforderung für die Digi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VDEIZMND/Bagheri Noaparast - 2022 - Eine Wittgensteinsche Herausforderung für die Digi.pdf:application/pdf},
}

@incollection{endres_menschsein_2022-1,
	address = {Wiesbaden},
	title = {Menschsein in einer technisierten {Welt} – {Einleitende} {Bemerkungen} zu einer interdisziplinären {Auseinandersetzung} mit der digitalen {Transformation}},
	isbn = {978-3-658-36219-5 978-3-658-36220-1},
	url = {https://link.springer.com/10.1007/978-3-658-36220-1_1},
	language = {de-DE},
	urldate = {2022-06-26},
	booktitle = {Menschsein in einer technisierten {Welt}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Puzio, Anna and Rutzmoser, Carolin and Endres, Eva-Maria},
	editor = {Endres, Eva-Maria and Puzio, Anna and Rutzmoser, Carolin},
	year = {2022},
	doi = {10.1007/978-3-658-36220-1_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--8},
	file = {Puzio et al. - 2022 - Menschsein in einer technisierten Welt – Einleiten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RRZNVKAF/Puzio et al. - 2022 - Menschsein in einer technisierten Welt – Einleiten.pdf:application/pdf},
}

@incollection{kasprowicz_digitales_2020,
	address = {Wiesbaden},
	title = {Digitales {Geld} und virtuelles {Geld}},
	isbn = {978-3-658-16341-9 978-3-658-16342-6},
	url = {http://link.springer.com/10.1007/978-3-658-16342-6_37},
	language = {de-DE},
	urldate = {2022-07-14},
	booktitle = {Handbuch {Virtualität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wisbar, Sarah},
	editor = {Kasprowicz, Dawid and Rieger, Stefan},
	year = {2020},
	doi = {10.1007/978-3-658-16342-6_37},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {249--263},
	file = {Wisbar - 2020 - Digitales Geld und virtuelles Geld.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EV63ZX2H/Wisbar - 2020 - Digitales Geld und virtuelles Geld.pdf:application/pdf},
}

@incollection{zulaica_y_mugica_fragmente_2022,
	address = {Wiesbaden},
	title = {Fragmente (post-) digitaler {Lebenswelten}},
	isbn = {978-3-658-29044-3 978-3-658-29045-0},
	url = {https://link.springer.com/10.1007/978-3-658-29045-0_9},
	language = {de-DE},
	urldate = {2022-08-07},
	booktitle = {Rhetoriken des {Digitalen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bruns, Jessica and Dresbach, Johanna Marlene and Forst, Leonie and Königschulte, Sascha and Neuhaus, Nadine and Stamm, Sarah Luisa and Winterhager, Anne},
	editor = {Zulaica y Mugica, Miguel and Zehbe, Klaus-Christian},
	year = {2022},
	doi = {10.1007/978-3-658-29045-0_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {161--193},
	file = {Bruns et al. - 2022 - Fragmente (post-) digitaler Lebenswelten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S8YBLGL3/Bruns et al. - 2022 - Fragmente (post-) digitaler Lebenswelten.pdf:application/pdf},
}

@incollection{zulaica_y_mugica_visuelle_2022,
	address = {Wiesbaden},
	title = {Visuelle {Rhetoriken}: {Bild} {Re}-/{Produktionen} und mediale {Wissenstransfers}},
	isbn = {978-3-658-29044-3 978-3-658-29045-0},
	shorttitle = {Visuelle {Rhetoriken}},
	url = {https://link.springer.com/10.1007/978-3-658-29045-0_6},
	language = {de-DE},
	urldate = {2022-08-07},
	booktitle = {Rhetoriken des {Digitalen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hübscher, Sarah},
	editor = {Zulaica y Mugica, Miguel and Zehbe, Klaus-Christian},
	year = {2022},
	doi = {10.1007/978-3-658-29045-0_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {105--124},
	file = {Hübscher - 2022 - Visuelle Rhetoriken Bild Re-Produktionen und med.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TISMYTCB/Hübscher - 2022 - Visuelle Rhetoriken Bild Re-Produktionen und med.pdf:application/pdf},
}

@incollection{zulaica_y_mugica_experimentieren_2022,
	address = {Wiesbaden},
	title = {Experimentieren in der {Netzwerkgesellschaft}: {Praktiken} der {Bildung} in der {Kultur} der {Digitalität}},
	isbn = {978-3-658-29044-3 978-3-658-29045-0},
	shorttitle = {Experimentieren in der {Netzwerkgesellschaft}},
	url = {https://link.springer.com/10.1007/978-3-658-29045-0_4},
	language = {de-DE},
	urldate = {2022-08-07},
	booktitle = {Rhetoriken des {Digitalen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schenk, Sabrina},
	editor = {Zulaica y Mugica, Miguel and Zehbe, Klaus-Christian},
	year = {2022},
	doi = {10.1007/978-3-658-29045-0_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {65--81},
	file = {Schenk - 2022 - Experimentieren in der Netzwerkgesellschaft Prakt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TEY39VQY/Schenk - 2022 - Experimentieren in der Netzwerkgesellschaft Prakt.pdf:application/pdf},
}

@incollection{zulaica_y_mugica_digitale_2022,
	address = {Wiesbaden},
	title = {Digitale {Bildung}? {Bildungstheoretische} {Erkundungen} eines {Versprechens}},
	isbn = {978-3-658-29044-3 978-3-658-29045-0},
	shorttitle = {Digitale {Bildung}?},
	url = {https://link.springer.com/10.1007/978-3-658-29045-0_3},
	language = {de-DE},
	urldate = {2022-08-07},
	booktitle = {Rhetoriken des {Digitalen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bünger, Carsten},
	editor = {Zulaica y Mugica, Miguel and Zehbe, Klaus-Christian},
	year = {2022},
	doi = {10.1007/978-3-658-29045-0_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {43--63},
	file = {Bünger - 2022 - Digitale Bildung Bildungstheoretische Erkundungen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SS93U5AN/Bünger - 2022 - Digitale Bildung Bildungstheoretische Erkundungen.pdf:application/pdf},
}

@incollection{zulaica_y_mugica_access_2022,
	address = {Wiesbaden},
	title = {Access {Denied}: {Bildung} im digitalen {Zeitalter} zwischen {Offenheit} und {Ungleichheit}},
	isbn = {978-3-658-29044-3 978-3-658-29045-0},
	shorttitle = {Access {Denied}},
	url = {https://link.springer.com/10.1007/978-3-658-29045-0_2},
	language = {de-DE},
	urldate = {2022-08-07},
	booktitle = {Rhetoriken des {Digitalen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Verständig, Dan},
	editor = {Zulaica y Mugica, Miguel and Zehbe, Klaus-Christian},
	year = {2022},
	doi = {10.1007/978-3-658-29045-0_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {21--42},
	file = {Verständig - 2022 - Access Denied Bildung im digitalen Zeitalter zwis.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4I48BPPM/Verständig - 2022 - Access Denied Bildung im digitalen Zeitalter zwis.pdf:application/pdf},
}

@incollection{zulaica_y_mugica_digitalitat_2022,
	address = {Wiesbaden},
	title = {Digitalität global: {Eine} thematische und methodologische {Skizze} einer weltumspannend gedachten {Medienpädagogik}},
	isbn = {978-3-658-29044-3 978-3-658-29045-0},
	shorttitle = {Digitalität global},
	url = {https://link.springer.com/10.1007/978-3-658-29045-0_8},
	language = {de-DE},
	urldate = {2022-08-07},
	booktitle = {Rhetoriken des {Digitalen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Grünberger, Nina},
	editor = {Zulaica y Mugica, Miguel and Zehbe, Klaus-Christian},
	year = {2022},
	doi = {10.1007/978-3-658-29045-0_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {143--160},
	file = {Grünberger - 2022 - Digitalität global Eine thematische und methodolo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YANGLFT8/Grünberger - 2022 - Digitalität global Eine thematische und methodolo.pdf:application/pdf},
}

@incollection{zulaica_y_mugica_wir_2022,
	address = {Wiesbaden},
	title = {Wir als {Kapital} und {Datenbank}-{Content}: {Rekonstruktion} (m)eines {Versuchs}, redend einen {Pfad} über die {Rhetorik} hinaus zu bahnen},
	isbn = {978-3-658-29044-3 978-3-658-29045-0},
	shorttitle = {Wir als {Kapital} und {Datenbank}-{Content}},
	url = {https://link.springer.com/10.1007/978-3-658-29045-0_7},
	language = {de-DE},
	urldate = {2022-08-07},
	booktitle = {Rhetoriken des {Digitalen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Sanders, Olaf},
	editor = {Zulaica y Mugica, Miguel and Zehbe, Klaus-Christian},
	year = {2022},
	doi = {10.1007/978-3-658-29045-0_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {125--142},
	file = {Sanders - 2022 - Wir als Kapital und Datenbank-Content Rekonstrukt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/57DHXFMD/Sanders - 2022 - Wir als Kapital und Datenbank-Content Rekonstrukt.pdf:application/pdf},
}

@incollection{zulaica_y_mugica_medienbildung_2022,
	address = {Wiesbaden},
	title = {Medienbildung als {Transformation} relationaler {Gefüge}: {Eine} postanthropozentrische {Skizze} und ihre {Tücken}},
	isbn = {978-3-658-29044-3 978-3-658-29045-0},
	shorttitle = {Medienbildung als {Transformation} relationaler {Gefüge}},
	url = {https://link.springer.com/10.1007/978-3-658-29045-0_5},
	language = {de-DE},
	urldate = {2022-08-07},
	booktitle = {Rhetoriken des {Digitalen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bettinger, Patrick},
	editor = {Zulaica y Mugica, Miguel and Zehbe, Klaus-Christian},
	year = {2022},
	doi = {10.1007/978-3-658-29045-0_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {83--103},
	file = {Bettinger - 2022 - Medienbildung als Transformation relationaler Gefü.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5XV9IKSK/Bettinger - 2022 - Medienbildung als Transformation relationaler Gefü.pdf:application/pdf},
}

@incollection{paier_kompetenzorientiertes_2022,
	address = {Wiesbaden},
	title = {Kompetenzorientiertes und studierendenzentriertes {Re}-{Design} der {Lehrveranstaltung} „{Projektpraktikum}“},
	isbn = {978-3-658-36884-5 978-3-658-36885-2},
	url = {https://link.springer.com/10.1007/978-3-658-36885-2_5},
	language = {de-DE},
	urldate = {2022-08-07},
	booktitle = {Hochschule, {Digitalisierung}, {Innovation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Steinreiber, Christian},
	editor = {Paier, Dietmar},
	year = {2022},
	doi = {10.1007/978-3-658-36885-2_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {95--116},
	file = {Steinreiber - 2022 - Kompetenzorientiertes und studierendenzentriertes .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BUV2K8QI/Steinreiber - 2022 - Kompetenzorientiertes und studierendenzentriertes .pdf:application/pdf},
}

@incollection{paier_using_2022,
	address = {Wiesbaden},
	title = {Using {Microsoft} {Teams} and {OneNote} as {Key} {Technologies} for {Implementing} {Twenty}-first {Century} {Skills}},
	isbn = {978-3-658-36884-5 978-3-658-36885-2},
	url = {https://link.springer.com/10.1007/978-3-658-36885-2_4},
	language = {en-GB},
	urldate = {2022-08-07},
	booktitle = {Hochschule, {Digitalisierung}, {Innovation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Guggenberger, Markus},
	editor = {Paier, Dietmar},
	year = {2022},
	doi = {10.1007/978-3-658-36885-2_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {73--94},
	file = {Guggenberger - 2022 - Using Microsoft Teams and OneNote as Key Technolog.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G5Q5HGMY/Guggenberger - 2022 - Using Microsoft Teams and OneNote as Key Technolog.pdf:application/pdf},
}

@incollection{endres_herstellung_2022,
	address = {Wiesbaden},
	title = {Die {Herstellung} des organlosen {Körpers} als {Ent}-{Subjektivierung}. {Vorschlag} einer deleuzianischen {Perspektive} auf das {Feld} {Bildung} und {Digitalisierung}},
	isbn = {978-3-658-36219-5 978-3-658-36220-1},
	url = {https://link.springer.com/10.1007/978-3-658-36220-1_13},
	language = {de-DE},
	urldate = {2022-06-26},
	booktitle = {Menschsein in einer technisierten {Welt}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Eich, Corinna},
	editor = {Endres, Eva-Maria and Puzio, Anna and Rutzmoser, Carolin},
	year = {2022},
	doi = {10.1007/978-3-658-36220-1_13},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {193--208},
	file = {Eich - 2022 - Die Herstellung des organlosen Körpers als Ent-Sub.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QY3FYYVS/Eich - 2022 - Die Herstellung des organlosen Körpers als Ent-Sub.pdf:application/pdf},
}

@incollection{becker_usability_2022,
	address = {Wiesbaden},
	title = {Usability von {Serious} {Games}: {Anforderungen}, {Kriterien} und {Verfahren}},
	isbn = {978-3-658-35058-1 978-3-658-35059-8},
	shorttitle = {Usability von {Serious} {Games}},
	url = {https://link.springer.com/10.1007/978-3-658-35059-8_7},
	language = {de-DE},
	urldate = {2022-06-23},
	booktitle = {Digitale {Lernwelten} – {Serious} {Games} und {Gamification}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Becker, Wolfgang},
	editor = {Becker, Wolfgang and Metz, Maren},
	year = {2022},
	doi = {10.1007/978-3-658-35059-8_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {99--112},
	file = {Becker - 2022 - Usability von Serious Games Anforderungen, Kriter.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2KF5F5YZ/Becker - 2022 - Usability von Serious Games Anforderungen, Kriter.pdf:application/pdf},
}

@incollection{becker_gendersensible_2022,
	address = {Wiesbaden},
	title = {Gendersensible {Berufsorientierung} mit einem {Serious} {Game}: {Didaktische} {Einbettung} des {Spiels} „{Serena} {Supergreen}“},
	isbn = {978-3-658-35058-1 978-3-658-35059-8},
	shorttitle = {Gendersensible {Berufsorientierung} mit einem {Serious} {Game}},
	url = {https://link.springer.com/10.1007/978-3-658-35059-8_9},
	language = {de-DE},
	urldate = {2022-06-23},
	booktitle = {Digitale {Lernwelten} – {Serious} {Games} und {Gamification}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Spangenberger, Pia and Draeger, Iken and Kapp, Felix and Kruse, Linda and Matthes, Nadine},
	editor = {Becker, Wolfgang and Metz, Maren},
	year = {2022},
	doi = {10.1007/978-3-658-35059-8_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {127--146},
	file = {Spangenberger et al. - 2022 - Gendersensible Berufsorientierung mit einem Seriou.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XEISCWGX/Spangenberger et al. - 2022 - Gendersensible Berufsorientierung mit einem Seriou.pdf:application/pdf},
}

@incollection{becker_serious_2022,
	address = {Wiesbaden},
	title = {Serious {Games} in der Ökonomie: {Von} partiellen {Ansätzen} zu holistischen {Konzepten}},
	isbn = {978-3-658-35058-1 978-3-658-35059-8},
	shorttitle = {Serious {Games} in der Ökonomie},
	url = {https://link.springer.com/10.1007/978-3-658-35059-8_11},
	language = {de-DE},
	urldate = {2022-06-23},
	booktitle = {Digitale {Lernwelten} – {Serious} {Games} und {Gamification}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Karaarslan, Can},
	editor = {Becker, Wolfgang and Metz, Maren},
	year = {2022},
	doi = {10.1007/978-3-658-35059-8_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {167--180},
	file = {Karaarslan - 2022 - Serious Games in der Ökonomie Von partiellen Ansä.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IIXWPWBH/Karaarslan - 2022 - Serious Games in der Ökonomie Von partiellen Ansä.pdf:application/pdf},
}

@incollection{becker_game_2022,
	address = {Wiesbaden},
	title = {Game {Based} {Learning} in der {Kompetenzentwicklung} von {Lean}-{Management}-{Methoden}},
	isbn = {978-3-658-35058-1 978-3-658-35059-8},
	url = {https://link.springer.com/10.1007/978-3-658-35059-8_12},
	language = {de-DE},
	urldate = {2022-06-23},
	booktitle = {Digitale {Lernwelten} – {Serious} {Games} und {Gamification}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Conrad, Ralph and Ottersböck, Nicole and Terstegen, Sebastian},
	editor = {Becker, Wolfgang and Metz, Maren},
	year = {2022},
	doi = {10.1007/978-3-658-35059-8_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {183--199},
	file = {Conrad et al. - 2022 - Game Based Learning in der Kompetenzentwicklung vo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B4AUI9DB/Conrad et al. - 2022 - Game Based Learning in der Kompetenzentwicklung vo.pdf:application/pdf},
}

@incollection{becker_konzept_2022,
	address = {Wiesbaden},
	title = {Das {Konzept} {Gamification} als spielerisches {Lernelement}},
	isbn = {978-3-658-35058-1 978-3-658-35059-8},
	url = {https://link.springer.com/10.1007/978-3-658-35059-8_5},
	language = {de-DE},
	urldate = {2022-06-23},
	booktitle = {Digitale {Lernwelten} – {Serious} {Games} und {Gamification}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kodalle, Thorsten and Metz, Maren},
	editor = {Becker, Wolfgang and Metz, Maren},
	year = {2022},
	doi = {10.1007/978-3-658-35059-8_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {65--78},
	file = {Kodalle und Metz - 2022 - Das Konzept Gamification als spielerisches Lernele.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RVTSXRI3/Kodalle und Metz - 2022 - Das Konzept Gamification als spielerisches Lernele.pdf:application/pdf},
}

@incollection{becker_automatisierte_2022,
	address = {Wiesbaden},
	title = {Automatisierte {Analyse} und {Auswertung} von {Spielerhandlungen} in simulationsbasierten {Serious} {Games} – {Beispiel} eines {Serious} {Game} für die {Ausbildung} in der taktischen {Verwundetenversorgung}},
	isbn = {978-3-658-35058-1 978-3-658-35059-8},
	url = {https://link.springer.com/10.1007/978-3-658-35059-8_6},
	language = {de-DE},
	urldate = {2022-06-23},
	booktitle = {Digitale {Lernwelten} – {Serious} {Games} und {Gamification}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Karagkasidis, Alexandros and Lehmann, Axel and Hofmann, Marko},
	editor = {Becker, Wolfgang and Metz, Maren},
	year = {2022},
	doi = {10.1007/978-3-658-35059-8_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {79--97},
	file = {Karagkasidis et al. - 2022 - Automatisierte Analyse und Auswertung von Spielerh.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WB3DTI42/Karagkasidis et al. - 2022 - Automatisierte Analyse und Auswertung von Spielerh.pdf:application/pdf},
}

@incollection{becker_einsatz_2022,
	address = {Wiesbaden},
	title = {Einsatz von spielbasierten {Trainingskonzepten} im {Rahmen} der {Qualifikationsreihe} „{Digitales} {Lernen} – {Lernen} 4.0“ des bbw – ein {Erfahrungsbericht} aus der {Trainerpraxis}},
	isbn = {978-3-658-35058-1 978-3-658-35059-8},
	url = {https://link.springer.com/10.1007/978-3-658-35059-8_8},
	language = {de-DE},
	urldate = {2022-06-23},
	booktitle = {Digitale {Lernwelten} – {Serious} {Games} und {Gamification}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wailand, Elke and Müller-Kreiner, Claudia},
	editor = {Becker, Wolfgang and Metz, Maren},
	year = {2022},
	doi = {10.1007/978-3-658-35059-8_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {115--126},
	file = {Wailand und Müller-Kreiner - 2022 - Einsatz von spielbasierten Trainingskonzepten im R.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L4FREU6E/Wailand und Müller-Kreiner - 2022 - Einsatz von spielbasierten Trainingskonzepten im R.pdf:application/pdf},
}

@incollection{becker_einleitung_2022,
	address = {Wiesbaden},
	title = {Einleitung},
	isbn = {978-3-658-35058-1 978-3-658-35059-8},
	url = {https://link.springer.com/10.1007/978-3-658-35059-8_1},
	language = {de-DE},
	urldate = {2022-06-23},
	booktitle = {Digitale {Lernwelten} – {Serious} {Games} und {Gamification}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Metz, Maren and Becker, Wolfgang},
	editor = {Becker, Wolfgang and Metz, Maren},
	year = {2022},
	doi = {10.1007/978-3-658-35059-8_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--7},
	file = {Metz und Becker - 2022 - Einleitung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L5FF88LX/Metz und Becker - 2022 - Einleitung.pdf:application/pdf},
}

@incollection{becker_spielend-lernen_2022,
	address = {Wiesbaden},
	title = {Spielend-{Lernen} mit {Serious} {Games} – eine {Betrachtung} aus medienkonzeptioneller {Perspektive}},
	isbn = {978-3-658-35058-1 978-3-658-35059-8},
	url = {https://link.springer.com/10.1007/978-3-658-35059-8_2},
	language = {de-DE},
	urldate = {2022-06-23},
	booktitle = {Digitale {Lernwelten} – {Serious} {Games} und {Gamification}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Jeske, Ingrid C.},
	editor = {Becker, Wolfgang and Metz, Maren},
	year = {2022},
	doi = {10.1007/978-3-658-35059-8_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {11--25},
	file = {Jeske - 2022 - Spielend-Lernen mit Serious Games – eine Betrachtu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4PE4LAIH/Jeske - 2022 - Spielend-Lernen mit Serious Games – eine Betrachtu.pdf:application/pdf},
}

@incollection{becker_entwicklung_2022,
	address = {Wiesbaden},
	title = {Entwicklung von {Serious} {Games} aus lerntheoretischer, mediendidaktischer und medienpsychologischer {Perspektive}},
	isbn = {978-3-658-35058-1 978-3-658-35059-8},
	url = {https://link.springer.com/10.1007/978-3-658-35059-8_3},
	language = {de-DE},
	urldate = {2022-06-23},
	booktitle = {Digitale {Lernwelten} – {Serious} {Games} und {Gamification}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Spies, Birgit},
	editor = {Becker, Wolfgang and Metz, Maren},
	year = {2022},
	doi = {10.1007/978-3-658-35059-8_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {27--41},
	file = {Spies - 2022 - Entwicklung von Serious Games aus lerntheoretische.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UKXDPQAM/Spies - 2022 - Entwicklung von Serious Games aus lerntheoretische.pdf:application/pdf},
}

@incollection{becker_gamification_2022-1,
	address = {Wiesbaden},
	title = {Gamification: {Grundlagen}, {Methoden} und {Anwendungsbeispiele}},
	isbn = {978-3-658-35058-1 978-3-658-35059-8},
	shorttitle = {Gamification},
	url = {https://link.springer.com/10.1007/978-3-658-35059-8_4},
	language = {de-DE},
	urldate = {2022-06-23},
	booktitle = {Digitale {Lernwelten} – {Serious} {Games} und {Gamification}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Korn, Oliver and Schulz, Annika Sabrina and Hagley, Belinda Janine},
	editor = {Becker, Wolfgang and Metz, Maren},
	year = {2022},
	doi = {10.1007/978-3-658-35059-8_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {43--63},
	file = {Korn et al. - 2022 - Gamification Grundlagen, Methoden und Anwendungsb.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5D58H5J9/Korn et al. - 2022 - Gamification Grundlagen, Methoden und Anwendungsb.pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_onlife_2021,
	address = {Wiesbaden},
	title = {Onlife {Learning} {Spaces}. {Handlungsperspektiven} hybrider {Lernumgebungen} an {Hochschulen}},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_17},
	abstract = {Zusammenfassung
            Im Kontext der Digitalisierung von Lehr- und Lernprozessen wird mit dem Beitrag das Konzept von Onlife Learning Spaces mit (a) der Veränderung von bestehenden physischen Orten und (b) der Aktivierung von neuen physischen Orten eingeführt. Anhand von Erkenntnissen in einem aktuellen Forschungsprojekt wird aufgezeigt, dass ein ganzheitliches Verständnis des Lernraums Hochschule weit über Fragen zur (Neu-)Gestaltung des Lernraums Campus hinausgeht. Mit dem Aspekt der Lernraumorganisation über Routen und Routinen werden die Notwendigkeit der Konzeption von querliegenden Lernarchitekturen und die damit einhergehenden Herausforderungen und Chancen für lebenslanges Lernen mit zeit- und ortsunabhängigen sowie organisationsübergreifenden Lernraumangeboten dargelegt.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ninnemann, Katja},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_17},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {283--299},
	file = {Ninnemann - 2021 - Onlife Learning Spaces. Handlungsperspektiven hybr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X2MYGUTH/Ninnemann - 2021 - Onlife Learning Spaces. Handlungsperspektiven hybr.pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_digitalisierung_2021-1,
	address = {Wiesbaden},
	title = {Die {Digitalisierung} der {Lehre} und die {Hochschulpolitik}. {Was} bei der {Strategiebildung} nicht übersehen werden sollte},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_12},
	abstract = {Zusammenfassung
            Wenn die 2020 erfolgte Umstellung der Hochschulen auf digitales Lehren und Lernen zu einer nachhaltigen positiven Veränderung der Hochschule als Bildungsinstitution beitragen soll, wird es auf eine gut durchdachte Digitalisierungsstrategie ankommen; auch eine Neujustierung bestehender Strategien kann geboten sein. Das Gleiche gilt für strategische Positionen zur Digitalisierung der Hochschulen in der europäischen und nationalen Bildungspolitik. Im Beitrag werden inhaltliche Defizite in der bisherigen Strategiebildung auf beiden Seiten aufgezeigt, die nicht zuletzt auf das Fehlen einer politischen Dimension in den hochschulischen Strategien und ein unklares Bildungsverständnis seitens der Politik zurückzuführen sind. Der Aufsatz will zu einer Aufarbeitung dieser Defizite in der aktuellen Situation anregen.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Metzner, Joachim},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {199--214},
	file = {Metzner - 2021 - Die Digitalisierung der Lehre und die Hochschulpol.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JGQCEZ69/Metzner - 2021 - Die Digitalisierung der Lehre und die Hochschulpol.pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_zukunftsfahige_2021,
	address = {Wiesbaden},
	title = {Zukunftsfähige {Formate} für digitale {Lernangebote} – innovative didaktische {Ansätze} am {Beispiel} einer {Lernplattform} für {Künstliche} {Intelligenz}},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_34},
	abstract = {Zusammenfassung
            Lernangebote müssen hochwertig und didaktisch innovativ sein, um Lernenden mit ihrem individuellen Bedarf gerecht zu werden. Für digitale Lernangebote gilt dies in besonderem Maße, da zum Beispiel die Möglichkeit des direkten Austauschs wie in Präsenzformaten nicht gegeben ist. Gleichzeitig ermöglichen digitale Lernangebote ein hochgradig individualisiertes und personalisiertes Lernangebot. Künstliche Intelligenz (KI) gewinnt im Alltag und auch als Lerninhalt an Bedeutung. KI findet zunehmend in alle Lebensbereiche Eingang. Entsprechend wichtig ist die Beschäftigung mit der Thematik ebenso wie die Vermittlung von KI-Kompetenzen, um verstehen zu können, wie KI funktioniert. Im Fokus des Beitrags steht deshalb die Frage, welchen didaktisch-methodischen Anforderungen eine digitale Lehr-Lern-Plattform zum Thema KI gerecht werden muss. Dies wird anhand einer Analyse digitaler Lern-/Lehrformate auf etablierten digitalen Lernplattformen diskutiert. Im Fokus steht dabei die Frage, welche didaktischen Lern-/Lehrformate und Lernsettings geeignet sein könnten, um eine Stärkung von KI-Kompetenzen durch vorrangig digitale Lernangebote zu erreichen. In der Diskussion werden Implikationen der Ergebnisse unter Berücksichtigung der Gestaltung und des Aufbaus der digitalen Lernplattform „KI-Campus – Die Lernplattform für Künstliche Intelligenz“ skizziert.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Mah, Dana-Kristin and Hense, Julia},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_34},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {617--631},
	file = {Mah und Hense - 2021 - Zukunftsfähige Formate für digitale Lernangebote –.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CWTQXQ9E/Mah und Hense - 2021 - Zukunftsfähige Formate für digitale Lernangebote –.pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_medienbildung_2021,
	address = {Wiesbaden},
	title = {Medienbildung in der ersten {Phase} der {Lehrkräftebildung} und die {Bedeutung} des medialen {Habitus} von {Lehramtsstudierenden}},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_25},
	abstract = {Zusammenfassung
            Die medienpädagogische Ausbildung und eine positiv erlebte Medienbildung bei angehenden Lehrkräften sind wichtige Voraussetzungen für eine gelungene Medienbildung in Schule und Unterricht. Der Beitrag setzt sich mit den medienbezogenen Vorstellungen von Lehramtsstudierenden in Hinblick auf das Bildungspotenzial von Medien auf der einen und die medienpädagogische Ausbildung in der ersten Phase der Lehrkräftebildung auf der anderen Seite auseinander. Im Beitrag werden Ergebnisse aus einer qualitativ angelegten Forschungsstudie vorgestellt. Ziel der Studie ist die Benennung von Implikationen für die Medienbildung in der Lehrkräftebildung. Das Konzept des medialen Habitus wird dabei als Erklärungsmoment für medienbezogene Vorstellungen herangezogen, empirisch fundiert und weiterentwickelt.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bäsler, Sue-Ann},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_25},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {431--451},
	file = {Bäsler - 2021 - Medienbildung in der ersten Phase der Lehrkräftebi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VFEG3VK7/Bäsler - 2021 - Medienbildung in der ersten Phase der Lehrkräftebi.pdf:application/pdf},
}

@incollection{becker_potenziale_2022,
	address = {Wiesbaden},
	title = {Potenziale von {Videospielen} ({Serious} {Games}) für gesundheitliche und psychotherapeutische {Maßnahmen}},
	isbn = {978-3-658-35058-1 978-3-658-35059-8},
	url = {https://link.springer.com/10.1007/978-3-658-35059-8_15},
	language = {de-DE},
	urldate = {2022-06-23},
	booktitle = {Digitale {Lernwelten} – {Serious} {Games} und {Gamification}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ninaus, Manuel and Greitemeyer, Tobias and Weiss, Elisabeth M.},
	editor = {Becker, Wolfgang and Metz, Maren},
	year = {2022},
	doi = {10.1007/978-3-658-35059-8_15},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {249--267},
	file = {Ninaus et al. - 2022 - Potenziale von Videospielen (Serious Games) für ge.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UJIKARTW/Ninaus et al. - 2022 - Potenziale von Videospielen (Serious Games) für ge.pdf:application/pdf},
}

@incollection{becker_serious_2022-1,
	address = {Wiesbaden},
	title = {Serious {Games} for {Health} – eine Übersicht und {Anwendungsbeispiele}},
	isbn = {978-3-658-35058-1 978-3-658-35059-8},
	url = {https://link.springer.com/10.1007/978-3-658-35059-8_16},
	language = {de-DE},
	urldate = {2022-06-23},
	booktitle = {Digitale {Lernwelten} – {Serious} {Games} und {Gamification}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stintzing, Jörn},
	editor = {Becker, Wolfgang and Metz, Maren},
	year = {2022},
	doi = {10.1007/978-3-658-35059-8_16},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {269--290},
	file = {Stintzing - 2022 - Serious Games for Health – eine Übersicht und Anwe.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XZQFV5Q9/Stintzing - 2022 - Serious Games for Health – eine Übersicht und Anwe.pdf:application/pdf},
}

@incollection{becker_simulationsbasierte_2022,
	address = {Wiesbaden},
	title = {Simulationsbasierte {Trainings} in der medizinischen {Ausbildung}: {Szenarien} und {Anwendungen} am {Beispiel} von {Massenanfällen} von {Verletzten}},
	isbn = {978-3-658-35058-1 978-3-658-35059-8},
	shorttitle = {Simulationsbasierte {Trainings} in der medizinischen {Ausbildung}},
	url = {https://link.springer.com/10.1007/978-3-658-35059-8_17},
	language = {de-DE},
	urldate = {2022-06-23},
	booktitle = {Digitale {Lernwelten} – {Serious} {Games} und {Gamification}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Tolg, Boris and Lorenz, Jürgen},
	editor = {Becker, Wolfgang and Metz, Maren},
	year = {2022},
	doi = {10.1007/978-3-658-35059-8_17},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {291--306},
	file = {Tolg und Lorenz - 2022 - Simulationsbasierte Trainings in der medizinischen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FG49QKB9/Tolg und Lorenz - 2022 - Simulationsbasierte Trainings in der medizinischen.pdf:application/pdf},
}

@incollection{becker_gamifiziertes_2022,
	address = {Wiesbaden},
	title = {Gamifiziertes {Assessment} beim beruflichen {Kompetenzerwerb}. {Chancen} eines {Branching} {Szenarios} am {Beispiel} einer {Lernumgebung} für {Lehrende} in der {Weiterbildung}},
	isbn = {978-3-658-35058-1 978-3-658-35059-8},
	url = {https://link.springer.com/10.1007/978-3-658-35059-8_13},
	language = {de-DE},
	urldate = {2022-06-23},
	booktitle = {Digitale {Lernwelten} – {Serious} {Games} und {Gamification}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schöb, Sabine and Koschorreck, Jan and Biel, Carmen and Brandt, Peter},
	editor = {Becker, Wolfgang and Metz, Maren},
	year = {2022},
	doi = {10.1007/978-3-658-35059-8_13},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {201--219},
	file = {Schöb et al. - 2022 - Gamifiziertes Assessment beim beruflichen Kompeten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q22ITII9/Schöb et al. - 2022 - Gamifiziertes Assessment beim beruflichen Kompeten.pdf:application/pdf},
}

@incollection{becker_serious_2022-2,
	address = {Wiesbaden},
	title = {Serious {Games} und {Gamification} in {Personalauswahl} und {Personalmarketing}},
	isbn = {978-3-658-35058-1 978-3-658-35059-8},
	url = {https://link.springer.com/10.1007/978-3-658-35059-8_14},
	language = {de-DE},
	urldate = {2022-06-23},
	booktitle = {Digitale {Lernwelten} – {Serious} {Games} und {Gamification}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Jansen, Lars},
	editor = {Becker, Wolfgang and Metz, Maren},
	year = {2022},
	doi = {10.1007/978-3-658-35059-8_14},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {221--245},
	file = {Jansen - 2022 - Serious Games und Gamification in Personalauswahl .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TXQRDMMG/Jansen - 2022 - Serious Games und Gamification in Personalauswahl .pdf:application/pdf},
}

@incollection{becker_zukunftige_2022,
	address = {Wiesbaden},
	title = {Zukünftige {Entwicklungsperspektiven} von {Serious} {Games} und {Gamification} in der beruflichen {Bildung}},
	isbn = {978-3-658-35058-1 978-3-658-35059-8},
	url = {https://link.springer.com/10.1007/978-3-658-35059-8_18},
	language = {de-DE},
	urldate = {2022-06-23},
	booktitle = {Digitale {Lernwelten} – {Serious} {Games} und {Gamification}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Metz, Maren and Becker, Wolfgang},
	editor = {Becker, Wolfgang and Metz, Maren},
	year = {2022},
	doi = {10.1007/978-3-658-35059-8_18},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {309--314},
	file = {Metz und Becker - 2022 - Zukünftige Entwicklungsperspektiven von Serious Ga.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Y6I4S6GS/Metz und Becker - 2022 - Zukünftige Entwicklungsperspektiven von Serious Ga.pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_data_2021,
	address = {Wiesbaden},
	title = {Data {Literacy} {Education} für {Studierende} aller {Fächer}. {Kompetenzziele}, curriculare {Integration} und didaktische {Ausgestaltung} interdisziplinärer {Lehr}-{Lern}-{Angebote}},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_23},
	abstract = {Zusammenfassung
            Data Literacy ist eine zentrale Voraussetzung für die aktive Teilhabe an der digitalen Gesellschaft. Allerdings gibt es noch nicht für Studierende aller Fächer Angebote, die ihnen die Entwicklung dieser Schlüsselkompetenz ermöglichen. Der Beitrag diskutiert Herangehensweisen an die Definition von Lernzielen, Möglichkeiten der curricularen Integration und geeignete didaktische Ausgestaltungen von Lehr-Lernsettings. Anhand einer Fallstudie zum Mannheimer Modell Data Literacy Education (modal) und empirischen Befunden aus der Begleitforschung werden potenzielle Umsetzungsstrategien diskutiert. Ziel des Beitrags ist, Impulse und Handlungsempfehlungen für die Integration von Data Literacy Education in Lehre und Lernen für Studierende aller Fächer zu geben.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bandtel, Matthias and Kauz, Leonie and Weißker, Natalia},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_23},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {395--412},
	file = {Bandtel et al. - 2021 - Data Literacy Education für Studierende aller Fäch.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PYAZSWCG/Bandtel et al. - 2021 - Data Literacy Education für Studierende aller Fäch.pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_manipulationssichere_2021,
	address = {Wiesbaden},
	title = {Manipulationssichere und per {Knopfdruck} verifizierbare {Digital} {Credentials}: {Die} {Blockchain} als {Initiator} internationaler {Kooperationsprojekte}},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	shorttitle = {Manipulationssichere und per {Knopfdruck} verifizierbare {Digital} {Credentials}},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_20},
	abstract = {Zusammenfassung
            Digital Credentials sind digitale Nachweise, die in verschiedenen Kontexten erbrachte Lernleistungen und Qualifikationen erfassen. Die automatische Verifizierbarkeit solcher Nachweise bildet die Grundlage für ihren sicheren und effizienten Austausch. Dafür setzen derzeit verschiedene nationale und internationale Projekte auf die Blockchain-Technologie. In diesem Beitrag werden vier internationale Hochschulkooperationen mit deutscher Beteiligung betrachtet: Credentify, DigiCerts, das Digital Credentials Consortium und EduCTX. Auf der Grundlage umfassender Recherchen und qualitativer Interviews werden die Projekte einerseits beschrieben, wobei auch grundlegende technische Konzepte erläutert werden. Andererseits werden die von den Projekten geteilten Herausforderungen sowie die Erwartungen, die von den verschiedenen Seiten an die Entwicklung von Digital-Credentials-Systemen gestellt werden, diskutiert.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bertini, Anastasia and Pentenrieder, Annelie and Rebentisch, Jan and Schaat, Samer and Rentzsch, Robert},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_20},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {335--352},
	file = {Bertini et al. - 2021 - Manipulationssichere und per Knopfdruck verifizier.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DF4SE6QD/Bertini et al. - 2021 - Manipulationssichere und per Knopfdruck verifizier.pdf:application/pdf},
}

@incollection{trultzsch-wijnen_hochschullehre_2020,
	address = {Baden-Baden},
	edition = {1. Aufl.},
	series = {Medienpädagogik {\textbar} {Media} {Education}},
	title = {Hochschullehre und {Digitalisierung}: {Digital} {Storytelling} als {Lehr}- {Lernmethode} für {Kompetenzen} in der digitalen {Welt}},
	volume = {4},
	isbn = {978-3-8487-6538-6},
	language = {de-DE},
	booktitle = {Bildung und {Digitalisierung} {Auf} der {Suche} nach {Kompetenzen} und {Performanzen}.},
	publisher = {Nomos Verlagsgeselschaft mbH \& Co. KG},
	author = {Otto, Daniel},
	editor = {Trültzsch-Wijnen, Christine and Brandhofer, Gerhard and Hartung-Griemberg, Anja and Lampert, Claudia and Süss, Daniel and Trültzsch-Wijnen, Christine},
	year = {2020},
	note = {OCLC: 1138491874},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {135--152},
	file = {Otto - 2020 - Hochschullehre und Digitalisierung Digital Storyt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4Y39PCFP/Otto - 2020 - Hochschullehre und Digitalisierung Digital Storyt.pdf:application/pdf},
}

@incollection{zulaica_y_mugica_rhetorik_2022,
	address = {Wiesbaden},
	title = {Rhetorik, das {Digitale} und die {Pädagogik}},
	isbn = {978-3-658-29044-3 978-3-658-29045-0},
	url = {https://link.springer.com/10.1007/978-3-658-29045-0_1},
	language = {de-DE},
	urldate = {2022-08-07},
	booktitle = {Rhetoriken des {Digitalen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Zulaica y Mugica, Miguel and Zehbe, Klaus-Christian},
	editor = {Zulaica y Mugica, Miguel and Zehbe, Klaus-Christian},
	year = {2022},
	doi = {10.1007/978-3-658-29045-0_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--19},
	file = {Zulaica y Mugica und Zehbe - 2022 - Rhetorik, das Digitale und die Pädagogik.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U4JFZG6J/Zulaica y Mugica und Zehbe - 2022 - Rhetorik, das Digitale und die Pädagogik.pdf:application/pdf},
}

@incollection{heider-lang_anleitung_2019,
	title = {Anleitung zum ({Un}-)glücklichsein — {Fünf} {Thesen} zur {Einführung} digitalen {Lernens} an {Schulen}},
	isbn = {978-3-95710-340-6},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783957103406-129},
	abstract = {Digitales Lernen ist en vogue. Das Thema ist sowohl aus der wissenschaftlichen als auch aus der bildungspolitischen und schulpraktischen Debatte nicht mehr wegzudenken. Je konkreter das Thema in den Schulalltag gebracht wird, desto deutlicher zeigt sich, welche Aspekte bei der Einführung digitalen Lernens zu berücksichtigen sind. Digitales Lernen ist weit mehr als der Einsatz technischer Hilfsmittel im Unterrichtsgeschehen. Wer die Thematik genau betrachtet bemerkt, dass es eigentlich um einen Wandel der Lehr-Lernkultur geht. Digitale Medien können helfen diesen zu befördern, vorausgesetzt die Einführung erfolgt konzeptionell durchdacht.},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Digitale {Transformation} in der {Bildungslandschaft} - den analogen {Stecker} ziehen?},
	publisher = {Rainer Hampp  Verlag},
	author = {Hense, Julia},
	editor = {Heider-Lang, Jacqueline and Merkert, Alexandra},
	year = {2019},
	doi = {10.5771/9783957103406-129},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {129--141},
	file = {Hense - 2019 - Anleitung zum (Un-)glücklichsein — Fünf Thesen zur.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JC5VI4QR/Hense - 2019 - Anleitung zum (Un-)glücklichsein — Fünf Thesen zur.pdf:application/pdf},
}

@incollection{heider-lang_medienerziehung_2019,
	title = {Medienerziehung und {Medienbildung} als {Aufgaben} der frühkindlichen {Bildung}: {Aktuelle} {Situation} und {Implikationen} für eine stärkere {Verankerung}},
	isbn = {978-3-95710-340-6},
	shorttitle = {Medienerziehung und {Medienbildung} als {Aufgaben} der frühkindlichen {Bildung}},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783957103406-52},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Digitale {Transformation} in der {Bildungslandschaft} - den analogen {Stecker} ziehen?},
	publisher = {Rainer Hampp  Verlag},
	author = {Friedrichs-Liesenkötter, Henrike},
	editor = {Heider-Lang, Jacqueline and Merkert, Alexandra},
	year = {2019},
	doi = {10.5771/9783957103406-52},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {52--69},
	file = {Friedrichs-Liesenkötter - 2019 - Medienerziehung und Medienbildung als Aufgaben der.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I7PREDTN/Friedrichs-Liesenkötter - 2019 - Medienerziehung und Medienbildung als Aufgaben der.pdf:application/pdf},
}

@incollection{trultzsch-wijnen_medienperformanz_2020,
	title = {Medienperformanz als didaktisches {Prinzip} medienpädagogischer {Praxis}},
	isbn = {978-3-7489-0624-7},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783748906247-95},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Bildung und {Digitalisierung}},
	publisher = {Nomos Verlagsgesellschaft mbH \& Co. KG},
	author = {Roth-Ebner, Caroline and Duller, Nicole},
	editor = {Trültzsch-Wijnen, Christine and Brandhofer, Gerhard},
	year = {2020},
	doi = {10.5771/9783748906247-95},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {95--112},
	file = {Roth-Ebner und Duller - 2020 - Medienperformanz als didaktisches Prinzip medienpä.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HFFIGF4K/Roth-Ebner und Duller - 2020 - Medienperformanz als didaktisches Prinzip medienpä.pdf:application/pdf},
}

@incollection{hugger_lernprozesse_2010,
	address = {Wiesbaden},
	title = {Lernprozesse als {Performanz} von {Bildung} in den {Neuen} {Medien}},
	isbn = {978-3-531-16365-9 978-3-531-92365-9},
	url = {http://link.springer.com/10.1007/978-3-531-92365-9_2},
	language = {de-DE},
	urldate = {2022-06-18},
	booktitle = {Digitale {Lernwelten}},
	publisher = {VS Verlag für Sozialwissenschaften},
	author = {Iske, Stefan and Meder, Norbert},
	editor = {Hugger, Kai-Uwe and Walber, Markus},
	year = {2010},
	doi = {10.1007/978-3-531-92365-9_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {21--37},
	file = {Iske und Meder - 2010 - Lernprozesse als Performanz von Bildung in den Neu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YPSR5ELE/Iske und Meder - 2010 - Lernprozesse als Performanz von Bildung in den Neu.pdf:application/pdf},
}

@incollection{weich_lehren_2018,
	address = {Wiesbaden},
	title = {Lehren und {Lernen} digital},
	isbn = {978-3-658-17073-8 978-3-658-17074-5},
	url = {http://link.springer.com/10.1007/978-3-658-17074-5_9},
	language = {de-DE},
	urldate = {2022-06-18},
	booktitle = {Medien, {Bildung} und {Wissen} in der {Hochschule}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schäffer, Dennis and Osterhagen, Tanja},
	editor = {Weich, Andreas and Othmer, Julius and Zickwolf, Katharina},
	year = {2018},
	doi = {10.1007/978-3-658-17074-5_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {163--177},
	file = {Schäffer und Osterhagen - 2018 - Lehren und Lernen digital.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RAKV47TK/Schäffer und Osterhagen - 2018 - Lehren und Lernen digital.pdf:application/pdf},
}

@incollection{weich_durch_2018,
	address = {Wiesbaden},
	title = {Durch digitale {Medien} gestützte {Seminarformen}},
	isbn = {978-3-658-17073-8 978-3-658-17074-5},
	url = {http://link.springer.com/10.1007/978-3-658-17074-5_6},
	language = {de-DE},
	urldate = {2022-06-18},
	booktitle = {Medien, {Bildung} und {Wissen} in der {Hochschule}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gördel, Bettina-Maria and Schumacher, Susanne and Stadler-Altmann, Ulrike},
	editor = {Weich, Andreas and Othmer, Julius and Zickwolf, Katharina},
	year = {2018},
	doi = {10.1007/978-3-658-17074-5_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {99--113},
	file = {Gördel et al. - 2018 - Durch digitale Medien gestützte Seminarformen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PEPB6RFI/Gördel et al. - 2018 - Durch digitale Medien gestützte Seminarformen.pdf:application/pdf},
}

@incollection{trultzsch-wijnen_medienpadagogische_2020,
	title = {Medienpädagogische {Elemente} einer {Medienethik} nach {Dieter} {Baacke}: {Psychoanalyse}, {Sprachspiel} und {Diskursethik} als {Voraussetzungen} eines digitalen {Humanismus}},
	isbn = {978-3-7489-0624-7},
	shorttitle = {Medienpädagogische {Elemente} einer {Medienethik} nach {Dieter} {Baacke}},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783748906247-13},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Bildung und {Digitalisierung}},
	publisher = {Nomos Verlagsgesellschaft mbH \& Co. KG},
	author = {Barberi, Alessandro},
	editor = {Trültzsch-Wijnen, Christine and Brandhofer, Gerhard},
	year = {2020},
	doi = {10.5771/9783748906247-13},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {13--28},
	file = {Barberi - 2020 - Medienpädagogische Elemente einer Medienethik nach.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3A5G2BH5/Barberi - 2020 - Medienpädagogische Elemente einer Medienethik nach.pdf:application/pdf},
}

@incollection{trultzsch-wijnen_klimaschutz_2020,
	title = {Klimaschutz und {Digitalisierung} als medienpädagogische {Verantwortung}?},
	isbn = {978-3-7489-0624-7},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783748906247-181},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Bildung und {Digitalisierung}},
	publisher = {Nomos Verlagsgesellschaft mbH \& Co. KG},
	author = {Grünberger, Nina},
	editor = {Trültzsch-Wijnen, Christine and Brandhofer, Gerhard},
	year = {2020},
	doi = {10.5771/9783748906247-181},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {181--194},
	file = {Grünberger - 2020 - Klimaschutz und Digitalisierung als medienpädagogi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YBM5WGCL/Grünberger - 2020 - Klimaschutz und Digitalisierung als medienpädagogi.pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_digitalisierung_2021-2,
	address = {Wiesbaden},
	title = {Die {Digitalisierung} in {Studium} und {Lehre} gemeinsam gestalten: {Perspektiven} aus dem {Hochschulforum} {Digitalisierung}},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	shorttitle = {Die {Digitalisierung} in {Studium} und {Lehre} gemeinsam gestalten},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_1},
	abstract = {Zusammenfassung
            Die Digitalisierung in Studium und Lehre gemeinsam gestalten – dies ist der Anspruch des Hochschulforums Digitalisierung (HFD) seit seiner Gründung 2014. In dieser Zeit  hat sich das HFD von einem institutions- und funktionsübergreifendem Expert*innennetzwerk zu einem umsetzungsorientierten Think-\&-Do-Tank weiterentwickelt. Im Mittelpunkt steht dabei eine beständig wachsende und über institutionelle Grenzen hinweg ausdifferenzierte Community, die gerade in ihrer Bereitschaft, die Aktivitäten des HFD zu unterstützen, tagtäglich unter Beweis stellt, wie produktiv Kollaboration in diesem Handlungsfeld funktionieren kann. Im Sammelband werden nun die Vielzahl von notwendigen Fragestellungen, kreativen Lösungsansätzen und strategischen Gestaltungsmöglichkeiten der Digitalisierung in Studium und Lehre sichtbar, die die vielfältige Arbeit des HFD im Kern prägt. Die programmatische Rahmung dieser Publikation basiert auf vier zentralen Thesen: (1) Zusammenarbeit ist der Schlüssel zum Erfolg, (2) Es braucht Offenheit als Haltung und Strategie, (3) Partizipation und Empowerment bewirken Bildungserfolg, (4) Innovation erfordert Mut zu neuen, ungewöhnlichen Wegen.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Janoschka, Oliver and Rampelt, Florian and Friedrich, Julius-David and Rademacher, Martin},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {3--8},
	file = {Janoschka et al. - 2021 - Die Digitalisierung in Studium und Lehre gemeinsam.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/V5KAVXH7/Janoschka et al. - 2021 - Die Digitalisierung in Studium und Lehre gemeinsam.pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_wissen_2021,
	address = {Wiesbaden},
	title = {Das {Wissen} und seine {Gesellschaft}},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_4},
	abstract = {Zusammenfassung
            Als Diderot im 18. Jahrhundert sein Projekt einer Encyclopédie entwickelte, galt es als Versuch, den Kontinent zu erleuchten. Der Zugang zu Wissen sollte sich verändern – ein Beispiel aus vielen, das den Zusammenhang von Wissensordnung und Medienordnung zu verdeutlichen vermag. Dieser Prozess lässt sich historisch auch als eine Zunahme von Formenvielfalt beschreiben.
            Eine Formenvielfalt muss Institutionen, die eine Wissensordnung repräsentieren, auch dazu veranlassen, herkömmliche Strukturen mit neuen Optionen zu vergleichen. Das vollzieht sich aktuell im Hochschulwesen. In Lehre und Forschung entwickeln sich dadurch potenziell neue Reputationsfelder, auch außerhalb der herkömmlichen „Räume“. Der Beitrag analysiert diese Übergangssituation und verdeutlicht, wie diese Impulse in existierende Wissensordnungen einfließen.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Jäckel, Michael},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {43--55},
	file = {Jäckel - 2021 - Das Wissen und seine Gesellschaft.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R7QDTHA3/Jäckel - 2021 - Das Wissen und seine Gesellschaft.pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_zwischen_2021,
	address = {Wiesbaden},
	title = {Zwischen {Dynamik} und {Synchronisation}. {Herausforderungen} und {Handlungsoptionen} für die strategische hochschulweite digitale {Transformation} der {Hochschullehre}},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_11},
	abstract = {Zusammenfassung
            Im vorliegenden Beitrag verbinden wir drei Aspekte der Digitalisierung der Hochschullehre miteinander und diskutieren sie im Verhältnis zu Strategieempfehlungen und Modellen der Agilität. Zuerst stellen wir dabei die Gelingensbedingungen der strategisch gerahmten Digitalisierung anhand unseres Modells der Kollektiven Veränderung dar. Anschließend widmen wir uns der Projektförmigkeit als dem zentralen Organisationsmuster der digitalen Transformation sowie dem Verhältnis von Dynamik und Synchronisation. Beide Phänomene sind wichtige Eigenschaften der digitalen Transformation, die eine Herausforderung, aber auch eine Chance darstellen.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Graf-Schlattmann, Marcel and Thomsen, Birte and Wilde, Melanie and Meister, Dorothee M. and Oevel, Gudrun},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {181--197},
	file = {Graf-Schlattmann et al. - 2021 - Zwischen Dynamik und Synchronisation. Herausforder.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L2JSFUHS/Graf-Schlattmann et al. - 2021 - Zwischen Dynamik und Synchronisation. Herausforder.pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_hilfestellung_2021,
	address = {Wiesbaden},
	title = {Hilfestellung bei der {Entwicklung} einer {Strategie} für {Digital} {Credentials} im {Bildungswesen}},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_19},
	abstract = {Zusammenfassung
            Der Beitrag trägt zur Hilfestellung bei der Bewertung und Strategieentwicklung von Digital Credentials anhand einer Methodik mit definierten Zielen und der Analyse von bestehenden Fragestellungen bei. So erweitern die Ergebnisse des HFD-Workshops die Forschungsergebnisse Vogelsang et al. (2019), um die Anwendung in dem speziellen Szenario der Digital Credentials und zeigen, dass die Forschung der Wirtschaftsinformatik als Bindeglied eine Schlüsseldisziplin darstellt, die es den Nutzenden ermöglicht mit soziotechnischen Systemen einen Beitrag zu leisten. Wissenschaftler*innen beispielsweise aus den Gebieten der Akzeptanz- und Diffusionsforschung, der Psychologie können die Ergebnisse verwenden, um in einen Diskurs für weitere methodische Anwendungen in dem Bereich der Digital Credentials einzutreten. So können nutzerbasierte Systeme mit hoher Akzeptanz erforscht und für die Praxis geschaffen werden, um den dringenden Mehrwert durch die Digitalisierung besonders im Bereich der kleinen und mittelständischen Unternehmen zu erhalten. Auch die anwendungsorientierte Forschung im Bereich der Informatik kann Szenarien und technische Methoden erforschen und mittels Demonstratoren deren Machbarkeit aufzeigen.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gottlieb, Matthias and Pongratz, Hans},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_19},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {317--334},
	file = {Gottlieb und Pongratz - 2021 - Hilfestellung bei der Entwicklung einer Strategie .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EE2MTSF2/Gottlieb und Pongratz - 2021 - Hilfestellung bei der Entwicklung einer Strategie .pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_kooperationen_2021,
	address = {Wiesbaden},
	title = {Kooperationen zur {Digitalisierung} in {Lehre}, {Forschung} und {Verwaltung} an den {Hochschulen}. {Sekundärauswertung} einer bundesweiten {Erhebung}},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_8},
	abstract = {Zusammenfassung
            Die zentrale Bedeutung von Kooperationen und Netzwerken als Strukturelement von Hochschulen für die Digitalisierung auf regionaler, nationaler und internationaler Ebene ist in ihren unterschiedlichen Dimensionen immer mehr in den Fokus gerückt. Auch die Studie „Digitalisierung der Hochschulen“ (Gilch et al. 2019), die HIS-HE 2018 im Auftrag der Expertenkommission Forschung und Innovation (EFI) durchgeführt hat, erhob Daten, die Aufschluss über Kooperationen im Bereich der Digitalisierung der Hochschulen geben. Mittels einer Sekundärauswertung dieser Daten untersucht der Beitrag, welche hochschulbezogenen Rahmenbedingungen für Kooperationen besonders förderlich sind, und analysiert, welche Spezifika die Hochschulen aufweisen, die systematisch auf Kooperationen in den Bereichen Lehre, Forschung und Verwaltung setzen. Dabei bestätigen die quantitativen Ergebnisse nicht nur frühere qualitative Schlussfolgerungen, nach denen der Reifegrad der eigenen IT-Governance einen wesentlichen Faktor für erfolgreiche Kooperationen im Bereich Digitalisierung darstellt (von der Heyde 2016). Es werden auch praktische Hinweise gegeben, welche Maßnahmen Hochschulen ergreifen sollten, wenn sie vor der Herausforderung stehen, Kooperationen noch intensiver einzugehen, um trotz der immer knapper werdenden finanziellen Ressourcen die steigenden Herausforderungen der Digitalisierung bewältigen zu können.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gilch, Harald and Book, Astrid and Wannemacher, Klaus},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {125--138},
	file = {Gilch et al. - 2021 - Kooperationen zur Digitalisierung in Lehre, Forsch.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JNINP64V/Gilch et al. - 2021 - Kooperationen zur Digitalisierung in Lehre, Forsch.pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_future_2021,
	address = {Wiesbaden},
	title = {Future {Skills} für die {Welt} von morgen: {Das} {Future}-{Skills}-{Triple}-{Helix}-{Modell} der {Handlungsfähigkeit} in emergenten {Praxiskontexten}},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	shorttitle = {Future {Skills} für die {Welt} von morgen},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_21},
	abstract = {Zusammenfassung
            In einer Welt im immer schnelleren Wandel ist die Diskussion um Future Skills eine der aktuellsten in der Bildungsforschung. Dabei wird die Diskussion um Future Skills schon lange geführt (angefangen mit Studien zu Graduate Attributes), ist oft ungreifbar wegen konzeptioneller Unklarheit darüber, was Skills eigentlich sind, und bezieht sich oft nur verkürzt auf digitale Future Skills. Die hier dargestellte Forschung basiert auf einem fundierten empirischen Ansatz, den multimethodischen angelegten, mehrteiligen NextSkills-Studien. Die Intention des Projekts besteht darin, die Nachfrage nach spezifischen Future Skills näher zu erforschen und diese dann im zweiten Schritt auch bildungstheoretisch zu fundieren. Diese Future Skills werden durch das „Future-Skills-Triple-Helix-Modell der Handlungsfähigkeit in emergenten Praxiskontexten“ eingeordnet. Im Einzelnen handelt es sich um Skills, wie beispielsweise Ambiguitätskompetenz, ethische Kompetenz, Selbstkompetenz und anderes.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ehlers, Ulf-Daniel},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_21},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {355--373},
	file = {Ehlers - 2021 - Future Skills für die Welt von morgen Das Future-.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2WGSA5GM/Ehlers - 2021 - Future Skills für die Welt von morgen Das Future-.pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_schwerpunkte_2021,
	address = {Wiesbaden},
	title = {Schwerpunkte und {Themen} des {Sammelbands}},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_2},
	abstract = {Zusammenfassung
            Das Kapitel gibt einen Überblick über die fünf thematischen Teile des Sammelbands (Hochschulbildung und Digitalisierung, Kooperationen und Netzwerke, Governance und Change Management, Kompetenzen und Curricula, Didaktik) und die darin enthaltenen Beiträge von Autor*innen aus der Community des Hochschulforums Digitalisierung. Der Band wirbt für eine ganzheitliche Perspektive und adressiert deshalb ein breites Spektrum an Themen: von allgemeineren Entwicklungslinien und Trends über kollaborative Ansätze (auf lokaler, nationaler und internationaler Ebene), Hochschulstrategien und Partizipationsmöglichkeiten bis hin zu innovativen didaktischen Formaten und Lehr-Lern-Settings zur Vermittlung von Wissen und (Zukunfts-)Kompetenzen. Im Zusammenspiel vermitteln die 33 Beiträge einen umfassenden Eindruck von den Herausforderungen und Chancen der digitalen Transformation in der Hochschulbildung. Sie erfassen dabei nicht nur den Status quo, sondern zeigen viele mögliche Schritte zur Gestaltung der Digitalisierung in Studium und Lehre auf.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {König, Christoph and Mahrt, Katharina},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {9--21},
	file = {König und Mahrt - 2021 - Schwerpunkte und Themen des Sammelbands.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8WCG6GEE/König und Mahrt - 2021 - Schwerpunkte und Themen des Sammelbands.pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_online-planspiele_2021,
	address = {Wiesbaden},
	title = {Online-{Planspiele} als {Wegbereiter} für internationale und digitale {Hochschullehre}},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_30},
	abstract = {Zusammenfassung
            Dieser Beitrag untersucht, wie die innovative Methode des Online-Planspiels die Hochschullehre in Deutschland digitaler, kooperativer und internationaler gestalten kann. Ein solches Online-Planspiel hat Studierende der Politikwissenschaft an den Universitäten Antwerpen, Göttingen und Krakau im Wintersemester 2019/2020 auf einer Weboberfläche digital verhandeln und interagieren lassen. Die Erfahrungen, die die Studierenden während des Online-Planspiels gemacht haben, bilden die Grundlage dieser Untersuchung. Dabei wurde folgenden Fragen nachgegangen, um die Ergebnisse in den größeren Kontext der Hochschullehre einzuordnen: Wie bewerten die Studierenden das Online-Planspiel? Wie haben sie das digitale und internationale Arbeitsumfeld wahrgenommen? Welche Fähigkeiten fördert die Teilnahme an einem Online-Planspiel? Beantwortet wurden diese Fragen einerseits in Selbstreflexionen, andererseits in standardisierten Interviews, deren Inhalte mit einer evaluativen qualitativen Inhaltsanalyse analysiert wurden. Das Online-Planspiel wird sehr positiv bewertet, fast alle Teilnehmenden berichten von einem Lerneffekt. Es werden wichtige Lektionen für Online-Planspiele generell hinsichtlich des Workloads, des Durchführungszeitpunkts, des Umgangs mit Drop-outs und der digitalen Kommunikation aufgezeigt und Überlegungen angestellt, wie diese neuartige Lehrmethode dahin gehend zukünftig verbessert werden kann.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ivens, Sven and Kaiser, Konstantin},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_30},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {533--551},
	file = {Ivens und Kaiser - 2021 - Online-Planspiele als Wegbereiter für internationa.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/F3AKDFXX/Ivens und Kaiser - 2021 - Online-Planspiele als Wegbereiter für internationa.pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_analyse_2021,
	address = {Wiesbaden},
	title = {Analyse didaktischer {Veränderungen} durch {Digitalisierung}. {Die} {Mär} von mehr {Partizipation}?},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_15},
	abstract = {Zusammenfassung
            Dieser Artikel ist ein Beitrag zur Diskussion über die Transformation von Lehr-/Lernprozessen durch Digitalisierung aus didaktischer Perspektive und nimmt dabei gezielt den Bereich der Partizipation in den Blick. Es wird eine empirische Untersuchung der didaktischen Veränderungen durch Digitalisierung an der FernUniversität (FeU) in Hagen vorgestellt. Die Grundlage bildet eine systematische Erfassung der Lehr-/Lernprozesse anhand eines entwickelten analytischen Rahmenmodells, das aus sechs allgemeindidaktischen Modellen abgeleitet ist. Die exemplarischen Ergebnisse werden vor dem Hintergrund aktueller Erkenntnisse diskutiert und geben auf diese Weise Impulse und Reflexionsansätze gegen teilweise stark überzogene Erwartungshaltungen der Veränderungen im Lehren und Lernen. Es ist evident, dass durch Digitalisierung Handlungsräume erweitert werden und Möglichkeiten für neue Handlungsformen und -praxen entstehen. Die Realisierung dieser Potenziale, zum Beispiel im Bereich der Partizipation, befindet sich jedoch noch am Anfang und hat grundlegende Strukturen bisher wenig aufgebrochen.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gloerfeld, Christina},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_15},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {249--265},
	file = {Gloerfeld - 2021 - Analyse didaktischer Veränderungen durch Digitalis.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KBCYK3AY/Gloerfeld - 2021 - Analyse didaktischer Veränderungen durch Digitalis.pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_bologna_2021,
	address = {Wiesbaden},
	title = {Bologna {Digital} – die digitale {Transformation} im {Europäischen} {Hochschulraum} gestalten},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_9},
	abstract = {Zusammenfassung
            Die digitale Transformation hat Auswirkungen auf die unterschiedlichsten Bereiche von Studium und Lehre. Dies gilt in Zeiten der COVID-19-Pandemie umso mehr auch für die Auseinandersetzung über Zukunftsperspektiven der Hochschulbildung im europäischen Kontext. Der Beitrag analysiert die Digitalisierung als eine wichtige Aufgabe für den Europäischen Hochschulraum und zeigt zentrale Aktionsfelder für eine Gestaltung der digitalen Transformation im Rahmen des Bologna-Prozesses und der europäischen Zusammenarbeit in der Hochschulbildung auf. Er diskutiert ausgewählte Schwerpunktbereiche mit einer Perspektive auf den Status quo und mögliche Zukunftsszenarien. Fokussiert wird dabei auf Mobilität und Austausch, die Vermittlung von Kompetenzen sowie die Qualitätssicherung als Kernelemente der europäischen Zusammenarbeit.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rampelt, Florian and Orr, Dominic and Knoth, Alexander and Suter, Renata},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {139--161},
	file = {Rampelt et al. - 2021 - Bologna Digital – die digitale Transformation im E.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3CGNHK7T/Rampelt et al. - 2021 - Bologna Digital – die digitale Transformation im E.pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_partizipative_2021,
	address = {Wiesbaden},
	title = {Partizipative {Hochschulentwicklung} für den digitalen {Wandel} – {Leitlinien} des studierendenzentrierten {Change} {Management}},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_14},
	abstract = {Zusammenfassung
            Im Zuge des digitalen Wandels an Hochschulen werden Lehr- und Lernmöglichkeiten vielerorts neu gestaltet. Um Entscheidungen im Sinne der zentralen Zielgruppe akademischer Bildungsprozesse, nämlich der Lernenden, zu treffen, sind neue Formen der Partizipation von Studierenden in der Hochschulentwicklung sinnvoll. In den Jahren 2018 und 2019 wurden Mitglieder der studentischen Arbeitsgruppe DigitalChangeMaker von Lehrenden, Leitungen sowie Service- und Supporteinrichtungen an Hochschulen regelmäßig gefragt, wie die Meinungen von Studierenden nicht nur besser erhoben, sondern auch aktiv in die Gestaltung des digitalen Wandels eingebunden werden können. Dabei stellen sich insbesondere die Fragen, welche Studierenden in welcher Form aktiviert und eingebunden, wie sie für Partizipationsanliegen befähigt werden können, welche Formate sich für welche Zwecke der Partizipation anbieten und welche digitalen Lösungen dabei helfen können. Aus den Erfahrungen der Arbeitsgruppe DigitalChangeMaker werden die zentralen Aspekte zur Beantwortung dieser Fragen in Form eines leitliniengestützten Phasenmodells der Studierendenbeteiligung herausgearbeitet und in Handlungsempfehlungen übersetzt, die zukünftigen Studierendengenerationen sowie Hochschulverantwortlichen Orientierung bei einer partizipativen Hochschulentwicklung bieten können.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Denker, Frederic and Röwert, Ronny and Böckel, Alexa},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_14},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {233--247},
	file = {Denker et al. - 2021 - Partizipative Hochschulentwicklung für den digital.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QQ7S8VB2/Denker et al. - 2021 - Partizipative Hochschulentwicklung für den digital.pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_digitale_2021-1,
	address = {Wiesbaden},
	title = {Der digitale {Wandel} als {Motor} der {Hochschulentwicklung} – {Strategiemuster} für die {Digitalisierung} der {Hochschullehre}},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_10},
	abstract = {Zusammenfassung
            Der digitale Wandel in Studium und Lehre stellt Hochschulen vor die Herausforderung, einen Veränderungsprozess strategisch zu gestalten, dessen Komplexität nicht zu unterschätzen ist. Denn einerseits soll die Digitalisierung kein Selbstzweck sein und in allen strategischen Prozessen mitgedacht werden, andererseits müssen sich Hochschulen auch konkret damit auseinandersetzen, was der digitale Wandel für Studium und Lehre an der jeweiligen Institution bedeutet. Dafür sollte ein individuelles Strategienarrativ entwickelt werden, das den Veränderungsprozess begründet und diesem eine konkrete Richtung gibt. Dieser Beitrag diskutiert die Fragestellung, welche Grundmuster es für diese strategischen Narrative gibt. Dazu betrachtet der Beitrag unterschiedliche Modelle zu Strategie- und Profilierungsoptionen aus der Literatur und entwickelt hieraus ein Modell von sechs Strategiemustern, die als Begründung und Leitrahmen für strategische Digitalisierungsbestrebungen an Hochschulen dienen können.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Budde, Jannica},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {165--180},
	file = {Budde - 2021 - Der digitale Wandel als Motor der Hochschulentwick.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ELPYP2RU/Budde - 2021 - Der digitale Wandel als Motor der Hochschulentwick.pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_digitale_2021-2,
	address = {Wiesbaden},
	title = {Die digitale {Zukunft} des {Lernens} und {Lehrens} mit {Remote}-{Laboren}},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_31},
	abstract = {Zusammenfassung
            Der Einsatz von Remote-Laboren in ingenieurwissenschaftlichen Studiengängen ermöglicht Studierenden an einigen Hochschulen die ortsunabhängige Nutzung von Laboren, Maschinen und Robotern. Remote-Labore eignen sich in besonderer Weise dafür, den digitalisierungsbedingten Anforderungen und dem Qualifikationsbedarf aus Wirtschaft und Industrie zu begegnen. Die Onlinebedienung von Laboren bietet viele Ansatzpunkte für den Erwerb digitaler Kompetenzen, wie beispielsweise das Sammeln und Analysieren von Big Data, das Entwickeln geeigneter Schnittstellen für den Onlinezugriff oder den korrekten Einsatz zur Verfügung stehender softwarebasierter Messtechnik. Auch während der Coronapandemie im Sommersemester 2020, als der reguläre Zugang zu Laboren aufgrund der Kontaktbeschränkungen nicht erlaubt war, ermöglichten Remote-Labore den Studierenden praktische Erfahrungen. Jedoch stellen nicht nur die didaktischen, sondern auch die technischen und organisatorischen Aspekte ingenieurwissenschaftliche Studiengänge bei der Umsetzung von Remote-Laboren vor anspruchsvolle Aufgaben. Der nachfolgende Beitrag greift diese Aspekte auf und beschreibt anhand ausgewählter Beispiele, wie die Umsetzung und Integration von Remote-Laboren in Studium und Lehre gelingen kann, aber auch welche Herausforderungen nach wie vor bestehen.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ortelt, Tobias R. and Terkowsky, Claudius and Schwandt, Andrea and Winzker, Marco and Pfeiffer, Anke and Uckelmann, Dieter and Hawlitschek, Anja and Zug, Sebastian and Henke, Karsten and Nau, Johannes and May, Dominik},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_31},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {553--575},
	file = {Ortelt et al. - 2021 - Die digitale Zukunft des Lernens und Lehrens mit R.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8TR736ZR/Ortelt et al. - 2021 - Die digitale Zukunft des Lernens und Lehrens mit R.pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_landeshochschulverbunde_2021,
	address = {Wiesbaden},
	title = {Landeshochschulverbünde in der digitalen {Hochschulbildung}. {Ziele}, {Leitideen}, {Synergiepotenziale}},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_7},
	abstract = {Zusammenfassung
            Der vorliegende Beitrag gibt Einblick in das Forschungsprojekt BRIDGING. Im Fokus stehen formalisierte Hochschulverbünde auf Bundeslandebene im Themenfeld Digitalisierung in Studium und Lehre. Ausgehend von einem kurzen (historischen) Überblick über aktuelle Landesinitiativen in Deutschland, werden Motive, Ziele und Leitideen vorgestellt. Danach werden Einschätzungen von Akteur*innen zu möglichen Synergien hinsichtlich einer Bundesland- und damit netzwerkübergreifenden Zusammenarbeit dargelegt. Ziel ist es, eine empirische Annäherung an einen ganzheitlichen bundesweiten Überblick über Motive, Leitideen und Umsetzungsansätze im Rahmen bestehender Netzwerke und Landesinitiativen zu geben. Die Basis hierfür bilden sowohl Expert*inneninterviews als auch eine nicht repräsentative Umfrage in den unterschiedlichen Netzwerken.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ladwig, Tina and Arndt, Christiane},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {105--123},
	file = {Ladwig und Arndt - 2021 - Landeshochschulverbünde in der digitalen Hochschul.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ENUI39NM/Ladwig und Arndt - 2021 - Landeshochschulverbünde in der digitalen Hochschul.pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_gaming_2021,
	address = {Wiesbaden},
	title = {Gaming the {System}: {Neue} {Perspektiven} auf das {Lernen}},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	shorttitle = {Gaming the {System}},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_28},
	abstract = {Zusammenfassung
            Die Digitalisierung des Lehrens und Lernens wird häufig zu einseitig von den technischen Möglichkeiten angetrieben. Das Potenzial der Digitalisierung bleibt dadurch unerschlossen. Statt sich neue Möglichkeitsräume zu erschließen, verbleiben Hochschulen bei einer digitalen Kopie ihrer selbst. Wir beschreiben in diesem Beitrag ein systematisches Vorgehen, um sich von festgefahrenen Denkweisen zu lösen und stattdessen eine spielerische Haltung einzunehmen. Denn eine digitale Transformation, die sich Spiele zum Vorbild nimmt, könnte das Studieren nicht nur zeit- und ortsunabhängig machen, sondern auch Motor für die Gestaltung motivierender Lern- und Arbeitsgemeinschaften sein.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bröker, Thomas and Voit, Thomas and Zinger, Benjamin},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_28},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {497--513},
	file = {Bröker et al. - 2021 - Gaming the System Neue Perspektiven auf das Lerne.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W2VARSWH/Bröker et al. - 2021 - Gaming the System Neue Perspektiven auf das Lerne.pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_gamification_2021,
	address = {Wiesbaden},
	title = {Gamification als didaktisches {Mittel} in der {Hochschulbildung}},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_29},
	abstract = {Zusammenfassung
            Im Rahmen des Beitrages werden die Potenziale von Gamification für den Einsatz in der Hochschulbildung verdeutlicht. Neben dem empirischen Stand der Forschung werden die Wirkungsweisen und theoretischen Modelle der Wirkung von Gamification auf Lernerfolg und Motivation skizziert. Des Weiteren werden die einzelnen Spielelemente wie Punkte, Leaderboards, Badges, Performance Graphs, Level-ups, Storytelling und Avatare und deren Wirkungsweise erläutert und auf ihre didaktische Eignung geprüft. Einige Empfehlungen für den Einsatz von Gamification in der Hochschulbildung (Designprinzipien) werden auf Basis der aktuellen empirischen Daten gegeben. Ergänzend wird die HFD Community Working Group „Netzwerk Serious Games und Gamification for Health“ vorgestellt. Der Beitrag verdeutlicht die Wirkungsweisen einzelner Spielelemente, um den Leser*innen zu ermöglichen, selbst zu prüfen, welche Spielelemente in der eigenen Lehre sinnvoll sein könnten.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Tolks, Daniel and Sailer, Michael},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_29},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {515--532},
	file = {Tolks und Sailer - 2021 - Gamification als didaktisches Mittel in der Hochsc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C7HLVKPY/Tolks und Sailer - 2021 - Gamification als didaktisches Mittel in der Hochsc.pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_heterogene_2021,
	address = {Wiesbaden},
	title = {Heterogene digitale {Kompetenzselbsteinschätzungen} bei {Lehramtsstudierenden}},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_26},
	abstract = {Zusammenfassung
            Der vorliegende Beitrag fokussiert die digitalen Kompetenzselbsteinschätzungen Studierender in der Lehrkräftebildung. Hier wird der Frage nachgegangen, inwiefern es möglich ist, Lehramtsstudierende im Hinblick auf selbst eingeschätzte digitale Kompetenzen in Gruppen einzuteilen. Eine weitere Forschungsfrage ist, welche individuellen Merkmale sowie spezifischen Einstellungen und Nutzungsverhaltensweisen bezüglich digitaler Medien Studierende aufweisen. Daran anschließend werden Handlungsbedarfe für Strategien einer individuelle Lernvoraussetzungen aufgreifenden Lehrkräftebildung aus den Ergebnissen abgeleitet. Für die Analysen wurden Fragebogendaten von N = 297 Studierenden (61,3 \% weiblich) deutscher Universitäten genutzt. Drei unterschiedliche Typen (Profile) Lehramtsstudierender können in Bezug auf digitale Kompetenzselbsteinschätzungen zum Umgang mit digitalen Medien und der Erschaffung digitaler Inhalte identifiziert werden. Die Profile unterscheiden sich signifikant in Bezug auf ihren Studienabschluss, ihre Einstellungen zur Nutzung digitaler Medien und ihr Nutzungsverhalten.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rubach, Charlott and Lazarides, Rebecca},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_26},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {453--473},
	file = {Rubach und Lazarides - 2021 - Heterogene digitale Kompetenzselbsteinschätzungen .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JYRB9EBW/Rubach und Lazarides - 2021 - Heterogene digitale Kompetenzselbsteinschätzungen .pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_inklusion_2021,
	address = {Wiesbaden},
	title = {Inklusion und {Digitalisierung}: {Rechtliche} {Vorgaben} und {Potenziale} für {Hochschulen}},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	shorttitle = {Inklusion und {Digitalisierung}},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_16},
	abstract = {Zusammenfassung
            Digitalisierungsprojekte müssen für alle Beteiligten nutzbar sein. Vorgaben der Behindertenrechtskonvention oder der Hochschulgesetze führen dazu, dass sich Hochschulen bei Digitalisierungsstrategien auch mit Inklusionsstrategien auseinandersetzen müssen. Die Hochschulrektorenkonferenz stellte hier in einer großen Umfrage Verbesserungsbedarf bei den Hochschulen fest. Der Beitrag behandelt die Rechtssituation und zeigt am Vorschlag des universellen Designs für das Lernen, wie digitale Barrieren zu reduzieren sind, damit Hochschulen alle zugangsberechtigten Talente bestmöglich mit und durch digitalisierte Angebote ausbilden können.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Zorn, Isabel},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_16},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {267--281},
	file = {Zorn - 2021 - Inklusion und Digitalisierung Rechtliche Vorgaben.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X7VVZASZ/Zorn - 2021 - Inklusion und Digitalisierung Rechtliche Vorgaben.pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_physische_2021,
	address = {Wiesbaden},
	title = {Der physische {Raum} im {Kontext} der {Digitalisierung}. {Perspektiven} für {Lehr}- und {Lernraumkonstellationen} an {Hochschulen}},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_18},
	abstract = {Zusammenfassung
            Im Zuge der Coronapandemie hat sich gezeigt, welche Relevanz Strategien für das Onlinelehren und -lernen für Hochschulen haben. Doch greift es zu kurz, nur den digitalen Raum in strategische Überlegungen bei der Hochschulentwicklung einzubeziehen. Auch der physische Raum wird in Zukunft von zentraler Bedeutung für die Gestaltung der Rahmenbedingungen für Lernende sein. Es gilt, hybride Lehr- und Lernraumkonstellationen zu entwickeln. Dabei wird die Einbeziehung der Studierendenperspektive besonders relevant. Der Beitrag entfaltet die verschiedenen Dimensionen einer entsprechenden Strategieentwicklung an Hochschulen im 21. Jahrhundert. Auf der Basis der Forschungsergebnisse des Projektes „Lernwelt Hochschule (LeHo)“ werden ausgewählte Aspekte diskutiert, die für Hochschulen von besonderer Relevanz sind, wenn sie im Modus der Digitalisierung Zukunft gestalten.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stang, Richard and Petschenka, Anke and Gläser, Christine and Becker, Alexandra},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_18},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {301--316},
	file = {Stang et al. - 2021 - Der physische Raum im Kontext der Digitalisierung..pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XTBZPAU7/Stang et al. - 2021 - Der physische Raum im Kontext der Digitalisierung..pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_curriculumentwicklung_2021,
	address = {Wiesbaden},
	title = {Curriculumentwicklung im {Zeitalter} der {Digitalisierung}: {Rahmenbedingungen}, {Herausforderungen}, {Formate} und {Inhalte}},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	shorttitle = {Curriculumentwicklung im {Zeitalter} der {Digitalisierung}},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_24},
	abstract = {Zusammenfassung
            Der mit der Digitalisierung verbundene gesellschaftliche Transformationsprozess wirkt sich auch auf die Gestaltung von Studiengängen aus. Basierend auf Erkenntnissen der Ad-Hoc-AG „Curriculum 4.0“ des Hochschulforums Digitalisierung sowie ihrer Curriculumentwicklungsprojekte im Rahmen der Förderlinie „Curriculum 4.0“ des Stifterverbands für die Deutsche Wissenschaft diskutieren die Autorin und der Autor dieses Beitrags drei Herausforderungen für die Weiterentwicklung von Curricula: den Stellenwert der Digitalisierung als kompetenzorientierter Lerninhalt (2), die Flexibilisierung von Curricula innerhalb von Akkreditierungszyklen zur Integration von digitalkompetenzorientierten Lernzielen und Lehr-Lern-Formen (3) sowie die digitale Kompetenzentwicklung der Lehrenden (4). Der Beitrag bietet einen fachlichen Überblick sowie Reflexionsimpulse für die praktische (Weiter-)Entwicklung von Studiengängen.},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Seidl, Tobias and Michel, Antje},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_24},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {413--430},
	file = {Seidl und Michel - 2021 - Curriculumentwicklung im Zeitalter der Digitalisie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JDXNAR3Y/Seidl und Michel - 2021 - Curriculumentwicklung im Zeitalter der Digitalisie.pdf:application/pdf},
}

@incollection{weich_schriftlichkeit_2018,
	address = {Wiesbaden},
	title = {Schriftlichkeit und {Digitalisierung}},
	isbn = {978-3-658-17073-8 978-3-658-17074-5},
	url = {http://link.springer.com/10.1007/978-3-658-17074-5_11},
	language = {de-DE},
	urldate = {2022-06-18},
	booktitle = {Medien, {Bildung} und {Wissen} in der {Hochschule}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Thillosen, Anne},
	editor = {Weich, Andreas and Othmer, Julius and Zickwolf, Katharina},
	year = {2018},
	doi = {10.1007/978-3-658-17074-5_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {195--211},
	file = {Thillosen - 2018 - Schriftlichkeit und Digitalisierung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZW32S83L/Thillosen - 2018 - Schriftlichkeit und Digitalisierung.pdf:application/pdf},
}

@incollection{dobischat_technik_2019,
	address = {Wiesbaden},
	title = {Technik und {Teilhabe}. {Wer} entscheidet in der digitalen {Arbeitswelt}?},
	volume = {6},
	isbn = {978-3-658-23372-3 978-3-658-23373-0},
	url = {http://link.springer.com/10.1007/978-3-658-23373-0_11},
	language = {de-DE},
	urldate = {2022-06-02},
	booktitle = {Bildung 2.1 für {Arbeit} 4.0?},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ehrlich, Martin and Engel, Thomas},
	editor = {Dobischat, Rolf and Käpplinger, Bernd and Molzberger, Gabriele and Münk, Dieter},
	year = {2019},
	doi = {10.1007/978-3-658-23373-0_11},
	note = {Series Title: Bildung und Arbeit},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {201--219},
	file = {Ehrlich und Engel - 2019 - Technik und Teilhabe. Wer entscheidet in der digit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YTE87WR4/Ehrlich und Engel - 2019 - Technik und Teilhabe. Wer entscheidet in der digit.pdf:application/pdf},
}

@incollection{dobischat_digitale_2019,
	address = {Wiesbaden},
	title = {Digitale {Spielkompetenz}. {Handlungs}- und {Innovationsfähigkeit} in digitalen {Umwelten}},
	volume = {6},
	isbn = {978-3-658-23372-3 978-3-658-23373-0},
	url = {http://link.springer.com/10.1007/978-3-658-23373-0_18},
	language = {de-DE},
	urldate = {2022-06-02},
	booktitle = {Bildung 2.1 für {Arbeit} 4.0?},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schobin, Janosch and Staab, Philipp},
	editor = {Dobischat, Rolf and Käpplinger, Bernd and Molzberger, Gabriele and Münk, Dieter},
	year = {2019},
	doi = {10.1007/978-3-658-23373-0_18},
	note = {Series Title: Bildung und Arbeit},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {319--333},
	file = {Schobin und Staab - 2019 - Digitale Spielkompetenz. Handlungs- und Innovation.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/75YTBD7G/Schobin und Staab - 2019 - Digitale Spielkompetenz. Handlungs- und Innovation.pdf:application/pdf},
}

@incollection{dobischat_ingenieurausbildung_2019,
	address = {Wiesbaden},
	title = {Ingenieurausbildung und {Digitalisierung} – {Neue} {Beruflichkeit} im {Konzept} des {Lernens} in der {Lernfabrik}},
	volume = {6},
	isbn = {978-3-658-23372-3 978-3-658-23373-0},
	url = {http://link.springer.com/10.1007/978-3-658-23373-0_15},
	language = {de-DE},
	urldate = {2022-06-02},
	booktitle = {Bildung 2.1 für {Arbeit} 4.0?},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kaẞebaum, Bernd and Wannöffel, Manfred},
	editor = {Dobischat, Rolf and Käpplinger, Bernd and Molzberger, Gabriele and Münk, Dieter},
	year = {2019},
	doi = {10.1007/978-3-658-23373-0_15},
	note = {Series Title: Bildung und Arbeit},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {265--285},
	file = {Kaẞebaum und Wannöffel - 2019 - Ingenieurausbildung und Digitalisierung – Neue Ber.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K285TQV4/Kaẞebaum und Wannöffel - 2019 - Ingenieurausbildung und Digitalisierung – Neue Ber.pdf:application/pdf},
}

@incollection{dobischat_digitalisierung_2019,
	address = {Wiesbaden},
	title = {Digitalisierung – oder: {Wenn} {Technik} nicht {Probleme} löst, sondern erneut eine {Bestimmung} beruflicher {Handlungsfähigkeit} herausfordert},
	volume = {6},
	isbn = {978-3-658-23372-3 978-3-658-23373-0},
	shorttitle = {Digitalisierung – oder},
	url = {http://link.springer.com/10.1007/978-3-658-23373-0_17},
	language = {de-DE},
	urldate = {2022-06-02},
	booktitle = {Bildung 2.1 für {Arbeit} 4.0?},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schlögl, Peter},
	editor = {Dobischat, Rolf and Käpplinger, Bernd and Molzberger, Gabriele and Münk, Dieter},
	year = {2019},
	doi = {10.1007/978-3-658-23373-0_17},
	note = {Series Title: Bildung und Arbeit},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {303--318},
	file = {Schlögl - 2019 - Digitalisierung – oder Wenn Technik nicht Problem.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5CVJQNY5/Schlögl - 2019 - Digitalisierung – oder Wenn Technik nicht Problem.pdf:application/pdf},
}

@incollection{dobischat_digitalisierung_2019-1,
	address = {Wiesbaden},
	title = {Digitalisierung und die {Folgen}: {Hype} oder {Revolution}?},
	volume = {6},
	isbn = {978-3-658-23372-3 978-3-658-23373-0},
	shorttitle = {Digitalisierung und die {Folgen}},
	url = {http://link.springer.com/10.1007/978-3-658-23373-0_1},
	language = {de-DE},
	urldate = {2022-06-02},
	booktitle = {Bildung 2.1 für {Arbeit} 4.0?},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Dobischat, Rolf and Käpplinger, Bernd and Molzberger, Gabriele and Münk, Dieter},
	editor = {Dobischat, Rolf and Käpplinger, Bernd and Molzberger, Gabriele and Münk, Dieter},
	year = {2019},
	doi = {10.1007/978-3-658-23373-0_1},
	note = {Series Title: Bildung und Arbeit},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {9--24},
	file = {Dobischat et al. - 2019 - Digitalisierung und die Folgen Hype oder Revoluti.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/26XC32L6/Dobischat et al. - 2019 - Digitalisierung und die Folgen Hype oder Revoluti.pdf:application/pdf},
}

@incollection{dobischat_debatten_2019,
	address = {Wiesbaden},
	title = {Die {Debatten} um {Industrie} 4.0 und {Bildung}. {Szenarien} der {Digitalisierung} und ihr politischer {Widerhall} in Österreich und {Deutschland}},
	volume = {6},
	isbn = {978-3-658-23372-3 978-3-658-23373-0},
	url = {http://link.springer.com/10.1007/978-3-658-23373-0_2},
	language = {de-DE},
	urldate = {2022-06-02},
	booktitle = {Bildung 2.1 für {Arbeit} 4.0?},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lassnigg, Lorenz and Bock-Schappelwein, Julia},
	editor = {Dobischat, Rolf and Käpplinger, Bernd and Molzberger, Gabriele and Münk, Dieter},
	year = {2019},
	doi = {10.1007/978-3-658-23373-0_2},
	note = {Series Title: Bildung und Arbeit},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {25--47},
	file = {Lassnigg und Bock-Schappelwein - 2019 - Die Debatten um Industrie 4.0 und Bildung. Szenari.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RSJ4CDPL/Lassnigg und Bock-Schappelwein - 2019 - Die Debatten um Industrie 4.0 und Bildung. Szenari.pdf:application/pdf},
}

@incollection{dobischat_digitalisierung_2019-2,
	address = {Wiesbaden},
	title = {Digitalisierung in {Deutschland}: {Substituierbarkeitspotenziale} von {Berufen} und die möglichen {Folgen} für die {Beschäftigung}},
	volume = {6},
	isbn = {978-3-658-23372-3 978-3-658-23373-0},
	shorttitle = {Digitalisierung in {Deutschland}},
	url = {http://link.springer.com/10.1007/978-3-658-23373-0_3},
	language = {de-DE},
	urldate = {2022-06-02},
	booktitle = {Bildung 2.1 für {Arbeit} 4.0?},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Dengler, Katharina and Matthes, Britta},
	editor = {Dobischat, Rolf and Käpplinger, Bernd and Molzberger, Gabriele and Münk, Dieter},
	year = {2019},
	doi = {10.1007/978-3-658-23373-0_3},
	note = {Series Title: Bildung und Arbeit},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {49--62},
	file = {Dengler und Matthes - 2019 - Digitalisierung in Deutschland Substituierbarkeit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FKGGTICT/Dengler und Matthes - 2019 - Digitalisierung in Deutschland Substituierbarkeit.pdf:application/pdf},
}

@incollection{dobischat_warum_2019,
	address = {Wiesbaden},
	title = {Warum aus der {Digitalisierung} von {Produktionstechniken} keine {Maßgaben} für {Aus}- und {Weiterbildung} abgeleitet werden können},
	volume = {6},
	isbn = {978-3-658-23372-3 978-3-658-23373-0},
	url = {http://link.springer.com/10.1007/978-3-658-23373-0_5},
	language = {de-DE},
	urldate = {2022-06-02},
	booktitle = {Bildung 2.1 für {Arbeit} 4.0?},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Heid, Helmut},
	editor = {Dobischat, Rolf and Käpplinger, Bernd and Molzberger, Gabriele and Münk, Dieter},
	year = {2019},
	doi = {10.1007/978-3-658-23373-0_5},
	note = {Series Title: Bildung und Arbeit},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {85--98},
	file = {Heid - 2019 - Warum aus der Digitalisierung von Produktionstechn.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5NLXK59N/Heid - 2019 - Warum aus der Digitalisierung von Produktionstechn.pdf:application/pdf},
}

@incollection{dobischat_digitalisierung_2019-3,
	address = {Wiesbaden},
	title = {Digitalisierung industrieller {Einfacharbeit}},
	volume = {6},
	isbn = {978-3-658-23372-3 978-3-658-23373-0},
	url = {http://link.springer.com/10.1007/978-3-658-23373-0_6},
	language = {de-DE},
	urldate = {2022-06-02},
	booktitle = {Bildung 2.1 für {Arbeit} 4.0?},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hirsch-Kreinsen, Hartmut and Ittermann, Peter},
	editor = {Dobischat, Rolf and Käpplinger, Bernd and Molzberger, Gabriele and Münk, Dieter},
	year = {2019},
	doi = {10.1007/978-3-658-23373-0_6},
	note = {Series Title: Bildung und Arbeit},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {99--117},
	file = {Hirsch-Kreinsen und Ittermann - 2019 - Digitalisierung industrieller Einfacharbeit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EZKJ9ANI/Hirsch-Kreinsen und Ittermann - 2019 - Digitalisierung industrieller Einfacharbeit.pdf:application/pdf},
}

@incollection{dobischat_digitalisierte_2019,
	address = {Wiesbaden},
	title = {Digitalisierte {Arbeit} und menschliche {Initiative}. {Empirische} {Analysen} aus {Logistik} und {Einzelhandel}},
	volume = {6},
	isbn = {978-3-658-23372-3 978-3-658-23373-0},
	url = {http://link.springer.com/10.1007/978-3-658-23373-0_8},
	language = {de-DE},
	urldate = {2022-06-02},
	booktitle = {Bildung 2.1 für {Arbeit} 4.0?},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Böving, Hanna and Glaß, Elise and Haberzeth, Erik and Umbach, Susanne},
	editor = {Dobischat, Rolf and Käpplinger, Bernd and Molzberger, Gabriele and Münk, Dieter},
	year = {2019},
	doi = {10.1007/978-3-658-23373-0_8},
	note = {Series Title: Bildung und Arbeit},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {141--160},
	file = {Böving et al. - 2019 - Digitalisierte Arbeit und menschliche Initiative. .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E57VWACA/Böving et al. - 2019 - Digitalisierte Arbeit und menschliche Initiative. .pdf:application/pdf},
}

@incollection{hattula_entwicklung_2021,
	address = {Wiesbaden},
	title = {Entwicklung einer {Mock}-up {Website} in {Kooperation} mit {TUI} und {TrustYou} zur {Untersuchung} des {Einflusses} von {Kundenbewertungen} auf das {Buchungsverhalten} von {Digital} {Natives}},
	isbn = {978-3-658-32392-9 978-3-658-32393-6},
	url = {https://link.springer.com/10.1007/978-3-658-32393-6_10},
	language = {de-DE},
	urldate = {2022-05-21},
	booktitle = {Praxisorientierte {Hochschullehre}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Oven-Krockhaus, Ina zur and Mandelartz, Pascal},
	editor = {Hattula, Cansu and Hilgers-Sekowsky, Julia and Schuster, Gabriele},
	year = {2021},
	doi = {10.1007/978-3-658-32393-6_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {115--124},
	file = {Oven-Krockhaus und Mandelartz - 2021 - Entwicklung einer Mock-up Website in Kooperation m.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N4T7DCFJ/Oven-Krockhaus und Mandelartz - 2021 - Entwicklung einer Mock-up Website in Kooperation m.pdf:application/pdf},
}

@incollection{weber_einsatz_2022,
	address = {Wiesbaden},
	title = {Einsatz von {Chatbots} am digitalen {Büroarbeitsplatz} – {Potentielle} {Wirkungen} und {Handlungsempfehlungen} für erfolgreiche {Chatbotvorhaben}},
	isbn = {978-3-658-34523-5 978-3-658-34524-2},
	url = {https://link.springer.com/10.1007/978-3-658-34524-2_5},
	language = {de-DE},
	urldate = {2022-05-21},
	booktitle = {Faktor {Mensch}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Meyer von Wolff, Raphael and Hobert, Sebastian and Schumann, Matthias},
	editor = {Weber, Kristin and Reinheimer, Stefan},
	year = {2022},
	doi = {10.1007/978-3-658-34524-2_5},
	note = {Series Title: Edition HMD},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {77--100},
	file = {Meyer von Wolff et al. - 2022 - Einsatz von Chatbots am digitalen Büroarbeitsplatz.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6A5B3ME6/Meyer von Wolff et al. - 2022 - Einsatz von Chatbots am digitalen Büroarbeitsplatz.pdf:application/pdf},
}

@incollection{weber_selbstbestimmte_2022,
	address = {Wiesbaden},
	title = {Selbstbestimmte {Annäherung} an digitale {Technologien} – ein motivationsorientiertes {Unterstützungsinstrument} für {Senior}*innen},
	isbn = {978-3-658-34523-5 978-3-658-34524-2},
	url = {https://link.springer.com/10.1007/978-3-658-34524-2_11},
	language = {de-DE},
	urldate = {2022-05-21},
	booktitle = {Faktor {Mensch}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Oppl, Sabrina},
	editor = {Weber, Kristin and Reinheimer, Stefan},
	year = {2022},
	doi = {10.1007/978-3-658-34524-2_11},
	note = {Series Title: Edition HMD},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {197--214},
	file = {Oppl - 2022 - Selbstbestimmte Annäherung an digitale Technologie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QVWWKDN5/Oppl - 2022 - Selbstbestimmte Annäherung an digitale Technologie.pdf:application/pdf},
}

@incollection{weber_digitalisierung_2022,
	address = {Wiesbaden},
	title = {Digitalisierung personennaher {Dienstleistungen} in der {Kinder}- und {Jugendhilfe}: {Konzeption} und {Evaluation} eines {Systementwurfs} mit {Aktivitätsempfehlungsfunktion}},
	isbn = {978-3-658-34523-5 978-3-658-34524-2},
	shorttitle = {Digitalisierung personennaher {Dienstleistungen} in der {Kinder}- und {Jugendhilfe}},
	url = {https://link.springer.com/10.1007/978-3-658-34524-2_4},
	language = {de-DE},
	urldate = {2022-05-21},
	booktitle = {Faktor {Mensch}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fellmann, Michael and Lantow, Birger and Simon, Gregor and Holz, Felix},
	editor = {Weber, Kristin and Reinheimer, Stefan},
	year = {2022},
	doi = {10.1007/978-3-658-34524-2_4},
	note = {Series Title: Edition HMD},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {51--76},
	file = {Fellmann et al. - 2022 - Digitalisierung personennaher Dienstleistungen in .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HQXSTXTL/Fellmann et al. - 2022 - Digitalisierung personennaher Dienstleistungen in .pdf:application/pdf},
}

@incollection{weber_disziplinenubergreifende_2022,
	address = {Wiesbaden},
	title = {Disziplinenübergreifende {Teams} bei der nutzerzentrierten {Entwicklung} von {Digitalprodukten} in der {Medienbranche}},
	isbn = {978-3-658-34523-5 978-3-658-34524-2},
	url = {https://link.springer.com/10.1007/978-3-658-34524-2_14},
	language = {de-DE},
	urldate = {2022-05-21},
	booktitle = {Faktor {Mensch}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pagel, Sven and Labonté, Marie Sophie and Höfer, Elena and Lellinger, Chloë and Rossner, Alexander},
	editor = {Weber, Kristin and Reinheimer, Stefan},
	year = {2022},
	doi = {10.1007/978-3-658-34524-2_14},
	note = {Series Title: Edition HMD},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {253--274},
	file = {Pagel et al. - 2022 - Disziplinenübergreifende Teams bei der nutzerzentr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3FM3PRXK/Pagel et al. - 2022 - Disziplinenübergreifende Teams bei der nutzerzentr.pdf:application/pdf},
}

@incollection{bittlingmayer_neue_2019,
	address = {Wiesbaden},
	title = {Neue {Medien} und {Ideologie}: {Zur} {Dialektik} der digitalisierten {Aufklärung}},
	isbn = {978-3-658-12694-0 978-3-658-12695-7},
	shorttitle = {Neue {Medien} und {Ideologie}},
	url = {http://link.springer.com/10.1007/978-3-658-12695-7_67},
	language = {de-DE},
	urldate = {2022-05-17},
	booktitle = {Handbuch {Kritische} {Theorie}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bock, Wolfgang},
	editor = {Bittlingmayer, Uwe H. and Demirović, Alex and Freytag, Tatjana},
	year = {2019},
	doi = {10.1007/978-3-658-12695-7_67},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1213--1246},
	file = {Bock - 2019 - Neue Medien und Ideologie Zur Dialektik der digit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QH4VIITZ/Bock - 2019 - Neue Medien und Ideologie Zur Dialektik der digit.pdf:application/pdf},
}

@incollection{gugutzer_digitale_2022,
	address = {Wiesbaden},
	title = {Digitale und analoge {Körper}},
	isbn = {978-3-658-33297-6 978-3-658-33298-3},
	url = {https://link.springer.com/10.1007/978-3-658-33298-3_6},
	language = {de-DE},
	urldate = {2022-05-17},
	booktitle = {Handbuch {Körpersoziologie} 2},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wiedemann, Lisa},
	editor = {Gugutzer, Robert and Klein, Gabriele and Meuser, Michael},
	year = {2022},
	doi = {10.1007/978-3-658-33298-3_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {75--90},
	file = {Wiedemann - 2022 - Digitale und analoge Körper.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/J4FIYUTR/Wiedemann - 2022 - Digitale und analoge Körper.pdf:application/pdf},
}

@incollection{bittlingmayer_critical_2019,
	address = {Wiesbaden},
	title = {Critical {Theory} and the {Digital} {Culture}-{Industry}: {Audience}-{Work}, {Serious} {Leisure}, and {Recognition}},
	isbn = {978-3-658-12694-0 978-3-658-12695-7},
	shorttitle = {Critical {Theory} and the {Digital} {Culture}-{Industry}},
	url = {http://link.springer.com/10.1007/978-3-658-12695-7_68},
	abstract = {The emergence of millions of amateurs and unpaid works on the web during the blooming of social media and the rise of sharing discourse over the past decade has resulted in a large corpus of criticism on both academic and popular levels. Yet this corpus is primarily binary in nature: It either praises and gloriﬁes these sharing praxes in almost messianic terms, or it criticizes them by focusing on work-leisure relations and the familiar consequences of exploiting audience work. Either way, the criticism fails to fully grasp the emancipatory potential inherent to the world of amateurs, who willfully act within the sphere of serious leisure. The article thus aims to cater to the growing need for a critical theory that neither falls into the positivistic honey trap of techno-utopian discourse, while also avoiding total negation. To this end, the article utilizes two theoretical components: serious leisure and social recognition, whose combination offers the foundations for forming an adequate critical theory.},
	language = {en-GB},
	urldate = {2022-05-17},
	booktitle = {Handbuch {Kritische} {Theorie}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Elhanati, Moshe},
	editor = {Bittlingmayer, Uwe H. and Demirović, Alex and Freytag, Tatjana},
	year = {2019},
	doi = {10.1007/978-3-658-12695-7_68},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1247--1284},
	file = {Elhanati - 2019 - Critical Theory and the Digital Culture-Industry .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YF8RJVZW/Elhanati - 2019 - Critical Theory and the Digital Culture-Industry .pdf:application/pdf},
}

@incollection{harwardt_digitales_2023,
	address = {Wiesbaden},
	title = {Digitales {Lernen} ist kein {Selbstläufer} – individuelle und organisationale {Voraussetzungen} für digitales {Lernen}},
	isbn = {978-3-658-37900-1 978-3-658-37901-8},
	url = {https://link.springer.com/10.1007/978-3-658-37901-8_3},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Lernen im {Zeitalter} der {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gramß, Denise and Pillath, Patricia},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2023},
	doi = {10.1007/978-3-658-37901-8_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {41--50},
	file = {Gramß und Pillath - 2023 - Digitales Lernen ist kein Selbstläufer – individue.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S5RQ6Q8P/Gramß und Pillath - 2023 - Digitales Lernen ist kein Selbstläufer – individue.pdf:application/pdf;Gramß und Pillath - 2023 - Digitales Lernen ist kein Selbstläufer – individue.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GWIFRJ6C/Gramß und Pillath - 2023 - Digitales Lernen ist kein Selbstläufer – individue.pdf:application/pdf},
}

@incollection{harwardt_digital_2023,
	address = {Wiesbaden},
	title = {„{Digital} erlernen – {Digitaler} lernen!“},
	isbn = {978-3-658-37900-1 978-3-658-37901-8},
	url = {https://link.springer.com/10.1007/978-3-658-37901-8_4},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Lernen im {Zeitalter} der {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bartscher, Thomas and Nissen, Regina},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2023},
	doi = {10.1007/978-3-658-37901-8_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {51--62},
	file = {Bartscher und Nissen - 2023 - „Digital erlernen – Digitaler lernen!“.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EXYP5MIS/Bartscher und Nissen - 2023 - „Digital erlernen – Digitaler lernen!“.pdf:application/pdf;Bartscher und Nissen - 2023 - „Digital erlernen – Digitaler lernen!“.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4W4L5IJ2/Bartscher und Nissen - 2023 - „Digital erlernen – Digitaler lernen!“.pdf:application/pdf},
}

@incollection{harwardt_talentmanagement_2023,
	address = {Wiesbaden},
	title = {Talentmanagement durch {Digitalisierung}},
	isbn = {978-3-658-37900-1 978-3-658-37901-8},
	url = {https://link.springer.com/10.1007/978-3-658-37901-8_7},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Lernen im {Zeitalter} der {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kaß, Philipp},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2023},
	doi = {10.1007/978-3-658-37901-8_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {99--112},
	file = {Kaß - 2023 - Talentmanagement durch Digitalisierung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JSSYJZU5/Kaß - 2023 - Talentmanagement durch Digitalisierung.pdf:application/pdf;Kaß - 2023 - Talentmanagement durch Digitalisierung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AKR4HGA7/Kaß - 2023 - Talentmanagement durch Digitalisierung.pdf:application/pdf},
}

@incollection{geschaftsstelle_beim_stifterverband_agiles_2021,
	address = {Wiesbaden},
	title = {Agiles {Lernen} digital gestützt: {Die} {Methode} {eduScrum} in der {Hochschullehre}},
	isbn = {978-3-658-32848-1 978-3-658-32849-8},
	shorttitle = {Agiles {Lernen} digital gestützt},
	url = {https://link.springer.com/10.1007/978-3-658-32849-8_32},
	abstract = {Zusammenfassung
            Der Beitrag geht, im Rahmen einer explorativen Vorgehensweise, den Fragen nach, inwieweit der Einsatz der digital angereicherten Methode eduScrum in der Hochschullehre den Kompetenzerwerb bei Studierenden sowohl in Bezug auf fachliche und personale als auch im Hinblick auf digitale Kompetenzen fördert. Hierzu werden im Rahmen von Veranstaltungsevaluationen vorgenommene Selbsteinschätzungen der Studierenden über den eigenen Kompetenzzuwachs herangezogen. Als Bezugspunkte für die in der Evaluation erstellten Fragen zur Einschätzung der Kompetenzentwicklung und zur Einordnung der aus diesen Betrachtungen generierten Ergebnisse dienen der „Deutsche Qualifikationsrahmen für Lebenslanges Lernen“ (DQR), der „Qualifikationsrahmen für deutsche Hochschulabschlüsse“ (HQR) und das „Digital Competence Framework for Citizens“ (DigComp 2.1).},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Sturm, Nico and Rundnagel, Heike},
	editor = {{Geschäftsstelle beim Stifterverband}},
	year = {2021},
	doi = {10.1007/978-3-658-32849-8_32},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, FernUni-Hagen:MABM:Master-Arbeit, Scrum},
	pages = {577--598},
	file = {Sturm und Rundnagel - 2021 - Agiles Lernen digital gestützt Die Methode eduScr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BDXCCSMC/Sturm und Rundnagel - 2021 - Agiles Lernen digital gestützt Die Methode eduScr.pdf:application/pdf},
}

@incollection{katzenberger_journalismus_2022,
	address = {Wiesbaden},
	title = {Journalismus zum {Bingen}: {Potenziale} und {Funktionen} serieller {Podcasts} für das digitale {Storytelling}},
	isbn = {978-3-658-38711-2 978-3-658-38712-9},
	shorttitle = {Journalismus zum {Bingen}},
	url = {https://link.springer.com/10.1007/978-3-658-38712-9_18},
	language = {de-DE},
	urldate = {2022-12-04},
	booktitle = {Podcasts},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Krause, Till and Uhrig, Klaus},
	editor = {Katzenberger, Vera and Keil, Jana and Wild, Michael},
	year = {2022},
	doi = {10.1007/978-3-658-38712-9_18},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {445--460},
	file = {Krause und Uhrig - 2022 - Journalismus zum Bingen Potenziale und Funktionen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DXAEE84Q/Krause und Uhrig - 2022 - Journalismus zum Bingen Potenziale und Funktionen.pdf:application/pdf;Krause und Uhrig - 2022 - Journalismus zum Bingen Potenziale und Funktionen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TBDNFJ9E/Krause und Uhrig - 2022 - Journalismus zum Bingen Potenziale und Funktionen.pdf:application/pdf},
}

@incollection{schallmo_aus_2023,
	address = {Wiesbaden},
	title = {Aus {Big} {Data} wird {Big} {Value}: {Warum} es eine {Daten}-dominante {Logik} braucht},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	shorttitle = {Aus {Big} {Data} wird {Big} {Value}},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_21},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kugler, Petra},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_21},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {553--568},
	file = {Kugler - 2023 - Aus Big Data wird Big Value Warum es eine Daten-d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M7JZ5V56/Kugler - 2023 - Aus Big Data wird Big Value Warum es eine Daten-d.pdf:application/pdf},
}

@incollection{schallmo_stellen_2023,
	address = {Wiesbaden},
	title = {Stellen {Sie} sich vor, die {Digitalisierung} funktioniert!: {Digitalisierung} von {Geschäftsprozessen} am {Beispiel} des {Auftragsmanagementprozesses}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	shorttitle = {Stellen {Sie} sich vor, die {Digitalisierung} funktioniert!},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_22},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fusaro, Francesco},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_22},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {569--612},
	file = {Fusaro - 2023 - Stellen Sie sich vor, die Digitalisierung funktion.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FTLBH35X/Fusaro - 2023 - Stellen Sie sich vor, die Digitalisierung funktion.pdf:application/pdf},
}

@incollection{schallmo_mehr_2023,
	address = {Wiesbaden},
	title = {Mehr „{Anarchie}“ wagen? – {Kooperationsmuster} in {Innovationsnetzwerken} und deren {Entwicklung} im {Zuge} der {Digitalisierung} der {Automobilbranche}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	shorttitle = {Mehr „{Anarchie}“ wagen?},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_23},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Reck, Fabian and Posset, Sebastian},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_23},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {613--642},
	file = {Reck und Posset - 2023 - Mehr „Anarchie“ wagen – Kooperationsmuster in Inn.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SU2WYTXY/Reck und Posset - 2023 - Mehr „Anarchie“ wagen – Kooperationsmuster in Inn.pdf:application/pdf},
}

@incollection{schallmo_digitale_2023-1,
	address = {Wiesbaden},
	title = {Digitale {Wertschöpfungspotenziale} in Ökosystemen am {Beispiel} {Pay}-per-{Part}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_24},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Werth, Daniel and Hiller, Simon and Lasi, Heiner and Rygl, David},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_24},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {643--663},
	file = {Werth et al. - 2023 - Digitale Wertschöpfungspotenziale in Ökosystemen a.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/F6ILN39A/Werth et al. - 2023 - Digitale Wertschöpfungspotenziale in Ökosystemen a.pdf:application/pdf},
}

@incollection{schallmo_status_2023,
	address = {Wiesbaden},
	title = {Status {Quo} und {Hürden} der {Digitalisierung} im {Supply} {Chain} {Management} bei {KMU}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_25},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Grinninger, Jürgen and Kaiser, Philipp and Lieb, Christian},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_25},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {665--689},
	file = {Grinninger et al. - 2023 - Status Quo und Hürden der Digitalisierung im Suppl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZE72S22G/Grinninger et al. - 2023 - Status Quo und Hürden der Digitalisierung im Suppl.pdf:application/pdf},
}

@incollection{schallmo_digitalisierung_2023-2,
	address = {Wiesbaden},
	title = {Digitalisierung der {Produktion} im {Mittelstand}: {Status} quo und {Handlungsempfehlungen} für eine erfolgreiche {Umsetzung}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	shorttitle = {Digitalisierung der {Produktion} im {Mittelstand}},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_17},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bayer, Marc and Bauer, Fabian},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_17},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {469--485},
	file = {Bayer und Bauer - 2023 - Digitalisierung der Produktion im Mittelstand Sta.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EFWV8SNW/Bayer und Bauer - 2023 - Digitalisierung der Produktion im Mittelstand Sta.pdf:application/pdf},
}

@incollection{schallmo_technologiebasierte_2023,
	address = {Wiesbaden},
	title = {Technologiebasierte {Konzepte} der digitalen {Wertschöpfung} unter besonderer {Berücksichtigung} von {Künstlicher} {Intelligenz}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_19},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Köppl, Sonja},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_19},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {513--527},
	file = {Köppl - 2023 - Technologiebasierte Konzepte der digitalen Wertsch.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WVN52GU3/Köppl - 2023 - Technologiebasierte Konzepte der digitalen Wertsch.pdf:application/pdf},
}

@incollection{schallmo_reporting_2023,
	address = {Wiesbaden},
	title = {Reporting im {Zeitalter} der {Digitalisierung}: {Ein} {Ansatz} zur {Effizienzsteigerung} im {Reporting} durch {Self} {Services}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	shorttitle = {Reporting im {Zeitalter} der {Digitalisierung}},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_20},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stirzel, Martin and Yaldiran, Selcuk},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_20},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {529--551},
	file = {Stirzel und Yaldiran - 2023 - Reporting im Zeitalter der Digitalisierung Ein An.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SNEI6IYF/Stirzel und Yaldiran - 2023 - Reporting im Zeitalter der Digitalisierung Ein An.pdf:application/pdf},
}

@incollection{schallmo_digitale_2023-2,
	address = {Wiesbaden},
	title = {Digitale {Transformation} und {Technologien}, {Strategien} und {Geschäftsmodelle} – {Ergebnisse} einer systematischen {Literaturanalyse}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_12},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ulrich, Patrick and Becker, Wolfgang and Fibitz, Alexandra},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_12},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {317--343},
	file = {Ulrich et al. - 2023 - Digitale Transformation und Technologien, Strategi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HAGS6J7K/Ulrich et al. - 2023 - Digitale Transformation und Technologien, Strategi.pdf:application/pdf},
}

@incollection{schallmo_soziotechnisches_2023,
	address = {Wiesbaden},
	title = {Soziotechnisches {Risikomanagement} als {Erfolgsfaktor} für die {Digitale} {Transformation}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_14},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Menzefricke, Jörn Steffen and Gabriel, Stefan and Gundlach, Thomas and Hobscheidt, Daniela and Kürpick, Christian and Schnasse, Felix and Scholtysik, Michel and Seif, Heiko and Koldewey, Christian and Dumitrescu, Roman},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_14},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {375--408},
	file = {Menzefricke et al. - 2023 - Soziotechnisches Risikomanagement als Erfolgsfakto.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IWGX4972/Menzefricke et al. - 2023 - Soziotechnisches Risikomanagement als Erfolgsfakto.pdf:application/pdf},
}

@incollection{schallmo_geschaftsmodellinnovations-roadmap_2023,
	address = {Wiesbaden},
	title = {Der {Geschäftsmodellinnovations}-{Roadmap} {Ansatz} für die digitale {Transformation}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_16},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schaller, Amaury-Alexandre and Vatananan-Thesenvitz, Ronald},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_16},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {437--466},
	file = {Schaller und Vatananan-Thesenvitz - 2023 - Der Geschäftsmodellinnovations-Roadmap Ansatz für .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZZ8V97LN/Schaller und Vatananan-Thesenvitz - 2023 - Der Geschäftsmodellinnovations-Roadmap Ansatz für .pdf:application/pdf},
}

@incollection{schallmo_kunstliche_2023,
	address = {Wiesbaden},
	title = {Künstliche {Intelligenz} für die industrielle {Produktion} – {Ein} kontextorientierter {Bewertungsrahmen}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_18},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Haag, Christoph and Pyschny, Nicolas},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_18},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {487--512},
	file = {Haag und Pyschny - 2023 - Künstliche Intelligenz für die industrielle Produk.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HXK7YA6G/Haag und Pyschny - 2023 - Künstliche Intelligenz für die industrielle Produk.pdf:application/pdf},
}

@incollection{kolhoff_digital_2022,
	address = {Wiesbaden},
	title = {„digital dabei“ – {Digitale} {Lernangebote} für {Menschen} mit {Beeinträchtigungen}},
	isbn = {978-3-658-38676-4 978-3-658-38677-1},
	url = {https://link.springer.com/10.1007/978-3-658-38677-1_3},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Aktuelle {Diskurse} in der {Sozialwirtschaft} {IV}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kolhoff, Ludger},
	editor = {Kolhoff, Ludger},
	year = {2022},
	doi = {10.1007/978-3-658-38677-1_3},
	note = {Series Title: Perspektiven Sozialwirtschaft und Sozialmanagement},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {43--61},
	file = {Kolhoff - 2022 - „digital dabei“ – Digitale Lernangebote für Mensch.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K3GEJUCE/Kolhoff - 2022 - „digital dabei“ – Digitale Lernangebote für Mensch.pdf:application/pdf},
}

@incollection{wagener_schneller_2023,
	address = {Wiesbaden},
	title = {Schneller, weiter, besser? {Legitimationssicherung} der digitalisierten {Verwaltung}},
	isbn = {978-3-658-38267-4 978-3-658-38268-1},
	shorttitle = {Schneller, weiter, besser?},
	url = {https://link.springer.com/10.1007/978-3-658-38268-1_6},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Die {Digitalisierung} des {Politischen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Boos, Pauline and Geckil, Celine and Muster, Judith},
	editor = {Wagener, Andreas and Stark, Carsten},
	year = {2023},
	doi = {10.1007/978-3-658-38268-1_6},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {119--140},
	file = {Boos et al. - 2023 - Schneller, weiter, besser Legitimationssicherung .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LIF64HF9/Boos et al. - 2023 - Schneller, weiter, besser Legitimationssicherung .pdf:application/pdf},
}

@incollection{wagener_kunstliche_2023,
	address = {Wiesbaden},
	title = {Künstliche {Intelligenz} als {Herausforderung} für demokratische {Sicherheitspolitik}},
	isbn = {978-3-658-38267-4 978-3-658-38268-1},
	url = {https://link.springer.com/10.1007/978-3-658-38268-1_4},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Die {Digitalisierung} des {Politischen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Varwick, Johannes and Prust, Oscar},
	editor = {Wagener, Andreas and Stark, Carsten},
	year = {2023},
	doi = {10.1007/978-3-658-38268-1_4},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {63--84},
	file = {Varwick und Prust - 2023 - Künstliche Intelligenz als Herausforderung für dem.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6XX23RNP/Varwick und Prust - 2023 - Künstliche Intelligenz als Herausforderung für dem.pdf:application/pdf},
}

@incollection{wagener_technokratischer_2023,
	address = {Wiesbaden},
	title = {Technokratischer e-{Staat}. {Estland} als best-practice-{Beispiel} in der {Digitalisierungsdebatte}?},
	isbn = {978-3-658-38267-4 978-3-658-38268-1},
	url = {https://link.springer.com/10.1007/978-3-658-38268-1_5},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Die {Digitalisierung} des {Politischen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hartleb, Florian},
	editor = {Wagener, Andreas and Stark, Carsten},
	year = {2023},
	doi = {10.1007/978-3-658-38268-1_5},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {87--118},
	file = {Hartleb - 2023 - Technokratischer e-Staat. Estland als best-practic.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M8SNPR83/Hartleb - 2023 - Technokratischer e-Staat. Estland als best-practic.pdf:application/pdf},
}

@incollection{lindner_intelligenz_2022,
	address = {Wiesbaden},
	title = {Intelligenz, {Denken} und gesunder {Menschenverstand} in der {Psychologie}},
	isbn = {978-3-658-37163-0 978-3-658-37164-7},
	url = {https://link.springer.com/10.1007/978-3-658-37164-7_10},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Menschenbilder und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Brinkmann, Babette Julia},
	editor = {Lindner, Hans-Günter and Bente, Stefan and Richter, Claus},
	year = {2022},
	doi = {10.1007/978-3-658-37164-7_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {151--163},
	file = {Brinkmann - 2022 - Intelligenz, Denken und gesunder Menschenverstand .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S4QIKA9Q/Brinkmann - 2022 - Intelligenz, Denken und gesunder Menschenverstand .pdf:application/pdf},
}

@incollection{lindner_betriebswirtschaftliche_2022,
	address = {Wiesbaden},
	title = {Betriebswirtschaftliche {Menschenbilder} in der {Digitalität}},
	isbn = {978-3-658-37163-0 978-3-658-37164-7},
	url = {https://link.springer.com/10.1007/978-3-658-37164-7_11},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Menschenbilder und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lindner, Hans-Günter},
	editor = {Lindner, Hans-Günter and Bente, Stefan and Richter, Claus},
	year = {2022},
	doi = {10.1007/978-3-658-37164-7_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {165--185},
	file = {Lindner - 2022 - Betriebswirtschaftliche Menschenbilder in der Digi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7ZJNDAFX/Lindner - 2022 - Betriebswirtschaftliche Menschenbilder in der Digi.pdf:application/pdf},
}

@incollection{wagener_legitimationsprobleme_2023,
	address = {Wiesbaden},
	title = {Legitimationsprobleme analoger {Staatlichkeit}. {Zur} {Exklusionsproblematik} liberaler {Demokratien} und den {Chancen} eines digitalen politischen {Raums}},
	isbn = {978-3-658-38267-4 978-3-658-38268-1},
	url = {https://link.springer.com/10.1007/978-3-658-38268-1_1},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Die {Digitalisierung} des {Politischen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stark, Carsten},
	editor = {Wagener, Andreas and Stark, Carsten},
	year = {2023},
	doi = {10.1007/978-3-658-38268-1_1},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {3--22},
	file = {Stark - 2023 - Legitimationsprobleme analoger Staatlichkeit. Zur .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D864J82S/Stark - 2023 - Legitimationsprobleme analoger Staatlichkeit. Zur .pdf:application/pdf},
}

@incollection{wagener_computer_2023,
	address = {Wiesbaden},
	title = {„{Computer} sagt nein“ – {Gesellschaftliche} {Teilhabe} und strukturelle {Diskriminierung} im {Zeitalter} {Künstlicher} {Intelligenz}},
	isbn = {978-3-658-38267-4 978-3-658-38268-1},
	url = {https://link.springer.com/10.1007/978-3-658-38268-1_2},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Die {Digitalisierung} des {Politischen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rentsch, Susanne},
	editor = {Wagener, Andreas and Stark, Carsten},
	year = {2023},
	doi = {10.1007/978-3-658-38268-1_2},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {23--44},
	file = {Rentsch - 2023 - „Computer sagt nein“ – Gesellschaftliche Teilhabe .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L22DE6KI/Rentsch - 2023 - „Computer sagt nein“ – Gesellschaftliche Teilhabe .pdf:application/pdf},
}

@incollection{wagener_krise_2023,
	address = {Wiesbaden},
	title = {Krise und technologischer {Solutionismus}: {Die} politische {Dimension} des digitalisierten {Umgangs} mit {Unsicherheit}},
	isbn = {978-3-658-38267-4 978-3-658-38268-1},
	shorttitle = {Krise und technologischer {Solutionismus}},
	url = {https://link.springer.com/10.1007/978-3-658-38268-1_3},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Die {Digitalisierung} des {Politischen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bartl, Gabriel},
	editor = {Wagener, Andreas and Stark, Carsten},
	year = {2023},
	doi = {10.1007/978-3-658-38268-1_3},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {45--62},
	file = {Bartl - 2023 - Krise und technologischer Solutionismus Die polit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D45LUATY/Bartl - 2023 - Krise und technologischer Solutionismus Die polit.pdf:application/pdf},
}

@incollection{lindner_menschenbild_2022,
	address = {Wiesbaden},
	title = {Das {Menschenbild} im {Service} {Design}},
	isbn = {978-3-658-37163-0 978-3-658-37164-7},
	url = {https://link.springer.com/10.1007/978-3-658-37164-7_5},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Menschenbilder und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Mager, Birgit},
	editor = {Lindner, Hans-Günter and Bente, Stefan and Richter, Claus},
	year = {2022},
	doi = {10.1007/978-3-658-37164-7_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {59--67},
	file = {Mager - 2022 - Das Menschenbild im Service Design.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PEZJGBQ7/Mager - 2022 - Das Menschenbild im Service Design.pdf:application/pdf},
}

@incollection{lindner_mensch_2022,
	address = {Wiesbaden},
	title = {Der {Mensch} als kommunizierendes {Subjekt}: {Zum} {Menschenbild} in der {Kommunikations}- und {Medienwissenschaft}},
	isbn = {978-3-658-37163-0 978-3-658-37164-7},
	shorttitle = {Der {Mensch} als kommunizierendes {Subjekt}},
	url = {https://link.springer.com/10.1007/978-3-658-37164-7_8},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Menschenbilder und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Duckwitz, Amelie and Werner, Petra},
	editor = {Lindner, Hans-Günter and Bente, Stefan and Richter, Claus},
	year = {2022},
	doi = {10.1007/978-3-658-37164-7_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {101--129},
	file = {Duckwitz und Werner - 2022 - Der Mensch als kommunizierendes Subjekt Zum Mensc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TRS8AQGV/Duckwitz und Werner - 2022 - Der Mensch als kommunizierendes Subjekt Zum Mensc.pdf:application/pdf},
}

@incollection{lindner_mensch_2022-1,
	address = {Wiesbaden},
	title = {Mensch, {Person}, {Subjekt} und {Liebe} – Über {Modellierungen} des {Menschen} in der {Philosophie}},
	isbn = {978-3-658-37163-0 978-3-658-37164-7},
	url = {https://link.springer.com/10.1007/978-3-658-37164-7_1},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Menschenbilder und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kaminsky, Carmen},
	editor = {Lindner, Hans-Günter and Bente, Stefan and Richter, Claus},
	year = {2022},
	doi = {10.1007/978-3-658-37164-7_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--15},
	file = {Kaminsky - 2022 - Mensch, Person, Subjekt und Liebe – Über Modellier.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZERUTSC6/Kaminsky - 2022 - Mensch, Person, Subjekt und Liebe – Über Modellier.pdf:application/pdf},
}

@incollection{lindner_uber_2022,
	address = {Wiesbaden},
	title = {Über die {Bedeutung} digitalisierter {Menschenbilder} in der {Sozialen} {Arbeit}},
	isbn = {978-3-658-37163-0 978-3-658-37164-7},
	url = {https://link.springer.com/10.1007/978-3-658-37164-7_2},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Menschenbilder und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Campayo, Salvador},
	editor = {Lindner, Hans-Günter and Bente, Stefan and Richter, Claus},
	year = {2022},
	doi = {10.1007/978-3-658-37164-7_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {17--27},
	file = {Campayo - 2022 - Über die Bedeutung digitalisierter Menschenbilder .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZJNSG3P4/Campayo - 2022 - Über die Bedeutung digitalisierter Menschenbilder .pdf:application/pdf},
}

@incollection{lindner_menschenbild_2022-1,
	address = {Wiesbaden},
	title = {Das {Menschenbild} in der {Softwareentwicklung}},
	isbn = {978-3-658-37163-0 978-3-658-37164-7},
	url = {https://link.springer.com/10.1007/978-3-658-37164-7_3},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Menschenbilder und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bente, Stefan},
	editor = {Lindner, Hans-Günter and Bente, Stefan and Richter, Claus},
	year = {2022},
	doi = {10.1007/978-3-658-37164-7_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {29--44},
	file = {Bente - 2022 - Das Menschenbild in der Softwareentwicklung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P3X6FLMF/Bente - 2022 - Das Menschenbild in der Softwareentwicklung.pdf:application/pdf},
}

@incollection{lindner_modellierung_2022,
	address = {Wiesbaden},
	title = {Die {Modellierung} des {Menschen} aus {Sicht} der {Softwareentwicklung}},
	isbn = {978-3-658-37163-0 978-3-658-37164-7},
	url = {https://link.springer.com/10.1007/978-3-658-37164-7_4},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Menschenbilder und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kohls, Christian},
	editor = {Lindner, Hans-Günter and Bente, Stefan and Richter, Claus},
	year = {2022},
	doi = {10.1007/978-3-658-37164-7_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {45--57},
	file = {Kohls - 2022 - Die Modellierung des Menschen aus Sicht der Softwa.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MK29WMXV/Kohls - 2022 - Die Modellierung des Menschen aus Sicht der Softwa.pdf:application/pdf},
}

@incollection{lindner_modellierung_2022-1,
	address = {Wiesbaden},
	title = {Modellierung des {Menschen} aus dem {Blickwinkel} der {Rechtswissenschaften}},
	isbn = {978-3-658-37163-0 978-3-658-37164-7},
	url = {https://link.springer.com/10.1007/978-3-658-37164-7_6},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Menschenbilder und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Richter, Claus},
	editor = {Lindner, Hans-Günter and Bente, Stefan and Richter, Claus},
	year = {2022},
	doi = {10.1007/978-3-658-37164-7_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {69--78},
	file = {Richter - 2022 - Modellierung des Menschen aus dem Blickwinkel der .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EL8FHUFY/Richter - 2022 - Modellierung des Menschen aus dem Blickwinkel der .pdf:application/pdf},
}

@incollection{lindner_menschen-_2022,
	address = {Wiesbaden},
	title = {Menschen- und {Technikbilder} in der ({Sozial}-){Robotik}},
	isbn = {978-3-658-37163-0 978-3-658-37164-7},
	url = {https://link.springer.com/10.1007/978-3-658-37164-7_7},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Menschenbilder und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schaffrath, Scarlet},
	editor = {Lindner, Hans-Günter and Bente, Stefan and Richter, Claus},
	year = {2022},
	doi = {10.1007/978-3-658-37164-7_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {79--99},
	file = {Schaffrath - 2022 - Menschen- und Technikbilder in der (Sozial-)Roboti.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D2Y69TXF/Schaffrath - 2022 - Menschen- und Technikbilder in der (Sozial-)Roboti.pdf:application/pdf},
}

@incollection{wagener_online-partizipation_2023,
	address = {Wiesbaden},
	title = {Online-{Partizipation} in ({Verkehrs}-){Planungsprozessen}: {Warum} die {Digitalisierung} dem {Grundbaustein} der {Demokratie} bisher nicht zum {Besseren} verhelfen konnte},
	isbn = {978-3-658-38267-4 978-3-658-38268-1},
	shorttitle = {Online-{Partizipation} in ({Verkehrs}-){Planungsprozessen}},
	url = {https://link.springer.com/10.1007/978-3-658-38268-1_7},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Die {Digitalisierung} des {Politischen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Raddatz, Nicole},
	editor = {Wagener, Andreas and Stark, Carsten},
	year = {2023},
	doi = {10.1007/978-3-658-38268-1_7},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {143--166},
	file = {Raddatz - 2023 - Online-Partizipation in (Verkehrs-)Planungsprozess.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2PFPYPIU/Raddatz - 2023 - Online-Partizipation in (Verkehrs-)Planungsprozess.pdf:application/pdf},
}

@incollection{wagener_algorithmic_2023,
	address = {Wiesbaden},
	title = {„{Algorithmic} {Regulation}“ und {Dateneigentum}: ökonomische und gesellschaftliche {Handlungsoptionen} der {Plattformregulierung}},
	isbn = {978-3-658-38267-4 978-3-658-38268-1},
	shorttitle = {„{Algorithmic} {Regulation}“ und {Dateneigentum}},
	url = {https://link.springer.com/10.1007/978-3-658-38268-1_8},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Die {Digitalisierung} des {Politischen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wagener, Andreas},
	editor = {Wagener, Andreas and Stark, Carsten},
	year = {2023},
	doi = {10.1007/978-3-658-38268-1_8},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {167--192},
	file = {Wagener - 2023 - „Algorithmic Regulation“ und Dateneigentum ökonom.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QMNNQSKN/Wagener - 2023 - „Algorithmic Regulation“ und Dateneigentum ökonom.pdf:application/pdf},
}

@incollection{wagener_schone_2023,
	address = {Wiesbaden},
	title = {Schöne, neue vernetzte {Welt}? – Über die {Fragmentierungsproblematik} der Öffentlichkeit und ihre {Folgen} für {Prozesse} der (politischen) {Meinungsbildung}},
	isbn = {978-3-658-38267-4 978-3-658-38268-1},
	shorttitle = {Schöne, neue vernetzte {Welt}?},
	url = {https://link.springer.com/10.1007/978-3-658-38268-1_10},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Die {Digitalisierung} des {Politischen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Settles, Kevin W.},
	editor = {Wagener, Andreas and Stark, Carsten},
	year = {2023},
	doi = {10.1007/978-3-658-38268-1_10},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {213--237},
	file = {Settles - 2023 - Schöne, neue vernetzte Welt – Über die Fragmentie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CJPJ7RTQ/Settles - 2023 - Schöne, neue vernetzte Welt – Über die Fragmentie.pdf:application/pdf},
}

@incollection{wagener_transaktionale_2023,
	address = {Wiesbaden},
	title = {Transaktionale {Politik}. {Marktförmige} {Handlungskoordination} in digitalen politischen Öffentlichkeiten},
	isbn = {978-3-658-38267-4 978-3-658-38268-1},
	url = {https://link.springer.com/10.1007/978-3-658-38268-1_11},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Die {Digitalisierung} des {Politischen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Langenohl, Andreas},
	editor = {Wagener, Andreas and Stark, Carsten},
	year = {2023},
	doi = {10.1007/978-3-658-38268-1_11},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {239--259},
	file = {Langenohl - 2023 - Transaktionale Politik. Marktförmige Handlungskoor.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8938SAM2/Langenohl - 2023 - Transaktionale Politik. Marktförmige Handlungskoor.pdf:application/pdf},
}

@incollection{wagener_offentlichkeiten_2023,
	address = {Wiesbaden},
	title = {Öffentlichkeiten im {Rahmen} von (digitalen) {Partizipationsprozessen}},
	isbn = {978-3-658-38267-4 978-3-658-38268-1},
	url = {https://link.springer.com/10.1007/978-3-658-38268-1_12},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Die {Digitalisierung} des {Politischen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Thiem, Carolin},
	editor = {Wagener, Andreas and Stark, Carsten},
	year = {2023},
	doi = {10.1007/978-3-658-38268-1_12},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {261--279},
	file = {Thiem - 2023 - Öffentlichkeiten im Rahmen von (digitalen) Partizi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YBMBYMSV/Thiem - 2023 - Öffentlichkeiten im Rahmen von (digitalen) Partizi.pdf:application/pdf},
}

@incollection{wagener_zwischen_2023,
	address = {Wiesbaden},
	title = {Zwischen {Zivilgesellschaft} und {Staat}. {Zur} {Doppelrolle} von {Hackern} angesichts der {Digitalisierung} des {Politischen}},
	isbn = {978-3-658-38267-4 978-3-658-38268-1},
	url = {https://link.springer.com/10.1007/978-3-658-38268-1_13},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Die {Digitalisierung} des {Politischen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schmoldt, Janine},
	editor = {Wagener, Andreas and Stark, Carsten},
	year = {2023},
	doi = {10.1007/978-3-658-38268-1_13},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {283--306},
	file = {Schmoldt - 2023 - Zwischen Zivilgesellschaft und Staat. Zur Doppelro.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/52KADNMN/Schmoldt - 2023 - Zwischen Zivilgesellschaft und Staat. Zur Doppelro.pdf:application/pdf},
}

@incollection{wagener_politische_2023,
	address = {Wiesbaden},
	title = {Politische {Influencer}:innen, die neuen {Emotionsarbeiter}:innen?},
	isbn = {978-3-658-38267-4 978-3-658-38268-1},
	shorttitle = {Politische {Influencer}},
	url = {https://link.springer.com/10.1007/978-3-658-38268-1_14},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Die {Digitalisierung} des {Politischen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rösch, Viktoria},
	editor = {Wagener, Andreas and Stark, Carsten},
	year = {2023},
	doi = {10.1007/978-3-658-38268-1_14},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {307--326},
	file = {Rösch - 2023 - Politische Influencerinnen, die neuen Emotionsarb.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R2JYQKES/Rösch - 2023 - Politische Influencerinnen, die neuen Emotionsarb.pdf:application/pdf},
}

@incollection{kuttner_postdigitale_2022,
	address = {Wiesbaden},
	title = {Postdigitale {Lernkulturen} im {Kontext} qualitativer {Subjektivierungsforschung}: „{Is} the medium still the message?“},
	volume = {62},
	isbn = {978-3-658-35565-4 978-3-658-35566-1},
	shorttitle = {Postdigitale {Lernkulturen} im {Kontext} qualitativer {Subjektivierungsforschung}},
	url = {https://link.springer.com/10.1007/978-3-658-35566-1_7},
	language = {de-DE},
	urldate = {2022-12-21},
	booktitle = {Praxistheoretische {Perspektiven} auf {Schule} in der {Kultur} der {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Engel, Juliane and Karpowitz, Lara},
	editor = {Kuttner, Claudia and Münte-Goussar, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-35566-1_7},
	note = {Series Title: Schule und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {129--153},
	file = {Engel und Karpowitz - 2022 - Postdigitale Lernkulturen im Kontext qualitativer .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QC3GQZLZ/Engel und Karpowitz - 2022 - Postdigitale Lernkulturen im Kontext qualitativer .pdf:application/pdf},
}

@incollection{kuttner_dinge_2022,
	address = {Wiesbaden},
	title = {Dinge machen {Schule}. {Zur} {Materialität} und {Medialität} sozialer {Praktiken} in der {Schule}},
	volume = {62},
	isbn = {978-3-658-35565-4 978-3-658-35566-1},
	url = {https://link.springer.com/10.1007/978-3-658-35566-1_5},
	language = {de-DE},
	urldate = {2022-12-21},
	booktitle = {Praxistheoretische {Perspektiven} auf {Schule} in der {Kultur} der {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wieser, Matthias},
	editor = {Kuttner, Claudia and Münte-Goussar, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-35566-1_5},
	note = {Series Title: Schule und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {97--113},
	file = {Wieser - 2022 - Dinge machen Schule. Zur Materialität und Medialit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LWC4HDS9/Wieser - 2022 - Dinge machen Schule. Zur Materialität und Medialit.pdf:application/pdf},
}

@incollection{kuttner_schulkultur_2022,
	address = {Wiesbaden},
	title = {Schulkultur – {Lernkultur} – {Schulentwicklungsarbeit}. {Schulpraxeologische} {Konzepte} und ihre {Perspektiven} auf {Mediatisierung}},
	volume = {62},
	isbn = {978-3-658-35565-4 978-3-658-35566-1},
	url = {https://link.springer.com/10.1007/978-3-658-35566-1_4},
	language = {de-DE},
	urldate = {2022-12-21},
	booktitle = {Praxistheoretische {Perspektiven} auf {Schule} in der {Kultur} der {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Idel, Till-Sebastian},
	editor = {Kuttner, Claudia and Münte-Goussar, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-35566-1_4},
	note = {Series Title: Schule und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {67--95},
	file = {Idel - 2022 - Schulkultur – Lernkultur – Schulentwicklungsarbeit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W7GNUSZ4/Idel - 2022 - Schulkultur – Lernkultur – Schulentwicklungsarbeit.pdf:application/pdf},
}

@incollection{roth_fahigkeit_2023,
	address = {Berlin, Heidelberg},
	title = {Fähigkeit zur {Beurteilung} dynamischer {Arbeitsblätter} – {Wie} lässt sie sich fördern?},
	isbn = {978-3-662-66130-7 978-3-662-66131-4},
	url = {https://link.springer.com/10.1007/978-3-662-66131-4_8},
	abstract = {Zusammenfassung
            Das Potenzial eines adäquaten digitalen Medieneinsatzes ist vielfach bestätigt. Im Kontrast dazu stehen Ergebnisse, dass digitale Medien im alltäglichen Schulunterricht, insbesondere für die Schülerhand, kaum genutzt werden. Eine mögliche Ursache liegt in dem mangelnden Wissen seitens der Lehrkräfte, um digitale Technologien zielgerichtet im Unterricht zu nutzen. Im folgenden Beitrag wird die Entwicklung eines Lehr-Lern-Labor-Seminars vorgestellt, in dem Studierenden die Fähigkeit zur Beurteilung interaktiver Arbeitsblätter als Beitrag zu den digitalen Kompetenzen angehender Lehrkräfte vermittelt werden soll. Anhand eines Fallbeispiels eines Studierenden werden Veränderungen in der Fähigkeit im Laufe des Seminars aufgezeigt.},
	language = {de-DE},
	urldate = {2022-12-29},
	booktitle = {Die {Zukunft} des {MINT}-{Lernens} – {Band} 1},
	publisher = {Springer Berlin Heidelberg},
	author = {Engelhardt, Alex and Digel, Susanne and Roth, Jürgen},
	editor = {Roth, Jürgen and Baum, Michael and Eilerts, Katja and Hornung, Gabriele and Trefzger, Thomas},
	year = {2023},
	doi = {10.1007/978-3-662-66131-4_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {139--154},
	file = {Engelhardt et al. - 2023 - Fähigkeit zur Beurteilung dynamischer Arbeitsblätt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A8QHLMHU/Engelhardt et al. - 2023 - Fähigkeit zur Beurteilung dynamischer Arbeitsblätt.pdf:application/pdf},
}

@incollection{kuttner_verantwortung_2022,
	address = {Wiesbaden},
	title = {„{Verantwortung} als {Regierungsform}“ – unzeitgemäße {Bemerkungen} zu vermeintlich wünschenswerten {Zielen} schulischer {Bildung}},
	volume = {62},
	isbn = {978-3-658-35565-4 978-3-658-35566-1},
	url = {https://link.springer.com/10.1007/978-3-658-35566-1_3},
	language = {de-DE},
	urldate = {2022-12-21},
	booktitle = {Praxistheoretische {Perspektiven} auf {Schule} in der {Kultur} der {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Spengler, Andreas},
	editor = {Kuttner, Claudia and Münte-Goussar, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-35566-1_3},
	note = {Series Title: Schule und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {45--65},
	file = {Spengler - 2022 - „Verantwortung als Regierungsform“ – unzeitgemäße .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RMKCSWTV/Spengler - 2022 - „Verantwortung als Regierungsform“ – unzeitgemäße .pdf:application/pdf},
}

@incollection{kuttner_schule_2022,
	address = {Wiesbaden},
	title = {Schule in der {Kultur} der {Digitalität} – {Schule} als {Reflexionsraum}. {Im} {Gespräch} mit {Felix} {Stalder}},
	volume = {62},
	isbn = {978-3-658-35565-4 978-3-658-35566-1},
	url = {https://link.springer.com/10.1007/978-3-658-35566-1_1},
	language = {de-DE},
	urldate = {2022-12-21},
	booktitle = {Praxistheoretische {Perspektiven} auf {Schule} in der {Kultur} der {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stalder, Felix and Kuttner, Claudia},
	editor = {Kuttner, Claudia and Münte-Goussar, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-35566-1_1},
	note = {Series Title: Schule und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {3--19},
	file = {Stalder und Kuttner - 2022 - Schule in der Kultur der Digitalität – Schule als .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KMPA7S2J/Stalder und Kuttner - 2022 - Schule in der Kultur der Digitalität – Schule als .pdf:application/pdf},
}

@incollection{zanger_sind_2023,
	address = {Wiesbaden},
	title = {Sind digitale {Events} per se nachhaltiger…oder worauf kommt es an?},
	isbn = {978-3-658-38365-7 978-3-658-38366-4},
	url = {https://link.springer.com/10.1007/978-3-658-38366-4_8},
	language = {de-DE},
	urldate = {2022-12-30},
	booktitle = {Eventforschung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Arnold, Clemens},
	editor = {Zanger, Cornelia},
	year = {2023},
	doi = {10.1007/978-3-658-38366-4_8},
	note = {Series Title: Markenkommunikation und Beziehungsmarketing},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {109--117},
	file = {Arnold - 2023 - Sind digitale Events per se nachhaltiger…oder wora.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TBPKBHU8/Arnold - 2023 - Sind digitale Events per se nachhaltiger…oder wora.pdf:application/pdf},
}

@incollection{zanger_digitale_2023,
	address = {Wiesbaden},
	title = {Digitale {Konferenzformate} – {Auf} dem steinigen {Weg} zu mehr {Nachhaltigkeit}},
	isbn = {978-3-658-38365-7 978-3-658-38366-4},
	url = {https://link.springer.com/10.1007/978-3-658-38366-4_7},
	language = {de-DE},
	urldate = {2022-12-30},
	booktitle = {Eventforschung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Drengner, Jan},
	editor = {Zanger, Cornelia},
	year = {2023},
	doi = {10.1007/978-3-658-38366-4_7},
	note = {Series Title: Markenkommunikation und Beziehungsmarketing},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {85--107},
	file = {Drengner - 2023 - Digitale Konferenzformate – Auf dem steinigen Weg .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7J67UD9S/Drengner - 2023 - Digitale Konferenzformate – Auf dem steinigen Weg .pdf:application/pdf},
}

@incollection{egger_epilog_2022,
	address = {Wiesbaden},
	title = {Epilog: Über die {Mehrdeutigkeit} des {Auftrags} und der {Chancen} digitaler universitärer ({Weiter}-){Bildung}},
	isbn = {978-3-658-37203-3 978-3-658-37204-0},
	shorttitle = {Epilog},
	url = {https://link.springer.com/10.1007/978-3-658-37204-0_14},
	language = {de-DE},
	urldate = {2022-08-21},
	booktitle = {Hybrid, flexibel und vernetzt?},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Egger, Rudolf},
	editor = {Egger, Rudolf and Witzel, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-37204-0_14},
	note = {Series Title: Doing Higher Education},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {265--276},
	file = {Egger - 2022 - Epilog Über die Mehrdeutigkeit des Auftrags und d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N2ZMLZMS/Egger - 2022 - Epilog Über die Mehrdeutigkeit des Auftrags und d.pdf:application/pdf},
}

@incollection{egger_vom_2022,
	address = {Wiesbaden},
	title = {Vom {Homo} hapticus zum {Homo} digitus: {Wie} kann professionelle {Weiterbildung} auch in {Zeiten} der {Digitalisierung} berühren?},
	isbn = {978-3-658-37203-3 978-3-658-37204-0},
	shorttitle = {Vom {Homo} hapticus zum {Homo} digitus},
	url = {https://link.springer.com/10.1007/978-3-658-37204-0_9},
	language = {de-DE},
	urldate = {2022-08-21},
	booktitle = {Hybrid, flexibel und vernetzt?},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Feigl, Elisabeth},
	editor = {Egger, Rudolf and Witzel, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-37204-0_9},
	note = {Series Title: Doing Higher Education},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {161--181},
	file = {Feigl - 2022 - Vom Homo hapticus zum Homo digitus Wie kann profe.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QIJRH7W2/Feigl - 2022 - Vom Homo hapticus zum Homo digitus Wie kann profe.pdf:application/pdf},
}

@incollection{egger_digitalisierung_2022,
	address = {Wiesbaden},
	title = {Digitalisierung und professionelles {Handeln}: {Eine} systematische {Reflexion} hybrid-flexibler {Lehre} am {Beispiel} des {Universitätslehrgangs} {Erwachsenenbildung}/{Weiterbildung}},
	isbn = {978-3-658-37203-3 978-3-658-37204-0},
	shorttitle = {Digitalisierung und professionelles {Handeln}},
	url = {https://link.springer.com/10.1007/978-3-658-37204-0_6},
	language = {de-DE},
	urldate = {2022-08-21},
	booktitle = {Hybrid, flexibel und vernetzt?},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Assinger, Philipp and Gruber, Elke},
	editor = {Egger, Rudolf and Witzel, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-37204-0_6},
	note = {Series Title: Doing Higher Education},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {95--112},
	file = {Assinger und Gruber - 2022 - Digitalisierung und professionelles Handeln Eine .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JMMF6S9J/Assinger und Gruber - 2022 - Digitalisierung und professionelles Handeln Eine .pdf:application/pdf},
}

@incollection{egger_lehre_2022,
	address = {Wiesbaden},
	title = {Lehre im {Aufbruch} – digitale {Lernwelten} ad hoc (um)gestalten},
	isbn = {978-3-658-37203-3 978-3-658-37204-0},
	url = {https://link.springer.com/10.1007/978-3-658-37204-0_4},
	language = {de-DE},
	urldate = {2022-08-21},
	booktitle = {Hybrid, flexibel und vernetzt?},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ferz, Sascha and Berger, Norbert and Brandner, Isabella and Gschweitl, Verena and Klimann, Tomaš and Sonnleitner, Karin},
	editor = {Egger, Rudolf and Witzel, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-37204-0_4},
	note = {Series Title: Doing Higher Education},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {49--72},
	file = {Ferz et al. - 2022 - Lehre im Aufbruch – digitale Lernwelten ad hoc (um.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TKUBSQ98/Ferz et al. - 2022 - Lehre im Aufbruch – digitale Lernwelten ad hoc (um.pdf:application/pdf},
}

@incollection{egger_digital_2022,
	address = {Wiesbaden},
	title = {Digital gestütztes {Lehren} und {Lernen}: {Strategieentwicklung} und {Implementierung} am {Beispiel} der österreichischen {Volkshochschulen}},
	isbn = {978-3-658-37203-3 978-3-658-37204-0},
	shorttitle = {Digital gestütztes {Lehren} und {Lernen}},
	url = {https://link.springer.com/10.1007/978-3-658-37204-0_8},
	language = {de-DE},
	urldate = {2022-08-21},
	booktitle = {Hybrid, flexibel und vernetzt?},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bisovsky, Gerhard and Vickers, Doris},
	editor = {Egger, Rudolf and Witzel, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-37204-0_8},
	note = {Series Title: Doing Higher Education},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {139--160},
	file = {Bisovsky und Vickers - 2022 - Digital gestütztes Lehren und Lernen Strategieent.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AG252W8C/Bisovsky und Vickers - 2022 - Digital gestütztes Lehren und Lernen Strategieent.pdf:application/pdf},
}

@incollection{egger_lehr-lern-settings_2022,
	address = {Wiesbaden},
	title = {Lehr-{Lern}-{Settings} auf {Distanz} – {Chancen} und {Herausforderungen} digitaler {Hochschullehre}},
	isbn = {978-3-658-37203-3 978-3-658-37204-0},
	url = {https://link.springer.com/10.1007/978-3-658-37204-0_5},
	language = {de-DE},
	urldate = {2022-08-21},
	booktitle = {Hybrid, flexibel und vernetzt?},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kamsker, Susanne and Lipp, Silvia and Feuchter, Theresa and Slepcevic-Zach, Peter},
	editor = {Egger, Rudolf and Witzel, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-37204-0_5},
	note = {Series Title: Doing Higher Education},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {73--93},
	file = {Kamsker et al. - 2022 - Lehr-Lern-Settings auf Distanz – Chancen und Herau.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6EPFIQ4N/Kamsker et al. - 2022 - Lehr-Lern-Settings auf Distanz – Chancen und Herau.pdf:application/pdf},
}

@incollection{zanger_rechtliche_2023,
	address = {Wiesbaden},
	title = {Die {RECHTLICHE} {Normalität} bei anlogen, hybriden und digitalen {Events} – {Weiterentwicklungen} von {Vertrags}- {Daten}- und {Haftungspflichten} für {Organisatoren}},
	isbn = {978-3-658-38365-7 978-3-658-38366-4},
	url = {https://link.springer.com/10.1007/978-3-658-38366-4_6},
	language = {de-DE},
	urldate = {2022-12-30},
	booktitle = {Eventforschung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Risch-Kerst, Mandy},
	editor = {Zanger, Cornelia},
	year = {2023},
	doi = {10.1007/978-3-658-38366-4_6},
	note = {Series Title: Markenkommunikation und Beziehungsmarketing},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {69--84},
	file = {Risch-Kerst - 2023 - Die RECHTLICHE Normalität bei anlogen, hybriden un.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GC2SQDZV/Risch-Kerst - 2023 - Die RECHTLICHE Normalität bei anlogen, hybriden un.pdf:application/pdf},
}

@incollection{reinders_kindheitjugend_2022,
	address = {Wiesbaden},
	title = {Kindheit/{Jugend} und {Digitalisierung}},
	isbn = {978-3-658-27276-0 978-3-658-27277-7},
	url = {https://link.springer.com/10.1007/978-3-658-27277-7_46},
	language = {de-DE},
	urldate = {2022-12-29},
	booktitle = {Empirische {Bildungsforschung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Brüggen, Niels},
	editor = {Reinders, Heinz and Bergs-Winkels, Dagmar and Prochnow, Annette and Post, Isabell},
	year = {2022},
	doi = {10.1007/978-3-658-27277-7_46},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {853--870},
	file = {Brüggen - 2022 - KindheitJugend und Digitalisierung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WSG55KIM/Brüggen - 2022 - KindheitJugend und Digitalisierung.pdf:application/pdf},
}

@incollection{neu_digitale_2022,
	address = {Wiesbaden},
	title = {Digitale {Ethik}},
	isbn = {978-3-658-38890-4 978-3-658-38891-1},
	url = {https://link.springer.com/10.1007/978-3-658-38891-1_7},
	language = {de-DE},
	urldate = {2022-12-29},
	booktitle = {Anwendungsfelder und {Herausforderungen} der {Künstlichen} {Intelligenz}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Neu, Matthias and Müller, Melanie and Pothen, Biju and Zingel, Moritz},
	collaborator = {Neu, Matthias and Müller, Melanie and Pothen, Biju and Zingel, Moritz},
	year = {2022},
	doi = {10.1007/978-3-658-38891-1_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {93--100},
	file = {Neu et al. - 2022 - Digitale Ethik.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TCZYNQ63/Neu et al. - 2022 - Digitale Ethik.pdf:application/pdf},
}

@incollection{zanger_digitale_2023-1,
	address = {Wiesbaden},
	title = {Digitale und hybride {Events} als {Chance} für die {Erwachsenenbildung}: {Eine} qualitative {Studie}},
	isbn = {978-3-658-38365-7 978-3-658-38366-4},
	shorttitle = {Digitale und hybride {Events} als {Chance} für die {Erwachsenenbildung}},
	url = {https://link.springer.com/10.1007/978-3-658-38366-4_10},
	language = {de-DE},
	urldate = {2022-12-30},
	booktitle = {Eventforschung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Friehold, Sophia and Winnen, Lothar},
	editor = {Zanger, Cornelia},
	year = {2023},
	doi = {10.1007/978-3-658-38366-4_10},
	note = {Series Title: Markenkommunikation und Beziehungsmarketing},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {139--161},
	file = {Friehold und Winnen - 2023 - Digitale und hybride Events als Chance für die Erw.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WWTMTQ4I/Friehold und Winnen - 2023 - Digitale und hybride Events als Chance für die Erw.pdf:application/pdf},
}

@incollection{bohlinger_care_2022,
	address = {Wiesbaden},
	title = {Care {Work} im {Transformationsprozess} von {Digitalisierung} und {Inklusion}},
	isbn = {978-3-658-37896-7 978-3-658-37897-4},
	url = {https://link.springer.com/10.1007/978-3-658-37897-4_3},
	language = {de-DE},
	urldate = {2022-12-29},
	booktitle = {Berufsbildung, {Beruf} und {Arbeit} im gesellschaftlichen {Wandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Friese, Marianne},
	editor = {Bohlinger, Sandra and Scheiermann, Gero and Schmidt, Christian},
	year = {2022},
	doi = {10.1007/978-3-658-37897-4_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {23--40},
	file = {Friese - 2022 - Care Work im Transformationsprozess von Digitalisi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ET84SCYG/Friese - 2022 - Care Work im Transformationsprozess von Digitalisi.pdf:application/pdf},
}

@incollection{schweppenhauser_systemdialog_2022,
	address = {Wiesbaden},
	title = {Systemdialog – {Entdeckung} neuer {Informationsräume} durch digitale {Begleiter}},
	isbn = {978-3-658-36164-8 978-3-658-36165-5},
	url = {https://link.springer.com/10.1007/978-3-658-36165-5_4},
	language = {de-DE},
	urldate = {2022-12-29},
	booktitle = {Ambivalenzen der {Optimierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rachl, Tobias},
	editor = {Schweppenhäuser, Gerhard and Popp, Judith-Frederike and Bauer, Christian Alexander},
	year = {2022},
	doi = {10.1007/978-3-658-36165-5_4},
	note = {Series Title: Würzburger Beiträge zur Designforschung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {53--87},
	file = {Rachl - 2022 - Systemdialog – Entdeckung neuer Informationsräume .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X3AN7XYF/Rachl - 2022 - Systemdialog – Entdeckung neuer Informationsräume .pdf:application/pdf},
}

@incollection{schull_soziale_2022,
	address = {Wiesbaden},
	title = {Soziale {Innovationen} und {Vertrauen} am {Beispiel} von {Digitalisierung} im {Bildungsbereich}},
	isbn = {978-3-658-37220-0 978-3-658-37221-7},
	url = {https://link.springer.com/10.1007/978-3-658-37221-7_4},
	language = {de-DE},
	urldate = {2022-12-29},
	booktitle = {Soziale {Innovation} im {Kontext}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bormann, Inka and Truschkat, Inga},
	editor = {Schüll, Elmar and Berner, Heiko and Kolbinger, Martin Lu and Pausch, Markus},
	year = {2022},
	doi = {10.1007/978-3-658-37221-7_4},
	note = {Series Title: Zukunft und Forschung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {79--96},
	file = {Bormann und Truschkat - 2022 - Soziale Innovationen und Vertrauen am Beispiel von.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5R3TLTQA/Bormann und Truschkat - 2022 - Soziale Innovationen und Vertrauen am Beispiel von.pdf:application/pdf},
}

@incollection{kuttner_mitwirkung_2022,
	address = {Wiesbaden},
	title = {Die {Mitwirkung} der {Medienkoordinierung} am {Musikunterricht}. {Situationsanalytische} {Zugänge} zur schulischen {Einführung} von {iPad}-{Klassen}},
	volume = {62},
	isbn = {978-3-658-35565-4 978-3-658-35566-1},
	url = {https://link.springer.com/10.1007/978-3-658-35566-1_12},
	language = {de-DE},
	urldate = {2022-12-21},
	booktitle = {Praxistheoretische {Perspektiven} auf {Schule} in der {Kultur} der {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Godau, Marc},
	editor = {Kuttner, Claudia and Münte-Goussar, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-35566-1_12},
	note = {Series Title: Schule und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {237--259},
	file = {Godau - 2022 - Die Mitwirkung der Medienkoordinierung am Musikunt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XXM7YP52/Godau - 2022 - Die Mitwirkung der Medienkoordinierung am Musikunt.pdf:application/pdf},
}

@incollection{kuttner_kooperative_2022,
	address = {Wiesbaden},
	title = {Kooperative {Unterrichtsentwicklung} im digitalen {Raum}. {Reflexionen} sozialer {Praktiken} von {Research} {Learning} {Communities}},
	volume = {62},
	isbn = {978-3-658-35565-4 978-3-658-35566-1},
	url = {https://link.springer.com/10.1007/978-3-658-35566-1_11},
	language = {de-DE},
	urldate = {2022-12-21},
	booktitle = {Praxistheoretische {Perspektiven} auf {Schule} in der {Kultur} der {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Breiwe, René and Liegmann, Anke B. and Racherbäumer, Kathrin},
	editor = {Kuttner, Claudia and Münte-Goussar, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-35566-1_11},
	note = {Series Title: Schule und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {217--235},
	file = {Breiwe et al. - 2022 - Kooperative Unterrichtsentwicklung im digitalen Ra.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9JIJBEIF/Breiwe et al. - 2022 - Kooperative Unterrichtsentwicklung im digitalen Ra.pdf:application/pdf},
}

@incollection{kuttner_lernmanager_2022,
	address = {Wiesbaden},
	title = {Der {Lernmanager} als post-panoptische {Kommunikationsplattform}},
	volume = {62},
	isbn = {978-3-658-35565-4 978-3-658-35566-1},
	url = {https://link.springer.com/10.1007/978-3-658-35566-1_10},
	language = {de-DE},
	urldate = {2022-12-21},
	booktitle = {Praxistheoretische {Perspektiven} auf {Schule} in der {Kultur} der {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hangartner, Judith and Weidmann, Laura and Fankhauser, Regula},
	editor = {Kuttner, Claudia and Münte-Goussar, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-35566-1_10},
	note = {Series Title: Schule und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {197--216},
	file = {Hangartner et al. - 2022 - Der Lernmanager als post-panoptische Kommunikation.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TX37GETZ/Hangartner et al. - 2022 - Der Lernmanager als post-panoptische Kommunikation.pdf:application/pdf},
}

@incollection{kuttner_lernkultur_2022,
	address = {Wiesbaden},
	title = {Lernkultur im digitalen {Wandel}. {Methodologische} {Weichenstellungen} einer ethnographischen {Fallstudie}},
	volume = {62},
	isbn = {978-3-658-35565-4 978-3-658-35566-1},
	url = {https://link.springer.com/10.1007/978-3-658-35566-1_9},
	language = {de-DE},
	urldate = {2022-12-21},
	booktitle = {Praxistheoretische {Perspektiven} auf {Schule} in der {Kultur} der {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rabenstein, Kerstin and Macgilchrist, Felicitas and Wagener-Böck, Nadine and Bock, Annekatrin},
	editor = {Kuttner, Claudia and Münte-Goussar, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-35566-1_9},
	note = {Series Title: Schule und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {179--196},
	file = {Rabenstein et al. - 2022 - Lernkultur im digitalen Wandel. Methodologische We.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TKIEP8LZ/Rabenstein et al. - 2022 - Lernkultur im digitalen Wandel. Methodologische We.pdf:application/pdf},
}

@incollection{kuttner_von_2022,
	address = {Wiesbaden},
	title = {Von {Tafeln}, {Beamern} und digitaler {Dauervisualisierung}. {Ein} {Kommentar} zu {Beobachtungen} von {Visualisierungspraktiken} im digital mediatisierten {Schulunterricht}},
	volume = {62},
	isbn = {978-3-658-35565-4 978-3-658-35566-1},
	url = {https://link.springer.com/10.1007/978-3-658-35566-1_22},
	language = {de-DE},
	urldate = {2022-12-21},
	booktitle = {Praxistheoretische {Perspektiven} auf {Schule} in der {Kultur} der {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wolf, Eike},
	editor = {Kuttner, Claudia and Münte-Goussar, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-35566-1_22},
	note = {Series Title: Schule und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {489--499},
	file = {Wolf - 2022 - Von Tafeln, Beamern und digitaler Dauervisualisier.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5AGTERK8/Wolf - 2022 - Von Tafeln, Beamern und digitaler Dauervisualisier.pdf:application/pdf},
}

@incollection{kuttner_neue_2022,
	address = {Wiesbaden},
	title = {({Neue}) {Fragen} zur {Transformation} schulischer {Wissensordnungen}},
	volume = {62},
	isbn = {978-3-658-35565-4 978-3-658-35566-1},
	url = {https://link.springer.com/10.1007/978-3-658-35566-1_21},
	language = {de-DE},
	urldate = {2022-12-21},
	booktitle = {Praxistheoretische {Perspektiven} auf {Schule} in der {Kultur} der {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Breidenstein, Georg},
	editor = {Kuttner, Claudia and Münte-Goussar, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-35566-1_21},
	note = {Series Title: Schule und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {485--488},
	file = {Breidenstein - 2022 - (Neue) Fragen zur Transformation schulischer Wisse.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RW8AI2P9/Breidenstein - 2022 - (Neue) Fragen zur Transformation schulischer Wisse.pdf:application/pdf},
}

@incollection{kuttner_unbekannt_2022,
	address = {Wiesbaden},
	title = {„{Unbekannt}“ ist kein {Speichername}! – {Manifestation} und {Modifikation} schulischer ({Wissens}-){Ordnungen} am {Beispiel} von {Praktiken} des {Speicherns}},
	volume = {62},
	isbn = {978-3-658-35565-4 978-3-658-35566-1},
	url = {https://link.springer.com/10.1007/978-3-658-35566-1_20},
	language = {de-DE},
	urldate = {2022-12-21},
	booktitle = {Praxistheoretische {Perspektiven} auf {Schule} in der {Kultur} der {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kuttner, Claudia},
	editor = {Kuttner, Claudia and Münte-Goussar, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-35566-1_20},
	note = {Series Title: Schule und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {467--482},
	file = {Kuttner - 2022 - „Unbekannt“ ist kein Speichername! – Manifestation.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FMKJM9WL/Kuttner - 2022 - „Unbekannt“ ist kein Speichername! – Manifestation.pdf:application/pdf},
}

@incollection{kuttner_digitale_2022,
	address = {Wiesbaden},
	title = {Digitale {Medien} als zeitrhythmisierende {Mitspieler} in {Prozessen} schulischer {Ordnungsbildung}},
	volume = {62},
	isbn = {978-3-658-35565-4 978-3-658-35566-1},
	url = {https://link.springer.com/10.1007/978-3-658-35566-1_19},
	language = {de-DE},
	urldate = {2022-12-21},
	booktitle = {Praxistheoretische {Perspektiven} auf {Schule} in der {Kultur} der {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lamm, Helge and Kuttner, Claudia},
	editor = {Kuttner, Claudia and Münte-Goussar, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-35566-1_19},
	note = {Series Title: Schule und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {391--465},
	file = {Lamm und Kuttner - 2022 - Digitale Medien als zeitrhythmisierende Mitspieler.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QM7ARJR8/Lamm und Kuttner - 2022 - Digitale Medien als zeitrhythmisierende Mitspieler.pdf:application/pdf},
}

@incollection{kuttner_mediamatters_2022,
	address = {Wiesbaden},
	title = {{MediaMatters}! – {Forschung} und {Netzwerk}(arbeit) im {Diskurs}},
	volume = {62},
	isbn = {978-3-658-35565-4 978-3-658-35566-1},
	url = {https://link.springer.com/10.1007/978-3-658-35566-1_18},
	language = {de-DE},
	urldate = {2022-12-21},
	booktitle = {Praxistheoretische {Perspektiven} auf {Schule} in der {Kultur} der {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kuttner, Claudia and Münte-Goussar, Stephan and Lamm, Helge and Schätzle, Christiane},
	editor = {Kuttner, Claudia and Münte-Goussar, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-35566-1_18},
	note = {Series Title: Schule und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {361--389},
	file = {Kuttner et al. - 2022 - MediaMatters! – Forschung und Netzwerk(arbeit) im .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/49I27DX3/Kuttner et al. - 2022 - MediaMatters! – Forschung und Netzwerk(arbeit) im .pdf:application/pdf},
}

@incollection{kuttner_spielbegleitende_2022,
	address = {Wiesbaden},
	title = {Spielbegleitende {Anschlusskommunikation} als literaturbezogene {Praxis} – eine praxeologische {Untersuchung}},
	volume = {62},
	isbn = {978-3-658-35565-4 978-3-658-35566-1},
	url = {https://link.springer.com/10.1007/978-3-658-35566-1_17},
	language = {de-DE},
	urldate = {2022-12-21},
	booktitle = {Praxistheoretische {Perspektiven} auf {Schule} in der {Kultur} der {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Montag, Annegret and Ritter, Michael},
	editor = {Kuttner, Claudia and Münte-Goussar, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-35566-1_17},
	note = {Series Title: Schule und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {339--357},
	file = {Montag und Ritter - 2022 - Spielbegleitende Anschlusskommunikation als litera.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/F6AD6ZMI/Montag und Ritter - 2022 - Spielbegleitende Anschlusskommunikation als litera.pdf:application/pdf},
}

@incollection{kuttner_smartphones_2022,
	address = {Wiesbaden},
	title = {Smartphones im {Schulalltag}: {Zentraler} {Aushandlungsgegenstand} im schulkulturellen {Transformationsprozess}},
	volume = {62},
	isbn = {978-3-658-35565-4 978-3-658-35566-1},
	shorttitle = {Smartphones im {Schulalltag}},
	url = {https://link.springer.com/10.1007/978-3-658-35566-1_16},
	language = {de-DE},
	urldate = {2022-12-21},
	booktitle = {Praxistheoretische {Perspektiven} auf {Schule} in der {Kultur} der {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schülein, Jessica},
	editor = {Kuttner, Claudia and Münte-Goussar, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-35566-1_16},
	note = {Series Title: Schule und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {321--338},
	file = {Schülein - 2022 - Smartphones im Schulalltag Zentraler Aushandlungs.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G338L4UN/Schülein - 2022 - Smartphones im Schulalltag Zentraler Aushandlungs.pdf:application/pdf},
}

@incollection{kuttner_reassembling_2022,
	address = {Wiesbaden},
	title = {Reassembling the social classroom – {Mathematiklernen} analog und digital},
	volume = {62},
	isbn = {978-3-658-35565-4 978-3-658-35566-1},
	url = {https://link.springer.com/10.1007/978-3-658-35566-1_15},
	language = {de-DE},
	urldate = {2022-12-21},
	booktitle = {Praxistheoretische {Perspektiven} auf {Schule} in der {Kultur} der {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fetzer, Marei},
	editor = {Kuttner, Claudia and Münte-Goussar, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-35566-1_15},
	note = {Series Title: Schule und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {299--319},
	file = {Fetzer - 2022 - Reassembling the social classroom – Mathematiklern.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BFLE477N/Fetzer - 2022 - Reassembling the social classroom – Mathematiklern.pdf:application/pdf},
}

@incollection{kuttner_leistungspraktiken_2022,
	address = {Wiesbaden},
	title = {Leistungspraktiken mit digitalen {Lernsystemen} – {Ethnographische} {Explorationen}},
	volume = {62},
	isbn = {978-3-658-35565-4 978-3-658-35566-1},
	url = {https://link.springer.com/10.1007/978-3-658-35566-1_14},
	language = {de-DE},
	urldate = {2022-12-21},
	booktitle = {Praxistheoretische {Perspektiven} auf {Schule} in der {Kultur} der {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Geßner, Johanna},
	editor = {Kuttner, Claudia and Münte-Goussar, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-35566-1_14},
	note = {Series Title: Schule und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {279--298},
	file = {Geßner - 2022 - Leistungspraktiken mit digitalen Lernsystemen – Et.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AIPECTLH/Geßner - 2022 - Leistungspraktiken mit digitalen Lernsystemen – Et.pdf:application/pdf},
}

@incollection{kuttner_projekt_2022,
	address = {Wiesbaden},
	title = {Projekt {EduGraphie}: {Durch} {Eye}-{Viewing} medienbasierte pädagogische {Praktiken} von {Lehrer}*innen im {Schulalltag} sichtbar machen},
	volume = {62},
	isbn = {978-3-658-35565-4 978-3-658-35566-1},
	shorttitle = {Projekt {EduGraphie}},
	url = {https://link.springer.com/10.1007/978-3-658-35566-1_13},
	language = {de-DE},
	urldate = {2022-12-21},
	booktitle = {Praxistheoretische {Perspektiven} auf {Schule} in der {Kultur} der {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Troxler, Carina and Neto Carvalho, Isabel and Schiefner-Rohs, Mandy},
	editor = {Kuttner, Claudia and Münte-Goussar, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-35566-1_13},
	note = {Series Title: Schule und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {261--278},
	file = {Troxler et al. - 2022 - Projekt EduGraphie Durch Eye-Viewing medienbasier.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A9ACAXJM/Troxler et al. - 2022 - Projekt EduGraphie Durch Eye-Viewing medienbasier.pdf:application/pdf},
}

@incollection{kuttner_diversitat_2022,
	address = {Wiesbaden},
	title = {Diversität und {Differenz} in {Schulpädagogik} und {Medienpädagogik}. {Impuls} zum {Umgang} mit {Ungleichheit} und {Differenz}},
	volume = {62},
	isbn = {978-3-658-35565-4 978-3-658-35566-1},
	url = {https://link.springer.com/10.1007/978-3-658-35566-1_27},
	language = {de-DE},
	urldate = {2022-12-21},
	booktitle = {Praxistheoretische {Perspektiven} auf {Schule} in der {Kultur} der {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stoltenhoff, Ann-Kathrin},
	editor = {Kuttner, Claudia and Münte-Goussar, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-35566-1_27},
	note = {Series Title: Schule und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {541--550},
	file = {Stoltenhoff - 2022 - Diversität und Differenz in Schulpädagogik und Med.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VFTWS3U5/Stoltenhoff - 2022 - Diversität und Differenz in Schulpädagogik und Med.pdf:application/pdf},
}

@incollection{kuttner_diklusive_2022,
	address = {Wiesbaden},
	title = {Diklusive {Praktiken}?},
	volume = {62},
	isbn = {978-3-658-35565-4 978-3-658-35566-1},
	url = {https://link.springer.com/10.1007/978-3-658-35566-1_26},
	language = {de-DE},
	urldate = {2022-12-21},
	booktitle = {Praxistheoretische {Perspektiven} auf {Schule} in der {Kultur} der {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schulz, Lea},
	editor = {Kuttner, Claudia and Münte-Goussar, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-35566-1_26},
	note = {Series Title: Schule und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {527--540},
	file = {Schulz - 2022 - Diklusive Praktiken.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IZ7N25EE/Schulz - 2022 - Diklusive Praktiken.pdf:application/pdf},
}

@incollection{kuttner_linguistischer_2022,
	address = {Wiesbaden},
	title = {Ein linguistischer {Blick} auf digitale {Schreibpraktiken} neben und in der {Schule}},
	volume = {62},
	isbn = {978-3-658-35565-4 978-3-658-35566-1},
	url = {https://link.springer.com/10.1007/978-3-658-35566-1_25},
	language = {de-DE},
	urldate = {2022-12-21},
	booktitle = {Praxistheoretische {Perspektiven} auf {Schule} in der {Kultur} der {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Busch, Florian},
	editor = {Kuttner, Claudia and Münte-Goussar, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-35566-1_25},
	note = {Series Title: Schule und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {519--526},
	file = {Busch - 2022 - Ein linguistischer Blick auf digitale Schreibprakt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VWKDN78D/Busch - 2022 - Ein linguistischer Blick auf digitale Schreibprakt.pdf:application/pdf},
}

@incollection{kuttner_sprachliche_2022,
	address = {Wiesbaden},
	title = {({Sprachliche}) {Anteile} des {Lehr}-{Lern}-{Geschehens} zugänglich machen – {Ein} {Kommentar} zu ethnographischen {Beobachtungen} des {Französischunterrichts}},
	volume = {62},
	isbn = {978-3-658-35565-4 978-3-658-35566-1},
	url = {https://link.springer.com/10.1007/978-3-658-35566-1_24},
	language = {de-DE},
	urldate = {2022-12-21},
	booktitle = {Praxistheoretische {Perspektiven} auf {Schule} in der {Kultur} der {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schröter, Laura-Joanna},
	editor = {Kuttner, Claudia and Münte-Goussar, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-35566-1_24},
	note = {Series Title: Schule und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {509--517},
	file = {Schröter - 2022 - (Sprachliche) Anteile des Lehr-Lern-Geschehens zug.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KVGEUGA6/Schröter - 2022 - (Sprachliche) Anteile des Lehr-Lern-Geschehens zug.pdf:application/pdf},
}

@incollection{kuttner_schulische_2022,
	address = {Wiesbaden},
	title = {Schulische {Digitalisierung} und die {Reorganisation} von {Unterrichtspraktiken}},
	volume = {62},
	isbn = {978-3-658-35565-4 978-3-658-35566-1},
	url = {https://link.springer.com/10.1007/978-3-658-35566-1_23},
	language = {de-DE},
	urldate = {2022-12-21},
	booktitle = {Praxistheoretische {Perspektiven} auf {Schule} in der {Kultur} der {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Cress, Torsten},
	editor = {Kuttner, Claudia and Münte-Goussar, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-35566-1_23},
	note = {Series Title: Schule und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {501--507},
	file = {Cress - 2022 - Schulische Digitalisierung und die Reorganisation .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EZZDAVAI/Cress - 2022 - Schulische Digitalisierung und die Reorganisation .pdf:application/pdf},
}

@incollection{weselek_seltene_2022,
	address = {Berlin, Heidelberg},
	title = {Seltene {Erden} \& {Co}: {Digitales} {Lernen} in {Unterricht}, {Schülerlabor} und {Lehrer}*innenbildung über die stofflichen {Auswirkungen} der zunehmenden {Nutzung} digitaler {Medien}},
	isbn = {978-3-662-65119-3 978-3-662-65120-9},
	shorttitle = {Seltene {Erden} \& {Co}},
	url = {https://link.springer.com/10.1007/978-3-662-65120-9_19},
	language = {de-DE},
	urldate = {2022-11-05},
	booktitle = {Digitale {Bildung} für nachhaltige {Entwicklung}},
	publisher = {Springer Berlin Heidelberg},
	author = {Huwer, Johannes and Siol, Antje and Eilks, Ingo},
	editor = {Weselek, Johanna and Kohler, Florian and Siegmund, Alexander},
	year = {2022},
	doi = {10.1007/978-3-662-65120-9_19},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {227--237},
	file = {Huwer et al. - 2022 - Seltene Erden & Co Digitales Lernen in Unterricht.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EY73ZSN8/Huwer et al. - 2022 - Seltene Erden & Co Digitales Lernen in Unterricht.pdf:application/pdf},
}

@incollection{lux_steuerung_2022,
	address = {Wiesbaden},
	title = {Steuerung des {Krankenhauses} über einen {Digitalen} {Zwilling}},
	isbn = {978-3-658-35630-9 978-3-658-35631-6},
	url = {https://link.springer.com/10.1007/978-3-658-35631-6_30},
	language = {de-DE},
	urldate = {2022-10-12},
	booktitle = {Pflegemanagement und {Innovation} in der {Pflege}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Knobel, Markus},
	editor = {Lux, Gerald and Matusiewicz, David},
	year = {2022},
	doi = {10.1007/978-3-658-35631-6_30},
	note = {Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {399--414},
	file = {Knobel - 2022 - Steuerung des Krankenhauses über einen Digitalen Z.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CAL86UYD/Knobel - 2022 - Steuerung des Krankenhauses über einen Digitalen Z.pdf:application/pdf},
}

@incollection{lux_digitale_2022-1,
	address = {Wiesbaden},
	title = {Digitale {Transformation} im {Gesundheitssystem}: {Wie} sieht die {Teilhabe} der {Patienten} aus?},
	isbn = {978-3-658-35630-9 978-3-658-35631-6},
	shorttitle = {Digitale {Transformation} im {Gesundheitssystem}},
	url = {https://link.springer.com/10.1007/978-3-658-35631-6_27},
	language = {de-DE},
	urldate = {2022-10-12},
	booktitle = {Pflegemanagement und {Innovation} in der {Pflege}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Skuda, Jürgen and Friebe, Michael},
	editor = {Lux, Gerald and Matusiewicz, David},
	year = {2022},
	doi = {10.1007/978-3-658-35631-6_27},
	note = {Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {359--368},
	file = {Skuda und Friebe - 2022 - Digitale Transformation im Gesundheitssystem Wie .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MGUXTA6I/Skuda und Friebe - 2022 - Digitale Transformation im Gesundheitssystem Wie .pdf:application/pdf},
}

@incollection{lux_pflege_2022,
	address = {Wiesbaden},
	title = {Pflege und {Digitalisierung} – {Die} {Zukunft} der {Pflege} mitgestalten am {Beispiel} des klinischen {Settings}},
	isbn = {978-3-658-35630-9 978-3-658-35631-6},
	url = {https://link.springer.com/10.1007/978-3-658-35631-6_28},
	language = {de-DE},
	urldate = {2022-10-12},
	booktitle = {Pflegemanagement und {Innovation} in der {Pflege}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schmidt-Rumposch, Andrea and Lehringer, Sonja and Lux, Gerald},
	editor = {Lux, Gerald and Matusiewicz, David},
	year = {2022},
	doi = {10.1007/978-3-658-35631-6_28},
	note = {Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {371--381},
	file = {Schmidt-Rumposch et al. - 2022 - Pflege und Digitalisierung – Die Zukunft der Pfleg.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DVS7FNJD/Schmidt-Rumposch et al. - 2022 - Pflege und Digitalisierung – Die Zukunft der Pfleg.pdf:application/pdf},
}

@incollection{hellmann_digitalisierung_2022,
	address = {Wiesbaden},
	title = {Digitalisierung und {Patientensicherheit} in einem {Medizinischen} {Versorgungszentrum} während der {Corona}-{Pandemie}},
	isbn = {978-3-658-37142-5 978-3-658-37143-2},
	url = {https://link.springer.com/10.1007/978-3-658-37143-2_7},
	language = {de-DE},
	urldate = {2022-12-29},
	booktitle = {Patientensicherheit},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Koch, Holger and Schmola, Markus},
	editor = {Hellmann, Wolfgang},
	year = {2022},
	doi = {10.1007/978-3-658-37143-2_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {129--137},
	file = {Koch und Schmola - 2022 - Digitalisierung und Patientensicherheit in einem M.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PVKVMAK9/Koch und Schmola - 2022 - Digitalisierung und Patientensicherheit in einem M.pdf:application/pdf},
}

@incollection{hellmann_digitalisierung_2022-1,
	address = {Wiesbaden},
	title = {Digitalisierung und eine neue {Perspektive} der {Patientensicherheit}},
	isbn = {978-3-658-37142-5 978-3-658-37143-2},
	url = {https://link.springer.com/10.1007/978-3-658-37143-2_15},
	language = {de-DE},
	urldate = {2022-12-29},
	booktitle = {Patientensicherheit},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kottmair, Stefan and Hörner, Franziska},
	editor = {Hellmann, Wolfgang},
	year = {2022},
	doi = {10.1007/978-3-658-37143-2_15},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {219--231},
	file = {Kottmair und Hörner - 2022 - Digitalisierung und eine neue Perspektive der Pati.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/359LDHZY/Kottmair und Hörner - 2022 - Digitalisierung und eine neue Perspektive der Pati.pdf:application/pdf},
}

@incollection{lux_fuhrung_2022,
	address = {Wiesbaden},
	title = {Führung und {Sprache} im {Kontext} der {Digitalisierung}},
	isbn = {978-3-658-35630-9 978-3-658-35631-6},
	url = {https://link.springer.com/10.1007/978-3-658-35631-6_6},
	language = {de-DE},
	urldate = {2022-10-12},
	booktitle = {Pflegemanagement und {Innovation} in der {Pflege}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Frosch, Zenobia},
	editor = {Lux, Gerald and Matusiewicz, David},
	year = {2022},
	doi = {10.1007/978-3-658-35631-6_6},
	note = {Series Title: FOM-Edition},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {61--74},
	file = {Frosch - 2022 - Führung und Sprache im Kontext der Digitalisierung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R2FPZF3Y/Frosch - 2022 - Führung und Sprache im Kontext der Digitalisierung.pdf:application/pdf},
}

@incollection{weselek_lehren_2022,
	address = {Berlin, Heidelberg},
	title = {„{Lehren} und {Lernen} mit digitalen {Medien}“ – {Lesson} {Learned}},
	isbn = {978-3-662-65119-3 978-3-662-65120-9},
	url = {https://link.springer.com/10.1007/978-3-662-65120-9_22},
	language = {de-DE},
	urldate = {2022-11-05},
	booktitle = {Digitale {Bildung} für nachhaltige {Entwicklung}},
	publisher = {Springer Berlin Heidelberg},
	author = {Spieler, Bernadette},
	editor = {Weselek, Johanna and Kohler, Florian and Siegmund, Alexander},
	year = {2022},
	doi = {10.1007/978-3-662-65120-9_22},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {269--279},
	file = {Spieler - 2022 - „Lehren und Lernen mit digitalen Medien“ – Lesson .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AXLTAVGK/Spieler - 2022 - „Lehren und Lernen mit digitalen Medien“ – Lesson .pdf:application/pdf},
}

@incollection{straub_academic_2020,
	address = {Wiesbaden},
	title = {Academic {Videoclipping} als digitale {Lehrmethode} – {Potenziale} und {Herausforderungen} in der didaktischen {Konzeption} und {Umsetzung} eines innovativen {Lehr}-{Lernsettings}},
	isbn = {978-3-658-30827-8 978-3-658-30828-5},
	url = {http://link.springer.com/10.1007/978-3-658-30828-5_17},
	language = {de-DE},
	urldate = {2022-09-26},
	booktitle = {Forschendes {Lernen} an {Universitäten}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gottschal, Ines and Zajak, Sabrina},
	editor = {Straub, Jürgen and Plontke, Sandra and Ruppel, Paul Sebastian and Frey, Birgit and Mehrabi, Flora and Ricken, Judith},
	year = {2020},
	doi = {10.1007/978-3-658-30828-5_17},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {205--213},
	file = {Gottschal und Zajak - 2020 - Academic Videoclipping als digitale Lehrmethode – .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6YELEQLK/Gottschal und Zajak - 2020 - Academic Videoclipping als digitale Lehrmethode – .pdf:application/pdf},
}

@incollection{pfannstiel_potenziale_2022,
	address = {Wiesbaden},
	title = {Potenziale digitaler und {KI}-basierter {Tools} zur {Gesundheitsförderung} in {Unternehmen} – {Eine} systemtheoretische {Beobachtung} von {Implementierungs}- und {Verankerungsprozessen}},
	isbn = {978-3-658-33596-0 978-3-658-33597-7},
	url = {https://link.springer.com/10.1007/978-3-658-33597-7_15},
	language = {de-DE},
	urldate = {2022-08-25},
	booktitle = {Künstliche {Intelligenz} im {Gesundheitswesen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Moll, Teresa},
	editor = {Pfannstiel, Mario A.},
	year = {2022},
	doi = {10.1007/978-3-658-33597-7_15},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {349--373},
	file = {Moll - 2022 - Potenziale digitaler und KI-basierter Tools zur Ge.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZKNAD87M/Moll - 2022 - Potenziale digitaler und KI-basierter Tools zur Ge.pdf:application/pdf},
}

@incollection{pfannstiel_kunstliche_2022,
	address = {Wiesbaden},
	title = {Künstliche {Intelligenz} und {Digitalisierung} im {Bereich} {Diabetes} mellitus},
	isbn = {978-3-658-33596-0 978-3-658-33597-7},
	url = {https://link.springer.com/10.1007/978-3-658-33597-7_20},
	language = {de-DE},
	urldate = {2022-08-25},
	booktitle = {Künstliche {Intelligenz} im {Gesundheitswesen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kinzel, Carolin and Pfannstiel, Mario A.},
	editor = {Pfannstiel, Mario A.},
	year = {2022},
	doi = {10.1007/978-3-658-33597-7_20},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {451--471},
	file = {Kinzel und Pfannstiel - 2022 - Künstliche Intelligenz und Digitalisierung im Bere.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WYLQLL9D/Kinzel und Pfannstiel - 2022 - Künstliche Intelligenz und Digitalisierung im Bere.pdf:application/pdf},
}

@incollection{sander_diskussionsfelder_2022,
	address = {Wiesbaden},
	title = {Diskussionsfelder der {Medienpädagogik}: {Lehren} und {Lernen} mit digitalen {Medien}},
	isbn = {978-3-658-23577-2 978-3-658-23578-9},
	shorttitle = {Diskussionsfelder der {Medienpädagogik}},
	url = {https://link.springer.com/10.1007/978-3-658-23578-9_75},
	language = {de-DE},
	urldate = {2022-08-25},
	booktitle = {Handbuch {Medienpädagogik}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {de Witt, Claudia},
	editor = {Sander, Uwe and von Gross, Friederike and Hugger, Kai-Uwe},
	year = {2022},
	doi = {10.1007/978-3-658-23578-9_75},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {619--627},
	file = {de Witt - 2022 - Diskussionsfelder der Medienpädagogik Lehren und .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z265XMI2/de Witt - 2022 - Diskussionsfelder der Medienpädagogik Lehren und .pdf:application/pdf},
}

@incollection{pfannstiel_ki-basierte_2022,
	address = {Wiesbaden},
	title = {{KI}-basierte {Lernumgebungen} für eine digitale {Souveränität} von {Patientinnen} und {Patienten} – {Theorie} und {Konzeption} einer virtuellen {Consent}-{Assistenz}},
	isbn = {978-3-658-33596-0 978-3-658-33597-7},
	url = {https://link.springer.com/10.1007/978-3-658-33597-7_10},
	language = {de-DE},
	urldate = {2022-08-25},
	booktitle = {Künstliche {Intelligenz} im {Gesundheitswesen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {de Witt, Claudia and Felgentreu, Jessica},
	editor = {Pfannstiel, Mario A.},
	year = {2022},
	doi = {10.1007/978-3-658-33597-7_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {229--252},
	file = {de Witt und Felgentreu - 2022 - KI-basierte Lernumgebungen für eine digitale Souve.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AIK46XG4/de Witt und Felgentreu - 2022 - KI-basierte Lernumgebungen für eine digitale Souve.pdf:application/pdf},
}

@incollection{sander_diskussionsfelder_2021-1,
	address = {Wiesbaden},
	title = {Diskussionsfelder der {Medienpädagogik}: {Digitale} {Spiele}},
	isbn = {978-3-658-25090-4},
	shorttitle = {Diskussionsfelder der {Medienpädagogik}},
	url = {http://link.springer.com/10.1007/978-3-658-25090-4_81-1},
	language = {de-DE},
	urldate = {2021-03-30},
	booktitle = {Handbuch {Medienpädagogik}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fromme, Johannes and Iske, Stefan and Biermann, Ralf},
	editor = {Sander, Uwe and von Gross, Friederike and Hugger, Kai-Uwe},
	year = {2021},
	doi = {10.1007/978-3-658-25090-4_81-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--15},
	file = {Fromme et al. - 2022 - Diskussionsfelder der Medienpädagogik Digitale Sp.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9H9VSLYN/Fromme et al. - 2022 - Diskussionsfelder der Medienpädagogik Digitale Sp.pdf:application/pdf;fromme_et_al_2021_diskussionsfelder_der_medienpadagogik.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FF4XI84G/fromme_et_al_2021_diskussionsfelder_der_medienpadagogik.pdf:application/pdf},
}

@incollection{sander_diskussionsfelder_2021-2,
	address = {Wiesbaden},
	title = {Diskussionsfelder der {Medienpädagogik}: {Informelles} {Lernen} mit digitalen {Medien}},
	isbn = {978-3-658-25090-4},
	shorttitle = {Diskussionsfelder der {Medienpädagogik}},
	url = {http://link.springer.com/10.1007/978-3-658-25090-4_87-1},
	language = {de-DE},
	urldate = {2021-03-30},
	booktitle = {Handbuch {Medienpädagogik}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Iske, Stefan and Fromme, Johannes},
	editor = {Sander, Uwe and von Gross, Friederike and Hugger, Kai-Uwe},
	year = {2021},
	doi = {10.1007/978-3-658-25090-4_87-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--17},
	file = {iske_fromme_2021_diskussionsfelder_der_medienpadagogik.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EDAHK8IH/iske_fromme_2021_diskussionsfelder_der_medienpadagogik.pdf:application/pdf},
}

@incollection{sander_identitatskonstruktionen_2008,
	address = {Wiesbaden},
	title = {Identitätskonstruktionen in digitalen {Welten}},
	isbn = {978-3-531-15016-1 978-3-531-91158-8},
	url = {http://link.springer.com/10.1007/978-3-531-91158-8_63},
	language = {de-DE},
	urldate = {2022-08-25},
	booktitle = {Handbuch {Medienpädagogik}},
	publisher = {VS Verlag für Sozialwissenschaften},
	author = {Ganguin, Sonja and Sander, Uwe},
	editor = {Sander, Uwe and von Gross, Friederike and Hugger, Kai-Uwe},
	year = {2008},
	doi = {10.1007/978-3-531-91158-8_63},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {422--427},
	file = {Ganguin und Sander - 2008 - Identitätskonstruktionen in digitalen Welten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H6NZ4P6H/Ganguin und Sander - 2008 - Identitätskonstruktionen in digitalen Welten.pdf:application/pdf},
}

@incollection{de_witt_forschendes_2018,
	address = {Wiesbaden},
	title = {Forschendes {Lernen} mit digitalen {Medien} im {Kontext} von {Mobile} {Learning}},
	isbn = {978-3-658-19122-1 978-3-658-19123-8},
	url = {http://link.springer.com/10.1007/978-3-658-19123-8_24},
	language = {de-DE},
	urldate = {2022-08-20},
	booktitle = {Handbuch {Mobile} {Learning}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kergel, David and Heidkamp, Birte},
	editor = {de Witt, Claudia and Gloerfeld, Christina},
	year = {2018},
	doi = {10.1007/978-3-658-19123-8_24},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {487--512},
	file = {Kergel und Heidkamp - 2018 - Forschendes Lernen mit digitalen Medien im Kontext.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AJZ3GXHH/Kergel und Heidkamp - 2018 - Forschendes Lernen mit digitalen Medien im Kontext.pdf:application/pdf},
}

@incollection{ahrens_mediengestutzte_2018,
	address = {Berlin, Heidelberg},
	title = {Mediengestützte {Arbeits} - und {Lernprojekte} als {Instrument} der betrieblichen {Kompetenzentwicklung}},
	isbn = {978-3-662-54955-1 978-3-662-54956-8},
	url = {http://link.springer.com/10.1007/978-3-662-54956-8_5},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Kompetenzentwicklung in analogen und digitalisierten {Arbeitswelten}},
	publisher = {Springer Berlin Heidelberg},
	author = {Longmuß, Jörg and Grantz, Torsten and Höhne, Benjamin},
	editor = {Ahrens, Daniela and Molzberger, Gabriele},
	year = {2018},
	doi = {10.1007/978-3-662-54956-8_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {53--72},
	file = {Longmuß et al. - 2018 - Mediengestützte Arbeits - und Lernprojekte als Ins.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HTHTUTCG/Longmuß et al. - 2018 - Mediengestützte Arbeits - und Lernprojekte als Ins.pdf:application/pdf},
}

@incollection{paier_praxis_2022,
	address = {Wiesbaden},
	title = {Praxis, {Forschung} und {Lehre} als co-creativer {Prozess}},
	isbn = {978-3-658-36884-5 978-3-658-36885-2},
	url = {https://link.springer.com/10.1007/978-3-658-36885-2_6},
	language = {de-DE},
	urldate = {2022-08-07},
	booktitle = {Hochschule, {Digitalisierung}, {Innovation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schuster, Roland J. and Ochsenreither, Jana},
	editor = {Paier, Dietmar},
	year = {2022},
	doi = {10.1007/978-3-658-36885-2_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {117--139},
	file = {Schuster und Ochsenreither - 2022 - Praxis, Forschung und Lehre als co-creativer Proze.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EDYEZX6T/Schuster und Ochsenreither - 2022 - Praxis, Forschung und Lehre als co-creativer Proze.pdf:application/pdf},
}

@incollection{kruse_towards_2023,
	address = {Cham},
	title = {Towards {Defining} {Digital} {Writing} {Quality}},
	isbn = {978-3-031-36032-9 978-3-031-36033-6},
	url = {https://link.springer.com/10.1007/978-3-031-36033-6_27},
	abstract = {This chapter provides a description of current views towards writing quality and promotes a move toward a deﬁnition of digital writing quality. We argue that, because new digital affordances have changed how writing is learned, taught and delivered, the nature of written products has become increasingly multi-dimensional and interactive. Traditional perspectives toward writing quality offer a foundation for understanding the textual features that are essential to deﬁning digital writing quality, but these views largely disregard non-textual and non-linguistic abilities needed to effectively communicate in digital spaces. We thus address contemporary realia to stimulate discussion about how to consolidate various domains of knowledge for deﬁning digital writing quality. Aligning contemporary writing demands to form a comprehensive deﬁnition of digital writing quality can help transform the design and development of future writing technologies and curriculum for an increasingly technology-adept learning audience.},
	language = {en-GB},
	urldate = {2023-09-19},
	booktitle = {Digital {Writing} {Technologies} in {Higher} {Education}},
	publisher = {Springer International Publishing},
	author = {Link, Stephanie and Cotos, Elena and Dinca, Andreea},
	editor = {Kruse, Otto and Rapp, Christian and Anson, Chris M. and Benetos, Kalliopi and Cotos, Elena and Devitt, Ann and Shibani, Antonette},
	year = {2023},
	doi = {10.1007/978-3-031-36033-6_27},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {435--445},
	file = {Link et al. - 2023 - Towards Defining Digital Writing Quality.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FLRRSHR3/Link et al. - 2023 - Towards Defining Digital Writing Quality.pdf:application/pdf;Link et al. - 2023 - Towards Defining Digital Writing Quality.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4SUGCV6T/Link et al. - 2023 - Towards Defining Digital Writing Quality.pdf:application/pdf},
}

@incollection{zaphiris_exploratory_2023,
	address = {Cham},
	title = {An {Exploratory} {Case} {Study} on {Student} {Teachers}’ {Experiences} of {Using} the {AR} {App} {Seek} by {iNaturalist} {When} {Learning} {About} {Plants}},
	volume = {14041},
	isbn = {978-3-031-34549-4 978-3-031-34550-0},
	url = {https://link.springer.com/10.1007/978-3-031-34550-0_3},
	abstract = {In this case study we explore the use of Augmented Reality (AR) as a pedagogical tool to promote student teachers learning about plants in a biology course module within teacher education. Traditionally, when studying plants in science education, ﬂora books are used. However, digital technology has contributed to new ways of exploring plants, and AR is suggested as an important tool. This requires teacher educators who are familiar with AR and the pedagogical implications of using AR when teaching about plants. Therefore, the aim of this study is to investigate student teachers’ experiences of using the AR app Seek by iNaturalist during an excursion to identify and learn about plants, as well as discuss the pedagogical implications of integrating the app into a biology course module. The student teachers took part in the excursion using the app to practice plant identiﬁcation. Afterwards, semi-structured interviews were conducted with three student teachers. A thematic analysis approach was used to explore the student teachers’ experiences when using Seek. The ﬁndings indicate that Seek increases student teachers’ awareness of plants, which promotes their interest and engagement in plants. The easy accessibility in their phone makes them use Seek in their spare time. The increased interest and easy access support learning. By knowing the name of plants, the student teachers establish relationships with plants, which increases awareness of the importance of caring for nature. Hence, Seek could be seen as a pedagogical tool that promotes student teachers’ learning and interest about plants.},
	language = {en-GB},
	urldate = {2023-06-13},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Cederqvist, Anne-Marie and Thorén Williams, Alexina},
	editor = {Zaphiris, Panayiotis and Ioannou, Andri},
	year = {2023},
	doi = {10.1007/978-3-031-34550-0_3},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {33--52},
	file = {Cederqvist und Thorén Williams - 2023 - An Exploratory Case Study on Student Teachers’ Exp.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I2W9Y52S/Cederqvist und Thorén Williams - 2023 - An Exploratory Case Study on Student Teachers’ Exp.pdf:application/pdf},
}

@book{arndt_uberblick_2019,
	title = {Überblick über {Landeshochschulinitiativen} zur {Digitalisierung}},
	copyright = {Creative Commons Attribution Non Commercial Share Alike 4.0 International},
	url = {https://tore.tuhh.de/handle/11420/3211.4},
	abstract = {Fact sheets present current German initiatives of Higher Education Institutions on digitalization with a special focus on teaching and learning. Previous initiatives are included.},
	language = {de-DE},
	urldate = {2024-06-19},
	publisher = {TUHH Universitätsbibliothek},
	author = {Arndt, Christiane and Figura, Lisa and Ladwig, Tina},
	collaborator = {{TUHH Universitätsbibliothek}},
	month = oct,
	year = {2019},
	doi = {10.15480/882.2387.4},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Digitalisierung, Studium und Lehre, \#0:Buch:digital:learning, Erziehung, Schul- und Bildungswesen, Allgemeines, Wissenschaft, Hochschulverbund, Landesinitiativen},
	file = {Arndt et al. - 2019 - Überblick über Landeshochschulinitiativen zur Digi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TJ923487/Arndt et al. - 2019 - Überblick über Landeshochschulinitiativen zur Digi.pdf:application/pdf},
}

@book{sampson_smart_2024,
	address = {Cham},
	series = {Cognition and {Exploratory} {Learning} in the {Digital} {Age}},
	title = {Smart {Learning} {Environments} in the {Post} {Pandemic} {Era}: {Selected} {Papers} from the {CELDA} 2022 {Conference}},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-3-031-54206-0 978-3-031-54207-7},
	shorttitle = {Smart {Learning} {Environments} in the {Post} {Pandemic} {Era}},
	url = {https://link.springer.com/10.1007/978-3-031-54207-7},
	language = {en-GB},
	urldate = {2024-03-29},
	publisher = {Springer Nature Switzerland},
	editor = {Sampson, Demetrios G. and Ifenthaler, Dirk and Isaías, Pedro},
	year = {2024},
	doi = {10.1007/978-3-031-54207-7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buch:digital:learning},
	file = {Sampson et al. - 2024 - Smart Learning Environments in the Post Pandemic E.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P8MIMXUU/Sampson et al. - 2024 - Smart Learning Environments in the Post Pandemic E.pdf:application/pdf},
}

@book{strametz_grundwissen_2023,
	address = {Stuttgart, Deutschland},
	edition = {6},
	title = {Grundwissen {Medizin}: für {Nichtmediziner}:innen in {Studium} und {Praxis} -},
	isbn = {978-3-8385-5985-8},
	shorttitle = {Grundwissen {Medizin}},
	url = {https://elibrary.utb.de/doi/book/10.36198/9783838559858},
	abstract = {Medizin leicht verständlich – ideal für Studium und Praxis
Reinhard Strametz stellt medizinisches Grundwissen fundiert und leicht verständlich vor: Er führt in die medizinische Fachsprache ein, erklärt den Behandlungsprozess von der Anamnese bis zur Therapie und geht zudem auf wichtige Methoden ein, z. B. die evidenzbasierte Medizin und die Prävention. 
Krankheitsbilder wie z. B. Diabetes mellitus, Schlaganfall sowie Krebs erklärt er prägnant. Auch Spannungsfelder lässt er nicht außer Acht, z. B. die Ökonomisierung und die Digitalisierung.
Neu in dieser Auflage sind die Reproduktionsmedizin sowie Gesundheit und Klimawandel (Planetary Health). Ein unverzichtbarer Ratgeber für alle, die sich im Studium oder in der Praxis mit dem Gesundheitssystem und der Medizin beschäftigen.
utb+: Begleitend zum Buch steht den Leser:innen ein eLearning-Kurs zur Verfügung, der aus rund 80 Fragen besteht und die systematische Vertiefung des Stoffs ermöglicht. Er umfasst die Themen Systematik, Methoden, Ansätze und Spannungsfelder der Medizin sowie ausgewählte Krankheitsbilder.},
	language = {de-DE},
	urldate = {2024-02-02},
	publisher = {utb GmbH},
	author = {Strametz, Reinhard},
	month = jun,
	year = {2023},
	doi = {10.36198/9783838559858},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buch:digital:learning},
	file = {Strametz - 2023 - Grundwissen Medizin für Nichtmedizinerinnen in S.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MGTA6QMI/Strametz - 2023 - Grundwissen Medizin für Nichtmedizinerinnen in S.pdf:application/pdf},
}

@book{schuppan_wissenssicherung_2024,
	title = {Wissenssicherung in lernenden {Verwaltungen}: {Demografische} {Herausforderung}, {Aufgabenwandel} und digitale {Transformation} am {Beispiel} Österreichische {Bundesverwaltung}},
	isbn = {978-3-7489-1933-9},
	shorttitle = {Wissenssicherung in lernenden {Verwaltungen}},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783748919339},
	abstract = {Under the influence of digitisation, work in the engine room of the ‘state ship’ is changing. At the same time, knowledge and skills are at risk of leaving the ship with the retiring Boomer generations. Using the Austrian federal administration as an example, this book identifies and analyses the challenges and solutions that can be found in practice in this regard. However, one-sided efforts to retain and transfer knowledge run the risk of putting themselves at a disadvantage when it comes to innovation. Instead of a carefully nurtured ‘legacy of the analogue world of administration’, what is needed is a strategic approach to what smart organisational learning and ‘unlearning’ need to be like in times of demographic change and digital transformation.},
	language = {de-DE},
	urldate = {2023-12-23},
	publisher = {Nomos Verlagsgesellschaft mbH \& Co. KG},
	author = {Schuppan, Tino and Brüggemeier, Martin},
	year = {2024},
	doi = {10.5771/9783748919339},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buch:digital:learning},
	file = {9783748919339-13.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PAXWJ2WD/9783748919339-13.pdf:application/pdf;9783748919339-23.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HGGBE3HL/9783748919339-23.pdf:application/pdf;9783748919339-43.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q9YA5G8C/9783748919339-43.pdf:application/pdf;9783748919339-107.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ABGZFMGS/9783748919339-107.pdf:application/pdf;9783748919339-121.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2VNBQ27G/9783748919339-121.pdf:application/pdf;9783748919339-129.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A9779KKN/9783748919339-129.pdf:application/pdf;Schuppan und Brüggemeier - 2024 - Wissenssicherung in lernenden Verwaltungen Demogr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ABW4IWPI/Schuppan und Brüggemeier - 2024 - Wissenssicherung in lernenden Verwaltungen Demogr.pdf:application/pdf},
}

@book{gillen_reflexiv_2023,
	title = {Reflexiv handlungsfähig: {Entwicklungslinien} und {Ergebnisse} der {Lehrkräftebildung} an der {Leibniz} {Universität} {Hannover}},
	isbn = {978-3-98572-126-9},
	shorttitle = {Reflexiv handlungsfähig},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783985721269},
	abstract = {The volume documents the institutional, cross-phased and teaching and teacher training related reform initiatives of the project "Leibniz-Prinzip" funded by the „Qualitätsoffensive Lehrerbildung“. The variety of reform efforts in teacher education at Leibniz Universität Hannover is presented by means of three virulent requirement areas of university teacher education: 1. heterogeneity and diversity, 2. modern (digitally supported) teaching-learning formats, 3. practice phases and transfer. In orientation to the guiding principle of reflexive action, teaching and teaching concepts, research results as well as institutional developments are discussed and put into perspective.
              With contributions by
              Alena Beck {\textbar} Tabea Becker {\textbar} Andrea Bernholt {\textbar} Anja Binanzer {\textbar}  Marcel Bonorden {\textbar}  Sarah Dannemann {\textbar} Kathleen Ehrhardt {\textbar}  Sarah Fox {\textbar} Monika E. Fuchs {\textbar} Bettina Gautel {\textbar} Julia Gillen {\textbar} Sandra Günter {\textbar} Benjamin Haag {\textbar} Caroline Hagemeier {\textbar} Robert Marten von der Heide {\textbar} Gudrun Heuschen {\textbar} Reinhard Hochmuth {\textbar} Thomas N. Jambor {\textbar} Felix Kappeller, M.A. {\textbar} Sarah Khellaf {\textbar} Melanie Korn {\textbar} Alexandra Krüger {\textbar} Julia Labede {\textbar} Bettina Lindmeier {\textbar} Christiane Meyer {\textbar} Stephanie Mittrach {\textbar} Katharina Müller {\textbar} Andreas Nehring {\textbar} Tjark-Gerit Neugebauer {\textbar} Helene Pachale {\textbar} Johannes Paehr {\textbar} Jutta Papenbrock {\textbar} Andrea Rössler {\textbar} Nina Rothenbusch {\textbar} Alisa Schafferschik {\textbar} Sascha Schanze {\textbar} Claudia Schomaker {\textbar} Heidi Seifert {\textbar} Tabea Taulien {\textbar} Sabine Vogelsang, M.A. {\textbar} Andreas Wernet {\textbar} Rolf Werning {\textbar} Ketevan Zhorzholiani-Metz},
	language = {de-DE},
	urldate = {2023-12-23},
	publisher = {Academia – ein Verlag in der Nomos Verlagsgesellschaft},
	editor = {Gillen, Julia and Labede, Julia and Lindmeier, Bettina and Müller, Katharina and Nehring, Andreas and Schanze, Sascha},
	year = {2023},
	doi = {10.5771/9783985721269},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buch:digital:learning},
	file = {Gillen et al. - 2023 - Reflexiv handlungsfähig Entwicklungslinien und Er.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KSZ9SPK4/Gillen et al. - 2023 - Reflexiv handlungsfähig Entwicklungslinien und Er.pdf:application/pdf},
}

@book{nurnberg_digital_2021,
	title = {Digital {Learning} {Experience}: {Betriebliche} {Weiterbildung} durch {Blended} {Learning} zukunftsfähig gestalten},
	isbn = {978-3-648-15127-3},
	shorttitle = {Digital {Learning} {Experience}},
	url = {https://www.beck-elibrary.de/index.php?doi=10.34157/9783648151273},
	language = {de-DE},
	urldate = {2023-11-04},
	publisher = {Haufe Lexware},
	author = {Nürnberg, Volker},
	year = {2021},
	doi = {10.34157/9783648151273},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buch:digital:learning},
	file = {Nürnberg - 2021 - Digital Learning Experience Betriebliche Weiterbi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/V59E9CQA/Nürnberg - 2021 - Digital Learning Experience Betriebliche Weiterbi.pdf:application/pdf},
}

@book{wilbers_einfuhrung_2022,
	title = {Einführung in die {Berufs}- und {Wirtschaftspädagogik}. {Schulische} und betriebliche {Lernwelten} erkunden},
	copyright = {Creative Commons Namensnennung - Nicht kommerziell - Keine Bearbeitungen 4.0 International},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=24386},
	abstract = {Das Lehrbuch (3. Auflage) richtet sich an Anfängerinnen und Anfänger eines berufs- und wirtschaftspädagogischen Studiengangs mit kaufmännischem oder gewerblich-technischem Schwerpunkt. (Autor)},
	language = {de-DE},
	urldate = {2023-02-17},
	publisher = {epubli},
	author = {Wilbers, Karl},
	month = apr,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, Deployment of media, Deutschland, Digitale Bildung, Germany, Medieneinsatz, Use of media, Virtual learning, Wirtschaftspädagogik, Learning, Kompetenz, Channel of academic studies, Course of studies, Course of study, Studiengang, Training method, Competency, Berufliche Bildung, Vocational training, Faktor Mensch, Vocational pedagogics, Continuing training, Occupational training, Professional training, \#0:Buch:digital:learning, Lernsituation, Didactic model, alternance training system, Berufsbildungssystem, Berufsschulunterricht, Betrieb, dual vocational training system, Duales Ausbildungssystem, In-house training, Learning world, Lehrbuch, Lerneinheit, Lernfeld, Lernwelt, Personalentwicklung, Personalmanagement, Personnel development, Schulische Berufsausbildung, Text book, two-track vocational training system, Units of Study, Vocational school for apprentices, Wirtschaftswissenschaft},
	file = {Wilbers, Karl - 2022 - Einführung in die Berufs- und Wirtschaftspädagogik.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9HP6YAVT/Wilbers, Karl - 2022 - Einführung in die Berufs- und Wirtschaftspädagogik.pdf:application/pdf},
}

@book{appenrodt_jan_digitalisierung_2022,
	title = {Digitalisierung beruflicher {Lern}- und {Arbeitsprozesse}. {Impulse} aus der {Bauwirtschaft} und anderen gewerblich-technischen {Sektoren}},
	copyright = {Creative Commons Namensnennung 4.0 International},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=24378},
	abstract = {The anthology presents current approaches to digitally supported professional learning. The articles provide insights into the dynamic development of the interfaces between gainful employment and vocational training and further education in the context of digitization of work and learning aids. The volume is thus connected to the publication “Berufsbildung am Bau digital” (edited by Bernd Mahrin and Johannes Meyser), which was published in 2019 by the University Press of the Technische Universität Berlin. The first chapter discusses fundamental didactic questions about digitally supported learning and working, including the framework conditions. The second chapter picks contributions on capacity development, standards, and digital tools out as central themes. The third chapter is dedicated to concrete specific solutions with strong practical relevance and high transfer potential for digitized work and learning in the construction sector and in the metal sector. The final fourth chapter presents comprehensive and freely accessible online offers such as a media pool for educational purposes, a learning media database and a hybrid learning system with a virtual 3D building model. The book was created as part of the DigiBAU project - digital vocational learning and working in the field of construction - funded by the German Federal Ministry of Education and Research and the European Social Fund. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-02-17},
	publisher = {Universitätsverlag der TU Berlin},
	author = {Appenrodt, Jan and Becker, Matthias and Böttcher, Sven and Bozkurt, Askim and Dettmann, Kai and Diekmann, Susanne and Dziumbla, Uwe and Ebert, Wolfgang and Falk, Roland and Freytag, Nora-Fabienne and Ganz, Kerstin and Goos, Ulrich and Grochtmann, Thomas and Hagenhofer, Thomas and Hillegeist, Annika and Holle, Hans-Jürgen and Hömann, Karsten and Jenzen, Julia and Kaiser, Matthias and Kirchner, Anja and Korth, Susanne and Kranawetleitner, Tanja and Krebs, Heike and Krümmel, Stefan and Kuri, Norbert and Land, Marvin and Lange, Axel and Lange, Christina and Leikler, Martin and Lindemann, Hans-Jürgen and Mahrin, Bernd and Menner, Marietta and Menzel, Mareike and Mersch, Franz Ferdinand and Milker, Clemens and Niethammer, Manuela and Noichl, Svenja and Pistoll, Diana and Ranke, Hannes and Rendtel, Torsten and Rexing, Volker and Roth, Tina and Schopbach, Holger and Schröder, Thomas and Schulte, Sven and Strating, Harald and Ströhle, Jochen and Wachenbrunner, Torsten and Weitzmann, Markus and Wepner, Kim and Wieczorek, Michael and Wyss, Rolf},
	collaborator = {Technische Universität Berlin and Bernd [Hrsg, Mahrin and Stefan [Hrsg, Krümmel and Nora-Fabienne [Mitarb, Freytag},
	month = apr,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Digitale Bildung, Digitalisierung, Digitalization, Virtual learning, Arbeitsprozess, On line, Working process, Methodologie, 370 Education, 370 Erziehung, Schul- und Bildungswesen, Fachdidaktik, Specialized didactics, Subject didactics, Learning process, Lernprozess, Bildungswissenschaft, FernUni-Hagen:BA-BiWi:2a, Berufliche Bildung, Vocational training, Further education, Weiterbildung, Lehr-Lern-Prozess, Teaching-learning process, Berufsausbildung, Vocational education and training, Berufsbildung, Continuing education, Vocational Education, Digitale Medien, Berufliche Fortbildung, Continuing training, Occupational training, Professional training, \#0:Buch:digital:learning, Mediendidaktik, E-learning, E-Learning, Teaching post, Teaching profession, Learning by playing, Spielerisches Lernen, Media didactics, Online service, Online-Angebot, Bauberuf, Bauingenieur, Bautechnik, Bauwirtschaft, Berufsbildungszentrum, Career centers, Construction technique, Gewerblich-technischer Beruf, Holzbau, Metallberuf, Occupation in a trade or technical field, Occupation in the field of construction, Überbetriebliche Ausbildung},
	file = {Appenrodt, Jan et al. - 2022 - Digitalisierung beruflicher Lern- und Arbeitsproze.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BKYIQQ64/Appenrodt, Jan et al. - 2022 - Digitalisierung beruflicher Lern- und Arbeitsproze.pdf:application/pdf},
}

@book{stapf_aufwachsen_2021,
	title = {Aufwachsen in überwachten {Umgebungen}: {Interdisziplinäre} {Positionen} zu {Privatheit} und {Datenschutz} in {Kindheit} und {Jugend}},
	isbn = {978-3-7489-2163-9},
	shorttitle = {Aufwachsen in überwachten {Umgebungen}},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783748921639},
	abstract = {Digital technologies are exerting a growing influence on the lives of children and teenagers: from video monitoring of babies and educational robots in nursery school to AI-powered learning assistants used to guarantee individual success in education. However, issues relating to privacy, surveillance and data protection are seldom reflected on with regard to this sensitive and important social sphere. The majority of these applications generate data which reveal a great deal about the adolescents who use them. This study addresses this subject area. Together with practitioners from the field of education and with the goal of laying the foundations for addressing this issue in both academic and (socio-) political discourse, it depicts interdisciplinary and transdisciplinary exchange that extends beyond disciplines and academic borders.
              The authors
              Regina Ammicht Quinn, Jutta Croll, Sephan Dreyer, Michael Freidewald, Elena Frense, Marit Hansen, Asmae Harrach-Lasfaghi, Jessica Heesen, Gerrit Hornung, Andreas Janson, Nicole Krämer-Mertens, Leonie Kreidel, Marco Leimeister, Yannic Meier, Judith Meinert, Maxi Nebel, Carsten Ochs, Dr. Senta Pfaff-Rüdiger, Alexander Roßnagel, Sofia Schöbel, Reinhold Schulze-Tammena, Matthias Söllner, Ingrid Stapf and Prof. Dr. Isabel Zorn.},
	language = {de-DE},
	urldate = {2022-10-26},
	publisher = {Nomos Verlagsgesellschaft mbH \& Co. KG},
	editor = {Stapf, Ingrid and Ammicht Quinn, Regina and Friedewald, Michael and Heesen, Jessica and Krämer, Nicole},
	year = {2021},
	doi = {10.5771/9783748921639},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buch:digital:learning},
	file = {Stapf et al. - 2021 - Aufwachsen in überwachten Umgebungen Interdiszipl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZCZ3XXI5/Stapf et al. - 2021 - Aufwachsen in überwachten Umgebungen Interdiszipl.pdf:application/pdf},
}

@incollection{leimeister_einsatz_2019,
	address = {Berlin, Heidelberg},
	title = {Einsatz von mobilen {Anwendungen} im {Bereich} der {Energieberatung}},
	isbn = {978-3-662-59389-9 978-3-662-59390-5},
	url = {http://link.springer.com/10.1007/978-3-662-59390-5_10},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Chancen und {Herausforderungen} des digitalen {Lernens}},
	publisher = {Springer Berlin Heidelberg},
	author = {König, Immanuel},
	editor = {Leimeister, Jan Marco and David, Klaus},
	year = {2019},
	doi = {10.1007/978-3-662-59390-5_10},
	note = {Series Title: Kompetenzmanagement in Organisationen},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {183--197},
	file = {König - 2019 - Einsatz von mobilen Anwendungen im Bereich der Ene.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CBVT5TGD/König - 2019 - Einsatz von mobilen Anwendungen im Bereich der Ene.pdf:application/pdf},
}

@incollection{leimeister_entwicklung_2019,
	address = {Berlin, Heidelberg},
	title = {Entwicklung von {Lernvideos}, {Lernzielen} und {Testfragen} in kleinen und mittelständischen {Unternehmen} und in {Weiterbildungsinstituten}},
	isbn = {978-3-662-59389-9 978-3-662-59390-5},
	url = {http://link.springer.com/10.1007/978-3-662-59390-5_11},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Chancen und {Herausforderungen} des digitalen {Lernens}},
	publisher = {Springer Berlin Heidelberg},
	author = {Imas, Constantin and Urbon, Ute and Kraft, Jürgen and Herbst, Ingo and Schöbel, Sofia and Glavas, Marija and Oeste-Reiß, Sarah},
	editor = {Leimeister, Jan Marco and David, Klaus},
	year = {2019},
	doi = {10.1007/978-3-662-59390-5_11},
	note = {Series Title: Kompetenzmanagement in Organisationen},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {199--220},
	file = {Imas et al. - 2019 - Entwicklung von Lernvideos, Lernzielen und Testfra.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D9ZMQH39/Imas et al. - 2019 - Entwicklung von Lernvideos, Lernzielen und Testfra.pdf:application/pdf},
}

@incollection{leimeister_trends_2019,
	address = {Berlin, Heidelberg},
	title = {Trends und {Entwicklungen} des {Lernens} im digitalen {Zeitalter}},
	isbn = {978-3-662-59389-9 978-3-662-59390-5},
	url = {http://link.springer.com/10.1007/978-3-662-59390-5_12},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Chancen und {Herausforderungen} des digitalen {Lernens}},
	publisher = {Springer Berlin Heidelberg},
	author = {Leimeister, Jan Marco and David, Klaus},
	editor = {Leimeister, Jan Marco and David, Klaus},
	year = {2019},
	doi = {10.1007/978-3-662-59390-5_12},
	note = {Series Title: Kompetenzmanagement in Organisationen},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {223--230},
	file = {Leimeister und David - 2019 - Trends und Entwicklungen des Lernens im digitalen .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HHYUPVQN/Leimeister und David - 2019 - Trends und Entwicklungen des Lernens im digitalen .pdf:application/pdf},
}

@incollection{leimeister_lernen_2019,
	address = {Berlin, Heidelberg},
	title = {Lernen im digitalen {Zeitalter} – {Einblicke} in aktuelle {Erkenntnisse} aus der {Forschung} und {Praxis}},
	isbn = {978-3-662-59389-9 978-3-662-59390-5},
	url = {http://link.springer.com/10.1007/978-3-662-59390-5_1},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Chancen und {Herausforderungen} des digitalen {Lernens}},
	publisher = {Springer Berlin Heidelberg},
	author = {Leimeister, Jan Marco and David, Klaus},
	editor = {Leimeister, Jan Marco and David, Klaus},
	year = {2019},
	doi = {10.1007/978-3-662-59390-5_1},
	note = {Series Title: Kompetenzmanagement in Organisationen},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {3--8},
	file = {Leimeister und David - 2019 - Lernen im digitalen Zeitalter – Einblicke in aktue.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6Q3YVBHL/Leimeister und David - 2019 - Lernen im digitalen Zeitalter – Einblicke in aktue.pdf:application/pdf},
}

@incollection{leimeister_einsatz_2019-1,
	address = {Berlin, Heidelberg},
	title = {Einsatz von {Lernmaterialien} in {Online}-{Umgebungen} – {Gestaltungsimplikationen} zur {Aufarbeitung} von {Lernmaterialien}},
	isbn = {978-3-662-59389-9 978-3-662-59390-5},
	url = {http://link.springer.com/10.1007/978-3-662-59390-5_3},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Chancen und {Herausforderungen} des digitalen {Lernens}},
	publisher = {Springer Berlin Heidelberg},
	author = {Lischka, Katja},
	editor = {Leimeister, Jan Marco and David, Klaus},
	year = {2019},
	doi = {10.1007/978-3-662-59390-5_3},
	note = {Series Title: Kompetenzmanagement in Organisationen},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {35--49},
	file = {Lischka - 2019 - Einsatz von Lernmaterialien in Online-Umgebungen –.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MBE6MK47/Lischka - 2019 - Einsatz von Lernmaterialien in Online-Umgebungen –.pdf:application/pdf},
}

@incollection{leimeister_referenzprozess_2019,
	address = {Berlin, Heidelberg},
	title = {Referenzprozess zur {Aufarbeitung} von implizitem {Wissen} zu {Tätigkeitsfeldern} und {Arbeitsprozessen} – {Ergebnisse} einer {Workshopserie}},
	isbn = {978-3-662-59389-9 978-3-662-59390-5},
	url = {http://link.springer.com/10.1007/978-3-662-59390-5_5},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Chancen und {Herausforderungen} des digitalen {Lernens}},
	publisher = {Springer Berlin Heidelberg},
	author = {Glavas, Marija and Schöbel, Sofia and Oeste-Reiß, Sarah},
	editor = {Leimeister, Jan Marco and David, Klaus},
	year = {2019},
	doi = {10.1007/978-3-662-59390-5_5},
	note = {Series Title: Kompetenzmanagement in Organisationen},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {75--95},
	file = {Glavas et al. - 2019 - Referenzprozess zur Aufarbeitung von implizitem Wi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZGD3XUPX/Glavas et al. - 2019 - Referenzprozess zur Aufarbeitung von implizitem Wi.pdf:application/pdf},
}

@incollection{leimeister_leitfaden_2019,
	address = {Berlin, Heidelberg},
	title = {Leitfaden für die {Identifikation}, {Auswahl} und {Kombination} von {Gamification}-{Elementen} am {Beispiel} des {Lernkontextes}},
	isbn = {978-3-662-59389-9 978-3-662-59390-5},
	url = {http://link.springer.com/10.1007/978-3-662-59390-5_8},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Chancen und {Herausforderungen} des digitalen {Lernens}},
	publisher = {Springer Berlin Heidelberg},
	author = {Schöbel, Sofia and Söllner, Matthias},
	editor = {Leimeister, Jan Marco and David, Klaus},
	year = {2019},
	doi = {10.1007/978-3-662-59390-5_8},
	note = {Series Title: Kompetenzmanagement in Organisationen},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {143--164},
	file = {Schöbel und Söllner - 2019 - Leitfaden für die Identifikation, Auswahl und Komb.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KV5PXGWM/Schöbel und Söllner - 2019 - Leitfaden für die Identifikation, Auswahl und Komb.pdf:application/pdf},
}

@incollection{leimeister_uber_2019,
	address = {Berlin, Heidelberg},
	title = {Über die {Entwicklung} und {Bedeutung} von {Berufsbildern} im {Lernkontext} – {Ergebnisse} einer {Marktstudie} des {Energieberatungsmarktes}},
	isbn = {978-3-662-59389-9 978-3-662-59390-5},
	url = {http://link.springer.com/10.1007/978-3-662-59390-5_2},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Chancen und {Herausforderungen} des digitalen {Lernens}},
	publisher = {Springer Berlin Heidelberg},
	author = {Glavas, Marija and Schöbel, Sofia and Oeste-Reiß, Sarah},
	editor = {Leimeister, Jan Marco and David, Klaus},
	year = {2019},
	doi = {10.1007/978-3-662-59390-5_2},
	note = {Series Title: Kompetenzmanagement in Organisationen},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {11--32},
	file = {Glavas et al. - 2019 - Über die Entwicklung und Bedeutung von Berufsbilde.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9Z3MBH5G/Glavas et al. - 2019 - Über die Entwicklung und Bedeutung von Berufsbilde.pdf:application/pdf},
}

@incollection{leimeister_entwicklung_2019-1,
	address = {Berlin, Heidelberg},
	title = {Entwicklung eines {Bewertungsinstruments} zur {Qualität} von {Lernmaterial} am {Beispiel} des {Erklärvideos}},
	isbn = {978-3-662-59389-9 978-3-662-59390-5},
	url = {http://link.springer.com/10.1007/978-3-662-59390-5_4},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Chancen und {Herausforderungen} des digitalen {Lernens}},
	publisher = {Springer Berlin Heidelberg},
	author = {Müller, Frederike and Oeste-Reiß, Sarah},
	editor = {Leimeister, Jan Marco and David, Klaus},
	year = {2019},
	doi = {10.1007/978-3-662-59390-5_4},
	note = {Series Title: Kompetenzmanagement in Organisationen},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {51--73},
	file = {Müller und Oeste-Reiß - 2019 - Entwicklung eines Bewertungsinstruments zur Qualit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VQV5DTM5/Müller und Oeste-Reiß - 2019 - Entwicklung eines Bewertungsinstruments zur Qualit.pdf:application/pdf},
}

@incollection{leimeister_it-gestutztes_2019,
	address = {Berlin, Heidelberg},
	title = {{IT}-gestütztes {Peer}-{Assessment} zur {Schulung} von {Kompetenzen} in der {Lehre}},
	isbn = {978-3-662-59389-9 978-3-662-59390-5},
	url = {http://link.springer.com/10.1007/978-3-662-59390-5_6},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Chancen und {Herausforderungen} des digitalen {Lernens}},
	publisher = {Springer Berlin Heidelberg},
	author = {Lehmann, Katja and Söllner, Matthias},
	editor = {Leimeister, Jan Marco and David, Klaus},
	year = {2019},
	doi = {10.1007/978-3-662-59390-5_6},
	note = {Series Title: Kompetenzmanagement in Organisationen},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {97--118},
	file = {Lehmann und Söllner - 2019 - IT-gestütztes Peer-Assessment zur Schulung von Kom.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N56NBN6T/Lehmann und Söllner - 2019 - IT-gestütztes Peer-Assessment zur Schulung von Kom.pdf:application/pdf},
}

@incollection{leimeister_bedeutung_2019,
	address = {Berlin, Heidelberg},
	title = {Bedeutung von {Präferenzen} für {Spielelemente} – {Analyse} und {Empfehlungen} für die {Anpassung} von {Spielelementen} durch {Nutzerpräferenzen}},
	isbn = {978-3-662-59389-9 978-3-662-59390-5},
	url = {http://link.springer.com/10.1007/978-3-662-59390-5_7},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Chancen und {Herausforderungen} des digitalen {Lernens}},
	publisher = {Springer Berlin Heidelberg},
	author = {Schöbel, Sofia and Söllner, Matthias},
	editor = {Leimeister, Jan Marco and David, Klaus},
	year = {2019},
	doi = {10.1007/978-3-662-59390-5_7},
	note = {Series Title: Kompetenzmanagement in Organisationen},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {121--141},
	file = {Schöbel und Söllner - 2019 - Bedeutung von Präferenzen für Spielelemente – Anal.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GCMT5IW2/Schöbel und Söllner - 2019 - Bedeutung von Präferenzen für Spielelemente – Anal.pdf:application/pdf},
}

@incollection{leimeister_entwicklung_2019-2,
	address = {Berlin, Heidelberg},
	title = {Entwicklung eines {Lernsystems} – Überblick, {Aufbereitung} und {Integration} von {Lernmodulen}},
	isbn = {978-3-662-59389-9 978-3-662-59390-5},
	url = {http://link.springer.com/10.1007/978-3-662-59390-5_9},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Chancen und {Herausforderungen} des digitalen {Lernens}},
	publisher = {Springer Berlin Heidelberg},
	author = {Lischka, Katja},
	editor = {Leimeister, Jan Marco and David, Klaus},
	year = {2019},
	doi = {10.1007/978-3-662-59390-5_9},
	note = {Series Title: Kompetenzmanagement in Organisationen},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {167--181},
	file = {Lischka - 2019 - Entwicklung eines Lernsystems – Überblick, Aufbere.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZYXUXK59/Lischka - 2019 - Entwicklung eines Lernsystems – Überblick, Aufbere.pdf:application/pdf},
}

@book{schutz_digital_2022,
	address = {Wiesbaden},
	series = {essentials},
	title = {Digital {Game}-based {Learning}: {Komplexe} {Problemlösungen} und {Kompetenzen} für {Bildung}, {Wirtschaft} und {Politik} entwickeln},
	isbn = {978-3-658-37523-2 978-3-658-37524-9},
	shorttitle = {Digital {Game}-based {Learning}},
	url = {https://link.springer.com/10.1007/978-3-658-37524-9},
	language = {de-DE},
	urldate = {2022-06-23},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schutz, Thomas and Schwarz, Daniel},
	year = {2022},
	doi = {10.1007/978-3-658-37524-9},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buch:digital:learning},
	file = {Schutz und Schwarz - 2022 - Digital Game-based Learning Komplexe Problemlösun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZFP6ZAY3/Schutz und Schwarz - 2022 - Digital Game-based Learning Komplexe Problemlösun.pdf:application/pdf},
}

@incollection{pfannstiel_medienkompetenz_2019,
	address = {Wiesbaden},
	title = {Medienkompetenz und digital unterstütztes {Lernen} in der beruflichen {Rehabilitation} – {Status} quo und {Organisations}- und {Personalentwicklungsprozesse} bei {Leistungserbringern}},
	isbn = {978-3-658-23986-2 978-3-658-23987-9},
	url = {http://link.springer.com/10.1007/978-3-658-23987-9_2},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {V}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kohl, Matthias and Kretschmer, Thomas and Wester, Ann Marie},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-23987-9_2},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {23--49},
	file = {Kohl et al. - 2019 - Medienkompetenz und digital unterstütztes Lernen i.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VCTU4BP3/Kohl et al. - 2019 - Medienkompetenz und digital unterstütztes Lernen i.pdf:application/pdf},
}

@book{gabellini_cinzia_lehrentwicklung_2021,
	title = {Lehrentwicklung by {Openess} – {Open} {Educational} {Resources} im {Hochschulkontext}. {Dokumentation} der {Tagung} vom 06. {März} 2021},
	copyright = {Creative Commons Attribution Non Commercial No Derivatives 4.0 International, Open Access},
	url = {https://zenodo.org/record/5004445},
	abstract = {{\textless}strong{\textgreater}Inhaltsverzeichnis{\textless}/strong{\textgreater} Lehrentwicklung by Openness – OER im Hochschulkontext. Vorwort OER in Hochschulen: Ein passendes Verhältnis? Zur Einleitung Towards OER. Etablierung einer OER-orientierten Digitalisierungsstrategie an der Hochschule Bonn-Rhein-Sieg. Iris Groß, Katja Kluth, Susanne Kundmüller-Bianchini und Andrea Schröder OER an Hochschulen verankern. Erfahrungen aus dem Zentralen Repositorium für OER der Hochschulen in Baden-Württemberg (ZOERR). Michèle Menkor und Tatjana Spaeth Das Landesportal ORCA.nrw. Eine Plattform – 37 Hochschulen – ein Netzwerk. Cornelia Eube, Alexander Kobusch, Florian Rosenthal, Elisabeth Scherer und Magdalena Spaude OER-Zertifikate für Lehrende und Hochschulen. Kompetenzen und Aktivitäten sichtbar machen. Sandra Schön, Martin Ebner, Gerhard Brandhofer, Elfriede Berger, Ortrun Gröblinger, Tanja Jadin, Michael Kopp und Hans-Peter Steinbacher Rechtssicherheit schaffen im Umgang mit OER. OER-Policy und -Handreichung der ZHAW. Nicole Krüger und Salome Nesme Dezentral bereitstellen – zentral finden. Zur Umsetzung hochschulübergreifender OER-Angebote. Ortrun Gröblinger, Raman Ganguly, Claudia Hackl, Michael Kopp und Martin Ebner Producing OER with convOERter. First Evaluation and Feedback. Lubna Ali and Ulrik Schroeder OER finden, nutzen und kollaborativ weiterentwickeln. Dateiformate, Metadaten und Open Science Repositorien. Bruno Wenk «Die Lehre von morgen gestalten». Werkstattbericht zum Projekt Virtuelle Akademie. Tina Maurer, Patrick Lachenmeier und Ioana Gatzka «tOgEthR Moodle». Trainieren, verwenden und weiterentwickeln. Cäsar Künzi und Danilo Olbrecht OER Weiterbildung für Hochschuldozierende. Ein kritischer Blick. Sabrina Gallner und Maaike Kuurstra Lehrentwicklung by Openness. OER verankern, Notwendigkeit oder Widerspruch?! Monika Wyss Open Educational Resources (OERs): A Response to Rising Textbook Costs. Difficulties in the Transition Process to OERs Through the Lens of Mezirow’s Theory of Transformative Learning. Andreas Rambow Blended Learning. Offene Online-Kurse integrieren. Cinzia Gabellini Kollaborative Auseinandersetzung mit Videos. Erfahrungen mit TRAVIS GO in der Hochschullehre. Elke Schlote und Cristina Pileggi Unterrichtsmaterialien aus Masterarbeiten als OER publizieren. Die IdeenSets der Pädagogischen Hochschule Bern. Fabienne Döbeli, Cornelia Epprecht, Silvia Sterchi, Anita Eicher und Pascal Piller Mehr OER im Mathematikunterricht. Verankerung von OER in einem Lehramts-Mastermodul. Marvin Titz Selbstbestimmtes, nachhaltiges Lernen mit OER in der Lehramtsausbildung. Ein Beispiel von Blended Learning Materialien für die inklusive Pädagogik. Frank J. Müller und Anna Zimmermann Phasenübergreifende Lehrkräftebildung mit und durch OER. Thesen und Impulse für eine vernetzte Lehrkräftebildung. Ronny Röwert und Matthias Kostrzewa «Das Postulat OER in der Hochschullandschaft verankern». Panel-Diskussion. Martin Ebner, Ricarda T.D. Reimer, Matthias Stürmer, Franziska Imboden und Peter Tremp},
	language = {de-DE},
	urldate = {2021-07-08},
	publisher = {Zenodo},
	author = {Gabellini, Cinzia and Gallner, Sabrina and Imboden, Franziska and Kuurstra, Maaike and Tremp, Peter},
	month = jun,
	year = {2021},
	doi = {10.5281/ZENODO.5004445},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#0:Buch:digital:learning},
	file = {Gabellini, Cinzia et al. - 2021 - Lehrentwicklung by Openess – Open Educational Reso.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JXT9SV6N/Gabellini, Cinzia et al. - 2021 - Lehrentwicklung by Openess – Open Educational Reso.pdf:application/pdf},
}

@incollection{brocher_korper_2021,
	title = {Körper, {Identität}, {Emotion} und {Sehnsucht} in der digitalen {Welt}},
	isbn = {978-3-8394-5651-4},
	url = {https://www.degruyter.com/document/doi/10.14361/9783839456514-038/html},
	language = {de-DE},
	urldate = {2021-06-22},
	booktitle = {Anders lernen, arbeiten und leben},
	publisher = {transcript Verlag},
	collaborator = {Bröcher, Joachim},
	month = dec,
	year = {2021},
	doi = {10.14361/9783839456514-038},
	note = {ZSCC: 0000000 },
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {214--222},
	file = {2021 - Körper, Identität, Emotion und Sehnsucht in der di.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2CFKNC8S/2021 - Körper, Identität, Emotion und Sehnsucht in der di.pdf:application/pdf},
}

@incollection{ladel_emotionen_2018,
	address = {Wiesbaden},
	title = {Emotionen beim {Lernen} mit {Multimedia}},
	isbn = {978-3-658-18332-5 978-3-658-18333-2},
	url = {http://link.springer.com/10.1007/978-3-658-18333-2_8},
	language = {de-DE},
	urldate = {2021-05-25},
	booktitle = {Digitalisierung und {Bildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stark, Lisa and Park, Babette and Brünken, Roland},
	editor = {Ladel, Silke and Knopf, Julia and Weinberger, Armin},
	year = {2018},
	doi = {10.1007/978-3-658-18333-2_8},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {141--158},
	file = {Stark et al. - 2018 - Emotionen beim Lernen mit Multimedia.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PV4S4DDS/Stark et al. - 2018 - Emotionen beim Lernen mit Multimedia.pdf:application/pdf},
}

@book{ifenthaler_digital_2021,
	address = {Cham},
	title = {Digital {Transformation} of {Learning} {Organizations}},
	isbn = {978-3-030-55877-2 978-3-030-55878-9},
	url = {http://link.springer.com/10.1007/978-3-030-55878-9},
	language = {en-GB},
	urldate = {2021-02-11},
	publisher = {Springer International Publishing},
	editor = {Ifenthaler, Dirk and Hofhues, Sandra and Egloffstein, Marc and Helbig, Christian},
	year = {2021},
	doi = {10.1007/978-3-030-55878-9},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buch:digital:learning},
	file = {10.1007978-3-030-55878-9.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HWFU9QRT/10.1007978-3-030-55878-9.pdf:application/pdf},
}

@incollection{tippelt_lehren_2016,
	address = {Wiesbaden},
	title = {Lehren und {Lernen} mit digitalen {Medien}: {Ansätze} und {Befunde} der empirischen {Bildungsforschung}},
	isbn = {978-3-531-20002-6},
	shorttitle = {Lehren und {Lernen} mit digitalen {Medien}},
	url = {http://link.springer.com/10.1007/978-3-531-20002-6_42-1},
	language = {de-DE},
	urldate = {2021-02-02},
	booktitle = {Handbuch {Bildungsforschung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stegmann, Karsten and Wecker, Christof and Mandl, Heinz and Fischer, Frank},
	editor = {Tippelt, Rudolf and Schmidt-Hertha, Bernhard},
	year = {2016},
	doi = {10.1007/978-3-531-20002-6_42-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {1--22},
	file = {stegmann_et_al_2016_lehren_und_lernen_mit_digitalen_medien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VMW5J436/stegmann_et_al_2016_lehren_und_lernen_mit_digitalen_medien.pdf:application/pdf},
}

@incollection{franco_lernen_2020,
	title = {Lernen mit, über und im {Rahmen} von {Tags} und {Tagging}: {Medienpädagogische} {Perspektiven} auf digitale {Medien}},
	copyright = {Creative Commons Attribution Non Commercial No Derivatives 4.0 International},
	shorttitle = {Lernen mit, über und im {Rahmen} von \#{Tags} und \#{Tagging}},
	url = {https://tuprints.ulb.tu-darmstadt.de/id/eprint/17197},
	language = {de-DE},
	urldate = {2020-12-19},
	publisher = {UNSPECIFIED},
	author = {Franco, , Rau and Sophie, Schaper and Grell, Petra},
	year = {2020},
	doi = {10.25534/TUPRINTS-00017197},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	file = {franco_et_al_2020_lernen_mit,_uber_und_im_rahmen_von_tags_und_tagging.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IIN732BK/franco_et_al_2020_lernen_mit,_uber_und_im_rahmen_von_tags_und_tagging.pdf:application/pdf},
}

@incollection{heringshausen_lernende_2024,
	address = {Berlin, Heidelberg},
	title = {Lernende {Bildungsorganisation} – teilhabeorientiertes {Management} auf allen {Ebenen}},
	isbn = {978-3-662-68868-7 978-3-662-68869-4},
	url = {https://link.springer.com/10.1007/978-3-662-68869-4_4},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Chancen und {Strategien} des digitalen {Lehrens} und {Lernens} in den {Gesundheitsfachberufen}},
	publisher = {Springer Berlin Heidelberg},
	author = {Heringshausen, Gordon},
	collaborator = {Heringshausen, Gordon and Morgenstern, Ulrike and Paulicke, Denny and Schönfeld, Andreas},
	year = {2024},
	doi = {10.1007/978-3-662-68869-4_4},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {79--103},
	file = {Heringshausen - 2024 - Lernende Bildungsorganisation – teilhabeorientiert.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CK5E9ULD/Heringshausen - 2024 - Lernende Bildungsorganisation – teilhabeorientiert.pdf:application/pdf},
}

@incollection{heringshausen_digitaler_2024,
	address = {Berlin, Heidelberg},
	title = {Digitaler {Methodenkoffer} – {Konzepte}, {Ideen} und {Tools}},
	isbn = {978-3-662-68868-7 978-3-662-68869-4},
	url = {https://link.springer.com/10.1007/978-3-662-68869-4_3},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Chancen und {Strategien} des digitalen {Lehrens} und {Lernens} in den {Gesundheitsfachberufen}},
	publisher = {Springer Berlin Heidelberg},
	author = {Schönfeld, Andreas},
	collaborator = {Heringshausen, Gordon and Morgenstern, Ulrike and Paulicke, Denny and Schönfeld, Andreas},
	year = {2024},
	doi = {10.1007/978-3-662-68869-4_3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {61--77},
	file = {Schönfeld - 2024 - Digitaler Methodenkoffer – Konzepte, Ideen und Too.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ERYECLIP/Schönfeld - 2024 - Digitaler Methodenkoffer – Konzepte, Ideen und Too.pdf:application/pdf},
}

@incollection{heringshausen_padagogische_2024,
	address = {Berlin, Heidelberg},
	title = {Pädagogische {Neuausrichtung} und {Gestaltungspotenziale}},
	isbn = {978-3-662-68868-7 978-3-662-68869-4},
	url = {https://link.springer.com/10.1007/978-3-662-68869-4_2},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Chancen und {Strategien} des digitalen {Lehrens} und {Lernens} in den {Gesundheitsfachberufen}},
	publisher = {Springer Berlin Heidelberg},
	author = {Schönfeld, Andreas},
	collaborator = {Heringshausen, Gordon and Morgenstern, Ulrike and Paulicke, Denny and Schönfeld, Andreas},
	year = {2024},
	doi = {10.1007/978-3-662-68869-4_2},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {27--59},
	file = {Schönfeld - 2024 - Pädagogische Neuausrichtung und Gestaltungspotenzi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EXR4GL7A/Schönfeld - 2024 - Pädagogische Neuausrichtung und Gestaltungspotenzi.pdf:application/pdf},
}

@incollection{heringshausen_digitale_2024,
	address = {Berlin, Heidelberg},
	title = {Digitale ({Lehr}-){Transformation} in den {Gesundheitsfachberufen}},
	isbn = {978-3-662-68868-7 978-3-662-68869-4},
	url = {https://link.springer.com/10.1007/978-3-662-68869-4_1},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Chancen und {Strategien} des digitalen {Lehrens} und {Lernens} in den {Gesundheitsfachberufen}},
	publisher = {Springer Berlin Heidelberg},
	author = {Paulicke, Denny},
	collaborator = {Heringshausen, Gordon and Morgenstern, Ulrike and Paulicke, Denny and Schönfeld, Andreas},
	year = {2024},
	doi = {10.1007/978-3-662-68869-4_1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {1--25},
	file = {Paulicke - 2024 - Digitale (Lehr-)Transformation in den Gesundheitsf.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7ZX6ITZQ/Paulicke - 2024 - Digitale (Lehr-)Transformation in den Gesundheitsf.pdf:application/pdf},
}

@incollection{sigl_impulsbericht_2023,
	address = {Berlin, Heidelberg},
	title = {Impulsbericht {Berufliche} {Bildung}: {Digitale} {Kompetenzen} und lebenslanges {Lernen} {Eine} {Standortbestimmung} aus österreichischer {Sicht}},
	isbn = {978-3-662-66814-6 978-3-662-66815-3},
	shorttitle = {Impulsbericht {Berufliche} {Bildung}},
	url = {https://link.springer.com/10.1007/978-3-662-66815-3_19},
	language = {de-DE},
	urldate = {2024-01-03},
	booktitle = {Nachhaltigkeit und {Digitalisierung} – (k)ein unternehmerisches {Dilemma}},
	publisher = {Springer Berlin Heidelberg},
	author = {Domany-Funtan, Ulrike and Schmölz, Alexander and Nárosy, Thomas},
	editor = {Sigl, Katharina},
	year = {2023},
	doi = {10.1007/978-3-662-66815-3_19},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {183--193},
	file = {Domany-Funtan et al. - 2023 - Impulsbericht Berufliche Bildung Digitale Kompete.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WCQ5XJ67/Domany-Funtan et al. - 2023 - Impulsbericht Berufliche Bildung Digitale Kompete.pdf:application/pdf},
}

@incollection{appel_informelles_2023,
	address = {Berlin, Heidelberg},
	title = {Informelles {Lernen} im {Internet}},
	isbn = {978-3-662-66607-4 978-3-662-66608-1},
	url = {https://link.springer.com/10.1007/978-3-662-66608-1_10},
	language = {de-DE},
	urldate = {2024-01-03},
	booktitle = {Digital ist besser?! {Psychologie} der {Online}- und {Mobilkommunikation}},
	publisher = {Springer Berlin Heidelberg},
	author = {Abendroth, Johanna and Richter, Tobias},
	editor = {Appel, Markus and Hutmacher, Fabian and Mengelkamp, Christoph and Stein, Jan-Philipp and Weber, Silvana},
	year = {2023},
	doi = {10.1007/978-3-662-66608-1_10},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {139--153},
	file = {Abendroth und Richter - 2023 - Informelles Lernen im Internet.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VIXXDQ7C/Abendroth und Richter - 2023 - Informelles Lernen im Internet.pdf:application/pdf},
}

@incollection{gruner_einleitung_nodate,
	title = {Einleitung: {Lernen} und {Lehren} im {Digitalen}},
	language = {de-DE},
	author = {Grüner, Claudia and Karolyi, Heike and Weßler, Linda},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen, ⛔ No DOI found},
	file = {Grüner et al. - 2023 - Einleitung Lernen und Lehren im Digitalen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N8Q8U3HD/Grüner et al. - 2023 - Einleitung Lernen und Lehren im Digitalen.pdf:application/pdf;Grüner et al. - Einleitung Lernen und Lehren im Digitalen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YY7VLTMK/Grüner et al. - Einleitung Lernen und Lehren im Digitalen.pdf:application/pdf},
}

@incollection{buck_abgrunde_2023,
	address = {Berlin, Heidelberg},
	title = {Die {Abgründe} der {Anwesenheit} und die {Anmaßungen} der {Abwesenden}. {Zur} {Phänomenologie} leiblichen {Lernens} in digitalen {Räumen}},
	isbn = {978-3-662-66122-2 978-3-662-66123-9},
	url = {https://link.springer.com/10.1007/978-3-662-66123-9_2},
	language = {de-DE},
	urldate = {2023-03-07},
	booktitle = {Digitalisierte {Lebenswelten}},
	publisher = {Springer Berlin Heidelberg},
	author = {Redecker, Anke},
	editor = {Buck, Marc Fabian and Zulaica y Mugica, Miguel},
	year = {2023},
	doi = {10.1007/978-3-662-66123-9_2},
	note = {Series Title: Kindheit – Bildung – Erziehung. Philosophische Perspektiven},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {27--46},
	file = {Redecker - 2023 - Die Abgründe der Anwesenheit und die Anmaßungen de.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4RTET7I6/Redecker - 2023 - Die Abgründe der Anwesenheit und die Anmaßungen de.pdf:application/pdf;Redecker - 2023 - Die Abgründe der Anwesenheit und die Anmaßungen de.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UMHKN5AV/Redecker - 2023 - Die Abgründe der Anwesenheit und die Anmaßungen de.pdf:application/pdf},
}

@incollection{schafer_neues_2021,
	address = {Berlin, Heidelberg},
	title = {Neues {Lernen} in der {VUKA}-{Welt} – der gesellschaftliche {Kontext}},
	isbn = {978-3-662-64604-5 978-3-662-64605-2},
	url = {https://link.springer.com/10.1007/978-3-662-64605-2_4},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Die digitale {Transformation} in der {Weiterbildung}},
	publisher = {Springer Berlin Heidelberg},
	author = {Schäfer, Erich and Ebersbach, Antje},
	collaborator = {Schäfer, Erich and Ebersbach, Antje},
	year = {2021},
	doi = {10.1007/978-3-662-64605-2_4},
	note = {Series Title: essentials},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen, FernUni-Hagen:MABM:Master-Arbeit, VUKA},
	pages = {15--19},
	file = {Schäfer und Ebersbach - 2021 - Neues Lernen in der VUKA-Welt – der gesellschaftli.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9ICXBX7A/Schäfer und Ebersbach - 2021 - Neues Lernen in der VUKA-Welt – der gesellschaftli.pdf:application/pdf},
}

@incollection{badura_arbeiten_2019,
	address = {Berlin, Heidelberg},
	title = {Arbeiten und {Lernen} in einer zunehmend digitalisierten {Arbeitswelt}},
	isbn = {978-3-662-59043-0 978-3-662-59044-7},
	url = {http://link.springer.com/10.1007/978-3-662-59044-7_4},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Fehlzeiten-{Report} 2019},
	publisher = {Springer Berlin Heidelberg},
	author = {Windelband, Lars},
	editor = {Badura, Bernhard and Ducki, Antje and Schröder, Helmut and Klose, Joachim and Meyer, Markus},
	year = {2019},
	doi = {10.1007/978-3-662-59044-7_4},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {39--49},
	file = {Windelband - 2019 - Arbeiten und Lernen in einer zunehmend digitalisie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C54QU8AC/Windelband - 2019 - Arbeiten und Lernen in einer zunehmend digitalisie.pdf:application/pdf},
}

@incollection{roth_feedbackorientierte_2023,
	address = {Berlin, Heidelberg},
	title = {Feedbackorientierte {Lernumgebungen} zur {Gestaltung} offener {Aufgabenstellungen} mit {Machine} {Learning}, {AR} und {3D}-{Druck}},
	isbn = {978-3-662-66130-7 978-3-662-66131-4},
	url = {https://link.springer.com/10.1007/978-3-662-66131-4_13},
	abstract = {Zusammenfassung
            Dieser Artikel beschäftigt sich mit verschiedenen Ansätzen der Entwicklung feedbackorientierter Lernumgebungen zur Gestaltung immer offener gefasster Aufgabenstellungen mit Machine Learning (ML), Augmented Reality und 3D-Druck. Vom Begriff „Feedback“ ausgehend werden Aspekte des computerbasierten Feedbacks dargestellt. Dabei wird die in der Hochschulmathematik sehr beliebte Software STACK als ein aktuelles Beispiel für vielfältige Feedbackmöglichkeiten aufgezeigt. Die konkrete Ausgestaltung von computerbasiertem Feedback mittels STACK führt dann zu Überlegungen, wie Feedback für noch „offenere“ Aufgabenstellungen designt werden kann. Der Hauptteil dieses Artikels zeigt dies an Praxisbeispielen. Für die Mathematikdidaktik sollen Bereiche ausgelotet werden, um vielfältige neue digital gestützte Feedbackansätze zu entwickeln.},
	language = {de-DE},
	urldate = {2022-12-29},
	booktitle = {Die {Zukunft} des {MINT}-{Lernens} – {Band} 1},
	publisher = {Springer Berlin Heidelberg},
	author = {Lutz, Tim},
	editor = {Roth, Jürgen and Baum, Michael and Eilerts, Katja and Hornung, Gabriele and Trefzger, Thomas},
	year = {2023},
	doi = {10.1007/978-3-662-66131-4_13},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {211--226},
	file = {Lutz - 2023 - Feedbackorientierte Lernumgebungen zur Gestaltung .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W98GW7YF/Lutz - 2023 - Feedbackorientierte Lernumgebungen zur Gestaltung .pdf:application/pdf},
}

@incollection{roth_zukunft_2023-1,
	address = {Berlin, Heidelberg},
	title = {Die {Zukunft} des {MINT}-{Lernens} – {Herausforderungen} und {Lösungsansätze}},
	isbn = {978-3-662-66130-7 978-3-662-66131-4},
	url = {https://link.springer.com/10.1007/978-3-662-66131-4_1},
	abstract = {Zusammenfassung
            In diesem Auftaktbeitrag zum Doppelband „Die Zukunft des MINT-Lernens“ werden von den Herausgebenden zentrale Aspekte der Diskussion über die Entwicklung des mathematischen, naturwissenschaftlichen und informatischen Unterrichts im Zeitalter der fortschreitenden Digitalisierung beleuchtet und wichtige Begriffe definiert. Er gibt einen Einblick in Facetten der 21st Century Skills, die für ein Leben in einer zunehmend digitalisierten Gesellschaft als nützlich oder gar notwendig erachtet werden und durch MINT-Unterricht gefördert werden können. Darüber hinaus wird auf Grundlage bekannter Modelle ein eigenes „Kompetenzmodell der Zukunft des MINT-Lernens für Lehrende“ präsentiert, das ausgehend vom vernetzten Professionswissen den Versuch unternimmt, die wesentlichen Facetten der Kompetenzen von Lehrpersonen und des Lehr-Lern-Prozesses abzubilden. Von hier aus wird der Bogen gespannt zu Definitionen für die Begriffe „digitale Technologien“, „digitale Werkzeuge“ und „digitale Lernumgebungen“. Es werden die Anwendung dieser digitalen Aspekte zur Förderung von Lernprozessen reflektiert und Qualitätskriterien sowie Ziele für deren Nutzung beschrieben. Auf dieser Grundlage wird abschließend ein Ausblick auf die Inhalte aller 22 weiteren Beiträge des Doppelbands gegeben.},
	language = {de-DE},
	urldate = {2022-12-29},
	booktitle = {Die {Zukunft} des {MINT}-{Lernens} – {Band} 1},
	publisher = {Springer Berlin Heidelberg},
	author = {Roth, Jürgen and Eilerts, Katja and Baum, Michael and Hornung, Gabriele and Trefzger, Thomas},
	editor = {Roth, Jürgen and Baum, Michael and Eilerts, Katja and Hornung, Gabriele and Trefzger, Thomas},
	year = {2023},
	doi = {10.1007/978-3-662-66131-4_1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {1--42},
	file = {Roth et al. - 2023 - Die Zukunft des MINT-Lernens – Herausforderungen u.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PDM46L97/Roth et al. - 2023 - Die Zukunft des MINT-Lernens – Herausforderungen u.pdf:application/pdf},
}

@incollection{roth_entwicklung_2023,
	address = {Berlin, Heidelberg},
	title = {Entwicklung von {Lernumgebungen} zum {Computational} {Thinking} im {Mathematikunterricht} und ihr {Einsatz} in {Lehrkräftefortbildungen}},
	isbn = {978-3-662-66130-7 978-3-662-66131-4},
	url = {https://link.springer.com/10.1007/978-3-662-66131-4_4},
	abstract = {Zusammenfassung
            
              Im folgenden Beitrag werden zwei Projekte vorgestellt, die sich mit der Entwicklung und dem Einsatz von geometriebezogenen Lernumgebungen zur Förderung des fachunabhängigen Konzepts des
              Computational Thinking
              auf der Unterrichts- sowie der Fortbildungsebene im Fach Mathematik befassen. Auf Ebene des Unterrichts wird das Förderpotenzial einer Lernumgebung mit einem Lernroboter untersucht. Auf Ebene der Fortbildung wird das Design theoriebasiert hergeleitet und es werden Ergebnisse ausgewählter Begleitforschung zu Möglichkeiten und Grenzen vorgestellt. Damit werden exemplarisch zwei Handlungsfelder der Implementierung eines im Zuge der Digitalisierung zentralen Konstrukts, dem
              Computational Thinking,
              in der Grundschule fachbezogen in den Blick genommen.},
	language = {de-DE},
	urldate = {2022-12-29},
	booktitle = {Die {Zukunft} des {MINT}-{Lernens} – {Band} 1},
	publisher = {Springer Berlin Heidelberg},
	author = {Beyer, Steven and Dreher, Ulrike and Grave-Gierlinger, Frederik and Eilerts, Katja and Schuler, Stephanie},
	editor = {Roth, Jürgen and Baum, Michael and Eilerts, Katja and Hornung, Gabriele and Trefzger, Thomas},
	year = {2023},
	doi = {10.1007/978-3-662-66131-4_4},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {73--90},
	file = {Beyer et al. - 2023 - Entwicklung von Lernumgebungen zum Computational T.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I3PCWHVM/Beyer et al. - 2023 - Entwicklung von Lernumgebungen zum Computational T.pdf:application/pdf},
}

@incollection{roth_beispielansatz_2023,
	address = {Berlin, Heidelberg},
	title = {Ein {Beispielansatz} zur {Vermittlung} von digitaler {Kompetenz} im {MINT}-{Lehramtsstudium}},
	isbn = {978-3-662-66130-7 978-3-662-66131-4},
	url = {https://link.springer.com/10.1007/978-3-662-66131-4_7},
	abstract = {Zusammenfassung
            Unser Schulsystem braucht digital kompetente Lehrkräfte. Daher ist es unumgänglich, Lehramtsstudierende mit diesen Kompetenzen auszustatten. Dieser Beitrag befasst sich mit der Frage danach, ob die Förderung digitaler Kompetenzen im Lehramtsstudium an deutschen Universitäten stattfindet und wie eine solche Förderung aussehen kann. Dafür wurde eine Dokumentenanalyse durchgeführt und anschließend ein Seminar zur Förderung der berufsbezogenen digitalen Kompetenzen von Lehramtsstudierenden konzipiert und evaluiert. Als Kompetenzrahmen diente dabei der Europäische Rahmen für die digitale Kompetenz von Lehrenden (Redecker, 2017). Das Seminar wurde in einem Pre-Post-Design auf seine Wirksamkeit untersucht. Alle Teilnehmenden schätzten nach Beendigung des Seminars ihre digitale Kompetenz als verbessert ein. Vermutete Effekte in Bezug auf den Einfluss des Faktors MINT-Studium auf die digitale Kompetenz konnten, auch aufgrund der kleinen Stichprobengröße, nicht festgestellt werden. Die Aussagen zur Wirksamkeit sind ebenfalls nur eingeschränkt zu betrachten, da unter den Teilnehmenden keine Anfängerinnen und Anfänger waren. Hier gilt es, weitere Untersuchungen anzustellen.},
	language = {de-DE},
	urldate = {2022-12-29},
	booktitle = {Die {Zukunft} des {MINT}-{Lernens} – {Band} 1},
	publisher = {Springer Berlin Heidelberg},
	author = {Lachmann, Clarissa and Ghomi, Mina and Pinkwart, Niels},
	editor = {Roth, Jürgen and Baum, Michael and Eilerts, Katja and Hornung, Gabriele and Trefzger, Thomas},
	year = {2023},
	doi = {10.1007/978-3-662-66131-4_7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {123--138},
	file = {Lachmann et al. - 2023 - Ein Beispielansatz zur Vermittlung von digitaler K.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L6IEVVNE/Lachmann et al. - 2023 - Ein Beispielansatz zur Vermittlung von digitaler K.pdf:application/pdf},
}

@incollection{weselek_exkursionsdidaktische_2022,
	address = {Berlin, Heidelberg},
	title = {Exkursionsdidaktische {Konzepte} für das digitale außerschulische {Lernen} kollaborativ entwickeln und erproben – {Die} {Integration} von {BNE}-{Projektseminaren} mit {Lehramtsstudierenden} im {DBR}-{Projekt} {ExpeditioN} {Stadt}},
	isbn = {978-3-662-65119-3 978-3-662-65120-9},
	url = {https://link.springer.com/10.1007/978-3-662-65120-9_2},
	language = {de-DE},
	urldate = {2022-11-05},
	booktitle = {Digitale {Bildung} für nachhaltige {Entwicklung}},
	publisher = {Springer Berlin Heidelberg},
	author = {Hiller, Jan and Schuler, Stephan},
	editor = {Weselek, Johanna and Kohler, Florian and Siegmund, Alexander},
	year = {2022},
	doi = {10.1007/978-3-662-65120-9_2},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {9--22},
	file = {Hiller und Schuler - 2022 - Exkursionsdidaktische Konzepte für das digitale au.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VGCKJEF6/Hiller und Schuler - 2022 - Exkursionsdidaktische Konzepte für das digitale au.pdf:application/pdf},
}

@incollection{weselek_bildung_2022,
	address = {Berlin, Heidelberg},
	title = {Bildung für nachhaltige {Entwicklung} und immersives {Lernen}: {Erste} {Erkenntnisse} aus einem {Virtual}-{Reality}-{Experimentallabor}},
	isbn = {978-3-662-65119-3 978-3-662-65120-9},
	shorttitle = {Bildung für nachhaltige {Entwicklung} und immersives {Lernen}},
	url = {https://link.springer.com/10.1007/978-3-662-65120-9_12},
	language = {de-DE},
	urldate = {2022-11-05},
	booktitle = {Digitale {Bildung} für nachhaltige {Entwicklung}},
	publisher = {Springer Berlin Heidelberg},
	author = {Zimmermann, Carry Luise and Müller-Christ, Georg and Seyfried, Lisa-Marie and Bursee, Frederike and Pijetlovic, Denis},
	editor = {Weselek, Johanna and Kohler, Florian and Siegmund, Alexander},
	year = {2022},
	doi = {10.1007/978-3-662-65120-9_12},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {141--152},
	file = {Zimmermann et al. - 2022 - Bildung für nachhaltige Entwicklung und immersives.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K7TGGV82/Zimmermann et al. - 2022 - Bildung für nachhaltige Entwicklung und immersives.pdf:application/pdf},
}

@incollection{gottschalk_forschendes_2020,
	title = {Forschendes {Lernen} als digitale {Lehre} – {Eine} {Einführung} in {Potenziale} und {Herausforderungen} für {Studierende} und {Lehrende}},
	language = {de-DE},
	booktitle = {Forschendes {Lernen} an {Universitäten}},
	author = {Gottschalk, Ines},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {6},
	file = {Gottschalk - Forschendes Lernen als digitale Lehre – Eine Einfü.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LDQVEWJS/Gottschalk - Forschendes Lernen als digitale Lehre – Eine Einfü.pdf:application/pdf},
}

@incollection{blum_effektivitat_2021,
	address = {Berlin, Heidelberg},
	title = {Effektivität von digitalem {Lernen}, {Gelingensbedingungen} und {Trends}},
	isbn = {978-3-662-62630-6 978-3-662-62631-3},
	url = {https://link.springer.com/10.1007/978-3-662-62631-3_5},
	language = {de-DE},
	urldate = {2021-07-02},
	booktitle = {Weiterbildungsmanagement in der {Praxis}: {Psychologie} des {Lernens}},
	publisher = {Springer Berlin Heidelberg},
	author = {Fabia, Hartwagner},
	editor = {Blum, Urs and Gabathuler, Jürg and Bajus, Sandra},
	year = {2021},
	doi = {10.1007/978-3-662-62631-3_5},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {83--110},
	file = {Fabia - 2021 - Effektivität von digitalem Lernen, Gelingensbeding.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YC68WCZ4/Fabia - 2021 - Effektivität von digitalem Lernen, Gelingensbeding.pdf:application/pdf},
}

@incollection{blum_digitale_2021,
	address = {Berlin, Heidelberg},
	title = {Die „digitale {Transformation}“ verändert die {Art} und {Weise}, wie {Menschen} lernen. {Dozierende} müssen {Inhalte} didaktisch reduzieren und {Komplexität} vereinfachen.},
	isbn = {978-3-662-62630-6 978-3-662-62631-3},
	url = {https://link.springer.com/10.1007/978-3-662-62631-3_4},
	language = {de-DE},
	urldate = {2021-07-02},
	booktitle = {Weiterbildungsmanagement in der {Praxis}: {Psychologie} des {Lernens}},
	publisher = {Springer Berlin Heidelberg},
	author = {Yvo, Wüest},
	editor = {Blum, Urs and Gabathuler, Jürg and Bajus, Sandra},
	year = {2021},
	doi = {10.1007/978-3-662-62631-3_4},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {65--81},
	file = {Yvo - 2021 - Die „digitale Transformation“ verändert die Art un.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6SZJLH8H/Yvo - 2021 - Die „digitale Transformation“ verändert die Art un.pdf:application/pdf},
}

@incollection{knackstedt_selbstgesteuertes_2022,
	address = {Berlin, Heidelberg},
	title = {Selbstgesteuertes {Lernen} und {Kollaboration} – {Schlüsselkompetenzen} für das {Arbeiten} im digitalen {Wandel}},
	isbn = {978-3-662-63672-5 978-3-662-63673-2},
	url = {https://link.springer.com/10.1007/978-3-662-63673-2_6},
	language = {de-DE},
	urldate = {2022-07-14},
	booktitle = {Kompetenzmodelle für den {Digitalen} {Wandel}},
	publisher = {Springer Berlin Heidelberg},
	author = {Oelker, Birgit},
	editor = {Knackstedt, Ralf and Sander, Jürgen and Kolomitchouk, Jennifer},
	year = {2022},
	doi = {10.1007/978-3-662-63673-2_6},
	note = {Series Title: Kompetenzmanagement in Organisationen},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {117--152},
	file = {Oelker - 2022 - Selbstgesteuertes Lernen und Kollaboration – Schlü.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/J5PGPWNM/Oelker - 2022 - Selbstgesteuertes Lernen und Kollaboration – Schlü.pdf:application/pdf},
}

@incollection{ahrens_technische_2018,
	address = {Berlin, Heidelberg},
	title = {Technische {Innovationen} als {Mittel} zum arbeitsintegrierten {Lernen} in kleinen und mittleren {Unternehmen} des {Einzelhandels}},
	isbn = {978-3-662-54955-1 978-3-662-54956-8},
	url = {http://link.springer.com/10.1007/978-3-662-54956-8_10},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Kompetenzentwicklung in analogen und digitalisierten {Arbeitswelten}},
	publisher = {Springer Berlin Heidelberg},
	author = {Holtkamp, Bernhard and Riebe, Sebastian and Baumgarten, Kerstin and Blanco, Sonja and Steinbuß, Sebastian and Eickholt, Clarissa and Templer, Martin},
	editor = {Ahrens, Daniela and Molzberger, Gabriele},
	year = {2018},
	doi = {10.1007/978-3-662-54956-8_10},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {139--154},
	file = {Holtkamp et al. - 2018 - Technische Innovationen als Mittel zum arbeitsinte.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I3FPUAIX/Holtkamp et al. - 2018 - Technische Innovationen als Mittel zum arbeitsinte.pdf:application/pdf},
}

@incollection{trultzsch-wijnen_lernen_2020,
	title = {Lernen auf {Distanz} während der {Corona}-{Krise}. {Chancen} und {Herausforderungen} des distance learning für die {Primarstufe}},
	isbn = {978-3-7489-0624-7},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783748906247-195},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Bildung und {Digitalisierung}},
	publisher = {Nomos Verlagsgesellschaft mbH \& Co. KG},
	author = {Tengler, Karin and Schrammel, Natalie and Brandhofer, Gerhard and Sabitzer, Barbara},
	editor = {Trültzsch-Wijnen, Christine and Brandhofer, Gerhard},
	year = {2020},
	doi = {10.5771/9783748906247-195},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {195--216},
	file = {Tengler et al. - 2020 - Lernen auf Distanz während der Corona-Krise. Chanc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M5VNBKPL/Tengler et al. - 2020 - Lernen auf Distanz während der Corona-Krise. Chanc.pdf:application/pdf},
}

@incollection{heider-lang_hallo_2019,
	title = {„{Hallo} {Lern}-{Coach}“ {Neue} {Formen} des digitalen, personalisierten {Lernens} im {Bereich} der betrieblichen {Bildung}},
	isbn = {978-3-95710-340-6},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783957103406-285},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Digitale {Transformation} in der {Bildungslandschaft} - den analogen {Stecker} ziehen?},
	publisher = {Rainer Hampp  Verlag},
	author = {Stoller-Schai, Daniel},
	editor = {Heider-Lang, Jacqueline and Merkert, Alexandra},
	year = {2019},
	doi = {10.5771/9783957103406-285},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {285--302},
	file = {Stoller-Schai - 2019 - „Hallo Lern-Coach“ Neue Formen des digitalen, pers.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PB2AARMT/Stoller-Schai - 2019 - „Hallo Lern-Coach“ Neue Formen des digitalen, pers.pdf:application/pdf},
}

@incollection{heider-lang_digitalisierung_2019,
	title = {Digitalisierung und {Bildung} im {Primarbereich}},
	isbn = {978-3-95710-340-6},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783957103406-97},
	abstract = {Dieser Beitrag versucht Aspekte des notwendigen Diskurses über Bildung in einer Welt zusammenzufassen, in der Digitalisierung in unterschiedlichen Formen immer mehr Lebensbereiche erfasst und damit auch für Kinder im Grundschulalter Teil ihrer gegenwärtigen und zukünftigen Lebenswelt wird. Für die Pädagogik und Didaktik der Primarstufe ergeben sich Aufgaben, Chancen und Risiken, denen nur eine kind- und gesellschaftsorientierte differenzierte Betrachtung gerecht werden kann, die Bildungsziele und -inhalte ebenso kritisch in Frage stellt, wie Formen des Lehrens und Lernens. Dabei scheint eine der großen Herausforderungen darin zu bestehen, der rasanten technischen Entwicklung einen zeitintensiv reflektierten und sinnerfüllten pädagogischen und didaktischen Denk- und Handlungsrahmen zu geben, um die Gestaltungshoheit für Bildung weder der Technik noch einem ökonomisierenden Wachstumsparadigma zu überlassen. Gleichzeitig gilt es, die Primarstufe als Phase grundlegender institutionalisierter Bildung nicht loszulösen von den durch Digitalisierung geprägten Lebenswelten, Chancen neuer Lernmöglichkeiten zu nutzen, Risiken und Gefahren für die personale und soziale Entwicklung und Entfaltung zu erkennen und die Kinder, wo notwendig, davor zu schützen und doch durch entsprechende Bildungsarbeit darin zu stärken, die Herausforderungen mit auf Kenntnissen, Fähigkeiten und Haltungen gründender Sicherheit und Orientierung zukunftsoffen und proaktiv annehmen zu können.},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Digitale {Transformation} in der {Bildungslandschaft} - den analogen {Stecker} ziehen?},
	publisher = {Rainer Hampp  Verlag},
	author = {Gervé, Friedrich},
	editor = {Heider-Lang, Jacqueline and Merkert, Alexandra},
	year = {2019},
	doi = {10.5771/9783957103406-97},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {97--114},
	file = {Gervé - 2019 - Digitalisierung und Bildung im Primarbereich.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6MNUTUDY/Gervé - 2019 - Digitalisierung und Bildung im Primarbereich.pdf:application/pdf},
}

@incollection{heider-lang_digitalisierung_2019-1,
	title = {Digitalisierung in der {Aus}- und {Weiterbildung}: {Was} wollen die {Lernenden}?},
	isbn = {978-3-95710-340-6},
	shorttitle = {Digitalisierung in der {Aus}- und {Weiterbildung}},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783957103406-251},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Digitale {Transformation} in der {Bildungslandschaft} - den analogen {Stecker} ziehen?},
	publisher = {Rainer Hampp  Verlag},
	author = {Dittler, Ullrich and Kreidl, Christian},
	editor = {Heider-Lang, Jacqueline and Merkert, Alexandra},
	year = {2019},
	doi = {10.5771/9783957103406-251},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {251--263},
	file = {Dittler und Kreidl - 2019 - Digitalisierung in der Aus- und Weiterbildung Was.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/V82B2TJC/Dittler und Kreidl - 2019 - Digitalisierung in der Aus- und Weiterbildung Was.pdf:application/pdf},
}

@incollection{heider-lang_microlearning_2019,
	title = {Microlearning als didaktischer {Ansatz} zur {Digitalisierung} arbeitsprozessintegrierter betrieblicher {Weiterbildung} in hochautomatisierten {Arbeitsumgebungen}},
	isbn = {978-3-95710-340-6},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783957103406-264},
	abstract = {Den Anwendungskontext bilden hochautomatisierte Arbeitsumgebungen eines Automobilzulieferers, die wir aufgrund ihres Charakters (u. a. isolierte Teilaufgaben, wenig sozialer Austausch, unklares Feedback durch die Arbeit – insbesondere bei Störungen, niedrige Handlungsbedeutung) als lernfeindliche Arbeitsumgebungen bezeichnen. Unsere Fragestellung ist, wie durch didaktische Zusatzangebote eine arbeitsprozessintegrierte betriebliche Weiterbildung dennoch ermöglicht werden kann. Im Beitrag gehen wir zunächst auf Lernformen im Arbeitsprozess ein, sodann auf Kriterien lernförderlicher und lernfeindlicher Arbeitsumgebungen und stellen schließlich die didaktische Umsetzung von Microlearning in einer hochautomatisierten Arbeitsumgebung vor. Unser Ansatz führte einerseits zum gewünschten Ergebnis: Das informelle Lernen im Arbeitsprozess wurde ermöglicht. Andererseits gelang es uns nicht, Lernpotenziale in die Arbeitshandlung selbst zu integrieren. Einen wesentlichen Erfolg konnten wir dennoch erzielen: Der Prozess der Dequalifizierung wurde aufgehalten und umgewandelt in einen Prozess der Requalifizierung.},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Digitale {Transformation} in der {Bildungslandschaft} - den analogen {Stecker} ziehen?},
	publisher = {Rainer Hampp  Verlag},
	author = {Gessler, Michael and Ahrens, Daniela},
	editor = {Heider-Lang, Jacqueline and Merkert, Alexandra},
	year = {2019},
	doi = {10.5771/9783957103406-264},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {264--284},
	file = {Gessler und Ahrens - 2019 - Microlearning als didaktischer Ansatz zur Digitali.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TCAHILES/Gessler und Ahrens - 2019 - Microlearning als didaktischer Ansatz zur Digitali.pdf:application/pdf},
}

@incollection{heringshausen_digitale_2024-1,
	address = {Berlin, Heidelberg},
	title = {Digitale {Zukunftskompetenzen} für {Gesundheitsfachberufe}},
	isbn = {978-3-662-68868-7 978-3-662-68869-4},
	url = {https://link.springer.com/10.1007/978-3-662-68869-4_7},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Chancen und {Strategien} des digitalen {Lehrens} und {Lernens} in den {Gesundheitsfachberufen}},
	publisher = {Springer Berlin Heidelberg},
	author = {Heringshausen, Gordon},
	collaborator = {Heringshausen, Gordon and Morgenstern, Ulrike and Paulicke, Denny and Schönfeld, Andreas},
	year = {2024},
	doi = {10.1007/978-3-662-68869-4_7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {157--168},
	file = {Heringshausen - 2024 - Digitale Zukunftskompetenzen für Gesundheitsfachbe.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TRSF3K9Q/Heringshausen - 2024 - Digitale Zukunftskompetenzen für Gesundheitsfachbe.pdf:application/pdf},
}

@incollection{heringshausen_vernetzung_2024,
	address = {Berlin, Heidelberg},
	title = {Vernetzung, {Austausch} und immersive {Reflexionsmöglichkeiten} durch digitale {Lehr}- und {Lernprozesse} aktiv nutzen},
	isbn = {978-3-662-68868-7 978-3-662-68869-4},
	url = {https://link.springer.com/10.1007/978-3-662-68869-4_6},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Chancen und {Strategien} des digitalen {Lehrens} und {Lernens} in den {Gesundheitsfachberufen}},
	publisher = {Springer Berlin Heidelberg},
	author = {Paulicke, Denny and Lachmund, Anne-Marie and Steindorff, Jenny-Victoria},
	collaborator = {Heringshausen, Gordon and Morgenstern, Ulrike and Paulicke, Denny and Schönfeld, Andreas},
	year = {2024},
	doi = {10.1007/978-3-662-68869-4_6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {133--155},
	file = {Paulicke et al. - 2024 - Vernetzung, Austausch und immersive Reflexionsmögl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JXK2R7FB/Paulicke et al. - 2024 - Vernetzung, Austausch und immersive Reflexionsmögl.pdf:application/pdf},
}

@incollection{heringshausen_empirische_2024,
	address = {Berlin, Heidelberg},
	title = {Empirische {Bildungsforschung} als {Begleitung} stetiger {Weiterentwicklung} der {Digitalisierung} in der {Gesundheits}-und {Pflegepädagogik} – aktuelle {Forschungsergebnisse}},
	isbn = {978-3-662-68868-7 978-3-662-68869-4},
	url = {https://link.springer.com/10.1007/978-3-662-68869-4_5},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Chancen und {Strategien} des digitalen {Lehrens} und {Lernens} in den {Gesundheitsfachberufen}},
	publisher = {Springer Berlin Heidelberg},
	author = {Heringshausen, Gordon and Morgenstern, Ulrike and Paulicke, Denny and Schönfeld, Andreas},
	collaborator = {Heringshausen, Gordon and Morgenstern, Ulrike and Paulicke, Denny and Schönfeld, Andreas},
	year = {2024},
	doi = {10.1007/978-3-662-68869-4_5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {105--132},
	file = {Heringshausen et al. - 2024 - Empirische Bildungsforschung als Begleitung stetig.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A5CMEDD5/Heringshausen et al. - 2024 - Empirische Bildungsforschung als Begleitung stetig.pdf:application/pdf},
}

@book{heringshausen_chancen_2024,
	address = {Berlin, Heidelberg},
	title = {Chancen und {Strategien} des digitalen {Lehrens} und {Lernens} in den {Gesundheitsfachberufen}},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-3-662-68868-7 978-3-662-68869-4},
	url = {https://link.springer.com/10.1007/978-3-662-68869-4},
	language = {de-DE},
	urldate = {2024-06-08},
	publisher = {Springer Berlin Heidelberg},
	author = {Heringshausen, Gordon and Morgenstern, Ulrike and Paulicke, Denny and Schönfeld, Andreas},
	year = {2024},
	doi = {10.1007/978-3-662-68869-4},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Heringshausen et al. - 2024 - Chancen und Strategien des digitalen Lehrens und L.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XCMPY4EZ/Heringshausen et al. - 2024 - Chancen und Strategien des digitalen Lehrens und L.pdf:application/pdf},
}

@book{rolff_digital_2020,
	address = {Weinheim Basel},
	series = {Pädagogik},
	title = {Digital gestütztes {Lernen}: {Praxisbeispiele} für eine zeitgemäße {Schulentwicklung}},
	isbn = {978-3-407-63187-9},
	shorttitle = {Digital gestütztes {Lernen}},
	language = {de-DE},
	publisher = {Beltz},
	author = {Rolff, Hans-Günter and Thünken, Ulrich},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Digital_gesttztes_Lernen_1._Digital_gesttztes_Lernen_durchSchulentwicklung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6EF8YNQT/Digital_gesttztes_Lernen_1._Digital_gesttztes_Lernen_durchSchulentwicklung.pdf:application/pdf;Digital_gesttztes_Lernen_2._Zwei_Fallstudien_mit_Beispielschulen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7N9Y77ET/Digital_gesttztes_Lernen_2._Zwei_Fallstudien_mit_Beispielschulen.pdf:application/pdf;Digital_gesttztes_Lernen_3._Weiterentwicklung_von_Unterrichtskultur.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SNRQ4HDR/Digital_gesttztes_Lernen_3._Weiterentwicklung_von_Unterrichtskultur.pdf:application/pdf;Digital_gesttztes_Lernen_4._Personalisierung_des_Lernens_alsChance_und_Herausforderung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FXINQTVS/Digital_gesttztes_Lernen_4._Personalisierung_des_Lernens_alsChance_und_Herausforderung.pdf:application/pdf;Digital_gesttztes_Lernen_5._Change_Management_Schulentwicklung_fr_die_Zukunft.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P6TH9VM7/Digital_gesttztes_Lernen_5._Change_Management_Schulentwicklung_fr_die_Zukunft.pdf:application/pdf;Digital_gesttztes_Lernen_6._Neue_Aufgaben_und_Rollenvon_Schlerinnen_und_Schlern.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T6Z3T9YL/Digital_gesttztes_Lernen_6._Neue_Aufgaben_und_Rollenvon_Schlerinnen_und_Schlern.pdf:application/pdf;Digital_gesttztes_Lernen_7._Neue_Aufgaben_und_Rollenvon_Lehrpersonen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DAJD92A2/Digital_gesttztes_Lernen_7._Neue_Aufgaben_und_Rollenvon_Lehrpersonen.pdf:application/pdf;Digital_gesttztes_Lernen_8._Neue_Aufgaben_und_Rollen_von_Schulleitungund_Mittleren_Fhrungskrften.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZDPQ2UIK/Digital_gesttztes_Lernen_8._Neue_Aufgaben_und_Rollen_von_Schulleitungund_Mittleren_Fhrungskrften.pdf:application/pdf;Digital_gesttztes_Lernen_9._Regeln_statt_Verbote_beim_Umgangmit_digitalen_Medien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TM3AGWBX/Digital_gesttztes_Lernen_9._Regeln_statt_Verbote_beim_Umgangmit_digitalen_Medien.pdf:application/pdf;Digital_gesttztes_Lernen_10._Einige_praktische_Hinweise.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H488PPKM/Digital_gesttztes_Lernen_10._Einige_praktische_Hinweise.pdf:application/pdf;Digital_gesttztes_Lernen_Anhang.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VW4RZTRG/Digital_gesttztes_Lernen_Anhang.pdf:application/pdf;Digital_gesttztes_Lernen_Fazit_Zum_Mehrwert_digital_gesttzten_Lernens.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8PHINW5C/Digital_gesttztes_Lernen_Fazit_Zum_Mehrwert_digital_gesttzten_Lernens.pdf:application/pdf;Digital_gesttztes_Lernen_Inhalt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LYVLWCW4/Digital_gesttztes_Lernen_Inhalt.pdf:application/pdf;Digital_gesttztes_Lernen_Literatur.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A33B8ZLL/Digital_gesttztes_Lernen_Literatur.pdf:application/pdf;Digital_gesttztes_Lernen_Vorbemerkung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L2FE2UGJ/Digital_gesttztes_Lernen_Vorbemerkung.pdf:application/pdf;Rolff und Thünken - 2020 - Digital gestütztes Lernen Praxisbeispiele für ein.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A62X2Z7H/Rolff und Thünken - 2020 - Digital gestütztes Lernen Praxisbeispiele für ein.pdf:application/pdf},
}

@book{becker_lehren_2023,
	address = {Bremen},
	title = {Lehren und {Prüfen}: empirische {Ergebnisse} und {Reflexionen} zu {Hochschulen} der {Zukunft}},
	isbn = {978-3-943001-87-7},
	shorttitle = {Lehren und {Prüfen}},
	abstract = {Das Buch ist Ergebnis eines Kooperationsprojektes im Rahmen des Forschungsclusters Lebenslanges und Selbstgesteuertes Lernen (LSL). Angestoßen wurde dieses durch die Veränderungen der Lehre und des Prüfungswesens während der Corona-Pandemie: Mitglieder des Clusters regten im Frühjahr 2021 die qualitative Studie Lehren und Prüfen - Erfahrungen von Studierenden und Lehrenden (LuPE) an, mit Befunden u. a. auf dem Gebiet der Technik, der Kommunikation und der Kompetenzen. Zugleich wurden künftige Entwicklungen und Lernchancen beleuchtet. Dies stieß wiederum die Reflexion vertiefender und weiterführender Themen an, nämlich: Lebenslanges Lernen in sozialwissenschaftlichen Kontexten, Präsenz und Absenz im digitalen Hochschulraum, Künstliche Intelligenz (Lernen und Prüfen), Studieren im digitalen Raum (Isolation oder Vernetzungschance) und Impulse für die Fernhochschuldidaktik. Wichtige Begriffe sind hier u. a. hybride Lehr-/Lernformate und soziale Kommunikation, wie die Ergebnisse von LuPE zeigen.So repräsentiert der Band in neun Beiträgen die Dynamik, die Hochschulen, Lehrende und Studierende aktuell herausfordert. Vielfältige Diskurse der aktuellen Hochschulbildung und zahlreiche Ansatzpunkte für künftige Forschungen werden kompakt und praxisnah skizziert},
	language = {de-DE},
	publisher = {Apollon University Press},
	editor = {Becker, Kurt and Buche, Antje and Graeßner, Gernot},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Becker et al. - 2023 - Lehren und Prüfen empirische Ergebnisse und Refle.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T33SSSXJ/Becker et al. - 2023 - Lehren und Prüfen empirische Ergebnisse und Refle.pdf:application/pdf},
}

@book{fischer_potenziale_2024,
	title = {Potenziale erkennen – {Talente} entwickeln – {Bildung} nachhaltig gestalten},
	isbn = {978-3-8309-4667-0},
	url = {https://www.waxmann.com/buch4667},
	abstract = {Vor dem Hintergrund aktueller gesellschaftlicher Entwicklungen und globaler Herausforderungen gewinnt die Bildung für nachhaltige Entwicklung an Bedeutung und rückt auch in Schulen als zentralen Bildungseinrichtungen zunehmend in den Vordergrund. Wesentliches Ziel schulischer Förderung ist dabei, junge Menschen nachhaltig zur gemeinwohlorientierten Gestaltung unserer Zukunft zu befähigen. Voraussetzung dafür ist, dass Schüler:innen ihre Potenziale zur Selbst- und Mitbestimmung, zu Kollaboration, Kommunikation, Kooperation und Kreativität entwickeln und entfalten können. Dazu bedarf es einer Diagnostik und Förderung individueller Fähigkeits- und Persönlichkeitspotenziale durch adaptive innovative Lernarchitekturen. In den Kongressbänden zum 7. Münsterschen Bildungskongress mit dem Titel „Potenziale erkennen – Talente entwickeln – Bildung nachhaltig gestalten“ werden Forschungsansätze und Förderkonzepte zur langfristigen Potenzial- und Talententwicklung von Schüler:innen mit dem Themenkomplex der nachhaltigen Bildung verknüpft. Die Kongressbände gliedern sich in die Schwerpunkte Begabungsforschung und Begabungsförderung. Dieser erste Band Beiträge aus der Begabungsforschung startet mit thematischen Beiträgen zu individueller und diversitätssensibler Begabungsdiagnostik und -entwicklung. Es folgen Artikel aus den Bereichen digitales Lernen, Schul- und Unterrichtsentwicklung in Theorie und Praxis, sowie Lehrer:innenprofessionalisierung. Den Abschluss bildet ein Kapitel mit Beiträgen, die sich mit neuen Wegen in der Begabungsforschung und -förderung zur Gestaltung der Zukunft beschäftigen.},
	language = {de-DE},
	urldate = {2024-03-19},
	publisher = {Waxmann Verlag GmbH},
	editor = {Fischer, Christian and Fischer-Ontrup, Christiane and Käpnick, Friedhelm and Neuber, Nils and Reintjes, Christian},
	month = jan,
	year = {2024},
	doi = {10.31244/9783830996675},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Fischer et al. - 2024 - Potenziale erkennen – Talente entwickeln – Bildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X2Y7MUGU/Fischer et al. - 2024 - Potenziale erkennen – Talente entwickeln – Bildung.pdf:application/pdf},
}

@book{de_florio-hansen_digitalisierung_2020,
	address = {Stuttgart, Deutschland},
	edition = {1},
	title = {Digitalisierung, {Künstliche} {Intelligenz} und {Robotik}: {Eine} {Einführung} für {Schule} und {Unterricht}},
	isbn = {978-3-8385-5429-7},
	shorttitle = {Digitalisierung, {Künstliche} {Intelligenz} und {Robotik}},
	url = {https://elibrary.utb.de/doi/book/10.36198/9783838554297},
	abstract = {Grundlagen zur Digitalisierung
Die fortschreitende Digitalisierung gibt auch den Bereichen der Künstlichen Intelligenz und der Robotik eine immer größere Relevanz für Schule und Unterricht. 
Das Buch führt zukünftige Lehrkräfte in knapper und verständlicher Form auf der Grundlage neuester wissenschaftlicher Studien und mit Bezügen zur Unterrichtspraxis in die Thematik ein. 
Über das Lernen mit Hilfe elektronischer Technologien hinaus liegt ein Schwerpunkt auf dem Lernen über digitale Medien im Rahmen eines umfassenden Medienkonzepts. 
Der Band verhilft den Leserinnen und Lesern zu einer differenzierten Sicht, einer reflektierten Nutzung und vor allem einem kritisch-konstruktiven Umgang mit den digitalen Technologien.},
	language = {de-DE},
	urldate = {2024-02-02},
	publisher = {utb GmbH},
	author = {De Florio-Hansen, Inez},
	month = oct,
	year = {2020},
	doi = {10.36198/9783838554297},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {De Florio-Hansen - 2020 - Digitalisierung, Künstliche Intelligenz und Roboti.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HTUX65U2/De Florio-Hansen - 2020 - Digitalisierung, Künstliche Intelligenz und Roboti.pdf:application/pdf},
}

@book{potempa_lehr-_2023,
	title = {Lehr- und {LernOrte} vernetzen ({Zwischenergebnisse} des {Futur}.{A}-{Projekts})},
	copyright = {Creative Commons - CC BY-NC-ND - Namensnennung - Nicht kommerziell - Keine Bearbeitungen 4.0 International},
	url = {https://opus.ostfalia.de/1670},
	abstract = {Das anwendungsbezogene Lernen hat für Studierende an Fachhochschulen eine hohe Bedeutung. Es übt nicht nur den Theorie-Praxis-Transfer in den angewandten Wissenschaften, sondern fördert unter persönlicher Anleitung auch motorische sowie interaktive Kompetenzentwicklung und nicht zuletzt die Motivation. Die Erweiterung von Lernumgebungen durch Digitalisierung solcher Lehrveranstaltungen erfordert eine besondere technische und didaktische Qualität, um Lernerfolge trotz der Nicht-Präsenz bestmöglich zu gewährleisten. Sie bietet jedoch auch neue Möglichkeiten für interdisziplinäres Lehren und Lernen. Das Futur.A-Projekt (Future Skills. Apllied) ist ein Verbundprojekt von sechs nieder-sächsischen Fachhochschulen und fokussiert im Teilprojekt 3 die Entwicklung, Erprobung und curriculare Verankerung digital gestützten anwendungsbezogenen Lernens. Erste Ergebnisse aus diesem Teilprojekt werden in diesem Band vorgestellt und beschrieben. Beispielhafte Lernorte sind Labore sowie Lehrveranstaltungen, in denen komplexe Themen mit starkem Anwendungsbezug behandelt werden.},
	language = {de-DE},
	urldate = {2023-11-18},
	publisher = {Ostfalia Hochschule für angewandte Wissenschaften Braunschweig/ Wolfenbüttel},
	author = {Potempa, Thomas and Stroucken, Ilona and Uelzen, Thorsten and Johannsen, Ingo and Sandner, Marvin and Kendelbacher, Björn and Müller, Michael and Lonkai, Yannick and Lamanov, Sergej and Mecke, Kai and Blandfort, Julia and Belaiba, Iheb and Azer, Sebastian and Haupt, Matthias and Kölln, Kristina and Sohn, Martin and Rauschenberger, Maria and Pfeiffer, Thies and Ahlbrecht, Regina and Rempe, Julia and Mehring, Tanja and Weber, Lars and Bertram, Erik and Gouverneur, Dirk and Föste, Sebastian},
	collaborator = {Potempa, Thomas and Stroucken, Ilona},
	year = {2023},
	doi = {10.26271/OPUS-1670},
	note = {Artwork Size: 4933 KB, 90 pages
Medium: application/pdf
Pages: 4933 KB, 90 pages},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, \#9:Buch:digital:lernen, 621.3 Elektrotechnik, Elektronik},
	file = {Potempa et al. - 2023 - Lehr- und LernOrte vernetzen (Zwischenergebnisse d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9BQ2QZMH/Potempa et al. - 2023 - Lehr- und LernOrte vernetzen (Zwischenergebnisse d.pdf:application/pdf},
}

@book{rohl_digital_2023,
	title = {Digital {Leadership} – {Schulen} im digitalen {Wandel} führen},
	isbn = {978-3-0355-2339-3},
	url = {https://www.hep-verlag.ch/digital-leadership-doi},
	abstract = {Wie wir in Schulen kommunizieren, lernen und führen, ist einem grundlegenden Wandel unterworfen. Mit Digital Leadership reagieren Führungspersonen auf die Herausforderungen des digitalen Zeitalters. Der Begriff beinhaltet unterschiedliche Facetten und Perspektiven. Der vorliegende Sammelband greift diese Perspektiven zum ersten Mal konzeptionell und für die Praxis auf und gibt Hinweise für wirkungsvolles Führungshandeln im digitalen Wandel.},
	language = {de-DE},
	urldate = {2023-11-18},
	publisher = {hep Verlag},
	author = {Baumgartner, Gabriele and Breitschaft, Johannes and Burri, Eliane and Fugmann, Martin and Genner, Sarah and Kälin, Karin and Krein, Ulrike and Gut, Alain and Pettersson, Fanny and Rosenberger, Nicole and Schön, Michael and Schiefner-Rohs, Mandy and Seufert, Sabine and Spirgi, Lukas and Schneider Stingelin, Colette and Stühlinger, Marco and Prasse, Doreen and Röhl, Tobias and Wegmüller, Reto and Wespi, Nicole},
	editor = {Röhl, Tobias and Breitschaft, Johannes and Burri, Eliane and Wespi, Nicole},
	month = oct,
	year = {2023},
	doi = {10.36933/9783035523393},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Baumgartner et al. - 2023 - Digital Leadership – Schulen im digitalen Wandel f.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D2JNQGW5/Baumgartner et al. - 2023 - Digital Leadership – Schulen im digitalen Wandel f.pdf:application/pdf},
}

@book{newiak_digitale_2023,
	address = {Wiesbaden},
	title = {Digitale {Bildung} jetzt!: {Innovative} {Konzepte} zur {Digitalisierung} von {Lernen} und {Lehre}},
	isbn = {978-3-658-40844-2 978-3-658-40845-9},
	shorttitle = {Digitale {Bildung} jetzt!},
	url = {https://link.springer.com/10.1007/978-3-658-40845-9},
	language = {de-DE},
	urldate = {2023-10-03},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Newiak, Denis and Romppel, Janine and Martin, Alexander},
	year = {2023},
	doi = {10.1007/978-3-658-40845-9},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#9:Buch:digital:lernen},
	file = {Newiak et al. - 2023 - Digitale Bildung jetzt! Innovative Konzepte zur D.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RUCPHYFP/Newiak et al. - 2023 - Digitale Bildung jetzt! Innovative Konzepte zur D.pdf:application/pdf},
}

@book{sippl_futures_2023,
	title = {Futures {Literacy}. {Zukunft} lernen und lehren},
	isbn = {978-3-7065-6263-8},
	url = {https://pub.ph-noe.ac.at/id/eprint/16/},
	abstract = {Die UNESCO hat Futures Literacy zur essenziellen Kompetenz des 21. Jahrhunderts erklärt. Jede*r Einzelne soll Strategien zur Bewältigung einer unsicheren Zukunft im Zeichen des Klimawandels entwickeln können. Futures Literacy umfasst die Antizipation und Imagination alternativer Zukünfte, die Akzeptanz von Komple¬xität und ein neues Verständnis unserer Handlungsfähigkeiten, um vorausschauend konkrete Vorstellungen, positive Bilder und kreative Lösungen mitverantwortlich zu ent¬wickeln.  Was genau ist das: Zukunftsgestaltungskompetenz? Welche Bildungsinhalte fokussieren die gesellschaftlichen Herausforderungen? Wie können die digitalen Umbrüche für die Transformation genutzt werden? Welche kreativen, kulturellen, künstlerischen Praktiken öffnen ökologisches Bewusstsein? Welche modell- und beispielhaften Umsetzungen lassen sich in der schulischen Gegenwart gestalten? Welche didaktischen Konzepte verankern Futures Literacy in der Pädagog*innenbildung?  Zukunft gestalten – erzählen – denken: Die interdisziplinären Beiträge in diesem Sammelband zeigen nicht nur das breite Spektrum der Aspekte auf, die im Konzept der Futures Literacy gebündelt sind. Sie machen auch deutlich, wie Zukünftebildung konkret in Bildungspro¬zessen gelingen kann.},
	language = {de-DE},
	urldate = {2023-09-17},
	publisher = {Studienverlag},
	editor = {Sippl, Carmen and Brandhofer, Gerhard and Rauscher, Erwin},
	year = {2023},
	doi = {10.53349/oa.2022.a2.170},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Sippl et al. - 2023 - Futures Literacy. Zukunft lernen und lehren.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DU83NFCE/Sippl et al. - 2023 - Futures Literacy. Zukunft lernen und lehren.pdf:application/pdf},
}

@book{porsch_professionalisierung_2023,
	title = {Professionalisierung von {Lehrkräften} im {Beruf}. {Stand} und {Perspektiven} der {Lehrkräftebildung} und {Professionsforschung}},
	isbn = {978-3-8309-4742-4},
	url = {https://www.waxmann.com/buch4742},
	abstract = {Professionalisierung stellt für Lehrkräfte eine lebenslange Aufgabe dar und findet nach dem Berufseinstieg vielfach neben den beruflichen Tätigkeiten statt. Anlässe für eine Professionalisierung sind schulorganisatorische Veränderungen oder gesamtgesellschaftliche Aufgaben, die für Schulen bedeutsam sind, wie die Einführung von Inklusion an allgemeinbildenden Schulen.   Neben der individuellen Professionalisierung wirft der Sammelband auch einen Blick auf die kollegiale Professionalisierung. Diese kann einen Beitrag zur individuellen Professionalisierung der Lehrkräfte leisten, wenn systematisch das Lernen aller Lehrkräfte als eine Aufgabe verstanden wird. So können im Sinne von ‚Communities of Practice‘ Lehrerkollegien vielfältige Lerngelegenheiten bieten und die Einzelschulen ein Ort des Lernens darstellen.   Drei weitere Themenschwerpunkte der Beiträge bilden die Professionalisierung von Lehrkräften im Kontext der Digitalisierung von Schule und Unterricht, im Rahmen inklusiven Unterrichtens sowie die Professionalisierung alternativ qualifizierter Lehrkräfte wie Seiteneinsteiger:innen.},
	language = {de-DE},
	urldate = {2023-08-08},
	publisher = {Waxmann Verlag GmbH},
	editor = {Porsch, Raphaela and Gollub, Patrick},
	month = jul,
	year = {2023},
	doi = {10.31244/9783830997429},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Fliedner Fachhochschule Düsseldorf, \#9:Buch:digital:lernen},
	file = {Porsch und Gollub - 2023 - Professionalisierung von Lehrkräften im Beruf. Sta.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A5JAJDW3/Porsch und Gollub - 2023 - Professionalisierung von Lehrkräften im Beruf. Sta.pdf:application/pdf},
}

@book{korban_diagnostische_2023,
	address = {Stuttgart, Deutschland},
	edition = {1},
	title = {Diagnostische {Kompetenz} angehender {Sportlehrkräfte} schulen: {Studienkurs} mit {Lehr}-{Lern}-{Material}},
	isbn = {978-3-8385-5612-3},
	shorttitle = {Diagnostische {Kompetenz} angehender {Sportlehrkräfte} schulen},
	url = {https://elibrary.utb.de/doi/book/10.36198/9783838556123},
	abstract = {Dieser Studienkurs kann unmittelbar als Semesterangebot eingesetzt werden. Zentrales Ziel des Kurses ist der Erwerb diagnostischer Kompetenz. Die Studierenden arbeiten mit Videoanalyse-Applikationen und Tablet-PC als Feedbackinstrument. In Zusammenarbeit mit Lehrkräften und Dozierenden lernen sie, adaptiven Sportunterricht am Beispiel von Bewegungen aus dem Gerätturnen zu planen und durchzuführen. Im Sinne des „forschenden Lernens“ konzipieren sie eine wissenschaftliche Studie zur Erfassung der Bewegungsvorstellungen von Schüler:innen.
Die Studienkurse der Reihe „Heterogenität in der Lehrer:innenbildung“ sind für den Einsatz in der Lehre konzipiert, erprobt und auch für das vertiefende Selbststudium geeignet. Jeder Studienkurs besteht aus einer didaktisierten Einführung sowie digitalen Materialien (z. B. Arbeitsblätter, Präsentationsfolien, Handouts).},
	language = {de-DE},
	urldate = {2023-08-08},
	publisher = {utb GmbH},
	author = {Korban, Sandra and Brams, Michaela and Künzell, Stefan},
	month = apr,
	year = {2023},
	doi = {10.36198/9783838556123},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Korban et al. - 2023 - Diagnostische Kompetenz angehender Sportlehrkräfte.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PJD6JJUN/Korban et al. - 2023 - Diagnostische Kompetenz angehender Sportlehrkräfte.pdf:application/pdf},
}

@book{franken_wissen_2023,
	address = {Wiesbaden},
	title = {Wissen, {Lernen} und {Innovation} im digitalen {Unternehmen}: {Mit} {Fallstudien} und {Praxisbeispielen}},
	isbn = {978-3-658-40821-3 978-3-658-40822-0},
	shorttitle = {Wissen, {Lernen} und {Innovation} im digitalen {Unternehmen}},
	url = {https://link.springer.com/10.1007/978-3-658-40822-0},
	language = {de-DE},
	urldate = {2023-04-23},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Franken, Rolf and Franken, Swetlana},
	year = {2023},
	doi = {10.1007/978-3-658-40822-0},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Franken und Franken - 2023 - Wissen, Lernen und Innovation im digitalen Unterne.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GXUP6SVH/Franken und Franken - 2023 - Wissen, Lernen und Innovation im digitalen Unterne.pdf:application/pdf},
}

@book{grimm_digitalisierung_2023,
	address = {Bielefeld},
	edition = {1. Auflage},
	title = {Digitalisierung und {Nachhaltigkeit} gestalten lernen {Beiträge} der {BAG}-{Tagung} "{All} {Days} {For} {Future} - {Energievielfalt} in der gewerblich-technische {Berufsbildung}“},
	isbn = {978-3-7639-7350-7},
	language = {de-DE},
	publisher = {wbv Media},
	author = {Grimm, Axel and Mahrin, Bernd and Neustock, Uli and Reichwein, Wilko and Schütt-Sayed, Sören and Vollmer, Thomas},
	year = {2023},
	note = {OCLC: 1373030542},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Grimm et al. - 2023 - Digitalisierung und Nachhaltigkeit gestalten lerne.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QT4VS7FW/Grimm et al. - 2023 - Digitalisierung und Nachhaltigkeit gestalten lerne.pdf:application/pdf;Grimm et al. - 2023 - Digitalisierung und Nachhaltigkeit gestalten lerne.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PKM2NWVF/Grimm et al. - 2023 - Digitalisierung und Nachhaltigkeit gestalten lerne.pdf:application/pdf},
}

@incollection{herzig_ambivalenzen_nodate,
	title = {Ambivalenzen schulischen {Lehrens} und {Lernens} in der {Digitalität} – forschungs-, entwicklungs- und praxisbezogene {Perspektiven}},
	language = {de-DE},
	author = {Herzig, Bardo},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	file = {Herzig - 2023 - Ambivalenzen schulischen Lehrens und Lernens in de.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RMZPXJ6Y/Herzig - 2023 - Ambivalenzen schulischen Lehrens und Lernens in de.pdf:application/pdf;Herzig - Ambivalenzen schulischen Lehrens und Lernens in de.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KXVUSY9J/Herzig - Ambivalenzen schulischen Lehrens und Lernens in de.pdf:application/pdf},
}

@book{schafer_lehren_2020,
	edition = {1},
	title = {Lehren und {Lernen} mit digitalen {Medien} und {Technologien}},
	isbn = {978-3-8474-2388-1},
	url = {https://shop.budrich-academic.de/produkt/lehren-und-lernen-in-einer-digital-gepraegten-kultur/},
	language = {de-DE},
	urldate = {2023-01-31},
	publisher = {Verlag Barbara Budrich},
	author = {Schäfer, Markus},
	month = jun,
	year = {2020},
	doi = {10.3224/84742388},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Schäfer - 2020 - Lehren und Lernen mit digitalen Medien und Technol.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N55HZMBX/Schäfer - 2020 - Lehren und Lernen mit digitalen Medien und Technol.pdf:application/pdf},
}

@book{reichwein_unterricht_2021,
	title = {Unterricht digital gestalten - {Rahmenbedingungen} und {Beispiele} für digitales {Lernen} mit {iPads}},
	copyright = {Creative Commons Attribution 4.0 International, Open Access},
	url = {https://www.fdr.uni-hamburg.de/record/8405},
	abstract = {Durch die fortschreitende Digitalisierung in allen Bereichen des Lebens und Arbeitens verändern sich auch die Organisation und Durchführung von Bildungsprozessen. Hier sind es vor allem die digitalen Medien, die eine große Dynamik entfalten und zahlreiche Lernchancen eröffnen. Die Lehrkräfte stehen dabei vor großen Herausforderungen. Zum einen müssen sie sich mit der Funktion und Bedienung der digitalen Endgeräte auseinandersetzen, zum anderen gilt es einen Überblick über die entsprechende Software und ihren Einsatzzweck in Bildungsprozessen zu bekommen. Diese Projektveröffentlichung skizziert den Projektrahmen und präsentiert erste Ergebnisse aus dem Projekt "Digitales Lernen mit Tablets" (DiLeTab). Zielgruppe dieser praxisbezogenen Publikation sind vor allen Studierende aber auch Experten aus der Bildungspraxis. Es ist geplant noch weitere Publikationen mit individueller Schwerpunktsetzung zum Themenbereich Unterricht mit digitalen Medien im Bereich der beruflichen Bildung zu veröffentlichen.},
	language = {de-DE},
	urldate = {2021-02-13},
	publisher = {Universität Hamburg},
	author = {Reichwein, Wilko},
	month = jan,
	year = {2021},
	doi = {10.25592/UHHFDM.8405},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Digitale Bildung, Digitalisierung, Datenschutz, \#9:Buch:digital:lernen, Tablets, berufliche Lehrerbildung, digitale Medienbildung, digitale Tools, digitales Lernen, iPads},
	file = {Reichwein - 2021 - Unterricht digital gestalten - Rahmenbedingungen u.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SFKB6AYB/Reichwein - 2021 - Unterricht digital gestalten - Rahmenbedingungen u.pdf:application/pdf;Reichwein - 2021 - Unterricht digital gestalten - Rahmenbedingungen u.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q5YNDL6N/Reichwein - 2021 - Unterricht digital gestalten - Rahmenbedingungen u.pdf:application/pdf},
}

@incollection{diffler_vorn_nodate,
	title = {Vorn traditionellen {Prasenztrainer} zurn {Tele}-{Trainer} {Die} erweiterte {Rolle} von {Trainern} in {Blended} {Learning}- {Szenarien}},
	abstract = {Durch die Integration von elektronischen Lehr- und Lernfonnen in Prasenzseminare andern sich der Ablauf von BildungsmaBnahmen und die Anforderungen, die an die beteiligten Personengruppen - vor allem an die Trainer - gestellt werden erheblich: Zusatzlich zu den Kernaufgaben eines Trainers werden beim Einsatz von Blended Learning-Szenarien weitere Kompetenzen fUr die Betreuung der Selbstlernphasen erforderlich, die das Kompetenzspektrum der Trainer erheblich erweitern.},
	language = {de-DE},
	author = {Diffler, Ullrich},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#8:Buchteil:blended:learning},
	file = {Diffler - Vorn traditionellen Prasenztrainer zurn Tele-Train.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q4T9Z2XN/Diffler - Vorn traditionellen Prasenztrainer zurn Tele-Train.pdf:application/pdf},
}

@incollection{frey_zahlen_2021,
	address = {Berlin, Heidelberg},
	title = {Zahlen und {Daten} – {Blended} {Learning} für die {Einbettung} ägyptischer {Denkmäler} in ihren historischen {Kontext}},
	isbn = {978-3-662-62912-3 978-3-662-62913-0},
	url = {https://link.springer.com/10.1007/978-3-662-62913-0_16},
	language = {de-DE},
	urldate = {2023-11-04},
	booktitle = {Innovative {Lehre} an der {Hochschule}},
	publisher = {Springer Berlin Heidelberg},
	author = {Budka, Julia and Schütze, Alexander},
	editor = {Frey, Dieter and Uemminghaus, Monika},
	year = {2021},
	doi = {10.1007/978-3-662-62913-0_16},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#8:Buchteil:blended:learning},
	pages = {149--150},
	file = {Budka und Schütze - 2021 - Zahlen und Daten – Blended Learning für die Einbet.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PKMYCYR5/Budka und Schütze - 2021 - Zahlen und Daten – Blended Learning für die Einbet.pdf:application/pdf},
}

@book{knatz_mailen_2021,
	address = {Stuttgart},
	series = {Leben {Lernen}},
	title = {Mailen, chatten, zoomen: digitale {Beratungsformen} in der {Praxis}},
	isbn = {978-3-608-89272-7},
	shorttitle = {Mailen, chatten, zoomen},
	language = {de-DE},
	number = {323},
	publisher = {Klett-Cotta},
	author = {Knatz, Birgit and Dodier, Bernard},
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Knatz und Dodier - 2021 - Mailen, chatten, zoomen digitale Beratungsformen .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9E6ZZA4F/Knatz und Dodier - 2021 - Mailen, chatten, zoomen digitale Beratungsformen .pdf:application/pdf},
}

@book{roth_zukunft_2023-2,
	address = {Berlin, Heidelberg},
	title = {Die {Zukunft} des {MINT}-{Lernens} – {Band} 1: {Perspektiven} auf (digitalen) {MINT}-{Unterricht} und {Lehrkräftebildung}},
	isbn = {978-3-662-66130-7 978-3-662-66131-4},
	shorttitle = {Die {Zukunft} des {MINT}-{Lernens} – {Band} 1},
	url = {https://link.springer.com/10.1007/978-3-662-66131-4},
	language = {de-DE},
	urldate = {2022-12-29},
	publisher = {Springer Berlin Heidelberg},
	editor = {Roth, Jürgen and Baum, Michael and Eilerts, Katja and Hornung, Gabriele and Trefzger, Thomas},
	year = {2023},
	doi = {10.1007/978-3-662-66131-4},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Roth et al. - 2023 - Die Zukunft des MINT-Lernens – Band 1 Perspektive.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9KJ2NG9R/Roth et al. - 2023 - Die Zukunft des MINT-Lernens – Band 1 Perspektive.pdf:application/pdf},
}

@book{dube_spreu_2022,
	series = {Sprachlich-{Literarisches} {Lernen} und {Deutschdidaktik}: {Unterrichtsvorhaben} ({SLLD}-{U})},
	title = {Die {Spreu} vom {Weizen} trennen. : {Erklärvideos} für den {Literaturunterricht} mit einem {Qualitätsraster} auswählen},
	shorttitle = {Die {Spreu} vom {Weizen} trennen.},
	url = {https://omp.ub.rub.de/index.php/SLLD/catalog/book/236},
	abstract = {Podcasts, webquests, wikis, webblogs und vor allem Lern- und Erklärvideos sind heute vielfach als digitale Lernhelfer verbreitet. In Folge der vorangegangenen Schulschließungen im Zuge der Covid-19-Pandemie werden sie nun auch verstärkt im formalen Bildungskontext eingesetzt. So gab in einer forsa-Umfrage unter rund 1000 Lehrer*innen im April 2020 nahezu jede zweite Lehrperson aus dem Sekundarstufenbereich an, Erklärvideos während der Schulschließungen genutzt zu haben (vgl. forsa, 2020). Vor dem Hintergrund der stark differenzierenden Qualität von Lernvideos widmet sich der vorliegende Beitrag der Vorstellung eines empirisch validierten mehrdimensionalen Kriterienrasters. Für die Qualitätsanalyse vereint das Raster fachwissenschaftliche sowie fachdidaktische Kriterien zur Vermittlung gattungstypologischen Wissens zur Kurzgeschichte und mediendidaktische Erkenntnisse zur Qualität von Erklärvideos. (Angehende) Lehrpersonen sollen durch die Arbeit mit dem Raster einerseits für unterschiedliche Qualitätsebenen von Erklärvideos sensibilisiert und dadurch andererseits in ihrer Rolle als Gatekeeper in einer zunehmend digitalisierten Lernwelt gestärkt werden.  Bevor die zentralen Dimensionen des Qualitätsrasters und zwei damit verbundene exemplarische Analysen ausführlich vorgestellt werden, gibt der Beitrag einen Überblick zu Lernvideos als Lerngegenstand und problematisiert in einem nächsten Schritt die Notwendigkeit von Qualitätskriterien zu diesen.},
	language = {de-DE},
	urldate = {2022-09-26},
	publisher = {Universitätsbibliothek der Ruhr-Universität Bochum},
	author = {Dube, Juliane and Boerdgen, Yolanda},
	month = jun,
	year = {2022},
	doi = {10.46586/SLLD.236},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Dube und Boerdgen - 2022 - Die Spreu vom Weizen trennen.  Erklärvideos für d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2Z2VGC93/Dube und Boerdgen - 2022 - Die Spreu vom Weizen trennen.  Erklärvideos für d.pdf:application/pdf},
}

@book{leimeister_chancen_2019,
	address = {Berlin, Heidelberg},
	series = {Kompetenzmanagement in {Organisationen}},
	title = {Chancen und {Herausforderungen} des digitalen {Lernens}: {Methoden} und {Werkzeuge} für innovative {Lehr}-{Lern}-{Konzepte}},
	isbn = {978-3-662-59389-9 978-3-662-59390-5},
	shorttitle = {Chancen und {Herausforderungen} des digitalen {Lernens}},
	url = {http://link.springer.com/10.1007/978-3-662-59390-5},
	language = {de-DE},
	urldate = {2022-06-22},
	publisher = {Springer Berlin Heidelberg},
	editor = {Leimeister, Jan Marco and David, Klaus},
	year = {2019},
	doi = {10.1007/978-3-662-59390-5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Leimeister und David - 2019 - Chancen und Herausforderungen des digitalen Lernen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GTYHLIAR/Leimeister und David - 2019 - Chancen und Herausforderungen des digitalen Lernen.pdf:application/pdf},
}

@book{buhl_schule_2021,
	edition = {1},
	title = {Schule in der digitalen {Welt}},
	isbn = {978-3-8017-3074-1 978-3-8409-3074-4},
	url = {https://elibrary.hogrefe.com/book/10.1026/03074-000},
	abstract = {Die Verbreitung digitaler Medien verändert den Schulalltag, was für schulische Akteure ebenso mit Chancen wie mit Herausforderungen verbunden ist. Das Buch nimmt vor dem Hintergrund der aktuellen Diskussion eine realistische Position zu Potenzialen von Mediennutzung in der Schule ein. 
Auf Basis psychologischer Theorien und aktueller Befunde erhalten Lehrkräfte konkrete Hinweise, wie Schule und Unterricht lern- und motivationsförderlich gestaltet werden können, damit Schülerinnen und Schüler die erforderlichen digitalen Kompetenzen aufbauen, und wie digitale Medien im Unterricht eingesetzt werden können. Dabei gliedert sich das Buch in drei Teile, in denen jeweils relevante Phänomene und aktuelle Forschungsbefunde als Grundlage für konkret umsetzbare Handlungsoptionen dargestellt werden. Der erste Teil zielt mit dem „Lernen für die digitale Welt“ auf unabdingbare digitale Kompetenzen von Schülerinnen und Schülern ab und zeigt auf, wie diese in der Schule aufgebaut werden können. Der zweite Teil befasst sich mit dem „Lernen in der digitalen Welt“, in der digitale Medien, wie Lernplattformen und LernApps, das schulische und häusliche Lernen unterstützen. Als Hintergrund fungiert der dritte Teil zum „Leben in der digitalen Welt“, in dem erläutert wird, wie Schülerinnen und Schüler digitale Medien in ihrem Alltag nutzen und wie Lehrkräfte mit den damit verbundenen Risiken, z.B. in Form von Ablenkung und Cybermobbing, wie auch Potenzialen, z.B. zur Identitätsentwicklung, umgehen können.},
	language = {de-DE},
	urldate = {2022-05-28},
	publisher = {Hogrefe Verlag},
	author = {Buhl, Heike and Bonanati, Sabrina and Eickelmann, Birgit},
	month = jul,
	year = {2021},
	doi = {10.1026/03074-000},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Buhl et al. - 2021 - Schule in der digitalen Welt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E5MQ4WDN/Buhl et al. - 2021 - Schule in der digitalen Welt.pdf:application/pdf},
}

@book{arndt_digitale_2022,
	title = {Digitale {Spiele} und fachliches {Lernen} {Band} 1.},
	isbn = {978-3-96147-527-8},
	language = {de-DE},
	author = {Arndt, Holger and FAU University Press ein Imprint der Universit??t Erlangen-N??rnberg, Universit??tsbibliothek},
	year = {2022},
	note = {OCLC: 1313916042},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Arndt und FAU University Press ein Imprint der Universitt Erlangen-Nrnberg - 2022 - Digitale Spiele und fachliches Lernen Band 1..pdf:/Users/jochenhanisch-johannsen/Zotero/storage/83IDZL7B/Arndt und FAU University Press ein Imprint der Universitt Erlangen-Nrnberg - 2022 - Digitale Spiele und fachliches Lernen Band 1..pdf:application/pdf},
}

@book{brunner_gehirngerechtes_2009,
	title = {Gehirngerechtes {Lernen} mit digitalen {Medien}: ein {Unterrichtskonzept} für den integrativen {DaF}-{Unterricht}},
	isbn = {978-3-89129-526-7},
	shorttitle = {Gehirngerechtes {Lernen} mit digitalen {Medien}},
	language = {de-DE},
	publisher = {Iudicium},
	author = {Brünner, Ines},
	year = {2009},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#nosource, \#9:Buch:digital:lernen},
}

@book{wampfler_generation_2014,
	address = {Göttingen},
	title = {Generation "{Social} {Media}": wie digitale {Kommunikation} {Leben}, {Beziehungen} und {Lernen} {Jugendlicher} verändert},
	isbn = {978-3-525-70168-3},
	shorttitle = {Generation "{Social} {Media}"},
	language = {de-DE},
	publisher = {Vandenhoeck \& Ruprecht},
	author = {Wampfler, Philippe},
	year = {2014},
	note = {OCLC: 884874305},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#nosource, \#9:Buch:digital:lernen},
}

@book{zumbach_digitales_2021,
	address = {Stuttgart},
	series = {Lehren und {Lernen}},
	title = {Digitales {Lehren} und {Lernen}},
	isbn = {978-3-17-036571-1},
	language = {de-DE},
	publisher = {Verlag W. Kohlhammer},
	author = {Zumbach, Jörg},
	editor = {Gold, Andreas and Rosebrock, Cornelia and Valtin, Renate and Vogel, Rose},
	year = {2021},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
}

@book{hirsch_unterricht_2020,
	address = {Mülheim an der Ruhr},
	title = {Unterricht digital: {Methoden}, {Didaktik} und {Praxisbeispiele} für das {Lernen} mit {Online}-{Tools}},
	isbn = {978-3-8346-4307-0},
	url = {https://epale.ec.europa.eu/sites/default/files/nele_hirsch-unterricht_digital.pdf},
	language = {de-DE},
	urldate = {2022-02-19},
	publisher = {Verlag an der Ruhr},
	author = {Hirsch, Nele},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Hirsch - Methoden, Didaktik und Praxisbeispiele für das Ler.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UN2VAGMQ/Hirsch - Methoden, Didaktik und Praxisbeispiele für das Ler.pdf:application/pdf},
}

@book{arnold_weiterentwicklung_2021,
	address = {Bielefeld},
	series = {Berufsbildung, {Arbeit} und {Innovation} {Dissertationen}/{Habilitationen}},
	title = {Weiterentwicklung von {Modellen} betrieblichen {Lernens}: {Durch} {Einbezug} des {Lernens} mit digitalen {Medien}},
	isbn = {978-3-7639-6983-8 978-3-7639-6132-0},
	shorttitle = {Weiterentwicklung von {Modellen} betrieblichen {Lernens}},
	url = {https://www.wbv.de/download/shop/download/0/_/0/0/listview/file/-direct%406004724w/area/openaccess.html?},
	language = {de-DE},
	number = {Band 62},
	urldate = {2021-10-21},
	publisher = {wbv},
	author = {Arnold, Tanja},
	editor = {Friese, Marianne and Jenewein, Klaus and Seeber, Susan and Spöttl, Georg},
	year = {2021},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Arnold und Elsholz - 2021 - Weiterentwicklung Von Modellen Betrieblichen Lerne.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TD4A5QY3/Arnold und Elsholz - 2021 - Weiterentwicklung Von Modellen Betrieblichen Lerne.pdf:application/pdf},
}

@book{verlag_barbara_budrich_neue_2021,
	title = {"{Neue} {Normalität}" betrieblichen {Lernens} gestalten {Konsequenzen} von {Digitalisierung} und neuen {Arbeitsformen} für das {Bildungspersonal}.},
	isbn = {978-3-8474-2927-2},
	language = {de-DE},
	author = {{Verlag Barbara Budrich}},
	year = {2021},
	note = {ZSCC: NoCitationData[s0] 
OCLC: 1262038440},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Verlag Barbara Budrich - 2021 - Neue Normalität betrieblichen Lernens gestalten .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZRAPQXL9/Verlag Barbara Budrich - 2021 - Neue Normalität betrieblichen Lernens gestalten .pdf:application/pdf},
}

@book{ostsieker_lernumgebungen_2020,
	address = {Wiesbaden},
	series = {Studien zur {Hochschuldidaktik} und zum {Lehren} und {Lernen} mit digitalen {Medien} in der {Mathematik} und in der {Statistik}},
	title = {Lernumgebungen für {Studierende} zur {Nacherfindung} des {Konvergenzbegriffs}: {Gestaltung} und empirische {Untersuchung}},
	isbn = {978-3-658-27193-0 978-3-658-27194-7},
	shorttitle = {Lernumgebungen für {Studierende} zur {Nacherfindung} des {Konvergenzbegriffs}},
	url = {http://link.springer.com/10.1007/978-3-658-27194-7},
	language = {de-DE},
	urldate = {2021-01-23},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ostsieker, Laura},
	year = {2020},
	doi = {10.1007/978-3-658-27194-7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {ostsieker_2020_lernumgebungen_fur_studierende_zur_nacherfindung_des_konvergenzbegriffs.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8JX4UWX4/ostsieker_2020_lernumgebungen_fur_studierende_zur_nacherfindung_des_konvergenzbegriffs.pdf:application/pdf},
}

@incollection{li_typical_2024,
	address = {Singapore},
	title = {Typical {Practical} {Cases} in {Blended} {Learning}},
	isbn = {978-981-99-6268-6 978-981-99-6269-3},
	url = {https://link.springer.com/10.1007/978-981-99-6269-3_6},
	language = {en-GB},
	urldate = {2023-11-22},
	booktitle = {Handbook of {Educational} {Reform} {Through} {Blended} {Learning}},
	publisher = {Springer Nature Singapore},
	author = {Chen, Mingxuan and Wang, Zhuli and Liang, Linmei and Ma, Zhiqiang and Liu, Yingqun},
	editor = {Li, Ming and Han, Xibin and Cheng, Jiangang},
	year = {2024},
	doi = {10.1007/978-981-99-6269-3_6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#8:Buchteil:blended:learning},
	pages = {231--377},
	file = {Chen et al. - 2024 - Typical Practical Cases in Blended Learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/59M6WB7Y/Chen et al. - 2024 - Typical Practical Cases in Blended Learning.pdf:application/pdf},
}

@incollection{li_implementation_2024,
	address = {Singapore},
	title = {Implementation of {Blended} {Learning} at the {Course} {Level}},
	isbn = {978-981-99-6268-6 978-981-99-6269-3},
	url = {https://link.springer.com/10.1007/978-981-99-6269-3_2},
	language = {en-GB},
	urldate = {2023-11-22},
	booktitle = {Handbook of {Educational} {Reform} {Through} {Blended} {Learning}},
	publisher = {Springer Nature Singapore},
	author = {Han, Xibin and Cui, Yiran and Wang, Wen and Wang, Shuyan and Feng, Xiaoying},
	editor = {Li, Ming and Han, Xibin and Cheng, Jiangang},
	year = {2024},
	doi = {10.1007/978-981-99-6269-3_2},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#8:Buchteil:blended:learning},
	pages = {45--123},
	file = {Han et al. - 2024 - Implementation of Blended Learning at the Course L.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DSXV9H2C/Han et al. - 2024 - Implementation of Blended Learning at the Course L.pdf:application/pdf},
}

@incollection{li_implementation_2024-1,
	address = {Singapore},
	title = {Implementation of {Blended} {Learning} at the {Institutional} {Level}},
	isbn = {978-981-99-6268-6 978-981-99-6269-3},
	url = {https://link.springer.com/10.1007/978-981-99-6269-3_4},
	language = {en-GB},
	urldate = {2023-11-22},
	booktitle = {Handbook of {Educational} {Reform} {Through} {Blended} {Learning}},
	publisher = {Springer Nature Singapore},
	author = {Zhou, Qian and Huang, Yue and Luo, Yangyang and Bai, Xiaojing and Cui, Yiran and Wang, Yuping and Chen, Nan},
	editor = {Li, Ming and Han, Xibin and Cheng, Jiangang},
	year = {2024},
	doi = {10.1007/978-981-99-6269-3_4},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#8:Buchteil:blended:learning},
	pages = {159--198},
	file = {Zhou et al. - 2024 - Implementation of Blended Learning at the Institut.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RLVWR92J/Zhou et al. - 2024 - Implementation of Blended Learning at the Institut.pdf:application/pdf},
}

@incollection{iliadis_-mvsnet_2023,
	address = {Cham},
	title = {{LE}-{MVSNet}: {Lightweight} {Efficient} {Multi}-view {Stereo} {Network}},
	volume = {14261},
	isbn = {978-3-031-44197-4 978-3-031-44198-1},
	shorttitle = {{LE}-{MVSNet}},
	url = {https://link.springer.com/10.1007/978-3-031-44198-1_40},
	abstract = {Multi-view Stereo(MVS) has been studied for decades as a critical algorithm for 3D reconstruction. Lately, many learning-based methods have improved the reconstruction performance of traditional algorithms, but they pay limited attention to memory consumption and runtime. To address this issue, we propose a novel and eﬀective learningbased MVS framework(LE-MVSNet), based on our exploration of the depth hypothesis and cost volume in this work. Firstly, to decrease the number of depth hypotheses, we establish a more reasonable depth hypothesis space based on its sparse point cloud corresponding to the image set, replacing the previous method of randomly depth hypothesis in evenly divided depth layers within a predeﬁned depth range. Secondly, to reduce memory consumption, we design a lightweight group-wise correlation by compressing the channel of the aggregated cost volumes to one. In addition, for acceleration, we propose SE-UNet, which executes U-Net regularization in the width and height direction, and SE-Net for self-attention in the depth direction. Finally, our method achieves competitive performance on DTU and BlendedMVS dataset with signiﬁcantly higher eﬃciency. Compared to MVSNet, our method reduces memory consumption by 52.78\% and runtime by 88.57\%.},
	language = {en-GB},
	urldate = {2023-09-28},
	booktitle = {Artificial {Neural} {Networks} and {Machine} {Learning} – {ICANN} 2023},
	publisher = {Springer Nature Switzerland},
	author = {Kong, Changfei and Zhang, Ziyi and Mao, Jiafa and Chan, Sixian and Sheng, Weigou},
	editor = {Iliadis, Lazaros and Papaleonidas, Antonios and Angelov, Plamen and Jayne, Chrisina},
	year = {2023},
	doi = {10.1007/978-3-031-44198-1_40},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {484--497},
	file = {Kong et al. - 2023 - LE-MVSNet Lightweight Efficient Multi-view Stereo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4MSHLDZG/Kong et al. - 2023 - LE-MVSNet Lightweight Efficient Multi-view Stereo.pdf:application/pdf},
}

@incollection{ahuja_roles_2023,
	address = {Singapore},
	title = {Roles and {Responsibilities} of a {Virtual} {Teacher}},
	isbn = {978-981-99-3496-6 978-981-99-3497-3},
	url = {https://link.springer.com/10.1007/978-981-99-3497-3_1},
	language = {en-GB},
	urldate = {2023-09-14},
	booktitle = {Sustainable {Blended} {Learning} in {STEM} {Education} for {Students} with {Additional} {Needs}},
	publisher = {Springer Nature Singapore},
	author = {Ahluwalia, Divya and Hothi, Navjot and Dutt, Ishwar},
	editor = {Ahuja, Neelu Jyothi and Kumar, Adarsh and Nayyar, Anand},
	year = {2023},
	doi = {10.1007/978-981-99-3497-3_1},
	note = {Series Title: Contributions to Environmental Sciences \& Innovative Business Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {1--18},
	file = {Ahluwalia et al. - 2023 - Roles and Responsibilities of a Virtual Teacher.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GLGDFSD9/Ahluwalia et al. - 2023 - Roles and Responsibilities of a Virtual Teacher.pdf:application/pdf},
}

@incollection{ahuja_hybrid_2023,
	address = {Singapore},
	title = {Hybrid {Learning} {System}: {Analysis}, {Opportunities}, {Challenges}, and {Prospects}},
	isbn = {978-981-99-3496-6 978-981-99-3497-3},
	shorttitle = {Hybrid {Learning} {System}},
	url = {https://link.springer.com/10.1007/978-981-99-3497-3_2},
	language = {en-GB},
	urldate = {2023-09-14},
	booktitle = {Sustainable {Blended} {Learning} in {STEM} {Education} for {Students} with {Additional} {Needs}},
	publisher = {Springer Nature Singapore},
	author = {Ajagbe, Sunday Adeola and Olagunju, Kazeem M. and Osunade, Oluwaseyitanfunmi and Awokola, Jinmisayo A. and Oladosu, John B. and Omidiora, Elijah O.},
	editor = {Ahuja, Neelu Jyothi and Kumar, Adarsh and Nayyar, Anand},
	year = {2023},
	doi = {10.1007/978-981-99-3497-3_2},
	note = {Series Title: Contributions to Environmental Sciences \& Innovative Business Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {19--40},
	file = {Ajagbe et al. - 2023 - Hybrid Learning System Analysis, Opportunities, C.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8Y5RZ749/Ajagbe et al. - 2023 - Hybrid Learning System Analysis, Opportunities, C.pdf:application/pdf},
}

@incollection{ahuja_covid-19_2023,
	address = {Singapore},
	title = {{COVID}-19 {Pandemic} and {Changing} {Dynamics} in {Teaching} and {Learning} {Strategies}: {A} {Study} of {Student}-{Centric} {Blended} {Learning} {Approach}},
	isbn = {978-981-99-3496-6 978-981-99-3497-3},
	shorttitle = {{COVID}-19 {Pandemic} and {Changing} {Dynamics} in {Teaching} and {Learning} {Strategies}},
	url = {https://link.springer.com/10.1007/978-981-99-3497-3_3},
	abstract = {The year 2020 proved to be a challenging era around the globe. The current pandemic situation completely changed the dynamics of teaching and learning strategies. State governments across the country began temporarily closing schools and universities in the second week of March 2020, as a precaution against the spread of the new coronavirus. The epidemic has also had a considerable impact on higher education, which is a key driver of a country’s economic future. During the post-pandemic environment, a huge shift in mindset is required. The new shift in the existing structure of teaching and learning structure is the need of the hour. In this new online paradigm shift, a new way of teaching is required. In the previous two decades, the teaching and learning environment has changed dramatically with the introduction of new trends in teaching and learning techniques, education is becoming more exciting and simpler. Technology-enhanced learning provides a support system that may make it easier to complete the English curriculum with ease. This chapter examines the ﬁndings of the survey done among technical students regarding the use of Blackboard LMS as an actual teaching and learning approach and a way forward.},
	language = {en-GB},
	urldate = {2023-09-14},
	booktitle = {Sustainable {Blended} {Learning} in {STEM} {Education} for {Students} with {Additional} {Needs}},
	publisher = {Springer Nature Singapore},
	author = {Gupta, Pooja and Vohra, Shalini},
	editor = {Ahuja, Neelu Jyothi and Kumar, Adarsh and Nayyar, Anand},
	year = {2023},
	doi = {10.1007/978-981-99-3497-3_3},
	note = {Series Title: Contributions to Environmental Sciences \& Innovative Business Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {41--54},
	file = {Gupta und Vohra - 2023 - COVID-19 Pandemic and Changing Dynamics in Teachin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SY5UQX8M/Gupta und Vohra - 2023 - COVID-19 Pandemic and Changing Dynamics in Teachin.pdf:application/pdf},
}

@incollection{ahuja_blended_2023-1,
	address = {Singapore},
	title = {Blended {Learning} in {COVID}-19 {Era}: {Pre} and {Post} {COVID} {Times}, {Lessons} {Learned} and {Way} {Forward}},
	isbn = {978-981-99-3496-6 978-981-99-3497-3},
	shorttitle = {Blended {Learning} in {COVID}-19 {Era}},
	url = {https://link.springer.com/10.1007/978-981-99-3497-3_5},
	language = {en-GB},
	urldate = {2023-09-14},
	booktitle = {Sustainable {Blended} {Learning} in {STEM} {Education} for {Students} with {Additional} {Needs}},
	publisher = {Springer Nature Singapore},
	author = {Joshi, Deepa and Jamwal, Aryan},
	editor = {Ahuja, Neelu Jyothi and Kumar, Adarsh and Nayyar, Anand},
	year = {2023},
	doi = {10.1007/978-981-99-3497-3_5},
	note = {Series Title: Contributions to Environmental Sciences \& Innovative Business Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {87--112},
	file = {Joshi und Jamwal - 2023 - Blended Learning in COVID-19 Era Pre and Post COV.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3CKNFYJT/Joshi und Jamwal - 2023 - Blended Learning in COVID-19 Era Pre and Post COV.pdf:application/pdf},
}

@incollection{ahuja_blended_2023-2,
	address = {Singapore},
	title = {Blended {Learning} in {COVID}-19 {Era} and {Way}-{Forward}},
	isbn = {978-981-99-3496-6 978-981-99-3497-3},
	url = {https://link.springer.com/10.1007/978-981-99-3497-3_4},
	language = {en-GB},
	urldate = {2023-09-14},
	booktitle = {Sustainable {Blended} {Learning} in {STEM} {Education} for {Students} with {Additional} {Needs}},
	publisher = {Springer Nature Singapore},
	author = {Katal, Avita and Upadhyay, Jyoti and Singh, Vijay Kumar},
	editor = {Ahuja, Neelu Jyothi and Kumar, Adarsh and Nayyar, Anand},
	year = {2023},
	doi = {10.1007/978-981-99-3497-3_4},
	note = {Series Title: Contributions to Environmental Sciences \& Innovative Business Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {55--85},
	file = {Katal et al. - 2023 - Blended Learning in COVID-19 Era and Way-Forward.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JDE44LTH/Katal et al. - 2023 - Blended Learning in COVID-19 Era and Way-Forward.pdf:application/pdf},
}

@incollection{fend_product_2024,
	address = {Wiesbaden},
	title = {Product {Lifecycle} {Management} ({PLM}) im {Kontext} von {Industrie} 4.0},
	isbn = {978-3-658-43440-3 978-3-658-43441-0},
	url = {https://link.springer.com/10.1007/978-3-658-43441-0_4},
	language = {de-DE},
	urldate = {2024-06-30},
	booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Zehbold, Cornelia},
	editor = {Fend, Lars and Hofmann, Jürgen},
	year = {2024},
	doi = {10.1007/978-3-658-43441-0_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {115--133},
	file = {Zehbold - 2024 - Product Lifecycle Management (PLM) im Kontext von .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SV7LL7GV/Zehbold - 2024 - Product Lifecycle Management (PLM) im Kontext von .pdf:application/pdf},
}

@incollection{fend_kundenzentrierte_2024,
	address = {Wiesbaden},
	title = {Kundenzentrierte digitale {Geschäftsmodelle}},
	isbn = {978-3-658-43440-3 978-3-658-43441-0},
	url = {https://link.springer.com/10.1007/978-3-658-43441-0_2},
	language = {de-DE},
	urldate = {2024-06-30},
	booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Maisch, Bettina and Palacios Valdés, Carlos Andrés},
	editor = {Fend, Lars and Hofmann, Jürgen},
	year = {2024},
	doi = {10.1007/978-3-658-43441-0_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {79--100},
	file = {Maisch und Palacios Valdés - 2024 - Kundenzentrierte digitale Geschäftsmodelle.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KD5WKD8H/Maisch und Palacios Valdés - 2024 - Kundenzentrierte digitale Geschäftsmodelle.pdf:application/pdf},
}

@inproceedings{breuer_axel_2023,
	title = {{AxEL} - {Eine} modulare {Softwarekomponente} für ein dediziertes {E}-{Prüfungssystem} zur {Generierung} von {xAPI}-{Statements} für {Assessment} {Analytics}},
	isbn = {978-3-88579-732-6},
	url = {https://dl.gi.de/handle/20.500.12116/42176},
	doi = {10/gsn7ns},
	abstract = {Um Lehrende zukünftig bei der Qualitätssicherung digitaler Prüfungen sowie der Optimierung von prüfungsbezogenen Lehr- und Lerninhalten zu unterstützen, ist die Entwicklung von Assessment Analytics Tools für das E-Prüfungssystem Dynexite geplant. Dieser Beitrag stellt die Entwicklung einer modularen Softwarekomponente vor, die bestehende Interaktions- und Ergebnisdaten von Studierenden in xAPI Statements umwandelt und diese der zentral an der Hochschule bereitgestellten Learning Analytics Infrastruktur zugänglich macht. Die vorgestellte Softwarekomponente und die geplante Weiterverarbeitung der Daten werden in das Learning Analytics Referenzmodell nach Chatti et. al. eingeordnet, um den Datenbedarf zu ermitteln. Die Softwarekomponente ermöglicht Untersuchungen auf unterschiedlichen Detailebenen. Für die Qualitätssicherung der Prüfungen ist meist eine genaue Zuordnung von feingranularen Interaktionsdaten auf Eingabemöglichkeiten von Interesse. Bei der diagnostischen Untersuchung von Ergebnisdaten kann hingegen auf Detailstrukturen verzichtet werden.},
	language = {de-DE},
	urldate = {2023-09-05},
	publisher = {Gesellschaft für Informatik e.V.},
	author = {Breuer, Martin and Brocker, Annabell and Persike, Malte and Schroeder, Ulrik},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Bewertungsmethoden, Promotion:Weiterführung, Datenschutz und IT-Sicherheit, Bildung, Multimedia, Promotion:FU3, Promotion:Relevanz:3, Automatisierung, Educational Virtual Reality, EduXR, Learning Analytics Infrastruktur, OmiLAXR, Programmierunterstützung, Learning Analytics, Virtual Reality, Usability, \#0:Konferenz-Paper:digital:learning, xAPI, Annotation, Assessment Analytics, Assistenz, Bedienkonzepte, CELG-Taxonomie, Computergrafik, Darstellungsflüchtigkeit, Dashboard, Digitale Gamebooks, E-Prüfungssystem, Geometrieunterricht, Interaktionsmöglichkeiten, Prüfungsdaten},
	file = {Breuer et al. - 2023 - TextConference Paper.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8JCIFKWN/Breuer et al. - 2023 - TextConference Paper.pdf:application/pdf},
}

@inproceedings{hoffmann_gerd_hinzulernen_2020,
	title = {Hinzulernen im {Verlauf} des {Forschenden} {Lernens} auf {Basis} von {Open} {Educational} {Resources}. {Unterstützung} einer flexiblen {Wissensvermittlung} mit {Referatorien}},
	copyright = {Deutsches Urheberrecht},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=18462},
	doi = {10/grsthv},
	abstract = {Im Artikel "Hinzulernen im Verlauf des Forschenden Lernens auf Basis von Open Educational Resources. Unterstützung einer flexiblen Wissensvermittlung mit Referatorien“ wird von Gerd Hoffmann der Begriff des "Ad-hoc-Lernens“ als Teilelement des forschenden Lernens ausdefiniert sowie mediendidaktisch konzeptionalisiert. Mit Bezug auf den Ansatz von Personal Learning Environments (PLR) und der zunehmenden Etablierung von Open Educational Resources (OER) wird im Sinne der Lernerzentrierung des forschenden Lernens ein Referatorium-Konzept vorgestellt, welches das Ad-hoc-Lernen unterstützt und zugleich einen geleiteten Zugang zu OERs ermöglicht. Durch ein solches Referatorium kann der/die forschend Lernende selbstbestimmt auf die Wissensbestände des Internets zugreifen. Zugleich ermöglicht die Filterfunktion eines Referatoriums einen zielgerichteten Zugang zu OER-Materialien, so dass die forschend Lernenden nicht durch einen Material-Overload im Zuge der Daten-Recherche in ihren Lernprozessen eingeschränkt werden. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-02-17},
	publisher = {Waxmann},
	author = {Hoffmann, Gerd},
	month = feb,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, Bildung, Digitale Bildung, Hochschullehre, University lecturing, University teaching, Virtual learning, Educational Environment, Learning environment, Lernplattform, Kompetenz, Academic studies, Studium, Teacher, Wissensvermittlung, Lernumgebung, Studierender, Informations- und Kommunikationstechnologie, Information literacy, Information skills, Lehrender, \#6:Konferenz-Paper:Bildung:Technologie, Unterstützungsmanagement},
	file = {Hoffmann, Gerd - 2020 - Hinzulernen im Verlauf des Forschenden Lernens auf.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WU5YFJXM/Hoffmann, Gerd - 2020 - Hinzulernen im Verlauf des Forschenden Lernens auf.pdf:application/pdf},
}

@inproceedings{jacob_rainer_interaktive_2020,
	title = {Interaktive {Whiteboards} – der {Einzug} einer neuen {Lerntechnologie}. {Herausforderungen} für die {Schulen} und für die {Lehramtsausbildung}},
	copyright = {Deutsches Urheberrecht},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=18469},
	doi = {10/grsths},
	abstract = {Dass interaktive Whiteboards grundsätzlich das Potenzial haben, Lehren und Lernen in Schulen und Hochschulen durch Mehrwerte zu bereichern, wird von Kenner/inne/n der Technologie kaum noch in Frage gestellt. Nach einer Phase des oft ungesteuerten Experimentierens liegen inzwischen genug dokumentierte Erfahrungen vor, um der Technologie eine nachhaltige Zukunft in der Lehrpraxis zuzusprechen. Folgerichtig gibt es einen Trend, immer mehr Räume in Schulen – aber auch Seminarräume an Hochschulen – mit dieser Technologie auszustatten. So sehen sich in der Praxis immer mehr Lehrende mit einer neuen Lerntechnologie konfrontiert, mit der sie noch nicht gut vertraut sind. Ziel des Beitrags ist es zu zeigen, wie die Praxis der Nutzung von interaktiven Whiteboards an Schulen derzeit beschaffen ist, welche Herausforderungen sich daraus für die Lehramtsausbildung ergeben und wie die Universität Osnabrück – als Hochschule mit Schwerpunkt Lehramtsausbildung – mit dieser Situation umgeht. Außerdem soll durch den Beitrag fühlbar werden, welchen Nutzen diese Technologie eigentlich hat und warum Didaktiker sich um sie bemühen. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-02-17},
	publisher = {Waxmann},
	author = {Jacob, Rainer},
	collaborator = {Teaching Trends: Offen für neue Wege – Digitale Medien in der Hochschule (2014 : Oldenburg (Oldenburg))},
	month = feb,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, Bildung, Multimedia, Deployment of media, Digitalisierung, Digitalization, Medieneinsatz, Use of media, Fundamental concepts, Hochschule, Konzept, Promotion:FU6, Lehrerausbildung, Teacher training, Kompetenz, Training method, Academic sector, Universität, University, School, Schule, Further education for teachers, Further training for teachers, Lehrerfortbildung, Medien, Media competence, Media skills, Osnabrück, Osnabrueck, Learning techniques, Lerntechnik, \#6:Konferenz-Paper:Bildung:Technologie, Educational technology, Educational Media, Media teaching aids, Unterrichtsmedien, Interactive media, Interaktive Medien, Interaktives Whiteboard, Mehrwert, Surplus value},
	file = {Jacob, Rainer - 2020 - Interaktive Whiteboards – der Einzug einer neuen L.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5MT6HY8U/Jacob, Rainer - 2020 - Interaktive Whiteboards – der Einzug einer neuen L.pdf:application/pdf},
}

@article{ng_digital_2024,
	title = {Digital {Social} {Reading} in {Second} {Language} {Learning} and {Teaching}: {Synthesis} of {Current} {Research} and {Pedagogical} {Practices}},
	volume = {3},
	issn = {2961-3094},
	shorttitle = {Digital {Social} {Reading} in {Second} {Language} {Learning} and {Teaching}},
	url = {https://animorepository.dlsu.edu.ph/jeal/vol3/iss1/4},
	doi = {10.59588/2961-3094.1079},
	abstract = {Growing interest in digital social reading (DSR) has led to research on the use of social annotations in digital learning, but there is yet to be a comprehensive review specifically on DSR for second language (L2). This paper aims to fill the gap by synthesizing 28 research papers published in English-medium refereed journals from 2010 to 2022 to derive these conclusions: (1) The predominant platforms or applications and text types for DSR were Google Docs, eComma, HyLighter, Perusall, and SocialBook. (2) The main L2 studied was English, and the majority of the studies were conducted at the university level. Activities/tasks/pedagogical practices involved social reading/DSR, social annotation, annotating texts, collaborative reading, and enhancement of reading comprehension, and all studies had positive outcomes for DSR applications. (3) The theories and conceptual foundations for exploring DSR were related to reading, the social aspect of reading, and the digital environment of DSR. Conclusions drawn from the analysis of the data are used to make recommendations in terms of pedagogical practices using DSR to enhance learning and teaching for L2 learners and to highlight theoretical frameworks and areas of research in DSR for educators and researchers.},
	language = {en-GB},
	number = {1},
	urldate = {2024-06-30},
	journal = {Journal of English and Applied Linguistics},
	author = {Ng, Chiew Hong and Cheung, Yin Ling},
	month = jun,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Promotion:Kerngedanke, Technologieintegration, Promotion:FU2a, Promotion:Relevanz:4},
	file = {Ng und Cheung - 2024 - Digital Social Reading in Second Language Learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CELC9LRZ/Ng und Cheung - 2024 - Digital Social Reading in Second Language Learning.pdf:application/pdf},
}

@article{pratiwi_hasil_2024,
	title = {Hasil {Belajar} {Kognitif} {Materi} {Geografi} {Kelas} {X} {Menggunakan} {Model} {Computer}-{Supported} {Collaborative} {Learning} ({CSCL}},
	copyright = {Creative Commons Attribution 4.0 International},
	url = {https://zenodo.org/doi/10.5281/zenodo.12574606},
	doi = {10.5281/ZENODO.12574606},
	abstract = {This study explores the impact of Computer-Supported Collaborative Learning (CSCL) on cognitive learning outcomes in 10thgrade Geography, focusing on atmospheric dynamics. The research conducted at SMA Negeri 60 Jakarta utilized a quasi-experimental design with class X-4 (CSCL model) as the experimental group and class X-3 (Discovery Learning model) as the control group.The CSCL model, emphasizing collaborative learning through digital tools, significantly improved cognitive outcomes compared to the control group. Validation of the research instrument confirmed its reliability and validity. Normality and homogeneity tests ensured the appropriateness of the data. In conclusion, CSCL positively influences students' cognitive learning in geography. Recommendations include further exploration of CSCL's effectiveness, analysis of additional learning aspects, encouragement of teacher adoption, and future research on CSCL's broader implementation.},
	language = {id-ID},
	urldate = {2024-06-30},
	author = {Pratiwi, Rantian Virta Eka and Hotimah, Oot and Sucahyanto},
	month = jun,
	year = {2024},
	note = {Publisher: Zenodo},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Bewertungsmethoden, Promotion:FU2a, Cognitive Learning Outcomes, Computer-Supported Collaborative Learning, Educational Technology, Geography},
	file = {Pratiwi et al. - 2024 - Hasil Belajar Kognitif Materi Geografi Kelas X Men.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H2LZE9D4/Pratiwi et al. - 2024 - Hasil Belajar Kognitif Materi Geografi Kelas X Men.pdf:application/pdf},
}

@incollection{becker_blockchain_2024,
	address = {Wiesbaden},
	title = {Blockchain in der schulischen {Bildung} als {Teil} des {Bildungswesens}: {Einsatz} von {Blockchain} {Technologien} in den {Bereichen} {Gamification} und {Serious} {Games}},
	isbn = {978-3-658-44316-0 978-3-658-44317-7},
	shorttitle = {Blockchain in der schulischen {Bildung} als {Teil} des {Bildungswesens}},
	url = {https://link.springer.com/10.1007/978-3-658-44317-7_4},
	language = {de-DE},
	urldate = {2024-06-30},
	booktitle = {Serious {Games} und {Gamification} in der schulischen {Bildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pfeiffer, Alexander and Wernbacher, Thomas and Vella, Vince},
	editor = {Becker, Wolfgang and Metz, Maren},
	year = {2024},
	doi = {10.1007/978-3-658-44317-7_4},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {63--86},
	file = {Pfeiffer et al. - 2024 - Blockchain in der schulischen Bildung als Teil des.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6U54KTYB/Pfeiffer et al. - 2024 - Blockchain in der schulischen Bildung als Teil des.pdf:application/pdf},
}

@incollection{becker_lernort_2024,
	address = {Wiesbaden},
	title = {Lernort {Schule}: {Bildung} in einer digitalisierten {Welt}},
	isbn = {978-3-658-44316-0 978-3-658-44317-7},
	shorttitle = {Lernort {Schule}},
	url = {https://link.springer.com/10.1007/978-3-658-44317-7_2},
	language = {de-DE},
	urldate = {2024-06-30},
	booktitle = {Serious {Games} und {Gamification} in der schulischen {Bildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Spies, Birgit},
	editor = {Becker, Wolfgang and Metz, Maren},
	year = {2024},
	doi = {10.1007/978-3-658-44317-7_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {11--31},
	file = {Spies - 2024 - Lernort Schule Bildung in einer digitalisierten W.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ICCNMDH2/Spies - 2024 - Lernort Schule Bildung in einer digitalisierten W.pdf:application/pdf},
}

@book{fend_digitalisierung_2024,
	address = {Wiesbaden},
	title = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}: {Konzepte} - {Lösungen} - {Beispiele}},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-3-658-43440-3 978-3-658-43441-0},
	shorttitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}},
	url = {https://link.springer.com/10.1007/978-3-658-43441-0},
	language = {de-DE},
	urldate = {2024-06-30},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Fend, Lars and Hofmann, Jürgen},
	year = {2024},
	doi = {10.1007/978-3-658-43441-0},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Fend und Hofmann - 2024 - Digitalisierung in Industrie-, Handels- und Dienst.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EQXZSN35/Fend und Hofmann - 2024 - Digitalisierung in Industrie-, Handels- und Dienst.pdf:application/pdf},
}

@article{kim_c-darl_2024,
	title = {C-{DARL}: {Contrastive} diffusion adversarial representation learning for label-free blood vessel segmentation},
	volume = {91},
	issn = {1361-8423},
	shorttitle = {C-{DARL}},
	doi = {10.1016/j.media.2023.103022},
	abstract = {Blood vessel segmentation in medical imaging is one of the essential steps for vascular disease diagnosis and interventional planning in a broad spectrum of clinical scenarios in image-based medicine and interventional medicine. Unfortunately, manual annotation of the vessel masks is challenging and resource-intensive due to subtle branches and complex structures. To overcome this issue, this paper presents a self-supervised vessel segmentation method, dubbed the contrastive diffusion adversarial representation learning (C-DARL) model. Our model is composed of a diffusion module and a generation module that learns the distribution of multi-domain blood vessel data by generating synthetic vessel images from diffusion latent. Moreover, we employ contrastive learning through a mask-based contrastive loss so that the model can learn more realistic vessel representations. To validate the efficacy, C-DARL is trained using various vessel datasets, including coronary angiograms, abdominal digital subtraction angiograms, and retinal imaging. Experimental results confirm that our model achieves performance improvement over baseline methods with noise robustness, suggesting the effectiveness of C-DARL for vessel segmentation.Our source code is available at https://github.com/boahK/MEDIA\_CDARL.2.},
	language = {en-GB},
	journal = {Medical Image Analysis},
	author = {Kim, Boah and Oh, Yujin and Wood, Bradford J. and Summers, Ronald M. and Ye, Jong Chul},
	month = jan,
	year = {2024},
	pmid = {37976870},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Learning, Software, Humans, Image Processing, Computer-Assisted, Self-supervised learning, Image segmentation, Coronary Angiography, Diffusion, Retina, Diffusion model, Vascular structures},
	pages = {103022},
	file = {Eingereichte Version:/Users/jochenhanisch-johannsen/Zotero/storage/SBM85C9G/Kim et al. - 2024 - C-DARL Contrastive diffusion adversarial represen.pdf:application/pdf},
}

@article{ohri_rationale_2023,
	title = {The rationale and guiding principles to design a psychiatric curriculum for primary care nurses of {India}},
	volume = {12},
	issn = {2249-4863},
	doi = {10.4103/jfmpc.jfmpc_775_23},
	abstract = {BACKGROUND: The National Mental Health Survey reports a huge treatment gap for all mental disorders. There is an acute shortage of mental health professionals in India. Hence, there is a dire need to support task-shift interventions by nurses in providing non-pharmacological interventions for persons suffering from mental health issues. The traditional psychiatric nursing curriculum emphasizes nurses' knowledge and skills rather than their competency in providing mental health care. We designed an innovative, digitally driven, modular-based primary care psychiatry program for nurses (PCPP-N) to incorporate mental health with physical health and emphasize redesigning nursing practice. In this paper, we discuss the rationale and guiding principles behind designing the curriculum of PCPP-N.
DISCUSSION: The PCPP-N program is based on nine guiding principles to provide skill-based, pragmatic, and feasible modules of a higher collaborative care quotient (CCQ) and translational quotient (TQ) that are essential for upskilling primary care nurses. In this program, nurses are trained through telemedicine-based 'on-consultation training' augmented with collaborative video consultations. A tele-psychiatrist/tele-psychiatric nurse will demonstrate how to screen, identify, and plan treatment for patients with psychiatric disorders from patients coming for general medical care using the manual Clinical Schedules of Primary care psychiatry Nursing (CSP-N). The CSP-N manual includes a screener, simplified diagnosing guidelines relevant for nurses and primary care settings, nursing management, pharmacological management, and related side effects, counseling, and follow-up guidelines. This program helps the nurses in identifying the most commonly prevalent adult psychiatric disorders presenting to primary care.
CONCLUSION: This PCPN curriculum contains pragmatic modules with higher CCQ and TQ. This curriculum is dynamic as the learning is interactive. Upskilling primary care nurses in integrating mental health with physical health may reduce the mental health burden. Further, the policymakers and administrators plan to integrate mental health along with physical health in national health programs.},
	language = {en-GB},
	number = {9},
	journal = {Journal of Family Medicine and Primary Care},
	author = {Ohri, Uma and Paul, James and Vijayalakshmi, Poreddi and Govindan, Radhakrishnan and Manjunatha, Narayana and Kumar, Channaveerachari Naveen and Math, Suresh Bada},
	month = sep,
	year = {2023},
	pmid = {38024873},
	pmcid = {PMC10657090},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Curriculum, nurses, India, guiding principles, primary care psychiatry, rationale},
	pages = {2114--2119},
	file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/IV2JS8IX/Ohri et al. - 2023 - The rationale and guiding principles to design a p.pdf:application/pdf},
}

@article{malik_chatgpt_2024,
	title = {{ChatGPT} as an aid for pathological diagnosis of cancer},
	volume = {253},
	issn = {1618-0631},
	doi = {10.1016/j.prp.2023.154989},
	abstract = {Diagnostic workup of cancer patients is highly reliant on the science of pathology using cytopathology, histopathology, and other ancillary techniques like immunohistochemistry and molecular cytogenetics. Data processing and learning by means of artificial intelligence (AI) has become a spearhead for the advancement of medicine, with pathology and laboratory medicine being no exceptions. ChatGPT, an artificial intelligence (AI)-based chatbot, that was recently launched by OpenAI, is currently a talk of the town, and its role in cancer diagnosis is also being explored meticulously. Pathology workflow by integration of digital slides, implementation of advanced algorithms, and computer-aided diagnostic techniques extend the frontiers of the pathologist's view beyond a microscopic slide and enables effective integration, assimilation, and utilization of knowledge that is beyond human limits and boundaries. Despite of it's numerous advantages in the pathological diagnosis of cancer, it comes with several challenges like integration of digital slides with input language parameters, problems of bias, and legal issues which have to be addressed and worked up soon so that we as a pathologists diagnosing malignancies are on the same band wagon and don't miss the train.},
	language = {en-GB},
	journal = {Pathology, Research and Practice},
	author = {Malik, Shaivy and Zaheer, Sufian},
	month = jan,
	year = {2024},
	pmid = {38056135},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Humans, AI, Artificial Intelligence, ChatGPT, Pathology, Algorithms, Neoplasms, Cancer diagnosis, Pathologists, Cytogenetics, Image analysis and integration},
	pages = {154989},
}

@article{goldstein_ethical_2024,
	title = {Ethical, legal, and social implications of digital health: {A} needs assessment from the {Society} of {Behavioral} {Medicine} to inform capacity building for behavioral scientists},
	volume = {14},
	issn = {1613-9860},
	shorttitle = {Ethical, legal, and social implications of digital health},
	doi = {10.1093/tbm/ibad076},
	abstract = {The ethical, legal, and social implications (ELSIs) of digital health are important when researchers and practitioners are using technology to collect, process, or store personal health data. Evidence underscores a strong need for digital health ELSI training, yet little is known about the specific ELSI topic areas that researchers and practitioners would most benefit from learning. To identify ELSI educational needs, a needs assessment survey was administered to the members of the Society of Behavioral Medicine (SBM). We sought to identify areas of ELSI proficiency and training need, and also evaluate interest and expertise in ELSI topics by career level and prior ELSI training history. The 14-item survey distributed to SBM members utilized the Digital Health Checklist tool (see recode.health/tools) and included items drawn from the four-domain framework: data management, access and usability, privacy and risk to benefit assessment. Respondents (N = 66) were majority faculty (74.2\%) from psychology or public health. Only 39.4\% reported receiving "formal" ELSI training. ELSI topics of greatest interest included practices that supported participant engagement, and dissemination and implementation of digital tools beyond the research setting. Respondents were least experienced in managing "bystander" data, having discussions about ELSIs, and reviewing terms of service agreements and privacy policies with participants and patients. There is opportunity for formalized ELSI training across career levels. Findings serve as an evidence base for continuous and ongoing evaluation of ELSI training needs to support scientists in conducting ethical and impactful digital health research.},
	language = {en-GB},
	number = {3},
	journal = {Translational Behavioral Medicine},
	author = {Goldstein, Stephanie P. and Nebeker, Camille and Ellis, Rebecca Bartlett and Oser, Megan},
	month = feb,
	year = {2024},
	pmid = {38011809},
	pmcid = {PMC10890818},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Learning, Humans, digital health, Digital Health, Needs Assessment, behavioral medicine, Behavioral Medicine, behavioral science, Capacity Building, ethical, legal, and social implications, research ethics},
	pages = {189--196},
}

@article{siracusano_effective_2023,
	title = {Effective processing pipeline {PACE} 2.0 for enhancing chest x-ray contrast and diagnostic interpretability},
	volume = {13},
	issn = {2045-2322},
	doi = {10.1038/s41598-023-49534-y},
	abstract = {Preprocessing is an essential task for the correct analysis of digital medical images. In particular, X-ray imaging might contain artifacts, low contrast, diffractions or intensity inhomogeneities. Recently, we have developed a procedure named PACE that is able to improve chest X-ray (CXR) images including the enforcement of clinical evaluation of pneumonia originated by COVID-19. At the clinical benchmark state of this tool, there have been found some peculiar conditions causing a reduction of details over large bright regions (as in ground-glass opacities and in pleural effusions in bedridden patients) and resulting in oversaturated areas. Here, we have significantly improved the overall performance of the original approach including the results in those specific cases by developing PACE2.0. It combines 2D image decomposition, non-local means denoising, gamma correction, and recursive algorithms to improve image quality. The tool has been evaluated using three metrics: contrast improvement index, information entropy, and effective measure of enhancement, resulting in an average increase of 35\% in CII, 7.5\% in ENT, 95.6\% in EME and 13\% in BRISQUE against original radiographies. Additionally, the enhanced images were fed to a pre-trained DenseNet-121 model for transfer learning, resulting in an increase in classification accuracy from 80 to 94\% and recall from 89 to 97\%, respectively. These improvements led to a potential enhancement of the interpretability of lesion detection in CXRs. PACE2.0 has the potential to become a valuable tool for clinical decision support and could help healthcare professionals detect pneumonia more accurately.},
	language = {en-GB},
	number = {1},
	journal = {Scientific Reports},
	author = {Siracusano, Giulio and La Corte, Aurelio and Nucera, Annamaria Giuseppina and Gaeta, Michele and Chiappini, Massimo and Finocchio, Giovanni},
	month = dec,
	year = {2023},
	pmid = {38110512},
	pmcid = {PMC10728198},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Humans, COVID-19, Tomography, X-Ray Computed, X-Rays, Pneumonia, Thorax, COVID-19 Testing},
	pages = {22471},
	file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/4YU9C5VK/Siracusano et al. - 2023 - Effective processing pipeline PACE 2.0 for enhanci.pdf:application/pdf},
}

@article{kearney_infection_2024,
	title = {Infection prevention and control policy implementation for {CPE}: a cross-sectional national survey of healthcare workers reveals knowledge gaps and suboptimal practices},
	volume = {145},
	issn = {1532-2939},
	shorttitle = {Infection prevention and control policy implementation for {CPE}},
	doi = {10.1016/j.jhin.2023.12.007},
	abstract = {BACKGROUND: In 2017, Ireland pioneered a unique response to the worsening epidemiology of carbapenemase-producing Enterobacterales (CPE), declaring a national public health emergency. Subsequently, CPE mitigation guidelines and policies were implemented in acute hospitals, focused on patient screening and outbreak management, often by healthcare workers (HCWs) with limited background in infection prevention and control (IPC). CPE risks from sinks and drains remain inadequately controlled.
AIMS: To compare CPE awareness, perceptions of the role of the environment in CPE transmission, and disposal practices of liquid waste from clinical handwashing sinks between IPC HCWs and non-IPC HCWs in Ireland.
METHODS: Between December 2022 and March 2023, HCWs employed in acute hospitals in Ireland between 2017 and 2022 were invited to participate anonymously in a 30-question digital survey.
FINDINGS: Responses (N=283) were received across several clinical disciplines. In total, 21.6\% of respondents were working or had previously worked in IPC roles, 84.1\% of whom reported no IPC-related learning needs. In comparison with non-IPC HCWs, more IPC HCWs perceived a risk of pathogen transmission from clean water plumbing (68.9\% vs 39.2\%; P{\textless}0.001) and waste/drainage plumbing (81.2\% vs 43.7\%; P{\textless}0.001). Among nursing and medical staff, only 5.6\% of IPC HCWs used clinical handwashing sinks for disposal of liquid waste, compared with 60\% of non-IPC HCWs (P{\textless}0.001). In comparison with non-IPC HCWs, a greater proportion of IPC HCWs reported that they had witnessed colleagues routinely discarding liquid waste (including nutritional products, antimicrobials and patient body fluids) via clinical handwashing sinks (88.9\% vs 77.9\%) CONCLUSIONS: Although there is general awareness of the role of the built environment in pathogen transmission, including CPE, familiarity with sink/water-related transmission is greater among IPC HCWs. There may be opportunities to improve disposal practices for liquid waste through education targeting non-IPC HCWs.},
	language = {en-GB},
	journal = {The Journal of Hospital Infection},
	author = {Kearney, A. and Humphreys, H. and Fitzgerald-Hughes, D.},
	month = mar,
	year = {2024},
	pmid = {38145813},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Humans, Cross-Sectional Studies, Health Personnel, Cross Infection, Policy, Water, Bacterial Proteins, beta-Lactamases, Carbapenemase-producing Enterobacterales, CPE reservoirs, Enteral feeds, Hospital sinks, Infection Control, Nutritional supplements},
	pages = {148--154},
}

@article{geuens_testing_2023,
	title = {Testing a {Home} {Solution} for {Preparing} {Young} {Children} for an {Awake} {MRI}: {A} {Promising} {Smartphone} {Application}},
	volume = {10},
	issn = {2227-9067},
	shorttitle = {Testing a {Home} {Solution} for {Preparing} {Young} {Children} for an {Awake} {MRI}},
	doi = {10.3390/children10121866},
	abstract = {Thanks to its non-invasive nature and high-resolution imaging capabilities, magnetic resonance imaging (MRI) is a valuable diagnostic tool for pediatric patients. However, the fear and anxiety experienced by young children during MRI scans often result in suboptimal image quality and the need for sedation/anesthesia. This study aimed to evaluate the effect of a smartphone application called COSMO@home to prepare children for MRI scans to reduce the need for sedation or general anesthesia. The COSMO@home app was developed incorporating mini-games and an engaging storyline to prepare children for learning goals related to the MRI procedure. A multicenter study was conducted involving four hospitals in Belgium. Eligible children aged 4-10 years were prepared with the COSMO@home app at home. Baseline, pre-scan, and post-scan questionnaires measured anxiety evolution in two age groups (4-6 years and 7-10 years). Eighty-two children participated in the study, with 95\% obtaining high-quality MRI images. The app was well-received by children and parents, with minimal technical difficulties reported. In the 4-6-year-old group (N = 33), there was a significant difference between baseline and pre-scan parent-reported anxiety scores, indicating an increase in anxiety levels prior to the scan. In the 7-10-year-old group (N = 49), no significant differences were observed between baseline and pre-scan parent-reported anxiety scores. Overall, the COSMO@home app proved to be useful in preparing children for MRI scans, with high satisfaction rates and successful image outcomes across different hospitals. The app, combined with minimal face-to-face guidance on the day of the scan, showed the potential to replace or assist traditional face-to-face training methods. This innovative approach has the potential to reduce the need for sedation or general anesthesia during pediatric MRI scans and its associated risks and improve patient experience.},
	language = {en-GB},
	number = {12},
	journal = {Children (Basel, Switzerland)},
	author = {Geuens, Sam and Lemiere, Jurgen and Nijs, Jessica and Treunen, Marlies and Aertsen, Michael and Toelen, Jaan and Pauwels, Greet and Sauer, Kate and Potoms, Marlies and Van Cauter, Sofie and Wouters, Leen and Hohlbaum, Kathrin and Sjölinder, Marie and Ståhl, Olov and Buyse, Gunnar and Demaerel, Philippe and Weyn, Barbara},
	month = nov,
	year = {2023},
	pmid = {38136068},
	pmcid = {PMC10742285},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, digital health, MRI, pediatric medical imaging},
	pages = {1866},
	file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/TNDL2PL3/Geuens et al. - 2023 - Testing a Home Solution for Preparing Young Childr.pdf:application/pdf},
}

@article{jeising_combined_2024,
	title = {Combined use of {3D} printing and mixed reality technology for neurosurgical training: getting ready for brain surgery},
	volume = {56},
	issn = {1092-0684},
	shorttitle = {Combined use of {3D} printing and mixed reality technology for neurosurgical training},
	doi = {10.3171/2023.10.FOCUS23611},
	abstract = {OBJECTIVE: Learning surgical skills is an essential part of neurosurgical training. Ideally, these skills are acquired to a sufficient extent in an ex vivo setting. The authors previously described an in vitro brain tumor model, consisting of a cadaveric animal brain injected with fluorescent agar-agar, for acquiring a wide range of basic neuro-oncological skills. This model focused on haptic skills such as safe tissue ablation technique and the training of fluorescence-based resection. As important didactical technologies such as mixed reality and 3D printing become more readily available, the authors developed a readily available training model that integrates the haptic aspects into a mixed reality setup.
METHODS: The anatomical structures of a brain tumor patient were segmented from medical imaging data to create a digital twin of the case. Bony structures were 3D printed and combined with the in vitro brain tumor model. The segmented structures were visualized in mixed reality headsets, and the congruence of the printed and the virtual objects allowed them to be spatially superimposed. In this way, users of the system were able to train on the entire treatment process from surgery planning to instrument preparation and execution of the surgery.
RESULTS: Mixed reality visualization in the joint model facilitated model (patient) positioning as well as craniotomy and the extent of resection planning respecting case-dependent specifications. The advanced physical model allowed brain tumor surgery training including skin incision; craniotomy; dural opening; fluorescence-guided tumor resection; and dura, bone, and skin closure.
CONCLUSIONS: Combining mixed reality visualization with the corresponding 3D printed physical hands-on model allowed advanced training of sequential brain tumor resection skills. Three-dimensional printing technology facilitates the production of a precise, reproducible, and worldwide accessible brain tumor surgery model. The described model for brain tumor resection advanced regarding important aspects of skills training for neurosurgical residents (e.g., locating the lesion, head position planning, skull trepanation, dura opening, tissue ablation techniques, fluorescence-guided resection, and closure). Mixed reality enriches the model with important structures that are difficult to model (e.g., vessels and fiber tracts) and advanced interaction concepts (e.g., craniotomy simulations). Finally, this concept demonstrates a bridging technology toward intraoperative application of mixed reality.},
	language = {en-GB},
	number = {1},
	journal = {Neurosurgical Focus},
	author = {Jeising, Sebastian and Liu, Shufang and Blaszczyk, Timo and Rapp, Marion and Beez, Thomas and Cornelius, Jan F. and Schwerter, Michael and Sabel, Michael},
	month = jan,
	year = {2024},
	pmid = {38163360},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Humans, Brain, mixed reality, Brain Neoplasms, 3D printing, Printing, Three-Dimensional, Augmented Reality, Agar, brain tumor resection, resident training},
	pages = {E12},
	file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/RK5S6G4S/Jeising et al. - 2024 - Combined use of 3D printing and mixed reality tech.pdf:application/pdf},
}

@article{sauter_systematic_2023,
	title = {A {Systematic} {Comparison} of {Task} {Adaptation} {Techniques} for {Digital} {Histopathology}},
	volume = {11},
	issn = {2306-5354},
	doi = {10.3390/bioengineering11010019},
	abstract = {Due to an insufficient amount of image annotation, artificial intelligence in computational histopathology usually relies on fine-tuning pre-trained neural networks. While vanilla fine-tuning has shown to be effective, research on computer vision has recently proposed improved algorithms, promising better accuracy. While initial studies have demonstrated the benefits of these algorithms for medical AI, in particular for radiology, there is no empirical evidence for improved accuracy in histopathology. Therefore, based on the ConvNeXt architecture, our study performs a systematic comparison of nine task adaptation techniques, namely, DELTA, L2-SP, MARS-PGM, Bi-Tuning, BSS, MultiTune, SpotTune, Co-Tuning, and vanilla fine-tuning, on five histopathological classification tasks using eight datasets. The results are based on external testing and statistical validation and reveal a multifaceted picture: some techniques are better suited for histopathology than others, but depending on the classification task, a significant relative improvement in accuracy was observed for five advanced task adaptation techniques over the control method, i.e., vanilla fine-tuning (e.g., Co-Tuning: P(≫) = 0.942, d = 2.623). Furthermore, we studied the classification accuracy for three of the nine methods with respect to the training set size (e.g., Co-Tuning: P(≫) = 0.951, γ = 0.748). Overall, our results show that the performance of advanced task adaptation techniques in histopathology is affected by influencing factors such as the specific classification task or the size of the training dataset.},
	language = {en-GB},
	number = {1},
	journal = {Bioengineering (Basel, Switzerland)},
	author = {Sauter, Daniel and Lodde, Georg and Nensa, Felix and Schadendorf, Dirk and Livingstone, Elisabeth and Kukuk, Markus},
	month = dec,
	year = {2023},
	pmid = {38247897},
	pmcid = {PMC10813343},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, transfer learning, CNN, cancer, computer vision, fine-tuning, whole-slide imaging},
	pages = {19},
	file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/SW8B3WP7/Sauter et al. - 2023 - A Systematic Comparison of Task Adaptation Techniq.pdf:application/pdf},
}

@article{haggenmuller_federated_2024,
	title = {Federated {Learning} for {Decentralized} {Artificial} {Intelligence} in {Melanoma} {Diagnostics}},
	volume = {160},
	issn = {2168-6084},
	doi = {10.1001/jamadermatol.2023.5550},
	abstract = {IMPORTANCE: The development of artificial intelligence (AI)-based melanoma classifiers typically calls for large, centralized datasets, requiring hospitals to give away their patient data, which raises serious privacy concerns. To address this concern, decentralized federated learning has been proposed, where classifier development is distributed across hospitals.
OBJECTIVE: To investigate whether a more privacy-preserving federated learning approach can achieve comparable diagnostic performance to a classical centralized (ie, single-model) and ensemble learning approach for AI-based melanoma diagnostics.
DESIGN, SETTING, AND PARTICIPANTS: This multicentric, single-arm diagnostic study developed a federated model for melanoma-nevus classification using histopathological whole-slide images prospectively acquired at 6 German university hospitals between April 2021 and February 2023 and benchmarked it using both a holdout and an external test dataset. Data analysis was performed from February to April 2023.
EXPOSURES: All whole-slide images were retrospectively analyzed by an AI-based classifier without influencing routine clinical care.
MAIN OUTCOMES AND MEASURES: The area under the receiver operating characteristic curve (AUROC) served as the primary end point for evaluating the diagnostic performance. Secondary end points included balanced accuracy, sensitivity, and specificity.
RESULTS: The study included 1025 whole-slide images of clinically melanoma-suspicious skin lesions from 923 patients, consisting of 388 histopathologically confirmed invasive melanomas and 637 nevi. The median (range) age at diagnosis was 58 (18-95) years for the training set, 57 (18-93) years for the holdout test dataset, and 61 (18-95) years for the external test dataset; the median (range) Breslow thickness was 0.70 (0.10-34.00) mm, 0.70 (0.20-14.40) mm, and 0.80 (0.30-20.00) mm, respectively. The federated approach (0.8579; 95\% CI, 0.7693-0.9299) performed significantly worse than the classical centralized approach (0.9024; 95\% CI, 0.8379-0.9565) in terms of AUROC on a holdout test dataset (pairwise Wilcoxon signed-rank, P {\textless} .001) but performed significantly better (0.9126; 95\% CI, 0.8810-0.9412) than the classical centralized approach (0.9045; 95\% CI, 0.8701-0.9331) on an external test dataset (pairwise Wilcoxon signed-rank, P {\textless} .001). Notably, the federated approach performed significantly worse than the ensemble approach on both the holdout (0.8867; 95\% CI, 0.8103-0.9481) and external test dataset (0.9227; 95\% CI, 0.8941-0.9479).
CONCLUSIONS AND RELEVANCE: The findings of this diagnostic study suggest that federated learning is a viable approach for the binary classification of invasive melanomas and nevi on a clinically representative distributed dataset. Federated learning can improve privacy protection in AI-based melanoma diagnostics while simultaneously promoting collaboration across institutions and countries. Moreover, it may have the potential to be extended to other image classification tasks in digital cancer histopathology and beyond.},
	language = {en-GB},
	number = {3},
	journal = {JAMA dermatology},
	author = {Haggenmüller, Sarah and Schmitt, Max and Krieghoff-Henning, Eva and Hekler, Achim and Maron, Roman C. and Wies, Christoph and Utikal, Jochen S. and Meier, Friedegund and Hobelsberger, Sarah and Gellrich, Frank F. and Sergon, Mildred and Hauschild, Axel and French, Lars E. and Heinzerling, Lucie and Schlager, Justin G. and Ghoreschi, Kamran and Schlaak, Max and Hilke, Franz J. and Poch, Gabriela and Korsing, Sören and Berking, Carola and Heppt, Markus V. and Erdmann, Michael and Haferkamp, Sebastian and Drexler, Konstantin and Schadendorf, Dirk and Sondermann, Wiebke and Goebeler, Matthias and Schilling, Bastian and Kather, Jakob N. and Fröhling, Stefan and Brinker, Titus J.},
	month = mar,
	year = {2024},
	pmid = {38324293},
	pmcid = {PMC10851139},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Humans, Retrospective Studies, Artificial Intelligence, Dermatology, Melanoma, Nevus, Skin Neoplasms},
	pages = {303--311},
	file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/X8GQ5D5E/Haggenmüller et al. - 2024 - Federated Learning for Decentralized Artificial In.pdf:application/pdf},
}

@article{asiri_advancing_2024,
	title = {Advancing brain tumor detection: harnessing the {Swin} {Transformer}'s power for accurate classification and performance analysis},
	volume = {10},
	issn = {2376-5992},
	shorttitle = {Advancing brain tumor detection},
	doi = {10.7717/peerj-cs.1867},
	abstract = {The accurate detection of brain tumors through medical imaging is paramount for precise diagnoses and effective treatment strategies. In this study, we introduce an innovative and robust methodology that capitalizes on the transformative potential of the Swin Transformer architecture for meticulous brain tumor image classification. Our approach handles the classification of brain tumors across four distinct categories: glioma, meningioma, non-tumor, and pituitary, leveraging a dataset comprising 2,870 images. Employing the Swin Transformer architecture, our method intricately integrates a multifaceted pipeline encompassing sophisticated preprocessing, intricate feature extraction mechanisms, and a highly nuanced classification framework. Utilizing 21 matrices for performance evaluation across all four classes, these matrices provide a detailed insight into the model's behavior throughout the learning process, furthermore showcasing a graphical representation of confusion matrix, training and validation loss and accuracy. The standout performance parameter, accuracy, stands at an impressive 97\%. This achievement outperforms established models like CNN, DCNN, ViT, and their variants in brain tumor classification. Our methodology's robustness and exceptional accuracy showcase its potential as a pioneering model in this domain, promising substantial advancements in accurate tumor identification and classification, thereby contributing significantly to the landscape of medical image analysis.},
	language = {en-GB},
	journal = {PeerJ. Computer Science},
	author = {Asiri, Abdullah A. and Shaf, Ahmad and Ali, Tariq and Pasha, Muhammad Ahmad and Khan, Aiza and Irfan, Muhammad and Alqahtani, Saeed and Alghamdi, Ahmad and Alghamdi, Ali H. and Alshamrani, Abdullah Fahad A. and Alelyani, Magbool and Alamri, Sultan},
	year = {2024},
	pmid = {38435590},
	pmcid = {PMC10909192},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Brain, Medical image analysis, Tumor, Transformer, Computational intelligence, Digital health care, Swin transformer, Vision transformer},
	pages = {e1867},
	file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/KKZ2BMNC/Asiri et al. - 2024 - Advancing brain tumor detection harnessing the Sw.pdf:application/pdf},
}

@article{maleki_self-supervised_2024,
	title = {A self-supervised framework for cross-modal search in histopathology archives using scale harmonization},
	volume = {14},
	issn = {2045-2322},
	doi = {10.1038/s41598-024-60256-7},
	abstract = {The exponential growth of data across various medical domains has generated a substantial demand for techniques to analyze multimodal big data. This demand is particularly pronounced in fields such as computational pathology due to the diverse nature of the tissue. Cross-modal retrieval aims to identify a common latent space where different modalities, such as image-text pairs, exhibit close alignment. The primary challenge, however, often lies in the representation of tissue features. While language models can be trained relatively easily, visual models frequently struggle due to the scarcity of labeled data. To address this issue, the innovative concept of harmonization has been introduced, extending the learning scheme distillation without supervision, known as DINO. The harmonization of scale refines the DINO paradigm through a novel patching approach, overcoming the complexities posed by gigapixel whole slide images in digital pathology. Experiments conducted on diverse datasets have demonstrated that the proposed approach significantly enhances cross-modal retrieval in tissue imaging. Moreover, it exhibits vast potential for other fields that rely on gigapixel imaging.},
	language = {en-GB},
	number = {1},
	journal = {Scientific Reports},
	author = {Maleki, Danial and Rahnamayan, Shahryar and Tizhoosh, H. R.},
	month = apr,
	year = {2024},
	pmid = {38678157},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Humans, Algorithms, Image Processing, Computer-Assisted, Archives},
	pages = {9724},
}

@article{malabanan_leveraging_2024,
	title = {Leveraging digital assets: lessons from a 14-year-old isotope tracer course for professional scientists},
	issn = {1522-1229},
	shorttitle = {Leveraging digital assets},
	doi = {10.1152/advan.00073.2023},
	abstract = {The COVID-19 pandemic and subsequent policies (e.g., social distancing, travel restrictions) challenged both organizers for and attendees of programs typically held in-person. Many scientific training programs quickly adapted to virtual formats by incorporating digital assets developed for virtual learning and remote social engagement. At the outset, the value of continuing digital elements with future in-person events was unclear. To examine how virtual resources supported heterogeneous professional training programs, we reviewed survey data for a 14-year-old training program for scientific professionals titled Isotope Tracers in Metabolic Research: Principles and Practice of Kinetic Analysis. We found a positive relationship between survey satisfaction and the post-pandemic, in-person program that included digital assets held in 2022 when compared to pre-pandemic in-person programs. To better understand the post-pandemic program satisfaction, we assessed the 2021 virtual course format and survey data. We found that although there was a desire to return to in-person programs, the digital assets and approaches were valued. In examining the individual programmatic elements in the 2022 in-person course, there was better "value and understandability" of lectures over previous in-person years. These findings highlight how incorporating new digital engagement strategies for professional development benefit even the most established programs in supporting heterogeneous learners.},
	language = {en-GB},
	journal = {Advances in Physiology Education},
	author = {Malabanan, Eann and McGuinness, Owen P. and Oliver, Kendra H.},
	month = may,
	year = {2024},
	pmid = {38695083},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Training, Digital, Professional Development, Programs, Videos},
}

@article{viberg_exploring_nodate,
	title = {Exploring teachers' (future) digital assessment practices in higher education: {Instrument} and model development},
	volume = {n/a},
	issn = {1467-8535},
	shorttitle = {Exploring teachers' (future) digital assessment practices in higher education},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13462},
	doi = {10.1111/bjet.13462},
	abstract = {Digital technologies are increasingly used in assessment. On the one hand, this use offers opportunities for teachers to practice assessment more effectively, and on the other hand, it brings challenges to the design of pedagogically sound and responsible digital assessment. There is a lack of validated instruments and models that explain, assess and support teachers' critical pedagogical practice of digital assessment. This explorative work first develops and validates a survey instrument to examine teachers' digital assessment practices. Secondly, we build a model to investigate to what extent teachers' pedagogical digital assessment knowledge is a foundation for the future of digital assessment (ie, authentic, accessible, automated, continuous and responsible). A total of 219 university teachers at a large European university participated in the survey study. Factor exploratory analysis and structural equation modelling were used to validate the reliability and validity of items and internal causal relations of factors. The results show the survey is a valid and reliable instrument for assessing teachers' digital assessment practice in higher education. Teachers' pedagogical knowledge and pedagogical content knowledge of digital assessment is critical, while teachers' technological pedagogical knowledge seems to have a more limited impact on the future of digital assessment.Practitioner notesWhat is already known about this topic Digital technologies are increasingly used in assessment in higher education. Teachers are the key stakeholders in the assessment for learning. There is a limited transformative nature of digital assessment practices. What this paper adds A validated instrument to assess teachers' pedagogical practice of digital assessment in higher education. Teachers' pedagogical and pedagogical content knowledge of digital assessment is critical to the future of digital assessment. Teachers' technological pedagogical knowledge of digital assessment has a more limited impact on the future of digital assessment. Implications for practice and policy Teachers need to be supported in developing pedagogical digital assessment practices in higher education. Based on this study's outcomes, educators, institutions and policymakers can inform the design and implementation of effective and responsible digital assessment practices. The design and implementation of responsible digital assessments will enhance the quality of higher education in the digital age.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Viberg, Olga and Mutimukwe, Chantal and Hrastinski, Stefan and Cerratto-Pargman, Teresa and Lilliesköld, Joakim},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13462},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, teachers, digital assessment, higher education, instrument development, responsible practice, TPACK},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/EBDRQWHP/Viberg et al. - Exploring teachers' (future) digital assessment pr.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/LHKGYVCX/bjet.html:text/html},
}

@article{matz_viewing_nodate,
	title = {Viewing tailored nudges is correlated with improved mastery-based assessment scores},
	volume = {n/a},
	issn = {1467-8535},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13451},
	doi = {10.1111/bjet.13451},
	abstract = {Mastery-based assignments typically provide students with multiple opportunities to improve their performance, but getting students to take advantage of these opportunities is difficult. We report on the implementation of a two-part series of nudges designed to improve students' engagement with and performance on mastery-based assignments in high-enrollment, introductory undergraduate courses. Students received one or two email-based nudges for each assignment, providing both decision information and decision assistance. Delivered via email by a digital coaching system that provides tailored support to students, we evaluated the effectiveness of viewing versus not viewing these personalized nudges across introductory courses in mathematics, computer science and engineering over five terms at our large, research-intensive university. We used multilevel modelling with a sample of 30,693 assignment scores nested within 79 assignments and 5349 undergraduate students to explore the relationship between students' viewing the nudges and their scores while controlling for performance in other courses and students' baseline proclivities to read email from the coaching system. We find that viewing versus not viewing nudges is significantly related to improved outcomes. Viewing the first of the two-part nudge series is associated with a 3\% increase in scores on average. Importantly, we found a significant interaction with prior academic performance such that students with the lowest average academic performance across all courses are predicted to benefit the most—up to 9\%—from nudging. Positive impacts are observed in most courses where nudges were implemented and are found to be most impactful for later versus earlier assignments within a term. We discuss the implications of these results for supporting students' decision-making within mastery-based assignment schemes and suggest future research for tailored nudges to support student success. Practitioner notes What is already known about this topic Nudges are known to be broadly effective, but heterogeneity is observed especially in education where the research base is relatively limited. Mastery-based grading is an alternative approach to grading that, among other features, emphasizes learning through an explicit feedback cycle of struggle and revision without penalty. What this paper adds This study assesses the effectiveness of personalized nudges in the context of mastery-based grading in undergraduate STEM courses. We examined the efficacy of viewing versus not viewing nudges in the real learning settings of three STEM courses enrolling more than 5000 students. We found the nudges to be effective overall, correlated with improvements of approximately 3\% in students' assignment scores and most impactful for students with the lowest average academic performance. Implications for practice and/or policy Nudging by email or text message has a low overhead cost and yet may provide materially significant gains in students' assessment scores. Nudges can be effectively targeted to specific subsets of students and tailored based on students' prior and concurrent learning analytics data.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Matz, Rebecca L. and Mills, Mark and Derry, Holly A. and Hayward, Benjamin T. and Hayward, Caitlin},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13451},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, tailoring, higher education, alternative grading, mastery-based assessment, multilevel modelling, nudging, STEM},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/KUW4MB29/Matz et al. - Viewing tailored nudges is correlated with improve.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/J6IZ76VE/bjet.html:text/html},
}

@article{chen_effects_nodate,
	title = {Effects of integrating a role-playing game into a virtual reality-based learning approach on students' perceptions of immersion, self-efficacy, learning motivation and achievements},
	volume = {n/a},
	issn = {1467-8535},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13436},
	doi = {10.1111/bjet.13436},
	abstract = {Virtual contexts play a crucial role in assisting students' learning. Researchers have taken advantage of the potential of immersive virtual reality (VR) for situating students in inaccessible places, and for engaging them in learning activities. Meanwhile, several previous studies have reported that, in VR-based learning contexts, students' perception of immersion and learning motivation could be low owing to the lack of clear objectives and problem-solving scenarios. On the other hand, digital game-based learning is capable of enhancing students' engagement in a task. In this study, we designed a learning approach (namely RPG-VR) by means of integrating a role-playing game with VR technology to enhance students' science learning. Furthermore, a quasi-experiment was conducted to evaluate the students' learning effectiveness via, respectively, providing the RPG-VR learning approach and the conventional VR (called C-VR) learning approach for the experimental and control groups. The experimental results indicated that this approach significantly enhanced the students' perceptions of immersion, self-efficacy and extrinsic learning motivation, in comparison with the C-VR learning approach. Specifically, students who learned with the RPG-VR learning approach perceived more immersion in the engagement and the total immersion stages. This study contributes to existing knowledge of VR technology by providing that a digital role-playing game could reinforce the main characteristics of VR-based learning environments and enhance students' concentration on a learning task. However, no significant difference was found between the two groups in terms of promoting students' learning achievements, implying that more instructional assistance is needed to improve students' knowledge gains in VR-based learning environments. Practitioner notes What is already known about this topic Virtual contexts play a crucial role in promoting students' learning performances. Virtual reality has been adopted for situating students in inaccessible places to promote their learning. A DGBL context provides students with opportunities for learning that emphasize immersion in practice, resulting in concept acquisition and skill development. What this paper adds An RPG-VR learning approach was designed by means of integrating a role-playing game with VR technology to enhance students' science learning. A virtual reality learning system with a role-playing game was developed based on the proposed approach. This approach significantly enhanced the students' perceptions of self-efficacy, extrinsic learning motivation and immersion, especially in the engagement and the total immersion stages. A digital role-playing game could reinforce the main characteristics of VR-based learning environments. Implications for practice and/or policy The RPG-VR learning approach could be a notable reference for further research on VR-based learning environments. More instructional assistance is needed to improve students' knowledge gains in VR-based learning environments.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Chen, Chih-Hung and Syu, Jia-Yu},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13436},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, self-efficacy, virtual reality, game-based learning, immersion, learning motivation},
	file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/SB446FWI/bjet.html:text/html},
}

@article{altindag_kumas_exploring_2024,
	title = {Exploring digital parenting awareness, self-efficacy and attitudes in families with special needs children},
	volume = {55},
	issn = {1467-8535},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13457},
	doi = {10.1111/bjet.13457},
	abstract = {This study was conducted to measure the digital parenting awareness, attitude and self-efficacy perceptions of parents of children with special needs and to determine whether they differ according to the disability status of their children. A total of 180 parents of children with special needs from various regions of Turkey participated in the study. This study was conducted using a relational screening model. Data were collected using digital parenting awareness, attitude and self-efficacy perception scales and analysed using descriptive and correlational statistical methods. The findings revealed that parents had moderate levels of awareness, positive attitudes and self-efficacy perceptions regarding digital parenting, but these variables showed significant differences according to the disability status of the children. In particular, parents of children with learning disabilities had higher digital parenting awareness than parents of other disability groups. In addition, a positive and significant relationship was found between parents' digital parenting awareness, attitudes and self-efficacy perception. The findings of this study are important and contribute to both the practical and theoretical perspectives. In applicable terms, this study revealed the needs and expectations of parents of children with special needs regarding digital parenting. Theoretically, this is a rare study that examines the situation and experiences of parents with children with special needs in digital parenting. This study emphasizes the need for further research on digital parenting.Practitioner notesWhat is already known about this topic Existing research underscores the importance of digital parenting in the contemporary era, highlighting the need for parents to navigate the challenges and opportunities presented by technology in child-rearing. Parental self-efficacy in managing digital resources has been identified as a crucial factor in promoting children's effective and safe use of technology. Positive parental attitudes towards technology have been associated with healthier digital habits and development in children. What this paper adds This study contributes to the literature by specifically focusing on parents of children with special needs and recognizing the unique challenges and opportunities they face in the realm of digital parenting. Findings revealed that parents of children with learning disabilities exhibit higher levels of digital parenting awareness, emphasizing the need for tailored interventions and support for different disability groups. The positive and significant relationship identified between digital parenting awareness, attitudes and self-efficacy underscores the holistic nature of these factors and highlights the potential impact of comprehensive digital parenting programs. Implications for practice and/or policy Develop targeted digital parenting support programmes that address the specific needs of parents with children with special needs, considering the variations among different disability groups. Advocates of inclusive education policies that incorporate digital parenting education as a vital component, recognizing its significance in the overall well-being. Recognize the role of both mothers and fathers in digital parenting and design interventions that consider the unique perspectives and challenges faced by each gender. Facilitate collaboration between digital parenting experts and special education professionals to create comprehensive resources and training materials that cater to the diverse needs of children with special needs. Conduct longitudinal studies to assess the long-term impact of digital parenting interventions on the development, well-being, and digital literacy of children with special needs. This can inform the refinement of future programs and policies in this domain.},
	language = {en-GB},
	number = {5},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Altindağ Kumaş, Özlem and Sardohan Yildirim, Adile Emel},
	month = mar,
	year = {2024},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13457},
	keywords = {\#0:Zeitschriftenartikel:digital:learning, Charité:Promotion, digital parenting attitudes, digital parenting awareness, digital parenting self-efficacy, families with special needs children, Promotion:Literaturanalyse},
	pages = {1--16},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/YU7J4WWL/Altindağ Kumaş und Sardohan Yildirim - Exploring digital parenting awareness, self-effica.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/FP4K8Q2L/bjet.html:text/html},
}

@article{srivastava_geosolvar_nodate,
	title = {{GeoSolvAR}: {Scaffolding} spatial perspective-taking ability of middle-school students using {AR}-enhanced inquiry learning environment},
	volume = {n/a},
	issn = {1467-8535},
	shorttitle = {{GeoSolvAR}},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13456},
	doi = {10.1111/bjet.13456},
	abstract = {Spatial perspective-taking (SPT) ability positively influences performance in STEM fields. While limited research studies have been done with school students, they have yielded inconclusive findings and, hence, here we report findings from our study with an augmented reality (AR) enhanced learning environment (ARELE), GeoSolvAR, on middle-school students' SPT ability. We conducted a sequential explanatory mixed-method study with 90 students to test GeoSolvAR's twin features of augmented systems and inquiry-based activities. The study had one experimental (n = 30) and two control groups (n = 30 × 2), where students were individually administered an online pre- and posttest to measure their SPT ability. The experimental group worked with both the features of GeoSolvAR, while the control group worked with only the AR feature or had no intervention. Our findings reveal that the experimental group showed significant improvement in SPT ability while students in the control groups showed non-significant improvement or no change. Furthermore, we found that all experimental group students used certain body movements and imagined shifts in spatial positions while solving the activity questions. Thus, we conjecture that GeoSolvAR affords thinking and imagining with the body which makes it a potent tool for improving students' SPT ability. Practitioner notes What is already known about this topic Spatial perspective taking (SPT) belongs to a set of spatial abilities that have been shown to positively influence academic success and career success in STEM fields. Augmented reality systems with their ability to augment 2D images into 3D forms are being explored mostly in college and above levels to improve SPT ability. Limited research investigating the improvement of SPT in school students has used VR digital games or robots. These have either yielded inconclusive findings or not found any improvement in school students' SPT abilities. What this paper adds Conclusive evidence for improving SPT ability in middle-school students. Empirical evidence for a design to effectively combine augmenting abilities of AR systems with inquiry-based learning scaffolds to improve the SPT ability of middle-school students. A conjecture about the mechanism by which middle-school children's spatial perspective taking improves when scaffolded with an Augmented Reality Enhanced Learning Environment (ARELE) tool. Implications for practice and policy Practitioners such as teachers may directly use GeoSolvAR (the ARELE tool) to help middle-school students improve their spatial perspective-taking abilities. Researchers from the fields of both technology-enhanced learning and science education may use the findings to design improved AR tools and test their impact on students' SPT ability. This work can serve as the basis for further investigating the effect of improved SPT ability on students' performance in STEM subjects. Our work provides support for embodied cognition being used as a strategy for solving SPT tasks. The identification of specific head and hand movements (gestures) can be further probed to understand the exact mechanism of how the ARELE mediates students' performance on the SPT tasks.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Srivastava, Anveshna and Vaidya, Vihang and Murthy, Sahana and Dasgupta, Chandan},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13456},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, augmented reality, 3D geometry, augmented reality enhanced learning environment, embodied cognition, inquiry, learning scaffolds, middle-school students, spatial perspective-taking ability},
	file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/59XFJCR5/bjet.html:text/html},
}

@article{ng_empowering_nodate,
	title = {Empowering student self-regulated learning and science education through {ChatGPT}: {A} pioneering pilot study},
	volume = {n/a},
	issn = {1467-8535},
	shorttitle = {Empowering student self-regulated learning and science education through {ChatGPT}},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13454},
	doi = {10.1111/bjet.13454},
	abstract = {In recent years, AI technologies have been developed to promote students' self-regulated learning (SRL) and proactive learning in digital learning environments. This paper discusses a comparative study between generative AI-based (SRLbot) and rule-based AI chatbots (Nemobot) in a 3-week science learning experience with 74 Secondary 4 students in Hong Kong. The experimental group used SRLbot to maintain a regular study habit and facilitate their SRL, while the control group utilized rule-based AI chatbots. Results showed that SRLbot effectively enhanced students' science knowledge, behavioural engagement and motivation. Quantile regression analysis indicated that the number of interactions significantly predicted variations in SRL. Students appreciated the personalized recommendations and flexibility of SRLbot, which adjusted responses based on their specific learning and SRL scenarios. The ChatGPT-enhanced instructional design reduced learning anxiety and promoted learning performance, motivation and sustained learning habits. Students' feedback on learning challenges, psychological support and self-regulation behaviours provided insights into their progress and experience with this technology. SRLbot's adaptability and personalized approach distinguished it from rule-based chatbots. The findings offer valuable evidence for AI developers and educators to consider generative AI settings and chatbot design, facilitating greater success in online science learning. Practitioner notes What is already known about this topic AI technologies have been used to support student self-regulated learning (SRL) across subjects. SRL has been identified as an important aspect of student learning that can be developed through technological support. Generative AI technologies like ChatGPT have shown potential for enhancing student learning by providing personalized guidance and feedback. What this paper adds This paper reports on a case study that specifically examines the effectiveness of ChatGPT in promoting SRL among secondary students. The study provides evidence that ChatGPT can enhance students' science knowledge, motivation and SRL compared to a rule-based AI chatbot. The study offers insights into how ChatGPT can be used as a tool to facilitate SRL and promote sustained learning habits. Implications for practice and/or policy The findings of this study suggest that educators should consider the potential of ChatGPT and other generative AI technologies to support student learning and SRL. Educators and students should be aware of the limitations of AI technologies and ensure that they are used appropriately to generate desired responses. It is also important to equip teachers and students with AI competencies to enable them to use AI for learning and teaching.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Ng, Davy Tsz Kit and Tan, Chee Wei and Leung, Jac Ka Lok},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13454},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, generative AI, ChatGPT, self-regulated learning, large language model, chatbot, science education},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/46ATL8IG/Ng et al. - Empowering student self-regulated learning and sci.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/RXD3BNZ2/bjet.html:text/html},
}

@article{aslan_what_2023,
	title = {What is the impact of a multi-modal pedagogical conversational {AI} system on parents' concerns about technology use by young children?},
	volume = {55},
	issn = {1467-8535},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13399},
	doi = {10.1111/bjet.13399},
	abstract = {Previous research showed that the parents acknowledged the technology's benefits for their young children's learning, however, they are still worried about the extended screen time, lack of physical activity and lack of social interactions. To address these concerns, we developed Kid Space to enable pedagogically appropriate technology use for children in early childhood education by combining various sensing technologies with a multi-modal conversational artificial intelligence system that can interact with children, understand individual progress and provide personalised learning experiences. To understand the impact of Kid Space on the parents' initial concerns about technology use by their young children, we conducted a multi-method user study: (1) a quasi-experimental design and (2) formative research method using an exploratory case study with a set of children and their parents experiencing Kid Space in their homes. The results show that after experiencing Kid Space with their children, the parents felt significantly less concerned about screen time, social interactions and physical activity and reported positive perceptions towards pedagogical value of Kid Space. Detailed analysis on the multi-modal data quantitatively and qualitatively validated why Kid Space alleviated these concerns. Future research is needed to validate long-term educational value of Kid Space and generate insights for improvement for next iterations. Practitioner notes What is already known about this topic Play-based learning is critical for young children's education, but digital games create major concerns around extended screen time, lack of physical activity and lack of social interactions. Blending digital and physical spaces could support pedagogically appropriate technology use for young children. Towards this end, there are some exemplary studies in the state–of-the-art reporting positive educational outcomes as an effect of utilising such spaces. However, none of these studies supported children's most natural mode of communication in their interactions with the systems—speaking. Pedagogical conversational agents (PCAs) are promising, but they are tricky when it comes to young children's speech because of unique technical challenges resulted from how children use language and communicate with digital systems. What this paper adds To our best knowledge, Kid Space is one of the earliest implementations of a PCA with a multi-modal artificial intelligence (AI) system utilising physical and digital learning manipulatives for maths learning with a focus on early childhood education. The key contributions of this paper are (1) the design and development of an end-to-end multi-modal system enabling Wizard-of-Oz experimentation for initial evaluations with users, (2) the creation of a multi-modal, in-the-wild labelled dataset with children–agent, children–parent and children–physical/digital space interactions enabling advancements for AI components for later evaluations with users and (3) the generation of rich insights from an initial research study on user perceptions and engagement as well as actionable findings to improve Kid Space experiences for next iterations and inform key design features for similar systems. Implications for practice and/or policy The results of the study implied a set of areas for improvement—or design features—for Kid Space and other similar pedagogical conversational systems developed for children's home usages: (1) easier setup and usage with optimised setup size addressing diverse space limitations at homes, (2) minimised latency between Oscar (the conversational pedagogical agent) and child interactions (eg, adding multimodal dialogue system to reduce the need for a human wizard), (3) more advanced personalisation, social (including more verbal interactions) and pedagogical skills for Oscar with increased contextual awareness (eg, sending children's engagement), (4) scalability and higher visual quality of content with diverse games and learning outcomes, (5) parental control features over Kid Space platform and Oscar (eg, time limit, content, etc.) and (6) accessibility features (eg, captions turned on for multilingual children) and support for neurodiversity.},
	language = {en-GB},
	number = {4},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Aslan, Sinem and Durham, Lenitra M. and Alyuz, Nese and Chierichetti, Rebecca and Denman, Pete A. and Okur, Eda and Aguirre, David I. Gonzalez and Esquivel, Julio C. Zamora and Cordourier Maruri, Hector A. and Sharma, Sangita and Raffa, Giuseppe and Mayer, Richard E. and Nachman, Lama},
	month = oct,
	year = {2023},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13399},
	keywords = {\#0:Zeitschriftenartikel:digital:learning, Charité:Promotion, game-based learning, intelligent tutoring systems, multi-modal conversational artificial intelligence, online learning, Promotion:Literaturanalyse},
	pages = {1625--1650},
	file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/U83QFIW5/bjet.html:text/html},
}

@article{cusi_design_nodate,
	title = {Design of digital environments aimed at fostering asynchronous working group activities: emerging categories of students' collaborative processes},
	abstract = {In this study we focus on the collaborative processes developed within an asynchronous small group activity carried out through an instant messaging platform. To investigate the ways students communicate and collaborate during the asynchronous activity, we refer to the theoretical lenses provided by the dimensions introduced by Weinberger and Fischer (2006) to study the processes realised within computer-supported collaborative learning environments. In particular, we develop a combined analysis that takes into account both the quantity of students’ interventions and their social modes of co-construction. This analysis has revealed two main macro-categories of collaborative processes activated by the groups of students who participated in the study, which mainly differ in the level of sharing and comparison within the groups and in the aim that guided their work.},
	language = {en-GB},
	author = {Cusi, Annalisa and Caputo, Sara Gagliani},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Cusi und Caputo - DESIGN OF DIGITAL ENVIRONMENTS AIMED AT FOSTERING .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/272R5XMM/Cusi und Caputo - DESIGN OF DIGITAL ENVIRONMENTS AIMED AT FOSTERING .pdf:application/pdf},
}

@article{awaghade_scope_2024,
	title = {Scope of distance legal education in digital age-futuristic approach in india},
	volume = {12},
	abstract = {Legal education is one of the most dynamic fields as it deals with diverse interest groups and provides various undergraduate, graduate, postgraduate, and doctoral programs and multiple courses. The objectives of the article are to identify the scope of distance education through the digital mode of communication and problems of digitalisation of legal education, as well as formulate directions for introducing a distance legal education framework. Further, the present article will analyse the scope of distance learning in professional and non-professional legal education. The present article will discuss issues in the adoption of distance legal education approach by law schools in India in the context of the post-COVID pandemic.},
	language = {en-GB},
	number = {1},
	author = {Awaghade, Mr Avinash Bhagwan},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Awaghade - 2024 - Scope of distance legal education in digital age-f.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZR7TIQW2/Awaghade - 2024 - Scope of distance legal education in digital age-f.pdf:application/pdf},
}

@article{hans-peter_digitale_2019,
	title = {Digitale {Souveränität} und {Bildung}. {Gutachten}},
	copyright = {Deutsches Urheberrecht},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=16569},
	doi = {10/grsthc},
	abstract = {In dem Gutachten beleuchtet das Expertengremium, welchen Beitrag die einzelnen Bildungsphasen bei der Entwicklung digitaler Kompetenzen leisten können und müssen. Für jedes Lebensalter ergeben sich aus dieser Analyse spezifische Lernziele, für deren Umsetzung abschließend konkrete Maßnahmen formuliert werden. So plädiert der Aktionsrat Bildung zum Beispiel für eine flächendeckende Bereitstellung einer grundlegenden technischen Ausstattung und Infrastruktur zur Unterstützung des digitalen Wandels in Bildungseinrichtungen. Ebenso fordert er die Erarbeitung und den passgenauen Einsatz digitaler Lehr- und Lernkonzepte sowie eine verstärkte Förderung von Forschung und Entwicklung in allen Bereichen der Digitalisierung von Bildungseinrichtungen. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-02-17},
	collaborator = {Hans-Peter, Blossfeld and Wilfried, Bos and Hans-Dieter, Daniel and Bettina, Hannover and Olaf, Köller and Dieter, Lenzen and Nele, McElvany and Hans-Günther, Roßbach and Tina, Seidel and Rudolf, Tippelt and Ludger, Wößmann and vbw – Vereinigung der Bayerischen Wirtschaft e.V. [Hrsg.]},
	month = jan,
	year = {2019},
	note = {Publisher: Waxmann},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Deutschland, Digitale Bildung, Digitalisierung, Digitalization, Germany, Infrastructure, Infrastruktur, Hochschule, Learning, Sekundarbereich, Kompetenz, Adult training, Erwachsenenbildung, Media pedagogics, Medienpädagogik, Berufliche Bildung, Vocational training, Skill development, Primarbereich, Primary level, Continuing training, Occupational training, Professional training, Media competence, Media skills, Empfehlung, Critical thinking, Kritisches Denken, Early childhood education and care, Adaptability, Anpassungsfähigkeit, Bildungsbereich, Elementarbildung, Lernziel, Nutzung, Souveränität, Sovereignty, Teaching objective, Technische Ausrüstung},
	file = {null - 2019 - Digitale Souveränität und Bildung. Gutachten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2BWFFZV7/null - 2019 - Digitale Souveränität und Bildung. Gutachten.pdf:application/pdf},
}

@article{bernd_hrsg_berufsbildung_2020,
	title = {Berufsbildung am {Bau} digital. {Hintergründe} - {Praxisbeispiele} - {Transfer}},
	copyright = {Creative Commons Namensnennung 4.0 International},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=18276},
	doi = {10/grstgp},
	abstract = {The anthology "Berufsbildung am Bau digital" (Vocational Education and Training in Construction - Digital) provides orientation on vocational learning with digital media and on the diverse and increasing use of digital work equipment in construction. Evaluation criteria for digital media in VET in the construction industry round off the analytical part of the volume. Tried and tested examples from vocational training practice in the construction sector and related trades occupy a large space in the book. This involves both digital support for vocational learning and teaching processes and secondary processes in vocational education and training. Concluding articles are devoted to the dissemination and transfer of results and findings from digitisation projects in construction VET and the networking of actors at the personnel and institutional levels. The book is part of the MELINDA project (Media-supported Learning and Innovation in Crafts) funded by the German Federal Ministry of Education and Research and the European Social Fund.},
	language = {de-DE},
	urldate = {2023-02-17},
	collaborator = {Bernd [Hrsg, Mahrin and Johannes [Hrsg, Meyser and Technische Universität Berlin},
	month = jan,
	year = {2020},
	note = {Publisher: Univeritätsverlag der TU Berlin},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Deployment of media, Digitale Bildung, Digitalisierung, Digitalization, Medieneinsatz, Use of media, Kompetenz, Berufliche Bildung, Vocational training, Further education, Weiterbildung, Lehr-Lern-Prozess, Teaching-learning process, Medien, Media competence, Media skills, Video, Bautechnik, Construction technique, Bauwesen, Building trade, Skill centers},
	file = {null - 2020 - Berufsbildung am Bau digital. Hintergründe - Praxi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/379H6YA4/null - 2020 - Berufsbildung am Bau digital. Hintergründe - Praxi.pdf:application/pdf},
}

@article{chen_effects_2024-1,
	title = {Effects of digitalization in preschool education on the creative and cognitive development of children},
	issn = {1360-2357, 1573-7608},
	url = {https://link.springer.com/10.1007/s10639-024-12730-y},
	doi = {10.1007/s10639-024-12730-y},
	abstract = {Digitalization can potentially benefit the creative and cognitive development of children. This study aims to analyze this impact on a sample of preschool children. A total of 80 preschoolers were divided into four groups based on their age and program variables: there were two groups (control and training) of children aged 3 to 4 years and two groups (control and training) of children aged 5 to 6 years. The study uses the following data collection tools: the Torrance Test of Creative Thinking (TTCT) Figural Form A and the Wechsler Preschool and Primary Scale of Intelligence (WPPSI-IV). The digital intervention involved participating in a specially designed digitally-enhanced learning course entitled “Preschoolers: Digital Adventures”. Both training groups exhibited a statistically higher level of creative thinking compared to baseline, as evidenced by TTCT-A scores. The younger training group also had significantly higher scores on all WPPSI-IV subscales, while their peers in the control group failed to show such a result. Older controls significantly improved on all except one WPPSI-IV subscale, i.e., Fluid Reasoning Index subscale, while their peers in the training group scored higher on all WPPSI-IV subscales without exception. The present findings suggest that digital enhancement of the learning process in preschool education can help improve certain aspects of creative and cognitive development. The results can be used by educators and parents to integrate digital tools, applications and activities into preschool curricula.},
	language = {en-GB},
	urldate = {2024-05-09},
	journal = {Education and Information Technologies},
	author = {Chen, Yiyi and Ding, Zihe},
	month = may,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Chen und Ding - 2024 - Effects of digitalization in preschool education o.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AAVN2ML2/Chen und Ding - 2024 - Effects of digitalization in preschool education o.pdf:application/pdf},
}

@article{jeong_enhancing_2024,
	title = {Enhancing learner experience with instructor cues in video lectures: {A} comprehensive exploration and design discovery toward a novel gaze visualization},
	issn = {1360-2357, 1573-7608},
	shorttitle = {Enhancing learner experience with instructor cues in video lectures},
	url = {https://link.springer.com/10.1007/s10639-024-12697-w},
	doi = {10.1007/s10639-024-12697-w},
	abstract = {Pre-recorded lectures have become a prevalent approach in online education due to the proliferation of MOOC platforms and the COVID-19 pandemic. However, due to the lack of real-time interactions between instructors and learners, learners have encountered various difﬁculties in understanding the lectures and actively engaging with the learning materials. Therefore, various attempts have been made to aid learning by revealing the cues of the instructor, including countenance, digital pointer, and gaze, in video lectures. Nevertheless, the current body of research still lacks a comprehensive exploration of these non-verbal cues, critical for understanding and enhancing the learning experience. Consequently, recent studies on visualization even with novel cues often fail to match the learners’ needs. Therefore, in this paper, we explore the impact of instructors’ non-verbal cues, focusing on the countenance, digital pointer, and gaze, in video lectures and introduce a novel gaze visualization called Elements-aware Gaze. First, we determine learners’ design preferences and optimize design parameters for Elements-aware Gaze. Afterward, we analyze the usability, workload, and cognitive load of non-verbal cues in video lectures through a user study with 37 subjects. The ﬁndings highlight the practicality of the Digital Pointer and the effectiveness of Elements-aware Gaze, recognized for its utility and engaging learning experience while minimizing the workload in video lectures. Finally, our results emphasize the importance of thoughtful design and strategic integration of non-verbal cues in video lectures, providing a valuable foundation for enhancing remote learning experiences in the evolving online education landscape.},
	language = {en-GB},
	urldate = {2024-05-09},
	journal = {Education and Information Technologies},
	author = {Jeong, Jae-Yeop and Oh, JiYeon and Jeong, Jin-Woo},
	month = may,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Jeong et al. - 2024 - Enhancing learner experience with instructor cues .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D6DCN5AS/Jeong et al. - 2024 - Enhancing learner experience with instructor cues .pdf:application/pdf},
}

@article{lucero_investigating_2024,
	title = {Investigating the relationships among the forced shift to remote learning, employability and work readiness of recent college graduates},
	issn = {1360-2357, 1573-7608},
	url = {https://link.springer.com/10.1007/s10639-024-12672-5},
	doi = {10.1007/s10639-024-12672-5},
	abstract = {Since the COVID-19 crisis manifested, it has drastically changed educational landscapes worldwide, with the Philippines grappling with digital disparities exacerbating inequality. Current studies mainly explored the immediate impact of forced remote learning on academic performance and practical skills. However, there was an underexplored area concerning the effect on recent college graduates’ perceived employability and work readiness. This study aims to address this gap, focusing on the Philippines context. Responses from 131 recent college graduates were analyzed, revealing that the forced shift to remote learning significantly contributed to perceived employability (­R2 = 0.453) and work readiness (­R2 = 0.440). However, examining the demographic profile variables did not substantially influence these outcomes in the hierarchical regression model. This research underscores the critical role of remote learning in shaping career readiness and challenges educators and policymakers to rethink strategies for integrating it into the broader educational framework, offering a lens to understand its long-term impacts on higher education outcomes.},
	language = {en-GB},
	urldate = {2024-05-09},
	journal = {Education and Information Technologies},
	author = {Lucero, Celeste Racelis},
	month = may,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Lucero - 2024 - Investigating the relationships among the forced s.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A459WUEE/Lucero - 2024 - Investigating the relationships among the forced s.pdf:application/pdf},
}

@article{networked_learning_editorial_collective_nlec_networked_2021,
	title = {Networked {Learning}: {Inviting} {Redefinition}},
	volume = {3},
	issn = {2524-485X, 2524-4868},
	shorttitle = {Networked {Learning}},
	url = {https://link.springer.com/10.1007/s42438-020-00167-8},
	doi = {10.1007/s42438-020-00167-8},
	language = {en-GB},
	number = {2},
	urldate = {2024-05-09},
	journal = {Postdigital Science and Education},
	author = {{Networked Learning Editorial Collective (NLEC)}},
	month = apr,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {312--325},
	file = {Networked Learning Editorial Collective (NLEC) - 2021 - Networked Learning Inviting Redefinition.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DP3U9AZR/Networked Learning Editorial Collective (NLEC) - 2021 - Networked Learning Inviting Redefinition.pdf:application/pdf},
}

@article{blumberg_kompetenzen_2021,
	title = {Kompetenzen und {Wege} der {Kompetenzentwicklung} in der {Industrie} 4.0},
	volume = {52},
	issn = {2366-6145, 2366-6218},
	url = {https://link.springer.com/10.1007/s11612-021-00579-5},
	doi = {10.1007/s11612-021-00579-5},
	abstract = {The advance in digitization is also changing the way of working in the ﬁeld of industrial manufacturing. Smart wearables and mobile smart devices e.g. smart glasses and smartwatches, support employees with context-sensitive information. The introduction of these technologies and the changes in work processes lead to new competence requirements for employees and new paths for competence development. This article in the journal Gruppe. Interaktion. Organisation. (GIO) aims to identify future competence requirements and ways of competence development for industrial workers. Therefore, 76 semi-structured interviews with participants from ﬁve expert groups were conducted. As a result, our study presents a competence model which builds on the well-established structure of professional, methodological, social and personal competences. Digital competences were added as cross-sectional competence. General IT application skills were identiﬁed as a core competence for employees in the industry 4.0. For competence development digital and self-initiated ways of learning are getting more important. The results of this study can be used to develop an operational competence management.},
	language = {de-DE},
	number = {2},
	urldate = {2024-05-01},
	journal = {Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO)},
	author = {Blumberg, Verena Simone Lore and Kauffeld, Simone},
	month = jun,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {203--225},
	file = {Blumberg und Kauffeld - 2021 - Kompetenzen und Wege der Kompetenzentwicklung in d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7L93RX3X/Blumberg und Kauffeld - 2021 - Kompetenzen und Wege der Kompetenzentwicklung in d.pdf:application/pdf},
}

@article{cigliana_improving_2024,
	title = {Improving marking effectiveness and feedback provision in an {OSCE} assessment using {Microsoft} {Forms}: {A} pilot study in {Sport} and {Exercise} {Therapy}},
	volume = {32},
	copyright = {http://creativecommons.org/licenses/by/4.0},
	issn = {2156-7077, 2156-7069},
	shorttitle = {Improving marking effectiveness and feedback provision in an {OSCE} assessment using {Microsoft} {Forms}},
	url = {https://journal.alt.ac.uk/index.php/rlt/article/view/3097},
	doi = {10.25304/rlt.v32.3097},
	abstract = {An objective structured clinical examination (OSCE) has been recognised as a reliable but workload-intensive assessment method across health sciences studies. Though a variety of digital marking tools have been employed to improve marking and feedback provision for OSCEs, many of these require specialist software or maintenance. This pilot study examines the development and trialling of Microsoft Forms as a marking and feedback instrument for an OSCE within a Sport and Exercise Therapy module. This study aims to assess whether the use of a non-specialist digital tool, such as Microsoft Forms, might be able overcome limitations in current assessment procedures and ultimately provide a more effective method for marking and feedback provision for an OSCE. Results from OSCE examiners (N = 8) and students (N = 30) who participated in the pilot indicate that Microsoft Forms does have the potential to provide a more effective experience for examiners and ultimately improve upon feedback provision for students when compared with a paper-based marking tool. However, concerns around the form’s ease-of-use may ultimately influence its adoption as a marking instrument above current paper-based methods.},
	language = {en-GB},
	urldate = {2024-04-27},
	journal = {Research in Learning Technology},
	author = {Cigliana, Kassie A. and Gray, Tom and Gower, George},
	month = apr,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Cigliana et al. - 2024 - Improving marking effectiveness and feedback provi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N2H6VBFG/Cigliana et al. - 2024 - Improving marking effectiveness and feedback provi.pdf:application/pdf},
}

@article{keune_learning_2024,
	title = {Learning within fiber-crafted algorithms: {Posthumanist} perspectives for capturing human-material collaboration},
	volume = {19},
	issn = {1556-1607, 1556-1615},
	shorttitle = {Learning within fiber-crafted algorithms},
	url = {https://link.springer.com/10.1007/s11412-023-09412-1},
	doi = {10.1007/s11412-023-09412-1},
	abstract = {A key commitment of computer-supported collaborative learning research is to study how people learn in collaborative settings to guide development of methods for capture and design for learning. Computer-supported collaborative learning research has a tradition of studying how the physical world plays a part in collaborative learning. Within the field, a material turn is emerging that considers how digital and tangible technologies actively contribute to collaborative learning processes. Studying how tangible materials produce collaborative learning visibly and algorithmically is particularly important at a time when advanced algorithms are integrated into educational contexts in ways that are not always transparent. However, the needed methodologies for capturing how non-human agents take part in collaborative learning remains underdeveloped. The present study builds on current CSCL research that investigates materials in collaborative learning and introduces posthumanist perspectives with the aim to decenter humans methodologically and to probe empirically whether and how these perspectives contribute to empirical understanding of collaborative learning processes. Taking fiber crafts (e.g., weaving and fabric manipulation) as a context for computational learning, the present study conducted a posthumanist analysis of differences among human and non-human participants in collaboration using video data to investigate how middle school youths and fiber craft components performed algorithms over time. The findings show how both youths and craft materials actively contributed to the performance of algorithms. In weaving, algorithms became repeated youth-material movements one dimension at a time. In fabric manipulation, algorithms became a repeated confluence of component parts. Decentering humans through an analysis of differences among human and non-human introduced human-material collaboration as a productive unit of analysis for understanding how materials and people together contribute to producing what can be recognized as computational performance. The findings of this research contribute to ongoing conversations in CSCL research on how computational materials can be considered in collaborative learning and present a new approach to capture collaborative learning as physical expansion over time. The study has implications for future research on capturing collaborative computational learning and designing physical computational learning opportunities that show technology as evolving.},
	language = {en-GB},
	number = {1},
	urldate = {2024-04-17},
	journal = {International Journal of Computer-Supported Collaborative Learning},
	author = {Keune, Anna},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {37--65},
	file = {Keune - 2024 - Learning within fiber-crafted algorithms Posthuma.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AYVU2IAQ/Keune - 2024 - Learning within fiber-crafted algorithms Posthuma.pdf:application/pdf},
}

@article{schulze-vorberg_hinweise_2021,
	title = {Hinweise und {Empfehlungen} für die {Konzeption} von {Lehrkräftefortbildungen} zu digitalen {Medien}},
	volume = {24},
	issn = {1434-663X, 1862-5215},
	url = {https://link.springer.com/10.1007/s11618-021-01046-z},
	doi = {10.1007/s11618-021-01046-z},
	abstract = {For a reﬂective and purposeful use of information and communication technology (ICT) in and out of the classroom, school teachers need to be equipped with the necessary knowledge and skills. In addition to improving the technical infrastructure in schools, opportunities for support need to be provided. However, teachers at German schools have shown low participation rates in professional development activities concerning ICT related teaching and learning, which may indicate a lack of alignment with real needs. This article addresses teachers’ preferences for topics and organizational design criteria of teachers’ professional development regarding ICT use and reports results of a survey with secondary school teachers (N = 238). To obtain an information base for tailored results for the target group, a latent proﬁle analysis utilizing technological and technological pedagogical knowledge, self-efﬁcacy, and media use, yielded three proﬁles. The proﬁles were compared in their preferences for professional development. Results revealed a wide range of proposed topics by the teachers as well as the need for differential design of teacher professional development regarding ICT. Recommendations for the conceptual design of professional development programmes for teachers on the use of digital media are presented.},
	language = {de-DE},
	number = {5},
	urldate = {2024-04-03},
	journal = {Zeitschrift für Erziehungswissenschaft},
	author = {Schulze-Vorberg, Lukas and Krille, Claudia and Fabriz, Sabine and Horz, Holger},
	month = oct,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {1113--1142},
	file = {Schulze-Vorberg et al. - 2021 - Hinweise und Empfehlungen für die Konzeption von L.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K4X6BTJ4/Schulze-Vorberg et al. - 2021 - Hinweise und Empfehlungen für die Konzeption von L.pdf:application/pdf},
}

@article{calvo_investigating_2024,
	title = {Investigating pre-service teachers from {Brazil} and the {US} in a virtual exchange project: {Benefits} and challenges of student-selected and required technologies},
	volume = {29},
	issn = {1360-2357, 1573-7608},
	shorttitle = {Investigating pre-service teachers from {Brazil} and the {US} in a virtual exchange project},
	url = {https://link.springer.com/10.1007/s10639-023-12000-3},
	doi = {10.1007/s10639-023-12000-3},
	abstract = {This research shares the collaborative practices through information and communication technologies (ICT) of a comprehensive cross-cultural "internationalization at home" Virtual Exchange (VE) of students preparing to be teachers enrolled in second language acquisition-related courses at Pennsylvania State University (US) and in the State University of Maringá (Brazil). This qualitative case study generated data from pre-service language teacher interactions in 2022 during projects with digital platforms such as VoiceThread, Canvas, Zoom, Google Meet; Google classroom; and WhatsApp. A survey focusing on preservice teachers’ ICT utilization was analyzed as well as the professors’ perspectives on the tasks. Investigating this experience provided an understanding of student perspectives (challenges \& benefits) on ICT that instructors required as well as technologies students chose to utilize to collaborate on projects. Findings indicated that while the benefits stood out, facing and learning how to deal with the challenges was important for preservice teachers to develop certain attitudes in their professional lives, such as agency, leadership, and autonomy. Instructors also found they need to attend to important considerations for Internet availability, adequate time for collaboration in synchronous and asynchronous formats, targeted scaffolding to learn new technologies, and to continue the preferred and motivating option for preservice teachers to choose technologies.},
	language = {en-GB},
	number = {4},
	urldate = {2024-03-23},
	journal = {Education and Information Technologies},
	author = {Calvo, Luciana Cabrini Simões and Hartle, Lynn C.},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {5169--5187},
	file = {Calvo und Hartle - 2024 - Investigating pre-service teachers from Brazil and.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SCDGPRPJ/Calvo und Hartle - 2024 - Investigating pre-service teachers from Brazil and.pdf:application/pdf},
}

@article{chang_virtual_2024,
	title = {Virtual reality as a pedagogical tool: {An} experimental study of {English} learner in lower elementary grades},
	volume = {29},
	issn = {1360-2357, 1573-7608},
	shorttitle = {Virtual reality as a pedagogical tool},
	url = {https://link.springer.com/10.1007/s10639-023-11988-y},
	doi = {10.1007/s10639-023-11988-y},
	abstract = {Artificial intelligence (AI) technology significantly impacted educational institutions, and AI application in education brought new perspectives to develop improved technology-enhanced learning systems. Recently, novel approaches in technology-enabled learning utilizing virtual reality (VR) instead of traditional multimedia materials, digital learning games, and educational software. The use of VR technologies in language education improves creativity, interactivity, collaboration, problem-solving, and active knowledge building. In addition, the benefits of using VR in language education extend to lower elementary grades. Young learners can greatly benefit from the immersive and engaging nature of VR technology when learning English. By incorporating VR into English education, students in these grades can experience a more interactive and stimulating learning environment. This study examined which constructs affect students’ continuous use of VR by applying the Technology Acceptance Theory (TAM) theory and explored whether and how VR can improve students’ abilities to learn English compared to voice-video-based oral communications. The results have academic and practical implications, as they provide guidance for a rigorous aspect of technology-enhanced learning and demonstrate strong evidence that VR is more effective than traditional education methods. This supports educators and researchers in developing VR materials and activities. This study emphasized the advantages and potentials of VR in language education.},
	language = {en-GB},
	number = {4},
	urldate = {2024-03-23},
	journal = {Education and Information Technologies},
	author = {Chang, Hyunhwa and Park, Jinsoo and Suh, Jihae},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {4809--4842},
	file = {Chang et al. - 2024 - Virtual reality as a pedagogical tool An experime.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UEJ3KSD3/Chang et al. - 2024 - Virtual reality as a pedagogical tool An experime.pdf:application/pdf},
}

@article{otto_increasing_2022,
	title = {Increasing {Sustainability} in {Open} {Learning}: {Prospects} of a {Distributed} {Learning} {Ecosystem} for {Open} {Educational} {Resources}},
	volume = {7},
	issn = {2504-284X},
	shorttitle = {Increasing {Sustainability} in {Open} {Learning}},
	url = {https://www.frontiersin.org/articles/10.3389/feduc.2022.866917/full},
	doi = {10.3389/feduc.2022.866917},
	abstract = {The proliferation of Open Educational Resources (OER) constitutes an essential element for establishing education as a “public good” on the internet. A core objective of OER is to broaden access to educational material and improve the overall quality of teaching and learning. In this manner, OER contributes to the sustainable (re)use and (re)distribution of (educational) resources. The goal of sustainability is also visible in the latest UNSECO recommendation concerning OER, which intends to support the 2030 Sustainable Development Agenda, namely SDG 4 (Quality education). The support of SDG 4 is combined with the call to create sustainability models for OER at national, regional and institutional levels and the planning and pilot testing of new sustainable forms of education and learning. As a result, several repositories and referatories for OER provision have been developed and tested in educational institutions worldwide. However, each of these platforms contains only a relatively limited number of resources. In our article, we argue that when considered through the lens of learning innovation and sustainable development, it would be necessary to increase the discoverability of available resources at the different locations and platforms that currently are visible to only a limited number of teachers and students. To achieve this goal, the focus needs to shift from the creation and growth of new and competing platforms to intelligent ways of linking and increasing their interconnectedness. We use the concept of “learning ecosystems” to illustrate this approach of interconnected resources. Ecosystems go beyond the spatial dimension of learning by focussing on actors’ diversity and interactions. Digital (networked) learning technology is part of an ecosystem and has itself to be understood as an actor. However, we discuss that ecosystems should be reﬂected with caution as they can themselves entail opening and closing mechanisms. Therefore, ecosystems that rely on mechanisms of opening their contents to other platforms can realise the full potential of open learning. We describe the implications of the concept of a distributed ecosystem by presenting case studies that show how technical solutions, including metadata standards and plugins, can link contents in repositories and referatories within ecosystems. The overarching objective is that the different repositories and referatories expand and improve the sustainable use of OER by merging into a distributed learning ecosystem.},
	language = {en-GB},
	urldate = {2024-03-22},
	journal = {Frontiers in Education},
	author = {Otto, Daniel and Kerres, Michael},
	month = may,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {866917},
	file = {Otto und Kerres - 2022 - Increasing Sustainability in Open Learning Prospe.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TR3ZYYSE/Otto und Kerres - 2022 - Increasing Sustainability in Open Learning Prospe.pdf:application/pdf},
}

@article{sturmer-steinmann_stages_2022,
	title = {Stages of {Concern}: {Vorerfahrungen}, {Interessen} und {Einstellungen} von {Lehrkräften} in {Bezug} auf {Lehr}-{Lernplattform}-gestütztem {Unterricht} in den {Naturwissenschaften}},
	volume = {28},
	issn = {0949-1147, 2197-988X},
	shorttitle = {Stages of {Concern}},
	url = {https://link.springer.com/10.1007/s40573-022-00149-2},
	doi = {10.1007/s40573-022-00149-2},
	abstract = {Zusammenfassung
            
              Die pandemiebedingten Maßnahmen haben den Wert der Digitalisierung im Bildungssektor deutlich gemacht. Digitale Unterrichtseinheiten auf Lehr-Lernplattformen können dazu einen entscheidenden Beitrag leisten. In der hier vorgelegten Studie werden Daten aus dem Sommer 2019 zu der affektiv-kognitiven Auseinandersetzung von naturwissenschaftlichen Lehrkräften mit digitalen Unterrichtseinheiten auf Lehr-Lernplattformen sowie deren Nutzung und Fortbildungswünsche neu analysiert (
              N
               = 83). Die Erhebung der affektiv-kognitiven Auseinandersetzung erfolgte mit dem standardisierten Instrument Stages of Concern (SoC). Mithilfe einer Clusteranalyse werden drei spezifische SoC-Profile in Bezug auf den Einsatz digitaler Unterrichtseinheiten auf einer Lehr-Lernplattform identifiziert. Dabei wird deutlich, dass allen Profilen die Beschäftigung mit der Auswirkung auf den Unterricht und auf die Schülerinnen und Schüler gemein ist. Zudem wird gezeigt, dass der Einsatz von Lehr-Lernplattformen vor der Pandemie eher traditionell geprägt war (Subgruppe,
              N
               = 44 für Lehrkräfte mit Zugang in der Schule zu einer Lehr-Lernplattform). Zusammenhangsanalysen zeigen des Weiteren, dass zwischen der Nutzungsart und den SoC-Profilen kein Zusammenhang festzustellen ist, ein solcher aber zwischen der Nutzungshäufigkeit und den SoC-Profilen besteht
            
          , 
            Abstract
            
              The pandemic-related measures highlighted the value of digitalization as a major issue in the education sector. Digital teaching units on teaching-learning platforms can make a decisive contribution in this field. In this study, data collected in summer 2019 on the affective-cognitive processes of examinations of science education using digitally formatted units, implemented on teaching-learning platforms and the particular usage of teaching-learning platforms themselves are re-analysed (
              N
               = 83). The study relies on the Stages of Concern (SoC) as a standardized instrument. A cluster analysis helps to identify three specific SoC-profiles in terms of the specific approach to and handling with the digital teaching-learning platforms. Common to all these profiles is that they concentrate on the impact on teaching and the students’ activities. In addition, the analysis shows a traditional use of the platforms in school (subgroup,
              N
               = 44 for teachers with access to teaching-learning platforms in school). Furthermore, correlation analyses show that there is no correlation between the type of use and the SoC-Profiles, but there is a correlation between the frequency of use and the SoC-profiles},
	language = {de-DE},
	number = {1},
	urldate = {2024-03-22},
	journal = {Zeitschrift für Didaktik der Naturwissenschaften},
	author = {Stürmer-Steinmann, Tatjana K. and Fischer, Julian A. and Scholz, Rüdiger and Kerres, Michael and Neumann, Knut and Weßnigk, Susanne},
	month = dec,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {12},
	file = {Stürmer-Steinmann et al. - 2022 - Stages of Concern Vorerfahrungen, Interessen und .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/83FAQE4Z/Stürmer-Steinmann et al. - 2022 - Stages of Concern Vorerfahrungen, Interessen und .pdf:application/pdf},
}

@article{vejvoda_getting_2023,
	title = {Getting ready for teaching with digital technologies: {Scenario}-based self-assessment in teacher education and professional development},
	volume = {51},
	issn = {0340-4099, 2520-873X},
	shorttitle = {Getting ready for teaching with digital technologies},
	url = {https://link.springer.com/10.1007/s42010-023-00186-x},
	doi = {10.1007/s42010-023-00186-x},
	abstract = {Abstract
            
              Teachers’ technology-related skills are often measured with self-assessments. However, self-assessments are often criticised for being inaccurate and biased. Scenario-based self-assessment is a promising approach to make self-assessment more accurate and less biased. In this study with
              N
               = 552 inservice and student teachers, we validated a scenario-based self-assessment instrument IN.K19
              +
              for teachers. The instrument enables scenario-based self-assessment of instrumental and critical digital skills and technology-related teaching skills for teachers. In a confirmatory factor analysis, we show that the instrument has sufficient factorial validity. To test the predictive validity of the instrument, we examined the instruments’ relationship to the frequency of technology use during teaching and teacher-initiated student learning activities involving digital technologies. Results from structural equation modelling show that instrumental digital skills and technology-related teaching skills are positively related to the frequency of digital technology use during teaching, while critical digital skills are not. In terms of the initiation of student learning activities, instrumental and critical digital skills show relationships with initiating student learning activities that include lower cognitive engagement. Technology-related teaching skills are related to initiating learning activities that indicate higher cognitive engagement. The results show that instrumental and critical digital skills play an important role with respect to the basic use of digital technologies in the classroom, while technology-related teaching skills turn out to be crucial for more complex scenarios of digital technology use. This pattern of findings supports the predictive validity of the IN.K19
              +
              instrument.
            
          , 
            Zusammenfassung
            
              Medienbezogene Kompetenzen von Lehrkräften werden häufig mittels Selbsteinschätzungen gemessen. Selbsteinschätzungen werden jedoch oft dafür kritisiert, dass sie ungenau und Verzerrungen ausgesetzt sind. Szenarien-basierte Selbsteinschätzung ist ein vielversprechender Ansatz, um Selbsteinschätzung genauer und weniger verzerrt zu gestalten. In dieser Studie mit
              N
               = 552 Lehrkräften und Lehramtsstudierenden haben wir ein szenarien-basiertes Selbsteinschätzungsinstrument für Lehrkräfte IN.K19
              +
              validiert. Das Instrument ermöglicht Lehrkräften eine szenarien-basierte Selbsteinschätzung instrumenteller und kritisch-reflexiver Medienkompetenzen sowie medienbezogener Lehrkompetenzen. In einer konfirmatorischen Faktorenanalyse zeigen wir, dass das Instrument zufriedenstellende faktorielle Validität aufweist. Um die prädiktive Validität des Instruments zu testen, untersuchten wir die Zusammenhänge zwischen dem Instrument und der Häufigkeit des Medieneinsatzes während des Unterrichts sowie der von Lehrkräften mithilfe digitaler Medien initiierten Lernaktivitäten der Schüler*innen. Ergebnisse aus einer Strukturgleichungsmodellierung zeigen, dass instrumentelle Medienkompetenzen und medienbezogene Lehrkompetenzen positiv mit der Häufigkeit des Medieneinsatzes während des Unterrichtens zusammenhängen, kritisch-reflexive Medienkompetenzen hingegen nicht. In Bezug auf die Initiierung von Lernaktivitäten der Schüler*innen zeigen instrumentelle und kritisch-reflexive Medienkompetenzen Zusammenhänge zur Initiierung von Lernaktivitäten, die ein geringeres kognitives Engagement anzeigen. Medienbezogene Lehrkompetenzen stehen in Zusammenhang mit der Initiierung von Lernaktivitäten, die ein höheres kognitives Engagement anzeigen. Die Ergebnisse zeigen, dass instrumentelle und kritisch-reflexive Medienkompetenzen eine wichtige Rolle im Hinblick auf die grundlegende Nutzung digitaler Medien im Klassenzimmer spielen, während sich medienbezogene Lehrkompetenzen als entscheidend für komplexere Szenarien der Nutzung digitaler Medien erweisen. Dieses Ergebnismuster unterstützt die prädiktive Validität des IN.K19
              +
              Instruments.},
	language = {en-GB},
	number = {4},
	urldate = {2024-03-11},
	journal = {Unterrichtswissenschaft},
	author = {Vejvoda, Johanna and Stadler, Matthias and Schultz-Pernice, Florian and Fischer, Frank and Sailer, Michael},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {511--532},
	file = {Vejvoda et al. - 2023 - Getting ready for teaching with digital technologi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UY7FR354/Vejvoda et al. - 2023 - Getting ready for teaching with digital technologi.pdf:application/pdf},
}

@article{johnson_zur_2023,
	title = {Zur {Entwicklung} digitalisierungsbezogener {Kompetenzen} und {Einstellungen} von {Lehramtsstudierenden} im {Verlauf} des {Bachelor} of {Education}},
	volume = {51},
	issn = {0340-4099, 2520-873X},
	url = {https://link.springer.com/10.1007/s42010-023-00185-y},
	doi = {10.1007/s42010-023-00185-y},
	abstract = {In times of digital change in the educational settings, this article examines the state and longitudinal developments of digitalization-related attitudes and competencies of pre-service teachers (as self-reports and as a knowledge test). The analyses refer to the Bachelor of Education program at a German university and includes three to four measurements. The cohorts comprise 399 pre-service teachers in the case of the longitudinal observation with three measurements and 214 preservice teachers in the case of four measurements. Developments are analyzed by means of latent-change modelling. Findings suggest an urgency for change in the design of teacher education curricula: Self-reports of competencies are quite high in absolute terms, but do not change over time. Compared to the self-reports, the test-based knowledge is less pronounced and does not change either. Concerning the attitudes, the perceived usefulness of teaching and learning with digital technologies increases continuously over the course of studies. Fears about teaching and learning in the digital space decrease simultaneously. Taken together, these results point at a need to optimize and strengthen digitization-related competencies in teacher education.},
	language = {de-DE},
	number = {4},
	urldate = {2024-03-11},
	journal = {Unterrichtswissenschaft},
	author = {Johnson, Frederick and Schneider, Christoph and Müller, Lothar},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {605--622},
	file = {Johnson et al. - 2023 - Zur Entwicklung digitalisierungsbezogener Kompeten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9W9S5PUA/Johnson et al. - 2023 - Zur Entwicklung digitalisierungsbezogener Kompeten.pdf:application/pdf},
}

@article{bertram_promoting_2023,
	title = {Promoting pre- and in-service teachers’ digital competence by using reverse mentoring},
	volume = {51},
	issn = {0340-4099, 2520-873X},
	url = {https://link.springer.com/10.1007/s42010-023-00183-0},
	doi = {10.1007/s42010-023-00183-0},
	abstract = {The study investigated the effectiveness of reverse mentoring as an innovative instructional method to promote pre- and in-service teachers’ digital competence. We conducted a quasi-experimental intervention study with 90 pre-service and 57 in-service teachers who took part in two-day online-workshops. The effectiveness of the reverse mentoring-intervention, where pre- and in-service teachers worked together in pairs to jointly develop ideas for the use of digital technology in the classroom, was compared to collaborative learning formats among peers in university seminars for pre-service teachers (control group 1) and professional development workshops for in-service teachers (control group 2). Technological-pedagogical knowledge (TPK), self-efﬁcacy and positive beliefs about teaching with digital technology were investigated as outcomes. Pre- and in-service teachers in all groups gained in self-efﬁcacy beliefs, whereby reverse mentoring was not more effective than the control conditions. TPK and positive beliefs about teaching with digital technology did not change over the course of the interventions. The results show that pre-service teachers can effectively act as mentors for in-service teachers to support their self-efﬁcacy beliefs regarding the use of digital technology. However, we did not ﬁnd evidence that reverse mentoring is more effective than peer learning among pre-service and in-service teachers to promote digital competence.},
	language = {en-GB},
	number = {4},
	urldate = {2024-03-11},
	journal = {Unterrichtswissenschaft},
	author = {Bertram, Victoria and Baier-Mosch, Franziska and Dignath, Charlotte and Kunter, Mareike},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {559--577},
	file = {Bertram et al. - 2023 - Promoting pre- and in-service teachers’ digital co.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JWPTBZYH/Bertram et al. - 2023 - Promoting pre- and in-service teachers’ digital co.pdf:application/pdf},
}

@article{ditter_projekt_2023,
	title = {Projekt {Science4Exit}: experimentelle {Escape}-{Games} mit digitaler {Anreicherung} im {Kontext} des außerschulischen {Lernortes}},
	copyright = {all rights reserved},
	shorttitle = {Projekt {Science4Exit}},
	url = {https://www.db-thueringen.de/receive/dbt_mods_00059408},
	doi = {10.22032/DBT.59408},
	abstract = {Spielen im Chemieunterricht? Game on! Exit Games, Escape Games oder Escape Rooms stellen im Kontext des educational-learning und des game-based learning im Fachbereich Chemie einen innovativen Ansatz dar. Mit dem Projekt „Science4Exit – Experimentelle Escape-Games mit digitaler Anreicherung“ soll ein Angebot im Lehr-Lern-Labor der PH Weingarten, innerhalb der Lehramtsausbildung, realisiert werden. Die Escape Games beinhalten relevante Fachinhalte der Chemie (bezogen auf die Basiskonzepte der Chemie), basieren meist auf digitalen Formaten (Actionbound, H5P, etc.) und werden zudem mit digitalen Medien (z.B. Erklärvideos, AR) angereichert. In diesem Zusammenhang wird im Projekt Science4Exit eine aktive Auseinandersetzung der Schü ler:innen mit digitalen Medien anvisiert, damit diese an der zunehmend digitalisierten Gesellschaft kompetent teilhaben können. Die entwickelten Konzeptionen werden von den Schü ler:innen im Rahmen eines Besuches im Lehr-Lern-Labor durchgeführt. Exemplarisch werden hier Bausteine eines Escape Games vorgestellt.},
	language = {de-DE},
	urldate = {2024-03-11},
	journal = {DiCE-Tagung 2023 - Digitalisation in Chemistry Education},
	author = {Ditter, David and Lukas, Sarah and Rubner, Isabel},
	collaborator = {{Thüringer Universitäts- Und Landesbibliothek Jena}},
	year = {2023},
	note = {Publisher: [object Object]},
	keywords = {370, Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, 540, Gamification, digitale Medien, Escape Games, experimentelle Rätsel, game-based-learning},
	pages = {vol. Vortrag},
	file = {Ditter et al. - 2023 - Projekt Science4Exit experimentelle Escape-Games .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3MEXHSRT/Ditter et al. - 2023 - Projekt Science4Exit experimentelle Escape-Games .pdf:application/pdf},
}

@article{chang-tik_framework_2024,
	title = {A framework informing the interplay of physical, digital and social spaces in supporting an environment for active learning},
	issn = {0218-8791, 1742-6855},
	url = {https://www.tandfonline.com/doi/full/10.1080/02188791.2024.2309222},
	doi = {10.1080/02188791.2024.2309222},
	abstract = {This study aims to provide insights from the STEM and non-STEM per­ spectives on the interplay of the physical, digital and social spaces in supporting active learning processes (constructivism, collaboration and self-regulation) explored through the Social Interdependence Theory (SIT). Specifically, the fluid movement between physical and digital learn­ ing spaces may subconsciously influence how lecturers should teach. This study adopts a mixed-methods approach, supplementing quantitative questionnaires with qualitative data from semi-structured interviews. There were eight STEM and four non-STEM lecturers from an established private university in Malaysia who volunteered for this study. Data from the semi-structured interviews were analysed using the codebook analysis as a form of thematic analysis. To this end, the seating arrangement in a classroom may indicate to students how information should be trans­ mitted, informal gatherings build social bonds and teaching and grades may affect collaboration. In relation to the five constructs of SIT, we suggest the CPC (Cohesiveness, Participation, Collaboration) active learn­ ing framework for considering the interplay of the three spaces men­ tioned within the evolving pedagogies and the learning process. Specifically, cohesiveness which sits at the core of the framework, pro­ vides a pivotal support for the other two dimensions, that is, participation and collaboration.},
	language = {en-GB},
	urldate = {2024-02-10},
	journal = {Asia Pacific Journal of Education},
	author = {Chang-Tik, Chan and Dharmaratne, Anuja and Driskell, Jonathan and Kumari, Yatinesh},
	month = feb,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {1--19},
	file = {Chang-Tik et al. - 2024 - A framework informing the interplay of physical, d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PSTPJFWU/Chang-Tik et al. - 2024 - A framework informing the interplay of physical, d.pdf:application/pdf},
}

@article{soliyevich_bedeutung_nodate,
	title = {{DIE} {BEDEUTUNG} {DER} {ORGANISATION} {SELBSTÄNDIGER} {AUSILDUNG} {MITHILFE} {DIGITALER} {TECHNOLOGIEN}},
	abstract = {In this article, we will discuss the organization of independent learning with the help of digital technologies, the purpose of independent learning, the tasks of the student and teacher in self-study. In addition, we will focus separately on the elements of organizing independent work of students in the credit module system, forms of independent work and other topics.},
	language = {de-DE},
	author = {Soliyevich, Xolmatov Shokirjon},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Soliyevich - DIE BEDEUTUNG DER ORGANISATION SELBSTÄNDIGER AUSIL.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C98DZDWP/Soliyevich - DIE BEDEUTUNG DER ORGANISATION SELBSTÄNDIGER AUSIL.pdf:application/pdf},
}

@article{huang_mobile-assisted_2024,
	title = {Mobile-assisted {English} learning beyond the classroom: {Understanding} the effects of language proficiency on {Chinese} undergraduate students’ behavioral engagement},
	volume = {29},
	issn = {1360-2357, 1573-7608},
	shorttitle = {Mobile-assisted {English} learning beyond the classroom},
	url = {https://link.springer.com/10.1007/s10639-023-12301-7},
	doi = {10.1007/s10639-023-12301-7},
	abstract = {While the positive role of engagement in students’ learning achievements has been well documented, limited studies have examined whether or how learner engagement would vary with their achievements over time, especially within an unstructured digital learning context. This paper using a purposive sampling method reported an exploratory study on how English as a foreign language (EFL) undergraduate students with lower and upper proficiency levels (LP and UP) behaviorally engaged in their self-initiated mobile-assisted English learning (MAEL) beyond the classroom. Participants were senior-year undergraduate students from universities in central China. Quantitative analysis based on 409 questionnaires showed that there were significant differences in both how long and how often students participated in MAEL across proficiency levels, with LP learners investing more time on a more frequent basis than UP learners. However, there was no significant effect of language proficiency on the number of students’ MAEL resources employed. Besides, EFL proficiency was also found to play a mediating role in students’ learning preferences despite their common interest in receptive learning practices. Qualitative data from 36 follow-up semi-structured interviews revealed students’ cognitive and emotional rationales behind these learning behaviors. This study might offer some fresh insight into the complexity of foreign language learner engagement with selfinitiated mobile-assisted learning in Chinese higher education.},
	language = {en-GB},
	number = {1},
	urldate = {2024-01-10},
	journal = {Education and Information Technologies},
	author = {Huang, Chunbao and Wang, Tao and Li, Yun},
	month = jan,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {737--762},
	file = {Huang et al. - 2024 - Mobile-assisted English learning beyond the classr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9TEYAL4X/Huang et al. - 2024 - Mobile-assisted English learning beyond the classr.pdf:application/pdf},
}

@article{mertens_publication_2023,
	title = {Publication {Status} as a {Common} {Inclusion} {Criterion} in {Systematic} {Reviews}: {On} the {Use} of {Digital} {Media} in the {Context} of {Teaching} {Pupils} with {SEN} in {Inclusive}, {Integrative} or {Segregated} {Settings}},
	volume = {54},
	issn = {1424-3636},
	shorttitle = {Publication {Status} as a {Common} {Inclusion} {Criterion} in {Systematic} {Reviews}},
	url = {https://www.medienpaed.com/article/view/1595},
	doi = {10.21240/mpaed/54/2023.08.12.X},
	abstract = {This paper critically discusses the use of publication status as a common inclusion criterion for systematic reviews, a method adopted from the field of medicine into education and media-related education studies. Two systematic reviews exploring the use of digital media in inclusive, integrative or segregated teaching settings are compared. By adding peer-reviewed grey and non-peer reviewed literature in a second review, the initial corpus of 15 studies (articles in journals with peer review) was increased by another 19 studies (without peer review). The advantages and disadvantages of including research articles with a different publication status in systematic reviews is discussed based on the comparison of both reviews. Overall, in both reviews, the focus was on individual support with digital media while teaching, especially within technology-based learning classes, mostly from a quantitative perspective. Both reviews revealed a didactic focus (learning with digital media) and hardly any study dealt with learning about digitalization.},
	language = {en-GB},
	urldate = {2023-12-29},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Mertens, Claudia and Quenzer-Alfred, Carolin and Kamin, Anna-Maria and Mays, Daniel},
	month = aug,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {51--78},
	file = {Mertens et al. - 2023 - Publication Status as a Common Inclusion Criterion.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MMQX3HN8/Mertens et al. - 2023 - Publication Status as a Common Inclusion Criterion.pdf:application/pdf},
}

@article{prensky_digital_2023,
	title = {Digital game-based learning},
	volume = {1},
	issn = {1544-3574},
	url = {https://dl.acm.org/doi/10.1145/950566.950596},
	doi = {10.1145/950566.950596},
	abstract = {Research published by University of Rochester neuroscientists C. Shawn Green and Daphne Bavelier has grabbed national attention for suggesting that playing "action" video and computer games has the positive effect of enhancing student's visual selective attention. But that finding is just one small part of a more important message that all parents and educators need to hear: Video games are not the enemy, but the best opportunity we have to engage our kids in real learning.},
	language = {de-DE},
	number = {1},
	urldate = {2023-12-09},
	author = {Prensky, Marc},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {38--40},
	file = {Prensky - 2003 - Digital game-based learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MKS87HT2/Prensky - 2003 - Digital game-based learning.pdf:application/pdf},
}

@article{weber_subjektive_2023,
	title = {Subjektive {Fortbildungsbedarfe} von {Lehrkräften} an {Schulen} in herausfordernden {Lagen}},
	issn = {1434-663X, 1862-5215},
	url = {https://link.springer.com/10.1007/s11618-023-01208-1},
	doi = {10.1007/s11618-023-01208-1},
	abstract = {The professional development of teachers is identiﬁed as a key element for supporting lower-performing students. The decision, about which professional development activities teachers attend, depends not only on the availability of the professional development activities but also on individual factors such as teachers’ interest and their professional development needs. In order to create the best possible ﬁt between teachers’ professional development needs and professional development programs, it is important to gain knowledge about teachers’ professional development needs. Against this background, the study investigates the professional development needs of in-service teachers who work at schools in socioeconomically disadvantaged areas, since this group of teachers faces particular challenges in their daily work. Based on a sample of 2923 teachers from 196 schools in socioeconomically disadvantaged areas, this study investigates in which interdisciplinary competence areas teachers indicate a need for professional development activities. Furthermore, the study examines which socio-demographic and motivational-emotional characteristics of teachers predict these needs. The results of latent structural equation modelling show that teachers perceive their professional development needs mostly in the area of learning support as well as digital media use. Moreover, the ﬁndings from open-ended questions show that teachers express professional development needs in the area of dealing with special educational needs of students and handling heterogeneity. Furthermore, the analyses show that both socio-demographic characteristics (gender, professional experience, and alternatively certiﬁcations of teachers) as well as motivational-emotional teacher characteristics (subjective competency assessments, emotional exhaustion, and attributions of student achievement) are relevant predictors of speciﬁc, interdisciplinary professional development needs. The article discusses possible consequences for the provision of professional development activities.},
	language = {de-DE},
	urldate = {2023-12-09},
	journal = {Zeitschrift für Erziehungswissenschaft},
	author = {Weber, Kira Elena and Hawlitschek, Patrick and Richter, Dirk and Klusmann, Uta},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Weber et al. - 2023 - Subjektive Fortbildungsbedarfe von Lehrkräften an .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NAC5BICE/Weber et al. - 2023 - Subjektive Fortbildungsbedarfe von Lehrkräften an .pdf:application/pdf;Weber et al. - 2023 - Subjektive Fortbildungsbedarfe von Lehrkräften an .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LFX8M3BE/Weber et al. - 2023 - Subjektive Fortbildungsbedarfe von Lehrkräften an .pdf:application/pdf},
}

@article{albahri_telemedicine_2023,
	title = {Telemedicine perception and interest among medical students at the {University} of {Sharjah}, {United} {Arab} {Emirates}, 2023},
	volume = {23},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04859-0},
	doi = {10.1186/s12909-023-04859-0},
	abstract = {Background  Telemedicine is becoming an integral part of healthcare. Training medical students in telemedicine is encouraged by many medical organizations. However, in the United Arab Emirates in particular, most medical schools have not incorporated it into their curriculum. Therefore, this study aims to assess medical students’ perceptions and interest in telemedicine teaching at the University of Sharjah, UAE.
Methods  A questionnaire-based survey was built based on the current literature and was distributed to all medical students at the University of Sharjah between February and March 2023. The questionnaire assessed the participants for their demographic data, access to and use of digital devices, exposure to and beliefs related to telemedicine, and their medical school experience with distance learning and telemedicine. The data were analyzed via simple statistics, and the Chi-square test was used to assess the associated factors affecting the participants’ interest in receiving telemedicine teaching.
Results  The questionnaire had a 70.4\% (547/777) response rate. The mean age (SD) of the participants was 20.7 years (1.57), and the majority were female (68.4\%). Over 98\% of the students reported having easy access to and being comfortable with using computers and the internet. Most students (90.5\%) believed that the medical school curriculum should include teaching in telemedicine; however, 78.2\% of these students stated that it should be included as an elective course. The participants’ interest in receiving teaching in telemedicine had a statistically significant association with the following factors: being female, being familiar with telemedicine, having read literature on telemedicine, having beliefs that telemedicine is an opportunity to improve current medical practice, that its use should be encouraged, that it has an important role to play in healthcare, that it does not pose greater threat to current medical practice, having a preference to continue distance learning at medical school and having an interest in incorporating telemedicine in their future careers.
Conclusions  It is an ideal time to incorporate telemedicine into the medical curriculum at the University of Sharjah with most students expressing interest in it. However, further research is needed to assess its applicability to other medical schools in the country and elsewhere.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-27},
	journal = {BMC Medical Education},
	author = {Albahri, Abdulaziz H. and Alnaqbi, Shatha A. and Alnaqbi, Shahad A. and Shorbagi, Sarra},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, NFS-H},
	pages = {892},
	file = {Albahri et al. - 2023 - Telemedicine perception and interest among medical.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X2SC64D4/Albahri et al. - 2023 - Telemedicine perception and interest among medical.pdf:application/pdf},
}

@article{zhang_use_2023,
	title = {Use of {Open} {Badges} for {Student} {Instructor} {Training}: {An} {Evaluation} {Case} {Study}},
	issn = {2509-8039},
	shorttitle = {Use of {Open} {Badges} for {Student} {Instructor} {Training}},
	url = {https://link.springer.com/10.1007/s41686-023-00078-4},
	doi = {10.1007/s41686-023-00078-4},
	abstract = {This article presents a case study that examines the use of digital open badges for training student instructors at a university’s multimedia lab. Over two years, the lab implemented competency-based badges to facilitate student instructors in teaching software workshops. The study was designed to evaluate the effectiveness of the training badges in meeting their goals and to identify areas for improvement in future iterations. The study found that the badge-assisted training successfully not only tracked the employees’ skills and progress but also revealed a need to make the badges more relevant to employees and increase their intrinsic motivation to use them for building portfolios. The paper concludes by discussing potential challenges that may arise when adopting a badge-assisted training approach, based on the lessons learned from this case study.},
	language = {en-GB},
	urldate = {2023-11-25},
	journal = {Journal of Formative Design in Learning},
	author = {Zhang, Jiahui and West, Richard E.},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Zhang und West - 2023 - Use of Open Badges for Student Instructor Training.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TCCJQ7IL/Zhang und West - 2023 - Use of Open Badges for Student Instructor Training.pdf:application/pdf},
}

@article{antonietti_development_2023,
	title = {“{Development} and validation of the {ICAP} {Technology} {Scale} to measure how teachers integrate technology into learning activities”},
	volume = {192},
	issn = {03601315},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S0360131522002196},
	doi = {10.1016/j.compedu.2022.104648},
	abstract = {Previous research investigating the use of technology in school has focused mainly on the fre­ quency of use of digital tools during lessons rather than investigating how technology is inte­ grated with respect to different kinds of learning activities.},
	language = {en-GB},
	urldate = {2023-11-22},
	journal = {Computers \& Education},
	author = {Antonietti, Chiara and Schmitz, Maria-Luisa and Consoli, Tessa and Cattaneo, Alberto and Gonon, Philipp and Petko, Dominik},
	month = jan,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {104648},
	file = {Antonietti et al. - 2023 - “Development and validation of the ICAP Technology.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/J5BUTD7L/Antonietti et al. - 2023 - “Development and validation of the ICAP Technology.pdf:application/pdf},
}

@article{poh_design_2023,
	title = {Design {Principles} for {Teacher} {Dashboards} to {Support} {In}-{Class} {Learning}},
	abstract = {When using learning technologies within classrooms, teachers often face challenges around supporting their students’ learning within a digital space. To address this, prior work typically augments learning technologies with teacher dashboards that display real-time student data. Although common similarities in dashboard designs can be found, not all dashboards are designed similarly as teachers and learning technologies vary greatly. There is a lack of prior work around what design principles offer best practices for designing teacher dashboards. Our work addresses this gap through a systematic literature review of research on K-12 dashboards. Our review yielded (a) a concrete list of teacher tasks that teacher dashboards should support and (b) design principles that best support the design and development of teacher dashboards.},
	language = {en-GB},
	author = {Poh, Allison and Castro, Francisco Enrique Vicente and Arroyo, Ivon},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, ⛔ No DOI found},
	file = {Poh et al. - 2023 - Design Principles for Teacher Dashboards to Suppor.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3BUYNCDJ/Poh et al. - 2023 - Design Principles for Teacher Dashboards to Suppor.pdf:application/pdf},
}

@article{schulz-quach_can_2018,
	title = {Can elearning be used to teach palliative care? – medical students’ acceptance, knowledge, and self-estimation of competence in palliative care after elearning},
	volume = {18},
	issn = {1472-6920},
	shorttitle = {Can elearning be used to teach palliative care?},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-018-1186-2},
	doi = {10/gdhrz3},
	abstract = {Background: Undergraduate palliative care education (UPCE) was mandatorily incorporated in medical education in Germany in 2009. Implementation of the new cross-sectional examination subject of palliative care (QB13) continues to be a major challenge for medical schools. It is clear that there is a need among students for more UPCE. On the other hand, there is a lack of teaching resources and patient availabilities for the practical lessons. Digital media and elearning might be one solution to this problem. The primary objective of this study is to evaluate the elearning course Palliative Care Basics, with regard to students’ acceptance of this teaching method and their performance in the written examination on the topic of palliative care. In addition, students’ selfestimation in competence in palliative care was assessed.
Methods: To investigate students’ acceptance of the elearning course Palliative Care Basics, we conducted a crosssectional study that is appropriate for proof-of-concept evaluation. The sample consisted of three cohorts of medical students of Heinrich Heine University Dusseldorf (N = 670). The acceptance of the elearning approach was investigated by means of the standard evaluation of Heinrich Heine University. The effect of elearning on students’ self-estimation in palliative care competencies was measured by means of the German revised version of the Program in Palliative Care Education and Practice Questionnaire (PCEP-GR).
Results: The elearning course Palliative Care Basics was well-received by medical students. The data yielded no significant effects of the elearning course on students’ self-estimation in palliative care competencies. There was a trend of the elearning course having a positive effect on the mark in written exam.
Conclusions: Elearning is a promising approach in UPCE and well-accepted by medical students. It may be able to increase students’ knowledge in palliative care. However, it is likely that there are other approaches needed to change students’ self-estimation in palliative care competencies. It seems plausible that experience-based learning and encounters with dying patients and their relatives are required to increases students’ self-estimation in palliative care competencies. Trial registration: Heinrich Heine University Medical School Clinical Trial Registry No. 4876 (date of approval 26.11.2014).},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Schulz-Quach, Christian and Wenzel-Meyburg, Ursula and Fetz, Katharina},
	month = dec,
	year = {2018},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {82},
	file = {Schulz-Quach et al. - 2018 - Can elearning be used to teach palliative care – .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IXLYGHNX/Schulz-Quach et al. - 2018 - Can elearning be used to teach palliative care – .pdf:application/pdf},
}

@article{youhasan_developing_2022,
	title = {Developing and evaluating an educational web-based tool for health professions education: the {Flipped} {Classroom} {Navigator}},
	volume = {22},
	issn = {1472-6920},
	shorttitle = {Developing and evaluating an educational web-based tool for health professions education},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03647-6},
	doi = {10/gs569m},
	abstract = {Background:  Flipped classroom pedagogy is a blended learning approach applied in undergraduate health professions education. However, teachers and students may require training to effectively engage in flipped classroom pedagogy. Thus, this study aimed to design, develop, and evaluate a web-based tool for fostering flipped classroom pedagogy in undergraduate health professions education.
Methods:  This is an educational design-based research with a descriptive evaluation component which was conducted in two steps: (i) design \& development and (ii) evaluation of an educational website. An expert panel was formed to evaluate the website by using a website evaluation questionnaire (WEQ). Descriptive statistics were employed to calculate the experts’ agreement level.
Results:  An innovative website design was used to provide access to a range of digital devices. The development process occurred concurrently in two steps: (i) website development and (ii) learning content development. The educational website was branded as the Flipped Classroom Navigator (FCN). Based on WEQ scores, the FCN obtained a good level of agreement (≥ 80\%) for its’ ease of use, hyperlinks, structure, relevance, comprehension, completeness, and layout.
Conclusions:  The FCN is an effective method for providing training to promote flipped classroom pedagogy in health professions education. The FCN achieved good evaluation scores and comments from experts. However, it is also necessary to obtain acceptance from the end-users, which could be the focus of future research. Nonetheless, the expert panel pinpointed areas for further development before introducing the FCN to end-users.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Youhasan, Punithalingam and Henning, Marcus A. and Chen, Yan and Lyndon, Mataroria P.},
	month = dec,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {594},
	file = {Youhasan et al. - 2022 - Developing and evaluating an educational web-based.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QPGHFZ2A/Youhasan et al. - 2022 - Developing and evaluating an educational web-based.pdf:application/pdf},
}

@article{hertling_how_2022,
	title = {How far has the digitization of medical teaching progressed in times of {COVID}-19? {A} multinational survey among medical students and lecturers in {German}-speaking central {Europe}},
	volume = {22},
	issn = {1472-6920},
	shorttitle = {How far has the digitization of medical teaching progressed in times of {COVID}-19?},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03470-z},
	doi = {10/gsj3b4},
	abstract = {Abstract
            
              Background
              To ensure successful medical education despite the COVID-19 pandemic, the demand for online instruction has substantially increased. Fast and efficient teaching in a digital format poses a great challenge for medical students and lecturers as well as the universities.
            
            
              Objective
              The aim of this study is to capture the readiness of medical students and faculty members to participate in rapidly- evolving online education.
            
            
              Methods
              This cross-sectional study is based on two questionnaires distributed among medical students and associate deans for education in Germany, Austria and Switzerland. Questions included decision- making questions, categorical questions, and open-ended questions, all addressing the frequency and format of the digital education offered, the perceived quality of digital education, and medical student satisfaction with digital education. Questions about missing content and areas for improvement from the perspectives of medical students were included. The associate deans were asked for their opinions about the impact of the pandemic on teaching, the organizational setup and implementation of digital education by universities, and plans for future initiatives.
            
            
              Results
              Three thousand and thirty medical students (m = 752 and f = 2245) from 53 universities participated in the study. The study showed that 92\% of students were affected by the pandemic, and 19\% of the students viewed the changes as entirely negative.  97\% of the medical students were able to participate in digital courses, but only 4\% were able to learn exclusively online. For 77\% of the medical students, digital offerings accounted for over 80\% of the education offered. In terms of content, medical students complained about a lack of practical teaching, such as contact with patients, lecturers, fellow medical students, and a poor perceived quality of teaching due to dubbing, frequent changeover of seminars, problem-oriented learning groups and in-person teaching, a lack of interaction possibilities and a lack of technical equipment, such as lecturers’ knowledge and server capacities, at the universities. Overall, almost half of the medical students (42\%) rated the implementation of digital teaching at their universities as good or very good. Forty-one of the 53 associate deans responded to the questionnaire, and 35 felt medical education was influenced by the pandemic. The associate deans (80\%; 33/41) felt that the digitalization of medical education was negatively influenced by the pandemic. Only 44\% (18/41) felt that their universities were well or very well positioned for digital teaching. All the associate deans believe that digital teaching in medicine will continue after the pandemic.
            
            
              Conclusions
              In the German-speaking world, the rapid conversion of medical teaching to a digital format has been well implemented in many cases. The perceived quality of the implementation of digital education still lacks practical relevance and the use of new digital media, such as learning games, VR, and online question time. The digital format of medical education will likely continue beyond the COVID-19 pandemic.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Hertling, Stefan Ferdinand and Back, David Alexander and Eckhart, Niklas and Kaiser, Mario and Graul, Isabel},
	month = dec,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {387},
	file = {Hertling et al. - 2022 - How far has the digitization of medical teaching p.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VS8L6CJR/Hertling et al. - 2022 - How far has the digitization of medical teaching p.pdf:application/pdf},
}

@article{cole_using_2017,
	title = {Using social media to support small group learning},
	volume = {17},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-017-1060-7},
	doi = {10/gcsgrs},
	abstract = {Background: Medical curricula are increasingly using small group learning and less didactic lecture-based teaching. This creates new challenges and opportunities in how students are best supported with information technology. We explored how university-supported and external social media could support collaborative small group working on our new undergraduate medical curriculum.
Methods: We made available a curation platform (Scoop.it) and a wiki within our virtual learning environment as part of year 1 Case-Based Learning, and did not discourage the use of other tools such as Facebook. We undertook student surveys to capture perceptions of the tools and information on how they were used, and employed software user metrics to explore the extent to which they were used during the year.
Results: Student groups developed a preferred way of working early in the course. Most groups used Facebook to facilitate communication within the group, and to host documents and notes. There were more barriers to using the wiki and curation platform, although some groups did make extensive use of them. Staff engagement was variable, with some tutors reviewing the content posted on the wiki and curation platform in face-to-face sessions, but not outside these times. A small number of staff posted resources and reviewed student posts on the curation platform.
Conclusions: Optimum use of these tools depends on sufficient training of both staff and students, and an opportunity to practice using them, with ongoing support. The platforms can all support collaborative learning, and may help develop digital literacy, critical appraisal skills, and awareness of wider health issues in society.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Cole, Duncan and Rengasamy, Emma and Batchelor, Shafqat and Pope, Charles and Riley, Stephen and Cunningham, Anne Marie},
	month = dec,
	year = {2017},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {201},
	file = {Cole et al. - 2017 - Using social media to support small group learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TJRK9CNI/Cole et al. - 2017 - Using social media to support small group learning.pdf:application/pdf},
}

@article{wolf_covid-19_2022,
	title = {{COVID}-19: a catalyst for the digitization of surgical teaching at a {German} {University} {Hospital}},
	volume = {22},
	issn = {1472-6920},
	shorttitle = {{COVID}-19},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03362-2},
	doi = {10/grtszt},
	abstract = {Background:  The summer semester 2020, had to be restructured due to the SARS-CoV-2 pandemic and the associated contact restrictions. Here, for the first time, the established lectures in lecture halls and small group seminars could not be conducted in presence as usual. A possible tool for the implementation of medical teaching, offers the use of eLearning, online webinars and learning platforms. At present it is unclear how the SARS-CoV-2 pandemic will affect surgical teaching, how digitization will be accepted by students, and how virtual teaching can be expanded in the future.
Methods:  The teaching, which was previously delivered purely through face-to-face lectures, was completely converted to digital media. For this purpose, all lectures were recorded and were available to students on demand. The seminars were held as a twice a week occurring online webinar. The block internship was also conducted as a daily online webinar and concluded with an online exam at the end. At the end of the semester, a survey of the students was carried out, which was answered by n = 192 students with an anonymized questionnaire. The questionnaire inquires about the previous and current experience with eLearning, as well as the possibility of a further development towards a purely digital university.
Results:  There were n = 192 students in the study population. For 88\%, the conversion of classes to web-based lectures represented their first eLearning experience. For 77\% of all students, the digitization of teaching led to a change in the way they prepare for class. 73\% of the participating students are of the opinion that eLearning lectures should continue to be offered. 54\% of the students felt that eLearning lectures made more sense than face-to-face lectures. A purely virtual university could be imagined by 41\% of the students.
Conclusion:  The conversion of teaching represented the first contact with eLearning for most students. Overall, the eLearning offering was experienced as positive. Due to the new teaching structure, the way of learning had already changed during the semester. Based on the new eLearning content, the already existing formats can be further expanded in the future. Nevertheless, it turned out that the practical-surgical contents and skills cannot be adequately represented by purely online offers; for this, the development of hybrid practice-oriented teaching concepts is necessary.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Wolf, Milan Anton and Pizanis, Antonius and Fischer, Gerrit and Langer, Frank and Scherber, Philipp and Stutz, Janine and Orth, Marcel and Pohlemann, Tim and Fritz, Tobias},
	month = dec,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {308},
	file = {Wolf et al. - 2022 - COVID-19 a catalyst for the digitization of surgi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JZA75U8X/Wolf et al. - 2022 - COVID-19 a catalyst for the digitization of surgi.pdf:application/pdf},
}

@article{goob_first_2022,
	title = {First evaluation of an app to optimize and organize the processes and assessments in dental clinical courses},
	volume = {22},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03945-z},
	doi = {10/gs567p},
	abstract = {Background:  Digital teaching and learning tools, such as computer/mobile apps, are becoming an important factor in modern university education. The objective of our study was to introduce, analyze, and assess an organization and dual assessment app for clinical courses in dental medicine.
Methods:  This was a survey-based study of dental students from the clinical study phase (4th/5th year; 8th/10th semester) of a department of prosthetic dentistry at a German university hospital about the benefits of a novel webbased and mobile app for organization and dual assessment of dental clinical courses. A total of eight questions were answered in an anonymous online survey. Data were analyzed using the Kolmogorov-Smirnov test, followed by an exploratory data analysis (α {\textless} 0.05).
Results:  The app was given an average grade of 2.4, whereby 56.9\% of the respondents rated the app with a grade of 2 (2 = good). In all, 94.6\% of the study participants had not experienced any technical problems when using the app. Concerning the assessment, teaching doctor assessment (51.5 [IQR: 44.0]) was rated significantly better (p = 0.002) than self-assessment (39.5 [IQR: 32.8]).
Conclusions:  This investigation evaluated a newly introduced app to optimize dental clinical course workflows and assessment. The organizational feature was rated as good, while the daily self- and teaching doctor assessments were evaluated as less important. The results outline how the use of app technologies can provide an infrastructure for managing organization and daily assessments in dental education.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Goob, Janosch and Possert, Philipp and Klören, Markus and Erdelt, Kurt and Güth, Jan-Frederik and Edelhoff, Daniel and Liebermann, Anja},
	month = dec,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {872},
	file = {Goob et al. - 2022 - First evaluation of an app to optimize and organiz.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XL8XF2C6/Goob et al. - 2022 - First evaluation of an app to optimize and organiz.pdf:application/pdf},
}

@article{brandenberger_integrating_2023,
	title = {Integrating technology with work practices in primary care: challenges to sustainable organizing “from within”},
	issn = {0969-6474, 0969-6474},
	shorttitle = {Integrating technology with work practices in primary care},
	url = {https://www.emerald.com/insight/content/doi/10.1108/TLO-01-2023-0009/full/html},
	doi = {10/gs3qfc},
	abstract = {Purpose – This paper aims to generate a better understanding of how challenges and opportunities for sustainable change during digitalization relate to the organizing work of change agents mandated to facilitate technology adoption from within local work organizations.},
	language = {en-GB},
	urldate = {2023-11-04},
	journal = {The Learning Organization},
	author = {Brandenberger, Isabel Alexandra and Hasu, Mervi Anneli and Nerland, Monika},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Brandenberger et al. - 2023 - Integrating technology with work practices in prim.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/INUTTJC9/Brandenberger et al. - 2023 - Integrating technology with work practices in prim.pdf:application/pdf},
}

@inproceedings{breitschwerdt_dialog-_2023,
	title = {Dialog- und gestaltungsorientierte {Forschung} in der {Erwachsenenbildung}/ {Weiterbildung} im {Kontext} von {Digitalisierung}},
	abstract = {Digitization entails the blurring of boundaries which influence the design of teaching and learning processes in adult and continuing education. The resulting development requirements for the fields of practice have potential for applied research in adult and continuing education. Using the example of the DigiEB research project, this article discusses perspectives of dialogue- and design-oriented research in adult and continuing education and identifies opportunities and challenges. The opportunities lie in the changed perception of science by practitioners, the building of trust through the involvement of umbrella organizations, as well as the identification of needs for the digitization developments and the actual needs of practitioners. Challenges arise regarding the limitations of project durations and financial resources, demands on competencies for self-reflection by researchers, and the focus on individual cases in the empirical procedure. Dialogue- and design-oriented research requires a change in the attitude of researchers, a trusting relationship with actors in practice, as well as appropriate financial and temporal framework conditions.},
	language = {de-DE},
	booktitle = {Entgrenzungen: {Beiträge} zum 28. {Kongress} der {Deutschen} {Gesellschaft} für {Erziehungswissenschaft}},
	publisher = {Verlag Barbara Budrich},
	author = {Breitschwerdt, Lisa and Egetenmeyer, Regina},
	editor = {Heinemann, Alisha and Karakaşoğlu, Yasemin and Linnemann, Tobias and Rose, Nadine and Sturm, Tanja},
	year = {2023},
	keywords = {\#0:Konfernenz-Paper:digital:learning, ⛔ No DOI found, Charité:Promotion, Promotion:Literaturanalyse},
	file = {Breitschwerdt und Egetenmeyer - Dialog- und gestaltungsorientierte Forschung in de.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SMAZ72XD/Breitschwerdt und Egetenmeyer - Dialog- und gestaltungsorientierte Forschung in de.pdf:application/pdf},
}

@inproceedings{breiwe__2023,
	title = {„{Die}, die zu {Hause} sind: Übt einfach weiter.“},
	abstract = {In times of the pandemic, teachers are challenged to do remote teaching. In the sense of the culture of digitality (Stalder 2019), new virtual, hybrid, participatory, and even transnational teaching and learning spaces that emerge as a result can be simultaneously individualized and networked. In contrast, there are attachments to traditional notions of teaching that are oriented toward paradigms of orality, scriptography, and typography (Krommer 2019). Thus, face-to-face instruction is normatively considered the teaching, while digitized forms of instruction are seen as compensatory substitutes (Krommer/Wampfler 2021). In this article, it is analyzed on the basis of ethnographic observations of hybrid teaching whether and to what extent digitalized forms of teaching-learning are associated with transformative developments of teaching in terms of the culture of diversity and digitality. It is shown that instructional practices follow a conventional order of teaching that runs counter to the transformative potentials of diversity and digitality.},
	language = {de-DE},
	booktitle = {Beiträge zum 28. {Kongress} der {Deutschen} {Gesellschaft} für {Erziehungswissenschaft}},
	publisher = {Verlag Barbara Budrich},
	author = {Breiwe, René and Liegmann, Anke B and Racherbäumer, Kathrin and Schwehr, Marion and Bau, Jessica},
	editor = {Heinemann, Alisha and Karakaşoğlu, Yasemin and Linnemann, Tobias and Rose, Nadine and Sturm, Tanja},
	year = {2023},
	keywords = {\#0:Konferenz-Paper:digital:learning, ⛔ No DOI found, Charité:Promotion, Promotion:Literaturanalyse},
	file = {Breiwe et al. - „Die, die zu Hause sind Übt einfach weiter.“.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZN3WDQNM/Breiwe et al. - „Die, die zu Hause sind Übt einfach weiter.“.pdf:application/pdf},
}

@article{oittinen_highlighting_2023,
	title = {Highlighting as a referential and collaborative practice in multiparty video-mediated learning activities},
	issn = {1946-3014, 1946-3022},
	url = {https://www.tandfonline.com/doi/full/10.1080/19463014.2023.2259020},
	doi = {10/gsx9nz},
	abstract = {This paper investigates the accomplishment of highlighting in multi­ party video-mediated learning activities. The focus is on moments of screen sharing and the verbal, embodied, and digital resources parti­ cipants deploy to draw joint attention to a referent on screen. Drawing on screen recorded data (90 h) from an adult education setting (i.e. online crisis management course) and using multimodal conversation analysis (CA), the paper illustrates that highlighting consists of carefully coordinated conduct, including the mobilisation of the cursor and the selection of parts of text in concert with talk and bodily-visual practices. The analysis shows highlighting as a referential and collaborative practice used: 1) to establish and maintain co-participants’ attention to specific topics and items (e.g. words) during multi-unit turns, and 2) to initiate negotiations of written content. The study contributes to a better understanding of screens and digital objects as collaborative and structuring resources and of how they can be meaningfully deployed in task-based online teaching and learning.},
	language = {en-GB},
	urldate = {2023-10-22},
	journal = {Classroom Discourse},
	author = {Oittinen, Tuire},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {1--23},
	file = {Oittinen - 2023 - Highlighting as a referential and collaborative pr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6EB57D2M/Oittinen - 2023 - Highlighting as a referential and collaborative pr.pdf:application/pdf},
}

@article{servos_simple_2023,
	title = {A simple approach of applying blended learning to problem-based learning is feasible, accepted and does not affect evaluation and exam results—a just pre-pandemic randomised controlled mixed-method study},
	volume = {396},
	issn = {0028-1298, 1432-1912},
	url = {https://link.springer.com/10.1007/s00210-022-02306-3},
	doi = {10/gsqgrx},
	abstract = {We tested for feasibility, acceptance, and “non-inferiority” of small-group teaching applying blended learning (i.e., the integration of face-to-face and online instruction) to problem-based learning (bPbL) compared to conventional PbL (cPbL). In a just pre-pandemic, randomised controlled trial, 317 students attended either bPbL or cPbL groups. The first meeting of the bPbL groups took place online via written internet chat, while cPbL groups met on site. All groups met on site the second time. All students had the opportunity to attend lectures either on site or as videos on demand. We analysed student evaluation data, results in a final summative exam, attendance of lectures on site and use of lecture videos. Furthermore, we performed a qualitative analysis of student statements made in semi-structured group interviews about pros and cons of the bPbL approach. There was no difference between students of either bPbL or cPbL groups with respect to exam results (score: 14.3 ± 2.8 vs. 13.8 ± 2.7) or course evaluation. However, relatively more bPbL than cPbL students reported having used lecture videos, while the proportion of those attending lectures on-site was higher among cPbL students. Interviews revealed that some of the bPbL students’ experiences were unexpected and feared disadvantages seemed to be less severe than expected. Participation in a blended PbL format did not worsen course evaluations or exam results, but seemed to influence lecture attendance. The combination of face-to-face and digital elements could be suitable as a hybrid approach to digital instruction in the post-pandemic era.},
	language = {en-GB},
	number = {1},
	urldate = {2023-09-13},
	journal = {Naunyn-Schmiedeberg's Archives of Pharmacology},
	author = {Servos, Ulrike and Reiß, Birger and Stosch, Christoph and Karay, Yassin and Matthes, Jan},
	month = jan,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Multimedia},
	pages = {139--148},
	file = {Servos et al. - 2023 - A simple approach of applying blended learning to .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RR4IJXZQ/Servos et al. - 2023 - A simple approach of applying blended learning to .pdf:application/pdf},
}

@article{wagner_digitalisierung_2023,
	title = {Digitalisierung als {Störung}?: {Zum} {Einsatz} digitaler {Medien} im {Religionsunterricht}},
	issn = {1424-3636},
	shorttitle = {Digitalisierung als {Störung}?},
	url = {https://www.medienpaed.com/article/view/1480},
	doi = {10/gr2xdn},
	abstract = {The application of digital learning tools, e.g. tablets, is re-structuring the asymmetrical organization of communication in the classroom. In our empirical ethnographic study of religious instruction using tablets, we will focus on interactional episodes in which the relationship between teacher and pupils is being made symmetrical at least for a certain amount of time. Teachers are reacting to this altered situation by adjusting their selfdescription, especially reflecting on the relationship between the role of the teacher and the role of the pupil. Implementing the digital teaching situation does not come about without frictions. Instead, it stresses the fact that the traditional teaching situation relies heavily on asymmetries and, therefore, tends to obstruct the implementation of digital media rather than to support it. Therefore, our qualitative-empirical analysis will conclude that the asymmetrically organized teaching situation is a disruptive factor for the implementation of digital media.},
	language = {de-DE},
	urldate = {2023-04-01},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Wagner, Elke and Nord, Ilona and Adam, Oliver},
	month = mar,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Multimedia},
	pages = {1--21},
	file = {Wagner et al. - 2023 - Digitalisierung als Störung Zum Einsatz digitale.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/25IYGHRK/Wagner et al. - 2023 - Digitalisierung als Störung Zum Einsatz digitale.pdf:application/pdf},
}

@article{schlutz_partizipative_2023,
	title = {Partizipative {Mediendidaktik} als {Gateway} für ziviles {Engagement} von {Heranwachsenden} und die {Rolle} persönlicher {Lernumgebungen}},
	issn = {1424-3636},
	url = {https://www.medienpaed.com/article/view/1502},
	doi = {10/grz952},
	abstract = {This paper models the relationship between children and adolescents’ participatory practices in a digital media environment and their civic engagement. In doing so, we draw on Gotlieb and Sarge’s model (2021), in which attributes of participatory media use (expressivity, performance, collaboration) are linked with motivational processes of self-determination as well as the forming of civic skills. Second, we refer to the structural model of participatory media didactics Mayrberger (2019) and focus on considerations regarding self-determined learning in order to combine communication science concepts with relevant approaches in (media) pedagogy and educational science. Developing and fostering participatory skills of adolescents within the framework of participatory media didactics in formal and informal educational contexts is thus understood to be a gateway for civic engagement for adolescents. Against this background, we argue that the design of the personal learning environment (PLE) and the corresponding composition of media arrangements in different learning contexts by adolescents are of high importance. Using quantitative survey data within the context of the study web, the article explores the potential of digital PLE and thus participatory action in educational contexts for the civic engagement of adolescents.},
	language = {de-DE},
	urldate = {2023-03-27},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Schlütz, Daniela and Fehr, Ada and Fecke, Malin and Tellisch, Christin},
	month = mar,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Multimedia},
	pages = {229--255},
	file = {Schlütz et al. - 2023 - Partizipative Mediendidaktik als Gateway für zivil.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZC7YBVCE/Schlütz et al. - 2023 - Partizipative Mediendidaktik als Gateway für zivil.pdf:application/pdf},
}

@article{iberer_ulrich_vom_2022,
	title = {Vom „{eLearning}“ zum „{Hybrid} {Learning}“: {Adaptionsprozesse} in der {Studiengangsentwicklung}},
	copyright = {Deutsches Urheberrecht},
	shorttitle = {Vom „{eLearning}“ zum „{Hybrid} {Learning}“},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=24219},
	doi = {10/grstgv},
	abstract = {Wie entwickelt sich ein Studienangebot über einen längeren Zeitraum? Wie verändert es sich in seinen konzeptionellen und didaktischen Komponenten? Wie kann dieser Prozess beschrieben werden? Der Beitrag versucht die didaktische Konzeption von Weiterbildungsprogrammen aus einer längeren zeitlichen Perspektive zu betrachten. Hierzu werden zunächst generelle Modelle der Studiengangsentwicklung im Kontext von digitaler Transformationen dargelegt und anschließend an einem Fallbeispiel illustriert. Mit Blick darauf und aus einer längerfristigen Perspektive wird deutlich, dass der in den klassischen Modellen unterstellte kontinuierliche Wandel immer wieder von markanten Umgestaltungen durchsetzt ist und sich so unterschiedliche Entwicklungsphasen zeigen.},
	language = {de-DE},
	urldate = {2023-02-17},
	author = {Iberer, Ulrich},
	month = mar,
	year = {2022},
	note = {Publisher: DGWF},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Multimedia, Deutschland, Digitale Bildung, Germany, Virtual learning, Fundamental concepts, Channel of academic studies, Course of studies, Course of study, Studiengang, Conception, Further education offer, Konzeption, Weiterbildungsangebot, Wissenschaftliche Weiterbildung, Pädagogische Hochschule, Teacher training college, Teachers' college, Berufsbegleitendes Studium, Occupation accompanying studies, Baden-Wurtemberg, Baden-Wurttemberg, Baden-Württemberg, Exemplary model, Fallbeispiel, Bildungsmanagement, Educational management, Ludwigsburg, Master course, Master-Studiengang},
	file = {Iberer, Ulrich - 2022 - Vom „eLearning“ zum „Hybrid Learning“ Adaptionspr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SMXJB5UK/Iberer, Ulrich - 2022 - Vom „eLearning“ zum „Hybrid Learning“ Adaptionspr.pdf:application/pdf},
}

@article{dalhaus_digitale_2023,
	title = {Digitale {Kompetenz}-{Bildung} zwischen institutionellen {Anforderungen} und lebensweltlichen {Zugehörigkeiten}},
	volume = {52},
	issn = {1424-3636},
	url = {https://www.medienpaed.com/article/view/1424},
	doi = {10/grsntm},
	abstract = {In the current discourse on education policy and school pedagogy, competence requirements are becoming clear in connection with digitisation measures in schools, which aim to enable heterogeneous learners to «find their way in a digitised society» (Autorengruppe Bildungsberichterstattung 2020). What remains unconsidered are the experiences of children and young people in digital youth cultures, in the context of which they acquire basic personal, social and application-related professional competences with their desire for recognition and belonging without guidance. From a diversitysensitive scientific-analytical perspective and with reference to the construction of belonging (Hall 2004; Mecheril 2003) and (student) habitus (Bourdieu 1992; Kramer 2014), this article asks about the lifeworld needs and experiences of students, contrasts them with currently visible institutional-digital competence requirements in schools and, on the basis of the assumption of a constructed «digital divide», elaborates the problems and dangers of differentiation and consolidation of inequality of opportunity. From a pedagogical-didactic point of view, the results point to the necessity of establishing a digital learning culture that aims to competence formation within the framework of which the self-determined and equally socially responsible production of lifeworld digital affiliations by students becomes possible, regardless of their «ethnicity», their «gender», their «educational position», etc.},
	language = {de-DE},
	urldate = {2023-02-16},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Dalhaus, Eva},
	month = feb,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Multimedia},
	pages = {237--256},
	file = {Dalhaus - 2023 - Digitale Kompetenz-Bildung zwischen institutionell.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MNDH7E2P/Dalhaus - 2023 - Digitale Kompetenz-Bildung zwischen institutionell.pdf:application/pdf},
}

@article{wagner_digitalisierung_2019,
	title = {Digitalisierung von {Coaching} – eine {Replik} auf {Bachmann} und {Fietze}},
	volume = {26},
	issn = {1618-808X, 1862-2577},
	url = {http://link.springer.com/10.1007/s11613-019-00617-8},
	doi = {10.1007/s11613-019-00617-8},
	abstract = {Bachmann and Fietze (2018) describe the challenges and risks of digitization, especially through digital coaching platforms in the open coaching market. The replica wants to show that the answer of the coaching community demanded by the authors can consist of three aspects: learning from the development in psychosocial online counselling, focusing on the chances of digitally supported coaching within organizations. Thirdly, in the consistent development of blended coaching formats as a future model. This requires professionalization and a change of attitude within the community towards digital coaching, as also reﬂected in Bachmann and Fietzes’ article.},
	language = {de-DE},
	number = {3},
	urldate = {2022-12-08},
	journal = {Organisationsberatung, Supervision, Coaching},
	author = {Wagner, Ursula},
	month = sep,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Multimedia},
	pages = {409--419},
	file = {Wagner - 2019 - Digitalisierung von Coaching – eine Replik auf Bac.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5MSQHL9X/Wagner - 2019 - Digitalisierung von Coaching – eine Replik auf Bac.pdf:application/pdf},
}

@article{bader_time_2022,
	title = {time (space) matters: {Mediatisierte} {Zeit}(räume) in {Tutorial}-{Videos}},
	issn = {1424-3636},
	shorttitle = {time (space) matters},
	url = {https://www.medienpaed.com/article/view/1364},
	doi = {10.21240/mpaed/jb18/2022.02.22.X},
	abstract = {Am Beispiel von Tutorial-Videos als digitale Lehr- und Lern-Medien fragt der Beitrag nach deren medialen Eigenheiten und medial durchwirkten Bildungspotenzialen. Inwiefern schwingen mediale Übersetzungsprozesse, medial vermittelte Momente des Zeigens und Erklärens implizit in der Ausgestaltung solcher Videos mit? Inwiefern werden sie explizit genutzt? Und welche Bildungspotenziale birgt ein medial sensibilisierter Umgang mit (audio-)visuellen Gestaltungsmöglichkeiten? Im Rahmen aktueller Lehrentwicklungen (Blended und Distance Learning) lohnt sich eine genauere Untersuchung insbesondere bildungsrelevanter, medienästhetischer Dimensionen bestimmter (Lehr-/Lern-)Medien und Tools. Mit Erfolgsgarantie werbend – z. B. zum perspektivisch ‹richtigen› Zeichnen – suggerieren Tutorial-Videos Verständlichkeit, Machbarkeit und einen schnellen, selbstbestimmten Zugriff auf deren Lerninhalte (z. B. durch Fast Forward, Pause, Wiederholung). Zugleich kann die damit einhergehende Effektivitätslogik einer unreflektierten Reproduktion impliziter normativer Vorstellungen Vorschub leisten. Die Frage nach dem Wie der Darstellung kann dahingehend eine medial sensibilisierte, repräsentationskritische Sichtweise eröffnen. Beispielsweise kann sich ‹laienhafte› Nachlässigkeit in einer (irritierenden) Bildstörung als bildend zeigen, wenn sie die Aufmerksamkeit von Rezipierenden auf deren eigene Wahrnehmung lenkt und sie dazu auffordert, sich zu erklärten und gezeigten Inhalten (bewusster) ins Verhältnis zu setzen, satt vorschnell einer ‹Verstehensillusion› zu erliegen. Im Sinne einer transformatorischen Bildungstheorie sind solche Wahrnehmungsbrüche potenziell eher ermächtigend als beispielsweise die symbolische Form der Perspektive selbst und ermöglichen eine kritische Auseinandersetzung damit. Im vorliegenden Text-Bild-Beitrag nutzen wir distanzierend-kritische sowie künstlerisch-experimentelle Methoden, um medial bedingte Bildungspotenziale in Tutorial-Videos aufzudecken und weiterzudenken.},
	language = {de-DE},
	urldate = {2022-03-01},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Bader, Nadia and Karl, Notburga},
	month = feb,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Multimedia},
	pages = {119--154},
	file = {Bader und Karl - 2022 - time (space) matters Mediatisierte Zeit(räume) in.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P68I5GL3/Bader und Karl - 2022 - time (space) matters Mediatisierte Zeit(räume) in.pdf:application/pdf},
}

@article{tudor_car_digital_2021,
	title = {Digital {Health} {Training} {Programs} for {Medical} {Students}: {Scoping} {Review}},
	volume = {7},
	issn = {2369-3762},
	shorttitle = {Digital {Health} {Training} {Programs} for {Medical} {Students}},
	url = {https://mededu.jmir.org/2021/3/e28275},
	doi = {10.2196/28275},
	abstract = {Background: Medical schools worldwide are accelerating the introduction of digital health courses into their curricula. The COVID-19 pandemic has contributed to this swift and widespread transition to digital health and education. However, the need for digital health competencies goes beyond the COVID-19 pandemic because they are becoming essential for the delivery of effective, efficient, and safe care.
Objective: This review aims to collate and analyze studies evaluating digital health education for medical students to inform the development of future courses and identify areas where curricula may need to be strengthened.
Methods: We carried out a scoping review by following the guidance of the Joanna Briggs Institute, and the results were reported in accordance with the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews) guidelines. We searched 6 major bibliographic databases and gray literature sources for articles published between January 2000 and November 2019. Two authors independently screened the retrieved citations and extracted the data from the included studies. Discrepancies were resolved by consensus discussions between the authors. The findings were analyzed using thematic analysis and presented narratively.
Results: A total of 34 studies focusing on different digital courses were included in this review. Most of the studies (22/34, 65\%) were published between 2010 and 2019 and originated in the United States (20/34, 59\%). The reported digital health courses were mostly elective (20/34, 59\%), were integrated into the existing curriculum (24/34, 71\%), and focused mainly on medical informatics (17/34, 50\%). Most of the courses targeted medical students from the first to third year (17/34, 50\%), and the duration of the courses ranged from 1 hour to 3 academic years. Most of the studies (22/34, 65\%) reported the use of blended education. A few of the studies (6/34, 18\%) delivered courses entirely digitally by using online modules, offline learning, massive open online courses, and virtual patient simulations. The reported courses used various assessment approaches such as paper-based assessments, in-person observations, and online assessments. Most of the studies (30/34, 88\%) evaluated courses mostly by using an uncontrolled before-and-after design and generally reported improvements in students’ learning outcomes.
Conclusions: Digital health courses reported in literature are mostly elective, focus on a single area of digital health, and lack robust evaluation. They have diverse delivery, development, and assessment approaches. There is an urgent need for high-quality studies that evaluate digital health education.},
	language = {en-GB},
	number = {3},
	urldate = {2021-12-12},
	journal = {JMIR Medical Education},
	author = {Tudor Car, Lorainne and Kyaw, Bhone Myint and Nannan Panday, Rishi S and van der Kleij, Rianne and Chavannes, Niels and Majeed, Azeem and Car, Josip},
	month = jul,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Multimedia, education, eHealth, digital health, scoping review, electronic health records, medical students, computer literacy},
	pages = {e28275},
	file = {Tudor Car et al. - 2021 - Digital Health Training Programs for Medical Stude.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MRHHZGCG/Tudor Car et al. - 2021 - Digital Health Training Programs for Medical Stude.pdf:application/pdf},
}

@article{tackett_use_2021,
	title = {Use of {Commercially} {Produced} {Medical} {Education} {Videos} in a {Cardiovascular} {Curriculum}: {Multiple} {Cohort} {Study}},
	volume = {7},
	issn = {2369-3762},
	shorttitle = {Use of {Commercially} {Produced} {Medical} {Education} {Videos} in a {Cardiovascular} {Curriculum}},
	url = {https://mededu.jmir.org/2021/4/e27441},
	doi = {10.2196/27441},
	abstract = {Background: Short instructional videos can make learning more efficient through the application of multimedia principles, and video animations can illustrate the complex concepts and dynamic processes that are common in health sciences education. Commercially produced videos are commonly used by medical students but are rarely integrated into curricula.
Objective: Our goal was to examine student engagement with medical education videos incorporated into a preclinical Cardiovascular Systems course.
Methods: Students who took the first-year 8-week Cardiovascular Systems course in 2019 and 2020 were included in the study. Videos from Osmosis were recommended to be watched before live sessions throughout the course. Video use was monitored through dashboards, and course credit was given for watching videos. All students were emailed electronic surveys after the final exam asking about the course’s blended learning experience and use of videos. Osmosis usage data for number of video views, multiple choice questions, and flashcards were extracted from Osmosis dashboards.
Results: Overall, 232/359 (64.6\%) students completed surveys, with rates by class of 81/154 (52.6\%) for MD Class of 2022, 39/50 (78\%) for MD/MPH Class of 2022, and 112/155 (72.3\%) for MD Class of 2023. Osmosis dashboard data were available for all 359 students. All students received the full credit offered for Osmosis engagement, and learning analytics demonstrated regular usage of videos and other digital platform features. Survey responses indicated that most students found Osmosis videos to be helpful for learning (204/232, 87.9\%; P=.001) and preferred Osmosis videos to the traditional lecture format (134/232, 57.8\%; P{\textless}.001).
Conclusions: Commercial medical education videos may enhance curriculum with low faculty effort and improve students’ learning experiences. Findings from our experience at one medical school can guide the effective use of supplemental digital resources for learning, and related evaluation and research.},
	language = {en-GB},
	number = {4},
	urldate = {2021-12-12},
	journal = {JMIR Medical Education},
	author = {Tackett, Sean and Green, David and Dyal, Michael and O'Keefe, Erin and Thomas, Tanya Emmanuelle and Nguyen, Tiffany and Vo, Duyen and Patel, Mausam and Murdock, Christopher J and Wolfe, Erin M and Shehadeh, Lina A},
	month = oct,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Multimedia, Digitale Bildung, education, medical education, teaching, flipped classroom, medical students, commercial videos, health science education, organ-systems courses},
	pages = {e27441},
	file = {Tackett et al. - 2021 - Use of Commercially Produced Medical Education Vid.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R4I7V9CA/Tackett et al. - 2021 - Use of Commercially Produced Medical Education Vid.pdf:application/pdf},
}

@article{kyaw_effectiveness_2019,
	title = {Effectiveness of {Digital} {Education} on {Communication} {Skills} {Among} {Medical} {Students}: {Systematic} {Review} and {Meta}-{Analysis} by the {Digital} {Health} {Education} {Collaboration}},
	volume = {21},
	issn = {1438-8871},
	shorttitle = {Effectiveness of {Digital} {Education} on {Communication} {Skills} {Among} {Medical} {Students}},
	url = {http://www.jmir.org/2019/8/e12967/},
	doi = {10.2196/12967},
	abstract = {Background
              Effective communication skills are essential in diagnosis and treatment processes and in building the doctor-patient relationship.
            
            
              Objective
              Our aim was to evaluate the effectiveness of digital education in medical students for communication skills development. Broadly, we assessed whether digital education could improve the quality of future doctors’ communication skills.
            
            
              Methods
              We performed a systematic review and searched seven electronic databases and two trial registries for randomized controlled trials (RCTs) and cluster RCTs (cRCTs) published between January 1990 and September 2018. Two reviewers independently screened the citations, extracted data from the included studies, and assessed the risk of bias. We also assessed the quality of evidence using the Grading of Recommendations, Assessment, Development, and Evaluations assessment (GRADE).
            
            
              Results
              We included 12 studies with 2101 medical students, of which 10 were RCTs and two were cRCTs. The digital education included online modules, virtual patient simulations, and video-assisted oral feedback. The control groups included didactic lectures, oral feedback, standard curriculum, role play, and no intervention as well as less interactive forms of digital education. The overall risk of bias was high, and the quality of evidence ranged from moderate to very low. For skills outcome, meta-analysis of three studies comparing digital education to traditional learning showed no statistically significant difference in postintervention skills scores between the groups (standardized mean difference [SMD]=–0.19; 95\% CI –0.9 to 0.52; I2=86\%, N=3 studies [304 students]; small effect size; low-quality evidence). Similarly, a meta-analysis of four studies comparing the effectiveness of blended digital education (ie, online or offline digital education plus traditional learning) and traditional learning showed no statistically significant difference in postintervention skills between the groups (SMD=0.15; 95\% CI –0.26 to 0.56; I2=86\%; N=4 studies [762 students]; small effect size; low-quality evidence). The additional meta-analysis of four studies comparing more interactive and less interactive forms of digital education also showed little or no difference in postintervention skills scores between the two groups (SMD=0.12; 95\% CI: –0.09 to 0.33; I2=40\%; N=4 studies [893 students]; small effect size; moderate-quality evidence). For knowledge outcome, two studies comparing the effectiveness of blended online digital education and traditional learning reported no difference in postintervention knowledge scores between the groups (SMD=0.18; 95\% CI: –0.2 to 0.55; I2=61\%; N=2 studies [292 students]; small effect size; low-quality evidence). The findings on attitudes, satisfaction, and patient-related outcomes were limited or mixed. None of the included studies reported adverse outcomes or economic evaluation of the interventions.
            
            
              Conclusions
              We found low-quality evidence showing that digital education is as effective as traditional learning in medical students’ communication skills training. Blended digital education seems to be at least as effective as and potentially more effective than traditional learning for communication skills and knowledge. We also found no difference in postintervention skills between more and less interactive forms of digital education. There is a need for further research to evaluate the effectiveness of other forms of digital education such as virtual reality, serious gaming, and mobile learning on medical students’ attitude, satisfaction, and patient-related outcomes as well as the adverse effects and cost-effectiveness of digital education.},
	language = {en-GB},
	number = {8},
	urldate = {2021-12-12},
	journal = {Journal of Medical Internet Research},
	author = {Kyaw, Bhone Myint and Posadzki, Pawel and Paddock, Sophie and Car, Josip and Campbell, James and Tudor Car, Lorainne},
	month = aug,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Multimedia, communication skills, effectiveness, medical education, randomized controlled trials, systematic review},
	pages = {e12967},
	file = {Kyaw et al. - 2019 - Effectiveness of Digital Education on Communicatio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EYZIB3BP/Kyaw et al. - 2019 - Effectiveness of Digital Education on Communicatio.pdf:application/pdf;Kyaw et al. - 2019 - Effectiveness of Digital Education on Communicatio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5DI9MRRW/Kyaw et al. - 2019 - Effectiveness of Digital Education on Communicatio.pdf:application/pdf},
}

@article{drossel_schools_2020,
	title = {Schools overcoming the digital divide: in depth analyses towards organizational resilience in the computer and information literacy domain},
	volume = {8},
	issn = {2196-0739},
	shorttitle = {Schools overcoming the digital divide},
	url = {https://largescaleassessmentsineducation.springeropen.com/articles/10.1186/s40536-020-00087-w},
	doi = {10/ghfb62},
	abstract = {Abstract
            
              Background
              The ongoing digitalization poses new challenges for schools concerning students’ digital skills. In this context, the International Computer and Information Literacy Study (IEA-ICILS 2018) has identified substantial social disparities concerning computer and information literacy of grade 8 students. Furthermore, it has been observed that many schools, especially those located in socioeconomically challenged areas, are particularly engaged in supporting students’ digital literacy and innovatively designing learning processes with information and communications technology (ICT). Empirical studies have made it apparent that some schools have high average achievements concerning domains such as reading literacy and mathematics in spite of socioeconomically challenged student bodies. These schools are regarded as being organizationally resilient. This contribution focusses on these organizationally resilient schools with regard to the domain of computer and information literacy. It aims to investigate how these schools can be classified as a typology according to selected school and/or teacher characteristics.
            
            
              Methods
              As a first step, representative samples of IEA-ICILS 2018 are used to identify organizationally resilient schools by using students’ achievement measures (plausible values) and their background information regarding their families’ socio-economic status. In order to develop a typology, latent profile analyses (LPA) are conducted by using input and process indicators on the school level, which have been proven to be relevant for implementation through existing empirical research.
            
            
              Results
              About one twentieth of the schools examined in this contribution can be regarded as organizationally resilient and can be allocated onto a typology of three school types that are characterized by different school-level factors.
            
            
              Conclusions
              The international comparison permits the conclusion that the phenomenon of organizational resilience is also existent with regard to the content domain of computer and information literacy. However, the proportion of resilient schools is subject to considerable variation between countries.},
	language = {de-DE},
	number = {1},
	urldate = {2022-05-23},
	journal = {Large-scale Assessments in Education},
	author = {Drossel, Kerstin and Eickelmann, Birgit and Vennemann, Mario},
	month = dec,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Multimedia},
	pages = {9},
	file = {Drossel et al. - 2020 - Schools overcoming the digital divide in depth an.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YIX2EWTD/Drossel et al. - 2020 - Schools overcoming the digital divide in depth an.pdf:application/pdf;Drossel et al. - 2020 - Schools overcoming the digital divide in depth an.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6NRIYSY4/Drossel et al. - 2020 - Schools overcoming the digital divide in depth an.pdf:application/pdf},
}

@article{muhlenbrock_how_2023,
	title = {How does telework modify informal workplace learning and how can supervisors provide support?},
	volume = {54},
	issn = {2366-6145, 2366-6218},
	url = {https://link.springer.com/10.1007/s11612-023-00692-7},
	doi = {10/gsx9nm},
	abstract = {In our conceptional contribution to the journal “Group. Interaction. Organization.” (GIO), we analyze how telework affects informal workplace learning. Dynamic changes in the world of work require employees to continually adapt, and informal workplace learning is presumed to be an effective tool to cope with new demands. The accelerating use of information and communication technologies and the COVID-19 pandemic have led to an increase in telework. We integrate research ﬁndings to illustrate a modiﬁed learning infrastructure and develop propositions referring to the octagon model of informal workplace learning (Decius et al. 2019). For this purpose, we present a conceptual framework that demonstrates why telework reduces opportunities for informal learning due to social processes and role boundaries and increases opportunities via higher self-regulation. Furthermore, we develop ideas how supervisors could support informal learning by organizing social exchange, providing learning cues and resources, and design telework arrangements. Finally, we present implications for practice and future research with suggestions for the adaption of the octagon model for digital working contexts.},
	language = {en-GB},
	number = {3},
	urldate = {2023-10-22},
	journal = {Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO)},
	author = {Mühlenbrock, Inga and Richter, Götz and Ellerkamp, Amelie and Wöhrmann, Anne Marit},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {311--321},
	file = {Mühlenbrock et al. - 2023 - How does telework modify informal workplace learni.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/66QSFPY9/Mühlenbrock et al. - 2023 - How does telework modify informal workplace learni.pdf:application/pdf},
}

@article{grasmann_self-development_2023,
	title = {Self-development in the twenty-first century: {An} exploratory analysis of the relationship between new work characteristics and informal workplace learning},
	volume = {54},
	issn = {2366-6145, 2366-6218},
	shorttitle = {Self-development in the twenty-first century},
	url = {https://link.springer.com/10.1007/s11612-023-00702-8},
	doi = {10/gsx9nt},
	abstract = {This article in the journal “Gruppe. Interaktion. Organisation. (GIO)” presents the results of an exploratory study on the relationship between new work characteristics and informal workplace learning (IWL). New ways of working drastically shaped modern workplaces, but their association with workplace learning, a key driver of organizations’ success, remains unclear—little is known about whether and under which circumstances new work characteristics are related to workplace learning. Drawing on Conservation of Resources theory, we tested if new work characteristics (i.e., digitalization, ﬂexibility, dissolution of boundaries, participation, and relevance of work) are positively related to IWL. Moreover, we assumed that learning climate positively inﬂuences the strength of the relationship between new work characteristics and IWL. We conducted an online survey involving 291 participants to test our hypotheses. We found a positive overall relationship between new work characteristics and IWL. Examining the new work characteristics in more detail, relative importance analysis showed that this overall relationship seems to be driven by relevance of work, followed by participation and dissolution of boundaries. Digitalization and ﬂexibility showed only weak relationships with IWL. Contrary to our assumption, learning climate did not strengthen the new work characteristics-IWL relationship. Our study introduces new work characteristics as an antecedent of IWL and speaks to their overall beneﬁts for IWL. However, our ﬁndings suggest that new work might not be studied as a uniﬁed concept, but rather separately for its different characteristics. We hope to inspire further research to help organizations and employees to capitalize on the effects of new work characteristics.},
	language = {en-GB},
	number = {3},
	urldate = {2023-10-22},
	journal = {Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO)},
	author = {Graßmann, Carolin and Decius, Julian},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {289--299},
	file = {Graßmann und Decius - 2023 - Self-development in the twenty-first century An e.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4CSA4SK6/Graßmann und Decius - 2023 - Self-development in the twenty-first century An e.pdf:application/pdf},
}

@article{mayweg_online_2023,
	title = {Online, blended oder {Präsenz}? {Ein} systematisches {Literaturreview} von {Metaanalysen} zur {Effektivität} hochschulischer {Lehrformate}},
	volume = {7},
	issn = {23673044, 23673052},
	shorttitle = {Online, blended oder {Präsenz}?},
	url = {https://www.budrich-journals.de/index.php/zehf/article/view/42758},
	doi = {10/gsv82w},
	abstract = {Current considerations on the design of effective teaching in higher education frequently revolve around the choice of a suitable format, i.e., how and to what extent teaching should (also) continue to take place in the digital realm. This paper is based on a systematic literature review of N = 44 meta-analyses (publication period 2011–2022) on the learning-related effectiveness of the teaching formats online teaching, blended learning (including flipped classroom) in comparison with traditional face-to-face teaching. The results provide an evidence-based foundation for recommendations on the use of the formats in higher education teaching. Predominantly small positive effects of the teaching formats on cognitive learning outcomes, practical skills, and student assessments are found. Rarely, medium effects are reported, with blended learning formats showing a slight advantage over online and traditional face-to-face teaching. The magnitude of effect sizes also depends on the inclusion criteria of the meta-analyses. Furthermore, the moderator analyses indicate that additional variance is explained in particular by design features that can be modified by teachers.},
	language = {de-DE},
	number = {1-2023},
	urldate = {2023-10-15},
	journal = {ZeHf – Zeitschrift für empirische Hochschulforschung},
	author = {Mayweg, Elisabeth and Enders, Natalie and Bohndick, Carla and Rückmann, Jana},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {96--122},
	file = {Mayweg et al. - 2023 - Online, blended oder Präsenz Ein systematisches L.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AH2G7TBY/Mayweg et al. - 2023 - Online, blended oder Präsenz Ein systematisches L.pdf:application/pdf},
}

@article{grotegut_kompetenzentwicklung_2023,
	title = {Kompetenzentwicklung in der {Lehrkräftebildung}: der {Mehrwert} einer digitalen {Simulation}},
	volume = {7},
	issn = {23673044, 23673052},
	shorttitle = {Kompetenzentwicklung in der {Lehrkräftebildung}},
	url = {https://www.budrich-journals.de/index.php/zehf/article/view/42756},
	doi = {10/gsv82k},
	abstract = {Developing diagnostic competence is a central task in teacher education but faces two major challenges: First, there is little room in large university courses for the application of theoretical knowledge necessary for competence acquisition. Second, practicing diagnostic actions in real situations can have serious negative consequences in case of diagnostic errors. A digital simulation can meet both challenges and thereby enhance educational processes. This study evaluated a digital simulation to promote diagnostic competence in preservice teachers, comparing it to two control groups: a problem-based setting and a lecturebased setting. Results show positive effects for the digital simulation regarding self-determined motivation, but a lower knowledge gain compared to the lecture. Self-efficacy increased equally in all three learning environments. Thus, in the form investigated in this study, a digital simulation offers at least a small amount of added value to teacher education in the area of competency development.},
	language = {de-DE},
	number = {1-2023},
	urldate = {2023-10-15},
	journal = {ZeHf – Zeitschrift für empirische Hochschulforschung},
	author = {Grotegut, Lea and Klingsieck, Katrin B.},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {56--73},
	file = {Grotegut und Klingsieck - 2023 - Kompetenzentwicklung in der Lehrkräftebildung der.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/939CBC25/Grotegut und Klingsieck - 2023 - Kompetenzentwicklung in der Lehrkräftebildung der.pdf:application/pdf},
}

@article{clas_blended_2023,
	title = {A blended learning approach for clinical epileptology: {Implementing} an inverted classroom concept into the epileptology portion of the practical course on neurology for medical students. {English} {Version}},
	issn = {2948-104X, 2948-1058},
	shorttitle = {A blended learning approach for clinical epileptology},
	url = {https://link.springer.com/10.1007/s10309-023-00628-7},
	doi = {10/gsv8z2},
	abstract = {Background: The skills necessary for recognizing episodic disorders with transient symptoms, such as epileptic seizures, can be diﬃcult to teach in clinical education; however, specialized recording methods, such as video electroencephalography (EEG) monitoring, document a wide range of transient episodes that can be used for teaching in medical studies. Objective: We developed and designed a digital course according to the Inverted Classroom Model (ICM) which supported the students’ training regarding epileptic seizures during their practical course on neurology. This digital course was intended to provide instructions on the fundamentals and terminology of clinical epileptology, as well as training in recognizing seizures using clinical videos. Methods: Students were provided access to various interactive digital learning material and seizure videos in a digital self-learning module prior to the 2-day face to face event. Satisfaction with the digital course was evaluated using a questionnaire. Additionally, the examination results were retrospectively compared between students who only attended the in-person event versus those who also completed the digital course. Results and conclusion: Student feedback revealed a high level of satisfaction with the digital course and a participation rate of approximately 90\%. The clinical teaching videos appear to be an especially eﬀective means of conveying the semiology and analysis of epileptic seizures; however, the examination results between students with and without access to the digital course were not diﬀerent, possibly due to the retrospective analysis and the lack of explicit examination questions related to the content of the digital learning platform.},
	language = {en-GB},
	urldate = {2023-10-15},
	journal = {Clinical Epileptology},
	author = {Claß, S. and Von Wrede, R. and Baumgartner, T. and Surges, R.},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Claß et al. - 2023 - A blended learning approach for clinical epileptol.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PTITBVV7/Claß et al. - 2023 - A blended learning approach for clinical epileptol.pdf:application/pdf},
}

@article{the_faculty_of_technical_and_vocational_education_universiti_tun_hussein_onn_malaysia_parit_raja_johor_86400_malaysia_efficacy_2023,
	title = {The {Efficacy} of {Students}‟ {Knowledge} {Construction} {Process} in {Computer}-{Supported} {Collaborative} {Learning} ({CSCL}) {Environment}: {A} {Malaysian} {View}},
	volume = {13},
	issn = {20103689},
	shorttitle = {The {Efficacy} of {Students}‟ {Knowledge} {Construction} {Process} in {Computer}-{Supported} {Collaborative} {Learning} ({CSCL}) {Environment}},
	url = {http://www.ijiet.org/show-192-2557-1.html},
	doi = {10/gsv8xm},
	abstract = {The present educational system must be digitalised in light of the growth of communication technology and the current confined lifestyle caused by the pandemic’s expansion. However, efforts to digitise education usually encounter two major issues: first, the applications developed are more likely to emphasise the qualities of graphics and animations; second, the multimedia presentation highlighted in the application is a stereotype that causes users to become bored. Thus, the purpose of this research was to look into the effects of Computer Supported Collaborative Learning (CSCL) as a medium for knowledge construction in the School Based Assessment (SBA) environment using the Collaborative Portfolio Assessment (CPA) learning system. The sample comprised 61 students from two Malaysian secondary schools partaking in the History teaching and learning (T\&L) process utilising the CPA learning system. The value of Sig. (p-value) was 0.000, less than 0.05, based on the results of the pre and post-test evaluations for both groups of students. In essence, there is a substantial difference in the average test scores of the children before and after the intervention. According to the data, all selected students received an average grade of 80\% or better on their 13 task question marks, indicating a good grade on the task questions. Finally, all students interviewed believed that the CPA learning system helped with their studies, especially in learning more about the History subject through quizzes, group projects, and discussion sessions.},
	language = {en-GB},
	number = {9},
	urldate = {2023-10-10},
	journal = {International Journal of Information and Education Technology},
	author = {{the Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, Parit Raja, Johor, 86400, Malaysia} and Hashim, Suhaizal and Masek, Alias and Zahir, Nur Zahira Mohamed and Khamis, Nurhani},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {1452--1461},
	file = {the Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, Parit Raja, Johor, 86400, Malaysia et al. - 2023 - The Efficacy of Students‟ Knowledge Construction P.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N9XKAQ3I/the Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, Parit Raja, Johor, 86400, Malaysia et al. - 2023 - The Efficacy of Students‟ Knowledge Construction P.pdf:application/pdf},
}

@article{schicker_sprachliche_2023,
	title = {Sprachliche {Handlungsmuster} und {Text}(sorten)kompetenz},
	copyright = {Creative Commons Attribution 4.0 International},
	url = {https://library-publishing.uni-graz.at/index.php/lp/catalog/book/52},
	doi = {10/gsv8x3},
	abstract = {The focus of this anthology is on linguistic action patterns as socially elaborated forms of action and on text types as tried and tested procedures for coping with different communication occasions. Both play a central role in the initiation of textual competence in the teaching of German in all its teaching and learning contexts.
The eleven papers in this volume deal with the promotion and assessment of text (variety) competence, text types in specific disciplines and text types in the context of digital resources. These perspectives on linguistic patterns of action and text (variety) competence are brought together in this volume to represent an interdisciplinary examination of these issues in German as a first, second and foreign language.},
	language = {de-DE},
	urldate = {2023-10-03},
	author = {Schicker, Stephan and Miškulin Saletović, Lucia},
	year = {2023},
	note = {Artwork Size: 208 S.
Medium: application/pdf
Publisher: Graz University Library Publishing},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Deutsch als Zweitsprache, FOS: Languages and literature, Sprachliche Handlungsmuster, Textkompetenz, Textsorten},
	pages = {208 S.},
	file = {Schicker und Miškulin Saletović - 2023 - Sprachliche Handlungsmuster und Text(sorten)kompet.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SY3CNCJH/Schicker und Miškulin Saletović - 2023 - Sprachliche Handlungsmuster und Text(sorten)kompet.pdf:application/pdf},
}

@article{silva_systematic_2023,
	title = {A {Systematic} {Mapping} {Study} about {Learner} {Experience} {Design} in {Computational} {Systems}},
	issn = {1648-5831, 2335-8971},
	url = {https://infedu.vu.lt/doi/10.15388/infedu.2024.12},
	doi = {10/gss62n},
	abstract = {Contemporary society is characterized by diversity and intricacy, necessitating more meaningful learning experiences. To meet these evolving needs, the incorporation of computational systems into education must acknowledge the distinctive characteristics of learners. Therefore, we conducted a Systematic Mapping Study (SMS) to investigate technologies that support the Learner eXperience (LX) design in computational systems. LX refers to learners’ perceptions, reactions, and achievements while engaging with learning resources, encompassing digital games, simulations, and multimedia. The SMS results uncovered distinct LX design technologies, with a noticeable inclination towards learner-centric strategies. Interestingly, the results highlighted a scarcity of research targeting non-traditional learning environments (e.g., technical visits) and that facilitate interactions among learners beyond their own classmates (e.g., industry experts). In this way, the SMS contributes by revealing LX design technologies, LX design elements, relevant constructs/theories, computational systems, environments, contexts, and other related factors, thereby enhancing the understanding of optimal learning experiences within computational learning systems.},
	language = {en-GB},
	urldate = {2023-09-30},
	journal = {Informatics in Education},
	author = {Silva, Deivid E. S. and Conte, Tayana and Valentim, Natasha M. C.},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Silva et al. - 2023 - A Systematic Mapping Study about Learner Experienc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4YLFD8WJ/Silva et al. - 2023 - A Systematic Mapping Study about Learner Experienc.pdf:application/pdf},
}

@article{tan_framework_2023,
	title = {A framework for students’ digital heritage education in the classroom - a human-engaged computing perspective},
	issn = {1360-2357, 1573-7608},
	url = {https://link.springer.com/10.1007/s10639-023-12199-1},
	doi = {10/gss62x},
	abstract = {In the Digital Heritage Education (DHE) classroom, students use digital tools to assist in understanding intangible cultural heritage (ICH), which comprises intricate knowledge. However, students may still encounter obstacles when trying to produce creative designs. To address this issue, we propose a framework that adopts a human-engaged computing perspective to enhance the understanding and design of ICH through phased synergized engagement between engaged students and engaging digital tools. To validate the effectiveness of the proposed framework, we designed, implemented, and tracked Cantonese Porcelain (CP) Creative Design courses over ﬁve years. We then evaluated the framework using the probing method, i.e., interviews and focus groups, to obtain lessons learned about understanding and designing CP in the classroom from students and teachers. The ﬁndings demonstrate that the framework effectively facilitates students’ step-by-step understanding of the knowledge of CP and improves their creative design performance by integrating digital tools and the knowledge of CP. The framework emphasizes both the human and digital aspects of the learning process, encouraging students to engage in a synergized relationship with digital tools to enhance their understanding of ICH and creative design skills. We also discuss the theoretical and practical importance of this framework and outline a future research agenda for DHE in the classroom. Our framework provides researchers and educators with a new approach to explore how digital technology can effectively support students in understanding and designing ICH. It can be applied to other domains of cultural heritage beyond CP. In general, our study contributes to the development of effective pedagogical practices to integrate digital tools into DHE classrooms and to improve student creativity and cultural awareness.},
	language = {en-GB},
	urldate = {2023-09-30},
	journal = {Education and Information Technologies},
	author = {Tan, Peng and Ren, Xiangshi and Cheng, Zixue and Ji, Yi},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Tan et al. - 2023 - A framework for students’ digital heritage educati.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A4ZI6ETB/Tan et al. - 2023 - A framework for students’ digital heritage educati.pdf:application/pdf},
}

@article{rapanta_balancing_2021,
	title = {Balancing {Technology}, {Pedagogy} and the {New} {Normal}: {Post}-pandemic {Challenges} for {Higher} {Education}},
	volume = {3},
	issn = {2524-485X, 2524-4868},
	shorttitle = {Balancing {Technology}, {Pedagogy} and the {New} {Normal}},
	url = {https://link.springer.com/10.1007/s42438-021-00249-1},
	doi = {10/grvqr5},
	abstract = {The Covid-19 pandemic has presented an opportunity for rethinking assumptions about education in general and higher education in particular. In the light of the general crisis the pandemic caused, especially when it comes to the so-called emergency remote teaching (ERT), educators from all grades and contexts experienced the necessity of rethinking their roles, the ways of supporting the students’ learning tasks and the image of students as self-organising learners, active citizens and autonomous social agents. In our first Postdigital Science and Education paper, we sought to distil and share some expert advice for campus-based university teachers to adapt to online teaching and learning. In this sequel paper, we ask ourselves: Now that campus-based university teachers have experienced the unplanned and forced version of Online Learning and Teaching (OLT), how can this experience help bridge the gap between online and in-person teaching in the following years? The four experts, also co-authors of this paper, interviewed aligning towards an emphasis on pedagogisation rather than digitalisation of higher education, with strategic decision-making being in the heart of post-pandemic practices. Our literature review of papers published in the last year and analysis of the expert answers reveal that the ‘forced’ experience of teaching with digital technologies as part of ERT can gradually give place to a harmonious integration of physical and digital tools and methods for the sake of more active, flexible and meaningful learning.},
	language = {en-GB},
	number = {3},
	urldate = {2023-09-22},
	journal = {Postdigital Science and Education},
	author = {Rapanta, Chrysi and Botturi, Luca and Goodyear, Peter and Guàrdia, Lourdes and Koole, Marguerite},
	month = oct,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {715--742},
	file = {Rapanta et al. - 2021 - Balancing Technology, Pedagogy and the New Normal.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TIBNGH4R/Rapanta et al. - 2021 - Balancing Technology, Pedagogy and the New Normal.pdf:application/pdf},
}

@article{reimer_inklusive_2023,
	title = {Inklusive {Medienbildung} mit {3D}-{Umgebungen}: {Praxiserfahrungen} und {Forschungsideen}},
	issn = {1424-3636},
	shorttitle = {Inklusive {Medienbildung} mit {3D}-{Umgebungen}},
	url = {https://www.medienpaed.com/article/view/1743},
	doi = {10/gsr76j},
	abstract = {Collaborative 3D environments open new design spaces, forms of communication and access in education – especially regarding inclusion and participation. The new possibilities for collaborative work, the experience of immersion – in this case in a 3D environment –, the visibility of the user via avatars in their individually designed appearance, offer opportunities for inclusive digital media education. The accessibility of 3D environments needs to be reflected critically, as they can contain barriers that may impede participation in educational opportunities. There is also a risk of excluding certain people, cultures, etc. if they are not considered in the design of the graphical environment and the user interface. For more than two years, the FHNW has been using the 3D environment called AULA (cf. vComm Solution 2019) of the provider vComm in teaching and practical research (project «FHNW Learning Spaces»; cf. Reimer and Kochs 2020). Based on many years of experience and expertise (cf. Reimer and Volk 2009), we see the need to elaborate on the opportunities and risks of designing inclusive 3D offerings for teaching and learning. In the paper, we first describe, what collaborative 3D environments are and what characterizes them. Subsequently, we present (research) projects for this approach as well as complementary approaches that deal with the prerequisites for making inclusion possible and with concrete support. Finally, we discuss further research questions for this field.},
	language = {de-DE},
	urldate = {2023-09-22},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Reimer, Ricarda T.D. and Kochs, Kathrin},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {649--667},
	file = {Reimer und Kochs - 2023 - Inklusive Medienbildung mit 3D-Umgebungen Praxise.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LMYCBA7R/Reimer und Kochs - 2023 - Inklusive Medienbildung mit 3D-Umgebungen Praxise.pdf:application/pdf},
}

@article{timotheou_impacts_2023,
	title = {Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: {A} literature review},
	volume = {28},
	issn = {1360-2357, 1573-7608},
	shorttitle = {Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation},
	url = {https://link.springer.com/10.1007/s10639-022-11431-8},
	doi = {10/gsdb3p},
	abstract = {Digital technologies have brought changes to the nature and scope of education and led education systems worldwide to adopt strategies and policies for ICT integration. The latter brought about issues regarding the quality of teaching and learning with ICTs, especially concerning the understanding, adaptation, and design of the education systems in accordance with current technological trends. These issues were emphasized during the recent COVID-19 pandemic that accelerated the use of digital technologies in education, generating questions regarding digitalization in schools. Specifically, many schools demonstrated a lack of experience and low digital capacity, which resulted in widening gaps, inequalities, and learning losses. Such results have engendered the need for schools to learn and build upon the experience to enhance their digital capacity and preparedness, increase their digitalization levels, and achieve a successful digital transformation. Given that the integration of digital technologies is a complex and continuous process that impacts different actors within the school ecosystem, there is a need to show how these impacts are interconnected and identify the factors that can encourage an effective and efficient change in the school environments. For this purpose, we conducted a non-systematic literature review. The results of the literature review were organized thematically based on the evidence presented about the impact of digital technology on education and the factors that affect the schools’ digital capacity and digital transformation. The findings suggest that ICT integration in schools impacts more than just students’ performance; it affects several other school-related aspects and stakeholders, too. Furthermore, various factors affect the impact of digital technologies on education. These factors are interconnected and play a vital role in the digital transformation process. The study results shed light on how ICTs can positively contribute to the digital transformation of schools and which factors should be considered for schools to achieve effective and efficient change.},
	language = {en-GB},
	number = {6},
	urldate = {2023-09-22},
	journal = {Education and Information Technologies},
	author = {Timotheou, Stella and Miliou, Ourania and Dimitriadis, Yiannis and Sobrino, Sara Villagrá and Giannoutsou, Nikoleta and Cachia, Romina and Monés, Alejandra Martínez and Ioannou, Andri},
	month = jun,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {6695--6726},
	file = {Timotheou et al. - 2023 - Impacts of digital technologies on education and f.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SW8WNKEN/Timotheou et al. - 2023 - Impacts of digital technologies on education and f.pdf:application/pdf},
}

@article{rai_designing_2023,
	title = {Designing a {Learning} {Environment} to {Foster} {Critical} {Thinking}},
	copyright = {Creative Commons Attribution 4.0 International, Open Access},
	url = {https://zenodo.org/record/8115681},
	doi = {10/gskv7r},
	abstract = {In an era of digital media and hyperconnectivity, individuals are frequently flooded with an abundance of information, much of which they are unable to effectively process and are thus vulnerable to misinformation. One particularly harmful form of misinformation is the proliferation of "fake news," which can have a damaging effect on the social cohesion of communities. In response to this issue, educational practitioners in various nations are striving to empower learners with the ability to identify and refute such misinformation. The present author is also contributing to this effort through the development of a technology-enhanced learning environment that is intended to foster critical thinking in learners.},
	language = {en-GB},
	urldate = {2023-08-08},
	author = {Rai, Ram Das},
	collaborator = {{Mingyu Feng} and Käser, Tanja and {Partha Talukdar}},
	month = jul,
	year = {2023},
	note = {Publisher: Zenodo},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Rai - 2023 - Designing a Learning Environment to Foster Critica.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D6LJITBS/2023.EDM-doctoral-consortium.70.pdf:application/pdf},
}

@article{sansone_collaborative_2023,
	title = {Collaborative peer-feedback practices in hybrid learning environments},
	issn = {2038-9442, 2284-015X},
	url = {https://www.medra.org/servlet/MREngine?hdl=10.3280/ess1-2023oa15283},
	doi = {10/gskb4w},
	abstract = {The article describes a technology-mediated collaborative peer-feedback experience. 125 students took part into the activity during the delivery of a 3months teaching in “Methodology of Action Research”, within a 3-year Degree Course in Psychological, Social and Occupational Sciences. The activity was based on a 4-phases cycle of collaborative output production, structured peerfeedback, collaborative output improvement, individual reflection. The aim of the exploratory case-study here presented is to observe if and how the peerfeedback activity supported the development of collaborative, meta-cognitive and digital skills, other than knowledge acquisition. To answer our research questions, we used a mixed system, able to provide both objective data with respect to the activity carried out and the skills put in place, and subjective data related to the students' personal experience and the perceived impact on their learning. Results show a good appropriation of metacognitive skills and offer numerous hints on the design aspects which have been found to be effective in supporting students’ learning.},
	language = {en-GB},
	number = {1},
	urldate = {2023-08-02},
	journal = {EDUCATION SCIENCES AND SOCIETY},
	author = {Sansone, Nadia and Bortolotti, Ilaria and Fabbri, Manuela},
	month = jul,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {174--187},
	file = {Sansone et al. - 2023 - Collaborative peer-feedback practices in hybrid le.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7PTPY47N/Sansone et al. - 2023 - Collaborative peer-feedback practices in hybrid le.pdf:application/pdf},
}

@article{pasterk_digifit4all_nodate,
	title = {{DigiFit4All} - {Competencies} as the basis for digitisation in {teachingDigiFit4All} – {Kompetenzen} als {Basis} für {Digitalisierung} in der {Lehre}},
	url = {https://zfhe.at/index.php/zfhe/article/view/1752},
	doi = {10/gskbsf},
	abstract = {Digital technologies enable new teaching and learning formats in hybrid or purely virtual forms. The project “DigiFit4All” aims to create Personalised Open Online Courses (POOCs) in computer science and digital education based on competency models and learner testing. One challenge is the broad scope of the project, since at least the following four target groups are considered: pupils, students, teachers and administrative staff. For each target group, a specific competency model will be selected to form the basis for developing digital learning materials. This paper describes the target groups, the content selection process and the individual models.},
	language = {de-DE},
	urldate = {2023-07-31},
	author = {Pasterk, Stefan and Lobnig, Nina and Kuka, Lisa and Rottenhofer, Marina and Oppl, Stefan and Futschek, Gerald and Hörmanseder, Michael and Tiefenthaller, Franziska and Bollin, Andreas},
	note = {Publisher: Verlag der Technischen Universität Graz \& Verein Forum neue Medien in der Lehre Austria},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Pasterk et al. - DigiFit4All - Competencies as the basis for digiti.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C4BBE9L3/Pasterk et al. - DigiFit4All - Competencies as the basis for digiti.pdf:application/pdf},
}

@article{faculty_of_science_and_technology_nakhon_pathom_rajabhat_university_thailand_model_2023,
	title = {Model {Component} {Analysis} of {Online} {Storytelling} {Media} via {Gamification} to {Enhance} the {Digital} {Literacy} {Skills} of {Students} in {Computer} {Education} {Thailand}},
	volume = {13},
	issn = {20103689},
	url = {http://www.ijiet.org/show-190-2513-1.html},
	doi = {10/gskbjt},
	abstract = {At present, digital literacy skills (DLS) are essential for student teachers for developing the ability to use creative IT which is useful for effective work implementation. However, student teachers do not really possess DLS and are unable to apply them to their teaching methods, so the digital storytelling media via gamification to enhance DLS: DSML(Digital story model learning) is needed as an instrument to support them in acquiring digital literacy. The objectives of this research were to analyze the factors of the DSML and to assess the model appropriateness. The study was implemented through 42 papers of relevant articles and research from specific primary and secondary sources. The research instruments included lesson plans, the learning model, assessments of DLS, and assessments of workpieces. The findings of the study show that the factors of model consist of activities through DSML in 2 aspects with 10 factors and 29 variables. The test was validated by experts for the appropriateness of the learning through DSML. Overall, the DSML was found to have the highest appropriateness level (mean = 4.62, S.D. = 0.13) so it can be used in real learning and teaching situations and it is helpful for enhancing students’ DLS in the design and development of digital media. Based on the findings, the students could extend their learning scope with DLS in building digital media. These skills are necessary for Thai teachers in the future, and the model can be a prototype for doing classroom-based research or presenting research work at a national level.},
	language = {en-GB},
	number = {7},
	urldate = {2023-07-25},
	journal = {International Journal of Information and Education Technology},
	author = {{Faculty of Science and Technology, Nakhon Pathom Rajabhat University, Thailand} and Aumgri, Charinthorn and Apirating, Kaiyasith},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {1101--1108},
	file = {Faculty of Science and Technology, Nakhon Pathom Rajabhat University, Thailand et al. - 2023 - Model Component Analysis of Online Storytelling Me.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CU6GYNWD/Faculty of Science and Technology, Nakhon Pathom Rajabhat University, Thailand et al. - 2023 - Model Component Analysis of Online Storytelling Me.pdf:application/pdf},
}

@article{morch_makerspace_2023,
	title = {Makerspace activities in a school setting: {Top}-down and bottom-up approaches for teachers to leverage pupils' making in science education},
	volume = {39},
	issn = {22106561},
	shorttitle = {Makerspace activities in a school setting},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2210656123000132},
	doi = {10/gsbsx4},
	abstract = {This article addresses the opportunities and challenges of turning a science, technology, engi­ neering, and mathematics (STEM) classroom into a makerspace for hands-on experimentation with digital tools and materials in science education. In this qualitative case study, over a period of 16 weeks, video data were collected during making activities in an advanced placement science course with 19 pupils aged 12–16 years, and interviews were conducted. We combined thematic and interaction analyses of empirical data and identified three themes: 1) engagement and spontaneous concepts, 2) programming and making physical objects, and 3) subject integration. Our conceptual framework for the analyses integrated two features of the Vygotskian sociocul­ tural theory of learning: concept development as a dialectical process of scientific and everyday concepts and the “tool and symbol” duality. Our findings show that both top-down and bottom-up approaches to integrating school subjects into a makerspace were effective but underused. We illustrate this by mapping pupils' shared understanding in a sociotechnical space, visualized as a process of “rising to the concrete”, which may require teacher's scaffolding at different levels of abstraction and use of instructional materials in different modalities.},
	language = {en-GB},
	urldate = {2023-06-08},
	journal = {Learning, Culture and Social Interaction},
	author = {Mørch, Anders I. and Flø, Ellen E. and Litherland, Kristina T. and Andersen, Renate},
	month = apr,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {100697},
	file = {Mørch et al. - 2023 - Makerspace activities in a school setting Top-dow.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z2ZID8PF/Mørch et al. - 2023 - Makerspace activities in a school setting Top-dow.pdf:application/pdf},
}

@article{max_pedagogical_nodate,
	title = {The pedagogical makerspace: {Learning} opportunity and challenge for prospective teachers' growth of {TPACK}},
	volume = {n/a},
	issn = {1467-8535},
	shorttitle = {The pedagogical makerspace},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13324},
	doi = {10.1111/bjet.13324},
	abstract = {The aim of this study was (1) to describe challenges prospective teachers perceive during project work in a pedagogical makerspace and coping strategies they develop to deal with the challenges, (2) to analyse the development of prospective teachers' TPACK and attitudes towards the use of ICT in class. Challenges regarding project work and coping strategies were recorded via semi-structured interviews and evaluated by qualitative content analysis. TPACK and prospective teachers' attitudes towards the usefulness of digital technologies, technology acceptance, intrinsic motivation, self-efficacy, intentions to use digital media and constructivist understanding of teaching were assessed via questionnaire. The sample consists of German prospective teachers (N = 145). The results show an increase in TPACK, technology acceptance, intention to use digital media and motivation over the course of the project. TPACK before the intervention was the only variable that predicted TPACK after the intervention. The prospective teachers report numerous challenges during their projects, which can be attributed to the framework, teamwork, and taskwork levels, as well as the individual TPACK. Coping strategies were mainly found on the taskwork level, for example by adjusting goals, creating subtasks and organising regular feedback meetings for self-monitoring. Practitioner notes What is already known about this topic The opportunities for using ICT in schools are developing rapidly, and with them, the demands on teachers' skills (TPACK). The promotion of TPACK competencies in a holistic, multi-layered, and practice-oriented manner has to be learned over a longer period of time combining theoretical explanations with practical activities. Making appears to be a suitable activity to foster TPACK, and a makerspace was described as an ideal learning environment to follow constructivist learning, but it has not yet been empirically tested. What this paper adds The presentation of an innovative approach for prospective teachers to teach TPACK problem- and project-based in a pedagogical makerspace. Empirical data of a large sample size in a field that has not yet been sufficiently empirically researched. A model-based analysis of the challenges of project work in a university pedagogical makerspace regarding preservice teachers and their coping strategies. Examination of the suitability of project-based work in the pedagogical makerspace for teaching TPACK and relevant attitudes. Further insights about learning processes and influencing factors in a university pedagogical makerspace with respect to promoting TPACK. Implications for practice A pedagogical makerspace is a suitable learning environment to foster TPACK and attitudes towards the use of ICT in school. TPACK development depends on TPACK before working in a makerspace. Challenges and coping strategies while working in a pedagogical makerspace can be assigned to four levels. The assignment of challenges and coping strategies to those levels supports lecturers in developing the necessary support structures. Support structures should include at least basic knowledge about the organisation of projects. Agile project elements prove helpful for product development in the makerspace.},
	language = {en-GB},
	number = {n/a},
	urldate = {2023-05-26},
	journal = {British Journal of Educational Technology},
	author = {Max, Anna-Lisa and Lukas, Sarah and Weitzel, Holger},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13324},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, digital literacy, TPACK, pedagogical makerspace, project-based learning, technology acceptance},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/PNY593PJ/Max et al. - The pedagogical makerspace Learning opportunity a.pdf:application/pdf},
}

@article{rowert_ergebnisse_2023,
	title = {Ergebnisse der {Plattformkonzeption}, -entwicklung und -skalierung des digital.learning.lab : eine {Bilanz} zum {Online}-{Kompetenzzentrum} für {Unterrichtsgestaltung} in digitalen {Zeiten} des {ITBH}@{TUHH}},
	copyright = {Creative Commons Attribution Share Alike 4.0 International,},
	shorttitle = {Ergebnisse der {Plattformkonzeption}, -entwicklung und -skalierung des digital.learning.lab},
	url = {https://tore.tuhh.de/handle/11420/15185},
	doi = {10/gr9s6t},
	abstract = {The platform project digital.learning.lab started with the claim to be a support for teachers in developing lessons with digital media. Since 2018, school teachers have been provided with quality-assured teaching modules, tools and trends digitally on the open platform. This is intended to enable teachers to prepare students for an increasingly digital world of life and work in line with the KMK strategy "Education in the Digital World". This report is intended to provide a space for critical and constructive reflection on the conception, development, and scaling of the digital.learning.lab platform and all the accompanying project activities, which the Institute for Technical Education and University Didactics at Hamburg University of Technology is responsible for, as well as on the effects achieved, and on the basis of this to identify perspectives for the further development of this and other project plans.},
	language = {de-DE},
	urldate = {2023-05-17},
	author = {Röwert, Ronny and Watolla, Ann-Kathrin and Schütt-Sayed, Sören and Knutzen, Sönke},
	collaborator = {TUHH Universitätsbibliothek and TUHH Universitätsbibliothek},
	month = mar,
	year = {2023},
	note = {Publisher: TUHH Universitätsbibliothek},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, DRK-Bildungszentrum Düsseldorf, learning, digitalization, Erziehung, Schul- und Bildungswesen, Allgemeines, Wissenschaft, competences, Plattform, teacher education},
	file = {Röwert et al. - 2023 - Ergebnisse der Plattformkonzeption, -entwicklung u.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JPZ84JH5/Röwert et al. - 2023 - Ergebnisse der Plattformkonzeption, -entwicklung u.pdf:application/pdf},
}

@incollection{geramanis_grundbausteine_2021,
	address = {Wiesbaden},
	title = {Grundbausteine engagierter {Zusammenarbeit} in {Lerngruppen}},
	isbn = {978-3-658-34496-2 978-3-658-34497-9},
	url = {https://link.springer.com/10.1007/978-3-658-34497-9_10},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Kooperation in der digitalen {Arbeitswelt}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Zahn, Carmen and Rack, Oliver and Paneth, Lisa},
	editor = {Geramanis, Olaf and Hutmacher, Stefan and Walser, Lukas},
	year = {2021},
	doi = {10.1007/978-3-658-34497-9_10},
	note = {Series Title: uniscope. Publikationen der SGO Stiftung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {161--174},
	file = {Zahn et al. - 2021 - Grundbausteine engagierter Zusammenarbeit in Lerng.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SN5SSPJW/Zahn et al. - 2021 - Grundbausteine engagierter Zusammenarbeit in Lerng.pdf:application/pdf},
}

@incollection{geramanis_vertrauen_2021,
	address = {Wiesbaden},
	title = {Vertrauen und {Fremdheit} – {Bedingung} und {Möglichkeit} der {Kooperation}},
	isbn = {978-3-658-34496-2 978-3-658-34497-9},
	url = {https://link.springer.com/10.1007/978-3-658-34497-9_7},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Kooperation in der digitalen {Arbeitswelt}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Geramanis, Olaf},
	editor = {Geramanis, Olaf and Hutmacher, Stefan and Walser, Lukas},
	year = {2021},
	doi = {10.1007/978-3-658-34497-9_7},
	note = {Series Title: uniscope. Publikationen der SGO Stiftung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {109--129},
	file = {Geramanis - 2021 - Vertrauen und Fremdheit – Bedingung und Möglichkei.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2UZ9NCEA/Geramanis - 2021 - Vertrauen und Fremdheit – Bedingung und Möglichkei.pdf:application/pdf},
}

@incollection{geramanis_interorganisationale_2021,
	address = {Wiesbaden},
	title = {Interorganisationale {Kooperation} über {Innovationsplattformen}},
	isbn = {978-3-658-34496-2 978-3-658-34497-9},
	url = {https://link.springer.com/10.1007/978-3-658-34497-9_6},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Kooperation in der digitalen {Arbeitswelt}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rachlitz, Kurt},
	editor = {Geramanis, Olaf and Hutmacher, Stefan and Walser, Lukas},
	year = {2021},
	doi = {10.1007/978-3-658-34497-9_6},
	note = {Series Title: uniscope. Publikationen der SGO Stiftung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {89--106},
	file = {Rachlitz - 2021 - Interorganisationale Kooperation über Innovationsp.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/456H66DA/Rachlitz - 2021 - Interorganisationale Kooperation über Innovationsp.pdf:application/pdf},
}

@incollection{geramanis_kooperation_2021-1,
	address = {Wiesbaden},
	title = {Kooperation und künstliche {Intelligenz}},
	isbn = {978-3-658-34496-2 978-3-658-34497-9},
	url = {https://link.springer.com/10.1007/978-3-658-34497-9_5},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Kooperation in der digitalen {Arbeitswelt}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wäfler, Toni and Rack, Oliver},
	editor = {Geramanis, Olaf and Hutmacher, Stefan and Walser, Lukas},
	year = {2021},
	doi = {10.1007/978-3-658-34497-9_5},
	note = {Series Title: uniscope. Publikationen der SGO Stiftung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {77--88},
	file = {Wäfler und Rack - 2021 - Kooperation und künstliche Intelligenz.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DRQAGECV/Wäfler und Rack - 2021 - Kooperation und künstliche Intelligenz.pdf:application/pdf},
}

@incollection{geramanis_generation_2021,
	address = {Wiesbaden},
	title = {„{Generation} {Smartphone}“: {Mediatisierte} {Kommunikation} im {Jugendalter}},
	isbn = {978-3-658-34496-2 978-3-658-34497-9},
	shorttitle = {„{Generation} {Smartphone}“},
	url = {https://link.springer.com/10.1007/978-3-658-34497-9_9},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Kooperation in der digitalen {Arbeitswelt}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Heeg, Rahel and Steiner, Olivier},
	editor = {Geramanis, Olaf and Hutmacher, Stefan and Walser, Lukas},
	year = {2021},
	doi = {10.1007/978-3-658-34497-9_9},
	note = {Series Title: uniscope. Publikationen der SGO Stiftung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {147--160},
	file = {Heeg und Steiner - 2021 - „Generation Smartphone“ Mediatisierte Kommunikati.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TTFFGBQZ/Heeg und Steiner - 2021 - „Generation Smartphone“ Mediatisierte Kommunikati.pdf:application/pdf},
}

@incollection{geramanis_organisationale_2021,
	address = {Wiesbaden},
	title = {Organisationale {Rituale} und ihre {Bedeutung} für verlässliche {Kooperation}},
	isbn = {978-3-658-34496-2 978-3-658-34497-9},
	url = {https://link.springer.com/10.1007/978-3-658-34497-9_8},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Kooperation in der digitalen {Arbeitswelt}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rennung, Miriam and Göritz, Anja S.},
	editor = {Geramanis, Olaf and Hutmacher, Stefan and Walser, Lukas},
	year = {2021},
	doi = {10.1007/978-3-658-34497-9_8},
	note = {Series Title: uniscope. Publikationen der SGO Stiftung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {131--146},
	file = {Rennung und Göritz - 2021 - Organisationale Rituale und ihre Bedeutung für ver.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EYK6IHC5/Rennung und Göritz - 2021 - Organisationale Rituale und ihre Bedeutung für ver.pdf:application/pdf},
}

@incollection{geramanis_verlassliche_2021,
	address = {Wiesbaden},
	title = {Verlässliche {Kooperation} mit künstlicher {Intelligenz} als neuem {Akteur} in {Organisationen}? {Ein} kritischer {Blick} auf {Chancen}, {Risiken}, {Gestaltungsmöglichkeiten}},
	isbn = {978-3-658-34496-2 978-3-658-34497-9},
	shorttitle = {Verlässliche {Kooperation} mit künstlicher {Intelligenz} als neuem {Akteur} in {Organisationen}?},
	url = {https://link.springer.com/10.1007/978-3-658-34497-9_4},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Kooperation in der digitalen {Arbeitswelt}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lenz, Ulrich},
	editor = {Geramanis, Olaf and Hutmacher, Stefan and Walser, Lukas},
	year = {2021},
	doi = {10.1007/978-3-658-34497-9_4},
	note = {Series Title: uniscope. Publikationen der SGO Stiftung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {55--75},
	file = {Lenz - 2021 - Verlässliche Kooperation mit künstlicher Intellige.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FZIY4G4I/Lenz - 2021 - Verlässliche Kooperation mit künstlicher Intellige.pdf:application/pdf},
}

@incollection{geramanis_toxische_2021,
	address = {Wiesbaden},
	title = {Toxische {Online}-{Kommunikation}: {Auswirkungen} und {Perspektiven}},
	isbn = {978-3-658-34496-2 978-3-658-34497-9},
	shorttitle = {Toxische {Online}-{Kommunikation}},
	url = {https://link.springer.com/10.1007/978-3-658-34497-9_3},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Kooperation in der digitalen {Arbeitswelt}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Voggeser, Birgit J. and Göritz, Anja S.},
	editor = {Geramanis, Olaf and Hutmacher, Stefan and Walser, Lukas},
	year = {2021},
	doi = {10.1007/978-3-658-34497-9_3},
	note = {Series Title: uniscope. Publikationen der SGO Stiftung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {35--54},
	file = {Voggeser und Göritz - 2021 - Toxische Online-Kommunikation Auswirkungen und Pe.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YJXP99WK/Voggeser und Göritz - 2021 - Toxische Online-Kommunikation Auswirkungen und Pe.pdf:application/pdf},
}

@incollection{geramanis_mittelpunkt_2021,
	address = {Wiesbaden},
	title = {Mittelpunkt {Mensch}? {Die} {Toxik} der neuen {Arbeitswelt}},
	isbn = {978-3-658-34496-2 978-3-658-34497-9},
	shorttitle = {Mittelpunkt {Mensch}?},
	url = {https://link.springer.com/10.1007/978-3-658-34497-9_2},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Kooperation in der digitalen {Arbeitswelt}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schwuchow, Karlheinz},
	editor = {Geramanis, Olaf and Hutmacher, Stefan and Walser, Lukas},
	year = {2021},
	doi = {10.1007/978-3-658-34497-9_2},
	note = {Series Title: uniscope. Publikationen der SGO Stiftung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {19--33},
	file = {Schwuchow - 2021 - Mittelpunkt Mensch Die Toxik der neuen Arbeitswel.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R2RUHSYH/Schwuchow - 2021 - Mittelpunkt Mensch Die Toxik der neuen Arbeitswel.pdf:application/pdf},
}

@incollection{geramanis_sind_2021,
	address = {Wiesbaden},
	title = {Sind soziale {Roboter} verlässliche {Partner}? {Fünf} {Dimensionen} des {Gelingens} und {Scheiterns}},
	isbn = {978-3-658-34496-2 978-3-658-34497-9},
	shorttitle = {Sind soziale {Roboter} verlässliche {Partner}?},
	url = {https://link.springer.com/10.1007/978-3-658-34497-9_1},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Kooperation in der digitalen {Arbeitswelt}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bendel, Oliver},
	editor = {Geramanis, Olaf and Hutmacher, Stefan and Walser, Lukas},
	year = {2021},
	doi = {10.1007/978-3-658-34497-9_1},
	note = {Series Title: uniscope. Publikationen der SGO Stiftung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {3--18},
	file = {Bendel - 2021 - Sind soziale Roboter verlässliche Partner Fünf Di.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PEAT8JZK/Bendel - 2021 - Sind soziale Roboter verlässliche Partner Fünf Di.pdf:application/pdf},
}

@incollection{reuter_humanitare_2021,
	address = {Wiesbaden},
	title = {Humanitäre {Hilfe} und {Konzepte} der digitalen {Hilfeleistung}},
	isbn = {978-3-658-32794-1 978-3-658-32795-8},
	url = {https://link.springer.com/10.1007/978-3-658-32795-8_25},
	language = {de-DE},
	urldate = {2021-09-06},
	booktitle = {Sicherheitskritische {Mensch}-{Computer}-{Interaktion}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fiedrich, Frank and Fathi, Ramian},
	editor = {Reuter, Christian},
	year = {2021},
	doi = {10.1007/978-3-658-32795-8_25},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {539--558},
	file = {Fiedrich und Fathi - 2021 - Humanitäre Hilfe und Konzepte der digitalen Hilfel.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L3GKE59D/Fiedrich und Fathi - 2021 - Humanitäre Hilfe und Konzepte der digitalen Hilfel.pdf:application/pdf},
}

@incollection{trultzsch-wijnen_digitaler_2020,
	address = {Baden-Baden},
	edition = {1. Aufl.},
	series = {Medienpädagogik {\textbar} {Media} {Education}},
	title = {Digitaler {Hausverstand}? {Digitale} {Anschlussfähigkeit} im beruflichen {Kontext} und seine notwendige {Antwort} der {Schule}},
	volume = {4},
	isbn = {978-3-8487-6538-6},
	language = {de-DE},
	booktitle = {Bildung und {Digitalisierung} {Auf} der {Suche} nach {Kompetenzen} und {Performanzen}.},
	publisher = {Nomos Verlagsgeselschaft mbH \& Co. KG},
	author = {Nárosy, Thomas and Szalai, Elke},
	editor = {Trültzsch-Wijnen, Christine and Brandhofer, Gerhard and Hartung-Griemberg, Anja and Lampert, Claudia and Süss, Daniel and Trültzsch-Wijnen, Christine},
	year = {2020},
	note = {ZSCC: NoCitationData[s0] 
OCLC: 1138491874},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, LMS, Anschlussfähigkeit, Mensch-Maschine-Interface},
	pages = {217--235},
}

@incollection{geramanis_fuhrungspersonlichkeiten_2021,
	address = {Wiesbaden},
	title = {Führungspersönlichkeiten im digitalen {Zeitalter} – {Eine} achtsam-reflektierte {Haltung} ist entscheidend},
	isbn = {978-3-658-34496-2 978-3-658-34497-9},
	url = {https://link.springer.com/10.1007/978-3-658-34497-9_14},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Kooperation in der digitalen {Arbeitswelt}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {von Au, Corinna},
	editor = {Geramanis, Olaf and Hutmacher, Stefan and Walser, Lukas},
	year = {2021},
	doi = {10.1007/978-3-658-34497-9_14},
	note = {Series Title: uniscope. Publikationen der SGO Stiftung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {231--246},
	file = {von Au - 2021 - Führungspersönlichkeiten im digitalen Zeitalter – .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IIHSZ49H/von Au - 2021 - Führungspersönlichkeiten im digitalen Zeitalter – .pdf:application/pdf},
}

@incollection{geramanis_kooperationen_2021,
	address = {Wiesbaden},
	title = {Kooperationen unter {Konsensfiktion} durch {Mehrdeutigkeit}},
	isbn = {978-3-658-34496-2 978-3-658-34497-9},
	url = {https://link.springer.com/10.1007/978-3-658-34497-9_12},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Kooperation in der digitalen {Arbeitswelt}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Sailer, Patrick},
	editor = {Geramanis, Olaf and Hutmacher, Stefan and Walser, Lukas},
	year = {2021},
	doi = {10.1007/978-3-658-34497-9_12},
	note = {Series Title: uniscope. Publikationen der SGO Stiftung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {191--206},
	file = {Sailer - 2021 - Kooperationen unter Konsensfiktion durch Mehrdeuti.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BWYYL9QP/Sailer - 2021 - Kooperationen unter Konsensfiktion durch Mehrdeuti.pdf:application/pdf},
}

@incollection{geramanis_distanz_2021,
	address = {Wiesbaden},
	title = {Distanz und {Nähe} verbindende {Führung} und {Zusammenarbeit} – wie gefühlte {Nähe} eine positive soziale {Identität} und {Vernetzung} bewirken kann},
	isbn = {978-3-658-34496-2 978-3-658-34497-9},
	url = {https://link.springer.com/10.1007/978-3-658-34497-9_11},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Kooperation in der digitalen {Arbeitswelt}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Welge, Katrina and Bruggmann, Anja},
	editor = {Geramanis, Olaf and Hutmacher, Stefan and Walser, Lukas},
	year = {2021},
	doi = {10.1007/978-3-658-34497-9_11},
	note = {Series Title: uniscope. Publikationen der SGO Stiftung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {175--189},
	file = {Welge und Bruggmann - 2021 - Distanz und Nähe verbindende Führung und Zusammena.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q35VHEHM/Welge und Bruggmann - 2021 - Distanz und Nähe verbindende Führung und Zusammena.pdf:application/pdf},
}

@incollection{geramanis_wir_2021,
	address = {Wiesbaden},
	title = {„{Wir} müssen reden!“ – {Kollaborative} {Team}- und {Projektarbeit} im {Unternehmen}},
	isbn = {978-3-658-34496-2 978-3-658-34497-9},
	url = {https://link.springer.com/10.1007/978-3-658-34497-9_20},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Kooperation in der digitalen {Arbeitswelt}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Boos, Margarete and Klötzer, Stefan and Hardwig, Thomas},
	editor = {Geramanis, Olaf and Hutmacher, Stefan and Walser, Lukas},
	year = {2021},
	doi = {10.1007/978-3-658-34497-9_20},
	note = {Series Title: uniscope. Publikationen der SGO Stiftung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {331--343},
	file = {Boos et al. - 2021 - „Wir müssen reden!“ – Kollaborative Team- und Proj.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5VXQ59RA/Boos et al. - 2021 - „Wir müssen reden!“ – Kollaborative Team- und Proj.pdf:application/pdf},
}

@incollection{geramanis_hohe_2021,
	address = {Wiesbaden},
	title = {Die hohe {Zuverlässigkeit} der {Illegalität} – {Zum} {Management} von {Regelabweichung} und {Regelkonformität} in {Organisationen}},
	isbn = {978-3-658-34496-2 978-3-658-34497-9},
	url = {https://link.springer.com/10.1007/978-3-658-34497-9_19},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Kooperation in der digitalen {Arbeitswelt}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kühl, Stefan},
	editor = {Geramanis, Olaf and Hutmacher, Stefan and Walser, Lukas},
	year = {2021},
	doi = {10.1007/978-3-658-34497-9_19},
	note = {Series Title: uniscope. Publikationen der SGO Stiftung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {317--329},
	file = {Kühl - 2021 - Die hohe Zuverlässigkeit der Illegalität – Zum Man.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N2HSLH4F/Kühl - 2021 - Die hohe Zuverlässigkeit der Illegalität – Zum Man.pdf:application/pdf},
}

@incollection{geramanis_lust_2021,
	address = {Wiesbaden},
	title = {Lust auf {Verantwortung} – {Triadische} {Konzepte} für eine praktische {Gestaltung} von {Verantwortung}},
	isbn = {978-3-658-34496-2 978-3-658-34497-9},
	url = {https://link.springer.com/10.1007/978-3-658-34497-9_18},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Kooperation in der digitalen {Arbeitswelt}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schober-Ehmer, Herbert and Ehmer, Susanne},
	editor = {Geramanis, Olaf and Hutmacher, Stefan and Walser, Lukas},
	year = {2021},
	doi = {10.1007/978-3-658-34497-9_18},
	note = {Series Title: uniscope. Publikationen der SGO Stiftung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {293--313},
	file = {Schober-Ehmer und Ehmer - 2021 - Lust auf Verantwortung – Triadische Konzepte für e.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I76FE8B9/Schober-Ehmer und Ehmer - 2021 - Lust auf Verantwortung – Triadische Konzepte für e.pdf:application/pdf},
}

@incollection{geramanis_autoritat_2021,
	address = {Wiesbaden},
	title = {Autorität, {Algorithmen} und {Konflikte} – {Die} digitalisierte {Renaissance} autoritärer {Führungsprinzipien}},
	isbn = {978-3-658-34496-2 978-3-658-34497-9},
	url = {https://link.springer.com/10.1007/978-3-658-34497-9_17},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Kooperation in der digitalen {Arbeitswelt}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Baumann-Habersack, Frank H.},
	editor = {Geramanis, Olaf and Hutmacher, Stefan and Walser, Lukas},
	year = {2021},
	doi = {10.1007/978-3-658-34497-9_17},
	note = {Series Title: uniscope. Publikationen der SGO Stiftung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {279--291},
	file = {Baumann-Habersack - 2021 - Autorität, Algorithmen und Konflikte – Die digital.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8QJ6SQGS/Baumann-Habersack - 2021 - Autorität, Algorithmen und Konflikte – Die digital.pdf:application/pdf},
}

@incollection{geramanis_frauen_2021,
	address = {Wiesbaden},
	title = {Frauen im digitalen {Zeitalter}: {Neue} {Chancen} vs. alte {Stereotype}},
	isbn = {978-3-658-34496-2 978-3-658-34497-9},
	shorttitle = {Frauen im digitalen {Zeitalter}},
	url = {https://link.springer.com/10.1007/978-3-658-34497-9_13},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Kooperation in der digitalen {Arbeitswelt}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Franken, Swetlana},
	editor = {Geramanis, Olaf and Hutmacher, Stefan and Walser, Lukas},
	year = {2021},
	doi = {10.1007/978-3-658-34497-9_13},
	note = {Series Title: uniscope. Publikationen der SGO Stiftung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {209--229},
	file = {Franken - 2021 - Frauen im digitalen Zeitalter Neue Chancen vs. al.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7NRL2WI3/Franken - 2021 - Frauen im digitalen Zeitalter Neue Chancen vs. al.pdf:application/pdf},
}

@incollection{geramanis_kann_2021,
	address = {Wiesbaden},
	title = {Kann der {Sozialbereich} digital? {Wie} {Hierarchien} {Entwicklungen} während {Krisen} prägen können},
	isbn = {978-3-658-34496-2 978-3-658-34497-9},
	shorttitle = {Kann der {Sozialbereich} digital?},
	url = {https://link.springer.com/10.1007/978-3-658-34497-9_15},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Kooperation in der digitalen {Arbeitswelt}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bestgen, Sarah and Kirchhofer, Roger},
	editor = {Geramanis, Olaf and Hutmacher, Stefan and Walser, Lukas},
	year = {2021},
	doi = {10.1007/978-3-658-34497-9_15},
	note = {Series Title: uniscope. Publikationen der SGO Stiftung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {247--261},
	file = {Bestgen und Kirchhofer - 2021 - Kann der Sozialbereich digital Wie Hierarchien En.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/J6CJGSBH/Bestgen und Kirchhofer - 2021 - Kann der Sozialbereich digital Wie Hierarchien En.pdf:application/pdf},
}

@incollection{geramanis_digitalisierung_2021,
	address = {Wiesbaden},
	title = {Digitalisierung – eine {Frage} der {Kopplungskompetenzen}},
	isbn = {978-3-658-34496-2 978-3-658-34497-9},
	url = {https://link.springer.com/10.1007/978-3-658-34497-9_16},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Kooperation in der digitalen {Arbeitswelt}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Groth, Torsten and Krejci, Gerhard P.},
	editor = {Geramanis, Olaf and Hutmacher, Stefan and Walser, Lukas},
	year = {2021},
	doi = {10.1007/978-3-658-34497-9_16},
	note = {Series Title: uniscope. Publikationen der SGO Stiftung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {263--278},
	file = {Groth und Krejci - 2021 - Digitalisierung – eine Frage der Kopplungskompeten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IR7DQL32/Groth und Krejci - 2021 - Digitalisierung – eine Frage der Kopplungskompeten.pdf:application/pdf},
}

@incollection{geramanis_automation_2021,
	address = {Wiesbaden},
	title = {Automation {Anywhere}: {Wie} gestaltet man die {Bot}-Ära „human friendly“?},
	isbn = {978-3-658-34496-2 978-3-658-34497-9},
	shorttitle = {Automation {Anywhere}},
	url = {https://link.springer.com/10.1007/978-3-658-34497-9_23},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Kooperation in der digitalen {Arbeitswelt}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gergs, Hans-Joachim and Schatilow, Lars},
	editor = {Geramanis, Olaf and Hutmacher, Stefan and Walser, Lukas},
	year = {2021},
	doi = {10.1007/978-3-658-34497-9_23},
	note = {Series Title: uniscope. Publikationen der SGO Stiftung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {377--388},
	file = {Gergs und Schatilow - 2021 - Automation Anywhere Wie gestaltet man die Bot-Ära.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KNJPWGWC/Gergs und Schatilow - 2021 - Automation Anywhere Wie gestaltet man die Bot-Ära.pdf:application/pdf},
}

@incollection{geramanis_strategien_2021,
	address = {Wiesbaden},
	title = {Strategien für ausbalancierte {Beziehungen} in der {Platform} {Economy}},
	isbn = {978-3-658-34496-2 978-3-658-34497-9},
	url = {https://link.springer.com/10.1007/978-3-658-34497-9_22},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Kooperation in der digitalen {Arbeitswelt}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Konrad, Jonas and Flepp, Corsin and Ryser, Thomas},
	editor = {Geramanis, Olaf and Hutmacher, Stefan and Walser, Lukas},
	year = {2021},
	doi = {10.1007/978-3-658-34497-9_22},
	note = {Series Title: uniscope. Publikationen der SGO Stiftung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {359--375},
	file = {Konrad et al. - 2021 - Strategien für ausbalancierte Beziehungen in der P.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WCY85GJN/Konrad et al. - 2021 - Strategien für ausbalancierte Beziehungen in der P.pdf:application/pdf},
}

@incollection{geramanis_diagnose_2021,
	address = {Wiesbaden},
	title = {Diagnose und {Intervention} – {Beratung} zwischen {Fachexpertise} und {Prozessdynamik}},
	isbn = {978-3-658-34496-2 978-3-658-34497-9},
	url = {https://link.springer.com/10.1007/978-3-658-34497-9_24},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Kooperation in der digitalen {Arbeitswelt}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Geramanis, Olaf},
	editor = {Geramanis, Olaf and Hutmacher, Stefan and Walser, Lukas},
	year = {2021},
	doi = {10.1007/978-3-658-34497-9_24},
	note = {Series Title: uniscope. Publikationen der SGO Stiftung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {389--408},
	file = {Geramanis - 2021 - Diagnose und Intervention – Beratung zwischen Fach.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZYTJLR4U/Geramanis - 2021 - Diagnose und Intervention – Beratung zwischen Fach.pdf:application/pdf},
}

@incollection{geramanis_organisationale_2021-1,
	address = {Wiesbaden},
	title = {Organisationale {Identität} in digitalisierten {Arbeitswelten}: {Grundlage} für gelingende {Kooperation}},
	isbn = {978-3-658-34496-2 978-3-658-34497-9},
	shorttitle = {Organisationale {Identität} in digitalisierten {Arbeitswelten}},
	url = {https://link.springer.com/10.1007/978-3-658-34497-9_21},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Kooperation in der digitalen {Arbeitswelt}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kozica, Arjan and Kaiser, Stephan},
	editor = {Geramanis, Olaf and Hutmacher, Stefan and Walser, Lukas},
	year = {2021},
	doi = {10.1007/978-3-658-34497-9_21},
	note = {Series Title: uniscope. Publikationen der SGO Stiftung},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {345--358},
	file = {Kozica und Kaiser - 2021 - Organisationale Identität in digitalisierten Arbei.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HT4A393K/Kozica und Kaiser - 2021 - Organisationale Identität in digitalisierten Arbei.pdf:application/pdf},
}

@article{kumar_micro-credentials_2022,
	title = {Micro-credentials in leveraging emergency remote teaching: the relationship between novice users’ insights and identity in {Malaysia}},
	volume = {19},
	issn = {2365-9440},
	shorttitle = {Micro-credentials in leveraging emergency remote teaching},
	url = {https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-022-00323-z},
	doi = {10.1186/s41239-022-00323-z},
	abstract = {Micro-credentials have gained much popularity in recent years, and their popularity has skyrocketed due to emergency remote teaching instigated by the pandemic. It has been defined as a platform that provides credentials based on validated competencies. Nevertheless, in Malaysian HEI, such a concept is still novel and identifying insights on the benefits, challenges, and application are still scarce. Similarly, it was observed that there is a lack of observation on how students’ digital learning identity and their perception of professional relevance are influenced by such platform. Henceforth, based on the adapted enriched virtual model approach, a micro-credentials course was implemented to complement the new “normal” classes for a pre-service teacher’s instructional design course. A mixed-method triangulation design was used to explore the qualitative findings operationalized by open-ended questions (N = 74) with data obtained from the Digital Learning Identity Survey (DLIS) and Constructivist On-Line Learning Environment Survey (COLLES) (N = 72). The findings indicated that respondents had an overall positive perception of the use of micro-credentials to complement and overcome online learning challenges mainly due to substandard internet connectivity; nevertheless, they are unaware of the value of such credentials in their future profession. Conversely, their new identity as digital learners and experiences with a blended approach of online learning, especially with micro-credentials, was successful in shaping their identity as aspiring educators that embrace technology for teaching and learning.},
	language = {en-GB},
	number = {1},
	urldate = {2024-07-08},
	journal = {International Journal of Educational Technology in Higher Education},
	author = {Kumar, Jeya Amantha and Richard, Rachel Jasmine and Osman, Sharifah and Lowrence, Kevin},
	month = dec,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Technologieintegration, Promotion:Relevanz:4, Krisenreaktion im Bildungsbereich, \#8:Zeitschriftenartikel:blended:learning},
	pages = {18},
	file = {Kumar et al. - 2022 - Micro-credentials in leveraging emergency remote t.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SWQ9HKV8/Kumar et al. - 2022 - Micro-credentials in leveraging emergency remote t.pdf:application/pdf},
}

@article{chen_comparing_2018,
	title = {Comparing the determinants of non-{MOOC} and {MOOC} continuance intention in {Taiwan}: {Effects} of interactivity and openness},
	volume = {36},
	copyright = {https://www.emerald.com/insight/site-policies},
	issn = {0737-8831},
	shorttitle = {Comparing the determinants of non-{MOOC} and {MOOC} continuance intention in {Taiwan}},
	url = {https://www.emerald.com/insight/content/doi/10.1108/LHT-11-2016-0129/full/html},
	doi = {10.1108/LHT-11-2016-0129},
	abstract = {Purpose – Massive open online courses (MOOCs) differ from non-MOOC e-learning platforms mainly in terms of degree of openness, with MOOCs designed to maximize learner access and interaction. The purpose of this paper is to propose a new research model to explore intention to continue to use MOOCs from the perspectives of openness and interactivity, based on related theories and dimensions from previous research. Design/methodology/approach – In order to evaluate the effectiveness of the MOOC platform, two online survey questionnaires were developed and e-mailed to the all of the university students in Taichung, Taiwan. The first one and second one are the same except the construct openness. The first one was delivered in late 2015 while the second one was delivered in the middle 2016. After the authors eliminated incomplete responses and duplicates, 995 and 854 usable responses from platform users remained, respectively, and were used to test the relationships in the model.},
	language = {en-GB},
	number = {4},
	urldate = {2024-07-08},
	journal = {Library Hi Tech},
	author = {Chen, Chia-Chen and Lee, Chun-Hsiung and Hsiao, Kuo-Lun},
	month = oct,
	year = {2018},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU3, \#4:Zeitschriftenartikel:MOOC},
	pages = {705--719},
	file = {Chen et al. - 2018 - Comparing the determinants of non-MOOC and MOOC co.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R5J95A6N/Chen et al. - 2018 - Comparing the determinants of non-MOOC and MOOC co.pdf:application/pdf},
}

@incollection{bruhn_versprechen_2024,
	address = {Wiesbaden},
	title = {Das {Versprechen} nachhaltiger digitaler {Dienstleistungen} – {Eine} {Fallstudie}},
	isbn = {978-3-658-45145-5 978-3-658-45146-2},
	url = {https://link.springer.com/10.1007/978-3-658-45146-2_19},
	language = {de-DE},
	urldate = {2024-07-01},
	booktitle = {Sustainable {Service} {Management}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ries, Lena and Lugmair, Nina and Kurtz, Julian and Beckmann, Markus and Roth, Angela},
	editor = {Bruhn, Manfred and Hadwich, Karsten},
	year = {2024},
	doi = {10.1007/978-3-658-45146-2_19},
	note = {Series Title: Forum Dienstleistungsmanagement},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {537--558},
	file = {Ries et al. - 2024 - Das Versprechen nachhaltiger digitaler Dienstleist.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MR2NG8C9/Ries et al. - 2024 - Das Versprechen nachhaltiger digitaler Dienstleist.pdf:application/pdf},
}

@incollection{bruhn_digitales_2024,
	address = {Wiesbaden},
	title = {Digitales {Training} zur {Unterstützung} nachhaltiger {Services}},
	isbn = {978-3-658-45145-5 978-3-658-45146-2},
	url = {https://link.springer.com/10.1007/978-3-658-45146-2_20},
	language = {de-DE},
	urldate = {2024-07-01},
	booktitle = {Sustainable {Service} {Management}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Glauninger, Isger and Fehrenbach, Daniela and Metzger, Ron and Van Husen, Christian},
	editor = {Bruhn, Manfred and Hadwich, Karsten},
	year = {2024},
	doi = {10.1007/978-3-658-45146-2_20},
	note = {Series Title: Forum Dienstleistungsmanagement},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {559--584},
	file = {Glauninger et al. - 2024 - Digitales Training zur Unterstützung nachhaltiger .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XNHZAMCJ/Glauninger et al. - 2024 - Digitales Training zur Unterstützung nachhaltiger .pdf:application/pdf},
}

@incollection{bruhn_prinzipien_2024,
	address = {Wiesbaden},
	title = {Prinzipien einer nachhaltigen {Digitalisierung} in {Service}-Ökosystemen – {Ein} {Diskussionsbeitrag}},
	isbn = {978-3-658-45145-5 978-3-658-45146-2},
	url = {https://link.springer.com/10.1007/978-3-658-45146-2_21},
	language = {de-DE},
	urldate = {2024-07-01},
	booktitle = {Sustainable {Service} {Management}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Robra-Bissantz, Susanne and Berger, Hermann},
	editor = {Bruhn, Manfred and Hadwich, Karsten},
	year = {2024},
	doi = {10.1007/978-3-658-45146-2_21},
	note = {Series Title: Forum Dienstleistungsmanagement},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {585--606},
	file = {Robra-Bissantz und Berger - 2024 - Prinzipien einer nachhaltigen Digitalisierung in S.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P4NG46NU/Robra-Bissantz und Berger - 2024 - Prinzipien einer nachhaltigen Digitalisierung in S.pdf:application/pdf},
}

@book{engelhardt_interne_2024,
	address = {Wiesbaden},
	series = {essentials},
	title = {Interne {Kommunikation} als {Treiber} in neuen {Arbeitswelten}: {Digitalisierung}, {Mitarbeiter}-{Mitsprache}, {Führungsverantwortung}, {Nachhaltigkeit} und {Werte} als {Wirkungsraum}},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-3-658-45152-3 978-3-658-45153-0},
	shorttitle = {Interne {Kommunikation} als {Treiber} in neuen {Arbeitswelten}},
	url = {https://link.springer.com/10.1007/978-3-658-45153-0},
	language = {de-DE},
	urldate = {2024-07-01},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Engelhardt, Kristin},
	year = {2024},
	doi = {10.1007/978-3-658-45153-0},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Engelhardt - 2024 - Interne Kommunikation als Treiber in neuen Arbeits.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/47XL74HI/Engelhardt - 2024 - Interne Kommunikation als Treiber in neuen Arbeits.pdf:application/pdf},
}

@incollection{fend_durch_2024,
	address = {Wiesbaden},
	title = {Durch {Integration} zum {Digital} {Enterprise}},
	isbn = {978-3-658-43440-3 978-3-658-43441-0},
	url = {https://link.springer.com/10.1007/978-3-658-43441-0_21},
	language = {de-DE},
	urldate = {2024-06-30},
	booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Butschek, Michael},
	editor = {Fend, Lars and Hofmann, Jürgen},
	year = {2024},
	doi = {10.1007/978-3-658-43441-0_21},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {507--529},
	file = {Butschek - 2024 - Durch Integration zum Digital Enterprise.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4VUXNS9C/Butschek - 2024 - Durch Integration zum Digital Enterprise.pdf:application/pdf},
}

@incollection{fend_digitalisierung_2024-1,
	address = {Wiesbaden},
	title = {Digitalisierung in der {Industrie}},
	isbn = {978-3-658-43440-3 978-3-658-43441-0},
	url = {https://link.springer.com/10.1007/978-3-658-43441-0_20},
	language = {de-DE},
	urldate = {2024-06-30},
	booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Scheuble, Sven},
	editor = {Fend, Lars and Hofmann, Jürgen},
	year = {2024},
	doi = {10.1007/978-3-658-43441-0_20},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {491--505},
	file = {Scheuble - 2024 - Digitalisierung in der Industrie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XUVBDQ73/Scheuble - 2024 - Digitalisierung in der Industrie.pdf:application/pdf},
}

@incollection{fend_digitale_2024,
	address = {Wiesbaden},
	title = {Digitale {Ethik} – {Notwendige} {Instanz} auf dem {Weg} zwischen technologischen {Allmachtsbestrebungen} und menschlicher {Entwicklung}},
	isbn = {978-3-658-43440-3 978-3-658-43441-0},
	url = {https://link.springer.com/10.1007/978-3-658-43441-0_19},
	language = {de-DE},
	urldate = {2024-06-30},
	booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Graap, Torsten},
	editor = {Fend, Lars and Hofmann, Jürgen},
	year = {2024},
	doi = {10.1007/978-3-658-43441-0_19},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {463--487},
	file = {Graap - 2024 - Digitale Ethik – Notwendige Instanz auf dem Weg zw.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B9TUD3CW/Graap - 2024 - Digitale Ethik – Notwendige Instanz auf dem Weg zw.pdf:application/pdf},
}

@incollection{fend_digital_2024,
	address = {Wiesbaden},
	title = {Digital {Security} – {Wie} {Unternehmen} den {Sicherheitsrisiken} des digitalen {Wandels} trotzen},
	isbn = {978-3-658-43440-3 978-3-658-43441-0},
	url = {https://link.springer.com/10.1007/978-3-658-43441-0_18},
	language = {de-DE},
	urldate = {2024-06-30},
	booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Weise, Alexander},
	editor = {Fend, Lars and Hofmann, Jürgen},
	year = {2024},
	doi = {10.1007/978-3-658-43441-0_18},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {441--462},
	file = {Weise - 2024 - Digital Security – Wie Unternehmen den Sicherheits.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EBZML7MP/Weise - 2024 - Digital Security – Wie Unternehmen den Sicherheits.pdf:application/pdf},
}

@incollection{mrohs_virtual_2023,
	address = {Wiesbaden},
	title = {Virtual {Reality} und {Flipped} {Classroom} in religionspädagogischen {Bildungsprozessen}: {Ein} {Beitrag} zur {Entwicklung} von {Kulturen} der digitalen {Lehre}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Virtual {Reality} und {Flipped} {Classroom} in religionspädagogischen {Bildungsprozessen}},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_18},
	abstract = {Zusammenfassung
            
              Um in der religionspädagogischen Lehre Potenziale digitaler Formate produktiv zu integrieren, wurde das Seminar
              Kirchenpädagogik 2.0?!
              i. S. d. Flipped-Classroom-Konzepts entwickelt, durchgeführt und evaluiert: Lehramtsstudierende der Theologie sollen befähigt werden, virtuelle Kirchen(raum)erschließungen für eine schulische Zielgruppe zu konzipieren und zu erproben. Wissenschaftlich und hochschuldidaktisch gerahmt werden diese Praxiserfahrungen durch einen Online-Kurs sowie evaluative Begleitforschungen in Bezug auf digitalitätsbezogene Selbstwirksamkeitserfahrungen der teilnehmenden Studierenden. Der Beitrag zeigt, wie eine digitale Kultur in der (religions-)lehrer:innenbildenden Hochschullehre mittels Flipped-Classroom-Settings und VR-Technologie entwickelt sowie evaluiert werden kann.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Witt, Theresia},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_18},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {259--282},
	file = {Witt - 2023 - Virtual Reality und Flipped Classroom in religions.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CXY5D3GJ/Witt - 2023 - Virtual Reality und Flipped Classroom in religions.pdf:application/pdf},
}

@book{mrohs_digitale_2023-2,
	address = {Wiesbaden},
	series = {Perspektiven der {Hochschuldidaktik}},
	title = {Digitale {Kulturen} der {Lehre} entwickeln: {Rahmenbedingungen}, {Konzepte} und {Werkzeuge}},
	copyright = {https://creativecommons.org/licenses/by/4.0},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6},
	language = {de-DE},
	urldate = {2024-05-14},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Mrohs et al. - 2023 - Digitale Kulturen der Lehre entwickeln Rahmenbedi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4DL37ZZV/Mrohs et al. - 2023 - Digitale Kulturen der Lehre entwickeln Rahmenbedi.pdf:application/pdf},
}

@article{kayi_transitioning_2024,
	title = {Transitioning to blended learning during {COVID}-19: {Exploring} instructors and adult learners' experiences in three {Ghanaian} universities},
	volume = {n/a},
	issn = {1467-8535},
	shorttitle = {Transitioning to blended learning during {COVID}-19},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13475},
	doi = {10.1111/bjet.13475},
	abstract = {Teaching and learning in higher education have increasingly become digitalized and associated with innovative pedagogical methodologies over the past decades. Following the sudden onset of the pandemic in March 2020, several studies tended to focus on traditional students' experiences with emergency remote education while literature is scarce on non-traditional students (or adult learners) pedagogical experiences in Distance Education contexts. Using a qualitative case study approach, this study explored how digital technologies mediated instructors' and adult learners' educational experiences during COVID-19 and their first-time experiences with blended learning. Between October 2021 and July 2022, semi-structured interviews were conducted with 40 adult learners and 20 instructors in three selected public higher education institutions (HEIs) in Ghana. Data analysis followed Braun and Clarke's (2012) thematic analysis approach. The results showed that the transition to blended learning was supported by the adoption and integration of varied virtual online technologies. The themes highlight the positive and negative impacts of technology in mediating the educational experiences of instructors and adult learners in blended learning environments. The themes which reflected both instructors' and adult learners' experiences were enhanced course delivery and pedagogy, competency development, technological issues and poor-quality pedagogy. Blended learning facilitated by technology could be the ‘new normal learning’ post-pandemic for adult learners pursuing Distance Education in Ghana. The study recommends the implementation of agile strategies and policies by HEIs to ensure sustainable quality education in distance learning. Practitioner notes What is already known about this topic The COVID-19 pandemic necessitated the adoption of innovative pedagogical approaches in higher education contexts. Technological transformations in information and communication technology (ICT) have enhanced remote teaching in higher education institutions globally. The educational experiences of educators and learners differ in blended learning contexts. What this paper adds Instructors and adult learners' positive experiences with navigating a variety of web-based technologies during the educational process are negatively impacted by technological difficulties during online instruction. Participants' experiences of blended learning are mixed with a preference for face-to-face dimension of blended learning instead of the online dimension. The paper identifies four themes that characterize instructors and adult learners' experiences with technology-enhanced learning including enhanced course delivery and pedagogy, competency development, technological issues and poor-quality pedagogy. Implications for practice and/or policy The study provides evidence-based information on the relevance of digitizing distance education for sustainable development and promotion of lifelong learning opportunities for distance education students. The research recommends that higher education institutions (HEIs) implement agile policies to facilitate a seamless shift to distance learning. HEIs may adopt open distance learning frameworks to streamline 21st century pedagogical and learning practices in distance-blended learning environments for quality course instruction. The study highlights the potential distance learning modalities that HEIs can consider for Distance Education students to sustain effective quality teaching and learning.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Kayi, Esinam Afi},
	year = {2024},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13475},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Promotion:Relevanz:4, Promotion:Weiterführung, Krisenreaktion im Bildungsbereich, Promotion:FU2b, Kompetenzentwicklung, \#8:Zeitschriftenartikel:blended:learning, distance education, Ghana, blended learning, higher education, adult learners, technology-mediated learning},
	file = {Kayi - 2024 - Transitioning to blended learning during span sty.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GCKWEK2W/Kayi - 2024 - Transitioning to blended learning during span sty.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/YTYRRUVZ/bjet.html:text/html},
}

@inproceedings{komorowski_motivationen_2023,
	title = {Motivationen von {Schülerinnen} und {Schülern} bei der {Nutzung} digitaler {Technologien} am {Lernort} {Berufsschule}: {Eine} qualitative {Befragung} von {Lehrkräften} an {Berufsschulen} in {Hamburg}},
	isbn = {978-3-88579-732-6},
	url = {https://dl.gi.de/handle/20.500.12116/42236},
	doi = {10/gsn7pj},
	abstract = {Die Digitalisierung der Arbeits- und Lebenswelt führt zu wachsenden Anforderungen an die digitalen Kompetenzen zukünftiger Fach- und Führungskräfte [He16]. Deshalb sollten die digita¬len Kompetenzen bereits in der Berufsschule gefördert werden [KMK16]. Dies gelingt besser, wenn sich die Gestaltung des Unterrichts und der genutzten digitalen Technologien an den psycho¬lo¬gi-schen Grundbedürfnissen der Selbstbestimmungstheorie [RD20] orientiert.},
	language = {de-DE},
	urldate = {2023-09-05},
	publisher = {Gesellschaft für Informatik e.V.},
	author = {Komorowski, Tim and Weiland, Meike and König, Daniel and Heimes, Lilli and Gruber, Thomai Svenja and Heister, Michael},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Digitalisierung, Promotion:FU1, Motivation, \#6:Konferenz-Paper:Bildung:Technologie, berufliche Bildung, Selbstbestimmungstheorie},
	file = {Komorowski et al. - 2023 - TextConference Paper.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H5RKJHBN/Komorowski et al. - 2023 - TextConference Paper.pdf:application/pdf},
}

@inproceedings{rupp_lisa_veranstaltungsaufzeichnungen_2020,
	title = {Veranstaltungsaufzeichnungen mit {LectureSight}: {Effekte} auf {Lernen} und {Akzeptanz}},
	copyright = {Deutsches Urheberrecht},
	shorttitle = {Veranstaltungsaufzeichnungen mit {LectureSight}},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=18471},
	doi = {10/grsthk},
	abstract = {Der Beitrag von Lisa Rupp, Benjamin Wulff und Kai-Christoph Hamborg beschäftigt sich mit der Wirkung der Sichtbarkeit von Mimik und Gestik des Vortragenden in Veranstaltungsaufzeichnungen auf die Lernleistung. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-02-17},
	publisher = {Waxmann},
	author = {Rupp, Lisa and Wulff, Benjamin and Hamborg, Kai-Christoph},
	collaborator = {Teaching Trends: Offen für neue Wege – Digitale Medien in der Hochschule (2014 : Oldenburg (Oldenburg))},
	month = feb,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bildung, Digitale Bildung, Hochschullehre, University lecturing, University teaching, Virtual learning, Promotion:FU6, Learning achievement, Lernerfolg, Empirical study, Empirische Untersuchung, Fragebogen, Wirkung, \#7:Konferenz-Paper:digital:Medien, Lecture, Videoaufzeichnung, Vorlesung, Motivation, Acceptance, Akzeptanz, Questionnaire, Facial expression, Gesticulation, Gestik, Gesture, Mimik, Non-verbal communication, Nonverbale Kommunikation, Participant, Sprecher, Teilnehmer, Wissenstest, Zuhörer},
	file = {Rupp, Lisa et al. - 2020 - Veranstaltungsaufzeichnungen mit LectureSight Eff.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AYCWXK3J/Rupp, Lisa et al. - 2020 - Veranstaltungsaufzeichnungen mit LectureSight Eff.pdf:application/pdf},
}

@inproceedings{riedel_jana_didaktik_2020,
	title = {Die {Didaktik} zählt: {Kompetenzvermittlung} zur {Lösung} didaktischer {Herausforderungen}},
	copyright = {Deutsches Urheberrecht},
	shorttitle = {Die {Didaktik} zählt},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=18472},
	doi = {10/grsthn},
	abstract = {An der TU Dresden werden Lehrenden bereits unterschiedliche Infrastrukturen und Unterstützungsangebote zur Nutzung digitaler Medien in ihren Lehrveranstaltungen zur Verfügung gestellt. Eine aktuelle Umfrage zeigt, dass digitale Medien auch durch 92,5\% der befragten Lehrenden eingesetzt werden. Jedoch werden diese vorrangig zur Unterstützung der Lehr-Lernorganisation genutzt, während komplexere Szenarien zur Lösung didaktischer Herausforderungen selten umgesetzt werden. Um die Kompetenzen Lehrender hierfür zu stärken, wurde ein Qualifizierungsangebot entwickelt, welches speziell die didaktischen Handlungsfelder in der Hochschullehre fokussiert und dessen Lehrinhalte entsprechend strukturiert sind. Die Lehrenden sollen so anhand der Verfügbarkeit von konkretem Handlungswissen zum didaktisch begründeten Einsatz digitaler Medien motiviert und befähigt werden. Der Beitrag stellt das ausführliche Konzept des Qualifizierungsangebotes vor und berichtet über erste Erfahrungen in einem Pilotierungsdurchgang, der von März bis Juli 2014 stattfindet. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-02-17},
	publisher = {Waxmann},
	author = {Riedel, Jana and Albrecht, Claudia and Schlenker, Lars},
	collaborator = {Teaching Trends: Offen für neue Wege – Digitale Medien in der Hochschule (2014 : Oldenburg (Oldenburg))},
	month = feb,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU5, Bildung, Multimedia, Deployment of media, Digitale Bildung, Hochschullehre, Medieneinsatz, University lecturing, University teaching, Use of media, Virtual learning, Kompetenz, Competence for action, Competence to act, Training method, Competency, Qualification, Handlungsfeld, Teacher, Technische Universität, Angebot, Qualifizierung, \#7:Konferenz-Paper:digital:Medien, Lehrender, Media didactics, Demand analysis, Dresden, Lehrinhalt, Teaching content, Teaching contents, Vermittlung},
	file = {Riedel, Jana et al. - 2020 - Die Didaktik zählt Kompetenzvermittlung zur Lösun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5YPG3ATT/Riedel, Jana et al. - 2020 - Die Didaktik zählt Kompetenzvermittlung zur Lösun.pdf:application/pdf},
}

@inproceedings{poxleitner_eva_forschungsbasiertes_2020,
	title = {Forschungsbasiertes {Lernen} mit selbsterstellten {Lernapps}},
	copyright = {Deutsches Urheberrecht},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=18463},
	doi = {10/grsthp},
	abstract = {Die Autorinnen Eva Poxleitner und Marlen Arnold führen in ihrem Artikel "Forschungsbasiertes Lernen mit selbsterstellten Lernapps“ Ansätze des Mobile Learning mit einem zeitgemäßen Verständnis des forschenden Lernens integrativ zusammen. In Zusammenarbeit mit Ziemann.IT hat die Fraunhofer Gesellschaft im Rahmen des BMBF-Programms "Aufstieg durch Bildung – offene Hochschulen“ die Software "iAcademy“ entwickelt. Mittels dieser Software können Studierende eigene Lernapplikationen (Lernapps) für mobile Devices wie Handys und Tablets erstellen. Der Artikel stellt Evaluationsergebnisse und Nutzungsbeispiele für den Einsatz selbstentwickelter Lernapps vor und zeigt auf, inwiefern ein Einsatz von selbsterstellten Lernapps im Ansatz des forschenden Lernens zu lokalisieren ist. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-02-17},
	publisher = {Waxmann},
	author = {Poxleitner, Eva and Arnold, Marlen},
	collaborator = {Teaching Trends: Offen für neue Wege – Digitale Medien in der Hochschule (2014 : Oldenburg (Oldenburg))},
	month = feb,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, Bildung, Promotion:FU3, Interview, Fragebogen, Lehrveranstaltung, Entwicklung, Forschungsaufgabe, Evaluation, Studierender, \#7:Konferenz-Paper:digital:Medien, Tablet-PC, Smartphone, Questionnaire, Educational Software, Learning software, Lernsoftware, Applikation, Ergebnis},
	file = {Poxleitner, Eva und Arnold, Marlen - 2020 - Forschungsbasiertes Lernen mit selbsterstellten Le.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JT588PP4/Poxleitner, Eva und Arnold, Marlen - 2020 - Forschungsbasiertes Lernen mit selbsterstellten Le.pdf:application/pdf},
}

@inproceedings{otto_daniel_studentischer_2014,
	title = {Studentischer {Austausch} in der {Fernlehre}? {A} digital story!},
	copyright = {Deutsches Urheberrecht},
	shorttitle = {Studentischer {Austausch} in der {Fernlehre}?},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=18466},
	doi = {10/grsthq},
	abstract = {Der Beitrag von Daniel Otto thematisiert die Möglichkeit internationaler Studierendenmobilität in internetgestützten Studienprogrammen. Am Beispiel eines Studienmoduls, das 2013 gemeinsam von der FernUniversität in Hagen und der Université Virtuelle de Tunis (Tunesien) angeboten wurde, zeigt er auf, wie die virtuelle und physische Mobilität für Studierende beider Universitäten realisiert werden konnten. Relevanz erhält dieses Praxisbeispiel vor allem durch den bewussten Einsatz von Kommunikationstechnologien zur Unterstützung internationaler Kollaboration von Studierenden und der Verdeutlichung ihres Potentials zur Erleichterung interkulturellen Austauschs. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-02-17},
	publisher = {Waxmann},
	author = {Otto, Daniel},
	collaborator = {Teaching Trends: Offen für neue Wege – Digitale Medien in der Hochschule (2014 : Oldenburg (Oldenburg))},
	year = {2014},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Promotion:Relevanz:5, Technologieintegration, Promotion:Argumentation, Bildung, Multimedia, Digitale Bildung, Internet, Promotion:FU3, FernUni-Hagen, Kompetenz, Project, Projects (Learning Activities), Projekt, Further education, Weiterbildung, Digitale Medien:Bildungsinformatik, Distance study, Virtuelle Hochschule, Videoaufzeichnung, Tunisia, Klimawandel, Intercultural competence, Intercultural skills, \#6:Konferenz-Paper:Bildung:Technologie, Kurzfilm, Correspondence university, Fernstudium, Flexibilisierung, Flexibilization, Graduate correspondence course, Group work, Gruppenarbeit, Hagen, Informations- und Kommunikationsmedien, International exchange, Internationaler Austausch, Mobilität, Mobility, Student exchange, Student mobility, Studentenaustausch, Tunesien},
	file = {Otto, Daniel - 2020 - Studentischer Austausch in der Fernlehre A digita.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VWASHJH4/Otto, Daniel - 2020 - Studentischer Austausch in der Fernlehre A digita.pdf:application/pdf},
}

@inproceedings{hofhues_sandra_lernen_2020,
	title = {Lernen und {Medienhandeln} im {Format} der {Forschung}},
	copyright = {Deutsches Urheberrecht},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=18459},
	doi = {10/grstht},
	abstract = {Im Artikel "Lernen und Medienhandeln im Format der Forschung“ gehen die Autorinnen Sandra Hofhues, Gabi Reinmann und Mandy Schiefner-Rohs analytisch auf den Ansatz des forschenden Lernens ein, um einen zeitgemäßen Zugang zu diesem Lehr-Lernkonzept zu ermöglichen. So werden aus medienpädagogischer, hochschuldidaktischer sowie forschungstheoretischer Perspektive Grenzen und Möglichkeiten eines forschenden Lernens ausgelotet. Die zunehmende Bedeutung von digitalen Medien in der Wissenschaft bzw. im Forschen wird hierbei medienpädagogisch aufgearbeitet, indem für einen handlungs- und produktionsorientierten Umgang mit Neuen Medien im Zuge des forschenden Lernens plädiert wird. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-02-17},
	publisher = {Waxmann},
	author = {Hofhues, Sandra and Reinmann, Gabi and Schiefner-Rohs, Mandy},
	collaborator = {Teaching Trends: Offen für neue Wege – Digitale Medien in der Hochschule (2014 : Oldenburg (Oldenburg))},
	month = feb,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU5, Bildung, Deployment of media, Digitale Bildung, Hochschullehre, Medieneinsatz, University lecturing, University teaching, Use of media, Hochschule, Learning process, Lernprozess, Media pedagogics, Medienpädagogik, University didactics, Academic studies, Studium, Internationalisierung, Discourse, Diskurs, Forschungsprozess, Research process, Mediennutzung, Utilisation of media, Utilization of media, Studierender, \#7:Konferenz-Paper:digital:Medien, Internationalization},
	file = {Hofhues, Sandra et al. - 2020 - Lernen und Medienhandeln im Format der Forschung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P7GD55PN/Hofhues, Sandra et al. - 2020 - Lernen und Medienhandeln im Format der Forschung.pdf:application/pdf},
}

@book{schumann_digitale_2022,
	address = {Bielefeld},
	series = {Wirtschaft - {Beruf} - {Ethik}},
	title = {Digitale {Transformation} in der {Berufsbildung}: {Konzepte}, {Befunde} und {Herausforderungen}},
	isbn = {978-3-7639-7138-1 978-3-7639-7137-4},
	shorttitle = {Digitale {Transformation} in der {Berufsbildung}},
	abstract = {Mit Blick auf den gesellschaftlichen Fortschritt und die wirtschaftliche Leistungsfähigkeit muss der digitale Rückstand im deutschen Bildungssystem aufgeholt werden. Dabei spielt die Berufsbildung aufgrund ihrer engen Verbindungen zur Wirtschaft eine Schlüsselrolle in der digitalen Transformation.In den Beiträgen des Sammelbandes werden berufsspezifische Aspekte und Querschnittsthemen vorgestellt, bei denen digitale Medien auf inhaltlicher und methodischer Ebene neue Handlungsmöglichkeiten eröffnen: Organisation der Ausbildung, Professionalisierung der Lehrenden, digital gestützte Prüfungsaufgaben, Zusammenarbeit der Lernorte, Veränderungen der Didaktik durch den Einsatz digitaler Medien wie Learning Analytics Dashboards, Augmented Reality und Virtual Reality, Individualisierung von Lernprozessen, Diagnose von Lernständen, Inklusion und berufliche Teilhabechancen durch digitale Technologien sowie Formen politischer Sozialisation und Handlungsfähigkeit als Aufgabe der beruflichen Bildung. Der Sammelband schliesst mit einem Blick in die Zukunft und Ideen für die Berufsbildende Schule 2030},
	language = {de-DE},
	number = {Band 41},
	publisher = {wbv Media},
	editor = {Schumann, Stephan and Seeber, Susan and Abele, Stephan},
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buch:Bildung:Technologie},
	file = {Schumann et al. - 2022 - Digitale Transformation in der Berufsbildung Konz.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JG8ZELX9/Schumann et al. - 2022 - Digitale Transformation in der Berufsbildung Konz.pdf:application/pdf},
}

@incollection{fortmann_digitalisierung_2018,
	address = {Wiesbaden},
	title = {Die {Digitalisierung} der {Hochschulen}: {Chancen} für mehr {Innovation} in {Forschung} und {Lehre}},
	isbn = {978-3-658-20968-1 978-3-658-20969-8},
	shorttitle = {Die {Digitalisierung} der {Hochschulen}},
	url = {http://link.springer.com/10.1007/978-3-658-20969-8_25},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Arbeitswelt der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Holtforth, Dominik Große},
	editor = {Fortmann, Harald R. and Kolocek, Barbara},
	year = {2018},
	doi = {10.1007/978-3-658-20969-8_25},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {383--395},
	file = {Holtforth - 2018 - Die Digitalisierung der Hochschulen Chancen für m.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/73R4NE28/Holtforth - 2018 - Die Digitalisierung der Hochschulen Chancen für m.pdf:application/pdf},
}

@incollection{fortmann_ambivalenzen_2018,
	address = {Wiesbaden},
	title = {Ambivalenzen des {Digital} {Leaderships} in der {Netzwerkökonomie}},
	isbn = {978-3-658-20968-1 978-3-658-20969-8},
	url = {http://link.springer.com/10.1007/978-3-658-20969-8_27},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Arbeitswelt der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Otte, Jens},
	editor = {Fortmann, Harald R. and Kolocek, Barbara},
	year = {2018},
	doi = {10.1007/978-3-658-20969-8_27},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {421--435},
	file = {Otte - 2018 - Ambivalenzen des Digital Leaderships in der Netzwe.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/73BEX7CU/Otte - 2018 - Ambivalenzen des Digital Leaderships in der Netzwe.pdf:application/pdf},
}

@inproceedings{haase_tina_integration_2020,
	title = {Integration von {VR}- und {AR}-{Technologien} in betrieblicher {Lernphase}. {Arbeitsalltag} als {Bildungsalltag}},
	url = {https://dl.gi.de/handle/20.500.12116/34585},
	doi = {10/ghwn9v},
	abstract = {Virtual and augmented reality technologies are increasingly common in business practice, especially for employee qualification. The reasons for this are the technical development of the necessary hardware and software, which enable manageable (mobile) solutions at a reasonable price, as well as the increasing acceptance of these technologies due to their increased use in the private environment. The article shows on the basis of selected practical examples, which have been developed in almost 20 years of applied research in this field, how diverse the use of these technologies can be in everyday education. The use in the process of work, in a seminar context and for self-learning is contrasted by a multitude of technological and didactic design possibilities: Data glasses, PC or tablet are only a few options. Based on these experiences, a procedure for a systematic technology selection and design as well as the organizational anchoring is presented.},
	language = {de-DE},
	urldate = {2021-03-09},
	publisher = {Gesellschaft für Informatik e.V.z},
	author = {Haase, Tina and Termath, Wilhelm and Dick, Michael},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Relevanz:4, Promotion:Weiterführung, Bildung, Promotion:FU3, virtual reality, Handlungsorientierung, \#6:Konferenz-Paper:Bildung:Technologie, organisationale Integration},
	file = {Haase, Tina et al. - 2020 - Integration von VR- und AR-Technologien in betrieb.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HESL92EP/Haase, Tina et al. - 2020 - Integration von VR- und AR-Technologien in betrieb.pdf:application/pdf},
}

@article{jansen_kliniksanitater_2021,
	title = {Kliniksanitäter. {Ein} interprofessionelles {Blended}-{Learning}-{Konzept} zur {Weiterqualifikation} von {Rettungsdienst}- und medizinischem {Personal} zum {Einsatz} auf {Intensivstationen} und in {Notaufnahmen} während der {COVID}-19-{Pandemie}},
	volume = {70},
	issn = {0003-2417, 1432-055X},
	url = {https://link.springer.com/10.1007/s00101-020-00873-9},
	doi = {10/gqcm3v},
	language = {de-DE},
	number = {1},
	urldate = {2022-06-18},
	journal = {Der Anaesthesist},
	author = {Jansen, G. and Latka, E. and Behrens, F. and Zeiser, S. and Scholz, S. and Janus, S. and Kinzel, K. and Thaemel, D. and Kottkamp, H.-W. and Rehberg, S. and Borgstedt, R.},
	month = jan,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU5, NotSan, Bildung, Multimedia, Krisenreaktion im Bildungsbereich, Fliedner Fachhochschule Düsseldorf, Berufliche Bildung, \#8:Zeitschriftenartikel:blended:learning},
	pages = {13--22},
	file = {Jansen et al. - 2021 - Kliniksanitäter. Ein interprofessionelles Blended-.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FSTLAQXP/Jansen et al. - 2021 - Kliniksanitäter. Ein interprofessionelles Blended-.pdf:application/pdf},
}

@article{compagnoni_we_2024,
	title = {“{We} all contributed to tell stories to the best of our abilities”: {Cooperative} digital storytelling to promote students’ positive interdependence in an online course of {Italian} as a foreign language},
	abstract = {EN Positive interdependence is defined as a mutual relationAshBipSbTeRtwAeCenTpeople who are driven to achieve the same task goalsConsidered as the foundation of collaborative language learning, it can surface in group activities of digital content creation. Digital storytelling may enhance skills of positive interdependence as it enables digital narratives to be told through mixed media (Robin, 2016). However, prolonged exposure to technology might cause distraction, motivation loss, and fatigue among language students, hampering the establishment of positive interdependence. To encourage interdependent interactions in digital learning environments, this study presents the results of educational activities conducted using the ThingLink and StoryMaps platforms by learners of Italian as a foreign language during an online language course. The results stemming from online questionnaires, transcript analyses, and focus group interviews highlight how students’ positive interdependence can be boosted by telling stories through immersive technologies.},
	language = {en-GB},
	journal = {E-JournALL, EuroAmerican Journal of Applied Linguistics and Languages},
	author = {Compagnoni, Ilaria and Serragiotto, Graziano},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Datenschutz und IT-Sicherheit, Promotion:FU2b},
	file = {Compagnoni und Serragiotto - 2024 - “We all contributed to tell stories to the best of.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IT4V24IQ/Compagnoni und Serragiotto - 2024 - “We all contributed to tell stories to the best of.pdf:application/pdf},
}

@article{tedla_impacts_2024,
	title = {The impacts of computer-supported collaborative learning on students’ critical thinking: a meta-analysis},
	issn = {1360-2357, 1573-7608},
	shorttitle = {The impacts of computer-supported collaborative learning on students’ critical thinking},
	url = {https://link.springer.com/10.1007/s10639-024-12857-y},
	doi = {10.1007/s10639-024-12857-y},
	abstract = {Critical thinking (CT) is among the core abilities students need to acquire to overcome the unprecedented and ever-changing challenges of the 21st century and beyond. To facilitate the attainment of CT, numerous researchers worldwide have conducted empirical studies focusing on leveraging computer-supported collaborative learning (CSCL) to improve students’ CT. Notwithstanding the existence of empirical studies, meta-analyses that clearly show the overall effect sizes (ESs) of the impacts are wanting. The current meta-analysis aimed at filling this lacuna by examining 30 empirical studies that were conducted between the years 2014 and 2023, stored in databases such as Scopus, the Web of Science, ERIC and Google Scholar, and search engines such as Google and Ecosia and that met the inclusion criteria. The study included journal articles, conference papers and student theses. The total number of participants in the studies was 2,980, representing 11 countries. The results indicated that CSCL was an effective instructional approach to foster students’ CT with statistically significant levels of overall ES estimates (ES = 0.859, z = 8.55, p {\textless} .001, 95\% CI [0.661–1.055]). The results also indicated that there was no apparent evidence of publication bias (Egger’s regression = 0.478, p {\textgreater} .05). Instructional activities, technology usage, participants’ level of education, dimensions of CT, intervention duration and sample size were found to significantly moderate the overall ES estimate. Based on the results, recommendations are made regarding effective ways to use digital technology and collaborative learning for honing students’ CT.},
	language = {en-GB},
	urldate = {2024-07-04},
	journal = {Education and Information Technologies},
	author = {Tedla, Yoseph Gebrehiwot and Chen, Hsiu-Ling},
	month = jun,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning},
	file = {Tedla und Chen - 2024 - The impacts of computer-supported collaborative le.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/48XBKGN5/Tedla und Chen - 2024 - The impacts of computer-supported collaborative le.pdf:application/pdf},
}

@article{liverano_educational_2024,
	title = {The educational potential of collaborative writing mediated by digital technology in times of pandemic: a scoping review},
	volume = {16},
	copyright = {http://creativecommons.org/licenses/by-nc-nd/4.0},
	issn = {2037-0849},
	shorttitle = {The educational potential of collaborative writing mediated by digital technology in times of pandemic},
	url = {https://www.sciendo.com/article/10.2478/rem-2024-0009},
	doi = {10.2478/rem-2024-0009},
	abstract = {Today's schools must respond to the evolving needs of students by adopting new pedagogical models and didactic devices. Information and communication technologies can be useful resources to focus on the learning of each individual student as a dynamic and relational process. Collaborative writing apps facilitate democratic and shared construction of knowledge through ICT (Van Leeuwen, Janssen, 2019). This approach fosters the transformation of knowledge through a trialogical approach to learning (Cesareni et al., 2018). This article analyzes the responses of a collaborative writing experience with apps in a school. The aim of this contribution is to highlight the most effective technology-mediated collaborative writing interventions that have been implemented during the Covid-19 pandemic. The focus is on their educational potential in terms of both cognitive and non-cognitive skills.},
	language = {en-GB},
	number = {1},
	urldate = {2024-07-01},
	journal = {Research on Education and Media},
	author = {Liverano, Giuseppe},
	month = jun,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Datenschutz und IT-Sicherheit, Promotion:FU2b},
	pages = {64--75},
	file = {Liverano - 2024 - The educational potential of collaborative writing.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HH3VV52S/Liverano - 2024 - The educational potential of collaborative writing.pdf:application/pdf},
}

@article{bail_technostresserleben_2024,
	title = {Technostresserleben in der stationären medizinischen {Versorgung} in deutschen und schweizerischen {Kliniken}: aktueller {Forschungsstand}},
	issn = {0944-2502, 2198-0713},
	shorttitle = {Technostresserleben in der stationären medizinischen {Versorgung} in deutschen und schweizerischen {Kliniken}},
	url = {https://link.springer.com/10.1007/s40664-024-00542-3},
	doi = {10.1007/s40664-024-00542-3},
	abstract = {Zusammenfassung
            
              Hintergrund
              Ziel dieser Arbeit ist die Darstellung der aktuellen Studienlage zur Prävalenz und Ausprägung von Technostresserleben in der stationären medizinischen Versorgung in deutschen und schweizerischen Kliniken. Dieses stellt ein aufkommendes Risiko im Zusammenhang mit dem zunehmenden Einsatz von Informations- und Kommunikationstechnologien (IKT) im Gesundheitswesen dar.
            
            
              Methodik
              Mithilfe einer systematischen Literaturrecherche wurden unter Verwendung von Schlüsselbegriffen vordefinierten Ein- und Ausschlusskriterien 49 Artikel identifiziert, von denen 9 Studien einbezogen worden sind.
            
            
              Ergebnisse
              Theoretische Grundlage der in dieser Arbeit analysierten Studien bildet überwiegend das Technostress-Konzept von Ragu-Nathan et al. (2008) mit den Subkategorien Techno-overload, Techno-complexity, Techno-insecurity, Techno-uncertainty und Techno-invasion. Bei fast allen Studien handelt es sich um Querschnittsstudien, welche sich auf die Ausprägung von Technostress unter Ärzt:innen, seltener Pfleger:innen und anderen Gesundheitsberufen konzentriert haben sowie auf die Analyse der auslösenden und abschwächenden Faktoren von Technostress und Auswirkungen auf organisationale und gesundheitsbezogene Outcomes (u. a. Produktivität, Arbeitszufriedenheit, Burnout). Die aktuelle Studienlage spricht hierbei für ein moderates Level von Technostress, wobei die höchsten Ausprägungen für die Subkategorien „Techno-overload“ und „Techno-uncertainty“ erhoben worden sind.
            
            
              Schlussfolgerung
              Ärzt:innen und Pfleger:innen zeigen die höchsten Ausprägungen von Technostresserleben, gefolgt von Medizinisch-technischen, Medizinisch-therapeutischen und anderen Berufen (z. B. Sozialarbeiter:innen, Psycholog:innen, Hebammen). Es mangelt jedoch an empirischen Studien zu nichtärztlichen Gesundheitsberufen sowie an Interventionsstudien, die insbesondere Coping-Strategien im Umgang mit arbeitsbezogenem Technostresserleben evaluieren und darauf basierende Handlungsempfehlungen für Gesundheitsorganisationen aussprechen.
            
          , 
            Abstract
            
              Background
              The aim of this review article is to present the current state of research on the prevalence and severity of technostress experience in inpatient medical care in German and Swiss hospitals. This is an emerging risk among healthcare personnel in hospitals in connection with the increasing use of information and communication technologies (ICT) in healthcare.
            
            
              Methods
              A systematic literature search was carried out using key terms and predefined inclusion and exclusion criteria identified 49 articles, of which 9 studies were included.
            
            
              Results
              The theoretical basis of the studies analyzed in this article is predominantly the technostress concept of Ragu-Nathan et al. (2008) with the subcategories techno-overload, techno-complexity, techno-insecurity, techno-uncertainty and techno-invasion. Almost all studies are cross-sectional in nature that focused on the extent of technostress among physicians, less frequently among nurses and other healthcare professions as well as on the analysis of the triggering and mitigating factors of technostress and effects on organizational and health-related outcomes (including productivity, job satisfaction, burnout). The current study situation indicates a moderate level of technostress, with the highest levels recorded for the subcategories techno-overload and techno-uncertainty.
            
            
              Conclusion
              Physicians and nurses show the highest levels of technostress, followed by medical technical, medical therapeutic and other professions (e.g., social workers, psychologists, midwives); however, there is a lack of empirical studies on nonmedical healthcare professions as well as interventional studies that particularly evaluate coping strategies in dealing with work-related technostress and make recommendations for action for healthcare organizations based on this.},
	language = {de-DE},
	urldate = {2024-06-30},
	journal = {Zentralblatt für Arbeitsmedizin, Arbeitsschutz und Ergonomie},
	author = {Bail, Clara and Marquardt, Berit and Harth, Volker and Mache, Stefanie},
	month = jun,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Weiterführung, \#6:Zeitschriftenartikel:Bildung:Technologie, Datenschutz und IT-Sicherheit, Krisenreaktion im Bildungsbereich, Promotion:FU2b, Promotion:Relevanz:3},
	file = {Bail et al. - 2024 - Technostresserleben in der stationären medizinisch.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KBPKQAZX/Bail et al. - 2024 - Technostresserleben in der stationären medizinisch.pdf:application/pdf},
}

@article{mathur_developing_2023,
	title = {Developing knowledge-based psychotherapeutic competencies in non-specialist providers: {A} pre-post study with a nested randomised controlled trial of a coach-supported versus self-guided digital training course for a problem-solving psychological intervention in {India}},
	volume = {10},
	issn = {2054-4251},
	shorttitle = {Developing knowledge-based psychotherapeutic competencies in non-specialist providers},
	doi = {10.1017/gmh.2023.81},
	abstract = {We evaluated a digital learning programme for non-specialists to develop knowledge-based competencies in a problem-solving intervention for adolescents to examine the overall impact of training on knowledge-based competencies among learners; and to compare the effects of two training conditions (self-guided digital training with or without coaching) in a nested parallel, two-arm, individually randomised controlled trial. Eligible participants were 18 or older; fluent in Hindi or English; able to access digital training; and had no prior experience of delivering structured psychotherapies. 277 participants were enrolled from 31 March 2022 to 19 June 2022 of which 230 (83\%) completed the study. There was a significant increase in competency score from pre-training (Mean = 7.01, SD = 3.29) to post-training (Mean = 8.88, SD = 3.80), 6 weeks after the pre-training assessment. Knowledge competency scores showed larger increase among participants randomised to the coaching arm (AMD = 1.09, 95\% CI 0.26-1.92, p = 0.01) with an effect size (d) of 0.33 (95\% CI 0.08-0.58). More participants completed training in the coaching arm (n = 96, 69.6\%) compared to the self-guided training arm (n = 56, 40.3\%). In conclusion, a coach-supported remote digital training intervention is associated with enhanced participation by learners and increased psychotherapeutic knowledge competencies.},
	language = {en-GB},
	journal = {Global Mental Health (Cambridge, England)},
	author = {Mathur, Sonal and Weiss, Helen A. and Neuman, Melissa and Leurent, Baptiste and Field, Andy P. and Shetty, Tejaswi and J, James E. and Nair, Pooja and Mathews, Rhea and Malik, Kanika and Michelson, Daniel and Patel, Vikram},
	year = {2023},
	pmid = {38161749},
	pmcid = {PMC10755375},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU2b, India, adolescent mental health, digital training, capacity building, knowledge-based competency, problem-solving intervention, randomised controlled trial},
	pages = {e87},
	file = {Mathur et al. - 2023 - Developing knowledge-based psychotherapeutic compe.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/342HWCI2/Mathur et al. - 2023 - Developing knowledge-based psychotherapeutic compe.pdf:application/pdf},
}

@article{du_analyzing_2024,
	title = {Analyzing the effects of instructional strategies on students’ on-task status from aspects of their learning behaviors and cognitive factors},
	volume = {36},
	issn = {1042-1726, 1867-1233},
	url = {https://link.springer.com/10.1007/s12528-022-09345-y},
	doi = {10.1007/s12528-022-09345-y},
	abstract = {This study aims to track college students’ on-task rate during the teaching process and to analyze the influence of instructional strategies on on-task rate through the aspects of observable and internal engagement indicators. Thirty-six undergraduate students at a higher education institution in China participated in the study. Students’ behaviors and their EEG signals were recorded from fifty-one learning activities. Analyses have been focused on identifying the determinants of student’s engagement levels and revealing the impacts of behavioral sequences and cognitive sequences on student’s engagement levels. The results show that (1) instructional strategies, classroom behaviors, and cognitive states were significant predictors of students’ on-task rate; (2) the continuity of classroom behaviors improved the ontask rate; and (3) the standard deviations of attention and cognitive load were positively correlated with the on-task rate. This study describes a case of integrating multimodal data analysis in classroom teaching and discusses practical implications for improving classroom teaching.},
	language = {en-GB},
	number = {1},
	urldate = {2024-05-09},
	journal = {Journal of Computing in Higher Education},
	author = {Du, Xu and Zhang, Lizhao and Hung, Jui-Long and Li, Hao and Tang, Hengtao and Dai, Miao},
	month = apr,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, DRK-Bildungszentrum Düsseldorf, Praxisanleitung, Lehrveranstaltung},
	pages = {29--56},
	file = {Du et al. - 2024 - Analyzing the effects of instructional strategies .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JY7SI68Y/Du et al. - 2024 - Analyzing the effects of instructional strategies .pdf:application/pdf},
}

@article{polz_ki_2024,
	title = {{KI} – die {Revolution} des {Lernens}?: {Im} {Gespräch} mit {Senad} {Bećirović}},
	volume = {4},
	copyright = {https://creativecommons.org/licenses/by-nc-nd/4.0},
	issn = {2791-4046, 2791-4046},
	shorttitle = {{KI} – die {Revolution} des {Lernens}?},
	url = {https://schule-verantworten.education/journal/index.php/sv/article/view/399},
	doi = {10.53349/schuleverantworten.2024.i1.a399},
	abstract = {Senad Bećirović ist Universitätsprofessor für Erziehungs- und Geisteswissenschaften an der Internationalen Burch-Universität in Sarajevo. Sein spezifisches Forschungsinteresse gilt der Identifizierung und Förderung begabter Schüler*innen, dem Einsatz von Bildungstechnologien beim Lehren und Lernen sowie der interkulturellen Bildung.
Im vorliegenden Artikel beantwortet er aufgrund seiner Expertise Fragen zum Einsatz von KI im Unterricht und gibt Anregungen zur Gestaltung einer zukunftsfähigen Lern- und Prüfungskultur in der Schule.},
	language = {de-DE},
	number = {1},
	urldate = {2024-04-07},
	journal = {\#schuleverantworten},
	author = {Polz, Edda},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Datenschutz und IT-Sicherheit, Krisenreaktion im Bildungsbereich},
	file = {Polz - 2024 - KI – die Revolution des Lernens Im Gespräch mit .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M4J4HJEN/Polz - 2024 - KI – die Revolution des Lernens Im Gespräch mit .pdf:application/pdf},
}

@article{kerres_education_2022,
	title = {Education after the {Pandemic}: {What} {We} {Have} ({Not}) {Learned} about {Learning}},
	volume = {12},
	issn = {2227-7102},
	shorttitle = {Education after the {Pandemic}},
	url = {https://www.mdpi.com/2227-7102/12/5/315},
	doi = {10.3390/educsci12050315},
	abstract = {During the pandemic, educational technologies have become an essential tool to provide education at a distance. The paper outlines basic assumptions of research on the effects of the pandemic on education and points out methodological flaws when these effects are directly related to the pandemic or to effects of educational technology on learning. Studies cannot be easily aggregated and must consider the institutional, national and cultural conditions of how the educational system reacted to the pandemic. The article discusses how the experiences during the pandemic will shape the future discussion of education after the pandemic. With regard to the use of digital technology, the future seems widely open and will largely depend on the interpretation and re-construction of these experiences during the pandemic by the actors in the field. Two contradictory visions for the role of educational technology in education after the pandemic seem possible: a pre- vs. postdigital view that imply fundamentally different perspectives for the future of education. A pre-digital re-construction implies a return “back to normal”, whereas a post-digital view tries to utilize the experiences of the pandemic for a consequential reform of education.},
	language = {en-GB},
	number = {5},
	urldate = {2024-03-22},
	journal = {Education Sciences},
	author = {Kerres, Michael and Buchner, Josef},
	month = apr,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Promotion:FU5, Krisenreaktion im Bildungsbereich},
	pages = {315},
	file = {Kerres und Buchner - 2022 - Education after the Pandemic What We Have (Not) L.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7VFWJY58/Kerres und Buchner - 2022 - Education after the Pandemic What We Have (Not) L.pdf:application/pdf},
}

@article{wagner_schulentwicklungsmanagement_2024,
	title = {Schulentwicklungsmanagement zur digitalen {Transformation} von {Schule} in {Zeiten} des {Lehrkräftemangels} – {Empirische} {Ergebnisse} und {Konsequenzen} für die {Gestaltung} von {Schulentwicklung}},
	abstract = {Der Lehrkräftemangel ist allgegenwärtig und eine zentrale Herausforderung an vielen Schulen (Robert Bosch Stiftung 2023). In Zeiten knapper Personaldecken gilt es außerdem, digitale Technologien in den Unterricht zu integrieren, was in den Schulen mit weitreichenden Veränderungen (z. B. auf kultureller und organisatorischer Ebene) einhergeht (Tulowitzki/Gerick 2018). Die Implementation digitaler Technologien geschieht in organisationaler Perspektive im Rahmen von Schulentwicklung, wobei die fünf Dimensionen Organisations-, Unterrichts-, Personal-, Kooperations- und Technologieentwicklung von Interesse sind (Eickelmann/Gerick 2018, Rolff 2007, Schulz-Zander 2001). Es geht dabei um die zielgerichtete Planung des Veränderungsprozesses in der Einzelschule. Ziel des Beitrags ist es, anhand einer Interviewstudie im Projekt tabletBS.dual an 16 Berufsschulen in Baden-Württemberg die Gestaltung von Schulentwicklung bei der Implementation digitaler Technologien – insb. Tablets – zu analysieren. Es zeigt sich, dass die Schulen sehr unterschiedliche Maßnahmen umsetzen, die als mehr oder weniger erfolgreich wahrgenommen werden. Aus den empirischen Ergebnissen wird ein Tätigkeitsprofil für eine*n Schulentwicklungsmanager*in abgeleitet. Zentrale Aufgabe des Schulentwicklungsmanagements ist die Koordination und Planung des Implementationsprozesses an der Schule. Dies soll sicherstellen, dass Maßnahmen (z. B. Fortbildungen, Beschaffung von digitalen Geräten) aufeinander abgestimmt und zielführend sind.},
	language = {de-DE},
	journal = {Berufs- und Wirtschaftspädagogik - online},
	author = {Wagner, Anne and Bamberg, Universität},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Bildungstheorien, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur, Promotion:todo},
	file = {Wagner und Bamberg - 2024 - Schulentwicklungsmanagement zur digitalen Transfor.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JQ2DUF66/Wagner und Bamberg - 2024 - Schulentwicklungsmanagement zur digitalen Transfor.pdf:application/pdf},
}

@article{godbole_capacity_2023,
	title = {Capacity {Building} and {Strengthening} of {Salt} {Iodine} {Monitoring} {Laboratories} in {Rural} {Endemic} {Areas} of {Uttar} {Pradesh} {India} – {Alternate} {Health} {Care} {Delivery}},
	volume = {7},
	issn = {24752991},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2475299123254591},
	doi = {10.1016/j.cdnut.2023.100743},
	abstract = {Subhash},
	language = {en-GB},
	urldate = {2023-11-22},
	journal = {Current Developments in Nutrition},
	author = {Godbole, Ujwala and Yada, Subhash and Gupta, Divya and Godbole, Madan},
	month = jul,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Bildungstheorien, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Lernsystemarchitektur},
	pages = {100743},
	file = {Gorman - 2023 - P04-005-23 Monitoring Accreditation Council for Ed.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DW4C5PT8/Gorman - 2023 - P04-005-23 Monitoring Accreditation Council for Ed.pdf:application/pdf},
}

@article{langseth_role_2023,
	title = {The {Role} of {Support} {Units} in {Digital} {Transformation}: {How} {Institutional} {Entrepreneurs} {Build} {Capacity} for {Online} {Learning} in {Higher} {Education}},
	volume = {28},
	issn = {2211-1662, 2211-1670},
	shorttitle = {The {Role} of {Support} {Units} in {Digital} {Transformation}},
	url = {https://link.springer.com/10.1007/s10758-022-09620-y},
	doi = {10.1007/s10758-022-09620-y},
	abstract = {This study used New Institutional Theory to explore how entrepreneurial activities in support units contribute to digital transformation in higher education in Norway. We describe how entrepreneurs initiated and operationalized support for Massive Open Online Courses (MOOCs), micro-credentials and fully online courses in pockets of innovation within existing institutional arrangements. An ambition was to understand why capacity building for digital transformation in a country described by the Organization for Economic Cooperation and Development (OECD) as digitally mature is lagging behind other countries. We obtained our data from qualitative interviews with faculties and staff involved in fully online course production. The informants were chosen through strategic sampling from support units and faculties, where they filled different roles in the production of such online courses. Our findings describe entrepreneurial activities that strongly contributed to the emerging social field of digital transformation. Located in pockets of innovation, the entrepreneurs provided open digital platforms, a pedagogy for online course design and support for faculties who engaged in online course production. Yet, the findings also confirm previous research pointing out how the lack of supportive leadership may impede successful digital transformation in higher education institutions. The study concludes with a model for digital maturity which may be useful to researchers and stakeholders. The model can also support entrepreneurial processes in online environments.},
	language = {en-GB},
	number = {4},
	urldate = {2023-11-22},
	journal = {Technology, Knowledge and Learning},
	author = {Langseth, Inger and Jacobsen, Dan Yngve and Haugsbakken, Halvdan},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Relevanz:4, Promotion:Weiterführung, Promotion:FU5, \#4:Zeitschriftenartikel:MOOC, Promotion:},
	pages = {1745--1782},
	file = {Langseth et al. - 2023 - The Role of Support Units in Digital Transformatio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TZ8UFQ45/Langseth et al. - 2023 - The Role of Support Units in Digital Transformatio.pdf:application/pdf},
}

@article{han_interprofessional_2023,
	title = {Interprofessional collaboration (or lack thereof) between faculty and learning technologists in the creation of digital learning},
	volume = {23},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04728-w},
	doi = {10/gs569p},
	abstract = {Background  As digital learning becomes more prevalent and important in health professions education, learning technologists play increasingly central roles in designing and delivering learning materials. However, little is understood about the process by which learning technologists have integrated into the existing teaching and learning ecosystem, and it seems that they remain marginal and undervalued. Our aim in this paper was therefore to examine the process of interprofessional co-development of course materials as experienced by educators and learning technologists.
Methods  Our approach was qualitative, using individual semi-structured interviews (conducted between July 2021 to May 2022) to explore the working relationship between faculty and learning technologists. Transcripts were analysed abductively.
Results  We found that the attitudes of both faculty and learning technologists towards collaborating to drive digital adoption in health professions education fell into two main themes: “embrace” and “replace” – and “conflict”, which we present as a third theme. Our results revealed that faculty did not take an active and agentic role in developing their digital practices in respect of education delivery. Learning technologists positioned themselves as a resource to support faculty’s knowledge and skill gap in digital competence. There was an obvious power differential between the two groups: learning technologists lacked agency and seemed in the position of servants to faculty masters. This created barriers to effective collaboration.
Conclusions  By examining the process of co-development of course materials by faculty and learning technologists, we open up a space to examine the social, relational and organisational complexities associated with interprofessional collaboration in digital health professions education. Our study also has important implications for guiding educational policy to better position learning technologists to effectively collaborate with faculty and realise the potential of digital health professions education.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Han, Siew Ping and Jumat, Muhammad Raihan and Cleland, Jennifer Anne},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning},
	pages = {727},
	file = {Han et al. - 2023 - Interprofessional collaboration (or lack thereof) .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WG8UYKFV/Han et al. - 2023 - Interprofessional collaboration (or lack thereof) .pdf:application/pdf},
}

@article{roa_romero_design_2021,
	title = {Design and usability testing of an in-house developed performance feedback tool for medical students},
	volume = {21},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-021-02788-4},
	doi = {10/gs565r},
	abstract = {Background: Feedback is essential in a self-regulated learning environment such as medical education. When feedback channels are widely spread, the need arises for a system of integrating this information in a single platform. This article reports on the design and initial testing of a feedback tool for medical students at CharitéUniversitätsmedizin, Berlin, a large teaching hospital. Following a needs analysis, we designed and programmed a feedback tool in a user-centered approach. The resulting interface was evaluated prior to release with usability testing and again post release using quantitative/qualitative questionnaires.
Results: The tool we created is a browser application for use on desktop or mobile devices. Students log in to see a dashboard of “cards” featuring summaries of assessment results, a portal for the documentation of acquired practical skills, and an overview of their progress along their course. Users see their cohort’s average for each format. Learning analytics rank students’ strengths by subject. The interface is characterized by colourful and simple graphics. In its initial form, the tool has been rated positively overall by students. During testing, the high task completion rate (78\%) and low overall number of non-critical errors indicated good usability, while the quantitative data (system usability scoring) also indicates high ease of use. The source code for the tool is open-source and can be adapted by other medical faculties.
Conclusions: The results suggest that the implemented tool LevelUp is well-accepted by students. It therefore holds promise for improved, digitalized integrated feedback about students’ learning progress. Our aim is that LevelUp will help medical students to keep track of their study progress and reflect on their skills. Further development will integrate users’ recommendations for additional features as well as optimizing data flow.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Roa Romero, Yadira and Tame, Hannah and Holzhausen, Ylva and Petzold, Mandy and Wyszynski, Jan-Vincent and Peters, Harm and Alhassan-Altoaama, Mohammed and Domanska, Monika and Dittmar, Martin},
	month = dec,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU4b},
	pages = {354},
	file = {Roa Romero et al. - 2021 - Design and usability testing of an in-house develo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DPUNCYNG/Roa Romero et al. - 2021 - Design and usability testing of an in-house develo.pdf:application/pdf},
}

@article{liew_microlearning_2023,
	title = {Microlearning and online simulation-based virtual consultation training module for the undergraduate medical curriculum – a preliminary evaluation},
	volume = {23},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04777-1},
	doi = {10/gs3qff},
	abstract = {Background  Virtual consultation is a synchronous mode of telemedicine provided remotely via information and communication technology. The projected growth of digitalization in healthcare delivery, however, necessitates medical student training in virtual consultation (VC) to ensure safe and effective patient care. This study describes the implementation and preliminary evaluation of a competency-based VC training module for undergraduate medical students.
Methods  A newly developed six-week VC module was implemented online through asynchronous microlearning and synchronous simulation-based experiential learning modalities. Clinical students in years 4 and 5 and fresh graduates, who had not started pre-registration house officer or residency programmes, were invited to participate. Training outcomes using checklist-based video-recorded assessments of VC encounters between medical students and simulated patients were compared. Each video was independently assessed by two facilitators trained in VC teaching and assessment, using a direct observed virtual consultation skills checklist derived from established VC competencies. The participants completed course evaluations electronically as additional outcome measures.
Results  Fifty-two clinical phase medical students and alumni completed both the instructional and practical phases of this module. Altogether, 45 (95.7\%) students found the module beneficial, and 46 (95.9\%) reported increased self-efficacy for conducting VC. In total, 46 (95.9\%) students would recommend the course to others. Post-test results showed a significant increase in the students’ abilities to conduct a VC (t-test = 16.33, p {\textless} 0.05).
Conclusion  Microlearning and simulation-based sessions were effective instructional delivery modalities for undergraduate medical students in their attainment of VC competencies.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-04},
	journal = {BMC Medical Education},
	author = {Liew, Siaw Cheok and Tan, Maw Pin and Breen, Emer and Krishnan, Kuhan and Sivarajah, Inthirani and Raviendran, Nivashinie and Aung, Thidar and Nimir, Amal and Pallath, Vinod},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU2b},
	pages = {796},
	file = {Liew et al. - 2023 - Microlearning and online simulation-based virtual .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T2T99RT7/Liew et al. - 2023 - Microlearning and online simulation-based virtual .pdf:application/pdf},
}

@article{kiesler_open_nodate,
	title = {Open {Science} in den {Bildungstechnologien}: {Zur} {Publikation} und {Begutachtung} von {Forschungsdaten} inklusive {Software} im {Rahmen} der {DELFI}},
	abstract = {Der Workshop des Arbeitskreises Open Science zielte darauf ab, gemeinsam mit der Fachcommunity mögliche Verfahren zur Begutachtung von Forschungsdaten (inklusive Software) aus dem Kontext Bildungstechnologien zu erörtern. Dazu gehören sowohl die Entwicklung realistischer und nachvollziehbarer Anforderung an die Publikation von Forschungsdaten, als auch Review Richtlinien für zukünftige DELFI Programmkomitees. Weiterhin war es das Ziel, die Vorund Nachteile neuer Publikationsformate gegeneinander abzuwiegen und zu diskutieren. Methodisch wurde im Workshop vor allem die Diskussion mit den Teilnehmenden angestrebt, sodass die Umsetzbarkeit neuer Anforderungen im Fokus blieb. In dem vorliegenden Beitrag werden die Ergebnisse des halbtägigen Workshops zusammengefasst.},
	language = {de-DE},
	author = {Kiesler, Natalie and Schiffner, Daniel},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU5, Datenschutz und IT-Sicherheit},
	file = {Kiesler und Schiffner - Open Science in den Bildungstechnologien Zur Publ.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XGDJ2RKP/Kiesler und Schiffner - Open Science in den Bildungstechnologien Zur Publ.pdf:application/pdf},
}

@article{sailer_bildungstechnologische_2023,
	title = {Bildungstechnologische {Fragen} in der {Hochschullehre} im Überblick},
	volume = {7},
	issn = {23673044, 23673052},
	url = {https://www.budrich-journals.de/index.php/zehf/article/view/42753},
	doi = {10/gsv82h},
	abstract = {In recent decades, technological progress has fundamentally changed the field of primary, secondary and tertiary education. Accordingly, the term „educational technology“ is also becoming established in higher education research. The present paper outlines the state of research on technology-based learning in higher education and presents a descriptive model that incorporates four different contexts and components relevant to educational technologies. Scientific papers dealing with the use of technologies in higher education show a gratifying range and focus on a variety of different issues and research interests. In this context, three thematic focal points are emphasized with particular frequency: (1) instructional approaches and didactic mediation concepts that structure comprehensive learning episodes; (2) scenarios and formats that support learning processes; (3) systems and methods that record, formatively control and evaluate learning processes. Subsequently, the individual contributions of the special issue are presented and classified along the outlined focal points. As a conclusion it can be stated, that the „newly discovered“ attention for educational technologies should be used to strengthen this research field in German-speaking countries.},
	language = {de-DE},
	number = {1-2023},
	urldate = {2023-10-15},
	journal = {ZeHf – Zeitschrift für empirische Hochschulforschung},
	author = {Sailer, Maximilian and Abel, Johannes and Schweppe, Judith},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU4b},
	pages = {4--12},
	file = {Sailer et al. - 2023 - Bildungstechnologische Fragen in der Hochschullehr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PYMKZM8C/Sailer et al. - 2023 - Bildungstechnologische Fragen in der Hochschullehr.pdf:application/pdf},
}

@inproceedings{schon_virtual_2023,
	address = {Bonn},
	title = {Virtual {Reality} im {Grundschulkontext}: {Bienen}-{Lerninhalte} im {Sachunterricht}},
	isbn = {978-3-88579-732-6},
	url = {https://dl.gi.de/handle/20.500.12116/42232},
	doi = {10/gsn7pg},
	abstract = {Vergangene Studien haben die Fähigkeit von Virtual Reality herausgestellt, Lernende gezielt für Fachthemen zu begeistern und dadurch Lernerfolge zu unterstützen. wird eine Virtual-Reality-Anwendung präsentiert, die in einem partizipativen Entwicklungsprozess entstand und Grundwissen zum Thema Bienen vermittelt. Insbesondere soll dabei das Umweltbewusstsein der Kinder gefördert werden.},
	language = {de-DE},
	urldate = {2023-09-05},
	publisher = {Gesellschaft für Informatik e.V.},
	author = {Schon, Caroline and Tümler, Johannes and Ueberschär, Olaf},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Bildungstheorien, Promotion:Relevanz:4, Promotion:Weiterführung, Bildung, Multimedia, Digitale Bildung, Promotion:FU3, Virtual Reality, \#6:Konferenz-Paper:Bildung:Technologie},
	file = {Schon et al. - 2023 - TextConference Paper.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3F8IKJ6C/Schon et al. - 2023 - TextConference Paper.pdf:application/pdf},
}

@inproceedings{zender_virtual_2023,
	title = {Virtual {Reality} für den {Schulunterricht}?!},
	isbn = {978-3-88579-732-6},
	url = {https://dl.gi.de/handle/20.500.12116/42227},
	doi = {10/gsn7pc},
	abstract = {Virtual Reality (VR) gilt bereits seit einigen Jahren als vielversprechende Bildungstechnologie in allen Bildungsbereichen. Allerdings bleiben viele Fragen bezüglich der Lernwirksamkeit, der pädagogischen und didaktischen Gestaltung sowie medizinischer und ethischer Risiken noch unbeantwortet. Gerade im Schulunterricht haben diese Fragen jedoch eine besonders hohe Relevanz, da Kinder als Schutzbefohlene gelten. Dieses Poster präsentiert eine interdisziplinäre Initiative der Arbeitskreise "VR/AR-Learning" und "Informatik in Schulen" der Fachgruppe Bildungstechnologien, die sich unter Einbeziehung praktizierender Schullehrkräfte der praxisnahen Untersuchung von Chancen, Herausforderungen und Einsatzempfehlungen für VR im Schulunterricht widmet.},
	language = {de-DE},
	urldate = {2023-09-05},
	publisher = {Gesellschaft für Informatik e.V.},
	author = {Zender, Raphael and Schaefer, Caterina and Leonhardt, Thiemo and Bergner, Nadine and Buchner, Josef and Wiesche, David},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, Bildung, Multimedia, Krisenreaktion im Bildungsbereich, Promotion:FU6, Virtual Reality, \#6:Konferenz-Paper:Bildung:Technologie, Interdisziplinär, Lehrkräfte, Schulunterricht},
	file = {Zender et al. - 2023 - TextConference Paper.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PEGELTNN/Zender et al. - 2023 - TextConference Paper.pdf:application/pdf},
}

@inproceedings{di_maria_coreflector_2023,
	title = {{COREFLECTOR} – {Prototyp} zur {Unterstützung} von {Verlernen} beim analytischen {Lesen} für {Studierende}},
	isbn = {978-3-88579-732-6},
	url = {https://dl.gi.de/handle/20.500.12116/42203},
	doi = {10/gsn7n5},
	abstract = {In diesem Beitrag stellen wir die Webanwendung COREFLECTOR zur Unterstützung von Studierenden beim analytischen Lesen vor. Sie unterstützt das Verlernen hinderlicher Verhaltensmuster beim Lesen und Verstehen wissenschaftlicher Texte, z. B. von vorne bis hinten durchlesen. Studierende identifizieren dabei Schwächen in ihrem bestehenden Leseverhalten, lernen eine neue Technik für das analytische Lesen kennen und reflektieren eigene (Ver-)Lernerfahrungen und die anderer Studierender. Erste explorative Anwendungen deuten darauf hin, dass Studierende durch gemeinsames Reflektieren und Experimentieren eher dazu neigen, sich mit eigenen Verständnisproblemen und Techniken des analytischen Lesens auseinanderzusetzen.},
	language = {de-DE},
	urldate = {2023-09-05},
	publisher = {Gesellschaft für Informatik e.V.},
	author = {Di Maria, Marco and Walter, David and Segieth, Fabian and Knackstedt, Ralf},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Promotion:Argumentation, Promotion:FU6, \#6:Konferenz-Paper:Bildung:Technologie, Digital Learning, Kollaborative Reflexion, Peer Unlearning, Tool Support, Unlearning},
	file = {Di Maria et al. - 2023 - TextConference Paper.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QBVZ5D6P/Di Maria et al. - 2023 - TextConference Paper.pdf:application/pdf},
}

@article{jaser_katrin_relevanz_2023,
	title = {Die {Relevanz} von {Kompetenzen} für die {Entwicklung} innovativer {Weiterbildungsplattformen}},
	copyright = {Creative Commons Namensnennung - Nicht kommerziell - Keine Bearbeitungen 4.0 International},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=26567},
	doi = {10/gr9s7n},
	abstract = {Es werden verschiedene Denkrichtungen zur Annäherung an den Kompetenzbegriff skizziert. Dabei wird eine Definition herausgearbeitet, die kontextspezifische Einzelkompetenzen ins Zentrum setzt und sich für innovative Weiterbildungsplattformen eignet. Anschließend wird die praktische Relevanz des Kompetenzbegriffs für Individuum und Gesellschaft vertieft und wichtige Werkzeuge und Instrumente zur Darstellung von Kompetenzen vorgestellt. Die Implikationen von Kompetenzen, verschiedenen Standards und bestehenden Tools für die Plattformentwicklung und die Entwicklung von Lernangeboten, aber auch für die Einbindung von Unternehmen und deren Zugang zu Kompetenzkonzepten werden thematisiert und in einen sich gegenseitig bedingenden Zusammenhang gestellt.},
	language = {de-DE},
	urldate = {2023-05-27},
	author = {Jäser, Katrin and Herkula, Henry},
	collaborator = {DIPF {\textbar} Leibniz-Institut für Bildungsforschung und Bildungsinformation},
	year = {2023},
	note = {Artwork Size: 2, 17 pages
Publisher: :null},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Technologieintegration, \#6:Zeitschriftenartikel:Bildung:Technologie, Bildung, Deutschland, Germany, Technological development, Technologische Entwicklung, Lernplattform, Technologie, FernUni-Hagen:MABM:Master-Arbeit, Kompetenz, Weiterbildungsbedarf, Competency, Berufliche Bildung, Further education, Weiterbildung, Continuing education, Artificial intelligence, Europe, Europa, Lernangebot, Demand for further education, National Qualification Framework, Nationaler Qualifikationsrahmen},
	pages = {2, 17 pages},
	file = {Jäser, Katrin und Herkula, Henry - 2023 - Die Relevanz von Kompetenzen für die Entwicklung i.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/67S43Y3G/Jäser, Katrin und Herkula, Henry - 2023 - Die Relevanz von Kompetenzen für die Entwicklung i.pdf:application/pdf},
}

@article{hess_digitale_2023,
	title = {Digitale und physische {Lernräume} verbinden dank n47e8},
	volume = {3},
	issn = {2791-4046, 2791-4046},
	url = {https://schule-verantworten.education/journal/index.php/sv/article/view/314},
	doi = {10/gr3tgq},
	abstract = {Als Kompetenzzentrum für Logistik und Technologie gilt das Bildungszentrum Limmattal seit der Einführung des mehrfach prämierten Unterrichtskonzepts n47e8 als Pionier des digitalen Unterrichts. Eine Lernplattform bildet die Grundlage eines Gesamtkonzepts, welches digitale und physische Lernräume miteinander verbindet – stets unter dem Motto: Digitalisierung folgt Pädagogik.},
	language = {de-DE},
	number = {1},
	urldate = {2023-04-05},
	journal = {schule verantworten {\textbar} führungskultur\_innovation\_autonomie},
	author = {Hess, Stephanie},
	month = mar,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU3},
	file = {Hess - 2023 - Digitale und physische Lernräume verbinden dank n4.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6YD2H8HD/Hess - 2023 - Digitale und physische Lernräume verbinden dank n4.pdf:application/pdf},
}

@article{hardwig_einfuhrung_2023,
	title = {Einführung digitaler {Technik} in {Schulen} als {Anwendungsfall} für die sozio-technische {Systemgestaltung}},
	issn = {2366-6145, 2366-6218},
	url = {https://link.springer.com/10.1007/s11612-023-00667-8},
	doi = {10/grvd7g},
	abstract = {The pandemic digitalisation surge has shown that schools have varying degrees of success in using digital media for teaching and learning. Do many schools not master the implementation processes of digital media and need help from socio-technical system design? The latter has concepts for the successful implementation and use of technical systems in organisations. The article elaborates central ﬁndings of modern socio-technical approaches in order to identify the beneﬁts that a more systematic consideration could have. Socio-technical concepts do not play a role in the literature on school development, although school development research shows that the use of digital media for teaching and learning would be a typical application for socio-technical concepts.},
	language = {de-DE},
	urldate = {2023-02-28},
	journal = {Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO)},
	author = {Hardwig, Thomas},
	month = feb,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Systemanpassung, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Promotion:FU5},
	file = {Hardwig - 2023 - Einführung digitaler Technik in Schulen als Anwend.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/87F5EEL6/Hardwig - 2023 - Einführung digitaler Technik in Schulen als Anwend.pdf:application/pdf},
}

@article{meinert_exploring_2021,
	title = {Exploring the {Cost} of {eLearning} in {Health} {Professions} {Education}: {Scoping} {Review}},
	volume = {7},
	issn = {2369-3762},
	shorttitle = {Exploring the {Cost} of {eLearning} in {Health} {Professions} {Education}},
	url = {http://mededu.jmir.org/2021/1/e13681/},
	doi = {10/gnrj69},
	abstract = {Background: Existing research on the costs associated with the design and deployment of eLearning in health professions education is limited. The relative costs of these learning platforms to those of face-to-face learning are also not well understood. The lack of predefined costing models used for eLearning cost data capture has made it difficult to complete cost evaluation.
Objective: The key aim of this scoping review was to explore the state of evidence concerning cost capture within eLearning in health professions education. The review explores the available data to define cost calculations related to eLearning.
Methods: The scoping review was performed using a search strategy with Medical Subject Heading terms and related keywords centered on eLearning and cost calculation with a population scope of health professionals in all countries. The search was limited to articles published in English. No restriction was placed on literature publication date.
Results: In total, 7344 articles were returned from the original search of the literature. Of these, 232 were relevant to associated keywords or abstract references following screening. Full-text review resulted in 168 studies being excluded. Of these, 61 studies were excluded because they were unrelated to eLearning and focused on general education. In addition, 103 studies were excluded because of lack of detailed information regarding costs; these studies referred to cost in ways either indicating cost favorability or unfavorability, but without data to support findings. Finally, 4 studies were excluded because of limited cost data that were insufficient for analysis. In total, 42 studies provided data and analysis of the impact of cost and value in health professions education. The most common data source was total cost of training (n=29). Other sources included cost per learner, referring to the cost for individual students (n=13). The population most frequently cited was medical students (n=15), although 12 articles focused on multiple populations. A further 22 studies provide details of costing approaches for the production and delivery of eLearning. These studies offer insight into the ways eLearning has been budgeted and project-managed through implementation.
Conclusions: Although cost is a recognized factor in studies detailing eLearning design and implementation, the way cost is captured is inconsistent. Despite a perception that eLearning is more cost-effective than face-to-face instruction, there is not yet sufficient evidence to assert this conclusively. A rigorous, repeatable data capture method is needed, in addition to a means to leverage existing economic evaluation methods that can then test eLearning cost-effectiveness and how to implement eLearning with cost benefits and advantages over traditional instruction.},
	language = {en-GB},
	number = {1},
	urldate = {2023-02-10},
	journal = {JMIR Medical Education},
	author = {Meinert, Edward and Eerens, Jessie and Banks, Christina and Maloney, Stephen and Rivers, George and Ilic, Dragan and Walsh, Kieran and Majeed, Azeem and Car, Josip},
	month = mar,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Bildung, Multimedia, Promotion:FU3, education, online learning, distance education, online education, professional education, costs and cost analysis, economics},
	pages = {e13681},
	file = {Meinert et al. - 2021 - Exploring the Cost of eLearning in Health Professi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PVPWI8VP/Meinert et al. - 2021 - Exploring the Cost of eLearning in Health Professi.pdf:application/pdf},
}

@book{anita_hrsg_portfolios_2018,
	title = {Portfolios in der wissenschaftlichen {Weiterbildung}. {Handreichung} der wissenschaftlichen {Begleitung} des {Bund}-{Länder}-{Wettbewerbs} "{Aufstieg} durch {Bildung}: offene {Hochschulen}"},
	copyright = {Deutsches Urheberrecht},
	shorttitle = {Portfolios in der wissenschaftlichen {Weiterbildung}. {Handreichung} der wissenschaftlichen {Begleitung} des {Bund}-{Länder}-{Wettbewerbs} "{Aufstieg} durch {Bildung}},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=14892},
	abstract = {Die Handreichung stellt verschiedene Einsatzszenarien von Portfolios in der wissenschaftlichen Weiterbildung vor. Alle Beispiele entstammen Projekten des Bund-Länder-Wettbewerbs „Aufstieg durch Bildung: offene Hochschulen“. Die Darstellung erfolgt in strukturierter Form, so dass die unterschiedlichen Ansätze sowohl hinsichtlich ihrer Ausgangsüberlegungen und Zielsetzungen als auch bezogen auf die konkrete Umsetzung vergleichbar werden. Zudem wird die Portfolioarbeit in der wissenschaftlichen Weiterbildung in dem weiten Feld der Portfolioarbeit insgesamt verortet. Die Handreichung richtet sich an Verantwortliche für die Planung und (Weiter-)Entwicklung von Studiengängen sowie an Hochschullehrende. Sie bietet hilfreiche Impulse sowohl bei der Konzeption als auch in Hinblick auf die Reflexion und Analyse bereits geplanter oder implementierter Portfolioansätze. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2022-06-18},
	collaborator = {Anita [Hrsg, Mörth and Uwe [Hrsg, Elsholz},
	month = jan,
	year = {2018},
	note = {Publisher: :null},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Digitale Bildung, Hochschullehre, University lecturing, University teaching, Learning, Kompetenz, University didactics, Academic studies, Competency, Male student, Student, Studium, Wissenschaftliche Weiterbildung, Selbstreflexion, Skill development, Reflexion, Theorie-Praxis-Beziehung, Theory Practice Relationship, Self-reflexion, Lerntagebuch, Anrechnung, College credits, Handreichung, Professional Tutors},
	file = {null - 2018 - Portfolios in der wissenschaftlichen Weiterbildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ET869DLV/null - 2018 - Portfolios in der wissenschaftlichen Weiterbildung.pdf:application/pdf},
}

@article{tudor_car_digital_2019,
	title = {Digital {Problem}-{Based} {Learning} in {Health} {Professions}: {Systematic} {Review} and {Meta}-{Analysis} by the {Digital} {Health} {Education} {Collaboration}},
	volume = {21},
	issn = {1438-8871},
	shorttitle = {Digital {Problem}-{Based} {Learning} in {Health} {Professions}},
	url = {https://www.jmir.org/2019/2/e12945/},
	doi = {10.2196/12945},
	abstract = {Background: The use of digital education in problem-based learning, or digital problem-based learning (DPBL), is increasingly employed in health professions education. DPBL includes purely digitally delivered as well as blended problem-based learning, wherein digital and face-to-face learning are combined.
Objective: The aim of this review is to evaluate the effectiveness of DPBL in improving health professionals’ knowledge, skills, attitudes, and satisfaction.
Methods: We used the gold-standard Cochrane methods to conduct a systematic review of randomized controlled trials (RCTs). We included studies that compared the effectiveness of DPBL with traditional learning methods or other forms of digital education in improving health professionals’ knowledge, skills, attitudes, and satisfaction. Two authors independently screened studies, extracted data, and assessed the risk of bias. We contacted study authors for additional information, if necessary. We used the random-effects model in the meta-analyses.
Results: Nine RCTs involving 890 preregistration health professionals were included. Digital technology was mostly employed for presentation of problems. In three studies, PBL was delivered fully online. Digital technology modalities spanned online learning, offline learning, virtual reality, and virtual patients. The control groups consisted of traditional PBL and traditional learning. The pooled analysis of seven studies comparing the effect of DPBL and traditional PBL reported little or no difference in postintervention knowledge outcomes (standardized mean difference [SMD] 0.19, 95\% CI 0.00-0.38). The pooled analysis of three studies comparing the effect of DPBL to traditional learning on postintervention knowledge outcomes favored DPBL (SMD 0.67, 95\% CI 0.14-1.19). For skill development, the pooled analysis of two studies comparing DPBL to traditional PBL favored DPBL (SMD 0.30, 95\% CI 0.07-0.54). Findings on attitudes and satisfaction outcomes were mixed. The included studies mostly had an unclear risk of bias.
Conclusions: Our findings suggest that DPBL is as effective as traditional PBL and more effective than traditional learning in improving knowledge. DPBL may be more effective than traditional learning or traditional PBL in improving skills. Further studies should evaluate the use of digital technology for the delivery of other PBL components as well as PBL overall.},
	language = {en-GB},
	number = {2},
	urldate = {2021-12-12},
	journal = {Journal of Medical Internet Research},
	author = {Tudor Car, Lorainne and Kyaw, Bhone Myint and Dunleavy, Gerard and Smart, Neil A and Semwal, Monika and Rotgans, Jerome I and Low-Beer, Naomi and Campbell, James},
	month = feb,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Bildung, Multimedia, Promotion:FU2b, effectiveness, medical education, randomized controlled trials, systematic review, problem-based learning},
	pages = {e12945},
	file = {Tudor Car et al. - 2019 - Digital Problem-Based Learning in Health Professio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2RZDC2BH/Tudor Car et al. - 2019 - Digital Problem-Based Learning in Health Professio.pdf:application/pdf},
}

@incollection{fend_digitale_2024-1,
	address = {Wiesbaden},
	title = {Digitale {Transformation} im {Consumer} {Banking} durch {FinTech}},
	isbn = {978-3-658-43440-3 978-3-658-43441-0},
	url = {https://link.springer.com/10.1007/978-3-658-43441-0_30},
	language = {de-DE},
	urldate = {2024-06-30},
	booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Locher, Christian and Mesch, Stefan},
	editor = {Fend, Lars and Hofmann, Jürgen},
	year = {2024},
	doi = {10.1007/978-3-658-43441-0_30},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {695--720},
	file = {Locher und Mesch - 2024 - Digitale Transformation im Consumer Banking durch .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E2ND8ECE/Locher und Mesch - 2024 - Digitale Transformation im Consumer Banking durch .pdf:application/pdf},
}

@incollection{fend_digitalisierung_2024-2,
	address = {Wiesbaden},
	title = {Digitalisierung bei {Versicherungen}},
	isbn = {978-3-658-43440-3 978-3-658-43441-0},
	url = {https://link.springer.com/10.1007/978-3-658-43441-0_29},
	language = {de-DE},
	urldate = {2024-06-30},
	booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Oelssner, Ralph},
	editor = {Fend, Lars and Hofmann, Jürgen},
	year = {2024},
	doi = {10.1007/978-3-658-43441-0_29},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {675--694},
	file = {Oelssner - 2024 - Digitalisierung bei Versicherungen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GF99PBM2/Oelssner - 2024 - Digitalisierung bei Versicherungen.pdf:application/pdf},
}

@book{ma_blended_2024,
	address = {Singapore},
	series = {Lecture {Notes} in {Computer} {Science}},
	title = {Blended {Learning}. {Intelligent} {Computing} in {Education}: 17th {International} {Conference} on {Blended} {Learning}, {ICBL} 2024, {Macao} {SAR}, {China}, {July} 29 – {August} 1, 2024, {Proceedings}},
	volume = {14797},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-981-97-4441-1 978-981-97-4442-8},
	shorttitle = {Blended {Learning}. {Intelligent} {Computing} in {Education}},
	url = {https://link.springer.com/10.1007/978-981-97-4442-8},
	language = {en-GB},
	urldate = {2024-06-30},
	publisher = {Springer Nature Singapore},
	editor = {Ma, Will W. K. and Li, Chen and Fan, Chun Wai and U, Leong Hou and Lu, Angel},
	year = {2024},
	doi = {10.1007/978-981-97-4442-8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#8:Buch:blended:learning},
	file = {Ma et al. - 2024 - Blended Learning. Intelligent Computing in Educati.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/28ZDVFDH/Ma et al. - 2024 - Blended Learning. Intelligent Computing in Educati.pdf:application/pdf},
}

@incollection{fend_einfluss_2024,
	address = {Wiesbaden},
	title = {Der {Einfluss} der digitalen {Transformation} auf das {Angebot} von {Kulturbetrieben} – {Herausforderungen} und {Lösungsansätze}},
	isbn = {978-3-658-43440-3 978-3-658-43441-0},
	url = {https://link.springer.com/10.1007/978-3-658-43441-0_31},
	language = {de-DE},
	urldate = {2024-06-30},
	booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Winkler, Susan},
	editor = {Fend, Lars and Hofmann, Jürgen},
	year = {2024},
	doi = {10.1007/978-3-658-43441-0_31},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {721--738},
	file = {Winkler - 2024 - Der Einfluss der digitalen Transformation auf das .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W9CV7EXS/Winkler - 2024 - Der Einfluss der digitalen Transformation auf das .pdf:application/pdf},
}

@incollection{fend_digitalisierung_2024-3,
	address = {Wiesbaden},
	title = {Digitalisierung im {Gesundheitswesen}},
	isbn = {978-3-658-43440-3 978-3-658-43441-0},
	url = {https://link.springer.com/10.1007/978-3-658-43441-0_28},
	language = {de-DE},
	urldate = {2024-06-30},
	booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kleemann, Thomas and Beß, Andreas and Antic, Aladin},
	editor = {Fend, Lars and Hofmann, Jürgen},
	year = {2024},
	doi = {10.1007/978-3-658-43441-0_28},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {637--673},
	file = {Kleemann et al. - 2024 - Digitalisierung im Gesundheitswesen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MQX7JC9Z/Kleemann et al. - 2024 - Digitalisierung im Gesundheitswesen.pdf:application/pdf},
}

@incollection{fend_digitalisierung_2024-4,
	address = {Wiesbaden},
	title = {Digitalisierung in {Hochschulen}},
	isbn = {978-3-658-43440-3 978-3-658-43441-0},
	url = {https://link.springer.com/10.1007/978-3-658-43441-0_27},
	language = {de-DE},
	urldate = {2024-06-30},
	booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hof, Hans-Joachim},
	editor = {Fend, Lars and Hofmann, Jürgen},
	year = {2024},
	doi = {10.1007/978-3-658-43441-0_27},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {615--635},
	file = {Hof - 2024 - Digitalisierung in Hochschulen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HYVFMNG9/Hof - 2024 - Digitalisierung in Hochschulen.pdf:application/pdf},
}

@incollection{fend_digitalisierung_2024-5,
	address = {Wiesbaden},
	title = {Digitalisierung – {Motor} für innovative {Geschäftsmodelle} im {Umfeld} des hochautomatisierten {Fahrens}},
	isbn = {978-3-658-43440-3 978-3-658-43441-0},
	url = {https://link.springer.com/10.1007/978-3-658-43441-0_23},
	language = {de-DE},
	urldate = {2024-06-30},
	booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wagner, Harry and Neidel, Stefanie},
	editor = {Fend, Lars and Hofmann, Jürgen},
	year = {2024},
	doi = {10.1007/978-3-658-43441-0_23},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {549--566},
	file = {Wagner und Neidel - 2024 - Digitalisierung – Motor für innovative Geschäftsmo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JF28RM9Z/Wagner und Neidel - 2024 - Digitalisierung – Motor für innovative Geschäftsmo.pdf:application/pdf},
}

@incollection{fend_digitalisierung_2024-6,
	address = {Wiesbaden},
	title = {Digitalisierung im {Möbelhandel}},
	isbn = {978-3-658-43440-3 978-3-658-43441-0},
	url = {https://link.springer.com/10.1007/978-3-658-43441-0_26},
	language = {de-DE},
	urldate = {2024-06-30},
	booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stummeyer, Christian},
	editor = {Fend, Lars and Hofmann, Jürgen},
	year = {2024},
	doi = {10.1007/978-3-658-43441-0_26},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {599--614},
	file = {Stummeyer - 2024 - Digitalisierung im Möbelhandel.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/58RBU7Q2/Stummeyer - 2024 - Digitalisierung im Möbelhandel.pdf:application/pdf},
}

@incollection{fend_digitalisierung_2024-7,
	address = {Wiesbaden},
	title = {Digitalisierung im {Lebensmitteleinzelhandel}: {Strategische} {Ansatzpunkte} für eine erfolgreiche {E}-{Food}-{Strategie} für {Lebensmittelproduzenten}},
	isbn = {978-3-658-43440-3 978-3-658-43441-0},
	shorttitle = {Digitalisierung im {Lebensmitteleinzelhandel}},
	url = {https://link.springer.com/10.1007/978-3-658-43441-0_25},
	language = {de-DE},
	urldate = {2024-06-30},
	booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Weiss, Patrick and Schu, Matthias},
	editor = {Fend, Lars and Hofmann, Jürgen},
	year = {2024},
	doi = {10.1007/978-3-658-43441-0_25},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {583--598},
	file = {Weiss und Schu - 2024 - Digitalisierung im Lebensmitteleinzelhandel Strat.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9WUX6MLH/Weiss und Schu - 2024 - Digitalisierung im Lebensmitteleinzelhandel Strat.pdf:application/pdf},
}

@incollection{fend_digitalisierung_2024-8,
	address = {Wiesbaden},
	title = {Digitalisierung in den {Bereichen} {Handel} und {Konsumgüter}},
	isbn = {978-3-658-43440-3 978-3-658-43441-0},
	url = {https://link.springer.com/10.1007/978-3-658-43441-0_24},
	language = {de-DE},
	urldate = {2024-06-30},
	booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Altmeyer, Tobias},
	editor = {Fend, Lars and Hofmann, Jürgen},
	year = {2024},
	doi = {10.1007/978-3-658-43441-0_24},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {567--582},
	file = {Altmeyer - 2024 - Digitalisierung in den Bereichen Handel und Konsum.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W97BFDFJ/Altmeyer - 2024 - Digitalisierung in den Bereichen Handel und Konsum.pdf:application/pdf},
}

@incollection{fend_digitalisierung_2024-9,
	address = {Wiesbaden},
	title = {Digitalisierung im {Technologie}- und {Innovationsmanagement} am {Beispiel} der {Innovationsplattform} ({IP}) bei {Nokia}},
	isbn = {978-3-658-43440-3 978-3-658-43441-0},
	url = {https://link.springer.com/10.1007/978-3-658-43441-0_22},
	language = {de-DE},
	urldate = {2024-06-30},
	booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Augsdörfer, Peter and Schlage, Fabian},
	editor = {Fend, Lars and Hofmann, Jürgen},
	year = {2024},
	doi = {10.1007/978-3-658-43441-0_22},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {531--547},
	file = {Augsdörfer und Schlage - 2024 - Digitalisierung im Technologie- und Innovationsman.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JDFZMZTR/Augsdörfer und Schlage - 2024 - Digitalisierung im Technologie- und Innovationsman.pdf:application/pdf},
}

@incollection{fend_digitale_2024-2,
	address = {Wiesbaden},
	title = {Digitale {Arbeitswelten} – {Auswirkungen} auf {Wirtschaft} und {Bildungssystem}},
	isbn = {978-3-658-43440-3 978-3-658-43441-0},
	url = {https://link.springer.com/10.1007/978-3-658-43441-0_16},
	language = {de-DE},
	urldate = {2024-06-30},
	booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Becker, Thomas and Merkel, Elisa},
	editor = {Fend, Lars and Hofmann, Jürgen},
	year = {2024},
	doi = {10.1007/978-3-658-43441-0_16},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {393--419},
	file = {Becker und Merkel - 2024 - Digitale Arbeitswelten – Auswirkungen auf Wirtscha.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GDLLXCA9/Becker und Merkel - 2024 - Digitale Arbeitswelten – Auswirkungen auf Wirtscha.pdf:application/pdf},
}

@incollection{fend_digital_2024-1,
	address = {Wiesbaden},
	title = {Digital {Leadership}},
	isbn = {978-3-658-43440-3 978-3-658-43441-0},
	url = {https://link.springer.com/10.1007/978-3-658-43441-0_14},
	language = {de-DE},
	urldate = {2024-06-30},
	booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Doyé, Thomas},
	editor = {Fend, Lars and Hofmann, Jürgen},
	year = {2024},
	doi = {10.1007/978-3-658-43441-0_14},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {347--372},
	file = {Doyé - 2024 - Digital Leadership.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DEF2C24P/Doyé - 2024 - Digital Leadership.pdf:application/pdf},
}

@incollection{fend_corporate_2024,
	address = {Wiesbaden},
	title = {Corporate {Agility} – {Management} im digitalen {Zeitalter}},
	isbn = {978-3-658-43440-3 978-3-658-43441-0},
	url = {https://link.springer.com/10.1007/978-3-658-43441-0_13},
	language = {de-DE},
	urldate = {2024-06-30},
	booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Weinländer, Markus},
	editor = {Fend, Lars and Hofmann, Jürgen},
	year = {2024},
	doi = {10.1007/978-3-658-43441-0_13},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {325--346},
	file = {Weinländer - 2024 - Corporate Agility – Management im digitalen Zeital.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3LGRZLLQ/Weinländer - 2024 - Corporate Agility – Management im digitalen Zeital.pdf:application/pdf},
}

@incollection{fend_innovation_2024,
	address = {Wiesbaden},
	title = {Innovation und geistiges {Eigentum} in {KI}-basierten {Geschäftsmodellen}},
	isbn = {978-3-658-43440-3 978-3-658-43441-0},
	url = {https://link.springer.com/10.1007/978-3-658-43441-0_12},
	language = {de-DE},
	urldate = {2024-06-30},
	booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bader, Martin A. and Stummeyer, Christian},
	editor = {Fend, Lars and Hofmann, Jürgen},
	year = {2024},
	doi = {10.1007/978-3-658-43441-0_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {293--323},
	file = {Bader und Stummeyer - 2024 - Innovation und geistiges Eigentum in KI-basierten .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2YMPPTL3/Bader und Stummeyer - 2024 - Innovation und geistiges Eigentum in KI-basierten .pdf:application/pdf},
}

@incollection{fend_digitalisierung_2024-10,
	address = {Wiesbaden},
	title = {Digitalisierung im {Bereich} {Human} {Resources}},
	isbn = {978-3-658-43440-3 978-3-658-43441-0},
	url = {https://link.springer.com/10.1007/978-3-658-43441-0_9},
	language = {de-DE},
	urldate = {2024-06-30},
	booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lieske, Claudia},
	editor = {Fend, Lars and Hofmann, Jürgen},
	year = {2024},
	doi = {10.1007/978-3-658-43441-0_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {213--228},
	file = {Lieske - 2024 - Digitalisierung im Bereich Human Resources.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TA2FWYMX/Lieske - 2024 - Digitalisierung im Bereich Human Resources.pdf:application/pdf},
}

@incollection{fend_digital-business-recht_2024,
	address = {Wiesbaden},
	title = {Digital-{Business}-{Recht}},
	isbn = {978-3-658-43440-3 978-3-658-43441-0},
	url = {https://link.springer.com/10.1007/978-3-658-43441-0_17},
	language = {de-DE},
	urldate = {2024-06-30},
	booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Mayer, Manfred},
	editor = {Fend, Lars and Hofmann, Jürgen},
	year = {2024},
	doi = {10.1007/978-3-658-43441-0_17},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {421--439},
	file = {Mayer - 2024 - Digital-Business-Recht.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JHF5HSJC/Mayer - 2024 - Digital-Business-Recht.pdf:application/pdf},
}

@incollection{fend_digital_2024-2,
	address = {Wiesbaden},
	title = {Digital {Trust} {Management}: {Wie} können {Unternehmen} im digitalen {Zeitalter} strategisch {Vertrauen} entwickeln?},
	isbn = {978-3-658-43440-3 978-3-658-43441-0},
	shorttitle = {Digital {Trust} {Management}},
	url = {https://link.springer.com/10.1007/978-3-658-43441-0_15},
	language = {de-DE},
	urldate = {2024-06-30},
	booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Eller, Eric and Hennighausen, Christine},
	editor = {Fend, Lars and Hofmann, Jürgen},
	year = {2024},
	doi = {10.1007/978-3-658-43441-0_15},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {373--391},
	file = {Eller und Hennighausen - 2024 - Digital Trust Management Wie können Unternehmen i.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WS7QA4M7/Eller und Hennighausen - 2024 - Digital Trust Management Wie können Unternehmen i.pdf:application/pdf},
}

@incollection{fend_digitale_2024-3,
	address = {Wiesbaden},
	title = {Digitale {Transformation}},
	isbn = {978-3-658-43440-3 978-3-658-43441-0},
	url = {https://link.springer.com/10.1007/978-3-658-43441-0_11},
	language = {de-DE},
	urldate = {2024-06-30},
	booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Locher, Christian},
	editor = {Fend, Lars and Hofmann, Jürgen},
	year = {2024},
	doi = {10.1007/978-3-658-43441-0_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {267--292},
	file = {Locher - 2024 - Digitale Transformation.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AYPZ2XQX/Locher - 2024 - Digitale Transformation.pdf:application/pdf},
}

@incollection{fend_digital_2024-3,
	address = {Wiesbaden},
	title = {Digital {Communication} – {Systematisches} {Social}-{Media}-{Marketing} auf der {Basis} des {Social}-{Media}-{Zyklus}},
	isbn = {978-3-658-43440-3 978-3-658-43441-0},
	url = {https://link.springer.com/10.1007/978-3-658-43441-0_10},
	language = {de-DE},
	urldate = {2024-06-30},
	booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Decker, Alexander},
	editor = {Fend, Lars and Hofmann, Jürgen},
	year = {2024},
	doi = {10.1007/978-3-658-43441-0_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {229--263},
	file = {Decker - 2024 - Digital Communication – Systematisches Social-Medi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/URNSJ7XP/Decker - 2024 - Digital Communication – Systematisches Social-Medi.pdf:application/pdf},
}

@incollection{fend_digital_2024-4,
	address = {Wiesbaden},
	title = {Digital {Logistics}},
	isbn = {978-3-658-43440-3 978-3-658-43441-0},
	url = {https://link.springer.com/10.1007/978-3-658-43441-0_8},
	language = {de-DE},
	urldate = {2024-06-30},
	booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kille, Christian},
	editor = {Fend, Lars and Hofmann, Jürgen},
	year = {2024},
	doi = {10.1007/978-3-658-43441-0_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {199--211},
	file = {Kille - 2024 - Digital Logistics.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BE9ITKGS/Kille - 2024 - Digital Logistics.pdf:application/pdf},
}

@incollection{fend_customer_2024,
	address = {Wiesbaden},
	title = {Customer {Relationship} {Management}},
	isbn = {978-3-658-43440-3 978-3-658-43441-0},
	url = {https://link.springer.com/10.1007/978-3-658-43441-0_5},
	language = {de-DE},
	urldate = {2024-06-30},
	booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Albrecht, Torsten},
	editor = {Fend, Lars and Hofmann, Jürgen},
	year = {2024},
	doi = {10.1007/978-3-658-43441-0_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {135--154},
	file = {Albrecht - 2024 - Customer Relationship Management.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ILJQFXTN/Albrecht - 2024 - Customer Relationship Management.pdf:application/pdf},
}

@incollection{fend_ausgewahlte_2024,
	address = {Wiesbaden},
	title = {Ausgewählte {Aspekte} bei der {Gestaltung} von {Digital} {Services}},
	isbn = {978-3-658-43440-3 978-3-658-43441-0},
	url = {https://link.springer.com/10.1007/978-3-658-43441-0_3},
	language = {de-DE},
	urldate = {2024-06-30},
	booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stummeyer, Christian},
	editor = {Fend, Lars and Hofmann, Jürgen},
	year = {2024},
	doi = {10.1007/978-3-658-43441-0_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {101--112},
	file = {Stummeyer - 2024 - Ausgewählte Aspekte bei der Gestaltung von Digital.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5EWELZR6/Stummeyer - 2024 - Ausgewählte Aspekte bei der Gestaltung von Digital.pdf:application/pdf},
}

@incollection{fend_ausgewahlte_2024-1,
	address = {Wiesbaden},
	title = {Ausgewählte technologische {Grundlagen} von {Frontend}-{Services}},
	isbn = {978-3-658-43440-3 978-3-658-43441-0},
	url = {https://link.springer.com/10.1007/978-3-658-43441-0_1},
	language = {de-DE},
	urldate = {2024-06-30},
	booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gmelch, Oliver and Hofmann, Jürgen},
	editor = {Fend, Lars and Hofmann, Jürgen},
	year = {2024},
	doi = {10.1007/978-3-658-43441-0_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {3--77},
	file = {Gmelch und Hofmann - 2024 - Ausgewählte technologische Grundlagen von Frontend.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5ZUTA342/Gmelch und Hofmann - 2024 - Ausgewählte technologische Grundlagen von Frontend.pdf:application/pdf},
}

@incollection{fend_digital_2024-5,
	address = {Wiesbaden},
	title = {Digital {Procurement}},
	isbn = {978-3-658-43440-3 978-3-658-43441-0},
	url = {https://link.springer.com/10.1007/978-3-658-43441-0_7},
	language = {de-DE},
	urldate = {2024-06-30},
	booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hecht, Dirk and Hofbauer, Günter},
	editor = {Fend, Lars and Hofmann, Jürgen},
	year = {2024},
	doi = {10.1007/978-3-658-43441-0_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {169--197},
	file = {Hecht und Hofbauer - 2024 - Digital Procurement.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7TA984EF/Hecht und Hofbauer - 2024 - Digital Procurement.pdf:application/pdf},
}

@incollection{bohnet-joschko_kooperationen_2023,
	address = {Wiesbaden},
	title = {Kooperationen in der {Gesundheitsindustrie} für eine automatisierte {Insulinlieferung}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_64},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Köbe, Philipp},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_64},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {307--310},
	file = {Köbe - 2023 - Kooperationen in der Gesundheitsindustrie für eine.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3KHWC5MC/Köbe - 2023 - Kooperationen in der Gesundheitsindustrie für eine.pdf:application/pdf},
}

@incollection{bohnet-joschko_kunstliche_2023,
	address = {Wiesbaden},
	title = {Künstliche {Intelligenz} in der {Blutprodukte}-{Lieferkette}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_66},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Köbe, Philipp},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_66},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {315--318},
	file = {Köbe - 2023 - Künstliche Intelligenz in der Blutprodukte-Lieferk.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HDU29BGV/Köbe - 2023 - Künstliche Intelligenz in der Blutprodukte-Lieferk.pdf:application/pdf},
}

@incollection{sigl_impulsbericht_2023-1,
	address = {Berlin, Heidelberg},
	title = {Impulsbericht {Kommunikation}: {Nachhaltigkeitskommunikation} 4.0 – die {Dimension} der sozialen {Medien}: {Wer} kann es sich mitten in der {Klimakrise} noch leisten, im {Social} {Web} nicht über unternehmerische {Verantwortung} zu kommunizieren?},
	isbn = {978-3-662-66814-6 978-3-662-66815-3},
	shorttitle = {Impulsbericht {Kommunikation}},
	url = {https://link.springer.com/10.1007/978-3-662-66815-3_27},
	language = {de-DE},
	urldate = {2024-01-03},
	booktitle = {Nachhaltigkeit und {Digitalisierung} – (k)ein unternehmerisches {Dilemma}},
	publisher = {Springer Berlin Heidelberg},
	author = {Knogler, Julia},
	editor = {Sigl, Katharina},
	year = {2023},
	doi = {10.1007/978-3-662-66815-3_27},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {257--265},
	file = {Knogler - 2023 - Impulsbericht Kommunikation Nachhaltigkeitskommun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LR7FQDLE/Knogler - 2023 - Impulsbericht Kommunikation Nachhaltigkeitskommun.pdf:application/pdf},
}

@incollection{zichy_digitale_2024,
	address = {Wiesbaden},
	title = {Das {Digitale} {Menschenbild} – {Eine} kritische {Diskussion}},
	isbn = {978-3-658-32127-7 978-3-658-32128-4},
	url = {https://link.springer.com/10.1007/978-3-658-32128-4_58},
	language = {de-DE},
	urldate = {2023-12-23},
	booktitle = {Handbuch {Menschenbilder}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Von Spiekermann-Hoff, Sarah},
	editor = {Zichy, Michael},
	year = {2024},
	doi = {10.1007/978-3-658-32128-4_58},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {827--845},
	file = {Von Spiekermann-Hoff - 2024 - Das Digitale Menschenbild – Eine kritische Diskuss.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XZEP4MTI/Von Spiekermann-Hoff - 2024 - Das Digitale Menschenbild – Eine kritische Diskuss.pdf:application/pdf},
}

@incollection{karsch_antinomien_2022,
	address = {Wiesbaden},
	title = {Antinomien des {Lehrer}*innenhandelns in der digitalen {Kommunikation}},
	volume = {Vol. 49},
	isbn = {978-3-658-36864-7 978-3-658-36865-4},
	url = {https://link.springer.com/10.1007/978-3-658-36865-4_7},
	language = {de-DE},
	urldate = {2023-12-15},
	booktitle = {Schule und digitale {Kommunikationskultur}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Karsch, Philip},
	collaborator = {Karsch, Philip},
	year = {2022},
	doi = {10.1007/978-3-658-36865-4_7},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {281--308},
	file = {Karsch - 2022 - Antinomien des Lehrerinnenhandelns in der digital.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6NMK9Q83/Karsch - 2022 - Antinomien des Lehrerinnenhandelns in der digital.pdf:application/pdf},
}

@incollection{knickrehm_kompetenzmodell_2023,
	address = {Wiesbaden},
	title = {Kompetenzmodell einer digitalen {Beruflichen} {Orientierung}},
	isbn = {978-3-658-40600-4 978-3-658-40601-1},
	url = {https://link.springer.com/10.1007/978-3-658-40601-1_13},
	language = {de-DE},
	urldate = {2023-04-08},
	booktitle = {Berufliche {Orientierung} und {Beratung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wiepcke, Claudia and Tuchscherer, Marie},
	editor = {Knickrehm, Barbara and Fletemeyer, Tina and Ertelt, Bernd-Joachim},
	year = {2023},
	doi = {10.1007/978-3-658-40601-1_13},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {217--236},
	file = {Wiepcke und Tuchscherer - 2023 - Kompetenzmodell einer digitalen Beruflichen Orient.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HR5PLZG4/Wiepcke und Tuchscherer - 2023 - Kompetenzmodell einer digitalen Beruflichen Orient.pdf:application/pdf;Wiepcke und Tuchscherer - 2023 - Kompetenzmodell einer digitalen Beruflichen Orient.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QR6WH5Y5/Wiepcke und Tuchscherer - 2023 - Kompetenzmodell einer digitalen Beruflichen Orient.pdf:application/pdf},
}

@incollection{knickrehm_vom_2023,
	address = {Wiesbaden},
	title = {Vom {Berufswahlpass} zur berufswahlapp – {Ein} {Klassiker} der {Portfolio}-{Arbeit} in der {Beruflichen} {Orientierung} wird digital},
	isbn = {978-3-658-40600-4 978-3-658-40601-1},
	url = {https://link.springer.com/10.1007/978-3-658-40601-1_14},
	language = {de-DE},
	urldate = {2023-04-08},
	booktitle = {Berufliche {Orientierung} und {Beratung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Löwenstrom, Britt and Ellerbeck, Sören and Staden, Christian},
	editor = {Knickrehm, Barbara and Fletemeyer, Tina and Ertelt, Bernd-Joachim},
	year = {2023},
	doi = {10.1007/978-3-658-40601-1_14},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {237--253},
	file = {Löwenstrom et al. - 2023 - Vom Berufswahlpass zur berufswahlapp – Ein Klassik.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GRKF2DHS/Löwenstrom et al. - 2023 - Vom Berufswahlpass zur berufswahlapp – Ein Klassik.pdf:application/pdf;Löwenstrom et al. - 2023 - Vom Berufswahlpass zur berufswahlapp – Ein Klassik.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C9QMGCSI/Löwenstrom et al. - 2023 - Vom Berufswahlpass zur berufswahlapp – Ein Klassik.pdf:application/pdf},
}

@incollection{knickrehm_digitale_2023,
	address = {Wiesbaden},
	title = {Digitale {Reflexionsanlässe}: {Lassen} sich {YouTube}-{Formate} zur {Beruflichen} {Orientierung} nutzen?},
	isbn = {978-3-658-40600-4 978-3-658-40601-1},
	shorttitle = {Digitale {Reflexionsanlässe}},
	url = {https://link.springer.com/10.1007/978-3-658-40601-1_17},
	language = {de-DE},
	urldate = {2023-04-08},
	booktitle = {Berufliche {Orientierung} und {Beratung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kirchner, Vera},
	editor = {Knickrehm, Barbara and Fletemeyer, Tina and Ertelt, Bernd-Joachim},
	year = {2023},
	doi = {10.1007/978-3-658-40601-1_17},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {297--304},
	file = {Kirchner - 2023 - Digitale Reflexionsanlässe Lassen sich YouTube-Fo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FZD9S4A9/Kirchner - 2023 - Digitale Reflexionsanlässe Lassen sich YouTube-Fo.pdf:application/pdf;Kirchner - 2023 - Digitale Reflexionsanlässe Lassen sich YouTube-Fo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2HRLHFQ4/Kirchner - 2023 - Digitale Reflexionsanlässe Lassen sich YouTube-Fo.pdf:application/pdf},
}

@incollection{knickrehm_berufliche_2023,
	address = {Wiesbaden},
	title = {Berufliche {Orientierung} und {Beratung}: {Aktuelle} {Herausforderungen} und digitale {Unterstützungsmöglichkeiten}},
	isbn = {978-3-658-40600-4 978-3-658-40601-1},
	shorttitle = {Berufliche {Orientierung} und {Beratung}},
	url = {https://link.springer.com/10.1007/978-3-658-40601-1_1},
	language = {de-DE},
	urldate = {2023-04-08},
	booktitle = {Berufliche {Orientierung} und {Beratung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fletemeyer, Tina and Knickrehm, Barbara and Ertelt, Bernd-Joachim},
	editor = {Knickrehm, Barbara and Fletemeyer, Tina and Ertelt, Bernd-Joachim},
	year = {2023},
	doi = {10.1007/978-3-658-40601-1_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--9},
	file = {Fletemeyer et al. - 2023 - Berufliche Orientierung und Beratung Aktuelle Her.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KX2YNBL3/Fletemeyer et al. - 2023 - Berufliche Orientierung und Beratung Aktuelle Her.pdf:application/pdf;Fletemeyer et al. - 2023 - Berufliche Orientierung und Beratung Aktuelle Her.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/97LHA4YQ/Fletemeyer et al. - 2023 - Berufliche Orientierung und Beratung Aktuelle Her.pdf:application/pdf;Fletemeyer et al. - 2023 - Berufliche Orientierung und Beratung Aktuelle Her.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6TX77R75/Fletemeyer et al. - 2023 - Berufliche Orientierung und Beratung Aktuelle Her.pdf:application/pdf},
}

@incollection{pfannstiel_innovation_2020,
	address = {Wiesbaden},
	title = {Der {Innovation} {Hub} {Digital} {Health} – {Unterstützung} von klein- und mittelständischen {Unternehmen} bei {Innovationen} im {Gesundheitssektor}},
	isbn = {978-3-658-28642-2 978-3-658-28643-9},
	url = {http://link.springer.com/10.1007/978-3-658-28643-9_20},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Innovationen und {Innovationsmanagement} im {Gesundheitswesen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Krefting, Dagmar and Hufnagl, Peter},
	editor = {Pfannstiel, Mario A. and Kassel, Kristin and Rasche, Christoph},
	year = {2020},
	doi = {10.1007/978-3-658-28643-9_20},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {345--357},
	file = {Krefting und Hufnagl - 2020 - Der Innovation Hub Digital Health – Unterstützung .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T3C7GLIG/Krefting und Hufnagl - 2020 - Der Innovation Hub Digital Health – Unterstützung .pdf:application/pdf;Krefting und Hufnagl - 2020 - Der Innovation Hub Digital Health – Unterstützung .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/66XHQ5BW/Krefting und Hufnagl - 2020 - Der Innovation Hub Digital Health – Unterstützung .pdf:application/pdf;Krefting und Hufnagl - 2020 - Der Innovation Hub Digital Health – Unterstützung .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CU29JNGT/Krefting und Hufnagl - 2020 - Der Innovation Hub Digital Health – Unterstützung .pdf:application/pdf},
}

@incollection{ganguin_planung_2023,
	address = {Wiesbaden},
	title = {Planung und {Umsetzung} von {E}-{Assessments} zur {Generierung} von {Rückmeldungen} an {Lernende} und {Lehrende}},
	volume = {48},
	isbn = {978-3-658-41636-2 978-3-658-41637-9},
	url = {https://link.springer.com/10.1007/978-3-658-41637-9_9},
	language = {de-DE},
	urldate = {2023-08-27},
	booktitle = {Digitalisierung in der {Lehrer}:innenbildung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Funke, Florian and Hofmann, Sven and Neubert, Andrea},
	editor = {Ganguin, Sonja and Tiemann, Heike and Glück, Christian W. and Förster, Anna},
	year = {2023},
	doi = {10.1007/978-3-658-41637-9_9},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {179--192},
	file = {Funke et al. - 2023 - Planung und Umsetzung von E-Assessments zur Generi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SFQPGIRE/Funke et al. - 2023 - Planung und Umsetzung von E-Assessments zur Generi.pdf:application/pdf;Funke et al. - 2023 - Planung und Umsetzung von E-Assessments zur Generi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T5TR8FFV/Funke et al. - 2023 - Planung und Umsetzung von E-Assessments zur Generi.pdf:application/pdf},
}

@incollection{ganguin_vermittlung_2023,
	address = {Wiesbaden},
	title = {Vermittlung digitalisierungsbezogener {Kompetenzen} zwischen {Hochschule} und {Schule} – {Fortbildungspraxis} gemeinsam gestalten},
	volume = {48},
	isbn = {978-3-658-41636-2 978-3-658-41637-9},
	url = {https://link.springer.com/10.1007/978-3-658-41637-9_12},
	language = {de-DE},
	urldate = {2023-08-27},
	booktitle = {Digitalisierung in der {Lehrer}:innenbildung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Zabel, Nicole and Roß, Daniel and Arnold, Peter and Hoffmann, Fritz},
	editor = {Ganguin, Sonja and Tiemann, Heike and Glück, Christian W. and Förster, Anna},
	year = {2023},
	doi = {10.1007/978-3-658-41637-9_12},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {253--271},
	file = {Zabel et al. - 2023 - Vermittlung digitalisierungsbezogener Kompetenzen .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2CSTFCPK/Zabel et al. - 2023 - Vermittlung digitalisierungsbezogener Kompetenzen .pdf:application/pdf;Zabel et al. - 2023 - Vermittlung digitalisierungsbezogener Kompetenzen .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N4NSUQAV/Zabel et al. - 2023 - Vermittlung digitalisierungsbezogener Kompetenzen .pdf:application/pdf},
}

@incollection{ganguin_sichtbares_2023,
	address = {Wiesbaden},
	title = {({Un}){Sichtbares} sichtbar machen?! 360°-{Rundgänge} zwischen {Geschichtskultur}, {Service} {Learning} und {Medienkompetenz} angehender {Geschichtslehrer}:innen},
	volume = {48},
	isbn = {978-3-658-41636-2 978-3-658-41637-9},
	shorttitle = {({Un}){Sichtbares} sichtbar machen?},
	url = {https://link.springer.com/10.1007/978-3-658-41637-9_10},
	language = {de-DE},
	urldate = {2023-08-27},
	booktitle = {Digitalisierung in der {Lehrer}:innenbildung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Neubert, Anja and Seever, Friederike},
	editor = {Ganguin, Sonja and Tiemann, Heike and Glück, Christian W. and Förster, Anna},
	year = {2023},
	doi = {10.1007/978-3-658-41637-9_10},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {193--223},
	file = {Neubert und Seever - 2023 - (Un)Sichtbares sichtbar machen! 360°-Rundgänge zw.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HZMX9XD2/Neubert und Seever - 2023 - (Un)Sichtbares sichtbar machen! 360°-Rundgänge zw.pdf:application/pdf;Neubert und Seever - 2023 - (Un)Sichtbares sichtbar machen! 360°-Rundgänge zw.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EJ4JUYNE/Neubert und Seever - 2023 - (Un)Sichtbares sichtbar machen! 360°-Rundgänge zw.pdf:application/pdf},
}

@incollection{pranz_wer_2022,
	address = {Wiesbaden},
	title = {Wer kommuniziert eigentlich {Digitalisierung}?: {Für} zivile {Innovationen} braucht es neue {Kompetenzprofile} in der {Kommunikation}},
	isbn = {978-3-658-35470-1 978-3-658-35471-8},
	shorttitle = {Wer kommuniziert eigentlich {Digitalisierung}?},
	url = {https://link.springer.com/10.1007/978-3-658-35471-8_5},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Journalismus und {Unternehmenskommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Raetzsch, Christoph},
	editor = {Pranz, Sebastian and Heidbrink, Henriette and Stadel, Florian and Wagner, Riccardo},
	year = {2022},
	doi = {10.1007/978-3-658-35471-8_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {89--105},
	file = {Raetzsch - 2022 - Wer kommuniziert eigentlich Digitalisierung Für .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R4EXY25U/Raetzsch - 2022 - Wer kommuniziert eigentlich Digitalisierung Für .pdf:application/pdf},
}

@incollection{pranz_zwischen_2022,
	address = {Wiesbaden},
	title = {Zwischen {Public} {Relations} und {Journalismus}: {Anforderungen} an das {Handlungsfeld} interne {Unternehmenskommunikation} in {Zeiten} digitaler {Transformation}},
	isbn = {978-3-658-35470-1 978-3-658-35471-8},
	shorttitle = {Zwischen {Public} {Relations} und {Journalismus}},
	url = {https://link.springer.com/10.1007/978-3-658-35471-8_4},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Journalismus und {Unternehmenskommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Spachmann, Klaus and Jecker, Constanze and Albisser, Matthias},
	editor = {Pranz, Sebastian and Heidbrink, Henriette and Stadel, Florian and Wagner, Riccardo},
	year = {2022},
	doi = {10.1007/978-3-658-35471-8_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {55--87},
	file = {Spachmann et al. - 2022 - Zwischen Public Relations und Journalismus Anford.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5WFGKWSP/Spachmann et al. - 2022 - Zwischen Public Relations und Journalismus Anford.pdf:application/pdf},
}

@incollection{altenfelder_von_2021,
	address = {Wiesbaden},
	title = {Von der {Idee} zur {Umsetzung} – ein {Beispiel} aus der {Praxis}: {Zehn} {Jahre} {Dienstleistungsgeschäft} und was man alles beachten muss. {Ein} {Rückblick}},
	isbn = {978-3-658-33974-6 978-3-658-33975-3},
	shorttitle = {Von der {Idee} zur {Umsetzung} – ein {Beispiel} aus der {Praxis}},
	url = {https://link.springer.com/10.1007/978-3-658-33975-3_21},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Services {Management} und digitale {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gast, Torsten},
	editor = {Altenfelder, Kai and Schönfeld, Dieter and Krenkler, Wolfgang},
	year = {2021},
	doi = {10.1007/978-3-658-33975-3_21},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {397--408},
	file = {Gast - 2021 - Von der Idee zur Umsetzung – ein Beispiel aus der .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KMZ5NN9U/Gast - 2021 - Von der Idee zur Umsetzung – ein Beispiel aus der .pdf:application/pdf},
}

@incollection{altenfelder_vom_2021,
	address = {Wiesbaden},
	title = {Vom {Kunden}-{Service}-{Management} zum {Enterprise}-{Service}-{Management} durch angepasste {Organisationsstrukturen} und {Digitalisierungsvorteile}},
	isbn = {978-3-658-33974-6 978-3-658-33975-3},
	url = {https://link.springer.com/10.1007/978-3-658-33975-3_15},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Services {Management} und digitale {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pscheidl, Martin},
	editor = {Altenfelder, Kai and Schönfeld, Dieter and Krenkler, Wolfgang},
	year = {2021},
	doi = {10.1007/978-3-658-33975-3_15},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {267--293},
	file = {Pscheidl - 2021 - Vom Kunden-Service-Management zum Enterprise-Servi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M59D7GTQ/Pscheidl - 2021 - Vom Kunden-Service-Management zum Enterprise-Servi.pdf:application/pdf},
}

@incollection{harwardt_digitales_2020,
	address = {Wiesbaden},
	title = {Digitales {Marketing} als strategischer {Erfolgsfaktor} von {Hochschulen}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_21},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kschesniak, Dorian and Harwardt, Mark},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_21},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {389--400},
	file = {Kschesniak und Harwardt - 2020 - Digitales Marketing als strategischer Erfolgsfakto.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TWKNG8JC/Kschesniak und Harwardt - 2020 - Digitales Marketing als strategischer Erfolgsfakto.pdf:application/pdf},
}

@incollection{harwardt_marketing_2020,
	address = {Wiesbaden},
	title = {Marketing im {Smart} {Stadium}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_22},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kainz, Florian and Schöttl, Katharina and Apitzsch, Thomas and Werner, Christian},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_22},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {401--412},
	file = {Kainz et al. - 2020 - Marketing im Smart Stadium.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UT9YSNVX/Kainz et al. - 2020 - Marketing im Smart Stadium.pdf:application/pdf},
}

@incollection{harwardt_creating_2020,
	address = {Wiesbaden},
	title = {Creating {Digital} {Growth} at {International} {Consumer} {Goods} {Companies}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_20},
	language = {en-GB},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Steuernagel, Axel},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_20},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {361--387},
	file = {Steuernagel - 2020 - Creating Digital Growth at International Consumer .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3KXU4BX9/Steuernagel - 2020 - Creating Digital Growth at International Consumer .pdf:application/pdf},
}

@incollection{harwardt_digitalisierung_2020,
	address = {Wiesbaden},
	title = {Digitalisierung erfordert neues {Organisationsdesign} – {Herausforderungen} und {Lösungen}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_18},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lenz, Ulrich},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_18},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {333--350},
	file = {Lenz - 2020 - Digitalisierung erfordert neues Organisationsdesig.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C24QJWN6/Lenz - 2020 - Digitalisierung erfordert neues Organisationsdesig.pdf:application/pdf},
}

@incollection{harwardt_digitale_2020,
	address = {Wiesbaden},
	title = {Digitale {Disruption}. {So} lernen wir morgen!},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_17},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Niermann, Peter F.-J. and Schmitz, Anja P.},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_17},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {313--332},
	file = {Niermann und Schmitz - 2020 - Digitale Disruption. So lernen wir morgen!.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FMF78GRL/Niermann und Schmitz - 2020 - Digitale Disruption. So lernen wir morgen!.pdf:application/pdf},
}

@incollection{harwardt_digitalization_2020,
	address = {Wiesbaden},
	title = {Digitalization in {Education}: {Challenges}, {Trends} and {Transformative} {Potential}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	shorttitle = {Digitalization in {Education}},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_16},
	language = {en-GB},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schmidt, Joel T. and Tang, Min},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_16},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {287--312},
	file = {Schmidt und Tang - 2020 - Digitalization in Education Challenges, Trends an.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MXZ4UA56/Schmidt und Tang - 2020 - Digitalization in Education Challenges, Trends an.pdf:application/pdf},
}

@incollection{harwardt_digitalisierung_2020-1,
	address = {Wiesbaden},
	title = {Digitalisierung im {Recruiting}: {Chatbots}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	shorttitle = {Digitalisierung im {Recruiting}},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_15},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schikora, Claudius and Galster, Sonia and Högerl, Daniela},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_15},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {265--283},
	file = {Schikora et al. - 2020 - Digitalisierung im Recruiting Chatbots.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CQBI29KH/Schikora et al. - 2020 - Digitalisierung im Recruiting Chatbots.pdf:application/pdf},
}

@incollection{harwardt_orientierungspunkte_2020,
	address = {Wiesbaden},
	title = {Orientierungspunkte für die {Führung} in einer digital vernetzten {Welt}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_4},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lorscheider, Bernd},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {69--81},
	file = {Lorscheider - 2020 - Orientierungspunkte für die Führung in einer digit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XLVCRH2G/Lorscheider - 2020 - Orientierungspunkte für die Führung in einer digit.pdf:application/pdf},
}

@incollection{harwardt_zunehmendes_2020,
	address = {Wiesbaden},
	title = {Zunehmendes {Veränderungstempo}: {Wieviel} {Change} halten {Mitarbeiter} aus?},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	shorttitle = {Zunehmendes {Veränderungstempo}},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_10},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Koch, Axel},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {167--181},
	file = {Koch - 2020 - Zunehmendes Veränderungstempo Wieviel Change halt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L4MB5P8S/Koch - 2020 - Zunehmendes Veränderungstempo Wieviel Change halt.pdf:application/pdf},
}

@incollection{harwardt_modell_2020,
	address = {Wiesbaden},
	title = {Ein {Modell} zur {Gestaltung} der {Digitalen} {Transformation}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_8},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Mohr, Thomas},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {133--147},
	file = {Mohr - 2020 - Ein Modell zur Gestaltung der Digitalen Transforma.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6EZJHNUV/Mohr - 2020 - Ein Modell zur Gestaltung der Digitalen Transforma.pdf:application/pdf},
}

@incollection{harwardt_new_2020,
	address = {Wiesbaden},
	title = {New {Leadership} – {Führungspersönlichkeiten} im digitalen {Zeitalter}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_6},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {von Au, Corinna},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {99--113},
	file = {von Au - 2020 - New Leadership – Führungspersönlichkeiten im digit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9SXALCFW/von Au - 2020 - New Leadership – Führungspersönlichkeiten im digit.pdf:application/pdf},
}

@incollection{harwardt_digital_2020,
	address = {Wiesbaden},
	title = {Digital {Team} -{Leadership} – {Führen} von {Teams} im digitalen {Raum}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_5},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schmutte, Andre M. and Graf, Nele and Rascher, Stephanie},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {83--98},
	file = {Schmutte et al. - 2020 - Digital Team -Leadership – Führen von Teams im dig.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9CGJEH6P/Schmutte et al. - 2020 - Digital Team -Leadership – Führen von Teams im dig.pdf:application/pdf},
}

@incollection{harwardt_digitale_2020-1,
	address = {Wiesbaden},
	title = {Digitale {Transformation} – {Trends}, {Mythen} und {Konsequenzen} für das {Management}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_3},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schmutte, Andre M.},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {35--66},
	file = {Schmutte - 2020 - Digitale Transformation – Trends, Mythen und Konse.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SBBF2G9S/Schmutte - 2020 - Digitale Transformation – Trends, Mythen und Konse.pdf:application/pdf},
}

@incollection{pfannstiel_digitale_2020,
	address = {Wiesbaden},
	title = {Digitale {Innovation} – {Trendwende} im deutschen {Gesundheitssystem}: {Wie} {Unternehmen} {Digitalisierung} zur strategischen {Marktpositionierung} nutzen},
	isbn = {978-3-658-28642-2 978-3-658-28643-9},
	shorttitle = {Digitale {Innovation} – {Trendwende} im deutschen {Gesundheitssystem}},
	url = {http://link.springer.com/10.1007/978-3-658-28643-9_6},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Innovationen und {Innovationsmanagement} im {Gesundheitswesen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kassel, Kristin},
	editor = {Pfannstiel, Mario A. and Kassel, Kristin and Rasche, Christoph},
	year = {2020},
	doi = {10.1007/978-3-658-28643-9_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {93--109},
	file = {Kassel - 2020 - Digitale Innovation – Trendwende im deutschen Gesu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WFRCFGJG/Kassel - 2020 - Digitale Innovation – Trendwende im deutschen Gesu.pdf:application/pdf;Kassel - 2020 - Digitale Innovation – Trendwende im deutschen Gesu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4Q4XAPX4/Kassel - 2020 - Digitale Innovation – Trendwende im deutschen Gesu.pdf:application/pdf;Kassel - 2020 - Digitale Innovation – Trendwende im deutschen Gesu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P5JY54IT/Kassel - 2020 - Digitale Innovation – Trendwende im deutschen Gesu.pdf:application/pdf;Kassel - 2020 - Digitale Innovation – Trendwende im deutschen Gesu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QEPSDYLA/Kassel - 2020 - Digitale Innovation – Trendwende im deutschen Gesu.pdf:application/pdf},
}

@incollection{pfannstiel_regulatory_2020,
	address = {Wiesbaden},
	title = {Regulatory {Sandboxes} – {Ein} {Instrument} für digitale {Innovationen} im {Gesundheitssektor}},
	isbn = {978-3-658-28642-2 978-3-658-28643-9},
	url = {http://link.springer.com/10.1007/978-3-658-28643-9_10},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Innovationen und {Innovationsmanagement} im {Gesundheitswesen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hagen, Julia},
	editor = {Pfannstiel, Mario A. and Kassel, Kristin and Rasche, Christoph},
	year = {2020},
	doi = {10.1007/978-3-658-28643-9_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {163--179},
	file = {Hagen - 2020 - Regulatory Sandboxes – Ein Instrument für digitale.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QS4VAAXZ/Hagen - 2020 - Regulatory Sandboxes – Ein Instrument für digitale.pdf:application/pdf;Hagen - 2020 - Regulatory Sandboxes – Ein Instrument für digitale.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H4HE5TJD/Hagen - 2020 - Regulatory Sandboxes – Ein Instrument für digitale.pdf:application/pdf;Hagen - 2020 - Regulatory Sandboxes – Ein Instrument für digitale.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q8PSZFJG/Hagen - 2020 - Regulatory Sandboxes – Ein Instrument für digitale.pdf:application/pdf;Hagen - 2020 - Regulatory Sandboxes – Ein Instrument für digitale.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M4KIJLWE/Hagen - 2020 - Regulatory Sandboxes – Ein Instrument für digitale.pdf:application/pdf},
}

@incollection{pfannstiel_digitale_2020-1,
	address = {Wiesbaden},
	title = {Digitale {Transformation} in {Krankenhäusern}: {Potenziale} und {Innovationen} entlang des stationären {Leistungsprozesses}},
	isbn = {978-3-658-28642-2 978-3-658-28643-9},
	shorttitle = {Digitale {Transformation} in {Krankenhäusern}},
	url = {http://link.springer.com/10.1007/978-3-658-28643-9_15},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Innovationen und {Innovationsmanagement} im {Gesundheitswesen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Doctor, Eileen and Buck, Christoph and Eymann, Torsten},
	editor = {Pfannstiel, Mario A. and Kassel, Kristin and Rasche, Christoph},
	year = {2020},
	doi = {10.1007/978-3-658-28643-9_15},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {253--272},
	file = {Doctor et al. - 2020 - Digitale Transformation in Krankenhäusern Potenzi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VF7FKIMY/Doctor et al. - 2020 - Digitale Transformation in Krankenhäusern Potenzi.pdf:application/pdf;Doctor et al. - 2020 - Digitale Transformation in Krankenhäusern Potenzi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7HT7EXNH/Doctor et al. - 2020 - Digitale Transformation in Krankenhäusern Potenzi.pdf:application/pdf;Doctor et al. - 2020 - Digitale Transformation in Krankenhäusern Potenzi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XNHTR6P9/Doctor et al. - 2020 - Digitale Transformation in Krankenhäusern Potenzi.pdf:application/pdf;Doctor et al. - 2020 - Digitale Transformation in Krankenhäusern Potenzi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W6RS5AIX/Doctor et al. - 2020 - Digitale Transformation in Krankenhäusern Potenzi.pdf:application/pdf},
}

@incollection{pfannstiel_patentbasierte_2020,
	address = {Wiesbaden},
	title = {Patentbasierte {Exploration} von {Innovationen} durch {Digitalisierung} in der {Medizintechnik}},
	isbn = {978-3-658-28642-2 978-3-658-28643-9},
	url = {http://link.springer.com/10.1007/978-3-658-28643-9_30},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Innovationen und {Innovationsmanagement} im {Gesundheitswesen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Eilers, Kathi},
	editor = {Pfannstiel, Mario A. and Kassel, Kristin and Rasche, Christoph},
	year = {2020},
	doi = {10.1007/978-3-658-28643-9_30},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {569--596},
	file = {Eilers - 2020 - Patentbasierte Exploration von Innovationen durch .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GSCYBLFY/Eilers - 2020 - Patentbasierte Exploration von Innovationen durch .pdf:application/pdf;Eilers - 2020 - Patentbasierte Exploration von Innovationen durch .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HKXC6JYH/Eilers - 2020 - Patentbasierte Exploration von Innovationen durch .pdf:application/pdf;Eilers - 2020 - Patentbasierte Exploration von Innovationen durch .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6RUCTD37/Eilers - 2020 - Patentbasierte Exploration von Innovationen durch .pdf:application/pdf},
}

@incollection{pfannstiel_digitalisierung_2020,
	address = {Wiesbaden},
	title = {Digitalisierung im {Krankenhaus}: {Nutzerakzeptanz} als {Voraussetzung} für digitale {Innovationen}},
	isbn = {978-3-658-28642-2 978-3-658-28643-9},
	shorttitle = {Digitalisierung im {Krankenhaus}},
	url = {http://link.springer.com/10.1007/978-3-658-28643-9_35},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Innovationen und {Innovationsmanagement} im {Gesundheitswesen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schmidt-Logenthiran, Tobias and Stephan, Michael},
	editor = {Pfannstiel, Mario A. and Kassel, Kristin and Rasche, Christoph},
	year = {2020},
	doi = {10.1007/978-3-658-28643-9_35},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {667--681},
	file = {Schmidt-Logenthiran und Stephan - 2020 - Digitalisierung im Krankenhaus Nutzerakzeptanz al.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BGGUKWJJ/Schmidt-Logenthiran und Stephan - 2020 - Digitalisierung im Krankenhaus Nutzerakzeptanz al.pdf:application/pdf;Schmidt-Logenthiran und Stephan - 2020 - Digitalisierung im Krankenhaus Nutzerakzeptanz al.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5XYSUAJB/Schmidt-Logenthiran und Stephan - 2020 - Digitalisierung im Krankenhaus Nutzerakzeptanz al.pdf:application/pdf;Schmidt-Logenthiran und Stephan - 2020 - Digitalisierung im Krankenhaus Nutzerakzeptanz al.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KCA7D7NL/Schmidt-Logenthiran und Stephan - 2020 - Digitalisierung im Krankenhaus Nutzerakzeptanz al.pdf:application/pdf;Schmidt-Logenthiran und Stephan - 2020 - Digitalisierung im Krankenhaus Nutzerakzeptanz al.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Y7QTKGRG/Schmidt-Logenthiran und Stephan - 2020 - Digitalisierung im Krankenhaus Nutzerakzeptanz al.pdf:application/pdf},
}

@incollection{pfannstiel_gestaltungsmoglichkeiten_2020,
	address = {Wiesbaden},
	title = {Gestaltungsmöglichkeiten eines {Erlösmodells} für innovative {Digital}-{Health}-{Start}-ups},
	isbn = {978-3-658-28642-2 978-3-658-28643-9},
	url = {http://link.springer.com/10.1007/978-3-658-28643-9_3},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Innovationen und {Innovationsmanagement} im {Gesundheitswesen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Block, Heiko and Heinzen, Mareike and von Dellingshausen, Nils},
	editor = {Pfannstiel, Mario A. and Kassel, Kristin and Rasche, Christoph},
	year = {2020},
	doi = {10.1007/978-3-658-28643-9_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {39--57},
	file = {Block et al. - 2020 - Gestaltungsmöglichkeiten eines Erlösmodells für in.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JYWVMWER/Block et al. - 2020 - Gestaltungsmöglichkeiten eines Erlösmodells für in.pdf:application/pdf;Block et al. - 2020 - Gestaltungsmöglichkeiten eines Erlösmodells für in.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HFH6IGGU/Block et al. - 2020 - Gestaltungsmöglichkeiten eines Erlösmodells für in.pdf:application/pdf;Block et al. - 2020 - Gestaltungsmöglichkeiten eines Erlösmodells für in.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GM53XMXJ/Block et al. - 2020 - Gestaltungsmöglichkeiten eines Erlösmodells für in.pdf:application/pdf;Block et al. - 2020 - Gestaltungsmöglichkeiten eines Erlösmodells für in.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AHF33IX7/Block et al. - 2020 - Gestaltungsmöglichkeiten eines Erlösmodells für in.pdf:application/pdf},
}

@incollection{pfannstiel_innovationsmanagement_2020,
	address = {Wiesbaden},
	title = {Innovationsmanagement unter {VUKA}-{Bedingungen}: {Gesundheit} im {Fokus} von {Digitalisierung}, {Datenanalytik}, {Diskontinuität} und {Disruption}},
	isbn = {978-3-658-28642-2 978-3-658-28643-9},
	shorttitle = {Innovationsmanagement unter {VUKA}-{Bedingungen}},
	url = {http://link.springer.com/10.1007/978-3-658-28643-9_1},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Innovationen und {Innovationsmanagement} im {Gesundheitswesen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Knape, Thorsten and Hufnagl, Peter and Rasche, Christoph},
	editor = {Pfannstiel, Mario A. and Kassel, Kristin and Rasche, Christoph},
	year = {2020},
	doi = {10.1007/978-3-658-28643-9_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, FernUni-Hagen:MABM:Master-Arbeit, VUKA},
	pages = {1--24},
	file = {Knape et al. - 2020 - Innovationsmanagement unter VUKA-Bedingungen Gesu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M5UPBGUL/Knape et al. - 2020 - Innovationsmanagement unter VUKA-Bedingungen Gesu.pdf:application/pdf;Knape et al. - 2020 - Innovationsmanagement unter VUKA-Bedingungen Gesu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K37L43E8/Knape et al. - 2020 - Innovationsmanagement unter VUKA-Bedingungen Gesu.pdf:application/pdf},
}

@incollection{pfannstiel_innovation_2020-1,
	address = {Wiesbaden},
	title = {Innovation durch {Digitalisierung} – {Eine} {Chance} für die {Restrukturierung} von {Prozessen} im {Gesundheitswesen}},
	isbn = {978-3-658-28642-2 978-3-658-28643-9},
	url = {http://link.springer.com/10.1007/978-3-658-28643-9_2},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Innovationen und {Innovationsmanagement} im {Gesundheitswesen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gadatsch, Andreas},
	editor = {Pfannstiel, Mario A. and Kassel, Kristin and Rasche, Christoph},
	year = {2020},
	doi = {10.1007/978-3-658-28643-9_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {25--37},
	file = {Gadatsch - 2020 - Innovation durch Digitalisierung – Eine Chance für.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QNYDR4F3/Gadatsch - 2020 - Innovation durch Digitalisierung – Eine Chance für.pdf:application/pdf;Gadatsch - 2020 - Innovation durch Digitalisierung – Eine Chance für.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/52GH7UX4/Gadatsch - 2020 - Innovation durch Digitalisierung – Eine Chance für.pdf:application/pdf;Gadatsch - 2020 - Innovation durch Digitalisierung – Eine Chance für.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RDEP6249/Gadatsch - 2020 - Innovation durch Digitalisierung – Eine Chance für.pdf:application/pdf;Gadatsch - 2020 - Innovation durch Digitalisierung – Eine Chance für.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6DZRRSUP/Gadatsch - 2020 - Innovation durch Digitalisierung – Eine Chance für.pdf:application/pdf},
}

@incollection{suhl-strohmenger_informations-_2023,
	title = {Informations- und {Medienkompetenz} fördern},
	isbn = {978-3-11-079037-5},
	url = {https://www.degruyter.com/document/doi/10.1515/9783110790375-008/html},
	abstract = {Kompetenzförderung durch wissenschaftliche Bibliotheken sollte zum Ziel haben, die wissenschaftlichen Zielgruppen bei der selbstbestimmten Teilhabe am wissenschaftlichen Diskurs zu unterstützen. Diese Aufgabe wird angesichts der digitalen Transformation stetig umfangreicher und komplexer. Bibliothekarische Dienstleistungen sollten daher ganzheitlich entwickelt werden mit dem Ziel, individuelle Kompetenzentwicklung zu ermöglichen. Bibliothekar:innen müssen pädagogische Kompetenzen konsequent in Abhängigkeit von bibliothekarischen Kernkompetenzen und akademisch-methodischen Kompetenzen entwickeln.},
	language = {de-DE},
	urldate = {2023-11-18},
	booktitle = {Praxishandbuch {Wissenschaftliche} {Bibliothekar}:innen},
	publisher = {De Gruyter},
	author = {Schoenbeck, Oliver},
	editor = {Sühl-Strohmenger, Wilfried and Tappenbeck, Inka},
	month = oct,
	year = {2023},
	doi = {10.1515/9783110790375-008},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {59--68},
	file = {Schoenbeck - 2023 - Informations- und Medienkompetenz fördern.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8PBP3WT3/Schoenbeck - 2023 - Informations- und Medienkompetenz fördern.pdf:application/pdf},
}

@incollection{suhl-strohmenger_als_2023,
	title = {Als {Fachreferent}:in an der {Schnittstelle} zwischen {Bibliothek} und {Fachwissenschaft} arbeiten},
	isbn = {978-3-11-079037-5},
	shorttitle = {Als {Fachreferent}},
	url = {https://www.degruyter.com/document/doi/10.1515/9783110790375-014/html},
	abstract = {Das Fachreferat gilt traditionell als Mischarbeitsplatz, der im Kontext der jeweiligen lokalen, institutionellen Gegebenheiten unterschiedliche Ausprägungen erfahren kann. Der vorliegende Beitrag skizziert die gegenwärtige Situation an der Universitätsbibliothek Passau für die vom Autor betreuten Fachreferate Informatik/Mathematik, die in doppelter Weise von der digitalen Transformation betroffen sind: Einerseits durch die strukturellen Auswirkungen des Medienwandels für die Bibliothek und das Publikationswesen, andererseits durch den massiven Ausbau der Fakultät für Informatik und Mathematik im Zuge der „High Tech Agenda Bayern“. Das Fachreferat ist in dieser Herausforderungslage eine wichtige Schnittstelle zwischen Fakultät und Bibliothek, darüber hinaus aber auch ein gewichtiger Faktor in der organisatorischen Transformation von Arbeitsprozessen innerhalb der Universitätsbibliothek.},
	language = {de-DE},
	urldate = {2023-11-18},
	booktitle = {Praxishandbuch {Wissenschaftliche} {Bibliothekar}:innen},
	publisher = {De Gruyter},
	author = {Nachreiner, Thomas},
	editor = {Sühl-Strohmenger, Wilfried and Tappenbeck, Inka},
	month = oct,
	year = {2023},
	doi = {10.1515/9783110790375-014},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {115--124},
	file = {Nachreiner - 2023 - Als Fachreferentin an der Schnittstelle zwischen .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JIXQ269U/Nachreiner - 2023 - Als Fachreferentin an der Schnittstelle zwischen .pdf:application/pdf},
}

@incollection{suhl-strohmenger_publikationsservices_2023,
	title = {Publikationsservices entwickeln},
	isbn = {978-3-11-079037-5},
	url = {https://www.degruyter.com/document/doi/10.1515/9783110790375-021/html},
	abstract = {Der Aufsatz bietet einen Überblick über die verschiedenen Kompetenzen und Voraussetzungen, die vorliegen müssen, damit Bibliotheken erfolgreich Publikationsservices anbieten können. Im Vordergrund stehen neue, digitale Publikationsservices, die zwar auf den Traditionen klassischer Medien aufbauen, aber darüber hinaus auch neue Bedürfnisse erfüllen müssen. Publikationsservices zeichnen sich durch eine sehr hohe Komplexität aus und bedingen eine starke Vernetzung mit externen Stellen. Während viele Fähigkeiten zur Umsetzung solcher Services bereits in der Bibliothek vorhanden sind, sind auch zusätzliche Spezialkenntnisse erforderlich. Dadurch entsteht ein neues Berufsbild, das erfahrungsgemäß von wissenschaftlichen Bibliothekar:innen geleistet wird, die hierfür spezifisch ausgebildet werden und – im Gegensatz zu den Fachreferent:innen – fachübergreifend arbeiten.},
	language = {de-DE},
	urldate = {2023-11-18},
	booktitle = {Praxishandbuch {Wissenschaftliche} {Bibliothekar}:innen},
	publisher = {De Gruyter},
	author = {Keller, Alice},
	editor = {Sühl-Strohmenger, Wilfried and Tappenbeck, Inka},
	month = oct,
	year = {2023},
	doi = {10.1515/9783110790375-021},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {191--198},
	file = {Keller - 2023 - Publikationsservices entwickeln.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RUIZAR92/Keller - 2023 - Publikationsservices entwickeln.pdf:application/pdf},
}

@incollection{ganguin_schnittstelle_2023,
	address = {Wiesbaden},
	title = {Schnittstelle zwischen {Theorie} und {Praxis} – {Eine} {Seminarkonzeption} zur {Verankerung} digitalisierungsbezogener {Medienkompetenzen} in den {Schulpraktischen} {Studien} der {Fachdidaktik} {Englisch}},
	volume = {48},
	isbn = {978-3-658-41636-2 978-3-658-41637-9},
	url = {https://link.springer.com/10.1007/978-3-658-41637-9_11},
	language = {de-DE},
	urldate = {2023-08-27},
	booktitle = {Digitalisierung in der {Lehrer}:innenbildung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stiehler, Christina},
	editor = {Ganguin, Sonja and Tiemann, Heike and Glück, Christian W. and Förster, Anna},
	year = {2023},
	doi = {10.1007/978-3-658-41637-9_11},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {225--252},
	file = {Stiehler - 2023 - Schnittstelle zwischen Theorie und Praxis – Eine S.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TQ4YY462/Stiehler - 2023 - Schnittstelle zwischen Theorie und Praxis – Eine S.pdf:application/pdf;Stiehler - 2023 - Schnittstelle zwischen Theorie und Praxis – Eine S.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UEI9CSUH/Stiehler - 2023 - Schnittstelle zwischen Theorie und Praxis – Eine S.pdf:application/pdf},
}

@incollection{ganguin_digitale_2023,
	address = {Wiesbaden},
	title = {Digitale {Kompetenzen} in der {Aus}- und {Weiterbildung} von {Sonderpädagog}:innen. {Eine} {Aufgabe} in allen drei {Phasen} der {Lehrer}:innenbildung},
	volume = {48},
	isbn = {978-3-658-41636-2 978-3-658-41637-9},
	shorttitle = {Digitale {Kompetenzen} in der {Aus}- und {Weiterbildung} von {Sonderpädagog}},
	url = {https://link.springer.com/10.1007/978-3-658-41637-9_5},
	language = {de-DE},
	urldate = {2023-08-27},
	booktitle = {Digitalisierung in der {Lehrer}:innenbildung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wirths, Hannah and Reber, Karin and Glück, Christian W.},
	editor = {Ganguin, Sonja and Tiemann, Heike and Glück, Christian W. and Förster, Anna},
	year = {2023},
	doi = {10.1007/978-3-658-41637-9_5},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {87--111},
	file = {Wirths et al. - 2023 - Digitale Kompetenzen in der Aus- und Weiterbildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AZH7IKBX/Wirths et al. - 2023 - Digitale Kompetenzen in der Aus- und Weiterbildung.pdf:application/pdf;Wirths et al. - 2023 - Digitale Kompetenzen in der Aus- und Weiterbildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4T5HI9QV/Wirths et al. - 2023 - Digitale Kompetenzen in der Aus- und Weiterbildung.pdf:application/pdf},
}

@incollection{ganguin_digitalisierung_2023-1,
	address = {Wiesbaden},
	title = {Digitalisierung in der {Lehrer}:innenbildung: {PraxisdigitaliS}: {Praxis} digital gestalten in {Sachse} n},
	volume = {48},
	isbn = {978-3-658-41636-2 978-3-658-41637-9},
	shorttitle = {Digitalisierung in der {Lehrer}},
	url = {https://link.springer.com/10.1007/978-3-658-41637-9_1},
	language = {de-DE},
	urldate = {2023-08-27},
	booktitle = {Digitalisierung in der {Lehrer}:innenbildung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Förster, Anna and Ganguin, Sonja and Glück, Christian W. and Tiemann, Heike},
	editor = {Ganguin, Sonja and Tiemann, Heike and Glück, Christian W. and Förster, Anna},
	year = {2023},
	doi = {10.1007/978-3-658-41637-9_1},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--12},
	file = {Förster et al. - 2023 - Digitalisierung in der Lehrerinnenbildung Praxis.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RFPMGTQ4/Förster et al. - 2023 - Digitalisierung in der Lehrerinnenbildung Praxis.pdf:application/pdf;Förster et al. - 2023 - Digitalisierung in der Lehrerinnenbildung Praxis.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HZLC74FT/Förster et al. - 2023 - Digitalisierung in der Lehrerinnenbildung Praxis.pdf:application/pdf},
}

@incollection{altenfelder_digitale_2021,
	address = {Wiesbaden},
	title = {Digitale {Transformation} in der {Instandhaltung}},
	isbn = {978-3-658-33974-6 978-3-658-33975-3},
	url = {https://link.springer.com/10.1007/978-3-658-33975-3_20},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Services {Management} und digitale {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Brumby, Lennart},
	editor = {Altenfelder, Kai and Schönfeld, Dieter and Krenkler, Wolfgang},
	year = {2021},
	doi = {10.1007/978-3-658-33975-3_20},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {379--396},
	file = {Brumby - 2021 - Digitale Transformation in der Instandhaltung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/26Q2YQWK/Brumby - 2021 - Digitale Transformation in der Instandhaltung.pdf:application/pdf},
}

@incollection{altenfelder_informationssicherheit_2021,
	address = {Wiesbaden},
	title = {Informationssicherheit im {Internet} der {Dinge}: {Ein} integraler {Bestandteil} digitaler und smarter {Services}},
	isbn = {978-3-658-33974-6 978-3-658-33975-3},
	shorttitle = {Informationssicherheit im {Internet} der {Dinge}},
	url = {https://link.springer.com/10.1007/978-3-658-33975-3_19},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Services {Management} und digitale {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kleinz, David},
	editor = {Altenfelder, Kai and Schönfeld, Dieter and Krenkler, Wolfgang},
	year = {2021},
	doi = {10.1007/978-3-658-33975-3_19},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {359--377},
	file = {Kleinz - 2021 - Informationssicherheit im Internet der Dinge Ein .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CDAMUC8J/Kleinz - 2021 - Informationssicherheit im Internet der Dinge Ein .pdf:application/pdf},
}

@incollection{altenfelder_echte_2021,
	address = {Wiesbaden},
	title = {Echte {Kundenzufriedenheit} durch digital qualifizierte {Servicekräfte}},
	isbn = {978-3-658-33974-6 978-3-658-33975-3},
	url = {https://link.springer.com/10.1007/978-3-658-33975-3_14},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Services {Management} und digitale {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Glauch, Jacqueliné and Gast, Torsten},
	editor = {Altenfelder, Kai and Schönfeld, Dieter and Krenkler, Wolfgang},
	year = {2021},
	doi = {10.1007/978-3-658-33975-3_14},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {247--265},
	file = {Glauch und Gast - 2021 - Echte Kundenzufriedenheit durch digital qualifizie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FKSNS7Z3/Glauch und Gast - 2021 - Echte Kundenzufriedenheit durch digital qualifizie.pdf:application/pdf},
}

@incollection{altenfelder_kundenzentrierte_2021,
	address = {Wiesbaden},
	title = {Kundenzentrierte {Entwicklung} von {Smart} {Services}: {Kundenzufriedenheit} und -bindung durch {Smart} {Services} – eine erfolgreiche {Digitale} {Transformation} geht immer von der {Kundschaft} aus},
	isbn = {978-3-658-33974-6 978-3-658-33975-3},
	shorttitle = {Kundenzentrierte {Entwicklung} von {Smart} {Services}},
	url = {https://link.springer.com/10.1007/978-3-658-33975-3_10},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Services {Management} und digitale {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kieffer-Radwan, Sonja},
	editor = {Altenfelder, Kai and Schönfeld, Dieter and Krenkler, Wolfgang},
	year = {2021},
	doi = {10.1007/978-3-658-33975-3_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {163--177},
	file = {Kieffer-Radwan - 2021 - Kundenzentrierte Entwicklung von Smart Services K.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E9H5PTLD/Kieffer-Radwan - 2021 - Kundenzentrierte Entwicklung von Smart Services K.pdf:application/pdf},
}

@incollection{altenfelder_erfolgreich_2021,
	address = {Wiesbaden},
	title = {Erfolgreich und fair zusammenarbeiten: {Wie} {Sie} die {Qualität} von langfristigen {Geschäftsbeziehungen} messen können: {Vertrauen}, {Commitment}, {Messungen} und {Steuerung} als {Grundlagen} solider {Partnerschaften}},
	isbn = {978-3-658-33974-6 978-3-658-33975-3},
	shorttitle = {Erfolgreich und fair zusammenarbeiten},
	url = {https://link.springer.com/10.1007/978-3-658-33975-3_13},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Services {Management} und digitale {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Friedl, Richard},
	editor = {Altenfelder, Kai and Schönfeld, Dieter and Krenkler, Wolfgang},
	year = {2021},
	doi = {10.1007/978-3-658-33975-3_13},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {225--245},
	file = {Friedl - 2021 - Erfolgreich und fair zusammenarbeiten Wie Sie die.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VDVHAMJG/Friedl - 2021 - Erfolgreich und fair zusammenarbeiten Wie Sie die.pdf:application/pdf},
}

@incollection{altenfelder_digitalisiertes_2021,
	address = {Wiesbaden},
	title = {Digitalisiertes {Beschwerdemanagement}: {Wie} kann der {Einsatz} digitaler {Kommunikation} in mittelständischen {Unternehmen} das {Beschwerdemanagement} verbessern?},
	isbn = {978-3-658-33974-6 978-3-658-33975-3},
	shorttitle = {Digitalisiertes {Beschwerdemanagement}},
	url = {https://link.springer.com/10.1007/978-3-658-33975-3_12},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Services {Management} und digitale {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schönfeld, Dieter},
	editor = {Altenfelder, Kai and Schönfeld, Dieter and Krenkler, Wolfgang},
	year = {2021},
	doi = {10.1007/978-3-658-33975-3_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {205--223},
	file = {Schönfeld - 2021 - Digitalisiertes Beschwerdemanagement Wie kann der.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M8IY7SHM/Schönfeld - 2021 - Digitalisiertes Beschwerdemanagement Wie kann der.pdf:application/pdf},
}

@incollection{altenfelder_glucklicherweise_2021,
	address = {Wiesbaden},
	title = {„{Glücklicherweise} ist es nur {VUKA}!“: {Zum} {Umgang} mit einer {Welt}, die flüchtig, unbeständig, vernetzt und mehrdeutig ist. {Vom} „{Entweder} oder“ zum „{Sowohl} als auch“.},
	isbn = {978-3-658-33974-6 978-3-658-33975-3},
	shorttitle = {„{Glücklicherweise} ist es nur {VUKA}!“},
	url = {https://link.springer.com/10.1007/978-3-658-33975-3_8},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Services {Management} und digitale {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gläser, Waltraud},
	editor = {Altenfelder, Kai and Schönfeld, Dieter and Krenkler, Wolfgang},
	year = {2021},
	doi = {10.1007/978-3-658-33975-3_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, FernUni-Hagen:MABM:Master-Arbeit, VUKA},
	pages = {119--146},
	file = {Gläser - 2021 - „Glücklicherweise ist es nur VUKA!“ Zum Umgang mi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZAUJS7S6/Gläser - 2021 - „Glücklicherweise ist es nur VUKA!“ Zum Umgang mi.pdf:application/pdf},
}

@incollection{harwardt_digitales_2020-1,
	address = {Wiesbaden},
	title = {Digitales {Marketing} im {Sport} – {Erfolgs}- \& {Misserfolgsfaktoren} für die {Sponsorenintegration} in der {Social} {Media} {Kommunikation}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_23},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kainz, Florian and Schöttl, Katharina},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_23},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {413--426},
	file = {Kainz und Schöttl - 2020 - Digitales Marketing im Sport – Erfolgs- & Misserfo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MZLDBHAW/Kainz und Schöttl - 2020 - Digitales Marketing im Sport – Erfolgs- & Misserfo.pdf:application/pdf},
}

@incollection{altenfelder_geschaftsmodelle_2021,
	address = {Wiesbaden},
	title = {Geschäftsmodelle für {Smart} {Lifecycle} {Services}: {Eine} {Morphologie} für datengetriebene {Geschäftsmodelle}},
	isbn = {978-3-658-33974-6 978-3-658-33975-3},
	shorttitle = {Geschäftsmodelle für {Smart} {Lifecycle} {Services}},
	url = {https://link.springer.com/10.1007/978-3-658-33975-3_6},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Services {Management} und digitale {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Niemann, Jörg},
	editor = {Altenfelder, Kai and Schönfeld, Dieter and Krenkler, Wolfgang},
	year = {2021},
	doi = {10.1007/978-3-658-33975-3_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {87--102},
	file = {Niemann - 2021 - Geschäftsmodelle für Smart Lifecycle Services Ein.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZMF4NAUA/Niemann - 2021 - Geschäftsmodelle für Smart Lifecycle Services Ein.pdf:application/pdf},
}

@incollection{altenfelder_erfolgsfaktoren_2021,
	address = {Wiesbaden},
	title = {Erfolgsfaktoren bei der {Entwicklung} datengetriebener {Geschäftsmodelle}: {Einblicke} aus dem produzierenden {Gewerbe}},
	isbn = {978-3-658-33974-6 978-3-658-33975-3},
	shorttitle = {Erfolgsfaktoren bei der {Entwicklung} datengetriebener {Geschäftsmodelle}},
	url = {https://link.springer.com/10.1007/978-3-658-33975-3_4},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Services {Management} und digitale {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schulz, Esther and Pflaum, Alexander},
	editor = {Altenfelder, Kai and Schönfeld, Dieter and Krenkler, Wolfgang},
	year = {2021},
	doi = {10.1007/978-3-658-33975-3_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {47--67},
	file = {Schulz und Pflaum - 2021 - Erfolgsfaktoren bei der Entwicklung datengetrieben.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PHQAVC84/Schulz und Pflaum - 2021 - Erfolgsfaktoren bei der Entwicklung datengetrieben.pdf:application/pdf},
}

@incollection{altenfelder_funf_2021,
	address = {Wiesbaden},
	title = {Fünf {Schritte} zu einem erfolgreichen industriellen {Servicegeschäft}},
	isbn = {978-3-658-33974-6 978-3-658-33975-3},
	url = {https://link.springer.com/10.1007/978-3-658-33975-3_2},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Services {Management} und digitale {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Noz, Roland},
	editor = {Altenfelder, Kai and Schönfeld, Dieter and Krenkler, Wolfgang},
	year = {2021},
	doi = {10.1007/978-3-658-33975-3_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {13--34},
	file = {Noz - 2021 - Fünf Schritte zu einem erfolgreichen industriellen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZBTNZBAJ/Noz - 2021 - Fünf Schritte zu einem erfolgreichen industriellen.pdf:application/pdf},
}

@incollection{harwardt_lernen_2020,
	address = {Wiesbaden},
	title = {Lernen im digitalen {Wandel} – Ängste abbauen und digitale {Kompetenzen} von {Beschäftigten} fördern},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_11},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gramß, Denise and Pillath, Patricia and Holland-Cunz, Annika},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {183--199},
	file = {Gramß et al. - 2020 - Lernen im digitalen Wandel – Ängste abbauen und di.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IXRRS54M/Gramß et al. - 2020 - Lernen im digitalen Wandel – Ängste abbauen und di.pdf:application/pdf},
}

@incollection{harwardt_marktforschung_2020,
	address = {Wiesbaden},
	title = {Marktforschung in {Zeiten} von {Digitalisierung} und {Big} {Data}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_19},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Breidenbach, Petra},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_19},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {351--359},
	file = {Breidenbach - 2020 - Marktforschung in Zeiten von Digitalisierung und B.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TY72E3YI/Breidenbach - 2020 - Marktforschung in Zeiten von Digitalisierung und B.pdf:application/pdf},
}

@incollection{harwardt_recruiting_2020,
	address = {Wiesbaden},
	title = {Recruiting 4.0 – {Potenziale} und {Herausforderungen} des {Recruitings} im {Zeitalter} der {Digitalisierung}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_14},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bastam, Natalie and Bicker, Christian and Walf, Justus and Nachtwei, Jens},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_14},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {235--263},
	file = {Bastam et al. - 2020 - Recruiting 4.0 – Potenziale und Herausforderungen .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UWCS66YY/Bastam et al. - 2020 - Recruiting 4.0 – Potenziale und Herausforderungen .pdf:application/pdf},
}

@incollection{harwardt_digitalisierung_2020-2,
	address = {Wiesbaden},
	title = {Digitalisierung und {Künstliche} {Intelligenz}: {Warum} wir nach {China} blicken sollten},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	shorttitle = {Digitalisierung und {Künstliche} {Intelligenz}},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_13},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gutting, Doris},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_13},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {217--233},
	file = {Gutting - 2020 - Digitalisierung und Künstliche Intelligenz Warum .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/82BVHWNB/Gutting - 2020 - Digitalisierung und Künstliche Intelligenz Warum .pdf:application/pdf},
}

@incollection{harwardt_konsequente_2020,
	address = {Wiesbaden},
	title = {Konsequente {Digitalisierung} setzt nachhaltigen {Kulturwandel} voraus – {Critical} {Action} {Learning} ({CAL}) zur {Digitalisierung} am {Flughafen} {München}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_12},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hauser, Bernhard and Lanz, Helga and Radl, Jörg},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {201--216},
	file = {Hauser et al. - 2020 - Konsequente Digitalisierung setzt nachhaltigen Kul.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Y3289YSD/Hauser et al. - 2020 - Konsequente Digitalisierung setzt nachhaltigen Kul.pdf:application/pdf},
}

@incollection{harwardt_welt_2020,
	address = {Wiesbaden},
	title = {Die {Welt} verändert sich rapide – „{Industrie} 4.0“ und die digitale {Transformation}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_1},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Harwardt, Mark and Schmutte, Andre M.},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {3--15},
	file = {Harwardt und Schmutte - 2020 - Die Welt verändert sich rapide – „Industrie 4.0“ u.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2AWEFGM3/Harwardt und Schmutte - 2020 - Die Welt verändert sich rapide – „Industrie 4.0“ u.pdf:application/pdf},
}

@incollection{harwardt_orientierung_2020,
	address = {Wiesbaden},
	title = {Orientierung im {Dschungel} der {Digitalisierung}: {Konzeption} und {Einsatz} von {Selbstbewertungen} für {Organisation} und {Mitarbeiter}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	shorttitle = {Orientierung im {Dschungel} der {Digitalisierung}},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_9},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fischer, Karl Peter and Schöler, Andreas and Fischer, Marina},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {149--166},
	file = {Benz - 2023 - Organisatorische Abbildung von Digitalisierungszus.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X5HVGWGL/Benz - 2023 - Organisatorische Abbildung von Digitalisierungszus.pdf:application/pdf;Fischer et al. - 2020 - Orientierung im Dschungel der Digitalisierung Kon.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KRFVA4W7/Fischer et al. - 2020 - Orientierung im Dschungel der Digitalisierung Kon.pdf:application/pdf},
}

@incollection{harwardt_wie_2020,
	address = {Wiesbaden},
	title = {Wie die {Digitalisierung} das {Konsumentenverhalten}, das {Selbstbild} der {Konsumenten} und die {Anbieter}-{Nachfrager}-{Beziehung} verändert},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_7},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Haselhoff, Vanessa Julia},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {117--131},
	file = {Haselhoff - 2020 - Wie die Digitalisierung das Konsumentenverhalten, .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MJSIU3HI/Haselhoff - 2020 - Wie die Digitalisierung das Konsumentenverhalten, .pdf:application/pdf},
}

@incollection{harwardt_digitalisierung_2020-3,
	address = {Wiesbaden},
	title = {Digitalisierung in {Deutschland} – {Der} aktuelle {Stand}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_2},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Harwardt, Mark},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {17--34},
	file = {Harwardt - 2020 - Digitalisierung in Deutschland – Der aktuelle Stan.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M965JCDS/Harwardt - 2020 - Digitalisierung in Deutschland – Der aktuelle Stan.pdf:application/pdf},
}

@incollection{ganguin_forderung_2023,
	address = {Wiesbaden},
	title = {Förderung professioneller digitalisierungsbezogener {Kompetenzen} von {Lehramtsstudent}:innen für den naturwissenschaftsbezogenen {Sachunterricht}: {Wie} sollten {Seminare} in der {Fachdidaktik} {Sachunterricht} gestaltet sein?},
	volume = {48},
	isbn = {978-3-658-41636-2 978-3-658-41637-9},
	shorttitle = {Förderung professioneller digitalisierungsbezogener {Kompetenzen} von {Lehramtsstudent}},
	url = {https://link.springer.com/10.1007/978-3-658-41637-9_8},
	language = {de-DE},
	urldate = {2023-11-18},
	booktitle = {Digitalisierung in der {Lehrer}:innenbildung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wollmann, Karl},
	editor = {Ganguin, Sonja and Tiemann, Heike and Glück, Christian W. and Förster, Anna},
	year = {2023},
	doi = {10.1007/978-3-658-41637-9_8},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {145--178},
	file = {Wollmann - 2023 - Förderung professioneller digitalisierungsbezogene.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SQ8I7H8V/Wollmann - 2023 - Förderung professioneller digitalisierungsbezogene.pdf:application/pdf},
}

@incollection{bruder_digitale_2023,
	address = {Berlin, Heidelberg},
	title = {Digitale {Medien}},
	isbn = {978-3-662-66603-6 978-3-662-66604-3},
	url = {https://link.springer.com/10.1007/978-3-662-66604-3_17},
	language = {de-DE},
	urldate = {2023-11-09},
	booktitle = {Handbuch der {Mathematikdidaktik}},
	publisher = {Springer Berlin Heidelberg},
	author = {Reinhold, Frank and Walter, Daniel and Weigand, Hans-Georg},
	editor = {Bruder, Regina and Büchter, Andreas and Gasteiger, Hedwig and Schmidt-Thieme, Barbara and Weigand, Hans-Georg},
	year = {2023},
	doi = {10.1007/978-3-662-66604-3_17},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {523--559},
	file = {Reinhold et al. - 2023 - Digitale Medien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TXSY6SLE/Reinhold et al. - 2023 - Digitale Medien.pdf:application/pdf},
}

@incollection{mohring_automatische_2013,
	address = {Wiesbaden},
	title = {Automatische {Inhaltsanalyse}},
	isbn = {978-3-531-18775-4 978-3-531-18776-1},
	url = {http://link.springer.com/10.1007/978-3-531-18776-1_16},
	abstract = {Nachdem es viele Jahre vergleichsweise wenig Entwicklung auf dem Gebiet automatischer Inhaltsanalysen gegeben hat, erleben diese Verfahren in jüngster Zeit geradezu einen Boom in Wissenschaft und Marktforschung. Angesichts des Umfangs an leicht verfügbaren digitalen Dokumenten, sowohl aus (halb-)öffentlicher interpersonaler Kommunikation als auch aus Medienangeboten, scheinen automatische Analyseverfahren nicht nur sehr attraktiv, sondern geradezu alternativlos. In diesem Beitrag werden traditionelle und neuere Ansätze automatischer Inhaltsanalyse vorgestellt sowie deren Vor- und Nachteile gegenüber der manuellen Codierung diskutiert. Dabei zeigt sich, dass man sich als Forschende keineswegs für einen Weg entscheiden muss, sondern sich in vielen Fällen manuelle und automatische Verfahren kombinieren lassen. Allerdings gibt es für viele neuere Ansätze weiterhin kaum fertige Lösungen für die angewandte Forschung.},
	language = {de-DE},
	urldate = {2023-09-30},
	booktitle = {Handbuch standardisierte {Erhebungsverfahren} in der {Kommunikationswissenschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Scharkow, Michael},
	editor = {Möhring, Wiebke and Schlütz, Daniela},
	year = {2013},
	doi = {10.1007/978-3-531-18776-1_16},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {289--306},
	file = {Scharkow - 2013 - Automatische Inhaltsanalyse.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P5VW27FG/Scharkow - 2013 - Automatische Inhaltsanalyse.pdf:application/pdf;Scharkow - 2013 - Automatische Inhaltsanalyse.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IYZVHILD/Scharkow - 2013 - Automatische Inhaltsanalyse.pdf:application/pdf},
}

@incollection{ganguin_digitale_2023-1,
	address = {Wiesbaden},
	title = {Digitale {Kompetenzen} angehender {Lehrkräfte} in den {Naturwissenschaften} fachbezogen fördern – {Ein} {Beispiel} aus der biologiedidaktischen {Ausbildung}},
	volume = {48},
	isbn = {978-3-658-41636-2 978-3-658-41637-9},
	url = {https://link.springer.com/10.1007/978-3-658-41637-9_7},
	language = {de-DE},
	urldate = {2023-08-27},
	booktitle = {Digitalisierung in der {Lehrer}:innenbildung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Funke, Maja and Finger, Alexander and Zabel, Jörg},
	editor = {Ganguin, Sonja and Tiemann, Heike and Glück, Christian W. and Förster, Anna},
	year = {2023},
	doi = {10.1007/978-3-658-41637-9_7},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {131--143},
	file = {Funke et al. - 2023 - Digitale Kompetenzen angehender Lehrkräfte in den .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X5STEGE4/Funke et al. - 2023 - Digitale Kompetenzen angehender Lehrkräfte in den .pdf:application/pdf;Funke et al. - 2023 - Digitale Kompetenzen angehender Lehrkräfte in den .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LMYW8L9N/Funke et al. - 2023 - Digitale Kompetenzen angehender Lehrkräfte in den .pdf:application/pdf},
}

@incollection{ganguin_anforderungen_2023,
	address = {Wiesbaden},
	title = {Anforderungen an {Sportlehrkräfte} im {Kontext} von {Digitalisierung} und {Inklusion} – eine verknüpfende {Perspektive}},
	volume = {48},
	isbn = {978-3-658-41636-2 978-3-658-41637-9},
	url = {https://link.springer.com/10.1007/978-3-658-41637-9_6},
	language = {de-DE},
	urldate = {2023-08-27},
	booktitle = {Digitalisierung in der {Lehrer}:innenbildung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kehm, Svenja and Tiemann, Heike and Oehme, Wieland},
	editor = {Ganguin, Sonja and Tiemann, Heike and Glück, Christian W. and Förster, Anna},
	year = {2023},
	doi = {10.1007/978-3-658-41637-9_6},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {113--129},
	file = {Kehm et al. - 2023 - Anforderungen an Sportlehrkräfte im Kontext von Di.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/56EYQ9Y2/Kehm et al. - 2023 - Anforderungen an Sportlehrkräfte im Kontext von Di.pdf:application/pdf;Kehm et al. - 2023 - Anforderungen an Sportlehrkräfte im Kontext von Di.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7E6L2FH9/Kehm et al. - 2023 - Anforderungen an Sportlehrkräfte im Kontext von Di.pdf:application/pdf},
}

@incollection{ganguin_medienpadagogik_2023,
	address = {Wiesbaden},
	title = {Medienpädagogik in {Schule} und {Lehrer}:innenbildung},
	volume = {48},
	isbn = {978-3-658-41636-2 978-3-658-41637-9},
	shorttitle = {Medienpädagogik in {Schule} und {Lehrer}},
	url = {https://link.springer.com/10.1007/978-3-658-41637-9_2},
	language = {de-DE},
	urldate = {2023-08-27},
	booktitle = {Digitalisierung in der {Lehrer}:innenbildung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Nickel, Julia and Hickfang, Thomas and Ganguin, Sonja},
	editor = {Ganguin, Sonja and Tiemann, Heike and Glück, Christian W. and Förster, Anna},
	year = {2023},
	doi = {10.1007/978-3-658-41637-9_2},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {13--32},
	file = {Nickel et al. - 2023 - Medienpädagogik in Schule und Lehrerinnenbildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TPI6HVIG/Nickel et al. - 2023 - Medienpädagogik in Schule und Lehrerinnenbildung.pdf:application/pdf;Nickel et al. - 2023 - Medienpädagogik in Schule und Lehrerinnenbildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7FKWSW5N/Nickel et al. - 2023 - Medienpädagogik in Schule und Lehrerinnenbildung.pdf:application/pdf},
}

@incollection{ganguin_diagnostische_2023,
	address = {Wiesbaden},
	title = {Diagnostische {Praxis} digital gestalten – digitale {Kompetenzen} von {Lehrpersonen} für die {Gestaltung} eines lernwirksamen {Unterrichts}},
	volume = {48},
	isbn = {978-3-658-41636-2 978-3-658-41637-9},
	url = {https://link.springer.com/10.1007/978-3-658-41637-9_4},
	language = {de-DE},
	urldate = {2023-08-27},
	booktitle = {Digitalisierung in der {Lehrer}:innenbildung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gottlebe, Katrin and Dietrich, Sandra and Berger, Isabel and Angersbach, Christina and Latzko, Brigitte},
	editor = {Ganguin, Sonja and Tiemann, Heike and Glück, Christian W. and Förster, Anna},
	year = {2023},
	doi = {10.1007/978-3-658-41637-9_4},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {65--85},
	file = {Gottlebe et al. - 2023 - Diagnostische Praxis digital gestalten – digitale .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ABNBPD77/Gottlebe et al. - 2023 - Diagnostische Praxis digital gestalten – digitale .pdf:application/pdf;Gottlebe et al. - 2023 - Diagnostische Praxis digital gestalten – digitale .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ERHWTE6J/Gottlebe et al. - 2023 - Diagnostische Praxis digital gestalten – digitale .pdf:application/pdf},
}

@incollection{ganguin_bereit_2023,
	address = {Wiesbaden},
	title = {Bereit für die {Zukunft} – {Informatische} {Grundkompetenzen} für alle {Lehrkräfte}},
	volume = {48},
	isbn = {978-3-658-41636-2 978-3-658-41637-9},
	url = {https://link.springer.com/10.1007/978-3-658-41637-9_3},
	language = {de-DE},
	urldate = {2023-08-27},
	booktitle = {Digitalisierung in der {Lehrer}:innenbildung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Baberowski, David and Nenner, Christin and Bergner, Nadine},
	editor = {Ganguin, Sonja and Tiemann, Heike and Glück, Christian W. and Förster, Anna},
	year = {2023},
	doi = {10.1007/978-3-658-41637-9_3},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {33--64},
	file = {Baberowski et al. - 2023 - Bereit für die Zukunft – Informatische Grundkompet.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MAKW7LV3/Baberowski et al. - 2023 - Bereit für die Zukunft – Informatische Grundkompet.pdf:application/pdf},
}

@incollection{altenfelder_roadmap_2021,
	address = {Wiesbaden},
	title = {Roadmap zur digitalen {Wertschöpfung}: {Erschließung} der {Potenziale} von {Daten} mit smarten vernetzten {Produkten}},
	isbn = {978-3-658-33974-6 978-3-658-33975-3},
	shorttitle = {Roadmap zur digitalen {Wertschöpfung}},
	url = {https://link.springer.com/10.1007/978-3-658-33975-3_18},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Services {Management} und digitale {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kopp, Harald},
	editor = {Altenfelder, Kai and Schönfeld, Dieter and Krenkler, Wolfgang},
	year = {2021},
	doi = {10.1007/978-3-658-33975-3_18},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {339--357},
	file = {Kopp - 2021 - Roadmap zur digitalen Wertschöpfung Erschließung .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZUMQY6E9/Kopp - 2021 - Roadmap zur digitalen Wertschöpfung Erschließung .pdf:application/pdf},
}

@incollection{altenfelder_shift_2021,
	address = {Wiesbaden},
	title = {Shift {Left}: {Servicewissen} schnell verfügbar machen: {Wie} man das kollektive {Wissen} einer {Serviceorganisation} für den {Self}-{Service} aufbereitet und welche {Rolle} {Führungsprinzipien} und eine {Kultur} der {Zusammenarbeit} dabei spielen.},
	isbn = {978-3-658-33974-6 978-3-658-33975-3},
	shorttitle = {Shift {Left}},
	url = {https://link.springer.com/10.1007/978-3-658-33975-3_17},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Services {Management} und digitale {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Altenfelder, Kai},
	editor = {Altenfelder, Kai and Schönfeld, Dieter and Krenkler, Wolfgang},
	year = {2021},
	doi = {10.1007/978-3-658-33975-3_17},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {311--338},
	file = {Altenfelder - 2021 - Shift Left Servicewissen schnell verfügbar machen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XNXENCUA/Altenfelder - 2021 - Shift Left Servicewissen schnell verfügbar machen.pdf:application/pdf},
}

@incollection{altenfelder_customer-success-dilemma_2021,
	address = {Wiesbaden},
	title = {Das {Customer}-{Success}-{Dilemma} – {Der} {Kunde} im {Mittelpunkt}?: {Realitätscheck} einer vermeintlichen „{Win}-{Win}-{Win}“-{Gleichung}},
	isbn = {978-3-658-33974-6 978-3-658-33975-3},
	shorttitle = {Das {Customer}-{Success}-{Dilemma} – {Der} {Kunde} im {Mittelpunkt}?},
	url = {https://link.springer.com/10.1007/978-3-658-33975-3_16},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Services {Management} und digitale {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Petzenhammer, Josef},
	editor = {Altenfelder, Kai and Schönfeld, Dieter and Krenkler, Wolfgang},
	year = {2021},
	doi = {10.1007/978-3-658-33975-3_16},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {295--310},
	file = {Petzenhammer - 2021 - Das Customer-Success-Dilemma – Der Kunde im Mittel.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T45BTATQ/Petzenhammer - 2021 - Das Customer-Success-Dilemma – Der Kunde im Mittel.pdf:application/pdf},
}

@incollection{altenfelder_reise_2021,
	address = {Wiesbaden},
	title = {Die {Reise} in das digitale {Servicebusiness}: {Das} {OEE}-{X} {Projekt} bei einem traditionellen mittelständischen {Maschinenbauer}. {Ein} {Beispiel}},
	isbn = {978-3-658-33974-6 978-3-658-33975-3},
	shorttitle = {Die {Reise} in das digitale {Servicebusiness}},
	url = {https://link.springer.com/10.1007/978-3-658-33975-3_11},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Services {Management} und digitale {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Botschek, Manfred},
	editor = {Altenfelder, Kai and Schönfeld, Dieter and Krenkler, Wolfgang},
	year = {2021},
	doi = {10.1007/978-3-658-33975-3_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {179--201},
	file = {Botschek - 2021 - Die Reise in das digitale Servicebusiness Das OEE.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3YJM3NJE/Botschek - 2021 - Die Reise in das digitale Servicebusiness Das OEE.pdf:application/pdf},
}

@incollection{altenfelder_7_2021,
	address = {Wiesbaden},
	title = {7 {Erfolgsfaktoren} für das {Servicemanagement} 4.0: {Warum} die tradierte {Arbeitsweise} überholt ist und was es für ein zeitgemäßes {Servicemanagement} braucht},
	isbn = {978-3-658-33974-6 978-3-658-33975-3},
	shorttitle = {7 {Erfolgsfaktoren} für das {Servicemanagement} 4.0},
	url = {https://link.springer.com/10.1007/978-3-658-33975-3_9},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Services {Management} und digitale {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Roters, Anja},
	editor = {Altenfelder, Kai and Schönfeld, Dieter and Krenkler, Wolfgang},
	year = {2021},
	doi = {10.1007/978-3-658-33975-3_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {147--162},
	file = {Roters - 2021 - 7 Erfolgsfaktoren für das Servicemanagement 4.0 W.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RTGYZPDD/Roters - 2021 - 7 Erfolgsfaktoren für das Servicemanagement 4.0 W.pdf:application/pdf},
}

@incollection{altenfelder_strategie_2021,
	address = {Wiesbaden},
	title = {Strategie emotional (be)greifbar machen: {Mit} {Visual} {Storytelling} innovative {Services} für begeisternde {Kundenerlebnisse} entwickeln},
	isbn = {978-3-658-33974-6 978-3-658-33975-3},
	shorttitle = {Strategie emotional (be)greifbar machen},
	url = {https://link.springer.com/10.1007/978-3-658-33975-3_7},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Services {Management} und digitale {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Zucker, Melanie},
	editor = {Altenfelder, Kai and Schönfeld, Dieter and Krenkler, Wolfgang},
	year = {2021},
	doi = {10.1007/978-3-658-33975-3_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {105--118},
	file = {Zucker - 2021 - Strategie emotional (be)greifbar machen Mit Visua.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZQCVHCH4/Zucker - 2021 - Strategie emotional (be)greifbar machen Mit Visua.pdf:application/pdf},
}

@incollection{altenfelder_ziel_2021,
	address = {Wiesbaden},
	title = {Das {Ziel} bestimmt den {Weg}: (oder auch: {Kundenbedürfnisse} richtig verstehen in einer globalen {Geschäftswelt})},
	isbn = {978-3-658-33974-6 978-3-658-33975-3},
	shorttitle = {Das {Ziel} bestimmt den {Weg}},
	url = {https://link.springer.com/10.1007/978-3-658-33975-3_5},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Services {Management} und digitale {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Krenkler, Wolfgang},
	editor = {Altenfelder, Kai and Schönfeld, Dieter and Krenkler, Wolfgang},
	year = {2021},
	doi = {10.1007/978-3-658-33975-3_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {69--86},
	file = {Krenkler - 2021 - Das Ziel bestimmt den Weg (oder auch Kundenbedür.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3FNH73KW/Krenkler - 2021 - Das Ziel bestimmt den Weg (oder auch Kundenbedür.pdf:application/pdf},
}

@incollection{altenfelder_service_2021,
	address = {Wiesbaden},
	title = {Service 4.0: {Mit} digitalen, datengetriebenen {Geschäftsmodellen} zu erfolgreichem {Wachstum} im produzierenden {Gewerbe}},
	isbn = {978-3-658-33974-6 978-3-658-33975-3},
	shorttitle = {Service 4.0},
	url = {https://link.springer.com/10.1007/978-3-658-33975-3_3},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Services {Management} und digitale {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Brabänder, Eric},
	editor = {Altenfelder, Kai and Schönfeld, Dieter and Krenkler, Wolfgang},
	year = {2021},
	doi = {10.1007/978-3-658-33975-3_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {35--46},
	file = {Brabänder - 2021 - Service 4.0 Mit digitalen, datengetriebenen Gesch.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XGBZ8HYA/Brabänder - 2021 - Service 4.0 Mit digitalen, datengetriebenen Gesch.pdf:application/pdf},
}

@incollection{altenfelder_einleitung_2021,
	address = {Wiesbaden},
	title = {Einleitung: {Welchen} {Einfluss} wird die {Digitale} {Transformation} auf {Services} haben?},
	isbn = {978-3-658-33974-6 978-3-658-33975-3},
	shorttitle = {Einleitung},
	url = {https://link.springer.com/10.1007/978-3-658-33975-3_1},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Services {Management} und digitale {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Altenfelder, Kai and Schönfeld, Dieter},
	editor = {Altenfelder, Kai and Schönfeld, Dieter and Krenkler, Wolfgang},
	year = {2021},
	doi = {10.1007/978-3-658-33975-3_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--10},
	file = {Altenfelder und Schönfeld - 2021 - Einleitung Welchen Einfluss wird die Digitale Tra.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BJUMY5TS/Altenfelder und Schönfeld - 2021 - Einleitung Welchen Einfluss wird die Digitale Tra.pdf:application/pdf},
}

@incollection{harwardt_digitalisierung_2023,
	address = {Wiesbaden},
	title = {Digitalisierung und {Agiles} {Lernen}},
	isbn = {978-3-658-37900-1 978-3-658-37901-8},
	url = {https://link.springer.com/10.1007/978-3-658-37901-8_2},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Lernen im {Zeitalter} der {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Graf, Nele and Roderus, Simon},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2023},
	doi = {10.1007/978-3-658-37901-8_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, FernUni-Hagen:MABM:Master-Arbeit},
	pages = {21--40},
	file = {Graf und Roderus - 2023 - Digitalisierung und Agiles Lernen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GB3KS6L4/Graf und Roderus - 2023 - Digitalisierung und Agiles Lernen.pdf:application/pdf},
}

@incollection{kustermann_e-klausur-infrastruktur_2021,
	address = {Wiesbaden},
	title = {E-{Klausur}-{Infrastruktur} mit {ILIAS}},
	isbn = {978-3-658-31278-7 978-3-658-31279-4},
	url = {http://link.springer.com/10.1007/978-3-658-31279-4_13},
	abstract = {Zusammenfassung
            E-Klausuren werden an der DHBW Karlsruhe mit dem Lernmanagementsystem (LMS) ILIAS umgesetzt. Hierzu mussten prozess- und technikbezogene Entscheidungen getroffen werden unter Berücksichtigung von Rahmenbedingungen der Hochschule. Im folgenden Abschnitt wird der E-Klausuren-Prozess aus technischer Sicht dargestellt, dabei wird die gewählte Infrastruktur in Abgrenzung zu möglichen Alternativen dargestellt.},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Selbststudium im digitalen {Wandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Sandal, Cüneyt and Daniel, Manfred},
	editor = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	year = {2021},
	doi = {10.1007/978-3-658-31279-4_13},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia},
	pages = {167--173},
	file = {Sandal und Daniel - 2021 - E-Klausur-Infrastruktur mit ILIAS.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AYXC7F2I/Sandal und Daniel - 2021 - E-Klausur-Infrastruktur mit ILIAS.pdf:application/pdf},
}

@incollection{kustermann_lernzielorientierte_2021,
	address = {Wiesbaden},
	title = {Lernzielorientierte {Kurse}},
	isbn = {978-3-658-31278-7 978-3-658-31279-4},
	url = {http://link.springer.com/10.1007/978-3-658-31279-4_15},
	abstract = {Zusammenfassung
            Die Struktur des mathematischen Curriculums des optes-Vorkurses (siehe Kapitel 13) findet sich im Aufbau und der Anordnung der Lerninhalte wieder. Jedes mathematische Themengebiet ist einem ILIAS-Kurs zugeordnet. Die Lerninhalte dieses Kurses wiederum wurden zu Lernzielen zusammengefasst, die den Lernenden helfen, sich im Vorkurs zurechtzufinden.},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Selbststudium im digitalen {Wandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Derr, Katja and Mechelke-Schwede, Edith and Weigel, Miriam},
	editor = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	year = {2021},
	doi = {10.1007/978-3-658-31279-4_15},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia},
	pages = {183--191},
	file = {Derr et al. - 2021 - Lernzielorientierte Kurse.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EEPX2YV8/Derr et al. - 2021 - Lernzielorientierte Kurse.pdf:application/pdf},
}

@incollection{kustermann_einleitung_2021,
	address = {Wiesbaden},
	title = {Einleitung},
	isbn = {978-3-658-31278-7 978-3-658-31279-4},
	url = {http://link.springer.com/10.1007/978-3-658-31279-4_1},
	abstract = {Zusammenfassung
            2010, Köln, Treffen der ILIAS-Arbeitsgruppe E-Assessment: Viele richtungsweisende Ideen zur Weiterentwicklung der Test- und Assessment-Funktionalitäten des Lernmanagementsystems (LMS) ILIAS (Integriertes Lern-, Informations- und Arbeitsorganisationssystem) liegen auf dem Tisch. Seit seiner Entwicklung 1998 wurde ILIAS darauf ausgerichtet, nicht nur die Distribution von Materialien und die Organisation von Lernprozessen zu ermöglichen, sondern auch die Interaktion Lernender mit dem System und die Kollaboration mithilfe der Software zu unterstützen.},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Selbststudium im digitalen {Wandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Mersch, André},
	editor = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	year = {2021},
	doi = {10.1007/978-3-658-31279-4_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia},
	pages = {1--4},
	file = {Mersch - 2021 - Einleitung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q93XTBN8/Mersch - 2021 - Einleitung.pdf:application/pdf},
}

@incollection{paier_verandert_2022,
	address = {Wiesbaden},
	title = {Verändert {Digitalisierung} didaktische {Designs}? {Teaching} {Analytics} mit {Moodle}-{Logdaten}},
	isbn = {978-3-658-36884-5 978-3-658-36885-2},
	shorttitle = {Verändert {Digitalisierung} didaktische {Designs}?},
	url = {https://link.springer.com/10.1007/978-3-658-36885-2_8},
	language = {de-DE},
	urldate = {2022-08-07},
	booktitle = {Hochschule, {Digitalisierung}, {Innovation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Paier, Dietmar},
	editor = {Paier, Dietmar},
	year = {2022},
	doi = {10.1007/978-3-658-36885-2_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia},
	pages = {201--234},
	file = {Paier - 2022 - Verändert Digitalisierung didaktische Designs Tea.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CB4DJDSN/Paier - 2022 - Verändert Digitalisierung didaktische Designs Tea.pdf:application/pdf},
}

@incollection{paier_digitale_2022,
	address = {Wiesbaden},
	title = {Digitale {Test}- und Übungskurse in {Moodle} für {Russisch} als {Geschäftssprache}. {Ein} {Erfahrungsbericht}},
	isbn = {978-3-658-36884-5 978-3-658-36885-2},
	url = {https://link.springer.com/10.1007/978-3-658-36885-2_2},
	language = {de-DE},
	urldate = {2022-08-07},
	booktitle = {Hochschule, {Digitalisierung}, {Innovation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Blum, Tamara},
	editor = {Paier, Dietmar},
	year = {2022},
	doi = {10.1007/978-3-658-36885-2_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia},
	pages = {33--54},
	file = {Blum - 2022 - Digitale Test- und Übungskurse in Moodle für Russi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X8PMKMQG/Blum - 2022 - Digitale Test- und Übungskurse in Moodle für Russi.pdf:application/pdf},
}

@incollection{paier_kollaborative_2022,
	address = {Wiesbaden},
	title = {Kollaborative {Entwicklung} einer {Spanischen} {Aula} {Virtual}: {Umsetzung} eines {Kurses} im {Blended} {Learning}-{Format}},
	isbn = {978-3-658-36884-5 978-3-658-36885-2},
	shorttitle = {Kollaborative {Entwicklung} einer {Spanischen} {Aula} {Virtual}},
	url = {https://link.springer.com/10.1007/978-3-658-36885-2_3},
	language = {de-DE},
	urldate = {2022-08-07},
	booktitle = {Hochschule, {Digitalisierung}, {Innovation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Grau Mena, Itziar and Parra, Paula Herrera and Mora Díaz, María De la Cruz Martín and Ramos Manzano, Samuel},
	editor = {Paier, Dietmar},
	year = {2022},
	doi = {10.1007/978-3-658-36885-2_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia},
	pages = {55--71},
	file = {Grau Mena et al. - 2022 - Kollaborative Entwicklung einer Spanischen Aula Vi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AKBGE3FP/Grau Mena et al. - 2022 - Kollaborative Entwicklung einer Spanischen Aula Vi.pdf:application/pdf},
}

@incollection{knappertsbusch_digitales_2023,
	address = {Wiesbaden},
	title = {Digitales {Zugangsrecht} der {Gewerkschaft} zum {Betrieb}},
	isbn = {978-3-658-42231-8 978-3-658-42232-5},
	url = {https://link.springer.com/10.1007/978-3-658-42232-5_24},
	language = {de-DE},
	urldate = {2023-11-04},
	booktitle = {Die {Zukunft} der {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stück, Volker},
	editor = {Knappertsbusch, Inka and Wisskirchen, Gerlind},
	year = {2023},
	doi = {10.1007/978-3-658-42232-5_24},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {201--209},
	file = {Stück - 2023 - Digitales Zugangsrecht der Gewerkschaft zum Betrie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S572V63L/Stück - 2023 - Digitales Zugangsrecht der Gewerkschaft zum Betrie.pdf:application/pdf},
}

@incollection{knappertsbusch_kross-funktionale_2023,
	address = {Wiesbaden},
	title = {Kross-funktionale {Expertenteams} – {Wie} gemischte ad-hoc {Teams} {Projekte} und {Produktentwicklung} im digitalen {Arbeitsumfeld} meistern},
	isbn = {978-3-658-42231-8 978-3-658-42232-5},
	url = {https://link.springer.com/10.1007/978-3-658-42232-5_26},
	language = {de-DE},
	urldate = {2023-11-04},
	booktitle = {Die {Zukunft} der {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Halft, Daniel},
	editor = {Knappertsbusch, Inka and Wisskirchen, Gerlind},
	year = {2023},
	doi = {10.1007/978-3-658-42232-5_26},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {221--225},
	file = {Halft - 2023 - Kross-funktionale Expertenteams – Wie gemischte ad.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LEGKF7CL/Halft - 2023 - Kross-funktionale Expertenteams – Wie gemischte ad.pdf:application/pdf},
}

@incollection{knappertsbusch_digitales_2023-1,
	address = {Wiesbaden},
	title = {Digitales {Lernen}},
	isbn = {978-3-658-42231-8 978-3-658-42232-5},
	url = {https://link.springer.com/10.1007/978-3-658-42232-5_36},
	language = {de-DE},
	urldate = {2023-11-04},
	booktitle = {Die {Zukunft} der {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Matthes, Wibke},
	editor = {Knappertsbusch, Inka and Wisskirchen, Gerlind},
	year = {2023},
	doi = {10.1007/978-3-658-42232-5_36},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {305--312},
	file = {Matthes - 2023 - Digitales Lernen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LT8WXFVT/Matthes - 2023 - Digitales Lernen.pdf:application/pdf},
}

@incollection{knappertsbusch_wenn_2023,
	address = {Wiesbaden},
	title = {Wenn digitaler auf demografischen {Wandel} trifft – {Welche} {Chancen} und {Risiken} birgt die digitale {Transformation} bei einer schrumpfenden und alternden {Erwerbsbevölkerung}?},
	isbn = {978-3-658-42231-8 978-3-658-42232-5},
	url = {https://link.springer.com/10.1007/978-3-658-42232-5_4},
	language = {de-DE},
	urldate = {2023-11-04},
	booktitle = {Die {Zukunft} der {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stettes, Oliver},
	editor = {Knappertsbusch, Inka and Wisskirchen, Gerlind},
	year = {2023},
	doi = {10.1007/978-3-658-42232-5_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {31--37},
	file = {Stettes - 2023 - Wenn digitaler auf demografischen Wandel trifft – .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W6IJ5C4A/Stettes - 2023 - Wenn digitaler auf demografischen Wandel trifft – .pdf:application/pdf},
}

@incollection{knappertsbusch_digitale_2023,
	address = {Wiesbaden},
	title = {Digitale {Erreichbarkeit} im {Rahmen} von {New} {Work}},
	isbn = {978-3-658-42231-8 978-3-658-42232-5},
	url = {https://link.springer.com/10.1007/978-3-658-42232-5_22},
	language = {de-DE},
	urldate = {2023-11-04},
	booktitle = {Die {Zukunft} der {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Genner, Sarah},
	editor = {Knappertsbusch, Inka and Wisskirchen, Gerlind},
	year = {2023},
	doi = {10.1007/978-3-658-42232-5_22},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {185--191},
	file = {Genner - 2023 - Digitale Erreichbarkeit im Rahmen von New Work.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UGWM47KQ/Genner - 2023 - Digitale Erreichbarkeit im Rahmen von New Work.pdf:application/pdf},
}

@incollection{lohaus_digitaler_2018,
	address = {Berlin, Heidelberg},
	title = {Digitaler {Medienkonsum}},
	isbn = {978-3-662-55791-4 978-3-662-55792-1},
	url = {https://link.springer.com/10.1007/978-3-662-55792-1_9},
	language = {de-DE},
	urldate = {2023-11-04},
	booktitle = {Entwicklungspsychologie des {Jugendalters}},
	publisher = {Springer Berlin Heidelberg},
	author = {Glüer, Michael},
	editor = {Lohaus, Arnold},
	year = {2018},
	doi = {10.1007/978-3-662-55792-1_9},
	note = {Series Title: Springer-Lehrbuch},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {197--222},
	file = {Glüer - 2018 - Digitaler Medienkonsum.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LBJ5ZFF5/Glüer - 2018 - Digitaler Medienkonsum.pdf:application/pdf},
}

@incollection{scheiter_zum_2023,
	address = {Wiesbaden},
	title = {Zum {Zusammenhang} zwischen {Leistungs}- und {Motivationseffekten} beim {Einsatz} digitaler {Tools} im mathematisch-naturwissenschaftlichen {Unterricht} der {Sekundarstufe}. {Eine} {Forschungssynthese}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_5},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hillmayr, Delia and Reinhold, Frank and Ziernwald, Lisa and Hofer, Sarah I. and Reiss, Kristina},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_5},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia},
	pages = {103--123},
	file = {Hillmayr et al. - 2023 - Zum Zusammenhang zwischen Leistungs- und Motivatio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EBSGQTIH/Hillmayr et al. - 2023 - Zum Zusammenhang zwischen Leistungs- und Motivatio.pdf:application/pdf},
}

@incollection{meier_lern_2023,
	address = {Wiesbaden},
	title = {Lern – und {Erlebnislabor} {Industrienatur} ({LELINA}): {Digitale} {Medien} in der außerschulischen {Bildung} für {Nachhaltige} {Entwicklung} in einem {Lehr}-{Lern}-{Labor} auf einer {Industrienaturfläche} in der {Metropole} {Ruhr}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {Lern – und {Erlebnislabor} {Industrienatur} ({LELINA})},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_7},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Otto, Karl-Heinz and Ciprina, Steffen and Hohmann, Jan and Paulus, Katja and Rath, Anna and Jeske, Ina and Keil, Andreas},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_7},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia},
	pages = {91--105},
	file = {Otto et al. - 2023 - Lern – und Erlebnislabor Industrienatur (LELINA) .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/88KSBYS6/Otto et al. - 2023 - Lern – und Erlebnislabor Industrienatur (LELINA) .pdf:application/pdf},
}

@incollection{meier_basement_2023,
	address = {Wiesbaden},
	title = {The {Basement} – ein {Klassenraum} der {Zukunft} am {Leibniz}-{Institut} für {Bildungsmedien}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_21},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Tribukait, Maren and Becker, Janina},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_21},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia},
	pages = {203--207},
	file = {Tribukait und Becker - 2023 - The Basement – ein Klassenraum der Zukunft am Leib.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SJ9TQ72C/Tribukait und Becker - 2023 - The Basement – ein Klassenraum der Zukunft am Leib.pdf:application/pdf},
}

@incollection{leineweber_einleitung_nodate,
	title = {Einleitung: {Theorie}(n) der {Bildung} und digitale {Medien}},
	language = {de-DE},
	author = {Leineweber, Christian},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, ⛔ No DOI found},
	file = {Leineweber - 2023 - Einleitung Theorie(n) der Bildung und digitale Me.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CETXGGG2/Leineweber - 2023 - Einleitung Theorie(n) der Bildung und digitale Me.pdf:application/pdf;Leineweber - Einleitung Theorie(n) der Bildung und digitale Me.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R4N8ULZP/Leineweber - Einleitung Theorie(n) der Bildung und digitale Me.pdf:application/pdf},
}

@incollection{buck_zum_2023,
	address = {Berlin, Heidelberg},
	title = {Zum {Verstehen} algorithmischer {Empfehlungen}. {Sozialphänomenologische} {Exploration} der lebensweltlichen {Erscheinung} von {Empfehlungsalgorithmen} und ihrer {Potenziale} für {Prozesse} der {Medienbildung}},
	isbn = {978-3-662-66122-2 978-3-662-66123-9},
	url = {https://link.springer.com/10.1007/978-3-662-66123-9_11},
	language = {de-DE},
	urldate = {2023-03-07},
	booktitle = {Digitalisierte {Lebenswelten}},
	publisher = {Springer Berlin Heidelberg},
	author = {Ernst, Julian},
	editor = {Buck, Marc Fabian and Zulaica y Mugica, Miguel},
	year = {2023},
	doi = {10.1007/978-3-662-66123-9_11},
	note = {Series Title: Kindheit – Bildung – Erziehung. Philosophische Perspektiven},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia},
	pages = {205--230},
	file = {Ernst - 2023 - Zum Verstehen algorithmischer Empfehlungen. Sozial.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2BR69UHD/Ernst - 2023 - Zum Verstehen algorithmischer Empfehlungen. Sozial.pdf:application/pdf;Ernst - 2023 - Zum Verstehen algorithmischer Empfehlungen. Sozial.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3C7J29PC/Ernst - 2023 - Zum Verstehen algorithmischer Empfehlungen. Sozial.pdf:application/pdf},
}

@incollection{asmann_mediensoziologische_2023,
	address = {Wiesbaden},
	title = {Mediensoziologische {Perspektiven} auf digitale {Körperbildpraktiken} und {Subjektivierung}},
	isbn = {978-3-658-30765-3 978-3-658-30766-0},
	url = {https://link.springer.com/10.1007/978-3-658-30766-0_4},
	language = {de-DE},
	urldate = {2023-03-05},
	booktitle = {Bildung und {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hoffmann, Dagmar},
	editor = {Aßmann, Sandra and Ricken, Norbert},
	year = {2023},
	doi = {10.1007/978-3-658-30766-0_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia},
	pages = {75--97},
	file = {Hoffmann - 2023 - Mediensoziologische Perspektiven auf digitale Körp.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UDPNGU7Q/Hoffmann - 2023 - Mediensoziologische Perspektiven auf digitale Körp.pdf:application/pdf},
}

@incollection{asmann_digitalitat_2023-1,
	address = {Wiesbaden},
	title = {Digitalität, {Mediatisierung} und {Bildung} – {Megatrends} aus medienpädagogischer {Perspektive}},
	isbn = {978-3-658-30765-3 978-3-658-30766-0},
	url = {https://link.springer.com/10.1007/978-3-658-30766-0_5},
	language = {de-DE},
	urldate = {2023-03-05},
	booktitle = {Bildung und {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Herzig, Bardo},
	editor = {Aßmann, Sandra and Ricken, Norbert},
	year = {2023},
	doi = {10.1007/978-3-658-30766-0_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia},
	pages = {99--125},
	file = {Herzig - 2023 - Digitalität, Mediatisierung und Bildung – Megatren.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8N8ZIXXP/Herzig - 2023 - Digitalität, Mediatisierung und Bildung – Megatren.pdf:application/pdf},
}

@incollection{asmann_digitalen_2023,
	address = {Wiesbaden},
	title = {An digitalen {Medienkulturen} partizipieren. {Eine} kritische {Betrachtung} des {Konzepts} der participatory culture},
	isbn = {978-3-658-30765-3 978-3-658-30766-0},
	url = {https://link.springer.com/10.1007/978-3-658-30766-0_9},
	language = {de-DE},
	urldate = {2023-03-05},
	booktitle = {Bildung und {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Dander, Valentin and Neuberger, Olga and Aßmann, Sandra},
	editor = {Aßmann, Sandra and Ricken, Norbert},
	year = {2023},
	doi = {10.1007/978-3-658-30766-0_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia},
	pages = {217--245},
	file = {Dander et al. - 2023 - An digitalen Medienkulturen partizipieren. Eine kr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GEMPKVC8/Dander et al. - 2023 - An digitalen Medienkulturen partizipieren. Eine kr.pdf:application/pdf},
}

@incollection{schafer_lehren_2021,
	address = {Berlin, Heidelberg},
	title = {Lehren und {Lernen} mit {Medien} im quartären {Bildungssektor}},
	isbn = {978-3-662-64604-5 978-3-662-64605-2},
	url = {https://link.springer.com/10.1007/978-3-662-64605-2_3},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Die digitale {Transformation} in der {Weiterbildung}},
	publisher = {Springer Berlin Heidelberg},
	author = {Schäfer, Erich and Ebersbach, Antje},
	collaborator = {Schäfer, Erich and Ebersbach, Antje},
	year = {2021},
	doi = {10.1007/978-3-662-64605-2_3},
	note = {Series Title: essentials},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia},
	pages = {9--13},
	file = {Schäfer und Ebersbach - 2021 - Lehren und Lernen mit Medien im quartären Bildungs.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GIF33LMQ/Schäfer und Ebersbach - 2021 - Lehren und Lernen mit Medien im quartären Bildungs.pdf:application/pdf},
}

@incollection{wagener_algorithmen_2023,
	address = {Wiesbaden},
	title = {Algorithmen, {Filterblasen} und {Echokammern} – {Herausforderungen} für die {Politische} {Meinungs}- und {Urteilsbildung} im {Kontext} sozialer {Medien}},
	isbn = {978-3-658-38267-4 978-3-658-38268-1},
	url = {https://link.springer.com/10.1007/978-3-658-38268-1_9},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Die {Digitalisierung} des {Politischen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Heyen, Frederik and Manzel, Sabine},
	editor = {Wagener, Andreas and Stark, Carsten},
	year = {2023},
	doi = {10.1007/978-3-658-38268-1_9},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia},
	pages = {193--212},
	file = {Heyen und Manzel - 2023 - Algorithmen, Filterblasen und Echokammern – Heraus.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3IBLQY95/Heyen und Manzel - 2023 - Algorithmen, Filterblasen und Echokammern – Heraus.pdf:application/pdf},
}

@incollection{kuttner_herstellung_2022,
	address = {Wiesbaden},
	title = {Die {Herstellung} schulischer {Medienbildung} aus diskurs- und hegemonietheoretischer {Perspektive}. {Ergebnisse} einer rekonstruktiven empirischen {Analyse}},
	volume = {62},
	isbn = {978-3-658-35565-4 978-3-658-35566-1},
	url = {https://link.springer.com/10.1007/978-3-658-35566-1_8},
	language = {de-DE},
	urldate = {2022-12-21},
	booktitle = {Praxistheoretische {Perspektiven} auf {Schule} in der {Kultur} der {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stoltenhoff, Ann-Kathrin},
	editor = {Kuttner, Claudia and Münte-Goussar, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-35566-1_8},
	note = {Series Title: Schule und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia},
	pages = {155--176},
	file = {Stoltenhoff - 2022 - Die Herstellung schulischer Medienbildung aus disk.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TR9RDDID/Stoltenhoff - 2022 - Die Herstellung schulischer Medienbildung aus disk.pdf:application/pdf},
}

@incollection{kuttner_digitalisierung_2022,
	address = {Wiesbaden},
	title = {Digitalisierung und {Schule}: {Medienbildung} und -kompetenz als schulische {Zielvorstellungen}},
	volume = {62},
	isbn = {978-3-658-35565-4 978-3-658-35566-1},
	shorttitle = {Digitalisierung und {Schule}},
	url = {https://link.springer.com/10.1007/978-3-658-35566-1_2},
	language = {de-DE},
	urldate = {2022-12-21},
	booktitle = {Praxistheoretische {Perspektiven} auf {Schule} in der {Kultur} der {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Biermann, Ralf and Verständig, Dan},
	editor = {Kuttner, Claudia and Münte-Goussar, Stephan},
	year = {2022},
	doi = {10.1007/978-3-658-35566-1_2},
	note = {Series Title: Schule und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia},
	pages = {21--43},
	file = {Biermann und Verständig - 2022 - Digitalisierung und Schule Medienbildung und -kom.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FEG7YI75/Biermann und Verständig - 2022 - Digitalisierung und Schule Medienbildung und -kom.pdf:application/pdf},
}

@incollection{kustermann_fragetyp_2021,
	address = {Wiesbaden},
	title = {Der {Fragetyp} {STACK}},
	isbn = {978-3-658-31278-7 978-3-658-31279-4},
	url = {http://link.springer.com/10.1007/978-3-658-31279-4_11},
	abstract = {Zusammenfassung
            Das Plug-in STACK (System for Teaching and Assessment using a Computer algebra Kernel) wurde ursprünglich 2004 von Chris Sangwin (University of Edinburgh) für das Lernmanagementsystem (LMS) Moodle erstellt. Im Jahr 2013 wurde STACK dann im Auftrag von optes von Fred Neumann und Jesus Copado (FAU Erlangen) für das LMS ILIAS implementiert.},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Selbststudium im digitalen {Wandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Weigel, Miriam},
	editor = {Küstermann, Roland and Kunkel, Matthias and Mersch, André and Schreiber, Anne},
	year = {2021},
	doi = {10.1007/978-3-658-31279-4_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia},
	pages = {141--145},
	file = {Weigel - 2021 - Der Fragetyp STACK.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9CBTQZBD/Weigel - 2021 - Der Fragetyp STACK.pdf:application/pdf},
}

@incollection{getto_digitalisierung_2018,
	address = {Münster New York},
	series = {Medien in der {Wissenschaft}},
	title = {Digitalisierung der {Hochschulbildung} aus sozialwissenschaftlicher {Perspektive}: {Das} {Forschungsprojekt} „{DISTELL}“},
	isbn = {978-3-8309-3868-2},
	language = {de-DE},
	number = {74},
	booktitle = {Digitalisierung und {Hochschulentwicklung}: {Proceedings} zur 26. {Tagung} der {Gesellschaft} für {Medien} in der {Wissenschaft} e.{V}},
	publisher = {Waxmann},
	author = {Ketter, Verena and Schmidt, Josephina and Tsirikiotis, Athanasios},
	editor = {Getto, Barbara and Hintze, Patrick and Kerres, Michael and Gesellschaft für Medien in der Wissenschaft},
	year = {2018},
	note = {Meeting Name: Tagung der Gesellschaft für Medien in der Wissenschaft e. V
OCLC: 1052431717},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, FernUni-Hagen:MABM:M6},
	pages = {82--92},
}

@incollection{hauck-thum_mediendidaktische_2021,
	address = {Berlin, Heidelberg},
	title = {Mediendidaktische {Konzepte} und die {Kultur} der {Digitalität}},
	isbn = {978-3-662-62988-8 978-3-662-62989-5},
	url = {https://link.springer.com/10.1007/978-3-662-62989-5_7},
	language = {de-DE},
	urldate = {2021-10-17},
	booktitle = {Was ist {Digitalität}?},
	publisher = {Springer Berlin Heidelberg},
	author = {Pallesche, Micha},
	editor = {Hauck-Thum, Uta and Noller, Jörg},
	year = {2021},
	doi = {10.1007/978-3-662-62989-5_7},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Digitalitätsforschung / Digitality Research},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, FernUni-Hagen:MABM:M7C},
	pages = {83--96},
	file = {Pallesche - 2021 - Mediendidaktische Konzepte und die Kultur der Digi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KYJZUR5N/Pallesche - 2021 - Mediendidaktische Konzepte und die Kultur der Digi.pdf:application/pdf;Pallesche - Mediendidaktische Konzepte und die Kultur der Digi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AG5AIYTU/Pallesche - Mediendidaktische Konzepte und die Kultur der Digi.pdf:application/pdf},
}

@incollection{dittler_vier_2021,
	address = {Wiesbaden},
	title = {In vier {Wochen} online für alle!: {Das} digitales {Semester} an der {Hochschule} {Furtwangen}},
	isbn = {978-3-658-32608-1 978-3-658-32609-8},
	shorttitle = {In vier {Wochen} online für alle!},
	url = {http://link.springer.com/10.1007/978-3-658-32609-8_9},
	language = {de-DE},
	urldate = {2021-03-30},
	booktitle = {Wie {Corona} die {Hochschullehre} verändert},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hübner, Sandra and Walter, Satjawan},
	editor = {Dittler, Ullrich and Kreidl, Christian},
	year = {2021},
	doi = {10.1007/978-3-658-32609-8_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {135--148},
	file = {hubner_walter_2021_in_vier_wochen_online_fur_alle.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/69CQC6MP/hubner_walter_2021_in_vier_wochen_online_fur_alle.pdf:application/pdf},
}

@incollection{annika_wilmers_digitale_2020,
	address = {Münster},
	series = {Digitalisierung in der {Bildung}},
	title = {Digitale {Medien} in der {Berufsbildung} – {Eine} {Herausforderung} für {Lehrkräfte} und {Ausbildungspersonal}?},
	volume = {1},
	isbn = {978-3-8309-9199-1},
	url = {10.31244/9783830991991},
	language = {de-DE},
	urldate = {2020-10-05},
	booktitle = {Bildung im digitalen {Wandel}: {Die} {Bedeutung} für das pädagogische {Personal} und für die {Aus}- und {Fortbildung}},
	publisher = {Waxmann Verlag GmbH},
	author = {Hähn, Katharina and Ratermann-Busse, Monique},
	editor = {{Annika Wilmers} and {Carolin Anda} and {Carolin Keller} and {Marc Rittberger} and Michael Kerre and {Sybille Stöbe-Blossey} and {Ulrike Creß} and {Marc Rittberger} and {Josef Schrader}},
	year = {2020},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, FernUni-Hagen, FernUni-Hagen:MABM:M3},
	pages = {129--158},
}

@incollection{lindner_menschenbilder_2022-1,
	address = {Wiesbaden},
	title = {Menschenbilder einer {Bildung} für {Menschen} mit und über {Medien}: {Annahmen} über {Menschen} in der {Medienpädagogik}},
	isbn = {978-3-658-37163-0 978-3-658-37164-7},
	shorttitle = {Menschenbilder einer {Bildung} für {Menschen} mit und über {Medien}},
	url = {https://link.springer.com/10.1007/978-3-658-37164-7_9},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Menschenbilder und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Zorn, Isabel},
	editor = {Lindner, Hans-Günter and Bente, Stefan and Richter, Claus},
	year = {2022},
	doi = {10.1007/978-3-658-37164-7_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia},
	pages = {131--150},
	file = {Zorn - 2022 - Menschenbilder einer Bildung für Menschen mit und .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CPBDDQ6S/Zorn - 2022 - Menschenbilder einer Bildung für Menschen mit und .pdf:application/pdf},
}

@incollection{frey_digiseminar_2021,
	address = {Berlin, Heidelberg},
	title = {Digiseminar: {Zum} {Einsatz} digitaler {Medien} im {Fach} {Philosophie}},
	isbn = {978-3-662-62912-3 978-3-662-62913-0},
	shorttitle = {Digiseminar},
	url = {https://link.springer.com/10.1007/978-3-662-62913-0_19},
	language = {de-DE},
	urldate = {2023-11-04},
	booktitle = {Innovative {Lehre} an der {Hochschule}},
	publisher = {Springer Berlin Heidelberg},
	author = {Noller, Jörg and Buchheim, Thomas},
	editor = {Frey, Dieter and Uemminghaus, Monika},
	year = {2021},
	doi = {10.1007/978-3-662-62913-0_19},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {155--156},
	file = {Noller und Buchheim - 2021 - Digiseminar Zum Einsatz digitaler Medien im Fach .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5WUG3VRR/Noller und Buchheim - 2021 - Digiseminar Zum Einsatz digitaler Medien im Fach .pdf:application/pdf},
}

@incollection{newiak_digitalisierung_2023,
	address = {Wiesbaden},
	title = {Digitalisierung, digitale {Lehre} jetzt?!: {Empirische} {Ergebnisse} zur digitalen {Lehre} im {Verlauf} zweier {Semester}},
	isbn = {978-3-658-40844-2 978-3-658-40845-9},
	shorttitle = {Digitalisierung, digitale {Lehre} jetzt?},
	url = {https://link.springer.com/10.1007/978-3-658-40845-9_1},
	language = {de-DE},
	urldate = {2023-10-03},
	booktitle = {Digitale {Bildung} jetzt!},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Müller, Stefen},
	editor = {Newiak, Denis and Romppel, Janine and Martin, Alexander},
	year = {2023},
	doi = {10.1007/978-3-658-40845-9_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--25},
	file = {Müller - 2023 - Digitalisierung, digitale Lehre jetzt! Empirisch.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E6W2D4WJ/Müller - 2023 - Digitalisierung, digitale Lehre jetzt! Empirisch.pdf:application/pdf},
}

@incollection{newiak_digitale_2023-1,
	address = {Wiesbaden},
	title = {Digitale {Bildung} zwischen {Ideal}, {Realisierung} und {Kritik}: {Der} {Versuch} einer {Kontextualisierung} von {Digitalität} durch den {Begriff} der {Bildung}},
	isbn = {978-3-658-40844-2 978-3-658-40845-9},
	shorttitle = {Digitale {Bildung} zwischen {Ideal}, {Realisierung} und {Kritik}},
	url = {https://link.springer.com/10.1007/978-3-658-40845-9_2},
	language = {de-DE},
	urldate = {2023-10-03},
	booktitle = {Digitale {Bildung} jetzt!},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Neuhaus, Till and Pieper, Marlene and Vogt, Michaela},
	editor = {Newiak, Denis and Romppel, Janine and Martin, Alexander},
	year = {2023},
	doi = {10.1007/978-3-658-40845-9_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {27--44},
	file = {Neuhaus et al. - 2023 - Digitale Bildung zwischen Ideal, Realisierung und .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JKW44DW4/Neuhaus et al. - 2023 - Digitale Bildung zwischen Ideal, Realisierung und .pdf:application/pdf},
}

@incollection{newiak_reflexive_2023,
	address = {Wiesbaden},
	title = {Reflexive {Digitalisierung} und kritische {Digitalkompetenz}},
	isbn = {978-3-658-40844-2 978-3-658-40845-9},
	url = {https://link.springer.com/10.1007/978-3-658-40845-9_5},
	language = {de-DE},
	urldate = {2023-10-03},
	booktitle = {Digitale {Bildung} jetzt!},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Houben, Daniel},
	editor = {Newiak, Denis and Romppel, Janine and Martin, Alexander},
	year = {2023},
	doi = {10.1007/978-3-658-40845-9_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {75--89},
	file = {Houben - 2023 - Reflexive Digitalisierung und kritische Digitalkom.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EGXU27ZW/Houben - 2023 - Reflexive Digitalisierung und kritische Digitalkom.pdf:application/pdf},
}

@incollection{newiak_digital_2023,
	address = {Wiesbaden},
	title = {Digital gestützte {Lernumgebungen} aus ökologischer {Perspektive} analysieren und gestalten},
	isbn = {978-3-658-40844-2 978-3-658-40845-9},
	url = {https://link.springer.com/10.1007/978-3-658-40845-9_3},
	language = {de-DE},
	urldate = {2023-10-03},
	booktitle = {Digitale {Bildung} jetzt!},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Günther, Susanne and Krull, Danny},
	editor = {Newiak, Denis and Romppel, Janine and Martin, Alexander},
	year = {2023},
	doi = {10.1007/978-3-658-40845-9_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {45--59},
	file = {Günther und Krull - 2023 - Digital gestützte Lernumgebungen aus ökologischer .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FNZBSCPT/Günther und Krull - 2023 - Digital gestützte Lernumgebungen aus ökologischer .pdf:application/pdf},
}

@incollection{newiak_binnendifferenzierung_2023,
	address = {Wiesbaden},
	title = {Binnendifferenzierung in der sprachlichen {Grundbildung} digital gestalten am {Beispiel} von {KANSAS}, einer innovativen {Suchmaschine} für authentische {Lehr}-/{Lerntexte}},
	isbn = {978-3-658-40844-2 978-3-658-40845-9},
	url = {https://link.springer.com/10.1007/978-3-658-40845-9_4},
	language = {de-DE},
	urldate = {2023-10-03},
	booktitle = {Digitale {Bildung} jetzt!},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kholin, Mareike and Kupka, Kerstin},
	editor = {Newiak, Denis and Romppel, Janine and Martin, Alexander},
	year = {2023},
	doi = {10.1007/978-3-658-40845-9_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {61--73},
	file = {Kholin und Kupka - 2023 - Binnendifferenzierung in der sprachlichen Grundbil.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XTCXFBEQ/Kholin und Kupka - 2023 - Binnendifferenzierung in der sprachlichen Grundbil.pdf:application/pdf},
}

@incollection{newiak_transformation_2023,
	address = {Wiesbaden},
	title = {Die {Transformation} der {Schule} in eine hybride {Lernumgebung}: {Erste} {Erkenntnisse} einer internationalen {Interviewstudie}},
	isbn = {978-3-658-40844-2 978-3-658-40845-9},
	shorttitle = {Die {Transformation} der {Schule} in eine hybride {Lernumgebung}},
	url = {https://link.springer.com/10.1007/978-3-658-40845-9_6},
	language = {de-DE},
	urldate = {2023-10-03},
	booktitle = {Digitale {Bildung} jetzt!},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Klopsch, Britta},
	editor = {Newiak, Denis and Romppel, Janine and Martin, Alexander},
	year = {2023},
	doi = {10.1007/978-3-658-40845-9_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {91--104},
	file = {Klopsch - 2023 - Die Transformation der Schule in eine hybride Lern.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZBTQ7UFP/Klopsch - 2023 - Die Transformation der Schule in eine hybride Lern.pdf:application/pdf},
}

@incollection{newiak_zukunft_2023,
	address = {Wiesbaden},
	title = {Die {Zukunft} von wissenschaftlichen {Bildungsvideos} – nachhaltig gedacht und umgesetzt},
	isbn = {978-3-658-40844-2 978-3-658-40845-9},
	url = {https://link.springer.com/10.1007/978-3-658-40845-9_7},
	language = {de-DE},
	urldate = {2023-10-03},
	booktitle = {Digitale {Bildung} jetzt!},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Reutemann, Jeanine and Rehmann, Judith and Volk, Benno},
	editor = {Newiak, Denis and Romppel, Janine and Martin, Alexander},
	year = {2023},
	doi = {10.1007/978-3-658-40845-9_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {105--114},
	file = {Reutemann et al. - 2023 - Die Zukunft von wissenschaftlichen Bildungsvideos .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BW4LVBLY/Reutemann et al. - 2023 - Die Zukunft von wissenschaftlichen Bildungsvideos .pdf:application/pdf},
}

@incollection{newiak_belastungserleben_2023,
	address = {Wiesbaden},
	title = {Belastungserleben als {Herausforderung} von {Abiturient}*innen im digital vermittelten {Distanzunterricht}},
	isbn = {978-3-658-40844-2 978-3-658-40845-9},
	url = {https://link.springer.com/10.1007/978-3-658-40845-9_8},
	language = {de-DE},
	urldate = {2023-10-03},
	booktitle = {Digitale {Bildung} jetzt!},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rogge, Tim and Seifert, Andreas},
	editor = {Newiak, Denis and Romppel, Janine and Martin, Alexander},
	year = {2023},
	doi = {10.1007/978-3-658-40845-9_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {115--134},
	file = {Rogge und Seifert - 2023 - Belastungserleben als Herausforderung von Abiturie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3ALZTGNC/Rogge und Seifert - 2023 - Belastungserleben als Herausforderung von Abiturie.pdf:application/pdf},
}

@incollection{stricker_digitale_2022,
	address = {Wiesbaden},
	title = {Digitale {Kanbans} im {Physikunterricht}},
	isbn = {978-3-658-38174-5 978-3-658-38175-2},
	url = {https://link.springer.com/10.1007/978-3-658-38175-2_10},
	language = {de-DE},
	urldate = {2022-09-11},
	booktitle = {Agilität in der {Schulentwicklung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Heinicke, Susanne and Heinen, Rosalie},
	editor = {Stricker, Tobias},
	year = {2022},
	doi = {10.1007/978-3-658-38175-2_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, FernUni-Hagen:MABM:Master-Arbeit, Kanban},
	pages = {165--183},
	file = {Heinicke und Heinen - 2022 - Digitale Kanbans im Physikunterricht.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L6M7G72J/Heinicke und Heinen - 2022 - Digitale Kanbans im Physikunterricht.pdf:application/pdf},
}

@incollection{jutte_angebotsformen_2020,
	address = {Wiesbaden},
	title = {Angebotsformen des {Fernstudiums} mit digitalen {Medien} in der wissenschaftlichen {Weiterbildung}},
	isbn = {978-3-658-17642-6 978-3-658-17643-3},
	url = {http://link.springer.com/10.1007/978-3-658-17643-3_15},
	language = {de-DE},
	urldate = {2021-05-18},
	booktitle = {Handbuch {Wissenschaftliche} {Weiterbildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Zawacki-Richter, Olaf and Stöter, Joachim},
	editor = {Jütte, Wolfgang and Rohs, Matthias},
	year = {2020},
	doi = {10.1007/978-3-658-17643-3_15},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {299--314},
	file = {zawacki-richter_stoter_2020_angebotsformen_des_fernstudiums_mit_digitalen_medien_in_der_wissenschaftlichen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2399TI7Y/zawacki-richter_stoter_2020_angebotsformen_des_fernstudiums_mit_digitalen_medien_in_der_wissenschaftlichen.pdf:application/pdf;zawacki-richter_stoter_2020_angebotsformen_des_fernstudiums_mit_digitalen_medien_in_der_wissenschaftlichen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BZZE85AD/zawacki-richter_stoter_2020_angebotsformen_des_fernstudiums_mit_digitalen_medien_in_der_wissenschaftlichen.pdf:application/pdf},
}

@incollection{bohndick_analyserahmen_2021,
	address = {Wiesbaden},
	title = {Analyserahmen für {Veränderungs}- und {Transferpotentiale} digitaler hochschulischer {Lehr}-{Lernsituationen}},
	isbn = {978-3-658-32271-7 978-3-658-32272-4},
	url = {https://link.springer.com/10.1007/978-3-658-32272-4_24},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Hochschullehre im {Spannungsfeld} zwischen individueller und institutioneller {Verantwortung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schmitt, Alexander and Röwert, Ronny},
	editor = {Bohndick, Carla and Bülow-Schramm, Margret and Paul, Daria and Reinmann, Gabi},
	year = {2021},
	doi = {10.1007/978-3-658-32272-4_24},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {323--329},
	file = {Schmitt und Röwert - 2021 - Analyserahmen für Veränderungs- und Transferpotent.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6REUGC36/Schmitt und Röwert - 2021 - Analyserahmen für Veränderungs- und Transferpotent.pdf:application/pdf;schmitt_rowert_2021_analyserahmen_fur_veranderungs-_und_transferpotentiale_digitaler.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W2DWI4F7/schmitt_rowert_2021_analyserahmen_fur_veranderungs-_und_transferpotentiale_digitaler.pdf:application/pdf},
}

@incollection{bohndick_studentische_2021,
	address = {Wiesbaden},
	title = {Studentische {Forschung} im digitalen {Raum}: {Ein} {Re}-{Design} auf verschiedenen {Gestaltungsebenen}},
	isbn = {978-3-658-32271-7 978-3-658-32272-4},
	shorttitle = {Studentische {Forschung} im digitalen {Raum}},
	url = {https://link.springer.com/10.1007/978-3-658-32272-4_25},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Hochschullehre im {Spannungsfeld} zwischen individueller und institutioneller {Verantwortung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Reinmann, Gabi and Brase, Alexa Kristin and Groß, Nele and Jänsch, Vanessa K.},
	editor = {Bohndick, Carla and Bülow-Schramm, Margret and Paul, Daria and Reinmann, Gabi},
	year = {2021},
	doi = {10.1007/978-3-658-32272-4_25},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {331--341},
	file = {Reinmann et al. - 2021 - Studentische Forschung im digitalen Raum Ein Re-D.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DXGIRBJB/Reinmann et al. - 2021 - Studentische Forschung im digitalen Raum Ein Re-D.pdf:application/pdf;reinmann_et_al_2021_studentische_forschung_im_digitalen_raum.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C6J6JPBV/reinmann_et_al_2021_studentische_forschung_im_digitalen_raum.pdf:application/pdf},
}

@incollection{jutte_digitale_2020,
	address = {Wiesbaden},
	title = {Digitale {Medien} in der wissenschaftlichen {Weiterbildung}},
	isbn = {978-3-658-17642-6 978-3-658-17643-3},
	url = {http://link.springer.com/10.1007/978-3-658-17643-3_23},
	language = {de-DE},
	urldate = {2021-05-18},
	booktitle = {Handbuch {Wissenschaftliche} {Weiterbildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rohs, Matthias and Weber, Christian},
	editor = {Jütte, Wolfgang and Rohs, Matthias},
	year = {2020},
	doi = {10.1007/978-3-658-17643-3_23},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {455--478},
	file = {rohs_weber_2020_digitale_medien_in_der_wissenschaftlichen_weiterbildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IPDSRZG8/rohs_weber_2020_digitale_medien_in_der_wissenschaftlichen_weiterbildung.pdf:application/pdf;rohs_weber_2020_digitale_medien_in_der_wissenschaftlichen_weiterbildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JXWKL3LV/rohs_weber_2020_digitale_medien_in_der_wissenschaftlichen_weiterbildung.pdf:application/pdf},
}

@incollection{paier_digitalisierung_2022,
	address = {Wiesbaden},
	title = {Digitalisierung von {Lernstilen}. {Hauptergebnisse} aus zwei {Studierendenbefragungen} zu {Lernstilen} und zur {Nutzung} von digitalen {Medien} und {Lernplattformen} im {Studium}},
	isbn = {978-3-658-36884-5 978-3-658-36885-2},
	url = {https://link.springer.com/10.1007/978-3-658-36885-2_1},
	language = {de-DE},
	urldate = {2022-08-07},
	booktitle = {Hochschule, {Digitalisierung}, {Innovation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Paier, Dietmar},
	editor = {Paier, Dietmar},
	year = {2022},
	doi = {10.1007/978-3-658-36885-2_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--31},
	file = {Paier - 2022 - Digitalisierung von Lernstilen. Hauptergebnisse au.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SRYB8LZL/Paier - 2022 - Digitalisierung von Lernstilen. Hauptergebnisse au.pdf:application/pdf},
}

@incollection{scheiter_digitale_2023,
	address = {Wiesbaden},
	title = {Digitale {Schreibförderung} im {Bildungskontext}: {Ein} systematisches {Review}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	shorttitle = {Digitale {Schreibförderung} im {Bildungskontext}},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_1},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fleckenstein, Johanna and Reble, Raja and Meyer, Jennifer and Jansen, Thorben and Liebenow, Lucas W. and Möller, Jens and Köller, Olaf},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_1},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {3--25},
	file = {Fleckenstein et al. - 2023 - Digitale Schreibförderung im Bildungskontext Ein .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WZXGXGAW/Fleckenstein et al. - 2023 - Digitale Schreibförderung im Bildungskontext Ein .pdf:application/pdf},
}

@incollection{scheiter_digitales_2023,
	address = {Wiesbaden},
	title = {Digitales {Niemandsland}? {Eine} {Bestandsaufnahme} der digitalen {Bildung} an deutschen {Kindertageseinrichtungen}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	shorttitle = {Digitales {Niemandsland}?},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_2},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wirth, Astrid and Lohr, Anne and Sailer, Michael and Niklas, Frank},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_2},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {27--55},
	file = {Wirth et al. - 2023 - Digitales Niemandsland Eine Bestandsaufnahme der .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PBMQN76D/Wirth et al. - 2023 - Digitales Niemandsland Eine Bestandsaufnahme der .pdf:application/pdf},
}

@incollection{scheiter_virtual_2023,
	address = {Wiesbaden},
	title = {Virtual {Reality} in {Teacher} {Education} from 2010 to 2020: {A} {Review} of {Program} {Implementation}, {Intended} {Outcomes}, and {Effectiveness} {Measures}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	shorttitle = {Virtual {Reality} in {Teacher} {Education} from 2010 to 2020},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_16},
	language = {en-GB},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Huang, Yizhen and Richter, Eric and Kleickmann, Thilo and Richter, Dirk},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_16},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {399--441},
	file = {Huang et al. - 2023 - Virtual Reality in Teacher Education from 2010 to .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KGLD3TAL/Huang et al. - 2023 - Virtual Reality in Teacher Education from 2010 to .pdf:application/pdf},
}

@incollection{scheiter_erratum_2023,
	address = {Wiesbaden},
	title = {Erratum zu: {Bildung} für eine digitale {Zukunft}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	shorttitle = {Erratum zu},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_17},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Scheiter, Katharina and Gogolin, Ingrid},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_17},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {E1--E1},
	file = {Scheiter und Gogolin - 2023 - Erratum zu Bildung für eine digitale Zukunft.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/86T278H5/Scheiter und Gogolin - 2023 - Erratum zu Bildung für eine digitale Zukunft.pdf:application/pdf},
}

@incollection{schulte_digitalisierung_2023,
	address = {Wiesbaden},
	title = {Digitalisierung der {Eignungsdiagnostik} für {Personalauswahl} und {Potenzialeinschätzung} als {Grundlage} für anschließende {Personalentwicklung}},
	isbn = {978-3-658-38719-8 978-3-658-38720-4},
	url = {https://link.springer.com/10.1007/978-3-658-38720-4_10},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Eignungsdiagnostische {Interviews}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stulle, Klaus P. and Thiel, Svenja},
	editor = {Schulte, Susanne and Hiltmann, Maren},
	year = {2023},
	doi = {10.1007/978-3-658-38720-4_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {239--263},
	file = {Stulle und Thiel - 2023 - Digitalisierung der Eignungsdiagnostik für Persona.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9TRUTDX8/Stulle und Thiel - 2023 - Digitalisierung der Eignungsdiagnostik für Persona.pdf:application/pdf},
}

@incollection{schulte_digitale_2023,
	address = {Wiesbaden},
	title = {Digitale {Interviewleitfäden}},
	isbn = {978-3-658-38719-8 978-3-658-38720-4},
	url = {https://link.springer.com/10.1007/978-3-658-38720-4_11},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Eignungsdiagnostische {Interviews}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Obermann, Christof and Serocka, Isabelle},
	editor = {Schulte, Susanne and Hiltmann, Maren},
	year = {2023},
	doi = {10.1007/978-3-658-38720-4_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {265--278},
	file = {Obermann und Serocka - 2023 - Digitale Interviewleitfäden.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UC6DUJEN/Obermann und Serocka - 2023 - Digitale Interviewleitfäden.pdf:application/pdf},
}

@incollection{scheiter_bildungsbezogene_2023,
	address = {Wiesbaden},
	title = {Bildungsbezogene {Medienrepertoires} als {Schnittstelle} informeller und formaler {Bildung} – ein Überblick und neue {Perspektiven} für die {Forschung}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_7},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kramer, Michaela and Kammerl, Rudolf and Potzel, Katrin and Wartberg, Lutz},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_7},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {159--185},
	file = {Kramer et al. - 2023 - Bildungsbezogene Medienrepertoires als Schnittstel.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/374JMXI8/Kramer et al. - 2023 - Bildungsbezogene Medienrepertoires als Schnittstel.pdf:application/pdf},
}

@incollection{scheiter_systematic_2023,
	address = {Wiesbaden},
	title = {A {Systematic} {Review} of {Research} {Examining} {Teachers}’ {Competence}-{Related} {Beliefs} {About} {ICT} {Use}: {Frameworks} and {Related} {Measures}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	shorttitle = {A {Systematic} {Review} of {Research} {Examining} {Teachers}’ {Competence}-{Related} {Beliefs} {About} {ICT} {Use}},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_8},
	language = {en-GB},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rubach, Charlott and Lazarides, Rebecca},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_8},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {189--230},
	file = {Rubach und Lazarides - 2023 - A Systematic Review of Research Examining Teachers.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6RXS27US/Rubach und Lazarides - 2023 - A Systematic Review of Research Examining Teachers.pdf:application/pdf},
}

@incollection{scheiter_gestaltung_2023,
	address = {Wiesbaden},
	title = {Gestaltung und {Evaluation} von webbasierten {Lehrkräftefortbildungen}: {Ein} {Systematic} {Review}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	shorttitle = {Gestaltung und {Evaluation} von webbasierten {Lehrkräftefortbildungen}},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_15},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Capparozza, Marcel and Fröhlich, Nora and Dehmel, Alexandra and Fauth, Benjamin},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_15},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {363--397},
	file = {Capparozza et al. - 2023 - Gestaltung und Evaluation von webbasierten Lehrkrä.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FQDESE9E/Capparozza et al. - 2023 - Gestaltung und Evaluation von webbasierten Lehrkrä.pdf:application/pdf},
}

@incollection{scheiter_systematisches_2023,
	address = {Wiesbaden},
	title = {Systematisches {Review} des empirischen {Forschungsstands} zu digitalen {Medien} für {SchülerInnen} mit einem zusätzlichen oder einem sonderpädagogischen {Förderbedarf} unter {Berücksichtigung} inklusiver, integrativer und exkludierender {Unterrichtsszenarien}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_6},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Quenzer-Alfred, Carolin and Mertens, Claudia and Homrighausen, Tim and Kamin, Anna-Maria and Mays, Daniel},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_6},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {125--158},
	file = {Quenzer-Alfred et al. - 2023 - Systematisches Review des empirischen Forschungsst.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Y5LNEU2E/Quenzer-Alfred et al. - 2023 - Systematisches Review des empirischen Forschungsst.pdf:application/pdf},
}

@incollection{scheiter_ambidextrie_2023,
	address = {Wiesbaden},
	title = {Ambidextrie im {Bildungsbereich} – {Forschungsperspektiven} zum {Umgang} mit {Wandel} in der {Digitalität} am {Beispiel} der medienbezogenen {Professionalität} von {Lehrenden}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_9},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Mayrberger, Kerstin},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_9},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {231--251},
	file = {Mayrberger - 2023 - Ambidextrie im Bildungsbereich – Forschungsperspek.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U9TGCB5H/Mayrberger - 2023 - Ambidextrie im Bildungsbereich – Forschungsperspek.pdf:application/pdf},
}

@incollection{scheiter_digitale_2023-1,
	address = {Wiesbaden},
	title = {Digitale {Medien} im beruflichen {Alltag} von {Lehrer}*innen – sozio-materielle {Praktiken} mit {Fokus} auf {Dimensionen} des {Organisierens}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_10},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Troxler, Carina and Schiefner-Rohs, Mandy},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_10},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {253--274},
	file = {Troxler und Schiefner-Rohs - 2023 - Digitale Medien im beruflichen Alltag von Lehreri.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TQSG8KTS/Troxler und Schiefner-Rohs - 2023 - Digitale Medien im beruflichen Alltag von Lehreri.pdf:application/pdf},
}

@incollection{scheiter_digitalisierung_2023,
	address = {Wiesbaden},
	title = {Digitalisierung und {Diagnostik} in {Schulen} – {Herausforderungen} für {Bildungspraxis} und {Bildungsforschung}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_11},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Jude, Nina and Ziehm-Eicher, Jeanette and Goldhammer, Frank and Drachsler, Hendrik and Hasselhorn, Markus},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_11},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {275--292},
	file = {Jude et al. - 2023 - Digitalisierung und Diagnostik in Schulen – Heraus.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/V59I4RBW/Jude et al. - 2023 - Digitalisierung und Diagnostik in Schulen – Heraus.pdf:application/pdf},
}

@incollection{scheiter_kompetenzen_2023,
	address = {Wiesbaden},
	title = {Kompetenzen des pädagogischen {Personals} in der digitalen {Welt}. {Eine} vergleichende Übersicht zum {Forschungsstand} in verschiedenen {Bildungsbereichen}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_12},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wilmers, Annika and Gundermann, Angelika and Hähn, Katharina and Irle, Gabriele and Koschorreck, Jan and Nieding, Iris and Ratermann-Busse, Monique and Waffner, Bettina and Anda, Carolin and Keller, Carolin},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_12},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {293--315},
	file = {Wilmers et al. - 2023 - Kompetenzen des pädagogischen Personals in der dig.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3EPRNGCI/Wilmers et al. - 2023 - Kompetenzen des pädagogischen Personals in der dig.pdf:application/pdf},
}

@incollection{scheiter_algorithmische_2023,
	address = {Wiesbaden},
	title = {Algorithmische {Datafizierung} und {Schule}: kritische {Ansätze} in einem wachsenden {Forschungsfeld}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	shorttitle = {Algorithmische {Datafizierung} und {Schule}},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_13},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Macgilchrist, Felicitas and Hartong, Sigrid and Jornitz, Sieglinde},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_13},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {317--338},
	file = {Macgilchrist et al. - 2023 - Algorithmische Datafizierung und Schule kritische.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HQIXV6LY/Macgilchrist et al. - 2023 - Algorithmische Datafizierung und Schule kritische.pdf:application/pdf},
}

@incollection{scheiter_data-based_2023,
	address = {Wiesbaden},
	title = {Data-based decision making in einer digitalen {Welt}: {Data} {Literacy} von {Lehrpersonen} als notwendige {Voraussetzung}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	shorttitle = {Data-based decision making in einer digitalen {Welt}},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_14},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bez, Sarah and Tomasik, Martin J. and Merk, Samuel},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_14},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {339--362},
	file = {Bez et al. - 2023 - Data-based decision making in einer digitalen Welt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JIW8YBSN/Bez et al. - 2023 - Data-based decision making in einer digitalen Welt.pdf:application/pdf},
}

@incollection{scheiter_einsatz_2023,
	address = {Wiesbaden},
	title = {Einsatz digitaler {Medien} für bilinguale {Lernarrangements} in der {Submersion}: {Chancen}, {Herausforderungen} und {Forschungsdesiderata}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	shorttitle = {Einsatz digitaler {Medien} für bilinguale {Lernarrangements} in der {Submersion}},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_3},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schastak, Martin},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_3},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {57--80},
	file = {Schastak - 2023 - Einsatz digitaler Medien für bilinguale Lernarrang.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SCCR6ECR/Schastak - 2023 - Einsatz digitaler Medien für bilinguale Lernarrang.pdf:application/pdf},
}

@incollection{scheiter_kompetenzen_2023-1,
	address = {Wiesbaden},
	title = {Kompetenzen für das {Lernen} mit digitalen {Medien}: {Eine} konzeptuelle {Analyse}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	shorttitle = {Kompetenzen für das {Lernen} mit digitalen {Medien}},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_4},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hoch, Emely and Fütterer, Tim},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_4},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {81--101},
	file = {Hoch und Fütterer - 2023 - Kompetenzen für das Lernen mit digitalen Medien E.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R9MR9CME/Hoch und Fütterer - 2023 - Kompetenzen für das Lernen mit digitalen Medien E.pdf:application/pdf},
}

@incollection{schroer_digitalisierung_2023,
	address = {Wiesbaden},
	title = {Digitalisierung in der öffentlichen {Verwaltung}. {Stagnation}, {Transformation} oder {Disruption}?},
	isbn = {978-3-658-40694-3 978-3-658-40695-0},
	url = {https://link.springer.com/10.1007/978-3-658-40695-0_18},
	language = {de-DE},
	urldate = {2023-09-05},
	booktitle = {Soziale {Innovationen} in und von {Organisationen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Will-Zocholl, Mascha},
	editor = {Schröer, Andreas and Blättel-Mink, Birgit and Schröder, Antonius and Späte, Katrin},
	year = {2023},
	doi = {10.1007/978-3-658-40695-0_18},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {277--292},
	file = {Will-Zocholl - 2023 - Digitalisierung in der öffentlichen Verwaltung. St.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3JI6VHYP/Will-Zocholl - 2023 - Digitalisierung in der öffentlichen Verwaltung. St.pdf:application/pdf},
}

@incollection{bohndick_textwissenschaftliche_2021,
	address = {Wiesbaden},
	title = {Textwissenschaftliche {Kompetenzen} digital. {Ein} {Praxisbericht} aus der studierenden-zentrierten {Curriculumsentwicklung} in den {Digital} {Humanities}},
	isbn = {978-3-658-32271-7 978-3-658-32272-4},
	url = {https://link.springer.com/10.1007/978-3-658-32272-4_13},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Hochschullehre im {Spannungsfeld} zwischen individueller und institutioneller {Verantwortung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rehnolt, Juliane and Swidsinski, Anja},
	editor = {Bohndick, Carla and Bülow-Schramm, Margret and Paul, Daria and Reinmann, Gabi},
	year = {2021},
	doi = {10.1007/978-3-658-32272-4_13},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {173--184},
	file = {Rehnolt und Swidsinski - 2021 - Textwissenschaftliche Kompetenzen digital. Ein Pra.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ALM3PPJF/Rehnolt und Swidsinski - 2021 - Textwissenschaftliche Kompetenzen digital. Ein Pra.pdf:application/pdf;rehnolt_swidsinski_2021_textwissenschaftliche_kompetenzen_digital.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JZ4Z4WZG/rehnolt_swidsinski_2021_textwissenschaftliche_kompetenzen_digital.pdf:application/pdf},
}

@incollection{bohndick_zur_2021,
	address = {Wiesbaden},
	title = {Zur {Bedeutung} von {Strategien} der {Digitalisierung} von {Studium} und {Lehre} für die {Hochschulentwicklung} an deutschen {Hochschulen}: {Nur} {Papiere}?},
	isbn = {978-3-658-32271-7 978-3-658-32272-4},
	shorttitle = {Zur {Bedeutung} von {Strategien} der {Digitalisierung} von {Studium} und {Lehre} für die {Hochschulentwicklung} an deutschen {Hochschulen}},
	url = {https://link.springer.com/10.1007/978-3-658-32272-4_6},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Hochschullehre im {Spannungsfeld} zwischen individueller und institutioneller {Verantwortung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Getto, Barbara and Buntins, Katja},
	editor = {Bohndick, Carla and Bülow-Schramm, Margret and Paul, Daria and Reinmann, Gabi},
	year = {2021},
	doi = {10.1007/978-3-658-32272-4_6},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {63--81},
	file = {Getto und Buntins - 2021 - Zur Bedeutung von Strategien der Digitalisierung v.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DX3S5NQJ/Getto und Buntins - 2021 - Zur Bedeutung von Strategien der Digitalisierung v.pdf:application/pdf;getto_buntins_2021_zur_bedeutung_von_strategien_der_digitalisierung_von_studium_und_lehre_fur_die.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S9RSVPKM/getto_buntins_2021_zur_bedeutung_von_strategien_der_digitalisierung_von_studium_und_lehre_fur_die.pdf:application/pdf},
}

@incollection{bohndick_gelingensbedingungen_2021,
	address = {Wiesbaden},
	title = {Gelingensbedingungen für die strategisch gerahmte {Digitalisierung} der {Hochschullehre}},
	isbn = {978-3-658-32271-7 978-3-658-32272-4},
	url = {https://link.springer.com/10.1007/978-3-658-32272-4_7},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Hochschullehre im {Spannungsfeld} zwischen individueller und institutioneller {Verantwortung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Graf-Schlattmann, Marcel and Thomsen, Birte and Wilde, Melanie and Meister, Dorothee M. and Oevel, Gudrun},
	editor = {Bohndick, Carla and Bülow-Schramm, Margret and Paul, Daria and Reinmann, Gabi},
	year = {2021},
	doi = {10.1007/978-3-658-32272-4_7},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {83--94},
	file = {Graf-Schlattmann et al. - 2021 - Gelingensbedingungen für die strategisch gerahmte .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CIR4ZXSS/Graf-Schlattmann et al. - 2021 - Gelingensbedingungen für die strategisch gerahmte .pdf:application/pdf;graf-schlattmann_et_al_2021_gelingensbedingungen_fur_die_strategisch_gerahmte_digitalisierung_der.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BXY4CXHF/graf-schlattmann_et_al_2021_gelingensbedingungen_fur_die_strategisch_gerahmte_digitalisierung_der.pdf:application/pdf},
}

@incollection{schroer_digitale_2023,
	address = {Wiesbaden},
	title = {Digitale {Inklusion} als soziale {Innovation} und {Treiber} sozialer {Innovation}: {Das} {Mini}-{FabLab} in den {Bottroper} {Werkstätten}},
	isbn = {978-3-658-40694-3 978-3-658-40695-0},
	shorttitle = {Digitale {Inklusion} als soziale {Innovation} und {Treiber} sozialer {Innovation}},
	url = {https://link.springer.com/10.1007/978-3-658-40695-0_16},
	language = {de-DE},
	urldate = {2023-09-05},
	booktitle = {Soziale {Innovationen} in und von {Organisationen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Krüger, Daniel and Pelka, Bastian and Schulz, Ann Christin},
	editor = {Schröer, Andreas and Blättel-Mink, Birgit and Schröder, Antonius and Späte, Katrin},
	year = {2023},
	doi = {10.1007/978-3-658-40695-0_16},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {245--258},
	file = {Krüger et al. - 2023 - Digitale Inklusion als soziale Innovation und Trei.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VZE2G7YG/Krüger et al. - 2023 - Digitale Inklusion als soziale Innovation und Trei.pdf:application/pdf},
}

@incollection{schroer_mind_2023,
	address = {Wiesbaden},
	title = {Mind your {Step}! {Zum} {Entwerfen} von {Schlüsselstellen} in der digitalen {Transformation} von {Unternehmen}},
	isbn = {978-3-658-40694-3 978-3-658-40695-0},
	url = {https://link.springer.com/10.1007/978-3-658-40695-0_8},
	language = {de-DE},
	urldate = {2023-09-05},
	booktitle = {Soziale {Innovationen} in und von {Organisationen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Keller, Alinde},
	editor = {Schröer, Andreas and Blättel-Mink, Birgit and Schröder, Antonius and Späte, Katrin},
	year = {2023},
	doi = {10.1007/978-3-658-40695-0_8},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {115--130},
	file = {Keller - 2023 - Mind your Step! Zum Entwerfen von Schlüsselstellen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LRXZWD74/Keller - 2023 - Mind your Step! Zum Entwerfen von Schlüsselstellen.pdf:application/pdf},
}

@incollection{fend_digitale_2020,
	address = {Wiesbaden},
	title = {Digitale {Transformation}},
	isbn = {978-3-658-26963-0 978-3-658-26964-7},
	url = {http://link.springer.com/10.1007/978-3-658-26964-7_10},
	language = {de-DE},
	urldate = {2023-08-19},
	booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Locher, Christian},
	editor = {Fend, Lars and Hofmann, Jürgen},
	year = {2020},
	doi = {10.1007/978-3-658-26964-7_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {185--205},
	file = {Locher - 2020 - Digitale Transformation.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ULGY9W94/Locher - 2020 - Digitale Transformation.pdf:application/pdf},
}

@incollection{mortel_living_2023,
	address = {Wiesbaden},
	title = {Living by objectives: {Self}-{Tracking} und {Nudging} im digitalen {Kapitalismus}},
	isbn = {978-3-658-40637-0 978-3-658-40638-7},
	shorttitle = {Living by objectives},
	url = {https://link.springer.com/10.1007/978-3-658-40638-7_20},
	language = {de-DE},
	urldate = {2023-08-08},
	booktitle = {Indikatoren in {Entscheidungsprozessen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Nosthoff, Anna-Verena and Maschewski, Felix},
	editor = {Mörtel, Julia and Nordmann, Alfred and Schlaudt, Oliver},
	year = {2023},
	doi = {10.1007/978-3-658-40638-7_20},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {137--147},
	file = {Nosthoff und Maschewski - 2023 - Living by objectives Self-Tracking und Nudging im.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A6IFZ2N2/Nosthoff und Maschewski - 2023 - Living by objectives Self-Tracking und Nudging im.pdf:application/pdf},
}

@incollection{kaiser_ich_2023,
	address = {Wiesbaden},
	title = {Ich, ich, ich: {Ausnutzende} {Führung} in einer digitalen {Arbeitswelt}},
	isbn = {978-3-658-41103-9 978-3-658-41104-6},
	shorttitle = {Ich, ich, ich},
	url = {https://link.springer.com/10.1007/978-3-658-41104-6_10},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digitale {Mindsets}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schmid, Ellen and Baedorf, Sarah and Knipfer, Kristin},
	editor = {Kaiser, Stephan and Ertl, Bernhard},
	year = {2023},
	doi = {10.1007/978-3-658-41104-6_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {181--192},
	file = {Schmid et al. - 2023 - Ich, ich, ich Ausnutzende Führung in einer digita.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FKN8FDHJ/Schmid et al. - 2023 - Ich, ich, ich Ausnutzende Führung in einer digita.pdf:application/pdf},
}

@incollection{kaiser_online-arbeitsmarkte_2023,
	address = {Wiesbaden},
	title = {Online-{Arbeitsmärkte}, {Digitales} {Mindset} und {Digitale} {Kompetenzen}},
	isbn = {978-3-658-41103-9 978-3-658-41104-6},
	url = {https://link.springer.com/10.1007/978-3-658-41104-6_9},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digitale {Mindsets}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gomez-Herrera, Estrella and Müller-Langer, Frank and Werner, Matthias},
	editor = {Kaiser, Stephan and Ertl, Bernhard},
	year = {2023},
	doi = {10.1007/978-3-658-41104-6_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {155--177},
	file = {Gomez-Herrera et al. - 2023 - Online-Arbeitsmärkte, Digitales Mindset und Digita.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N69LZ8XQ/Gomez-Herrera et al. - 2023 - Online-Arbeitsmärkte, Digitales Mindset und Digita.pdf:application/pdf},
}

@incollection{kaiser_digitale_2023-1,
	address = {Wiesbaden},
	title = {Digitale {Mindsets} und {Netzwerke}: {Zur} {Rolle} der {Digitalisierung} in organisationsübergreifender {Zusammenarbeit}},
	isbn = {978-3-658-41103-9 978-3-658-41104-6},
	shorttitle = {Digitale {Mindsets} und {Netzwerke}},
	url = {https://link.springer.com/10.1007/978-3-658-41104-6_6},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digitale {Mindsets}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kaiser, Stephan and Müller, Elisabeth and Schönherr, Lorenz and Thaler, Julia},
	editor = {Kaiser, Stephan and Ertl, Bernhard},
	year = {2023},
	doi = {10.1007/978-3-658-41104-6_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {99--117},
	file = {Kaiser et al. - 2023 - Digitale Mindsets und Netzwerke Zur Rolle der Dig.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZNY9ZM47/Kaiser et al. - 2023 - Digitale Mindsets und Netzwerke Zur Rolle der Dig.pdf:application/pdf},
}

@incollection{kaiser_digital_2023,
	address = {Wiesbaden},
	title = {Digital {Mindsets} in der {Betrieblichen} {Gesundheitsförderung}},
	isbn = {978-3-658-41103-9 978-3-658-41104-6},
	url = {https://link.springer.com/10.1007/978-3-658-41104-6_7},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digitale {Mindsets}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Renner, Karl-Heinz and Moszeik, Esther},
	editor = {Kaiser, Stephan and Ertl, Bernhard},
	year = {2023},
	doi = {10.1007/978-3-658-41104-6_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {119--132},
	file = {Renner und Moszeik - 2023 - Digital Mindsets in der Betrieblichen Gesundheitsf.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S95GVF6U/Renner und Moszeik - 2023 - Digital Mindsets in der Betrieblichen Gesundheitsf.pdf:application/pdf},
}

@incollection{kaiser_mindset_2023,
	address = {Wiesbaden},
	title = {Das {Mindset} der {Programmierer}*innen auf {GitHub} – ein ethnographischer {Blick} auf die {Baumeister}*innen des {Digitalen}},
	isbn = {978-3-658-41103-9 978-3-658-41104-6},
	url = {https://link.springer.com/10.1007/978-3-658-41104-6_5},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digitale {Mindsets}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Franco, Emilian},
	editor = {Kaiser, Stephan and Ertl, Bernhard},
	year = {2023},
	doi = {10.1007/978-3-658-41104-6_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {69--95},
	file = {Franco - 2023 - Das Mindset der Programmiererinnen auf GitHub – e.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9I3TJLBX/Franco - 2023 - Das Mindset der Programmiererinnen auf GitHub – e.pdf:application/pdf},
}

@incollection{kaiser_digitalisierungsangst_2023,
	address = {Wiesbaden},
	title = {Digitalisierungsangst als {Gefahr} für ein digitales {Mindset}?},
	isbn = {978-3-658-41103-9 978-3-658-41104-6},
	url = {https://link.springer.com/10.1007/978-3-658-41104-6_4},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digitale {Mindsets}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Reif, Julia A. M. and Czakert, Jan Philipp and Spieß, Erika and Berger, Rita},
	editor = {Kaiser, Stephan and Ertl, Bernhard},
	year = {2023},
	doi = {10.1007/978-3-658-41104-6_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {43--67},
	file = {Reif et al. - 2023 - Digitalisierungsangst als Gefahr für ein digitales.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IU5SZPMY/Reif et al. - 2023 - Digitalisierungsangst als Gefahr für ein digitales.pdf:application/pdf},
}

@incollection{kaiser_digital_2023-1,
	address = {Wiesbaden},
	title = {Das {Digital} {Mindset} als essenzieller {Bestandteil} von {Future} {Skills}: {Ein} Überblick über notwendige {Kompetenzen} in der digitalisierten {Zukunft}},
	isbn = {978-3-658-41103-9 978-3-658-41104-6},
	shorttitle = {Das {Digital} {Mindset} als essenzieller {Bestandteil} von {Future} {Skills}},
	url = {https://link.springer.com/10.1007/978-3-658-41104-6_3},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digitale {Mindsets}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Chochoiek, Nadine and Lorenz, Sarah},
	editor = {Kaiser, Stephan and Ertl, Bernhard},
	year = {2023},
	doi = {10.1007/978-3-658-41104-6_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {29--42},
	file = {Chochoiek und Lorenz - 2023 - Das Digital Mindset als essenzieller Bestandteil v.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RHULRIES/Chochoiek und Lorenz - 2023 - Das Digital Mindset als essenzieller Bestandteil v.pdf:application/pdf},
}

@incollection{kaiser_mindsets_2023,
	address = {Wiesbaden},
	title = {Mindsets regulieren: {Eine} intentionale {Perspektive} auf digitale {Mindsets}},
	isbn = {978-3-658-41103-9 978-3-658-41104-6},
	shorttitle = {Mindsets regulieren},
	url = {https://link.springer.com/10.1007/978-3-658-41104-6_2},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digitale {Mindsets}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Loepthien, Tim and Leipold, Bernhard},
	editor = {Kaiser, Stephan and Ertl, Bernhard},
	year = {2023},
	doi = {10.1007/978-3-658-41104-6_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {13--28},
	file = {Loepthien und Leipold - 2023 - Mindsets regulieren Eine intentionale Perspektive.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UJQC7SBY/Loepthien und Leipold - 2023 - Mindsets regulieren Eine intentionale Perspektive.pdf:application/pdf},
}

@incollection{heinlein_digital_2023-2,
	address = {Wiesbaden},
	title = {Digital vernetzte {Arbeit} gestalten: {Das} {Beispiel} {Reflexa}-{Werke} {Albrecht} {GmbH}},
	isbn = {978-3-658-40614-1 978-3-658-40615-8},
	shorttitle = {Digital vernetzte {Arbeit} gestalten},
	url = {https://link.springer.com/10.1007/978-3-658-40615-8_12},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digital vernetzte {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bolte, Annegret and Gross, Manfred and Schüle, Ingo},
	editor = {Heinlein, Michael and Neumer, Judith and Ritter, Tobias},
	year = {2023},
	doi = {10.1007/978-3-658-40615-8_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {325--337},
	file = {Bolte et al. - 2023 - Digital vernetzte Arbeit gestalten Das Beispiel R.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YDGBN9FF/Bolte et al. - 2023 - Digital vernetzte Arbeit gestalten Das Beispiel R.pdf:application/pdf},
}

@incollection{heinlein_praxiskompass_2023,
	address = {Wiesbaden},
	title = {Praxiskompass zur partizipativen belastungsarmen {Gestaltung} digital vernetzter {Arbeit}},
	isbn = {978-3-658-40614-1 978-3-658-40615-8},
	url = {https://link.springer.com/10.1007/978-3-658-40615-8_9},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digital vernetzte {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Neumer, Judith and Heinlein, Michael and Ritter, Tobias and Stöger, Ursula and Merl, Tanja},
	editor = {Heinlein, Michael and Neumer, Judith and Ritter, Tobias},
	year = {2023},
	doi = {10.1007/978-3-658-40615-8_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {233--242},
	file = {Neumer et al. - 2023 - Praxiskompass zur partizipativen belastungsarmen G.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CWU8R4VA/Neumer et al. - 2023 - Praxiskompass zur partizipativen belastungsarmen G.pdf:application/pdf},
}

@incollection{heinlein_alltagliche_2023,
	address = {Wiesbaden},
	title = {Alltägliche {Lebensführung} bei qualifizierter digital vernetzter {Arbeit}},
	isbn = {978-3-658-40614-1 978-3-658-40615-8},
	url = {https://link.springer.com/10.1007/978-3-658-40615-8_8},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digital vernetzte {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Weihrich, Margit},
	editor = {Heinlein, Michael and Neumer, Judith and Ritter, Tobias},
	year = {2023},
	doi = {10.1007/978-3-658-40615-8_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {211--230},
	file = {Weihrich - 2023 - Alltägliche Lebensführung bei qualifizierter digit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VEC4M9FU/Weihrich - 2023 - Alltägliche Lebensführung bei qualifizierter digit.pdf:application/pdf},
}

@incollection{heinlein_belastungen_2023,
	address = {Wiesbaden},
	title = {Belastungen bei digital vernetzter {Dienstleistungsarbeit} – widersprüchliche {Arbeitsanforderungen}},
	isbn = {978-3-658-40614-1 978-3-658-40615-8},
	url = {https://link.springer.com/10.1007/978-3-658-40615-8_7},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digital vernetzte {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stöger, Ursula and Merl, Tanja},
	editor = {Heinlein, Michael and Neumer, Judith and Ritter, Tobias},
	year = {2023},
	doi = {10.1007/978-3-658-40615-8_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {189--210},
	file = {Stöger und Merl - 2023 - Belastungen bei digital vernetzter Dienstleistungs.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3XLPBTBQ/Stöger und Merl - 2023 - Belastungen bei digital vernetzter Dienstleistungs.pdf:application/pdf},
}

@incollection{heinlein_digital_2023-3,
	address = {Wiesbaden},
	title = {Digital vernetzte {Arbeit} in mittelständischen {Unternehmen}: {Anforderungen} im {Umgang} mit {ERP}-{Systemen} und {Grenzen} der {Digitalisierung}},
	isbn = {978-3-658-40614-1 978-3-658-40615-8},
	shorttitle = {Digital vernetzte {Arbeit} in mittelständischen {Unternehmen}},
	url = {https://link.springer.com/10.1007/978-3-658-40615-8_6},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digital vernetzte {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bolte, Annegret and Neumer, Judith},
	editor = {Heinlein, Michael and Neumer, Judith and Ritter, Tobias},
	year = {2023},
	doi = {10.1007/978-3-658-40615-8_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {165--187},
	file = {Bolte und Neumer - 2023 - Digital vernetzte Arbeit in mittelständischen Unte.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4IZDI5J2/Bolte und Neumer - 2023 - Digital vernetzte Arbeit in mittelständischen Unte.pdf:application/pdf},
}

@incollection{kaiser_individuelle_2023,
	address = {Wiesbaden},
	title = {Individuelle und organisationale {Perspektiven} auf {Digitale} {Mindsets}},
	isbn = {978-3-658-41103-9 978-3-658-41104-6},
	url = {https://link.springer.com/10.1007/978-3-658-41104-6_1},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digitale {Mindsets}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kaiser, Stephan and Ertl, Bernhard},
	editor = {Kaiser, Stephan and Ertl, Bernhard},
	year = {2023},
	doi = {10.1007/978-3-658-41104-6_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--9},
	file = {Kaiser und Ertl - 2023 - Individuelle und organisationale Perspektiven auf .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KX28K3ZX/Kaiser und Ertl - 2023 - Individuelle und organisationale Perspektiven auf .pdf:application/pdf},
}

@incollection{heinlein_betriebsarztlicher_2023,
	address = {Wiesbaden},
	title = {Betriebsärztlicher {Instrumentenkoffer} „{Digital} vernetze {Arbeit}“ – {Betreuung} und {Beratung} von {Unternehmen} und {Beschäftigten}},
	isbn = {978-3-658-40614-1 978-3-658-40615-8},
	url = {https://link.springer.com/10.1007/978-3-658-40615-8_11},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digital vernetzte {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Heiden, Barbara and Herbig, Britta},
	editor = {Heinlein, Michael and Neumer, Judith and Ritter, Tobias},
	year = {2023},
	doi = {10.1007/978-3-658-40615-8_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {279--323},
	file = {Heiden und Herbig - 2023 - Betriebsärztlicher Instrumentenkoffer „Digital ver.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SZSIGR2R/Heiden und Herbig - 2023 - Betriebsärztlicher Instrumentenkoffer „Digital ver.pdf:application/pdf},
}

@incollection{heinlein_betriebsarztliches_2023,
	address = {Wiesbaden},
	title = {Betriebsärztliches {Gesundheitscoaching} bei {Beschäftigten} mit digital vernetzter {Arbeit}},
	isbn = {978-3-658-40614-1 978-3-658-40615-8},
	url = {https://link.springer.com/10.1007/978-3-658-40615-8_10},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digital vernetzte {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Heiden, Barbara and Herbig, Britta},
	editor = {Heinlein, Michael and Neumer, Judith and Ritter, Tobias},
	year = {2023},
	doi = {10.1007/978-3-658-40615-8_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {243--278},
	file = {Heiden und Herbig - 2023 - Betriebsärztliches Gesundheitscoaching bei Beschäf.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YMUUHCF5/Heiden und Herbig - 2023 - Betriebsärztliches Gesundheitscoaching bei Beschäf.pdf:application/pdf},
}

@incollection{heinlein_arbeitsgedachtnis_2023,
	address = {Wiesbaden},
	title = {Das {Arbeitsgedächtnis} als limitierender {Faktor} mentaler {Belastung} bei digital vernetzter {Arbeit}. {Annäherung} an eine mentale {Dauerbelastungsgrenze}},
	isbn = {978-3-658-40614-1 978-3-658-40615-8},
	url = {https://link.springer.com/10.1007/978-3-658-40615-8_4},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digital vernetzte {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Herbig, Britta and Heiden, Barbara},
	editor = {Heinlein, Michael and Neumer, Judith and Ritter, Tobias},
	year = {2023},
	doi = {10.1007/978-3-658-40615-8_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {99--129},
	file = {Herbig und Heiden - 2023 - Das Arbeitsgedächtnis als limitierender Faktor men.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LV98H9HA/Herbig und Heiden - 2023 - Das Arbeitsgedächtnis als limitierender Faktor men.pdf:application/pdf},
}

@incollection{heinlein_darstellung_2023,
	address = {Wiesbaden},
	title = {Darstellung und {Wahrnehmung} von {Informationen} bei {Digitalisierung}: eine {Differenzierung} und {Präzisierung}},
	isbn = {978-3-658-40614-1 978-3-658-40615-8},
	shorttitle = {Darstellung und {Wahrnehmung} von {Informationen} bei {Digitalisierung}},
	url = {https://link.springer.com/10.1007/978-3-658-40615-8_3},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digital vernetzte {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Böhle, Fritz},
	editor = {Heinlein, Michael and Neumer, Judith and Ritter, Tobias},
	year = {2023},
	doi = {10.1007/978-3-658-40615-8_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {73--98},
	file = {Böhle - 2023 - Darstellung und Wahrnehmung von Informationen bei .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CN6QNLL6/Böhle - 2023 - Darstellung und Wahrnehmung von Informationen bei .pdf:application/pdf},
}

@incollection{heinlein_arbeit_2023,
	address = {Wiesbaden},
	title = {Arbeit oberhalb der ‚mentalen {Dauerbelastungsgrenze}‘: {Ein} inter- und transdisziplinäres {Forschungsprogramm} zu den {Belastungen} digital vernetzter {Arbeit}},
	isbn = {978-3-658-40614-1 978-3-658-40615-8},
	shorttitle = {Arbeit oberhalb der ‚mentalen {Dauerbelastungsgrenze}‘},
	url = {https://link.springer.com/10.1007/978-3-658-40615-8_1},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digital vernetzte {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Böhle, Fritz and Bolte, Annegret and Glomb, Felix and Gross, Manfred and Heinlein, Michael and Neumer, Judith and Raaymann, Stephan and Ritter, Tobias and Stöger, Ursula},
	editor = {Heinlein, Michael and Neumer, Judith and Ritter, Tobias},
	year = {2023},
	doi = {10.1007/978-3-658-40615-8_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--25},
	file = {Böhle et al. - 2023 - Arbeit oberhalb der ‚mentalen Dauerbelastungsgrenz.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SF5H6JV3/Böhle et al. - 2023 - Arbeit oberhalb der ‚mentalen Dauerbelastungsgrenz.pdf:application/pdf},
}

@incollection{heinlein_digital_2023-4,
	address = {Wiesbaden},
	title = {Digital vernetzte {Arbeit}: {Dimensionen} und {Anforderungen} einer neuen {Arbeitsform}},
	isbn = {978-3-658-40614-1 978-3-658-40615-8},
	shorttitle = {Digital vernetzte {Arbeit}},
	url = {https://link.springer.com/10.1007/978-3-658-40615-8_2},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digital vernetzte {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Heinlein, Michael and Neumer, Judith and Ritter, Tobias},
	editor = {Heinlein, Michael and Neumer, Judith and Ritter, Tobias},
	year = {2023},
	doi = {10.1007/978-3-658-40615-8_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {29--72},
	file = {Heinlein et al. - 2023 - Digital vernetzte Arbeit Dimensionen und Anforder.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X4R9DGMQ/Heinlein et al. - 2023 - Digital vernetzte Arbeit Dimensionen und Anforder.pdf:application/pdf},
}

@incollection{kaiser_den_2023,
	address = {Wiesbaden},
	title = {Den {Menschen} neu denken? {Anspruch} und {Wirklichkeit} der digitalen {Revolution}},
	isbn = {978-3-658-41103-9 978-3-658-41104-6},
	shorttitle = {Den {Menschen} neu denken?},
	url = {https://link.springer.com/10.1007/978-3-658-41104-6_13},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digitale {Mindsets}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lohmann, Friedrich},
	editor = {Kaiser, Stephan and Ertl, Bernhard},
	year = {2023},
	doi = {10.1007/978-3-658-41104-6_13},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {237--249},
	file = {Lohmann - 2023 - Den Menschen neu denken Anspruch und Wirklichkeit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PRMZNTR5/Lohmann - 2023 - Den Menschen neu denken Anspruch und Wirklichkeit.pdf:application/pdf},
}

@incollection{kaiser_projektbasierte_2023,
	address = {Wiesbaden},
	title = {Projektbasierte {Entwicklung} digitaler {Kompetenzen}: {Ein} {Einblick} in die {Erstellung} einer {Virtual} {Reality}-{Lernumgebung}},
	isbn = {978-3-658-41103-9 978-3-658-41104-6},
	shorttitle = {Projektbasierte {Entwicklung} digitaler {Kompetenzen}},
	url = {https://link.springer.com/10.1007/978-3-658-41104-6_8},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digitale {Mindsets}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fink, Maximilian C. and Eisenlauer, Volker and Ertl, Bernhard},
	editor = {Kaiser, Stephan and Ertl, Bernhard},
	year = {2023},
	doi = {10.1007/978-3-658-41104-6_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {133--153},
	file = {Fink et al. - 2023 - Projektbasierte Entwicklung digitaler Kompetenzen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/J3YUZL2S/Fink et al. - 2023 - Projektbasierte Entwicklung digitaler Kompetenzen.pdf:application/pdf},
}

@incollection{kaiser_gekrankte_2023,
	address = {Wiesbaden},
	title = {Das gekränkte {Subjekt} in den {Mythen} digitaler {Technik}. {Das} {Digital} {Mindset} zwischen analoger {Individualisierung} und digitaler {Personalisierung}},
	isbn = {978-3-658-41103-9 978-3-658-41104-6},
	url = {https://link.springer.com/10.1007/978-3-658-41104-6_12},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digitale {Mindsets}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Manhart, Sebastian},
	editor = {Kaiser, Stephan and Ertl, Bernhard},
	year = {2023},
	doi = {10.1007/978-3-658-41104-6_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {211--235},
	file = {Manhart - 2023 - Das gekränkte Subjekt in den Mythen digitaler Tech.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HZZTMZKE/Manhart - 2023 - Das gekränkte Subjekt in den Mythen digitaler Tech.pdf:application/pdf},
}

@incollection{kaiser_gaming_2023,
	address = {Wiesbaden},
	title = {Gaming {Disorder}: {Empirische} {Evidenz} im {Kontext} eines interorganisationalen {Diskurses}},
	isbn = {978-3-658-41103-9 978-3-658-41104-6},
	shorttitle = {Gaming {Disorder}},
	url = {https://link.springer.com/10.1007/978-3-658-41104-6_11},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digitale {Mindsets}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wagner, Matthias},
	editor = {Kaiser, Stephan and Ertl, Bernhard},
	year = {2023},
	doi = {10.1007/978-3-658-41104-6_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {193--210},
	file = {Wagner - 2023 - Gaming Disorder Empirische Evidenz im Kontext ein.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LHBUTFZI/Wagner - 2023 - Gaming Disorder Empirische Evidenz im Kontext ein.pdf:application/pdf},
}

@incollection{hippe_agile_2023,
	address = {Wiesbaden},
	title = {Agile {Organisationdesigns} in {Zeiten} digitaler {Transformation}},
	isbn = {978-3-658-41617-1 978-3-658-41618-8},
	url = {https://link.springer.com/10.1007/978-3-658-41618-8_12},
	language = {de-DE},
	urldate = {2023-08-02},
	booktitle = {Nachhaltigkeit und {Innovation} in internen und externen {Unternehmensbeziehungen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Mack, Oliver},
	editor = {Hippe, Alan and Wirsam, Jan},
	year = {2023},
	doi = {10.1007/978-3-658-41618-8_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {219--236},
	file = {Mack - 2023 - Agile Organisationdesigns in Zeiten digitaler Tran.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TDLKMAXN/Mack - 2023 - Agile Organisationdesigns in Zeiten digitaler Tran.pdf:application/pdf},
}

@incollection{hippe_bedeutung_2023,
	address = {Wiesbaden},
	title = {Bedeutung der {Digitalisierung} im {Financial} {Management}},
	isbn = {978-3-658-41617-1 978-3-658-41618-8},
	url = {https://link.springer.com/10.1007/978-3-658-41618-8_5},
	language = {de-DE},
	urldate = {2023-08-02},
	booktitle = {Nachhaltigkeit und {Innovation} in internen und externen {Unternehmensbeziehungen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Von Waldegge, Sylke Heusinger},
	editor = {Hippe, Alan and Wirsam, Jan},
	year = {2023},
	doi = {10.1007/978-3-658-41618-8_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {83--104},
	file = {Von Waldegge - 2023 - Bedeutung der Digitalisierung im Financial Managem.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/94IRJWZ3/Von Waldegge - 2023 - Bedeutung der Digitalisierung im Financial Managem.pdf:application/pdf},
}

@incollection{hippe_digital_2023,
	address = {Wiesbaden},
	title = {„{Digital} {Health}“ in der {Betriebsgastronomie}: {Monitoring} der {Gesundheit} von {Mitarbeitenden} durch den {Einsatz} von {Glukose}- und {Ernährungstracking}},
	isbn = {978-3-658-41617-1 978-3-658-41618-8},
	shorttitle = {„{Digital} {Health}“ in der {Betriebsgastronomie}},
	url = {https://link.springer.com/10.1007/978-3-658-41618-8_16},
	language = {de-DE},
	urldate = {2023-08-02},
	booktitle = {Nachhaltigkeit und {Innovation} in internen und externen {Unternehmensbeziehungen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Röhl, Kevin and Wirsam, Jan},
	editor = {Hippe, Alan and Wirsam, Jan},
	year = {2023},
	doi = {10.1007/978-3-658-41618-8_16},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {293--306},
	file = {Röhl und Wirsam - 2023 - „Digital Health“ in der Betriebsgastronomie Monit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5MFX8T94/Röhl und Wirsam - 2023 - „Digital Health“ in der Betriebsgastronomie Monit.pdf:application/pdf},
}

@incollection{schiefner-rohs_uberblick_2023,
	title = {Überblick und {Einblicke}. {Tafel} und {Hefte} als {Medien} der öffentlichen {Wissensproduktion} im {Unterricht}},
	isbn = {978-3-7815-2578-8},
	url = {https://www.pedocs.de/volltexte/2023/27002/pdf/Leicht_2023_Ueberblick_und_Einblicke.pdf},
	language = {de-DE},
	urldate = {2023-07-31},
	booktitle = {Ethnographie und {Videographie} pädagogischer {Praktiken}. "{Ein}-{Blicke}" in {Projekte} der {Schul}- und {Unterrichtsforschung} in einer {Kultur} der {Digitalität}},
	publisher = {Verlag Julius Klinkhardt},
	author = {Leicht, Johanna},
	editor = {Schiefner-Rohs, Mandy and Heymann, Carina and Neto Carvalho, Isabel},
	year = {2023},
	doi = {10.35468/6020-07},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {103--119},
	file = {Leicht - 2023 - Überblick und Einblicke. Tafel und Hefte als Medie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/J6N8QC7G/Leicht - 2023 - Überblick und Einblicke. Tafel und Hefte als Medie.pdf:application/pdf},
}

@incollection{schmidt_lessons_2023,
	address = {Wiesbaden},
	title = {Lessons learned from {COVID}-19: {Zwischenmenschliche} {Kommunikation} in digitalen {Geschäftsbeziehungen} – eine beziehungsmanagementorientierte {Betrachtung} auf {Basis} des {Event} {Life} {Cycle}},
	volume = {35},
	isbn = {978-3-658-40704-9 978-3-658-40705-6},
	shorttitle = {Lessons learned from {COVID}-19},
	url = {https://link.springer.com/10.1007/978-3-658-40705-6_2},
	language = {de-DE},
	urldate = {2023-06-26},
	booktitle = {Soziale {Themen} in {Unternehmens}- und {Wirtschaftskommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Landmann, Elisa and Pilny, Henrietta Leonie and Siems, Florian U. and Nguyen, Bui Duc},
	editor = {Schmidt, Christopher M. and Heinemann, Sabine and Banholzer, Volker Markus and Nielsen, Martin and Siems, Florian U.},
	year = {2023},
	doi = {10.1007/978-3-658-40705-6_2},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {43--58},
	file = {Landmann et al. - 2023 - Lessons learned from COVID-19 Zwischenmenschliche.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DDJCNIKC/Landmann et al. - 2023 - Lessons learned from COVID-19 Zwischenmenschliche.pdf:application/pdf},
}

@incollection{schmidt_digital_2023,
	address = {Wiesbaden},
	title = {Digital {Communication} {Strategies}: {The} {Impact} of {Framing} in {Debt} {Collection} {Messages}},
	volume = {35},
	isbn = {978-3-658-40704-9 978-3-658-40705-6},
	shorttitle = {Digital {Communication} {Strategies}},
	url = {https://link.springer.com/10.1007/978-3-658-40705-6_3},
	language = {en-GB},
	urldate = {2023-06-26},
	booktitle = {Soziale {Themen} in {Unternehmens}- und {Wirtschaftskommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kobsch, Henry and Conrad, Ricarda and Goetze, Minou and Stricker, Stephan},
	editor = {Schmidt, Christopher M. and Heinemann, Sabine and Banholzer, Volker Markus and Nielsen, Martin and Siems, Florian U.},
	year = {2023},
	doi = {10.1007/978-3-658-40705-6_3},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {59--77},
	file = {Kobsch et al. - 2023 - Digital Communication Strategies The Impact of Fr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DEZU92UZ/Kobsch et al. - 2023 - Digital Communication Strategies The Impact of Fr.pdf:application/pdf},
}

@incollection{schmidt_public_2023,
	address = {Wiesbaden},
	title = {Public {Relations} im {Zeitalter} zunehmender {Digitalisierung}: {Erkenntnisse} einer explorativen {Expert}:innenstudie},
	volume = {35},
	isbn = {978-3-658-40704-9 978-3-658-40705-6},
	shorttitle = {Public {Relations} im {Zeitalter} zunehmender {Digitalisierung}},
	url = {https://link.springer.com/10.1007/978-3-658-40705-6_4},
	language = {de-DE},
	urldate = {2023-06-26},
	booktitle = {Soziale {Themen} in {Unternehmens}- und {Wirtschaftskommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Redler, Jörn and Rolke, Lothar and Giuliano, Gina},
	editor = {Schmidt, Christopher M. and Heinemann, Sabine and Banholzer, Volker Markus and Nielsen, Martin and Siems, Florian U.},
	year = {2023},
	doi = {10.1007/978-3-658-40705-6_4},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {79--109},
	file = {Redler et al. - 2023 - Public Relations im Zeitalter zunehmender Digitali.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TNFH4QEU/Redler et al. - 2023 - Public Relations im Zeitalter zunehmender Digitali.pdf:application/pdf},
}

@incollection{schmidt_social_2023,
	address = {Wiesbaden},
	title = {Social {Issues} or the {Social} as an {Issue}—{Rethinking} {Sociality} in a {Post}-{Digital} {Era}},
	volume = {35},
	isbn = {978-3-658-40704-9 978-3-658-40705-6},
	url = {https://link.springer.com/10.1007/978-3-658-40705-6_5},
	abstract = {In the post-digital era we are currently experiencing, digital technologies are becoming so ubiquitous that we have begun to take them for granted in our lives—at home as well as at work. The argument of this chapter is that this technological transformation is, in fact, a social revolution, and that this urges us to re-think what we mean with ‘the social’. The chapter starts by teasing out what makes the current technological transformation a social revolution. Then we unpack what the contemporary technological development does to the social. In so doing, we outline two existential concerns: the separation of humans and machines, and the proliferation of relationships to many others. Because of these reconfigurations, we argue, sociality needs to be reconceptualized in a way that also should be considered by those interested in communication. We end the chapter by elaborating on this.},
	language = {en-GB},
	urldate = {2023-06-26},
	booktitle = {Soziale {Themen} in {Unternehmens}- und {Wirtschaftskommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hallin, Anette and Ivory, Chris},
	editor = {Schmidt, Christopher M. and Heinemann, Sabine and Banholzer, Volker Markus and Nielsen, Martin and Siems, Florian U.},
	year = {2023},
	doi = {10.1007/978-3-658-40705-6_5},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {111--123},
	file = {Hallin und Ivory - 2023 - Social Issues or the Social as an Issue—Rethinking.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZWD85WSX/Hallin und Ivory - 2023 - Social Issues or the Social as an Issue—Rethinking.pdf:application/pdf},
}

@incollection{lattemann_handwerk_2023,
	address = {Wiesbaden},
	title = {Handwerk 4.0: {Bedarf} und {Existenz} digitaler {Kompetenzen} und {Qualifizierungsvorlieben} im {Handwerksbetrieb} vor dem {Hintergrund} der {Implementierung} und {Etablierung} der neuen {Servicesoftware} {Athene} 4.0},
	isbn = {978-3-658-38812-6 978-3-658-38813-3},
	shorttitle = {Handwerk 4.0},
	url = {https://link.springer.com/10.1007/978-3-658-38813-3_8},
	language = {de-DE},
	urldate = {2023-05-30},
	booktitle = {Personennahe {Dienstleistungen} der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Guhlemann, Kerstin and Best, Christine and Ali, Amina},
	editor = {Lattemann, Christoph and Robra-Bissantz, Susanne},
	year = {2023},
	doi = {10.1007/978-3-658-38813-3_8},
	note = {Series Title: Edition HMD},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {135--148},
	file = {Guhlemann et al. - 2023 - Handwerk 4.0 Bedarf und Existenz digitaler Kompet.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PLQPCC6M/Guhlemann et al. - 2023 - Handwerk 4.0 Bedarf und Existenz digitaler Kompet.pdf:application/pdf},
}

@incollection{lattemann_digitalisierung_2023,
	address = {Wiesbaden},
	title = {Digitalisierung personennaher {Dienstleistungen}: {Die} {Service} {Canvas} als {Gestaltungswerkzeug}},
	isbn = {978-3-658-38812-6 978-3-658-38813-3},
	shorttitle = {Digitalisierung personennaher {Dienstleistungen}},
	url = {https://link.springer.com/10.1007/978-3-658-38813-3_9},
	language = {de-DE},
	urldate = {2023-05-30},
	booktitle = {Personennahe {Dienstleistungen} der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lattemann, Christoph and Ahmad, Rangina and Gebbing, Pia and Geiger, Manuel and Guerrero, Ricardo and Kroschewski, Theresa and Lohrenz, Lisa and Michalke, Simon},
	editor = {Lattemann, Christoph and Robra-Bissantz, Susanne},
	year = {2023},
	doi = {10.1007/978-3-658-38813-3_9},
	note = {Series Title: Edition HMD},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {149--165},
	file = {Lattemann et al. - 2023 - Digitalisierung personennaher Dienstleistungen Di.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HUF2EJD7/Lattemann et al. - 2023 - Digitalisierung personennaher Dienstleistungen Di.pdf:application/pdf},
}

@incollection{lattemann_livingsmart_2023,
	address = {Wiesbaden},
	title = {{LivingSmart}: {Vertrauen} als {Kernelement} zur erfolgreichen {Positionierung} digitaler {Plattformen} für personennahe {Dienstleistungen}},
	isbn = {978-3-658-38812-6 978-3-658-38813-3},
	shorttitle = {{LivingSmart}},
	url = {https://link.springer.com/10.1007/978-3-658-38813-3_3},
	language = {de-DE},
	urldate = {2023-05-30},
	booktitle = {Personennahe {Dienstleistungen} der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ferdinand, Manuela and Schultz, Carsten},
	editor = {Lattemann, Christoph and Robra-Bissantz, Susanne},
	year = {2023},
	doi = {10.1007/978-3-658-38813-3_3},
	note = {Series Title: Edition HMD},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {37--52},
	file = {Ferdinand und Schultz - 2023 - LivingSmart Vertrauen als Kernelement zur erfolgr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LUX4DH55/Ferdinand und Schultz - 2023 - LivingSmart Vertrauen als Kernelement zur erfolgr.pdf:application/pdf},
}

@incollection{lattemann_durch_2023,
	address = {Wiesbaden},
	title = {Durch {Selbstlernkompetenz} beim informellen {Arbeitsplatzlernen} mit der digitalen {Transformation} {Schritt} halten: {Wissenschaftliche} {Ergebnisse} aus dem {Projekt} {Lernen} in der digitalisierten {Arbeitswelt} – {LidA}},
	isbn = {978-3-658-38812-6 978-3-658-38813-3},
	shorttitle = {Durch {Selbstlernkompetenz} beim informellen {Arbeitsplatzlernen} mit der digitalen {Transformation} {Schritt} halten},
	url = {https://link.springer.com/10.1007/978-3-658-38813-3_10},
	language = {de-DE},
	urldate = {2023-05-30},
	booktitle = {Personennahe {Dienstleistungen} der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kittel, Anne F. D. and Radi-Pentz, Anita and Seufert, Tina},
	editor = {Lattemann, Christoph and Robra-Bissantz, Susanne},
	year = {2023},
	doi = {10.1007/978-3-658-38813-3_10},
	note = {Series Title: Edition HMD},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {167--180},
	file = {Kittel et al. - 2023 - Durch Selbstlernkompetenz beim informellen Arbeits.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DH2RCDMX/Kittel et al. - 2023 - Durch Selbstlernkompetenz beim informellen Arbeits.pdf:application/pdf},
}

@incollection{lattemann_athene_2023,
	address = {Wiesbaden},
	title = {Athene 4.0: {Konzeption}, {Entwicklung} und {Erprobung} einer {Softwarelösung} zur {Digitalisierung} kleiner {Handwerksbetriebe}},
	isbn = {978-3-658-38812-6 978-3-658-38813-3},
	shorttitle = {Athene 4.0},
	url = {https://link.springer.com/10.1007/978-3-658-38813-3_17},
	language = {de-DE},
	urldate = {2023-05-30},
	booktitle = {Personennahe {Dienstleistungen} der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lücke, Michael and Hausmann, Maik},
	editor = {Lattemann, Christoph and Robra-Bissantz, Susanne},
	year = {2023},
	doi = {10.1007/978-3-658-38813-3_17},
	note = {Series Title: Edition HMD},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {295--309},
	file = {Lücke und Hausmann - 2023 - Athene 4.0 Konzeption, Entwicklung und Erprobung .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/73HMJTQ9/Lücke und Hausmann - 2023 - Athene 4.0 Konzeption, Entwicklung und Erprobung .pdf:application/pdf},
}

@incollection{lattemann_lernen_2023,
	address = {Wiesbaden},
	title = {Lernen in der digitalisierten {Arbeitswelt} ({LidA})},
	isbn = {978-3-658-38812-6 978-3-658-38813-3},
	url = {https://link.springer.com/10.1007/978-3-658-38813-3_19},
	language = {de-DE},
	urldate = {2023-05-30},
	booktitle = {Personennahe {Dienstleistungen} der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Seiter, Mischa and Kasselmann, Sebastian and Stich, Volker and Senderek, Roman and Seufert, Tina and Kittel, Anne and Radi-Pentz, Anita and Tödt, Alexandra and Samoila, Oliver and Zenzen, Enrico and Zeyrek, Korhan and Hutfless, Joachim and Schupik, Christian and Piel, Lena},
	editor = {Lattemann, Christoph and Robra-Bissantz, Susanne},
	year = {2023},
	doi = {10.1007/978-3-658-38813-3_19},
	note = {Series Title: Edition HMD},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {327--352},
	file = {Seiter et al. - 2023 - Lernen in der digitalisierten Arbeitswelt (LidA).pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SZBKQD73/Seiter et al. - 2023 - Lernen in der digitalisierten Arbeitswelt (LidA).pdf:application/pdf},
}

@incollection{mayrberger_mediendidaktik_nodate,
	title = {Mediendidaktik als {Didaktik} in der {Digitalität} – praxistheoretisch informierte {Betrachtung} von {Handlungsfähigkeit} in der {Hochschulbildung} in der digitalen {Transformation}},
	language = {de-DE},
	author = {Mayrberger, Kerstin},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, ⛔ No DOI found},
	file = {Mayrberger - 2023 - Mediendidaktik als Didaktik in der Digitalität – p.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PYEZWZYK/Mayrberger - 2023 - Mediendidaktik als Didaktik in der Digitalität – p.pdf:application/pdf;Mayrberger - Mediendidaktik als Didaktik in der Digitalität – p.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AS2DR25P/Mayrberger - Mediendidaktik als Didaktik in der Digitalität – p.pdf:application/pdf},
}

@incollection{baur_digitale_2019-1,
	address = {Wiesbaden},
	title = {Digitale {Spiele}},
	isbn = {978-3-658-21307-7 978-3-658-21308-4},
	url = {http://link.springer.com/10.1007/978-3-658-21308-4_78},
	language = {de-DE},
	urldate = {2023-02-08},
	booktitle = {Handbuch {Methoden} der empirischen {Sozialforschung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bottel, Matthias and Kirschner, Heiko},
	editor = {Baur, Nina and Blasius, Jörg},
	year = {2019},
	doi = {10.1007/978-3-658-21308-4_78},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1089--1102},
	file = {Bottel und Kirschner - 2019 - Digitale Spiele.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/42EWUYV6/Bottel und Kirschner - 2019 - Digitale Spiele.pdf:application/pdf},
}

@incollection{baur_digitale_2019-2,
	address = {Wiesbaden},
	title = {Digitale {Methoden} im Überblick},
	isbn = {978-3-658-21307-7 978-3-658-21308-4},
	url = {http://link.springer.com/10.1007/978-3-658-21308-4_69},
	language = {de-DE},
	urldate = {2023-02-08},
	booktitle = {Handbuch {Methoden} der empirischen {Sozialforschung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Thimm, Caja and Nehls, Patrick},
	editor = {Baur, Nina and Blasius, Jörg},
	year = {2019},
	doi = {10.1007/978-3-658-21308-4_69},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {973--990},
	file = {Thimm und Nehls - 2019 - Digitale Methoden im Überblick.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G9H3GRCE/Thimm und Nehls - 2019 - Digitale Methoden im Überblick.pdf:application/pdf},
}

@incollection{pfannstiel_digitalisierte_2017-1,
	address = {Wiesbaden},
	title = {Digitalisierte {Gesundheitsnetzwerke} mit {Telemedizin}: {Produktive} {Netzwerkmedizin} am {Beispiel} {Schlaganfall}},
	isbn = {978-3-658-12257-7 978-3-658-12258-4},
	shorttitle = {Digitalisierte {Gesundheitsnetzwerke} mit {Telemedizin}},
	url = {http://link.springer.com/10.1007/978-3-658-12258-4_3},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {I}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rashid, Asarnusch and Laufer, Julian and Shammas, Layal and Marquardt, Kurt and Griewing, Bernd and Soda, Hassan},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12258-4_3},
	keywords = {NFS-H-19, \#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {41--57},
	file = {Rashid et al. - 2017 - Digitalisierte Gesundheitsnetzwerke mit Telemedizi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IBY6QUUX/Rashid et al. - 2017 - Digitalisierte Gesundheitsnetzwerke mit Telemedizi.pdf:application/pdf},
}

@incollection{pfannstiel_rehabx_2019,
	address = {Wiesbaden},
	title = {{ReHabX}: {Personalisierte} {Therapiesteuerung} bei {Gangstörungen} am {Beispiel} des {Schlaganfalls}},
	isbn = {978-3-658-23986-2 978-3-658-23987-9},
	shorttitle = {{ReHabX}},
	url = {http://link.springer.com/10.1007/978-3-658-23987-9_12},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {V}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kecskeméthy, Andrés and Siebler, Mario and Raab, Dominik and Geu Flores, Francisco and Hefter, Harald},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-23987-9_12},
	keywords = {NFS-H-19, \#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {237--254},
	file = {Kecskeméthy et al. - 2019 - ReHabX Personalisierte Therapiesteuerung bei Gang.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4P4NFTYB/Kecskeméthy et al. - 2019 - ReHabX Personalisierte Therapiesteuerung bei Gang.pdf:application/pdf},
}

@incollection{pfannstiel_nutzerzentrierte_2019,
	address = {Wiesbaden},
	title = {Nutzerzentrierte {Entwicklung} eines roboterbasierten {Telerehabilitationssystems} für {Schlaganfallpatienten}},
	isbn = {978-3-658-23986-2 978-3-658-23987-9},
	url = {http://link.springer.com/10.1007/978-3-658-23987-9_13},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {V}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ivanova, Ekaterina and Jankowski, Natalie and Lorenz, Katharina and Schrader, Mareike and Schmidt, Henning and Krüger, Jörg and Minge, Michael},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-23987-9_13},
	keywords = {NFS-H-19, \#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {255--278},
	file = {Ivanova et al. - 2019 - Nutzerzentrierte Entwicklung eines roboterbasierte.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/24WEWP5S/Ivanova et al. - 2019 - Nutzerzentrierte Entwicklung eines roboterbasierte.pdf:application/pdf},
}

@incollection{pfannstiel_innovative_2019,
	address = {Wiesbaden},
	title = {Innovative, spielerische {Therapie} mit einem {Roboterball} bei {Schlaganfallpatienten} – {Erfahrungen} und {Ergebnisse}},
	isbn = {978-3-658-23986-2 978-3-658-23987-9},
	url = {http://link.springer.com/10.1007/978-3-658-23987-9_14},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {V}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Neuendorf, Tilo and Zschäbitz, Daniel and Nitzsche, Nico and Schulz, Henry},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-23987-9_14},
	keywords = {NFS-H-19, \#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {279--294},
	file = {Neuendorf et al. - 2019 - Innovative, spielerische Therapie mit einem Robote.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7BP38CDQ/Neuendorf et al. - 2019 - Innovative, spielerische Therapie mit einem Robote.pdf:application/pdf},
}

@incollection{pfannstiel_mobil_2019,
	address = {Wiesbaden},
	title = {„{Mobil} nach {Schlaganfall}“ – ein überregionales {Versorgungskonzept} im regionalen und multiprofessionellen {Setting}},
	isbn = {978-3-658-23986-2 978-3-658-23987-9},
	url = {http://link.springer.com/10.1007/978-3-658-23987-9_11},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {V}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Böing, Thorsten},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-23987-9_11},
	keywords = {NFS-H-19, \#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {221--235},
	file = {Böing - 2019 - „Mobil nach Schlaganfall“ – ein überregionales Ver.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q5RGQCCT/Böing - 2019 - „Mobil nach Schlaganfall“ – ein überregionales Ver.pdf:application/pdf},
}

@incollection{meier_lehr-lern-labore_2023-1,
	address = {Wiesbaden},
	title = {Lehr-{Lern}-{Labore} und {Digitalisierung}: {Strömungen} und {Veränderungen} in der {Lehr}-{Lern}-{Labor}-{Landschaft} als {Folge} des digitalen {Wandels}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_1},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_1},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--16},
	file = {Meier et al. - 2023 - Lehr-Lern-Labore und Digitalisierung Strömungen u.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DUNZZGJI/Meier et al. - 2023 - Lehr-Lern-Labore und Digitalisierung Strömungen u.pdf:application/pdf},
}

@incollection{schmidtke_mit_2024,
	address = {Wiesbaden},
	title = {Mit {LISSI} \& {HÖSL} zur {Community} {Nurse} – {Die} funktionale {Organisation} digital überwinden},
	isbn = {978-3-658-42846-4 978-3-658-42847-1},
	url = {https://link.springer.com/10.1007/978-3-658-42847-1_12},
	language = {de-DE},
	urldate = {2024-06-08},
	booktitle = {Sozial - {Innovativ} - {Nachhaltig}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Brandl, Paul and Hösl, Gabriela and Schnabler, Jürgen},
	editor = {Schmidtke, Birgit and Kolbinger, Martin Lu and Molzbichler, Daniela},
	year = {2024},
	doi = {10.1007/978-3-658-42847-1_12},
	note = {Series Title: Perspektiven Sozialwirtschaft und Sozialmanagement},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {225--256},
	file = {Brandl et al. - 2024 - Mit LISSI & HÖSL zur Community Nurse – Die funktio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6GW24LR4/Brandl et al. - 2024 - Mit LISSI & HÖSL zur Community Nurse – Die funktio.pdf:application/pdf},
}

@incollection{bauer_entleiblichung_2024,
	title = {Entleiblichung und digitalisierte {Selbstdarstellung}. {Das} {Selbst} in schwierigen {Zeiten}},
	isbn = {978-3-7815-6073-4 978-3-7815-2619-8},
	url = {http://nbn-resolving.de/urn:nbn:de:0111-pedocs-289419},
	abstract = {Welche Bedingungen für die Selbstentwicklung ändern sich durch die Digitalisierung, möglicherweise beschleunigt durch die derzeitige Pandemie? Gibt es nachweisbare Effekte? Nehmen heteronome Einflüsse zu? Die Möglichkeiten einer datengestützten Selbstformung und Selbstdarstellung haben sich vervielfacht und werden offenbar millionenfach genutzt. Unter Verweis auf die impliziten Aspekte des Selbst werden hierfür aber Grenzen aufgezeigt. Poppers Drei-Welten-Theorie (Popper, 2015, 263ff) wird herangezogen, um die Beziehungen zwischen virtueller Realität und materieller Welt abzubilden, und es wird behauptet, die Zunahme von Objekten der Welt 3 habe sich beschleunigt. Unter Bezug auf die phänomenologischen Arbeiten von Thomas Fuchs (2020) wird die These herausgearbeitet, dass die Digitalisierung Prozesse der Entleiblichung vorantreibt, welche die Persönlichkeitsentwicklung gefährden. Es wird aber auch gezeigt, dass Gegenbewegungen einer Verleiblichung empirisch belegbar sind. Im Hinblick auf die sich rasch ausbreitende Kultur der Selbstdarstellung und Selbstinszenierung durch das Selfie in sozialen Netzwerken wird gefragt, ob dies überwiegend heteronomen Interessen dient oder auch ein Potential für die kreative Entwicklung und Erweiterung des Spielraums für das Selbst enthält. Als Kriterien für eine empirische Überprüfung von Effekten der Nutzung digitaler Medien werden exemplarisch Seelische Gesundheit, Selbstwertgefühl und Selbstwirksamkeit sowie die Fähigkeit zum Flowerleben genannt und aktuelle Ergebnisse internationaler Studien über Veränderungen in Zeiten der Pandemie referiert. Im Hinblick auf die niemals abgeschlossenen Bemühungen um eine Selbstoptimierung werden kritische Positionen von Seiten der Erziehungswissenschaft und ihrer Bezugsdisziplinen referiert, aber auch darauf verwiesen, dass hier intrinsische Motivationen anzunehmen sind, die schon vor der Digitalisierung und der Verwendung von Big Data Menschen dazu angetrieben haben, sich im Hinblick auf internale und soziale Bezugsnormen selbst körperlich und seelisch auszuformen und gezielt zu entwickeln, bis hin zu einer resilienten Haltung dem Tod gegenüber. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Persönlichkeitsbildung in {Zeiten} von {Digitalisierung}},
	publisher = {pedocs},
	author = {Bauer, Karl-Oswald},
	editor = {Graf, Ulrike and Iwers, Telse and Altner, Nils and Staudinger, Katja},
	year = {2024},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Corporealtity, COVID-19, Digitale Medien, Digitalisierung, Digitalization, Humanistische Pädagogik, Humanistische Psychologie, Körper {\textless}Biol{\textgreater}, Leiblichkeit, Pandemie, Personality development, Persönlichkeitsbildung, Persönlichkeitsentwicklung, Promotion:Literaturanalyse, Psychic development, Psychische Gesundheit, Psychological development, Selbstdarstellung, Selbstfindung, Selbstwertgefühl, Selbstwirksamkeit, Self efficacy, Self-representation, Social networks, Soziales Netzwerk},
	pages = {21--32},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/SX8MB7KD/Bauer - Entleiblichung und digitalisierte Selbstdarstellun.pdf:application/pdf},
}

@incollection{rank_moglichkeiten_nodate,
	title = {Möglichkeiten der {Leistungserhebung}, -bewertung und -rückmeldung mit digitalen {Medien}},
	isbn = {978-3-7815-5938-7 978-3-7815-2498-9},
	url = {http://nbn-resolving.de/urn:nbn:de:0111-pedocs-242515},
	abstract = {Eine der Hauptaufgaben von Lehrkräften der Grundschule ist es, die Leistungen der Schülerinnen und Schüler wahrzunehmen, zu erheben, zu bewerten und rückzumelden. Digitale Medien bieten hierfür neue Möglichkeiten. Welche Veränderungen digitale Medien in den Phasen der Leistungserhebung, -bewertung und -rückmeldung eröffnen, wird im Folgenden an Beispielen aus verschiedenen Fächern und Anwendungsbereichen der Grundschule verdeutlicht. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2024-05-14},
	publisher = {pedocs},
	author = {Rank, Astrid},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Digitalisierung, Digitalization, Media pedagogics, Medienpädagogik, Primarbereich, Primary level, Digitale Medien, Pupil achievement, Schülerleistung, Student achievement, Individual support, Individuelle Förderung, Media education, Primary education, Achievement, Leistung, Achievement measurement, Achievement test, Leistungsbeurteilung, Pupil Evaluation, Leistungsmessung, Performance measurement, Grundschulpädagogik, Primary school education, Primary school pedagogics, Leistungsrückmeldung, Bezugsnorm, Leistungsbegriff},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/M93EAEYT/Rank - Möglichkeiten der Leistungserhebung, -bewertung un.pdf:application/pdf},
}

@incollection{reisenhofer_fur_nodate,
	title = {"{Für} mich ist {Computerspielen} gerade einfach ein sehr, sehr großer {Teil} von meinem {Leben}". {Eine} qualitative {Analyse} zur persönlichkeitsbildenden {Bedeutung} des {Computerspielens} {Adoleszenter} im {Zuge} von {COVID}-19},
	isbn = {978-3-7815-6073-4 978-3-7815-2619-8},
	url = {http://nbn-resolving.de/urn:nbn:de:0111-pedocs-289455},
	abstract = {Die Basis des Beitrags bildet die qualitative Studie „Ich Zocke“, in der die Belastungen und Bewältigungsstrategien Adoleszenter während der Pandemie unter Fokussierung auf das Computerspielen untersucht wurden. Adoleszente gelten im Zuge einer Pandemie entwicklungsbedingt als vulnerable Gruppe, die dementsprechend besonders unter den Auswirkungen der Maßnahmen zu deren Eindämmung leiden (Kaman et al., 2021). Während der Corona-Pandemie stieg der Spielkonsum von Adoleszenten seit Beginn der Krise, wie aktuelle Studien nachweisen (YouGov, 2020). In der Studie „Ich Zocke“ wurden vor diesem Hintergrund 15 Adoleszente im Alter von 11 bis 21 Jahren mittels einer Kombination aus narrativen und problemzentrierten Interviews zu ihrem Erleben der Pandemie in Zusammenhang mit ihrem Computerspielverhalten zwischen Juni und Juli 2021 interviewt. In welcher Hinsicht Computerspiele als Möglichkeitsräume für Entwicklung, Veränderung und Bildungsanlässe (Fromme, Jörissen \& Unger, 2008; Fromme \& Könitz, 2014; Fritz, 2009) in Zeiten einer Krise gelten können sowie die Frage, welche zusätzlichen Belastungen mit dem Computerspielen einhergehen, werden in dem geplanten Beitrag diskutiert. Dabei verstehen wir Computerspiele als Erfahrungsräume (Mittlböck, 2020), die das Potenzial zur Formung und Umformung der Art und Weise, wie wir uns und unsere Welt wahrnehmen (Fromme \& Könitz, 2014), beinhalten. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2024-05-14},
	publisher = {pedocs},
	author = {Reisenhofer, Christin and Gruber, Andreas},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Digitalisierung, Digitalization, Adolescent, Belastung, Jugendlicher, Humanistic pedagogics, COVID-19, Pandemie, Mediennutzung, Social interaction, Soziale Interaktion, Utilisation of media, Utilization of media, Qualitative Analyse, Qualitative analysis, Humanistische Pädagogik, Humanistische Psychologie, Personality development, Persönlichkeitsbildung, Computer game, Computerspiel, Adolescence, Adoleszenz, Playing behavior, Saving habit, Spielverhalten, Videospiel},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/TPQB6VEE/Reisenhofer und Gruber - Für mich ist Computerspielen gerade einfach ein s.pdf:application/pdf},
}

@incollection{volschow_zwischen_nodate,
	title = {Zwischen {Persönlichkeitsbildung} und {Digitalisierung}. {Optionen} und {Grenzen} elektronischer {Portfolioarbeit} zur {Reflexionsunterstützung} im {Lehramtsstudium}},
	isbn = {978-3-7815-6073-4 978-3-7815-2619-8},
	url = {http://nbn-resolving.de/urn:nbn:de:0111-pedocs-289530},
	abstract = {Der Konzeptbeitrag befasst sich mit der Reflexionsunterstützung im Lehramtsstudium unter besonderer Fokussierung elektronischer Portfolioarbeit. Dabei wird u. a. verdeutlicht, warum Reflexion grundlegend für den persönlichkeitsbildenden Anteil des Professionalisierungsprozesses ist (Schön, 1983). Gerade mit Blick auf die verstärkten Digitalisierungsforderungen im Studium ist dabei auch die digital unterstützte Reflexionsanregung zu thematisieren. Im Rahmen von zwei BMBF geförderten Qualitätsoffensive Lehrerbildung Projekten wurde an der Universität Vechta seit 2016 ein digitales Portfolio-Tool entwickelt, das aktuell implementiert und evaluiert wird. Das Tool verfolgt insbesondere das Ziel der Reflexion eigener Lern- und Entwicklungsprozesse und dient damit dem Professionalisierungsprozess (Bauer, 2012). In diesem Beitrag wird nach einer theoriegeleiteten Betrachtung digitaler Reflexionsförderung zur Unterstützung professionsbezogener Persönlichkeitsbildung auf die Methode Portfolioarbeit (u.a. Bräuer, 2014) eingegangen. Abschließend werden Gelingensbedingungen und Grenzen reflexionsfördernder elektronischer Portfolioarbeit zur Unterstützung der Persönlichkeitsbildung angehender Lehrkräfte verdeutlicht. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2024-05-14},
	publisher = {pedocs},
	author = {Völschow, Yvette and Warrelmann, Julia-Nadine},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Digitalisierung, Digitalization, Lehrerbildung, Professionalisierung, Professionalization, Teachers' training, Humanistic pedagogics, Teacher education, Lehramtsstudent, Student teachers, Digitale Medien, Humanistische Pädagogik, Humanistische Psychologie, Personality development, Persönlichkeitsbildung, Portfolio, Lehrerpersönlichkeit, Reflexion {\textless}Phil{\textgreater}},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/T785ZMZ7/Völschow und Warrelmann - Zwischen Persönlichkeitsbildung und Digitalisierun.pdf:application/pdf},
}

@incollection{herget_digitale_2024,
	address = {Wiesbaden},
	title = {Digitale {Transformation} – {Potenziale} entdecken. {Ein} pragmatischer {Strategieansatz}},
	isbn = {978-3-658-43826-5 978-3-658-43827-2},
	url = {https://link.springer.com/10.1007/978-3-658-43827-2_5},
	language = {de-DE},
	urldate = {2024-05-13},
	booktitle = {Digitalisierung und {Kulturwandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Herget, Josef},
	collaborator = {Herget, Josef},
	year = {2024},
	doi = {10.1007/978-3-658-43827-2_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {107--132},
	file = {Herget - 2024 - Digitale Transformation – Potenziale entdecken. Ei.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LDE7L5JA/Herget - 2024 - Digitale Transformation – Potenziale entdecken. Ei.pdf:application/pdf},
}

@incollection{herget_so_2024,
	address = {Wiesbaden},
	title = {So kommt die {Unternehmenskultur} in die {Digitalisierung}},
	isbn = {978-3-658-43826-5 978-3-658-43827-2},
	url = {https://link.springer.com/10.1007/978-3-658-43827-2_6},
	language = {de-DE},
	urldate = {2024-05-13},
	booktitle = {Digitalisierung und {Kulturwandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Herget, Josef},
	collaborator = {Herget, Josef},
	year = {2024},
	doi = {10.1007/978-3-658-43827-2_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {133--168},
	file = {Herget - 2024 - So kommt die Unternehmenskultur in die Digitalisie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KLE8BTTT/Herget - 2024 - So kommt die Unternehmenskultur in die Digitalisie.pdf:application/pdf},
}

@incollection{herget_dos_2024,
	address = {Wiesbaden},
	title = {Dos and {Don}’ts – {Erfolgsfaktoren} und potenzielle {Stolpersteine} in {Projekten}},
	isbn = {978-3-658-43826-5 978-3-658-43827-2},
	url = {https://link.springer.com/10.1007/978-3-658-43827-2_7},
	language = {de-DE},
	urldate = {2024-05-13},
	booktitle = {Digitalisierung und {Kulturwandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Herget, Josef},
	collaborator = {Herget, Josef},
	year = {2024},
	doi = {10.1007/978-3-658-43827-2_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {169--180},
	file = {Herget - 2024 - Dos and Don’ts – Erfolgsfaktoren und potenzielle S.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P2RCUHB7/Herget - 2024 - Dos and Don’ts – Erfolgsfaktoren und potenzielle S.pdf:application/pdf},
}

@incollection{herget_exzellenz-modell_2024,
	address = {Wiesbaden},
	title = {Ein {Exzellenz}-{Modell} für den digitalen {Kulturwandel}},
	isbn = {978-3-658-43826-5 978-3-658-43827-2},
	url = {https://link.springer.com/10.1007/978-3-658-43827-2_4},
	language = {de-DE},
	urldate = {2024-05-13},
	booktitle = {Digitalisierung und {Kulturwandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Herget, Josef},
	collaborator = {Herget, Josef},
	year = {2024},
	doi = {10.1007/978-3-658-43827-2_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {85--106},
	file = {Herget - 2024 - Ein Exzellenz-Modell für den digitalen Kulturwande.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N6GIMHI5/Herget - 2024 - Ein Exzellenz-Modell für den digitalen Kulturwande.pdf:application/pdf},
}

@incollection{herget_schritte_2024,
	address = {Wiesbaden},
	title = {Schritte zur {Gestaltung} der digitalen {Zukunftsfähigkeit}},
	isbn = {978-3-658-43826-5 978-3-658-43827-2},
	url = {https://link.springer.com/10.1007/978-3-658-43827-2_8},
	language = {de-DE},
	urldate = {2024-05-13},
	booktitle = {Digitalisierung und {Kulturwandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Herget, Josef},
	collaborator = {Herget, Josef},
	year = {2024},
	doi = {10.1007/978-3-658-43827-2_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {181--191},
	file = {Herget - 2024 - Schritte zur Gestaltung der digitalen Zukunftsfähi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NYQS6RC3/Herget - 2024 - Schritte zur Gestaltung der digitalen Zukunftsfähi.pdf:application/pdf},
}

@incollection{de_witt_fortgeschrittene_2023,
	address = {Wiesbaden},
	title = {Fortgeschrittene {Digitalisierung} und {Strategien} für die berufliche ({Weiter}-){Bildung}. {Augmentation}, {Fusion} {Skills} und {Augmentationsstrategien}},
	isbn = {978-3-658-40078-1 978-3-658-40079-8},
	url = {https://link.springer.com/10.1007/978-3-658-40079-8_16},
	language = {de-DE},
	urldate = {2024-04-03},
	booktitle = {Künstliche {Intelligenz} in der {Bildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Seufert, Sabine and Meier, Christoph},
	editor = {De Witt, Claudia and Gloerfeld, Christina and Wrede, Silke Elisabeth},
	year = {2023},
	doi = {10.1007/978-3-658-40079-8_16},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {331--353},
	file = {Seufert und Meier - 2023 - Fortgeschrittene Digitalisierung und Strategien fü.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QECCQAUP/Seufert und Meier - 2023 - Fortgeschrittene Digitalisierung und Strategien fü.pdf:application/pdf},
}

@incollection{de_witt_computational_2023,
	address = {Wiesbaden},
	title = {Computational {Thinking} vermitteln. {Wie} {Problemlösekompetenz} als {Bestandteil} digitaler {Souveränität} erworben werden kann},
	isbn = {978-3-658-40078-1 978-3-658-40079-8},
	url = {https://link.springer.com/10.1007/978-3-658-40079-8_9},
	language = {de-DE},
	urldate = {2024-04-03},
	booktitle = {Künstliche {Intelligenz} in der {Bildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fehrmann, Raphael and Zeinz, Horst},
	editor = {De Witt, Claudia and Gloerfeld, Christina and Wrede, Silke Elisabeth},
	year = {2023},
	doi = {10.1007/978-3-658-40079-8_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {175--196},
	file = {Fehrmann und Zeinz - 2023 - Computational Thinking vermitteln. Wie Problemlöse.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VZLYIBBJ/Fehrmann und Zeinz - 2023 - Computational Thinking vermitteln. Wie Problemlöse.pdf:application/pdf},
}

@incollection{herget_digitale_2024-1,
	address = {Wiesbaden},
	title = {Digitale {Transformation} – {Schlüsselfaktor} der {Zukunftsfähigkeit}},
	isbn = {978-3-658-43826-5 978-3-658-43827-2},
	url = {https://link.springer.com/10.1007/978-3-658-43827-2_1},
	language = {de-DE},
	urldate = {2024-05-13},
	booktitle = {Digitalisierung und {Kulturwandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Herget, Josef},
	collaborator = {Herget, Josef},
	year = {2024},
	doi = {10.1007/978-3-658-43827-2_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--24},
	file = {Herget - 2024 - Digitale Transformation – Schlüsselfaktor der Zuku.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/46GSLXXG/Herget - 2024 - Digitale Transformation – Schlüsselfaktor der Zuku.pdf:application/pdf},
}

@incollection{herget_digitalisierung_2024-1,
	address = {Wiesbaden},
	title = {Digitalisierung als {Gamechanger}},
	isbn = {978-3-658-43826-5 978-3-658-43827-2},
	url = {https://link.springer.com/10.1007/978-3-658-43827-2_2},
	language = {de-DE},
	urldate = {2024-05-13},
	booktitle = {Digitalisierung und {Kulturwandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Herget, Josef},
	collaborator = {Herget, Josef},
	year = {2024},
	doi = {10.1007/978-3-658-43827-2_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {25--54},
	file = {Herget - 2024 - Digitalisierung als Gamechanger.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5JQT8N4V/Herget - 2024 - Digitalisierung als Gamechanger.pdf:application/pdf},
}

@incollection{herget_bedeutung_2024,
	address = {Wiesbaden},
	title = {Bedeutung der {Unternehmenskultur} bei der digitalen {Transformation}},
	isbn = {978-3-658-43826-5 978-3-658-43827-2},
	url = {https://link.springer.com/10.1007/978-3-658-43827-2_3},
	language = {de-DE},
	urldate = {2024-05-13},
	booktitle = {Digitalisierung und {Kulturwandel}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Herget, Josef},
	collaborator = {Herget, Josef},
	year = {2024},
	doi = {10.1007/978-3-658-43827-2_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {55--83},
	file = {Herget - 2024 - Bedeutung der Unternehmenskultur bei der digitalen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LZ8AGJMK/Herget - 2024 - Bedeutung der Unternehmenskultur bei der digitalen.pdf:application/pdf},
}

@incollection{wilmers_informationskompetenz_2023,
	title = {Informationskompetenz von {Schüler}:innen stärken: {Wie} kann man das {Prüfen} von {Informationen} durch den {Einsatz} digitaler {Medien} fördern?},
	isbn = {978-3-8309-4846-9},
	shorttitle = {Informationskompetenz von {Schüler}},
	url = {https://www.waxmann.com/bildungimdigitalenwandel_4/},
	abstract = {Heranwachsende werden durch das Internet mit einer Vielzahl an Informationen konfrontiert. Dabei gilt es die Orientierung zu behalten, um effizient passende, aber auch akkurate Informationen für den eigenen Informationsbedarf beschaffen zu können. Informationskompetenz (IK) wird damit zu einer Schlüsselkompetenz für Lebenslanges Lernen, Bildung in der digitalen Welt und gesellschaftliche Teilhabe. Bildungsinstitutionen stehen so vor der Herausforderung, den souveränen und selbstbestimmten Umgang mit Informationen im Kontext der Digitalität bei Lernenden zu fördern.},
	language = {de-DE},
	urldate = {2024-05-04},
	booktitle = {Bildung im digitalen {Wandel}. {Die} {Bedeutung} digitaler {Medien} für soziales {Lernen} und {Teilhabe}},
	publisher = {Waxmann Verlag GmbH},
	author = {Leber, Jens and Heinemann, Anna and Sander, Pia and Ahmad, Chirine and Meneghinello, Lara and Peters, Louis},
	editor = {Wilmers, Annika and Achenbach, Michaela and Keller, Carolin},
	month = dec,
	year = {2023},
	doi = {10.31244/9783830998464.03},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {75--106},
	file = {Leber et al. - 2023 - Informationskompetenz von Schülerinnen stärken W.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/37IJLRFX/Leber et al. - 2023 - Informationskompetenz von Schülerinnen stärken W.pdf:application/pdf},
}

@incollection{mayer_tiefe_2024,
	address = {Cham},
	title = {„{In} der {Tiefe} des {Winters} lernte ich endlich, dass in mir ein unbesiegbarer {Sommer} wohnt.“ – {Lebenskrisen}, {Schamerfahrungen} und deren {Bewältigung} mit {Unterstützung} digitaler {Medien}},
	isbn = {978-3-031-52010-5 978-3-031-52011-2},
	url = {https://link.springer.com/10.1007/978-3-031-52011-2_12},
	language = {de-DE},
	urldate = {2024-04-28},
	booktitle = {Scham 4.0},
	publisher = {Springer International Publishing},
	author = {Vanderheiden, Elisabeth},
	editor = {Mayer, Claude-Hélène and Vanderheiden, Elisabeth and Wong, Paul T. P.},
	year = {2024},
	doi = {10.1007/978-3-031-52011-2_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {235--268},
	file = {Vanderheiden - 2024 - „In der Tiefe des Winters lernte ich endlich, dass.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FJL6EQZV/Vanderheiden - 2024 - „In der Tiefe des Winters lernte ich endlich, dass.pdf:application/pdf},
}

@incollection{kolhoff_digitalisierung_2024,
	address = {Wiesbaden},
	title = {Digitalisierung in der {Sozial}- und {Gesundheitswirtschaft}. {Zum} normativen {Rahmen} der künstlichen {Intelligenz}},
	isbn = {978-3-658-43289-8 978-3-658-43290-4},
	url = {https://link.springer.com/10.1007/978-3-658-43290-4_10},
	language = {de-DE},
	urldate = {2024-04-27},
	booktitle = {Aktuelle {Diskurse} in der {Sozialwirtschaft} {V}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Grinblat, Roman},
	editor = {Kolhoff, Ludger},
	year = {2024},
	doi = {10.1007/978-3-658-43290-4_10},
	note = {Series Title: Perspektiven Sozialwirtschaft und Sozialmanagement},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {175--204},
	file = {Grinblat - 2024 - Digitalisierung in der Sozial- und Gesundheitswirt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/79ESULAR/Grinblat - 2024 - Digitalisierung in der Sozial- und Gesundheitswirt.pdf:application/pdf},
}

@incollection{kolhoff_chancen_2024,
	address = {Wiesbaden},
	title = {Chancen der {Digitalisierung} für die {Arbeitsmarktqualifizierung} von {Menschen} mit {Beeinträchtigung}},
	isbn = {978-3-658-43289-8 978-3-658-43290-4},
	url = {https://link.springer.com/10.1007/978-3-658-43290-4_8},
	language = {de-DE},
	urldate = {2024-04-27},
	booktitle = {Aktuelle {Diskurse} in der {Sozialwirtschaft} {V}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kolhoff, Ludger},
	editor = {Kolhoff, Ludger},
	year = {2024},
	doi = {10.1007/978-3-658-43290-4_8},
	note = {Series Title: Perspektiven Sozialwirtschaft und Sozialmanagement},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {139--162},
	file = {Kolhoff - 2024 - Chancen der Digitalisierung für die Arbeitsmarktqu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CMXAGQMB/Kolhoff - 2024 - Chancen der Digitalisierung für die Arbeitsmarktqu.pdf:application/pdf},
}

@incollection{kolhoff_verankerung_2024,
	address = {Wiesbaden},
	title = {Verankerung der {Digitalisierung} im {Curriculum} eines {Sozialmanagementstudiengangs}},
	isbn = {978-3-658-43289-8 978-3-658-43290-4},
	url = {https://link.springer.com/10.1007/978-3-658-43290-4_11},
	language = {de-DE},
	urldate = {2024-04-27},
	booktitle = {Aktuelle {Diskurse} in der {Sozialwirtschaft} {V}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Aldendorff, Philipp and Heister, Werner and Löhe, Julian},
	editor = {Kolhoff, Ludger},
	year = {2024},
	doi = {10.1007/978-3-658-43290-4_11},
	note = {Series Title: Perspektiven Sozialwirtschaft und Sozialmanagement},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {205--222},
	file = {Aldendorff et al. - 2024 - Verankerung der Digitalisierung im Curriculum eine.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I3GBEKLL/Aldendorff et al. - 2024 - Verankerung der Digitalisierung im Curriculum eine.pdf:application/pdf},
}

@incollection{kolhoff_wie_2024,
	address = {Wiesbaden},
	title = {Wie verändert die {Digitalisierung} die {Berufspraxis} von {Fach}- und {Führungskräften} in der {Sozialen} {Arbeit}?},
	isbn = {978-3-658-43289-8 978-3-658-43290-4},
	url = {https://link.springer.com/10.1007/978-3-658-43290-4_7},
	language = {de-DE},
	urldate = {2024-04-27},
	booktitle = {Aktuelle {Diskurse} in der {Sozialwirtschaft} {V}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Dreas, Susanne A. and Kraehmer, Steffi},
	editor = {Kolhoff, Ludger},
	year = {2024},
	doi = {10.1007/978-3-658-43290-4_7},
	note = {Series Title: Perspektiven Sozialwirtschaft und Sozialmanagement},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {119--137},
	file = {Dreas und Kraehmer - 2024 - Wie verändert die Digitalisierung die Berufspraxis.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4STQQXW8/Dreas und Kraehmer - 2024 - Wie verändert die Digitalisierung die Berufspraxis.pdf:application/pdf},
}

@incollection{kolhoff_learning_2024,
	address = {Wiesbaden},
	title = {Learning {Centers} for {Social} {Entrepreneurs} in the digital era ({DigiLance4SE})},
	isbn = {978-3-658-43289-8 978-3-658-43290-4},
	url = {https://link.springer.com/10.1007/978-3-658-43290-4_4},
	language = {de-DE},
	urldate = {2024-04-27},
	booktitle = {Aktuelle {Diskurse} in der {Sozialwirtschaft} {V}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kolhoff, Ludger},
	editor = {Kolhoff, Ludger},
	year = {2024},
	doi = {10.1007/978-3-658-43290-4_4},
	note = {Series Title: Perspektiven Sozialwirtschaft und Sozialmanagement},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {61--77},
	file = {Kolhoff - 2024 - Learning Centers for Social Entrepreneurs in the d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M4QS9QTZ/Kolhoff - 2024 - Learning Centers for Social Entrepreneurs in the d.pdf:application/pdf},
}

@incollection{heinlein_digitale_2024,
	address = {Wiesbaden},
	title = {Die digitale {Verantwortungslücke}: {Vorschläge} zur {Haftung} für algorithmisches {Fehlverhalten}},
	isbn = {978-3-658-43520-2 978-3-658-43521-9},
	shorttitle = {Die digitale {Verantwortungslücke}},
	url = {https://link.springer.com/10.1007/978-3-658-43521-9_7},
	language = {de-DE},
	urldate = {2024-04-09},
	booktitle = {Künstliche {Intelligenz}, {Mensch} und {Gesellschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Beckers, Anna and Teubner, Gunther},
	editor = {Heinlein, Michael and Huchler, Norbert},
	year = {2024},
	doi = {10.1007/978-3-658-43521-9_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {153--177},
	file = {Beckers und Teubner - 2024 - Die digitale Verantwortungslücke Vorschläge zur H.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H7FHUUTA/Beckers und Teubner - 2024 - Die digitale Verantwortungslücke Vorschläge zur H.pdf:application/pdf},
}

@incollection{kurtz_digitalitat_2024,
	address = {Wiesbaden},
	title = {Digitalität und {Digitalisierung} als {Gegenstand} der {Sozialen} {Arbeit}},
	volume = {47},
	isbn = {978-3-658-42541-8 978-3-658-42542-5},
	url = {https://link.springer.com/10.1007/978-3-658-42542-5_8},
	language = {de-DE},
	urldate = {2024-03-11},
	booktitle = {Digitale {Medien} und die {Produktion} von {Wissenschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kutscher, Nadia},
	editor = {Kurtz, Thomas and Meister, Dorothee M. and Sander, Uwe},
	year = {2024},
	doi = {10.1007/978-3-658-42542-5_8},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {121--144},
	file = {Kutscher - 2024 - Digitalität und Digitalisierung als Gegenstand der.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/34X457P2/Kutscher - 2024 - Digitalität und Digitalisierung als Gegenstand der.pdf:application/pdf},
}

@incollection{kurtz_philosophieren_2024,
	address = {Wiesbaden},
	title = {Philosophieren über {Digitalität}: 10 {Thesen}},
	volume = {47},
	isbn = {978-3-658-42541-8 978-3-658-42542-5},
	shorttitle = {Philosophieren über {Digitalität}},
	url = {https://link.springer.com/10.1007/978-3-658-42542-5_7},
	language = {de-DE},
	urldate = {2024-03-11},
	booktitle = {Digitale {Medien} und die {Produktion} von {Wissenschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Krämer, Sybille},
	editor = {Kurtz, Thomas and Meister, Dorothee M. and Sander, Uwe},
	year = {2024},
	doi = {10.1007/978-3-658-42542-5_7},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {103--119},
	file = {Krämer - 2024 - Philosophieren über Digitalität 10 Thesen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N2YCQJLV/Krämer - 2024 - Philosophieren über Digitalität 10 Thesen.pdf:application/pdf},
}

@incollection{kurtz_digitalisierung_2024,
	address = {Wiesbaden},
	title = {Digitalisierung als {Forschungsgegenstand} der {Schulpädagogik}},
	volume = {47},
	isbn = {978-3-658-42541-8 978-3-658-42542-5},
	url = {https://link.springer.com/10.1007/978-3-658-42542-5_5},
	language = {de-DE},
	urldate = {2024-03-11},
	booktitle = {Digitale {Medien} und die {Produktion} von {Wissenschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Tulodziecki, Gerhard},
	editor = {Kurtz, Thomas and Meister, Dorothee M. and Sander, Uwe},
	year = {2024},
	doi = {10.1007/978-3-658-42542-5_5},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {63--83},
	file = {Tulodziecki - 2024 - Digitalisierung als Forschungsgegenstand der Schul.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GLV8YKK8/Tulodziecki - 2024 - Digitalisierung als Forschungsgegenstand der Schul.pdf:application/pdf},
}

@incollection{kurtz_vor_2024,
	address = {Wiesbaden},
	title = {Vor, während und nach dem {Rundfunk}: {Beobachtungen} in einer medialen {Sattelzeit}},
	volume = {47},
	isbn = {978-3-658-42541-8 978-3-658-42542-5},
	shorttitle = {Vor, während und nach dem {Rundfunk}},
	url = {https://link.springer.com/10.1007/978-3-658-42542-5_6},
	language = {de-DE},
	urldate = {2024-03-11},
	booktitle = {Digitale {Medien} und die {Produktion} von {Wissenschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Jäckel, Michael},
	editor = {Kurtz, Thomas and Meister, Dorothee M. and Sander, Uwe},
	year = {2024},
	doi = {10.1007/978-3-658-42542-5_6},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {85--101},
	file = {Jäckel - 2024 - Vor, während und nach dem Rundfunk Beobachtungen .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FHI6BIFY/Jäckel - 2024 - Vor, während und nach dem Rundfunk Beobachtungen .pdf:application/pdf},
}

@incollection{kurtz_digitalisierung_2024-1,
	address = {Wiesbaden},
	title = {Digitalisierung als {Forschungsgegenstand} der {Medienpädagogik}},
	volume = {47},
	isbn = {978-3-658-42541-8 978-3-658-42542-5},
	url = {https://link.springer.com/10.1007/978-3-658-42542-5_4},
	language = {de-DE},
	urldate = {2024-03-11},
	booktitle = {Digitale {Medien} und die {Produktion} von {Wissenschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Meister, Dorothee M. and Sander, Uwe},
	editor = {Kurtz, Thomas and Meister, Dorothee M. and Sander, Uwe},
	year = {2024},
	doi = {10.1007/978-3-658-42542-5_4},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {43--62},
	file = {Meister und Sander - 2024 - Digitalisierung als Forschungsgegenstand der Medie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VNGJ3HI8/Meister und Sander - 2024 - Digitalisierung als Forschungsgegenstand der Medie.pdf:application/pdf},
}

@incollection{kurtz_verstrickungen_2024,
	address = {Wiesbaden},
	title = {Verstrickungen und {Verwicklungen}: {Digitale} {Medien} und {Medienwissenschaften}},
	volume = {47},
	isbn = {978-3-658-42541-8 978-3-658-42542-5},
	shorttitle = {Verstrickungen und {Verwicklungen}},
	url = {https://link.springer.com/10.1007/978-3-658-42542-5_3},
	language = {de-DE},
	urldate = {2024-03-11},
	booktitle = {Digitale {Medien} und die {Produktion} von {Wissenschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Burkhardt, Marcus},
	editor = {Kurtz, Thomas and Meister, Dorothee M. and Sander, Uwe},
	year = {2024},
	doi = {10.1007/978-3-658-42542-5_3},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {31--42},
	file = {Burkhardt - 2024 - Verstrickungen und Verwicklungen Digitale Medien .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CWSMY5ID/Burkhardt - 2024 - Verstrickungen und Verwicklungen Digitale Medien .pdf:application/pdf},
}

@incollection{kurtz_digitalisierung_2024-2,
	address = {Wiesbaden},
	title = {Digitalisierung als {Gegenstand} der {Kommunikationswissenschaft}},
	volume = {47},
	isbn = {978-3-658-42541-8 978-3-658-42542-5},
	url = {https://link.springer.com/10.1007/978-3-658-42542-5_2},
	language = {de-DE},
	urldate = {2024-03-11},
	booktitle = {Digitale {Medien} und die {Produktion} von {Wissenschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gemkow, Johannes and Ganguin, Sonja},
	editor = {Kurtz, Thomas and Meister, Dorothee M. and Sander, Uwe},
	year = {2024},
	doi = {10.1007/978-3-658-42542-5_2},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {7--30},
	file = {Gemkow und Ganguin - 2024 - Digitalisierung als Gegenstand der Kommunikationsw.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WLBWQXE4/Gemkow und Ganguin - 2024 - Digitalisierung als Gegenstand der Kommunikationsw.pdf:application/pdf},
}

@incollection{kurtz_einleitung_2024,
	address = {Wiesbaden},
	title = {Einleitung: {Digitale} {Medien} und die {Produktion} von {Wissenschaft}},
	volume = {47},
	isbn = {978-3-658-42541-8 978-3-658-42542-5},
	shorttitle = {Einleitung},
	url = {https://link.springer.com/10.1007/978-3-658-42542-5_1},
	language = {de-DE},
	urldate = {2024-03-11},
	booktitle = {Digitale {Medien} und die {Produktion} von {Wissenschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kurtz, Thomas and Meister, Dorothee M. and Sander, Uwe},
	editor = {Kurtz, Thomas and Meister, Dorothee M. and Sander, Uwe},
	year = {2024},
	doi = {10.1007/978-3-658-42542-5_1},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--3},
	file = {Kurtz et al. - 2024 - Einleitung Digitale Medien und die Produktion von.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A9JD2Q9V/Kurtz et al. - 2024 - Einleitung Digitale Medien und die Produktion von.pdf:application/pdf},
}

@incollection{kurtz_von_2024,
	address = {Wiesbaden},
	title = {Von der {Fach}-{Publikation} hin zur {Wissenschaftskommunikation} für eine breite Öffentlichkeit. {Digitale} {Wissenschaftskommunikation} am {Beispiel} eines geisteswissenschaftlichen {Sonderforschungsbereichs}},
	volume = {47},
	isbn = {978-3-658-42541-8 978-3-658-42542-5},
	url = {https://link.springer.com/10.1007/978-3-658-42542-5_14},
	language = {de-DE},
	urldate = {2024-03-11},
	booktitle = {Digitale {Medien} und die {Produktion} von {Wissenschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Böddeker, Marina},
	editor = {Kurtz, Thomas and Meister, Dorothee M. and Sander, Uwe},
	year = {2024},
	doi = {10.1007/978-3-658-42542-5_14},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {271--291},
	file = {Böddeker - 2024 - Von der Fach-Publikation hin zur Wissenschaftskomm.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6G3YWDKF/Böddeker - 2024 - Von der Fach-Publikation hin zur Wissenschaftskomm.pdf:application/pdf},
}

@incollection{kurtz_zeitschriftenherausgeber_2024,
	address = {Wiesbaden},
	title = {Zeitschriftenherausgeber vor wissenschaftlichen {Indizes}: {Internationalisierungsdruck} in der {Semi}-{Peripherie} der {Wissenschaftswelt}},
	volume = {47},
	isbn = {978-3-658-42541-8 978-3-658-42542-5},
	shorttitle = {Zeitschriftenherausgeber vor wissenschaftlichen {Indizes}},
	url = {https://link.springer.com/10.1007/978-3-658-42542-5_13},
	language = {de-DE},
	urldate = {2024-03-11},
	booktitle = {Digitale {Medien} und die {Produktion} von {Wissenschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Koch, Tomás and Vanderstraeten, Raf},
	editor = {Kurtz, Thomas and Meister, Dorothee M. and Sander, Uwe},
	year = {2024},
	doi = {10.1007/978-3-658-42542-5_13},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {247--269},
	file = {Koch und Vanderstraeten - 2024 - Zeitschriftenherausgeber vor wissenschaftlichen In.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JU9MQI5F/Koch und Vanderstraeten - 2024 - Zeitschriftenherausgeber vor wissenschaftlichen In.pdf:application/pdf},
}

@incollection{kurtz_wissenschaftliche_2024,
	address = {Wiesbaden},
	title = {Wissenschaftliche {Regulation} durch wissenschaftliche {Datenbanken}?},
	volume = {47},
	isbn = {978-3-658-42541-8 978-3-658-42542-5},
	url = {https://link.springer.com/10.1007/978-3-658-42542-5_12},
	language = {de-DE},
	urldate = {2024-03-11},
	booktitle = {Digitale {Medien} und die {Produktion} von {Wissenschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gausling, Pia and Böhm-Kasper, Oliver},
	editor = {Kurtz, Thomas and Meister, Dorothee M. and Sander, Uwe},
	year = {2024},
	doi = {10.1007/978-3-658-42542-5_12},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {225--246},
	file = {Gausling und Böhm-Kasper - 2024 - Wissenschaftliche Regulation durch wissenschaftlic.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WZB6TU2A/Gausling und Böhm-Kasper - 2024 - Wissenschaftliche Regulation durch wissenschaftlic.pdf:application/pdf},
}

@incollection{kurtz_editionsarbeit_2024,
	address = {Wiesbaden},
	title = {Editionsarbeit im {Wandel} – digitale ({Musik}-){Edition}},
	volume = {47},
	isbn = {978-3-658-42541-8 978-3-658-42542-5},
	url = {https://link.springer.com/10.1007/978-3-658-42542-5_11},
	language = {de-DE},
	urldate = {2024-03-11},
	booktitle = {Digitale {Medien} und die {Produktion} von {Wissenschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Veit, Joachim},
	editor = {Kurtz, Thomas and Meister, Dorothee M. and Sander, Uwe},
	year = {2024},
	doi = {10.1007/978-3-658-42542-5_11},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {189--221},
	file = {Veit - 2024 - Editionsarbeit im Wandel – digitale (Musik-)Editio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2X4MALWG/Veit - 2024 - Editionsarbeit im Wandel – digitale (Musik-)Editio.pdf:application/pdf},
}

@incollection{kurtz_wissenschaft_2024,
	address = {Wiesbaden},
	title = {Wissenschaft und wissenschaftliches {Schreiben} in der digitalen {Moderne}},
	volume = {47},
	isbn = {978-3-658-42541-8 978-3-658-42542-5},
	url = {https://link.springer.com/10.1007/978-3-658-42542-5_9},
	language = {de-DE},
	urldate = {2024-03-11},
	booktitle = {Digitale {Medien} und die {Produktion} von {Wissenschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kurtz, Thomas and Manger, Daniela},
	editor = {Kurtz, Thomas and Meister, Dorothee M. and Sander, Uwe},
	year = {2024},
	doi = {10.1007/978-3-658-42542-5_9},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {147--170},
	file = {Kurtz und Manger - 2024 - Wissenschaft und wissenschaftliches Schreiben in d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WJD4SX3E/Kurtz und Manger - 2024 - Wissenschaft und wissenschaftliches Schreiben in d.pdf:application/pdf},
}

@incollection{hiller_digitale_2024,
	address = {Wiesbaden},
	title = {Digitale {Aufstellungsübung} zum {Kennenlernen}},
	isbn = {978-3-658-40408-6 978-3-658-40409-3},
	url = {https://link.springer.com/10.1007/978-3-658-40409-3_13},
	language = {de-DE},
	urldate = {2024-03-07},
	booktitle = {Interkulturelle {Kompetenz} online vermitteln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Simut, Daniela and Conde, Nicole},
	editor = {Hiller, Gundula Gwenn and Zillmer-Tantan, Ulrike and Fattohi, Reema},
	year = {2024},
	doi = {10.1007/978-3-658-40409-3_13},
	note = {Series Title: Key Competences for Higher Education and Employability},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {207--210},
	file = {Simut und Conde - 2024 - Digitale Aufstellungsübung zum Kennenlernen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KU3JSHQL/Simut und Conde - 2024 - Digitale Aufstellungsübung zum Kennenlernen.pdf:application/pdf},
}

@incollection{berek_digitale_2021,
	address = {Wiesbaden},
	title = {Digitale {Gedächtnisse}},
	isbn = {978-3-658-26593-9},
	url = {http://link.springer.com/10.1007/978-3-658-26593-9_55-1},
	language = {de-DE},
	urldate = {2024-02-05},
	booktitle = {Handbuch {Sozialwissenschaftliche} {Gedächtnisforschung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pentzold, Christian},
	editor = {Berek, Mathias and Chmelar, Kristina and Dimbath, Oliver and Haag, Hanna and Heinlein, Michael and Leonhard, Nina and Rauer, Valentin and Sebald, Gerd},
	year = {2021},
	doi = {10.1007/978-3-658-26593-9_55-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--15},
	file = {Pentzold - 2021 - Digitale Gedächtnisse.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QNI3SWYG/Pentzold - 2021 - Digitale Gedächtnisse.pdf:application/pdf},
}

@incollection{jeanrenaud_fachkulturen_2023,
	address = {Wiesbaden},
	title = {Fachkulturen und die pandemische {Umstellung} auf digitales {Lernen}: {Ein} explorativer {Vergleich} mittels {Lehrevaluationen}, {Feedbackgesprächen}, {Feldnotizen} und {Lehrtagebüchern}},
	isbn = {978-3-658-43374-1 978-3-658-43375-8},
	shorttitle = {Fachkulturen und die pandemische {Umstellung} auf digitales {Lernen}},
	url = {https://link.springer.com/10.1007/978-3-658-43375-8_4},
	language = {de-DE},
	urldate = {2024-02-03},
	booktitle = {Teaching {Gender} in {MINT} in der {Pandemie}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Jeanrenaud, Yves},
	editor = {Jeanrenaud, Yves},
	year = {2023},
	doi = {10.1007/978-3-658-43375-8_4},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {73--95},
	file = {Jeanrenaud - 2023 - Fachkulturen und die pandemische Umstellung auf di.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W43XHT6B/Jeanrenaud - 2023 - Fachkulturen und die pandemische Umstellung auf di.pdf:application/pdf},
}

@incollection{jeanrenaud_es_2023,
	address = {Wiesbaden},
	title = {„{Es} ist immer zu viel los im {Haushalt} …“ {Studentische} {Lebenswelten} und deren {Auswirkungen} auf digitale {Lernbedingungen}},
	isbn = {978-3-658-43374-1 978-3-658-43375-8},
	url = {https://link.springer.com/10.1007/978-3-658-43375-8_3},
	language = {de-DE},
	urldate = {2024-02-03},
	booktitle = {Teaching {Gender} in {MINT} in der {Pandemie}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Haffner, Yvonne},
	editor = {Jeanrenaud, Yves},
	year = {2023},
	doi = {10.1007/978-3-658-43375-8_3},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {55--71},
	file = {Haffner - 2023 - „Es ist immer zu viel los im Haushalt …“ Studentis.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LE5F92X3/Haffner - 2023 - „Es ist immer zu viel los im Haushalt …“ Studentis.pdf:application/pdf},
}

@incollection{helmold_homeoffice_2023,
	address = {Wiesbaden},
	title = {Homeoffice und digitale {Arbeitskonzepte}},
	isbn = {978-3-658-41288-3 978-3-658-41289-0},
	url = {https://link.springer.com/10.1007/978-3-658-41289-0_11},
	language = {de-DE},
	urldate = {2024-02-03},
	booktitle = {New {Work}, {Neues} {Arbeiten} virtuell und in {Präsenz}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Landes, Miriam and Steiner, Eberhard},
	collaborator = {Helmold, Marc and Landes, Miriam and Steiner, Eberhard and Dathe, Tracy and Jeschio, Lars},
	year = {2023},
	doi = {10.1007/978-3-658-41289-0_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {127--141},
	file = {Landes und Steiner - 2023 - Homeoffice und digitale Arbeitskonzepte.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9S22RRMH/Landes und Steiner - 2023 - Homeoffice und digitale Arbeitskonzepte.pdf:application/pdf},
}

@incollection{jeanrenaud_erklarvideos_2023,
	address = {Wiesbaden},
	title = {Erklärvideos gestalten. {Eine} digitale {Mehrfachstrategie} zur {Vermittlung} von {Gender}- und {Diversitykompetenz} in den {Ingenieurwissenschaften} und zur kreativen {Auseinandersetzung} mit {Physik}},
	isbn = {978-3-658-43374-1 978-3-658-43375-8},
	url = {https://link.springer.com/10.1007/978-3-658-43375-8_2},
	language = {de-DE},
	urldate = {2024-02-03},
	booktitle = {Teaching {Gender} in {MINT} in der {Pandemie}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Götschel, Helene},
	editor = {Jeanrenaud, Yves},
	year = {2023},
	doi = {10.1007/978-3-658-43375-8_2},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {33--54},
	file = {Götschel - 2023 - Erklärvideos gestalten. Eine digitale Mehrfachstra.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AZ62GYLH/Götschel - 2023 - Erklärvideos gestalten. Eine digitale Mehrfachstra.pdf:application/pdf},
}

@incollection{schiefner-rohs_vermessung_2023,
	title = {Vermessung verstehen: {Medienpädagogik} auf den {Spuren} von kreativen {Datenpraktiken} und ambivalenten {Algorithmen}},
	isbn = {978-3-8394-6582-0},
	shorttitle = {Vermessung verstehen},
	url = {https://www.degruyter.com/document/doi/10.1515/9783839465820-021/html},
	abstract = {Der Beitrag befasst sich mit der Bedeutung von Daten und ihrer Verwendung in der digitalen Welt. Dabei sind Aspekte wie Kompetenz, Transparenz und die Bedeutung von Kreativität im Umgang mit (digitalen) Daten unter Berücksichtigung von gesamtgesellschaftlichen Herausforderungen leitend. Es wird argumentiert, dass sich kreative Ansätze und Herangehensweisen für medienpädagogische Auseinandersetzungen als fruchtbar erweisen, um das volle Potenzial von Daten auszuschöpfen und innovative Lösungen zu entwickeln. Hier wird auch die Rolle von Design Thinking und anderen Ansätzen im Umgang mit Daten exemplarisch hervorgehoben. Kompetenz im Umgang mit Daten, Transparenz bei ihrer Nutzung und kreative Herangehensweisen sind hierbei zentrale und ineinander verwobene Elemente, um eine sinnvolle und verantwortungsvolle Verwendung von Daten unter ethischen Maßgaben zu diskutieren.},
	language = {de-DE},
	urldate = {2024-01-31},
	booktitle = {Datafizierung (in) der {Bildung}},
	publisher = {transcript Verlag},
	author = {Ahlborn, Juliane and Verständig, Dan},
	editor = {Schiefner-Rohs, Mandy and Hofhues, Sandra and Breiter, Andreas},
	month = dec,
	year = {2023},
	doi = {10.1515/9783839465820-021},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {335--356},
	file = {Ahlborn und Verständig - 2023 - Vermessung verstehen Medienpädagogik auf den Spur.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NWTNTLQB/Ahlborn und Verständig - 2023 - Vermessung verstehen Medienpädagogik auf den Spur.pdf:application/pdf},
}

@incollection{knoppe_aufbruch_2024,
	address = {Wiesbaden},
	title = {Aufbruch durch {Digitalisierung} – {Werbemittel} im {Wandel}},
	isbn = {978-3-658-42269-1 978-3-658-42270-7},
	url = {https://link.springer.com/10.1007/978-3-658-42270-7_2},
	language = {de-DE},
	urldate = {2024-01-23},
	booktitle = {Unternehmerische {Wertschöpfung} neu aufstellen},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rock, Stefan},
	editor = {Knoppe, Marc},
	year = {2024},
	doi = {10.1007/978-3-658-42270-7_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {25--57},
	file = {Rock - 2024 - Aufbruch durch Digitalisierung – Werbemittel im Wa.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FG64HGEG/Rock - 2024 - Aufbruch durch Digitalisierung – Werbemittel im Wa.pdf:application/pdf},
}

@incollection{knoppe_digitale_2024,
	address = {Wiesbaden},
	title = {Der {Digitale} {Euro}: {Notwendige} {Ergänzung} oder unnötige {Belastung} des zukünftigen {Geldsystems}?},
	isbn = {978-3-658-42269-1 978-3-658-42270-7},
	shorttitle = {Der {Digitale} {Euro}},
	url = {https://link.springer.com/10.1007/978-3-658-42270-7_5},
	language = {de-DE},
	urldate = {2024-01-23},
	booktitle = {Unternehmerische {Wertschöpfung} neu aufstellen},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Clostermann, Jörg and Seitz, Franz and Rauscher, Alois},
	editor = {Knoppe, Marc},
	year = {2024},
	doi = {10.1007/978-3-658-42270-7_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {121--143},
	file = {Clostermann et al. - 2024 - Der Digitale Euro Notwendige Ergänzung oder unnöt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MA4KKWCY/Clostermann et al. - 2024 - Der Digitale Euro Notwendige Ergänzung oder unnöt.pdf:application/pdf},
}

@incollection{fegert_sexueller_2023,
	address = {Berlin, Heidelberg},
	title = {Sexueller {Missbrauch}. {Bislang} marginalisierte {Konstellationen} sexueller {Gewalt} sowie die {Rolle} der digitalen {Medien}},
	isbn = {978-3-662-66899-3 978-3-662-66900-6},
	url = {https://link.springer.com/10.1007/978-3-662-66900-6_24},
	language = {de-DE},
	urldate = {2024-01-10},
	booktitle = {Gute {Kinderschutzverfahren}},
	publisher = {Springer Berlin Heidelberg},
	author = {Gerke, Jelena and Rassenhofer, Miriam and Fegert, Jörg M.},
	editor = {Fegert, Jörg M. and Meysen, Thomas and Kindler, Heinz and Chauviré-Geib, Katrin and Hoffmann, Ulrike and Schumann, Eva},
	year = {2023},
	doi = {10.1007/978-3-662-66900-6_24},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {353--361},
	file = {Gerke et al. - 2023 - Sexueller Missbrauch. Bislang marginalisierte Kons.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RTF45JYP/Gerke et al. - 2023 - Sexueller Missbrauch. Bislang marginalisierte Kons.pdf:application/pdf},
}

@incollection{noller_von_2024,
	address = {Wiesbaden},
	title = {Von {Null} auf {Hundert} – {Digitalisierung} praktischer {Lerneinheiten} in der {Klinischen} {Pharmazie}},
	isbn = {978-3-658-43046-7 978-3-658-43047-4},
	url = {https://link.springer.com/10.1007/978-3-658-43047-4_11},
	language = {de-DE},
	urldate = {2024-01-10},
	booktitle = {Medien-{Räume}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pudritz, Yvonne Marina and Lächelt, Ulrich and Bartel, Karin},
	editor = {Noller, Jörg and Beitz-Radzio, Christina and Förg, Melanie and Johst, Sandra Eleonore and Kugelmann, Daniela and Sontheimer, Sabrina and Westerholz, Sören},
	year = {2024},
	doi = {10.1007/978-3-658-43047-4_11},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {171--195},
	file = {Pudritz et al. - 2024 - Von Null auf Hundert – Digitalisierung praktischer.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U3IX3J77/Pudritz et al. - 2024 - Von Null auf Hundert – Digitalisierung praktischer.pdf:application/pdf},
}

@incollection{noller_gestaltung_2024,
	address = {Wiesbaden},
	title = {Gestaltung einer digitalen {Lernumgebung} mit {H5P} für den {Arabischunterricht}},
	isbn = {978-3-658-43046-7 978-3-658-43047-4},
	url = {https://link.springer.com/10.1007/978-3-658-43047-4_10},
	language = {de-DE},
	urldate = {2024-01-10},
	booktitle = {Medien-{Räume}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Singer, Julia},
	editor = {Noller, Jörg and Beitz-Radzio, Christina and Förg, Melanie and Johst, Sandra Eleonore and Kugelmann, Daniela and Sontheimer, Sabrina and Westerholz, Sören},
	year = {2024},
	doi = {10.1007/978-3-658-43047-4_10},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {151--169},
	file = {Singer - 2024 - Gestaltung einer digitalen Lernumgebung mit H5P fü.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VZ3A78PN/Singer - 2024 - Gestaltung einer digitalen Lernumgebung mit H5P fü.pdf:application/pdf},
}

@incollection{noller_fremdsprachenunterricht_2024,
	address = {Wiesbaden},
	title = {Fremdsprachenunterricht im digitalen {Lernraum}: {Internationalisierung} zu {Hause}},
	isbn = {978-3-658-43046-7 978-3-658-43047-4},
	shorttitle = {Fremdsprachenunterricht im digitalen {Lernraum}},
	url = {https://link.springer.com/10.1007/978-3-658-43047-4_5},
	language = {de-DE},
	urldate = {2024-01-10},
	booktitle = {Medien-{Räume}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gebhard, Christian Alexander},
	editor = {Noller, Jörg and Beitz-Radzio, Christina and Förg, Melanie and Johst, Sandra Eleonore and Kugelmann, Daniela and Sontheimer, Sabrina and Westerholz, Sören},
	year = {2024},
	doi = {10.1007/978-3-658-43047-4_5},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {61--82},
	file = {Gebhard - 2024 - Fremdsprachenunterricht im digitalen Lernraum Int.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8BYXTW3K/Gebhard - 2024 - Fremdsprachenunterricht im digitalen Lernraum Int.pdf:application/pdf},
}

@incollection{bohnet-joschko_digitale_2023,
	address = {Wiesbaden},
	title = {Digitale {Transformation} in der {Gesundheitswirtschaft}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_1},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--3},
	file = {Bohnet-Joschko und Pilgrim - 2023 - Digitale Transformation in der Gesundheitswirtscha.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JY5HKKN6/Bohnet-Joschko und Pilgrim - 2023 - Digitale Transformation in der Gesundheitswirtscha.pdf:application/pdf},
}

@incollection{angerer_digitalisierung_2023,
	address = {Wiesbaden},
	title = {Digitalisierung der {Unternehmensberatung}: {Eine} multiperspektivische {Analyse} aus {Sicht} von {Kunden}- und {Beratungsunternehmen}},
	isbn = {978-3-658-38820-1 978-3-658-38821-8},
	shorttitle = {Digitalisierung der {Unternehmensberatung}},
	url = {https://link.springer.com/10.1007/978-3-658-38821-8_6},
	language = {de-DE},
	urldate = {2023-06-26},
	booktitle = {Managementforschung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hähnel, Heinz M.},
	editor = {Angerer, Thomas and Roegner, Andrea},
	year = {2023},
	doi = {10.1007/978-3-658-38821-8_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {239--344},
	file = {Hähnel - 2023 - Digitalisierung der Unternehmensberatung Eine mul.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HQNX6UB4/Hähnel - 2023 - Digitalisierung der Unternehmensberatung Eine mul.pdf:application/pdf;Hähnel - 2023 - Digitalisierung der Unternehmensberatung Eine mul.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RJXN5GIZ/Hähnel - 2023 - Digitalisierung der Unternehmensberatung Eine mul.pdf:application/pdf},
}

@incollection{genkova_digitale_2021,
	address = {Wiesbaden},
	title = {Digitale {Kompetenzen} im {Kontext} von {Leadership}},
	isbn = {978-3-658-30684-7},
	url = {https://link.springer.com/10.1007/978-3-658-30684-7_84-1},
	language = {de-DE},
	urldate = {2022-10-26},
	booktitle = {Handbuch {Globale} {Kompetenz}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Weinert, Stephan and Stulle, Klaus P.},
	editor = {Genkova, Petia},
	year = {2021},
	doi = {10.1007/978-3-658-30684-7_84-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--13},
	file = {Weinert und Stulle - 2021 - Digitale Kompetenzen im Kontext von Leadership.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MF6VMVI2/Weinert und Stulle - 2021 - Digitale Kompetenzen im Kontext von Leadership.pdf:application/pdf},
}

@incollection{genkova_diversity_2021,
	address = {Wiesbaden},
	title = {Diversity im {Kontext} des digitalen {Transformationsprozesses}: {Herausforderungen} und {Chancen} des digitalen und kulturellen {Wandels} im {IT}-{Bereich} erfolgreich gestalten},
	isbn = {978-3-658-30684-7},
	shorttitle = {Diversity im {Kontext} des digitalen {Transformationsprozesses}},
	url = {https://link.springer.com/10.1007/978-3-658-30684-7_59-1},
	language = {de-DE},
	urldate = {2022-10-26},
	booktitle = {Handbuch {Globale} {Kompetenz}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Tripp, Ina},
	editor = {Genkova, Petia},
	year = {2021},
	doi = {10.1007/978-3-658-30684-7_59-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--16},
	file = {Tripp - 2021 - Diversity im Kontext des digitalen Transformations.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BSF4NDC3/Tripp - 2021 - Diversity im Kontext des digitalen Transformations.pdf:application/pdf},
}

@incollection{gebhard_naturerfahrungen_2021,
	address = {Wiesbaden},
	title = {Naturerfahrungen mit digitalen {Techniken} – {Potenziale}, {Herausforderungen} und {Beispiele}},
	isbn = {978-3-658-35333-9 978-3-658-35334-6},
	url = {https://link.springer.com/10.1007/978-3-658-35334-6_19},
	language = {de-DE},
	urldate = {2022-06-26},
	booktitle = {Naturerfahrung und {Bildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Dotterweich, Markus and Lude, Armin},
	editor = {Gebhard, Ulrich and Lude, Armin and Möller, Andrea and Moormann, Alexandra},
	year = {2021},
	doi = {10.1007/978-3-658-35334-6_19},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {347--360},
	file = {Dotterweich und Lude - 2021 - Naturerfahrungen mit digitalen Techniken – Potenzi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XMX38I2R/Dotterweich und Lude - 2021 - Naturerfahrungen mit digitalen Techniken – Potenzi.pdf:application/pdf},
}

@incollection{bohnet-joschko_smartphones_2023,
	address = {Wiesbaden},
	title = {Smartphones im {Klinikalltag}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_7},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kraushaar, Judith},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {27--31},
	file = {Kraushaar - 2023 - Smartphones im Klinikalltag.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H62GHEWB/Kraushaar - 2023 - Smartphones im Klinikalltag.pdf:application/pdf},
}

@incollection{bohnet-joschko_kunstliche_2023-1,
	address = {Wiesbaden},
	title = {Künstliche {Intelligenz} im {Gesundheitswesen}: {Historische} {Entwicklung}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Künstliche {Intelligenz} im {Gesundheitswesen}},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_3},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ostermann, Thomas},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {11--14},
	file = {Ostermann - 2023 - Künstliche Intelligenz im Gesundheitswesen Histor.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CRIJXFTM/Ostermann - 2023 - Künstliche Intelligenz im Gesundheitswesen Histor.pdf:application/pdf},
}

@incollection{bohnet-joschko_stellenwert_2023,
	address = {Wiesbaden},
	title = {Stellenwert von {Digital} {Literacy} in der medizinischen {Aus}-, {Fort}- und {Weiterbildung}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_4},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ehlers, Jan P.},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {15--18},
	file = {Ehlers - 2023 - Stellenwert von Digital Literacy in der medizinisc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/86M2AIQL/Ehlers - 2023 - Stellenwert von Digital Literacy in der medizinisc.pdf:application/pdf},
}

@incollection{bohnet-joschko_rolle_2023,
	address = {Wiesbaden},
	title = {Die {Rolle} von {Suchmaschinen} beim {Patienten}-{Empowerment}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_5},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Korte, Lisa},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {19--22},
	file = {Korte - 2023 - Die Rolle von Suchmaschinen beim Patienten-Empower.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RN2MQLG2/Korte - 2023 - Die Rolle von Suchmaschinen beim Patienten-Empower.pdf:application/pdf},
}

@incollection{bohnet-joschko_akzeptanz_2023,
	address = {Wiesbaden},
	title = {Akzeptanz von {Robotik} in der {Pflege}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_6},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Korte, Lisa},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {23--26},
	file = {Korte - 2023 - Akzeptanz von Robotik in der Pflege.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4U4WSH26/Korte - 2023 - Akzeptanz von Robotik in der Pflege.pdf:application/pdf},
}

@incollection{bohnet-joschko_telemedizin_2023,
	address = {Wiesbaden},
	title = {Telemedizin im {Zivilschutz} als {Zukunftsstrategie}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_8},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Sattelberger, Julia},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {33--37},
	file = {Sattelberger - 2023 - Telemedizin im Zivilschutz als Zukunftsstrategie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ITPJUIA6/Sattelberger - 2023 - Telemedizin im Zivilschutz als Zukunftsstrategie.pdf:application/pdf},
}

@incollection{bohnet-joschko_digital_2023,
	address = {Wiesbaden},
	title = {Digital {Divide}: {Ursachenforschung} {Chancengleichheit}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Digital {Divide}},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_10},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kreyenschulte, Thea},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {47--50},
	file = {Kreyenschulte - 2023 - Digital Divide Ursachenforschung Chancengleichhei.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XA349W4N/Kreyenschulte - 2023 - Digital Divide Ursachenforschung Chancengleichhei.pdf:application/pdf},
}

@incollection{bohnet-joschko_big_2023,
	address = {Wiesbaden},
	title = {Big {Data}: {Verbesserung} der {Versorgung} durch patientenzentrierte {Analysen}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Big {Data}},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_11},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schulte, Timo},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {51--55},
	file = {Schulte - 2023 - Big Data Verbesserung der Versorgung durch patien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3Q36PE6M/Schulte - 2023 - Big Data Verbesserung der Versorgung durch patien.pdf:application/pdf},
}

@incollection{bohnet-joschko_ethischer_2023,
	address = {Wiesbaden},
	title = {Ein ethischer {Blick} auf die {Nutzung} öffentlicher {Daten} mittels {Social} {Media} {Mining}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_13},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Koß, Jonathan},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_13},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {63--66},
	file = {Koß - 2023 - Ein ethischer Blick auf die Nutzung öffentlicher D.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L59XNW67/Koß - 2023 - Ein ethischer Blick auf die Nutzung öffentlicher D.pdf:application/pdf},
}

@incollection{bohnet-joschko_prozessdigitalisierung_2023,
	address = {Wiesbaden},
	title = {Prozessdigitalisierung: {Digitale} {Forschungs}- und {Entwicklungsplattformen}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Prozessdigitalisierung},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_15},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Koß, Jonathan},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_15},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {73--76},
	file = {Koß - 2023 - Prozessdigitalisierung Digitale Forschungs- und E.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MLB3T7M8/Koß - 2023 - Prozessdigitalisierung Digitale Forschungs- und E.pdf:application/pdf},
}

@incollection{bohnet-joschko_verhaltensdaten_2023,
	address = {Wiesbaden},
	title = {Verhaltensdaten zur {Verringerung} gesundheitlicher {Ungleichheit}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_9},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Köbe, Philipp},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {41--46},
	file = {Köbe - 2023 - Verhaltensdaten zur Verringerung gesundheitlicher .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VK4AQVQB/Köbe - 2023 - Verhaltensdaten zur Verringerung gesundheitlicher .pdf:application/pdf},
}

@incollection{bohnet-joschko_digitalisierung_2023,
	address = {Wiesbaden},
	title = {Digitalisierung und {Klimaschutz}: {Wirkung} des {Megatrends} auf {Nachhaltigkeit} im {Gesundheitswesen}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Digitalisierung und {Klimaschutz}},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_12},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bohnet-Joschko, Sabine},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {57--61},
	file = {Bohnet-Joschko - 2023 - Digitalisierung und Klimaschutz Wirkung des Megat.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VKBFEJY8/Bohnet-Joschko - 2023 - Digitalisierung und Klimaschutz Wirkung des Megat.pdf:application/pdf},
}

@incollection{bohnet-joschko_digital_2023-1,
	address = {Wiesbaden},
	title = {Digital {Legacy} in der {Palliativversorgung}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_14},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Korte, Lisa},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_14},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {67--70},
	file = {Korte - 2023 - Digital Legacy in der Palliativversorgung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8RXA2RVA/Korte - 2023 - Digital Legacy in der Palliativversorgung.pdf:application/pdf},
}

@incollection{bohnet-joschko_predictive_2023,
	address = {Wiesbaden},
	title = {Predictive {Enrichment}: {Einsatz} in klinischen {Studien}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Predictive {Enrichment}},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_16},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Koß, Jonathan},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_16},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {77--79},
	file = {Koß - 2023 - Predictive Enrichment Einsatz in klinischen Studi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G3ECZM7B/Koß - 2023 - Predictive Enrichment Einsatz in klinischen Studi.pdf:application/pdf},
}

@incollection{bohnet-joschko_kunstliche_2023-2,
	address = {Wiesbaden},
	title = {Künstliche {Intelligenz} im {Einsatz} gegen die {Knowledge}-{Gap}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_17},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kreyenschulte, Thea},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_17},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {81--84},
	file = {Kreyenschulte - 2023 - Künstliche Intelligenz im Einsatz gegen die Knowle.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6KYKQXJV/Kreyenschulte - 2023 - Künstliche Intelligenz im Einsatz gegen die Knowle.pdf:application/pdf},
}

@incollection{bohnet-joschko_digitale_2023-1,
	address = {Wiesbaden},
	title = {Digitale {Gesundheitsanwendungen}: {Chancen} und {Herausforderungen}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Digitale {Gesundheitsanwendungen}},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_34},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Vollmar, Horst Christian and Busse, Theresa Sophie},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_34},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {163--167},
	file = {Vollmar und Busse - 2023 - Digitale Gesundheitsanwendungen Chancen und Herau.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6LTSS567/Vollmar und Busse - 2023 - Digitale Gesundheitsanwendungen Chancen und Herau.pdf:application/pdf},
}

@incollection{bohnet-joschko_kunstliche_2023-3,
	address = {Wiesbaden},
	title = {Künstliche {Intelligenz} zur {Steigerung} des {In}-{Vitro}-{Fertilisationserfolgs}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_35},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kreyenschulte, Thea},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_35},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {169--172},
	file = {Kreyenschulte - 2023 - Künstliche Intelligenz zur Steigerung des In-Vitro.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K3ISBR9C/Kreyenschulte - 2023 - Künstliche Intelligenz zur Steigerung des In-Vitro.pdf:application/pdf},
}

@incollection{bohnet-joschko_smart_2023,
	address = {Wiesbaden},
	title = {Smart {Glasses} in der {Anästhesie}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_37},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Korte, Lisa},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_37},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {177--180},
	file = {Korte - 2023 - Smart Glasses in der Anästhesie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3JS7CUMF/Korte - 2023 - Smart Glasses in der Anästhesie.pdf:application/pdf},
}

@incollection{bohnet-joschko_mikrochips_2023,
	address = {Wiesbaden},
	title = {Mikrochips für die {Glaukomtherapie}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_39},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kreyenschulte, Thea},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_39},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {185--188},
	file = {Kreyenschulte - 2023 - Mikrochips für die Glaukomtherapie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M5FXZTCK/Kreyenschulte - 2023 - Mikrochips für die Glaukomtherapie.pdf:application/pdf},
}

@incollection{bohnet-joschko_robotik_2023,
	address = {Wiesbaden},
	title = {Robotik: {Einsatzmöglichkeiten} in der {Rehabilitation}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Robotik},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_40},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kreyenschulte, Thea},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_40},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {191--194},
	file = {Kreyenschulte - 2023 - Robotik Einsatzmöglichkeiten in der Rehabilitatio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/V9I5ZDXD/Kreyenschulte - 2023 - Robotik Einsatzmöglichkeiten in der Rehabilitatio.pdf:application/pdf},
}

@incollection{bohnet-joschko_gehirn-computer-schnittstellen_2023,
	address = {Wiesbaden},
	title = {Gehirn-{Computer}-{Schnittstellen}: {Potenziale} für die rehabilitative {Gesundheitsversorgung}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Gehirn-{Computer}-{Schnittstellen}},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_41},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Korte, Lisa},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_41},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {195--198},
	file = {Korte - 2023 - Gehirn-Computer-Schnittstellen Potenziale für die.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SY6NM9PG/Korte - 2023 - Gehirn-Computer-Schnittstellen Potenziale für die.pdf:application/pdf},
}

@incollection{bohnet-joschko_pflege_2023,
	address = {Wiesbaden},
	title = {Pflege 4.0: {Digitalisierung} zur {Sicherung} der {Pflege} von morgen},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Pflege 4.0},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_44},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Korte, Lisa},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_44},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {209--212},
	file = {Korte - 2023 - Pflege 4.0 Digitalisierung zur Sicherung der Pfle.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TS8L8RYN/Korte - 2023 - Pflege 4.0 Digitalisierung zur Sicherung der Pfle.pdf:application/pdf},
}

@incollection{bohnet-joschko_intelligente_2023,
	address = {Wiesbaden},
	title = {Intelligente {Hirnschrittmacher} verbessern die {Parkinsontherapie}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_36},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Melzer, Laura},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_36},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {173--176},
	file = {Melzer - 2023 - Intelligente Hirnschrittmacher verbessern die Park.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8MNN4IWY/Melzer - 2023 - Intelligente Hirnschrittmacher verbessern die Park.pdf:application/pdf},
}

@incollection{bohnet-joschko_kunstliche_2023-4,
	address = {Wiesbaden},
	title = {Künstliche {Neurone} in der {Epilepsiechirurgie}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_38},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Melzer, Laura},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_38},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {181--183},
	file = {Melzer - 2023 - Künstliche Neurone in der Epilepsiechirurgie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DXT34IQY/Melzer - 2023 - Künstliche Neurone in der Epilepsiechirurgie.pdf:application/pdf},
}

@incollection{bohnet-joschko_exoskelett_2023,
	address = {Wiesbaden},
	title = {Das {Exoskelett} in der {Schlaganfall}-{Rehabilitation}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_42},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Köbe, Philipp},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_42},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {199--202},
	file = {Köbe - 2023 - Das Exoskelett in der Schlaganfall-Rehabilitation.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2RCT7PIB/Köbe - 2023 - Das Exoskelett in der Schlaganfall-Rehabilitation.pdf:application/pdf},
}

@incollection{bohnet-joschko_ambient-assisted-living-systeme_2023,
	address = {Wiesbaden},
	title = {Ambient-{Assisted}-{Living}-{Systeme}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_43},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kreyenschulte, Thea},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_43},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {203--206},
	file = {Kreyenschulte - 2023 - Ambient-Assisted-Living-Systeme.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SHTEVYBQ/Kreyenschulte - 2023 - Ambient-Assisted-Living-Systeme.pdf:application/pdf},
}

@incollection{bohnet-joschko_pflegende_2023,
	address = {Wiesbaden},
	title = {Pflegende {Angehörige}: {Digitale} {Angebote} zu {Unterstützung} und {Entlastung}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Pflegende {Angehörige}},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_45},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Loboiko, Katharina},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_45},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {213--216},
	file = {Loboiko - 2023 - Pflegende Angehörige Digitale Angebote zu Unterst.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U4SWR42U/Loboiko - 2023 - Pflegende Angehörige Digitale Angebote zu Unterst.pdf:application/pdf},
}

@incollection{bohnet-joschko_pravention_2023,
	address = {Wiesbaden},
	title = {Prävention {Pflegeheim}-sensitiver {Krankenhausfälle} durch {Telemedizin}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_46},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Valk-Draad, Maria Paula and Bohnet-Joschko, Sabine},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_46},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {217--220},
	file = {Valk-Draad und Bohnet-Joschko - 2023 - Prävention Pflegeheim-sensitiver Krankenhausfälle .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BWTR6QFE/Valk-Draad und Bohnet-Joschko - 2023 - Prävention Pflegeheim-sensitiver Krankenhausfälle .pdf:application/pdf},
}

@incollection{bohnet-joschko_betreuung_2023,
	address = {Wiesbaden},
	title = {Betreuung von {Demenzpatienten} per {Musik}-{App}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_48},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Korte, Lisa},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_48},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {225--228},
	file = {Korte - 2023 - Betreuung von Demenzpatienten per Musik-App.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FU754683/Korte - 2023 - Betreuung von Demenzpatienten per Musik-App.pdf:application/pdf},
}

@incollection{bohnet-joschko_aufnahme_2023,
	address = {Wiesbaden},
	title = {Aufnahme ins {DiGA}-{Verzeichnis}: {Fluch} und {Segen} für den {Businessplan}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Aufnahme ins {DiGA}-{Verzeichnis}},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_49},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Timmreck, Christian},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_49},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {231--237},
	file = {Timmreck - 2023 - Aufnahme ins DiGA-Verzeichnis Fluch und Segen für.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JCISS49F/Timmreck - 2023 - Aufnahme ins DiGA-Verzeichnis Fluch und Segen für.pdf:application/pdf},
}

@incollection{bohnet-joschko_data_2023,
	address = {Wiesbaden},
	title = {Data {Intelligence} in der {Wertschöpfung} pharmazeutischer {Unternehmen}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_53},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Köbe, Philipp},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_53},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {251--254},
	file = {Köbe - 2023 - Data Intelligence in der Wertschöpfung pharmazeuti.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A5MDBL4B/Köbe - 2023 - Data Intelligence in der Wertschöpfung pharmazeuti.pdf:application/pdf},
}

@incollection{bohnet-joschko_digitales_2023,
	address = {Wiesbaden},
	title = {Digitales klinisches {Entlassmanagement} für den Übergang in die {Pflege}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_47},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kreyenschulte, Thea},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_47},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {221--224},
	file = {Kreyenschulte - 2023 - Digitales klinisches Entlassmanagement für den Übe.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7HM3LS6N/Kreyenschulte - 2023 - Digitales klinisches Entlassmanagement für den Übe.pdf:application/pdf},
}

@incollection{bohnet-joschko_femtech_2023,
	address = {Wiesbaden},
	title = {Femtech: {Marktpotenziale} genderspezifischer {Versorgung}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Femtech},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_50},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Korte, Lisa},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_50},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {239--242},
	file = {Korte - 2023 - Femtech Marktpotenziale genderspezifischer Versor.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R2WCVJN3/Korte - 2023 - Femtech Marktpotenziale genderspezifischer Versor.pdf:application/pdf},
}

@incollection{bohnet-joschko_zukunft_2023,
	address = {Wiesbaden},
	title = {Die {Zukunft} des {Apothekenmarktes}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_51},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Köbe, Philipp},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_51},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {243--246},
	file = {Köbe - 2023 - Die Zukunft des Apothekenmarktes.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T62TXWUG/Köbe - 2023 - Die Zukunft des Apothekenmarktes.pdf:application/pdf},
}

@incollection{bohnet-joschko_gesundheitsokosysteme_2023,
	address = {Wiesbaden},
	title = {Gesundheitsökosysteme am {Beispiel} von {Amazon} {Care}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_52},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Koß, Jonathan},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_52},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {247--250},
	file = {Koß - 2023 - Gesundheitsökosysteme am Beispiel von Amazon Care.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TIFPN2GE/Koß - 2023 - Gesundheitsökosysteme am Beispiel von Amazon Care.pdf:application/pdf},
}

@incollection{bohnet-joschko_metaversum_2023,
	address = {Wiesbaden},
	title = {Das {Metaversum} und seine {Rolle} im {Gesundheitsmarkt}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_54},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Köbe, Philipp},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_54},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {255--259},
	file = {Köbe - 2023 - Das Metaversum und seine Rolle im Gesundheitsmarkt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NUFYIDQC/Köbe - 2023 - Das Metaversum und seine Rolle im Gesundheitsmarkt.pdf:application/pdf},
}

@incollection{bohnet-joschko_kunstliche_2023-5,
	address = {Wiesbaden},
	title = {Künstliche {Intelligenz} in der {Medizin}: {Anmerkungen} zum aktuellen {Verordnungsentwurf} der {Europäischen} {Kommission}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Künstliche {Intelligenz} in der {Medizin}},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_55},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Spranger, Tade Matthias and Wenzel, Michael},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_55},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {263--266},
	file = {Spranger und Wenzel - 2023 - Künstliche Intelligenz in der Medizin Anmerkungen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T8IVJNEK/Spranger und Wenzel - 2023 - Künstliche Intelligenz in der Medizin Anmerkungen.pdf:application/pdf},
}

@incollection{bohnet-joschko_cybersicherheit_2023,
	address = {Wiesbaden},
	title = {Cybersicherheit im stationären {Umfeld}: {Herausforderungen} und {Potenziale}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Cybersicherheit im stationären {Umfeld}},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_56},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Köbe, Philipp},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_56},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {267--270},
	file = {Köbe - 2023 - Cybersicherheit im stationären Umfeld Herausforde.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4LAP3MSN/Köbe - 2023 - Cybersicherheit im stationären Umfeld Herausforde.pdf:application/pdf},
}

@incollection{bohnet-joschko_mobile-health-dienste_2023,
	address = {Wiesbaden},
	title = {Mobile-{Health}-{Dienste}: {Rechtliche} {Herausforderungen} auf dem {Weg} zum {Medizinprodukt}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Mobile-{Health}-{Dienste}},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_57},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Spranger, Tade},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_57},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {271--273},
	file = {Spranger - 2023 - Mobile-Health-Dienste Rechtliche Herausforderunge.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SY2QYLTG/Spranger - 2023 - Mobile-Health-Dienste Rechtliche Herausforderunge.pdf:application/pdf},
}

@incollection{bohnet-joschko_perspektive_2023,
	address = {Wiesbaden},
	title = {Perspektive für kommunale {Krankenhäuser} durch {Shared} {Services}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_65},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Balling, Stephan},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_65},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {311--314},
	file = {Balling - 2023 - Perspektive für kommunale Krankenhäuser durch Shar.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XFAX89DX/Balling - 2023 - Perspektive für kommunale Krankenhäuser durch Shar.pdf:application/pdf},
}

@incollection{bohnet-joschko_kunstliche_2023-6,
	address = {Wiesbaden},
	title = {Künstliche {Intelligenz} in der {Krankenhausabrechnung}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_58},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Koß, Jonathan},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_58},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {275--278},
	file = {Koß - 2023 - Künstliche Intelligenz in der Krankenhausabrechnun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DTEA7FIT/Koß - 2023 - Künstliche Intelligenz in der Krankenhausabrechnun.pdf:application/pdf},
}

@incollection{bohnet-joschko_rechtliche_2023,
	address = {Wiesbaden},
	title = {Rechtliche {Herausforderungen} für stationäre {Behandlungen} bei räumlicher {Trennung} von {Patient} und {Arzt}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_59},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Sachs, Gunnar and Kemmner, Carolin and Giesen, Caroline and Joschko, Annabel},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_59},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {279--283},
	file = {Sachs et al. - 2023 - Rechtliche Herausforderungen für stationäre Behand.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/334DH7UC/Sachs et al. - 2023 - Rechtliche Herausforderungen für stationäre Behand.pdf:application/pdf},
}

@incollection{bohnet-joschko_nutzung_2023,
	address = {Wiesbaden},
	title = {Nutzung von {Messenger}-{Diensten} durch medizinisches {Personal}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_60},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kreyenschulte, Thea},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_60},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {285--288},
	file = {Kreyenschulte - 2023 - Nutzung von Messenger-Diensten durch medizinisches.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HEELI26P/Kreyenschulte - 2023 - Nutzung von Messenger-Diensten durch medizinisches.pdf:application/pdf},
}

@incollection{bohnet-joschko_krankenkassen-transformation_2023,
	address = {Wiesbaden},
	title = {Krankenkassen-{Transformation}: {Gesundheitspartner} der {Zukunft}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Krankenkassen-{Transformation}},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_61},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Jahn, Justin},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_61},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {291--295},
	file = {Jahn - 2023 - Krankenkassen-Transformation Gesundheitspartner d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7CYZ2HS2/Jahn - 2023 - Krankenkassen-Transformation Gesundheitspartner d.pdf:application/pdf},
}

@incollection{bohnet-joschko_kliniktransformation_2023,
	address = {Wiesbaden},
	title = {Kliniktransformation: {Chancen} durch {Kollaboration}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Kliniktransformation},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_62},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Köbe, Philipp},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_62},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {297--300},
	file = {Köbe - 2023 - Kliniktransformation Chancen durch Kollaboration.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RQLNET7B/Köbe - 2023 - Kliniktransformation Chancen durch Kollaboration.pdf:application/pdf},
}

@incollection{bohnet-joschko_organtransplantation_2023,
	address = {Wiesbaden},
	title = {Organtransplantation: {Prozessoptimierung} durch {Digitalisierung}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Organtransplantation},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_63},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pilgrim, Katharina},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_63},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {301--305},
	file = {Pilgrim - 2023 - Organtransplantation Prozessoptimierung durch Dig.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EYFQJC8J/Pilgrim - 2023 - Organtransplantation Prozessoptimierung durch Dig.pdf:application/pdf},
}

@article{heindl_digitale_2024,
	title = {Digitale {Aspekte} in {Arbeitsprozessanalysen} in der {Fachdidaktik} {Ernährung} und {Hauswirtschaft}},
	volume = {13},
	issn = {21938806, 21961662},
	url = {https://www.budrich-journals.de/index.php/HiBiFo/article/view/44657},
	doi = {10.3224/hibifo.v13i3.01},
	abstract = {The integration of digital tools and technologies is changing traditional working methods and processes in the professional field of nutrition and home economics, which is also changing teacher education. The article analyzes the potential for capturing digital aspects in vocational specialist work through work process analyses in the education of student teachers.},
	language = {de-DE},
	number = {3-2024},
	urldate = {2024-09-13},
	journal = {HiBiFo – Haushalt in Bildung \& Forschung},
	author = {Heindl, Johanna and Miesera, Susanne},
	month = sep,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU4b},
	pages = {3--14},
	file = {Heindl und Miesera - 2024 - Digitale Aspekte in Arbeitsprozessanalysen in der .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IFQ292AP/Heindl und Miesera - 2024 - Digitale Aspekte in Arbeitsprozessanalysen in der .pdf:application/pdf},
}

@book{bernhardt_unzuverlassiges_2024,
	title = {Unzuverlässiges {Erzählen} in {Literatur} und {Medien} : {Didaktische} {Perspektiven}},
	isbn = {978-3-7329-8920-1},
	shorttitle = {Unzuverlässiges {Erzählen} in {Literatur} und {Medien}},
	url = {https://library.oapen.org/handle/20.500.12657/90836},
	abstract = {Unreliable narration is a fascinating phenomenon. When it is uncertain whether the narrated events can be trusted, opportunities for interpretation arise. This applies not only to classical literature but also to children's literature and picture books, as well as various media such as radio plays, films, and even video games. Instances of deceptive narration repeatedly occur, or it becomes clear only gradually that the described events could not have happened as presented. Even exhibitions can address or stage deception, illusion, and unreliability. Pedagogically, this opens up opportunities to stimulate literary learning, introduce aesthetic experiences, and promote critical media literacy. This volume examines the phenomenon of unreliable narration for the first time from a transmedia and didactic perspective. It explores various media and their characteristics, offers systematic extensions of the possibilities for describing reliability and unreliability, and develops concrete didactic models and positions of this phenomenon in the digital age.},
	language = {de-DE},
	urldate = {2024-09-13},
	publisher = {Frank \& Timme},
	editor = {Bernhardt, Sebastian},
	year = {2024},
	doi = {10.26530/20.500.12657/90836},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Bernhardt - 2024 - Unzuverlässiges Erzählen in Literatur und Medien .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MKF42DSD/Bernhardt - 2024 - Unzuverlässiges Erzählen in Literatur und Medien .pdf:application/pdf},
}

@book{quarder_mathematisches_2024,
	address = {Wiesbaden},
	series = {Studien zur theoretischen und empirischen {Forschung} in der {Mathematikdidaktik}},
	title = {Mathematisches {Modellieren} mit digitalen {Werkzeugen} in der {Lehrkräftebildung}: {Konzeption} und {Evaluation} eines {Lehr}-{Lern}-{Laborseminars}},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-3-658-44995-7 978-3-658-44996-4},
	shorttitle = {Mathematisches {Modellieren} mit digitalen {Werkzeugen} in der {Lehrkräftebildung}},
	url = {https://link.springer.com/10.1007/978-3-658-44996-4},
	language = {de-DE},
	urldate = {2024-06-30},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Quarder, Jascha},
	year = {2024},
	doi = {10.1007/978-3-658-44996-4},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Quarder - 2024 - Mathematisches Modellieren mit digitalen Werkzeuge.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JPB4XRCZ/Quarder - 2024 - Mathematisches Modellieren mit digitalen Werkzeuge.pdf:application/pdf},
}

@article{biswas_ml-based_2024,
	title = {{ML}-based intelligent real-time feedback system for blended classroom},
	volume = {29},
	issn = {1360-2357, 1573-7608},
	url = {https://link.springer.com/10.1007/s10639-023-11949-5},
	doi = {10.1007/s10639-023-11949-5},
	abstract = {The application of machine learning (ML) has grown and is now used to enhance learning outcomes. In blended classroom settings, ML, emerging smartphones and wearable technologies are commonly used to improve teaching and learning. The combination of these advanced technologies and ML plays a crucial role in enhancing real-time feedback quality. However, there are abundant scopes of improvement and strong need for further careful investigations in this area. We propose an MLbased intelligent real-time feedback system to address current research challenges for blended classrooms. The proposed system provides real-time feedback to students and teachers. We build an Android application for our intelligent feedback interfaces. The user interfaces use students’ academic performance prediction models with real-time states and dynamic feedback timings based on historic feedback statistics. In addition, the feedback scheduling algorithms, choices of peripheral devices for real-time feedback, and feedback modalities to optimize fatigue make our system interfaces intelligent and novel. The end users well-received the intelligent features and technology of the proposed system. Our empirical findings indicate that unique design elements, such as dynamic timing, choice of peripheral devices, and modalities of real-time feedback, are crucial in integrating the system with blended classes. The intelligent characteristics of the proposed system have been appreciated by a large proportion of the end-users (90.90\% of teachers and 84.21\% of students) for use in real-time blended classroom environments. The higher comparative system usability scale (SUS) scores with benchmarks show real promise of the system design.},
	language = {en-GB},
	number = {4},
	urldate = {2024-03-23},
	journal = {Education and Information Technologies},
	author = {Biswas, Ujjwal and Bhattacharya, Samit},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:FU4b, \#8:Zeitschriftenartikel:blended:learning},
	pages = {3923--3951},
	file = {Biswas und Bhattacharya - 2024 - ML-based intelligent real-time feedback system for.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4UME6P77/Biswas und Bhattacharya - 2024 - ML-based intelligent real-time feedback system for.pdf:application/pdf},
}

@article{leibniz-institut_fur_bildungsforschung_und_bildungsinformation_dipf_digitalisierung_2022,
	title = {Digitalisierung und {Weiterbildung}. {Beiträge} zu erwachsenenpädagogischen {Forschungs}- und {Entwicklungsfeldern}},
	copyright = {Creative Commons Namensnennung 4.0 International},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=25584},
	doi = {10/gs565f},
	abstract = {Wie wirkt sich die Digitalisierung auf die Erwachsenen- und Weiterbildung aus? Das Buch zeigt die Bandbreite der Forschungsperspektiven und Anwendungsfelder. Ausgehend von grundlagentheoretischen Forschungsansätzen werden spezifische Themenfelder sowie anwendungsbezogene Vorhaben zur Gestaltung mediengestützter Lehr-Lern-Konzepte aufgegriffen. Die Beiträge zeigen dabei die Relevanz bildungswissenschaftlicher Forschung für die Gestaltung der digitalen Transformation. Es werden interdisziplinäre Forschungs- und Anwendungsfelder entworfen, die ohne fundierte erwachsenenpädagogische Perspektiven nicht auskommen. (DIPF/Verlag)},
	language = {de-DE},
	urldate = {2023-11-21},
	editor = {{Leibniz-Institut für Bildungsforschung und Bildungsinformation (DIPF)}},
	collaborator = {Robak, Steffi and Kühn, Christian and Heidemann, Lena and Asche, Eike},
	year = {2022},
	note = {Artwork Size: 249 pages
Publisher: Verlag Barbara Budrich : Opladen, Berlin, Toronto},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Deployment of media, Digitalisierung, Digitalization, Medieneinsatz, Use of media, Adult training, Erwachsenenbildung, Nachhaltigkeit, Sustainability, Further education, Weiterbildung, Interdisciplinarity, Interdisziplinarität, Continuing education, Adult education, Digitale Medien, Lehr-Lern-Forschung, Teaching-learning research, Mediendidaktik, Media didactics, Adult pedagogics, Erwachsenenpädagogik, Pedagogics for adults, Angebotsplanung, Bildungsbedarf, Demand for education, Educational need, Educational needs, Program planning, Programme Design, Programmplanung},
	pages = {249 pages},
	file = {null - 2022 - Digitalisierung und Weiterbildung. Beiträge zu erw.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5F37NF9N/null - 2022 - Digitalisierung und Weiterbildung. Beiträge zu erw.pdf:application/pdf},
}

@article{ngenzi_information_2021,
	title = {Information and communication technology to enhance continuing professional development ({CPD}) and continuing medical education ({CME}) for {Rwanda}: a scoping review of reviews},
	volume = {21},
	issn = {1472-6920},
	shorttitle = {Information and communication technology to enhance continuing professional development ({CPD}) and continuing medical education ({CME}) for {Rwanda}},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-021-02607-w},
	doi = {10/gs5685},
	abstract = {Background: Access to high quality continuing professional development (CPD) is necessary for healthcare professionals to retain competency within the ever-evolving worlds of medicine and health. Most low- and middleincome countries, including Rwanda, have a critical shortage of healthcare professionals and limited access to CPD opportunities. This study scoped the literature using review articles related to the use of information and communication technology (ICT) and video conferencing for the delivery of CPD to healthcare professionals. The goal was to inform decision-makers of relevant and suitable approaches for a low-income country such as Rwanda.
Methods: PubMed and hand searching was used. Only review articles written in English, published between 2010 and 2019, and reporting the use of ICT for CPD were included.
Results: Six review articles were included in this study. Various delivery modes (face to face, pure elearning and blended learning) and technology approaches (Internet-based and non-Internet based) were reported. All types of technology approach enhanced knowledge, skills and attitudes. Pure elearning is comparable to face-to-face delivery and better than ‘no intervention’, and blended learning showed mixed results compared to traditional faceto-face learning. Participant satisfaction was attributed to ease of use, easy access and interactive content.
Conclusion: The use of technology to enhance CPD delivery is acceptable with most technology approaches improving knowledge, skills and attitude. For the intervention to work effectively, CPD courses must be well designed: needs-based, based on sound educational theories, interactive, easy to access, and affordable. Participants must possess the required devices and technological literacy.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Ngenzi, Joseph Lune and Scott, Richard E. and Mars, Maurice},
	month = dec,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:FU3, \#8:Zeitschriftenartikel:blended:learning},
	pages = {245},
	file = {Ngenzi et al. - 2021 - Information and communication technology to enhanc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5LVW43EU/Ngenzi et al. - 2021 - Information and communication technology to enhanc.pdf:application/pdf},
}

@article{cui_effectiveness_2023,
	title = {Effectiveness of flipped classroom in pharmacy education – a meta-analysis},
	volume = {23},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04865-2},
	doi = {10/gs565t},
	abstract = {Background  Flipped classroom, blended with online and offline learning, was regarded as an effective learning approach in pharmacy education. This meta-analysis was to comprehensively compare the effectiveness of flipped classroom and traditional lecture-based approaches, attempting to generate a unified and firm conclusion of the effectiveness of flipped classroom in pharmacy education.
Methods  Data were collected from 7 databases, involving Cochrane Library, PubMed, Embase, ScienceDirect, Web of Science, China National Knowledge Infrastructure (CNKI), and Chinese Biomedical Literature Service System (SinoMed). The studies were included if they included objective evaluation of students’ performance between groups of flipped classroom and traditional approaches. The standardized mean difference (SMD) with a corresponding 95\% confidence interval (95\% CI) was used as the outcomes for data pooling.
Results  A total of 22 studies (28 comparing groups) with 4379 participants were included in the meta-analysis. The risk of bias was relatively high. Results of the analysis revealed that flipped classroom presented significant advantages over traditional approaches in student performance improvement, with no evidence of publication bias. Through subgroup analysis, it showed better outcomes for flipped classrooms over traditional lectures for the other subgroups, including different performance, degree programs.
Conclusions  Current evidence reveals that the flipped classroom approach in pharmacy education yields a statistical improvement in student learning compared with traditional methods. In the future, instructors should introduce more online technology into classroom and construct an interactive learning environment.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Cui, He and Xie, Xinyu and Wang, Boyang and Zhao, Yuan},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Promotion:Argumentation, \#8:Zeitschriftenartikel:blended:learning},
	pages = {881},
	file = {Cui et al. - 2023 - Effectiveness of flipped classroom in pharmacy edu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YIVYCJIR/Cui et al. - 2023 - Effectiveness of flipped classroom in pharmacy edu.pdf:application/pdf},
}

@incollection{watanabe_akzeptanzforschung_2023,
	address = {Wiesbaden},
	title = {Akzeptanzforschung zum {Einsatz} {Künstlicher} {Intelligenz} in der {Hochschulbildung}. {Eine} kritische {Bestandsaufnahme}},
	copyright = {Creative Commons Namensnennung - Nicht kommerziell 4.0 International},
	isbn = {978-3-658-40078-1 978-3-658-40079-8},
	url = {https://link.springer.com/10.1007/978-3-658-40079-8_13},
	abstract = {Innovationen in der Hochschulbildung führen nicht per se zu gesteigerter Nachfrage oder Akzeptanz aufseiten der relevanten Bildungsgruppen (Krone \& Pinkl 2017). Im Fall KI-gestützter Innovationen im Kontext akademischen Lehrens und Lernens kommt erschwerend hinzu, dass weder Lernende noch Lehrende der Technik unvoreingenommen begegnen: Vorbehalte gegenüber KI werden hier zu kritischen Erfolgsfaktoren für die Implementierung innovativer Technologie (Schäfer \& Keppler 2013, S. 5). Während im technologischen, bildungswissenschaftlichen und didaktischen Bereich bereits Forschungsergebnisse und auch erste Implementationen vorliegen, ist die Akzeptanzforschung vor allem in Bezug auf die Studierendenperspektive gegenüber KI-Anwendungen noch vergleichsweise gering entwickelt (Kieslich et al. 2019). Der vorliegende Beitrag adressiert diesen »blinden Fleck« anhand einer Übersicht über grundlegende Konzepte und Modelle aus dem Bereich der Akzeptanzforschung. Anhand aktueller KI-Trends werden zunächst allgemeine Überlegungen zur Akzeptanz abgeleitet. Auf Basis theoretischer Grundlagen zum Gegenstand der Akzeptanz, der Exemplifikation an einem Fallbeispiel sowie einer Synopse relevanter Modelle wird anschließend kritisch diskutiert, welche Bedeutung der Akzeptanzforschung zum KI-Einsatz in der Hochschulbildung künftig zugemessen werden kann. Der Beitrag stellt eine Anregung und Orientierung für empirische Untersuchungen dar.},
	language = {de-DE},
	urldate = {2023-10-15},
	booktitle = {Künstliche {Intelligenz} in der {Bildung}.},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Watanabe, Alice and Schmohl, Tobias and Schelling, Kathrin},
	editor = {{Leibniz-Institut für Bildungsforschung und Bildungsinformation (DIPF)}},
	year = {2023},
	note = {ISBN: 9783658400798
Publisher: Springer VS : Wiesbaden},
	keywords = {Forschung, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Deployment of media, Digitale Bildung, Hochschullehre, Medieneinsatz, University lecturing, University teaching, Use of media, Learning, Technologie, \#6:Buchteil:Bildung:Technologie, Higher education lecturing, Research, Male student, Student, Hochschulbildung, Partizipation, Higher education, University level of education, Artificial intelligence, Acceptance, Akzeptanz},
	pages = {263--289},
	file = {Watanabe et al. - 2023 - Akzeptanzforschung zum Einsatz Künstlicher Intelli.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q2CFSSZJ/Watanabe et al. - 2023 - Akzeptanzforschung zum Einsatz Künstlicher Intelli.pdf:application/pdf;Watanabe et al. - 2023 - Akzeptanzforschung zum Einsatz Künstlicher Intelli.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WQWSA3AV/Watanabe et al. - 2023 - Akzeptanzforschung zum Einsatz Künstlicher Intelli.pdf:application/pdf},
}

@book{standl_digitale_2022,
	title = {Digitale {Lehre} nachhaltig gestalten},
	copyright = {Creative Commons Namensnennung - Nicht-kommerziell - Weitergabe unter gleichen Bedingungen 4.0 International},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=25825},
	abstract = {Bildung im digitalen Kontext hat durch die Covid-19-Pandemie zu tiefgreifenden Veränderungsprozessen auf vielen Ebenen im Bereich der Infrastruktur, Methodik und Didaktik an Hochschulen geführt. In den vergangenen zwei Jahren wurden digitale Lehrkonzepte weiterentwickelt, in die Praxis umgesetzt und vieles, was vorher nur ansatzweise in die Lehre eingebunden wurde, hat sich aufgrund der besonderen äußeren Umstände zunehmend etabliert. Bereits im Jahr 2003 widmete sich die GMW-Tagung dem Thema "Nachhaltigkeit", was zeigt, dass dieses Thema die mediendidaktische Diskussion schon seit langem prägt. Vor diesem Hintergrund widmen sich die Beiträge der GMW-Konferenz 2022 der Frage, ob und wie sich in den letzten Jahren unter dem Eindruck der Pandemie neue Perspektiven für die Nachhaltigkeit der Bemühungen um eine Erneuerung der Bildung mit digitalen Medien ergeben haben. Insbesondere werden Themen wie Qualität in der Lehre, personalisierte Lehrkonzepte, inklusive Bildungstechnologien und Hochschulentwicklung im Kontext der Digitalisierung behandelt. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2022-12-29},
	editor = {Standl, Bernhard},
	year = {2022},
	note = {Artwork Size: 265 pages
Publisher: Waxmann : Münster ; New York},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, Deutschland, Digitale Bildung, Digitalisierung, Digitalization, Germany, Virtual learning, Computerunterstütztes Verfahren, Educational Environment, Hochschule, Learning environment, Sozialwissenschaft, Virtuelle Lehre, Selbstbestimmung, Self-determination, Lehramtsstudiengang, Lehrerbildung, Teachers' training, Kompetenz, Forschungsprojekt, Interview, Media pedagogics, Medienpädagogik, Schweiz, Switzerland, University didactics, Austria, Nachhaltigkeit, Sustainability, Inclusion, Inklusion, Auswirkung, COVID-19, Pandemie, Hochschulbildung, Umfrage, Österreich, Qualität, Quality, Cooperative learning, Schulpraxis, Lehr-Lern-System, Media competence, Media skills, Virtuelle Hochschule, Lernumgebung, Berufsbegleitendes Studium, Occupation accompanying studies, Lehrmaterialentwicklung, Material Development, Online-Kommunikation, Videokonferenz, \#6:Buch:Bildung:Technologie, Hochschulentwicklung, University development, Explorative Studie, Coding, Rechtschreibung, Online courses, Media didactics, Deutschunterricht, German language teaching, Teaching of German, Online service, Online-Angebot, Hochschulzugang, Instructional Materials, Lehrmaterial, Programmierung, University admission, zu berarbeiten},
	file = {null - 2022 - Digitale Lehre nachhaltig gestalten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I8TQ3I6H/null - 2022 - Digitale Lehre nachhaltig gestalten.pdf:application/pdf},
}

@article{hugger_quo_2022,
	title = {Quo vadis, erziehungswissenschaftliche {Jugendmedienforschung}? {Entwicklung} und {Perspektiven} der {Forschung} zu {Jugend} und {Medien}},
	issn = {1424-3636, 1424-3636},
	abstract = {While the everyday life of adolescents is shaped by an intensive embedding of digital media, the question arises whether this development is also reflected in the research field of educational research in youth media. In order to come closer to an answer, the article takes stock of educational media research for young people in German-speaking countries with the aim of balancing. It becomes clear that the research field has developed specific contours that have emerged in recent years.},
	language = {de-DE},
	number = {50},
	journal = {MedienPädagogik Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Hugger, Kai-Uwe},
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien},
	file = {[No title found].pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K2XKF3B4/[No title found].pdf:application/pdf},
}

@article{farzi_effect_2020,
	title = {The effect of blended learning on the rate of medication administration errors of nurses in medical wards},
	volume = {25},
	issn = {1735-9066},
	url = {http://www.ijnmrjournal.net/text.asp?2020/25/6/527/300269},
	doi = {10/ghkdhm},
	abstract = {Background: Medication error is one of the most important and most common events threatening patient safety. This study was conducted with the aim to determine the effect of asynchronous hybrid/blended learning on the rate of medication administration errors of nurses in medical wards. Materials and Methods: This quasi‑experimental study was conducted with a pretest‑posttest design in 2019. The participants of this study included 57 clinical nurses working in the medical wards of a selected educational hospital affiliated to Lorestan University of Medical Sciences, Khorramabad, Iran. The study participants were selected through census method. An asynchronous hybrid/blended learning program was used in this study. Data collection was performed using a two‑section researcher‑made checklist. The collected data were analyzed using descriptive [Mean (SD)] and inferential (paired sample t‑test) statistics in SPSS software. A p value of less than 0.05 was considered statistically significant. Results: The results showed that the mean score of total errors in medication administration in the medical wards after the intervention was significantly lower than before the intervention; the mean score of errors before and after the study was 61.67 and 50.09, respectively (t56 = 11.41, p {\textless} 0.001). Conclusions: Asynchronous hybrid/blended learning as a type of e‑learning, simple, relatively inexpensive, and new educational strategy can improve nurses’ performance and reduce medication errors.},
	language = {en-GB},
	number = {6},
	urldate = {2020-11-11},
	journal = {Iranian Journal of Nursing and Midwifery Research},
	author = {Farzi, Kolsoum and Mohammadipour, Fatemeh and Toulabi, Tahereh and Heidarizadeh, Khadijeh and Heydari, Fardin},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Bildung, Multimedia, trainee, \#8:Zeitschriftenartikel:blended:learning},
	pages = {527},
	file = {farzi_et_al_2020_the_effect_of_blended_learning_on_the_rate_of_medication_administration_errors.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9VC8VF2S/farzi_et_al_2020_the_effect_of_blended_learning_on_the_rate_of_medication_administration_errors.pdf:application/pdf},
}

@article{xie_modelling_2020,
	title = {Modelling the {Dropout} {Patterns} of {MOOC} {Learners}},
	abstract = {We conduct a survival analysis for the viewing durations of massive open online courses. The hazard function of the empirical duration data presents as a bathtub curve with the Lindy effect in its tail. To understand the evolutionary mechanisms underlying these features, we categorize learners into two classes based on their different distributions of viewing durations, namely lognormal distribution and power law with exponential cutoff. Two random differential equations are provided to describe the growth patterns of viewing durations for the two classes respectively. The expected duration change rate of the learners featured by lognormal distribution is supposed to be dependent on their past duration, and that of the remainder of learners is supposed to be inversely proportional to time. Solutions to the equations predict the features of viewing duration distributions, and those of the hazard function. The equations also reveal the features of memory and memorylessness for the respective viewing behaviors of the two classes.},
	language = {en-GB},
	journal = {Tsinghua Science and Technology},
	author = {Xie, Zheng},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU5, \#4:Zeitschriftenartikel:MOOC},
	file = {Xie - 2020 - Modelling the Dropout Patterns of MOOC Learners.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WZV558XW/Xie - 2020 - Modelling the Dropout Patterns of MOOC Learners.pdf:application/pdf},
}

@article{egami_causal_2024,
	title = {Causal effect of video gaming on mental well-being in {Japan} 2020–2022},
	issn = {2397-3374},
	url = {https://www.nature.com/articles/s41562-024-01948-y},
	doi = {10.1038/s41562-024-01948-y},
	abstract = {Abstract
            
              The widespread use of video games has raised concerns about their potential negative impact on mental well-being. Nevertheless, the empirical evidence supporting this notion is largely based on correlational studies, warranting further investigation into the causal relationship. Here we identify the causal effect of video gaming on mental well-being in Japan (2020–2022) using game console lotteries as a natural experiment. Employing approaches designed for causal inference on survey data (
              n
               = 97,602), we found that game console ownership, along with increased game play, improved mental well-being. The console ownership reduced psychological distress and improved life satisfaction by 0.1–0.6 standard deviations. Furthermore, a causal forest machine learning algorithm revealed divergent impacts between different types of console, with one showing smaller benefits for adolescents and females while the other showed larger benefits for adolescents. These findings highlight the complex impact of digital media on mental well-being and the importance of considering differential screen time effects.},
	language = {en-GB},
	urldate = {2024-08-24},
	journal = {Nature Human Behaviour},
	author = {Egami, Hiroyuki and Rahman, Md. Shafiur and Yamamoto, Tsuyoshi and Egami, Chihiro and Wakabayashi, Takahisa},
	month = aug,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Promotion:Relevanz:3},
	file = {Egami et al. - 2024 - Causal effect of video gaming on mental well-being.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/778JI5WN/Egami et al. - 2024 - Causal effect of video gaming on mental well-being.pdf:application/pdf},
}

@article{herrmann_virtual_2024,
	title = {\textit{{Virtual} {Gaming} {Simulation}} ({VGS}) in {Teacher} {Education}: {Fostering} {Counseling} {Competencies} in {Preservice} {Teachers}},
	issn = {1475-7257, 2057-3022},
	shorttitle = {\textit{{Virtual} {Gaming} {Simulation}} ({VGS}) in {Teacher} {Education}},
	url = {https://journals.sagepub.com/doi/10.1177/14757257241270636},
	doi = {10.1177/14757257241270636},
	abstract = {This report provides an example implementation of a virtual gaming simulation (VGS) in counseling seminars in teacher education as a tool for learning psychological conversation skills. The theory-practice seminar “Counseling language learners” in a blended learning environment includes the teaching of counseling competencies, followed by actual online counseling sessions with school students. As a further approximation of practice, before gathering their ﬁrst experience as counselors, preservice teachers play through a virtual simulation of a counseling session in which they can interactively control the counselor’s behavior by choosing from a pool of alternatives. In this way, users learn inductively about the functionality of conversational techniques, and begin to anticipate the consequences of their actions. An evaluative study explores the beneﬁts perceived by preservice teachers of the present VGS application. Results indicate high levels of usability and utility of the VGS as well as an aroused situational and topic interest through the task. Conﬁrmatory evaluations are still required.},
	language = {en-GB},
	urldate = {2024-08-19},
	journal = {Psychology Learning \& Teaching},
	author = {Herrmann, Carmen and Drechsel, Barbara},
	month = aug,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:FU3, \#8:Zeitschriftenartikel:blended:learning},
	pages = {14757257241270636},
	file = {Herrmann und Drechsel - 2024 - Virtual Gaming Simulation (VGS) in Teacher .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UTC96S53/Herrmann und Drechsel - 2024 - Virtual Gaming Simulation (VGS) in Teacher .pdf:application/pdf},
}

@book{isaias_artificial_2024,
	address = {Cham},
	series = {Cognition and {Exploratory} {Learning} in the {Digital} {Age}},
	title = {Artificial {Intelligence} for {Supporting} {Human} {Cognition} and {Exploratory} {Learning} in the {Digital} {Age}},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-3-031-66461-8 978-3-031-66462-5},
	url = {https://link.springer.com/10.1007/978-3-031-66462-5},
	language = {en-GB},
	urldate = {2024-08-17},
	publisher = {Springer Nature Switzerland},
	editor = {Isaias, Pedro and Sampson, Demetrios G. and Ifenthaler, Dirk},
	year = {2024},
	doi = {10.1007/978-3-031-66462-5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buch:digital:learning},
	file = {Isaias et al. - 2024 - Artificial Intelligence for Supporting Human Cogni.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GSNGCHIX/Isaias et al. - 2024 - Artificial Intelligence for Supporting Human Cogni.pdf:application/pdf},
}

@incollection{androutsopoulos_24_2024,
	title = {24. {Digital} {Literacies} im {Sprachunterricht}},
	isbn = {978-3-11-074416-3},
	url = {https://www.degruyter.com/document/doi/10.1515/9783110744163-024/html},
	abstract = {Digitale Medienkompetenzen werden als Kulturtechnik betrachtet, die den traditionellen Kanon aus Lesen, Schreiben, Rechnen ergänzt und verändert. Somit stellen sie für den Sprach- und insbesondere den Deutschunterricht einen relevanten Unterrichtsgegenstand dar. Die Reflexion über Praktiken digitaler Alltagskommunikation ist stets auch ein Nachdenken über situative Bedingungen und sprachliche Angemessenheit. Die linguistische Analyse und Modellierung digitaler Praktiken schafft die Voraussetzungen, digitalen Sprachgebrauch kompetent analysieren, differenziert beurteilen und selbständig produzieren zu können. Die Vermittlung nötiger Kompetenzen im Sinne von Digital Literacies stellt eine schulische Herausforderung dar. Der Beitrag fokussiert Medienkompetenzen in der digitalen Welt, indem Digital Literacies auf aktuelle KMK-Strategien zu Medienbildung in Deutschland bezogen und durch das Konzept der funktionalen Angemessenheit erweitert werden. Auf der Basis von Schulbuchanalysen und der Konzeption einer exemplarischen Unterrichtssequenz wird gezeigt, wie die Reflexion über Sprachgebrauch in digitalen Medien didaktisch umgesetzt werden kann und welche hochschuldidaktischen Konsequenzen daraus erwachsen.},
	language = {de-DE},
	urldate = {2024-08-16},
	booktitle = {Handbuch {Sprache} und digitale {Kommunikation}},
	publisher = {De Gruyter},
	author = {Arendt, Birte and Kiesendahl, Jana},
	editor = {Androutsopoulos, Jannis and Vogel, Friedemann},
	month = jun,
	year = {2024},
	doi = {10.1515/9783110744163-024},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {501--526},
	file = {Arendt und Kiesendahl - 2024 - 24. Digital Literacies im Sprachunterricht.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6S9KVWLW/Arendt und Kiesendahl - 2024 - 24. Digital Literacies im Sprachunterricht.pdf:application/pdf},
}

@article{dipace_technology-enhanced_2024,
	title = {Technology-enhanced team-based learning},
	volume = {8},
	issn = {25323296},
	url = {https://doi.org/10.32043/gsd.v8i2.1187},
	doi = {10.32043/gsd.v8i2.1187},
	abstract = {The paper presents an experimentation of technology-enhanced TBL carried out at the University of Foggia, a.y. 2023-24. This contribution outlines the educational implications of digital TBL and discusses how digital tools have been implemented in the learning environment. The design of instruction implied a partial rethinking of TBL methodology; this included the implementation of self-reflective questions, assessment rubrics and e-portfolio for formative and summative assessment.},
	language = {en-GB},
	number = {2},
	urldate = {2024-08-02},
	journal = {ITALIAN JOURNAL OF HEALTH EDUCATION, SPORT AND INCLUSIVE DIDACTICS},
	author = {Dipace, Anna and Dicataldo, Maria Clara and Lamacchia, Marika and Facciorusso, Francesco and De Martino, Delio},
	month = jun,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU4b},
	file = {Dipace et al. - 2024 - TECHNOLOGY-ENHANCED TEAM-BASED LEARNING.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2YIEBJIU/Dipace et al. - 2024 - TECHNOLOGY-ENHANCED TEAM-BASED LEARNING.pdf:application/pdf},
}

@article{leone_artificial_2024,
	title = {Artificial {Intelligence} in {Military} {Medicine}},
	copyright = {https://academic.oup.com/journals/pages/open\_access/funder\_policies/chorus/standard\_publication\_model},
	issn = {0026-4075, 1930-613X},
	url = {https://academic.oup.com/milmed/advance-article/doi/10.1093/milmed/usae359/7716986},
	doi = {10.1093/milmed/usae359},
	abstract = {Artificial intelligence (AI) has garnered significant attention for its pivotal role in the national security and health care sectors. However, its utilization in military medicine remains relatively unexplored despite its immense potential. AI operates through evolving algorithms that process extensive datasets, continuously improving accuracy and emulating human learning processes. Generative AI, a type of machine learning, uses algorithms to generate new content, such as images, text, videos, audio, and computer code. These models employ deep learning to encode simplified representations of training data and generate new work resembling the original without being identical. Although many AI applications in military medicine are theoretical, the U.S. Military has implemented several initiatives, often without widespread awareness among its personnel. This article aims to shed light on two resilience initiatives spearheaded by the Joint Artificial Intelligence Center, which is now the Chief Digital and Artificial Intelligence Office. These initiatives aim to enhance commanders’ dashboards for predicting troop behaviors and develop models to forecast troop suicidality. Additionally, it outlines 5 key AI applications within military medicine, including (1) clinical efficiency and routine decision-making support, (2) triage and clinical care algorithms for large-scale combat operations, (3) patient and resource movements in the medical common operating picture, (4) health monitoring and biosurveillance, and (5) medical product development. Even with its promising potential, AI brings forth inherent risks and limitations that require careful consideration and discussion. The article also advocates for a forward-thinking approach for the U.S. Military to effectively leverage AI in advancing military health and overall operational readiness.},
	language = {en-GB},
	urldate = {2024-07-21},
	journal = {Military Medicine},
	author = {Leone, Ryan M and Chambers, James A and Donham, Benjamin P and Junker, Caesar A},
	month = jul,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Außergewöhnlich 🟣},
	pages = {usae359},
	file = {Leone et al. - 2024 - Artificial Intelligence in Military Medicine.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U4E8MKUZ/Leone et al. - 2024 - Artificial Intelligence in Military Medicine.pdf:application/pdf},
}

@article{zhang_effects_2024,
	title = {The effects of unplugged programming activities on {K}-9 students’ computational thinking: meta-analysis},
	volume = {72},
	issn = {1042-1629, 1556-6501},
	shorttitle = {The effects of unplugged programming activities on {K}-9 students’ computational thinking},
	url = {https://link.springer.com/10.1007/s11423-023-10339-5},
	doi = {10.1007/s11423-023-10339-5},
	abstract = {Due to its task-based, gamified, and interactive features, unplugged programming activity has been widely employed in education and teaching as an activity away from electronic screens and other digital devices. There is ongoing debate over how to help K-9 pupils develop their computational thinking through unplugged programming activities. Based on findings from 15 experimental and quasi-experimental studies conducted domestically and abroad between 2006 and 2023, this study adopts meta-analysis to quantitatively analyze the influence of unplugged programming activities on K-9 students’ computational thinking, focusing on an in-depth analysis of variables such as different students’ grade, gender, experimental period, research discipline, and unplugged programming activities categories. The results show that unplugged programming activity has a positive effect on the computational thinking of K-9 students (Hedges’ g = .631, 95\% CI .463, .799, P {\textless} .001), and its promotion effect is affected by the variables such as students’ grade, learning time, subjects studied, and unplugged programming activities categories. Based on the conclusions of the meta-analysis, this paper proposes several suggestions. For example, it suggests paying attention to the cultivation of computational thinking among middle school students, and mastering the appropriate timing for unplugged programming activities to avoid the plateau effect. Additionally, it recommends strengthening the integration of unplugged programming activities across different disciplines, as well as promoting the use of storytelling and collaborative unplugged programming activities in the classroom.},
	language = {en-GB},
	number = {3},
	urldate = {2024-07-21},
	journal = {Educational technology research and development},
	author = {Zhang, Yanjun and Liang, Yanping and Tian, Xiaohong and Yu, Xiao},
	month = jun,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:FU2a, Systemanpassung, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning},
	pages = {1331--1356},
	file = {Zhang et al. - 2024 - The effects of unplugged programming activities on.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4UIEPZ35/Zhang et al. - 2024 - The effects of unplugged programming activities on.pdf:application/pdf},
}

@article{lin_lessons_2024,
	title = {Lessons learned from the {COVID}-19 pandemic: a practical guide for designing synchronous online teaching in higher education},
	copyright = {https://www.emerald.com/insight/site-policies},
	issn = {2398-5348, 2398-5348},
	shorttitle = {Lessons learned from the {COVID}-19 pandemic},
	url = {https://www.emerald.com/insight/content/doi/10.1108/ILS-10-2023-0143/full/html},
	doi = {10.1108/ILS-10-2023-0143},
	abstract = {Purpose – This paper aims to present a practical guide for designing effective synchronous online teaching to support student engagement. Design/methodology/approach – This practical guide was developed by drawing insights from literature and our own practical experiences. Findings – This paper developed BEST principles (i.e., Building positive relationships, Engage through interactions, Scaffold collaborative learning, and Timely feedback) as a practical framework for guiding the design of synchronous online teaching. This paper also discussed the pedagogical roles digital tools can play in supporting online teaching and the various design considerations.},
	language = {en-GB},
	urldate = {2024-07-21},
	journal = {Information and Learning Sciences},
	author = {Lin, Feng and Sun, Jingjing},
	month = jul,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, \#0:Zeitschriftenartikel:digital:learning, Krisenreaktion im Bildungsbereich, Promotion:FU4b},
	file = {Lin und Sun - 2024 - Lessons learned from the COVID-19 pandemic a prac.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6PHWS5MN/Lin und Sun - 2024 - Lessons learned from the COVID-19 pandemic a prac.pdf:application/pdf},
}

@article{klose_decrypting_2022,
	title = {Decrypting {Log} {Data}: {A} {Meta}-{Analysis} on {General} {Online} {Activity} and {Learning} {Outcome} {Within} {Digital} {Learning} {Environments}},
	volume = {230},
	copyright = {https://creativecommons.org/licenses/by-nc-nd/4.0},
	issn = {2190-8370, 2151-2604},
	shorttitle = {Decrypting {Log} {Data}},
	url = {https://econtent.hogrefe.com/doi/10.1027/2151-2604/a000484},
	doi = {10.1027/2151-2604/a000484},
	abstract = {Analyzing log data from digital learning environments provides information about online learning. However, it remains unclear how this information can be transferred to psychologically meaningful variables or how it is linked to learning outcomes. The present study summarizes findings on correlations between general online activity and learning outcomes in university settings. The course format, instructions to engage in online discussions, requirements, operationalization of general online activity, and publication year are considered moderators. A multi-source search provided 41 studies (N = 28,986) reporting 69 independent samples and 104 effect sizes. The three-level random-effects meta-analysis identified a pooled effect of r = .25 p = .003, 95\% CI [.09, .41], indicating that students who are more active online have better grades. Despite high heterogeneity, Q(103) = 3,960.04, p {\textless} .001, moderator analyses showed no statistically significant effect. We discuss further potential influencing factors in online courses and highlight the potential of learning analytics.},
	language = {en-GB},
	number = {1},
	urldate = {2024-07-21},
	journal = {Zeitschrift für Psychologie},
	author = {Klose, Maria and Steger, Diana and Fick, Julian and Artelt, Cordula},
	month = jan,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU4b},
	pages = {3--15},
	file = {Klose et al. - 2022 - Decrypting Log Data A Meta-Analysis on General On.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3MWPNAF2/Klose et al. - 2022 - Decrypting Log Data A Meta-Analysis on General On.pdf:application/pdf},
}

@inproceedings{bowles_achievifys_2024,
	title = {Achievify’s {Learning}-{Centric} and {AI}-powered {Guide} to {Charting} {Career} {Paths}},
	url = {https://repository.isls.org/handle/1/10939},
	doi = {10.22318/icls2024.715792},
	abstract = {We introduced Achievify, a platform for AI-powered career guidance designed specifically for underserved communities. It emphasizes inclusivity and removes obstacles to accessibility by utilizing machine learning and natural language processing to provide simple navigation and career prediction. In addition to providing a dynamic employment information database, Achievify promotes educational advancement by introducing users to a range of career options, improving digital literacy, and encouraging lifelong learning.},
	language = {en-GB},
	urldate = {2024-06-26},
	author = {Bowles, Stephanie and Dinç, Emre},
	month = jun,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Relevanz:4, Promotion:Weiterführung, Promotion:FU4b, \#0:Konferenz-Paper:digital:learning},
	pages = {2209--2210},
	file = {Bowles und Dinç - 2024 - Achievify’s Learning-Centric and AI-powered Guide .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JSAHEN8L/Bowles und Dinç - 2024 - Achievify’s Learning-Centric and AI-powered Guide .pdf:application/pdf},
}

@article{jones_case-based_2024,
	title = {Case-{Based} {Learning} in a {Simulated} {Electronic} {Medical} {Record}: {Digital} {Health} {Education} for {Nursing} {Students}},
	volume = {310},
	issn = {1879-8365},
	shorttitle = {Case-{Based} {Learning} in a {Simulated} {Electronic} {Medical} {Record}},
	doi = {10.3233/SHTI231151},
	abstract = {Nursing graduates require competence in the use of digital health technologies. The Department of Nursing at the University of Melbourne has integrated an Electronic Medical Record (EMR) training platform into the entry-to-practice curriculum to enhance students' digital literacy. The Case Based Learning (CBL) software, developed by CSIRO and the University of Queensland, presents students with custom-built simulated cases in an EMR. Over 300 entry-to-practice students have used the CBL in 2022. Student experience, acceptability and usability of this software is reported. Data was collected via Qualtrics XM© survey. Student feedback suggests the software was easy to use and has the potential to enhance their understanding of digital health. Students suggested adjustments to the software to maximise their opportunities for clinical decision-making and improve fidelity.},
	language = {en-GB},
	journal = {Studies in Health Technology and Informatics},
	author = {Jones, Sophie and Gerdtz, Marie and Ukovich, Deanne and Marriott, Philippa and Merolli, Mark},
	month = jan,
	year = {2024},
	pmid = {38270001},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU4b, Humans, Health Education, Electronic Health Records, Digital Health, electronic medical record, Educational Status, clinical decision making, Students, Nursing, case based learning, Nursing students},
	pages = {1181--1185},
	file = {Jones et al. - 2024 - Case-Based Learning in a Simulated Electronic Medi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DBUAAYXQ/Jones et al. - 2024 - Case-Based Learning in a Simulated Electronic Medi.pdf:application/pdf},
}

@article{khalil_adaptive_2024,
	title = {Adaptive support for self‐regulated learning in digital learning environments},
	volume = {55},
	url = {https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13479?af=R&SeriesKey=14678535&Ppub=%5B20230512+TO+202405122359%5D&mi=42vgwoi&AllField=digital+learning&content=articlesChapters&ConceptID=48&target=default},
	doi = {10.1111/bjet.13479},
	language = {en-GB},
	number = {4},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Khalil, Mohammad and Wong, Jacqueline and Wasson, Barbara and Paas, Fred},
	month = apr,
	year = {2024},
	keywords = {\#0:Zeitschriftenartikel:digital:learning, Charité:Promotion, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:5, Technologieintegration},
	pages = {1281--1289},
	file = {Adaptive support for self‐regulated learning in di.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T2J9TR32/Adaptive support for self‐regulated learning in di.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/C77IFGSI/bjet.html:text/html},
}

@article{sharma_self-regulation_nodate,
	title = {Self-regulation and shared regulation in collaborative learning in adaptive digital learning environments: {A} systematic review of empirical studies},
	volume = {n/a},
	issn = {1467-8535},
	shorttitle = {Self-regulation and shared regulation in collaborative learning in adaptive digital learning environments},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13459},
	doi = {10.1111/bjet.13459},
	abstract = {Adaptive learning technologies are closely related to learners' self-regulatory processes in individual and collaborative learning. This study presents the outcomes of a systematic literature review of empirical evidence on adaptive learning environments to foster self-regulation and shared regulation of learning in collaborative settings. We provide an overview of what and how adaptive technologies have been used to understand and promote self-regulated learning in collaborative contexts. A search resulted in 38 papers being analysed. Specifically, we identified the seven main objectives (feedback and scaffolding, self-regulatory skills and strategies, learning trajectories, collaborative learning processes, adaptation and regulation, self-assessment, and help-seeking behaviour) that the adaptive technology research has been focusing on. We also summarize the implications derived from the reviewed papers and frame them within seven thematic areas. Finally, this review stresses that future research should consider developing a converging theoretical framework that would enable concrete monitoring and support for self-regulation and socially shared regulation of learning. Our findings set a baseline to support the adoption and proliferation of adaptive learning technology within self-regulated learning research and development. Practitioner notes What is already known about this topic By providing personalized and learner-centric adaptive learning environments (ADLEs), adaptive learning technology can support and foster self-regulated learning (SRL) practices. It is possible to create a more student-centred and effective learning environment by combining adaptive learning and collaborative learning. Socially shared regulatory activities can involve planning, monitoring, controlling and reflecting on a group's learning processes. What this paper adds Provides a systematic literature review of empirical evidence on ADLEs, SRL and socially shared regulation of learning (SSRL) in collaborative contexts. Summarizes the insights on (S)SRL through ADLEs in collaborative learning. Identifies challenges and opportunities for ADLEs to support (S)SRL in collaborative learning. Implications for practice and/or policy Learning analytics and educational technology researchers will be able to use the systematic review as a guide for future research. Learning analytics and educational technology practitioners will be able to use the systematic review as a summary of the field's current state.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Sharma, Kshitij and Nguyen, Andy and Hong, Yvonne},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13459},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU4b, self-regulated learning, adaptive learning environments, collaborative learning, adaptive learning, socially shared regulation, SRL, SSRL},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/ZJVZ7YNH/Sharma et al. - Self-regulation and shared regulation in collabora.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/8XHS9C2W/bjet.html:text/html},
}

@article{janeczko_forderung_2024,
	title = {Förderung der professionellen {Wahrnehmung} und {Selbstwirksamkeitsüberzeugungen} über {Klassenführung} mithilfe eines digitalen, videobasierten {Mastery}-{Learning}-{Moduls}},
	issn = {0340-4099, 2520-873X},
	url = {https://link.springer.com/10.1007/s42010-024-00197-2},
	doi = {10.1007/s42010-024-00197-2},
	abstract = {Professional vision is an essential prerequisite for successful teaching. Video-based face-to-face courses have proven their worth in training the professional vision of teaching quality features such as classroom management in teacher education. However, individually adaptable mastery learning offers enable a more effective consideration of different learning requirements and the provision of speciﬁc feedback. Therefore, a digital, video-based and individually adaptable learning module for promoting the professional vision and self-efﬁcacy beliefs about classroom management was developed (mastery learning offer) and compared to a digital, videobased seminar concept that was traditionally conducted by lecturers at ﬁxed times in a group context (uniﬁed learning offer). 121 student teachers participated in the quasi-experimental pre–post–follow-up study and analyzed classroom managementrelated events with the mastery learning offer (n = 49), with the uniﬁed learning offer (n = 39) or were part of an untreated control group (n = 33). Analyses of longitudinal growth curve models showed that, compared to the control group, both video-based formats contributed to signiﬁcantly higher latent increases in professional vision of classroom management, with the mastery learning group performing best. With regard to classroom management-related self-efﬁcacy beliefs, there were increases in the intervention groups, but these did not differ signiﬁcantly from the control group. The article provides important starting points for examining video-based teaching formats that address student’s heterogeneity and the digitization as challenges for teacher education.},
	language = {de-DE},
	urldate = {2024-03-11},
	journal = {Unterrichtswissenschaft},
	author = {Janeczko, Jennifer Maria and Junker, Robin and Hörter, Philip and Holodynski, Manfred},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Technologieintegration, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Lernsystemarchitektur},
	file = {Janeczko et al. - 2024 - Förderung der professionellen Wahrnehmung und Selb.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5FW7M493/Janeczko et al. - 2024 - Förderung der professionellen Wahrnehmung und Selb.pdf:application/pdf},
}

@article{geuer_digitale_2024,
	title = {Digitale {Zwillinge} in der naturwissenschaftlichen {Bildung}: {Konstruktivistische} {Perspektive}},
	issn = {1424-3636, 1424-3636},
	abstract = {Digitale Medien sind elementarer Bestandteil in Lehr-Lern-Prozessen. Durch Verknüpfung mit den physischen, medialen und virtuellen Lebensräumen der Schüler:innen verfügen digitale Medien über Gegenwarts- und insbesondere auch über Zukunftsbedeutung für die Heranwachsenden. Die didaktisch-methodische Reflexion und Bewertung von technologischen Innovationen aus dem Internet of Things (IoT) oder der Industrie 4.0 ermöglichen, grundlegende Aussagen zu fächerspezifischen sowie fächerübergreifenden Potenzialen eines Einsatzes im schulischen Kontext zu formulieren. In diesem Beitrag werden die Potenziale für ein gelingendes Lehren und Lernen in der naturwissenschaftlichen Bildung von digitalen Zwillingen zusammenfassend betrachtet. Digitale Zwillinge sind bereits in der industriellen Prozessentwicklung und -optimierung implementiert. Hierbei zeigen die in digitalen Zwillingen repräsentierten Vernetzungsstrukturen zwischen digitaler und realer Welt besonders deren Potenzial in den Bereichen künstliche Intelligenz, maschinelles Lernen und Data-Mining-Prozessen. Um Bildungsperspektiven für den naturwissenschaftlichen Unterricht abzuleiten, werden die eingehenden und ausgehenden Datenstrukturen und deren technologische Funktionsweisen in digitalen Zwillingen näher betrachtet. Der Beitrag thematisiert den Blick auf digitale Zwillinge als intelligente neue Bildungstechnologie in Lehr-Lern-Prozessen, welche auch im industriellen Sektor noch nicht an ihrem Entwicklungsendpunkt steht und vielfältige Anwendungspotenziale im Schulkontext, viele offene Forschungsfragen und Entwicklungspotenziale im Rahmen der Bildungsforschung bereithalten.{\textasciicircum}},
	language = {de-DE},
	journal = {MedienPädagogik Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Geuer, Lena and Ulber, Roland},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU4b, Lernsystemarchitektur},
	pages = {69--94},
	file = {[No title found].pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2VJPNE75/[No title found].pdf:application/pdf},
}

@article{azhahan_p079_2022,
	title = {P079 {Perception} of {Blended} {Learning} format among learners of {Immediate} {Life} {Support} course at {Hamad} {International} {Training} {Center} - {A} {Cross}-sectional {Survey}.},
	volume = {175},
	issn = {03009572},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S0300957222004890},
	doi = {10.1016/S0300-9572(22)00489-0},
	abstract = {Introduction: The best intervention for Out-of-hospital cardiac arrest (OHCA) is always EMS concern. Earlier CPR for OHCA patients leads to a significant increase in patient survival. However, previous studies have not measured the estimated time of patient collapse to first CPR on the witnessed patient by non-EMS. Thus, the purpose of this study is to identify the association of average time interval from patient collapsed to first CPR by EMS and it is survival to hospital discharge.
Method: A cross-sectional approach based on a quantitative prospective data set was undertaken. A cardiac-arrest registry data was utilised for this study. The observed patient collapse time was based on the witnesses’ memory. The paramedic on-site interviewed witnesses to ask about the timings.
Result: (N = 330) patients with OHCA (79 females, 250 males, 1 unknown) were included in this research between January and December 2019. Pre-hospital ROSC was observed in only 56 individuals with OHCA (17\%). Of 330 patients, only 16 with OHCA (5\%) (6 females, 10 males) survived to discharge from the hospital. The EMS arrival at the patient’s side was 10.15 ± 4.92 minutes and the overall average time from patient collapse to EMS arrival was 14.7 minutes. The mean interval time of the patient arrest to EMS CPR for those who did not survive was assessed at 15.11 minutes, which is significantly higher than those that survived of 7.27 minutes.
Conclusion: This study defines one key factor that influences survival for OHCA treated by Abu Dhabi EMS, being that the patient was more likely to survive if basic life support is started within seven minutes or less from when the patient collapsed ( p = 0.02). This study is unique in that it analysed not only the ambulance response time but the interval between patient collapse and the commencement of EMS CPR.},
	language = {en-GB},
	urldate = {2023-11-24},
	journal = {Resuscitation},
	author = {Azhahan, Nangai and Saifeldeen, Khalid and Cope, Natalie and Chokkalingam, Punitha},
	month = jun,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:FU1, \#8:Zeitschriftenartikel:blended:learning},
	pages = {S64},
	file = {Azhahan et al. - 2022 - P079 Perception of Blended Learning format among l.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RTQ46GE2/Azhahan et al. - 2022 - P079 Perception of Blended Learning format among l.pdf:application/pdf},
}

@article{adarkwah_blended_2023,
	title = {Blended learning for the “multi-track” undergraduate students in {Ghana} in an adverse era},
	volume = {21},
	issn = {24682276},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2468227623002284},
	doi = {10.1016/j.sciaf.2023.e01772},
	language = {en-GB},
	urldate = {2023-11-22},
	journal = {Scientific African},
	author = {Adarkwah, Michael Agyemang and Huang, Ronghuai},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU5, Krisenreaktion im Bildungsbereich, \#8:Zeitschriftenartikel:blended:learning},
	pages = {e01772},
	file = {Adarkwah und Huang - 2023 - Blended learning for the “multi-track” undergradua.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/283GMPR2/Adarkwah und Huang - 2023 - Blended learning for the “multi-track” undergradua.pdf:application/pdf},
}

@article{lehmann_accept_2023,
	title = {Accept it or forget it: mandatory digital learning and technology acceptance in higher education},
	volume = {10},
	issn = {2197-9987, 2197-9995},
	shorttitle = {Accept it or forget it},
	url = {https://link.springer.com/10.1007/s40692-022-00244-w},
	doi = {10.1007/s40692-022-00244-w},
	abstract = {In early 2020, the COVID-19 pandemic led to a rapid shift to emergency remote teaching and mandatory digital learning in higher education. This study tested an extended causal model built on the Unified Theory of Acceptance and Use of Technology (UTAUT) under the restrictions on higher education stemming from the pandemic. Data collected from a survey among 485 students were analyzed using structural equation modeling. Confirmatory factor analyses were performed to examine the construct validity of the measurement model using polychoric correlations. Path analysis was used to test the causal model. The results indicate a psychologically sound baseline model with nine latent variables that affect students’ behavioral intention to accept and continue using technology for learning. However, the model is only partially in line with the proposed causal model based on UTAUT. The implications of these results are discussed in terms of technology acceptance and use in higher education, both under the restrictions leading to mandatory digital learning and in future.},
	language = {en-GB},
	number = {4},
	urldate = {2023-11-22},
	journal = {Journal of Computers in Education},
	author = {Lehmann, Thomas and Blumschein, Patrick and Seel, Norbert M.},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU1},
	pages = {797--817},
	file = {Lehmann et al. - 2023 - Accept it or forget it mandatory digital learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YR7YK4NB/Lehmann et al. - 2023 - Accept it or forget it mandatory digital learning.pdf:application/pdf},
}

@article{ilic_adopting_2013,
	title = {Adopting a blended learning approach to teaching evidence based medicine: a mixed methods study},
	volume = {13},
	issn = {1472-6920},
	shorttitle = {Adopting a blended learning approach to teaching evidence based medicine},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/1472-6920-13-169},
	doi = {10/gbfjwt},
	abstract = {Background: Evidence Based Medicine (EBM) is a core unit delivered across many medical schools. Few studies have investigated the most effective method of teaching a course in EBM to medical students. The objective of this study was to identify whether a blended-learning approach to teaching EBM is more effective a didactic-based approach at increasing medical student competency in EBM.
Methods: A mixed-methods study was conducted consisting of a controlled trial and focus groups with second year graduate medical students. Students received the EBM course delivered using either a didactic approach (DID) to learning EBM or a blended-learning approach (BL). Student competency in EBM was assessed using the Berlin tool and a criterion-based assessment task, with student perceptions on the interventions assessed qualitatively.
Results: A total of 61 students (85.9\%) participated in the study. Competency in EBM did not differ between the groups when assessed using the Berlin tool (p = 0.29). Students using the BL approach performed significantly better in one of the criterion-based assessment tasks (p = 0.01) and reported significantly higher self-perceived competence in critical appraisal skills. Qualitative analysis identified that students had a preference for the EBM course to be delivered using the BL approach.
Conclusions: Implementing a blended-learning approach to EBM teaching promotes greater student appreciation of EBM principles within the clinical setting. Integrating a variety of teaching modalities and approaches can increase student self-confidence and assist in bridging the gap between the theory and practice of EBM.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Ilic, Dragan and Hart, William and Fiddes, Patrick and Misso, Marie and Villanueva, Elmer},
	month = dec,
	year = {2013},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, \#8:Zeitschriftenartikel:blended:learning},
	pages = {169},
	file = {Ilic et al. - 2013 - Adopting a blended learning approach to teaching e.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CW4CIP8V/Ilic et al. - 2013 - Adopting a blended learning approach to teaching e.pdf:application/pdf},
}

@article{mastellos_training_2018,
	title = {Training community healthcare workers on the use of information and communication technologies: a randomised controlled trial of traditional versus blended learning in {Malawi}, {Africa}},
	volume = {18},
	issn = {1472-6920},
	shorttitle = {Training community healthcare workers on the use of information and communication technologies},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-018-1175-5},
	doi = {10/gdc33z},
	abstract = {Conclusions: This study shows that there is no difference between blended and traditional learning in the acquisition of actual ICT knowledge among community healthcare workers in developing countries. Given the human resource constraints in remote resource-poor areas, the blended learning approach may present an advantageous alternative to traditional learning.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Mastellos, Nikolaos and Tran, Tammy and Dharmayat, Kanika and Cecil, Elizabeth and Lee, Hsin-Yi and Wong, Cybele C. Peng and Mkandawire, Winnie and Ngalande, Emmanuel and Wu, Joseph Tsung-Shu and Hardy, Victoria and Chirambo, Baxter Griphin and O’Donoghue, John Martin},
	month = dec,
	year = {2018},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Technologieintegration, Promotion:Relevanz:4, \#8:Zeitschriftenartikel:blended:learning},
	pages = {61},
	file = {Mastellos et al. - 2018 - Training community healthcare workers on the use o.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PPY3KNAJ/Mastellos et al. - 2018 - Training community healthcare workers on the use o.pdf:application/pdf},
}

@article{fey_agile_2023,
	title = {Agile {Methoden} in {Entwicklungsprojekten} zur {Innovation} digitaler {Hochschullehre}},
	volume = {18},
	issn = {2219-6994},
	url = {https://www.zfhe.at/index.php/zfhe/article/view/1766},
	doi = {10/gs39d8},
	abstract = {Hochschulen stehen vor der Herausforderung, ihre Lehre im Rahmen der digitalen Transformation laufend zu innovieren. Dabei zielen sie vielfach auf eine Anreicherung der Lehre mit neuen digitalen Technologien ab. Um derartige Technologien nachhaltig und bedarfsorientiert zu entwickeln, bietet sich der Einsatz agiler Entwicklungsmethoden an, deren Umsetzung jedoch häufig mit universitären Strukturen und Prozessen kollidiert. Entsprechende Projekte sehen sich mit der Schwierigkeit konfrontiert, die Werte agiler Projektmethoden dennoch umzusetzen und zu leben. Dieser Beitrag berichtet von einem Good-Practice-Beispiel, in dem mithilfe von angepassten agilen Methoden interdisziplinär nutzbare Plugins zur digitalen Unterstützung von Feedback- und Gruppenkooperationsszenarien für das an der Universität Augsburg genutzte LMS entwickelt wurden.},
	language = {de-DE},
	number = {3},
	urldate = {2023-11-08},
	journal = {Zeitschrift für Hochschulentwicklung},
	author = {Fey, Carl-Christian and Wekerle, Christina and Beckmann, Inke and Schröder, Arne and Kollar, Ingo},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU4b, Agilität},
	pages = {275--294},
	file = {Fey et al. - 2023 - Agile Methoden in Entwicklungsprojekten zur Innova.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NVT2BYQH/Fey et al. - 2023 - Agile Methoden in Entwicklungsprojekten zur Innova.pdf:application/pdf},
}

@article{konig_transfer_2023,
	title = {The transfer of digitalized teaching-learning and assessment tools in higher education: approaches and best practices},
	volume = {26},
	issn = {1434-663X, 1862-5215},
	shorttitle = {The transfer of digitalized teaching-learning and assessment tools in higher education},
	url = {https://link.springer.com/10.1007/s11618-023-01172-w},
	doi = {10/gs39fk},
	language = {en-GB},
	number = {3},
	urldate = {2023-11-08},
	journal = {Zeitschrift für Erziehungswissenschaft},
	author = {König, Johannes and Lindmeier, Anke and Zlatkin-Troitschanskaia, Olga and Borowski, Andreas},
	month = jun,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU4b},
	pages = {579--584},
	file = {König et al. - 2023 - The transfer of digitalized teaching-learning and .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4UNR2VQ4/König et al. - 2023 - The transfer of digitalized teaching-learning and .pdf:application/pdf},
}

@article{gerhard_opportunities_2023,
	title = {Opportunities to learn, technological pedagogical knowledge, and personal factors of pre-service teachers: understanding the link between teacher education program characteristics and student teacher learning outcomes in times of digitalization},
	volume = {26},
	issn = {1434-663X, 1862-5215},
	shorttitle = {Opportunities to learn, technological pedagogical knowledge, and personal factors of pre-service teachers},
	url = {https://link.springer.com/10.1007/s11618-023-01162-y},
	doi = {10/gs39c7},
	abstract = {Despite the need to foster pre-service teacher competence with respect to information and communication technology (ICT) integration in school during the current era of digitalization, scientiﬁc understanding of the correlation between the relevant characteristics of teacher education programs and student teachers’ learning outcomes remains limited. This paper thus examines the relationship between student teachers’ opportunities to learn (OTL) and technological pedagogical knowledge (TPK) with the aim of obtaining insights into their learning processes and the effectiveness of teachers’ preparation upon completing their bachelor studies. A sample of 338 student teachers in their 6th semester at the University of Cologne was used. Findings from path modeling reveal that measures of OTL relate to TPK. While no direct effect of technological pedagogical OTL on TPK was identiﬁed, an indirect effect between conventional pedagogical OTL and TPK, mediated by student teachers’ general pedagogical knowledge (GPK) was found. Among the personal factors that affect student teachers, their motivation for using ICT reveals a direct effect on TPK. Further factors, such as gender and teacher education program type have no effect on TPK. The ﬁndings will be discussed in relation to expectations of teacher education effectiveness.},
	language = {en-GB},
	number = {3},
	urldate = {2023-11-08},
	journal = {Zeitschrift für Erziehungswissenschaft},
	author = {Gerhard, Kristina and Jäger-Biela, Daniela J. and König, Johannes},
	month = jun,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, \#0:Zeitschriftenartikel:digital:learning},
	pages = {653--676},
	file = {Gerhard et al. - 2023 - Opportunities to learn, technological pedagogical .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JLW5D8RF/Gerhard et al. - 2023 - Opportunities to learn, technological pedagogical .pdf:application/pdf},
}

@inproceedings{pauls_partizipatives_2023,
	title = {Ein partizipatives {Konzept} für die {Technikentwick}- lung unter {Beteiligung} von {Pflegestudierenden} als {Co}-{Forschende}},
	abstract = {Die Digitalisierung beeinflusst neben den Arbeitsprozessen zunehmend auch die Rollen und Qualifikationsanforderungen von Pflegefachpersonen. Die Kompetenzen der unterschiedlichen Abschlüsse sind noch unzureichend aufeinander abgestimmt und spezifische Aufgabenfelder im Bereich der Digitalisierung und Technik fehlen. Eine stärkende Rolle im Entwicklungsprozess von Technologien könnte ein Tätigkeitsbereich sein, um zukünftig neue Lösungen nutzer*innenorientiert entwickeln und in der Pflegepraxis implementieren zu können. Anhand mehrerer Schritte wurde interdisziplinär im Projekt Data-DrivenHealth ein partizipatives Konzept entwickelt, dass unterschiedliche Beteiligungsformen ermöglicht. Ein zentrales Element hierbei ist die aktive Einbindung von Pflegestudierenden als Co-Forschende. Neben beteiligten Kliniken und Pflegefachpersonen aus unterschiedlichen Einrichtungen, sollen Studierende nach theoretischen Inhalten anwendungsbezogene Kompetenzen in einem Forschungsprojekt erlernen.},
	language = {de-DE},
	author = {Pauls, Alexander and Bruns, Fenja and Cobus, Vanessa and Dietsche, Stefan and Fleßner, Jannik and Wallhoff, Frank and Koppelin, Frauke},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Technologieintegration, Systemanpassung, Promotion:Relevanz:4, Promotion:Weiterführung, Promotion:FU4b, \#9:Konferenz-Paper:digital:lernen},
	file = {Pauls et al. - Ein partizipatives Konzept für die Technikentwick-.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Y75FA7AV/Pauls et al. - Ein partizipatives Konzept für die Technikentwick-.pdf:application/pdf},
}

@article{kuhlmann_digitale_2023,
	title = {Digitale {Hochschullehre} für {Alle} gestalten: {Ergebnisse} einer {Lehrendenbefragung} an vier {Hochschulen}},
	issn = {1424-3636},
	shorttitle = {Digitale {Hochschullehre} für {Alle} gestalten},
	url = {https://www.medienpaed.com/article/view/1730},
	doi = {10/gsr76k},
	abstract = {The increasing heterogeneity of students and advancing digitization processes at German universities are creating new challenges for teaching. Teachers in particular, as the main actors, are facing new challenges. An empirical study conducted in the spring of 2022 at four German universities provides new insights into how teachers meet the requirements of digital teaching that is accessible to all students. In this context, the knowledge, attitudes and experience of teachers, especially in their interdependencies, prove to be central. A central role in this context is played by the significance of an anticipated additional effort in the implementation of digital, accessible teaching. This can be explained by a lack of knowledge and experience, which influences the attitude of teachers. For the realization of a university for all, it is therefore necessary to provide teachers with support and further training opportunities to qualify them for the new challenges they face in implementing digital, accessible teaching.},
	language = {de-DE},
	urldate = {2023-09-22},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Kuhlmann, Judith and Günter, Jule and Kamin, Anna-Maria},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU4b},
	pages = {169--182},
	file = {Kuhlmann et al. - 2023 - Digitale Hochschullehre für Alle gestalten Ergebn.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/F36597IP/Kuhlmann et al. - 2023 - Digitale Hochschullehre für Alle gestalten Ergebn.pdf:application/pdf},
}

@article{ryan_systematic_2023,
	title = {Systematic literature review as a digital collaborative research-like learning activity: a case study},
	issn = {1360-2357, 1573-7608},
	shorttitle = {Systematic literature review as a digital collaborative research-like learning activity},
	url = {https://link.springer.com/10.1007/s10639-023-11997-x},
	doi = {10/gskbjs},
	abstract = {Within the higher education sector, the principle of student-active and researchbased education are established in strategy documents and action plans, but at the same time there is an ongoing debate about what is meant by research-based learning and how it can be applied in practical teaching contexts. The aim of this empirical study is to explore inclusion of research elements in higher education. The study introduces the concept of using systematic literature review (SLR) and digital collaboration as a learning method, and addresses how to succeed with digital collaborative systematic literature review as a research-like learning activity in higher education. An exploratory multiple case design is used, with participatory observation technique and thematic analysis. A practical contribution of this study is an example of how SLR is well-suited to do collective research-like learning activities. The main contribution is that the higher education teacher needs integrated knowledge, including research competence in addition to the traditional link between professional, didactic and technological competence. A model for research-like learning is proposed, which illustrates the need for research knowledge in relation to the technological pedagogical content knowledge.},
	language = {en-GB},
	urldate = {2023-07-25},
	journal = {Education and Information Technologies},
	author = {Ryan, Anne Wally and Kolås, Line and Nilsen, Anders Grov and Almås, Aslaug Grov},
	month = jul,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU5},
	file = {Ryan et al. - 2023 - Systematic literature review as a digital collabor.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DXYGKK9E/Ryan et al. - 2023 - Systematic literature review as a digital collabor.pdf:application/pdf},
}

@inproceedings{lean_rise_2023,
	address = {Valencia, Spain},
	title = {{THE} {RISE} {IN} {LEARNIFICATION} {AND} {SELF}-{EXPLOITATION} {IN} {ONLINE} {LEARNING}},
	url = {https://library.iated.org/view/LEAN2023RIS},
	doi = {10/gr3wxd},
	abstract = {The pursuit of student-centred lifelong learning and its subsidiary goals of self-regulated learning and selfdirection have often been pitted in direct opposition to notions of the teacher and teacher-centred education and learning. While the push towards student-centred learning signals a movement away from top-down, dictatorial teaching towards allowing students to focus on their own needs and goals, it is also part of a greater social shift away from traditional forms of authority in terms of both power and knowledge. This development has been expedited by digital technology use and can be seen in the adoption of online learning-specific teaching and learning frameworks, Computer Supported Collaborative Learning systems, and other platforms. The development of student-centred pedagogies is partly a result of educational institutions' emphasis on the demands of the fourth industrial revolution. Therefore, a critical analysis of the adoption and adaptation of frameworks for student-centred learning is paramount in order to understand how student-centred learning may impact adult education in practice. This paper initially draws from Biesta's (1, 2) critique of "learnification" in education and Han's (3, 4) notion of the self-exploiting individual to argue that the role of the student is changing, that students are becoming self-exploiting individuals that decreasingly require teachers' facilitation of learning and leadership acts to move forward in learning as they are increasingly capable of self-discipline, self-regulation, and self-direction. It then argues that this process is supported by digital tools and online learning, highlighting the development of particular online learning frameworks and tools. Finally, it argues for critical reflection on frameworks for online learning, making the point that educators should step back and evaluate the ways in which allegedly emancipatory approaches and tools are being utilised in higher education.},
	language = {en-GB},
	urldate = {2023-04-07},
	author = {Lean, Graham and Barber, Wendy},
	month = mar,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Systemanpassung, Promotion:FU5, Krisenreaktion im Bildungsbereich, \#0:Konferenz-Paper:digital:learning},
	pages = {3364--3369},
	file = {Lean und Barber - 2023 - THE RISE IN LEARNIFICATION AND SELF-EXPLOITATION I.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C38EHB76/Lean und Barber - 2023 - THE RISE IN LEARNIFICATION AND SELF-EXPLOITATION I.pdf:application/pdf},
}

@article{diermann_digital_2024,
	title = {A {Digital} and {Interactive} {Tool} to {Learn} $^{\textrm{1}}$ {H} {NMR} {Spectroscopy}: {The} {SpinDrops} {Learning} {Environment}},
	copyright = {https://creativecommons.org/licenses/by/4.0/},
	issn = {0021-9584, 1938-1328},
	shorttitle = {A {Digital} and {Interactive} {Tool} to {Learn} $^{\textrm{1}}$ {H} {NMR} {Spectroscopy}},
	url = {https://pubs.acs.org/doi/10.1021/acs.jchemed.4c00151},
	doi = {10.1021/acs.jchemed.4c00151},
	abstract = {Nuclear magnetic resonance (NMR) spectroscopy is one of the most important spectroscopy methods in modern chemistry, yet students need help learning and understanding its complex nature. Empirical investigations show that simulation and (interactive) visualizations can support students by offering new possibilities for investigating connections and direct effects of parameter changes. Therefore, this article introduces a digital and interactive learning environment that addresses students’ learning difficulties to facilitate the understanding of crucial 1H NMR background knowledge. The SpinDrops Learning Environment (SDLE) covers practically useful, basic concepts for interpreting a 1H NMR spectrum from a theoretical point of view. It includes new interactive visualizations and a dynamic and realistically simulated ppm-spectrum. To evaluate the role and influence of interactivity by parameter control regarding students’ learning processes and conceptual understanding, we designed two SDLE versions differing in the degree of interactivity and dynamics. We then asked N = 50 students to work with the learning environment in a pre-post study with questionnaires on affective constructs and a 1H NMR knowledge test on conceptual understanding. N = 12 students additionally took part in a think-aloud study. The results showed that students benefit from learning with the SDLE as their conceptual understanding and NMR-related interest, self-efficacy, and estimated knowledge increase significantly. Although the SDLE showed significantly positive effects on students’ learning results and processes, the difference in the degree of interactivity and dynamics inside the software only had a small impact, as revealed in the quantitative and qualitative data.},
	language = {en-GB},
	urldate = {2024-08-02},
	journal = {Journal of Chemical Education},
	author = {Diermann, Dominik and Huber, Dennis and Glaser, Steffen J. and Koenen, Jenna},
	month = jul,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU3},
	pages = {acs.jchemed.4c00151},
	file = {Diermann et al. - 2024 - A Digital and Interactive Tool to Learn 1su.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TFBYXZ5S/Diermann et al. - 2024 - A Digital and Interactive Tool to Learn 1su.pdf:application/pdf},
}

@article{asbrand_digital_2024,
	title = {„{Digital} natives“ – psychisch gesund aufwachsen in einer digitalen {Welt}},
	issn = {0026-9298, 1433-0474},
	url = {https://link.springer.com/10.1007/s00112-024-02006-7},
	doi = {10.1007/s00112-024-02006-7},
	abstract = {Fazit für die Praxis 4 Kinder und Jugendliche als „digital natives“ leben in einer Welt mit allzeit präsenten digitalen Medien. Die Aufgabe der sie begleitenden Erwachsenen ist es, sie im Umgang mit diesen zu Schulen.},
	language = {de-DE},
	urldate = {2024-07-17},
	journal = {Monatsschrift Kinderheilkunde},
	author = {Asbrand, Julia and Schmitz, Julian},
	month = jul,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU5, Datenschutz und IT-Sicherheit, Krisenreaktion im Bildungsbereich},
	file = {Asbrand und Schmitz - 2024 - „Digital natives“ – psychisch gesund aufwachsen in.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/US3KMGIC/Asbrand und Schmitz - 2024 - „Digital natives“ – psychisch gesund aufwachsen in.pdf:application/pdf},
}

@article{turkmen_systematic_2023,
	title = {A {Systematic} {Review} of {Group} {Metacognition} {Researches} on {Online} and {Face}-to-{Face} {Learning} {Environments}},
	issn = {2458-8350},
	url = {http://dergipark.org.tr/en/doi/10.53850/joltida.1369928},
	doi = {10.53850/joltida.1369928},
	abstract = {Group metacognition involves a collective understanding of cognitive processes and collaborative problem-solving mechanisms within a group. This study, conducted through a systematic review of 54 studies, aims to present the evolutionary trajectory of research on group metacognition in (predominantly) online and face-to-face learning environments. It explores the definitional shifts, methodological trends, and potential connections between the quality of collaboration and studies on group metacognition in online learning environments. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was used to report the study's results. In investigating determinants influencing group metacognition, the research examined the distribution of effective variables such as group size, composition, task complexity, and time constraints. This systematic review provides an overview of the evolutionary path for definitions of the group metacognition concept, accumulated methodological approaches, and key insights into studies that may be associated with group metacognition. Thus, it underscores the importance of customized interventions that appropriately consider variables that could affect group metacognition effectively.},
	language = {en-GB},
	urldate = {2024-07-14},
	journal = {Journal of Learning and Teaching in Digital Age},
	author = {Türkmen, Gamze},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:FU2a, \#0:Zeitschriftenartikel:digital:learning, Lernsystemarchitektur},
	file = {Türkmen - 2023 - A Systematic Review of Group Metacognition Researc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JQBCTF2A/Türkmen - 2023 - A Systematic Review of Group Metacognition Researc.pdf:application/pdf},
}

@article{richter_widerspruchliche_2024,
	title = {Widersprüchliche {Anforderungen} sichtbar machen: {Impulse} postdigitaler {Analysen} am {Beispiel} der {YouTube} {Beauty} {Community}},
	issn = {1424-3636, 1424-3636},
	abstract = {Social platforms and in particular beauty content, i.e. posts in which beautification practices are thematised, evoke pedagogical attention situated in the intersection of gender and media pedagogy. The beauty community thus allows to approach to the question of post-digital pedagogy in two respects: On the one hand, it is the object of pedagogical work and interventions, and on the other hand, it is a new social space that enables complex analyses of performances and negotiations of social and gender orders. In this article, the findings of a gender-sociological study of the YouTube beauty community (Richter 2021) are read with regard to the question of the pedagogical implications of post-digital culture. For this purpose, pedagogical problematizations of the beauty community are first presented and then contrasted with selected findings of the focused study in order to develop a productive perspective on these problems: The actors of the community appear situated in contradictions, the production of sovereignty is negotiated as a central value. Post-digital pedagogy, it is argued in conclusion, appears characterised by the analytical potential of studies of digital arenas, which can be used both for studying complex contemporary social transformations and as a basis for pedagogical action – not least in relation to challenges that arise with these new arenas.},
	language = {de-DE},
	number = {61},
	journal = {MedienPädagogik Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Richter, Susanne},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Technologieintegration, Bildungstheorien, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Promotion:Weiterführung, Promotion:FU5},
	file = {Richter - 2024 - Widersprüchliche Anforderungen sichtbar machen Im.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Y6YGLUS7/Richter - 2024 - Widersprüchliche Anforderungen sichtbar machen Im.pdf:application/pdf},
}

@article{leineweber_kritische_2024,
	title = {Eine kritische {Bildungstheorie} post-digitaler {Subjektivität}},
	volume = {61},
	copyright = {https://creativecommons.org/licenses/by/4.0},
	issn = {1424-3636},
	url = {https://www.medienpaed.com/article/view/1821},
	doi = {10.21240/mpaed/61/2024.06.13.X},
	abstract = {With a programmatic intention, the article frames the field of a critical educational theory of post-digital subjectivity. Based on post-digital paradigms and the subsequent assumption that a specific decision-making power is inscribed in digital media, the genuinely subject-theoretical concepts of autonomy and alienation are questioned and reinterpreted. In this way, the contours of a critical theory of education can be developed that analytically combines the theoretical questioning of the subject and practical attempts at subjective liberation.},
	language = {de-DE},
	urldate = {2024-06-28},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Leineweber, Christian},
	month = jun,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {69--87},
	file = {Leineweber - 2024 - Eine kritische Bildungstheorie post-digitaler Subj.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KB67UYXH/Leineweber - 2024 - Eine kritische Bildungstheorie post-digitaler Subj.pdf:application/pdf},
}

@article{zhenyu_gamified_2024,
	title = {Gamified learning experience based on digital media and the application of virtual teaching robots in dance teaching},
	volume = {52},
	issn = {18759521},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S1875952124001538},
	doi = {10.1016/j.entcom.2024.100785},
	abstract = {The research aims to explore the application of gamified learning experience based on digital media and virtual teaching robots in dance teaching. A virtual teaching robot system is designed, which combines technologies such as 3D motion capture, pose calculation, loss function constraint, and similarity matching. Through methods such as bone orientation, digital media audio-visual synchronization, and analysis of robot motion effects, virtual teaching robots have been able to present dance movements. Integrating virtual teaching robots into the teaching process through gamified learning methods. By introducing elements such as tasks, challenges, and rewards into learning, it is possible to stimulate students’ interest and enthusiasm in learning, and improve learning outcomes. The application of digital media based virtual teaching robots in dance teaching has a good effect. The overall structure of the system is reasonable, and the application of virtual reality technology allows students to learn dance firsthand. Through the analysis of skill teaching effectiveness and comprehensive teaching effectiveness, it was found that students have better participation and learning outcomes when learning dance through virtual teaching robots. The implementation of this system can enhance students’ learning enthusiasm and effectiveness, providing a new way for innovation in dance teaching.},
	language = {en-GB},
	urldate = {2024-06-26},
	journal = {Entertainment Computing},
	author = {Zhenyu, Shen},
	month = jan,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:FU2a, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung},
	pages = {100785},
	file = {Zhenyu - 2025 - Gamified learning experience based on digital medi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E9MSVZVB/Zhenyu - 2025 - Gamified learning experience based on digital medi.pdf:application/pdf},
}

@article{scheiter_lernen_2021,
	title = {Lernen und {Lehren} mit digitalen {Medien}: {Eine} {Standortbestimmung}},
	volume = {24},
	issn = {1434-663X, 1862-5215},
	shorttitle = {Lernen und {Lehren} mit digitalen {Medien}},
	url = {https://link.springer.com/10.1007/s11618-021-01047-y},
	doi = {10.1007/s11618-021-01047-y},
	abstract = {This article describes the current state of research on the use of digital media in educational contexts against the background of two research perspectives. The ﬁrst research perspective, which has been established for some time, deals with technology-enhanced learning. It primarily examines learning processes and outcomes as a function of media characteristics and individual learner characteristics. This research tradition has produced numerous ﬁndings. However, the question of how to integrate digital media into the classroom in a way that is effective for learning is not considered here. This is where the second, more recent research perspective on technology-enhanced teaching comes in, which addresses teaching with digital media and the professional competencies of teachers required for this. Finally, the paper argues for combining both research perspectives, especially since they have relevant commonalities in their basic assumptions. Thus, in both research perspectives, digital media are analyzed less on the basis of surface features, but rather in terms of their functions for the promotion of learning and teaching processes.},
	language = {de-DE},
	number = {5},
	urldate = {2024-05-14},
	journal = {Zeitschrift für Erziehungswissenschaft},
	author = {Scheiter, Katharina},
	month = oct,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bildungstheorien, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FH},
	pages = {1039--1060},
	file = {Scheiter - 2021 - Lernen und Lehren mit digitalen Medien Eine Stand.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BJSSFD2K/Scheiter - 2021 - Lernen und Lehren mit digitalen Medien Eine Stand.pdf:application/pdf},
}

@article{sinha_implementation_2024,
	title = {Implementation of moocs: approaching challenges and prospects of indian higher education},
	volume = {12},
	abstract = {Learning must be considered a milestone to generate a knowledgeable and progressive society. The continuous up-gradation of knowledge and acquiring relevant skills to get livelihood opportunities can only be possible through learning. To ensure a sustainable and advanced civilisation in the 21st century industrial and digital setup, people are earnestly and ardently, owing to their belief in 'earning while learning,' looking for a global form of learning. In this context, different types of online courses, particularly MOOCs and OERs (Open Educational Resources), provide people with innumerable opportunities by introducing them to a global form of learning.},
	language = {en-GB},
	number = {1},
	author = {Sinha, Dr Kanhaiya Kumar},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, Krisenreaktion im Bildungsbereich, Promotion:FU6, \#4:Zeitschriftenartikel:MOOC},
	file = {Sinha - 2024 - Implementation of moocs approaching challenges an.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/J4V54P5Y/Sinha - 2024 - Implementation of moocs approaching challenges an.pdf:application/pdf},
}

@article{eichstetter_medienkritik_2023,
	title = {Medienkritik und pädagogisches {Handeln} im {Unterrichtsfach} {Digitale} {Grundbildung}. {Die} {Vermittlung} von {Medienkompetenz} aus der {Perspektive} eines {Lehrenden}},
	volume = {61},
	language = {de-DE},
	number = {4},
	journal = {Medienimpulse},
	author = {Eichstetter, Pia and Rainer, Florian},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Systemanpassung, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Promotion:Weiterführung, Promotion:FU5},
	file = {Eichstetter und Rainer - 2023 - Medienkritik und pädagogisches Handeln im Unterric.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/J3MMI9VU/Eichstetter und Rainer - 2023 - Medienkritik und pädagogisches Handeln im Unterric.pdf:application/pdf},
}

@article{frischauf_digitalisierung_2020,
	title = {Digitalisierung als {Chance} für individuelle {Förderung} mit intelligenten {eLearning}-{Plattformen}.},
	language = {de-DE},
	author = {Frischauf, Leon and Slanovc, Florian},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Promotion:FU6},
	file = {Frischauf und Slanovc - 2020 - Digitalisierung als Chance für individuelle Förder.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H7K3Z5ED/Frischauf und Slanovc - 2020 - Digitalisierung als Chance für individuelle Förder.pdf:application/pdf},
}

@article{gottburgsen_digitale_nodate,
	title = {Digitale {Lernumwelten}, studentische {Diversität} und {Learning} {Outcomes}: {Empirische} {Befunde} und {Implikationen} für die digitale {Hochschulbildung}},
	abstract = {Digitalen Lernumwelten, die Künstliche Intelligenz (KI) einsetzen, wird zugeschrieben, dass sie der Diversität Studierender, ihren unterschiedlichen Lebenslagen und differierenden Lernvoraussetzungen sowie -erfahrungen besser gerecht werden, indem sie flexibles, zeit- und ortsunabhängiges sowie personalisiertes Lernen ermöglichen und somit zum individuellen Lern- und Studienerfolg beitragen können. Dieser Beitrag gibt einen Überblick, in welcher Weise die Vielfalt der Studierenden bisher in die empirische Forschung zur digitalen Hochschulbildung (unter Einbeziehung von KI) Eingang gefunden hat. Während diversitätsorientierte Studien zur ICT-Literacy sowie zu Mediennutzung und -präferenzen diverser Studierendengruppen international vorhanden sind, werden die Effekte digitaler Lernumwelten bzw. Lernformate oder die Auswirkungen von KI auf die Learning Outcomes einer divers zusammengesetzten Studierendenschaft (z.B. Lernerfolge, Mobilität) auch international selten thematisiert. Der vorliegende Beitrag stellt daher exemplarisch aktuelle Befunde zum Einfluss digitaler Lernumwelten auf die Mobilität diverser Studierender vor und zeigt, welche Ansatzpunkte und Herausforderungen für künftige Forschung zur digitalen Hochschulbildung bestehen.},
	language = {de-DE},
	author = {Gottburgsen, Anja and Hofmann, Yvette E and Willige, Janka},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	file = {Gottburgsen et al. - Digitale Lernumwelten, studentische Diversität und.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LRSNQXU9/Gottburgsen et al. - Digitale Lernumwelten, studentische Diversität und.pdf:application/pdf},
}

@inproceedings{neugebauer_steigerung_2023,
	title = {Steigerung von {Lernerfolg} und {Motivation} durch gamifizierte {Mathematik}-{Aufgaben} in {Lernmanagementsystemen}},
	isbn = {978-3-88579-732-6},
	url = {https://dl.gi.de/handle/20.500.12116/42200},
	doi = {10/gsn7n4},
	abstract = {Da Mathematik-Kompetenz entscheidend für Studierende ist und die Punkte in Studieneingangstests sinken, ist eine gesteigerte Motivation zum Lernen nötig. Gamification kann helfen, jedoch sind viele Lösungen aufwändig und nicht erweiterbar. Eine skalierbare, quelloffene Lösung, die mit LMS-Aufgabensammlungen kompatibel ist, wäre ideal. Ein Gamification-System wird in Moodle und ILIAS mittels JavaScript integriert, und automatisch generierte Lerndaten werden als Lernpfade visualisiert. Eine Pilotierung (n=115) zeigt erhöhte Motivation und Lernerfolg bei Vorkurs-Mathematik-Aufgaben. Der Ansatz eignet sich auch für höhere Mathematik.},
	language = {de-DE},
	urldate = {2023-09-05},
	publisher = {Gesellschaft für Informatik e.V.},
	author = {Neugebauer, Malte and Frochte, Jörg},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Promotion:Weiterführung, Bildung, Multimedia, Digitale Bildung, Lernsystemarchitektur, Promotion:FU6, Mathematik, Gamification, \#9:Konferenz-Paper:digital:lernen, Lernmanagementsystem},
	file = {Neugebauer und Frochte - 2023 - TextConference Paper.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GXPZVRKP/Neugebauer und Frochte - 2023 - TextConference Paper.pdf:application/pdf},
}

@article{thormann_digital_2023,
	title = {Digital hands-on learning in radiology—design and evaluation of a {PACS}-based concept for medical students},
	issn = {2731-7048, 2731-7056},
	url = {https://link.springer.com/10.1007/s00117-023-01185-w},
	doi = {10/gskbjz},
	abstract = {Background: The reorganization of the medical curriculum has increased the demands on medical didactics. For interdisciplinary ﬁelds such as radiology this oﬀers the opportunity to be more visible in clinical medical teaching and to emphasize its integrative role in patient care. We present a novel integrative learning concept based on the notion of PACS (picture archiving and communication system) learning. In the initial phase it was available to students in their ﬁnal-year internships.
Methods: We designed 100 case vignettes on a designated workstation. Vignettes were prepared in a patient-based format in Aycan PACS (Aycan Medical Systems, NY, USA). The ﬁrst image of each case included the case description and background information. Students worked through the vignettes independently. Each imaging examination was followed by small quizzes or open questions. Short texts provided additional information on the case, leading to the next examination. The typical case included several imaging modalities (CT, MRI, X-ray, etc.) in diagnosis and follow-up. After processing the cases, the students completed an evaluation form on a ﬁve-point Likert scale.
Results: Students approved the learning concept in terms of knowledge level, didactic structure, and motivation for self-study. A large proportion of respondents indicated that the new concept had sparked their interest in radiology Almost all students stated that they had beneﬁted from the concept and favored its continuation.
Conclusion: Our PACS workstation enjoyed high acceptance among students. This underlines the importance of integrative, competence-based teaching models in the medical curriculum. Radiology as a cross-disciplinary discipline is in particular suitable for encouraging students to combine theoretical and practical knowledge and can become a central component in student education through innovative concepts.},
	language = {en-GB},
	urldate = {2023-07-25},
	journal = {Die Radiologie},
	author = {Thormann, Maximilian and Neumann, Hannes and Behme, Daniel and Surov, Alexey},
	month = jul,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU6},
	file = {Thormann et al. - 2023 - Digital hands-on learning in radiology—design and .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MMXXVENA/Thormann et al. - 2023 - Digital hands-on learning in radiology—design and .pdf:application/pdf},
}

@article{schmitz-feldhaus_carmen_nicht_2020,
	title = {Nicht traditionelle {Studierende} vs. traditionelle {Studierende}. {Eine} {Onlinebefragung} zum {Sense} of {Coherence} im {Studium} mit {Fokus} auf {Menschen} mit {Beeinträchtigungen} und {Neue} {Medien}},
	copyright = {Deutsches Urheberrecht},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=18464},
	doi = {10/grsthj},
	abstract = {Als einleitender Beitrag dieses Abschnittes vermittelt der Beitrag von Carmen Schmitz-Feldhaus einen Einblick in die Zielgruppe der sogenannten "nicht traditionellen Studierenden“ (NTS). Neben einer grundlegenden Beschreibung dieser Zielgruppe untersucht die Autorin die Defizithypothese nach Teichler und Wolter, nach der NTS eher im Studium scheitern als traditionelle Studierende (TS). Dabei nutzt sie den Fragebogen zum Sense of Coherence, welcher misst, inwieweit das Leben für Personen verstehbar und handhabbar ist. Die Ergebnisse geben Hinweise darauf, dass sich die Gruppe der NTS nicht als homogener Körper beschreiben lässt und die individuellen Charakteristika bei mediengestützten Angeboten sehr spezifisch zu berücksichtigen sind. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-02-17},
	author = {Schmitz-Feldhaus, Carmen},
	collaborator = {Teaching Trends: Offen für neue Wege – Digitale Medien in der Hochschule (2014 : Oldenburg (Oldenburg))},
	month = feb,
	year = {2020},
	note = {Publisher: Waxmann},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Systemanpassung, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Promotion:Weiterführung, Promotion:FU5, Bildung, Digitale Bildung, Krisenreaktion im Bildungsbereich, Hochschule, On line, Online, Kompetenz, Academic studies, Empirical study, Empirische Untersuchung, Male student, Student, Studium, Bildungsbiografie, School career, Behinderung, Barrierefreiheit, Media competence, Media skills, Befragung, Target group, Zielgruppe, Verstehen, Handicap, Varianzanalyse, Regression analysis, Regressionsanalyse, Informations- und Kommunikationsmedien, Bedeutsamkeit, Deficit, Defizit, Handhabung, Hypothese, Likert Scales, Likert-Skala},
	file = {Schmitz-Feldhaus, Carmen - 2020 - Nicht traditionelle Studierende vs. traditionelle .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5U6FAKXZ/Schmitz-Feldhaus, Carmen - 2020 - Nicht traditionelle Studierende vs. traditionelle .pdf:application/pdf},
}

@article{katzel_mit_2021,
	title = {Mit agilen {Blended} {Learning}-{Methoden} erfolgreich durch die {Pandemie}: {Was} {Unternehmen} von den {Hochschulen} lernen können},
	volume = {58},
	issn = {1436-3011, 2198-2775},
	shorttitle = {Mit agilen {Blended} {Learning}-{Methoden} erfolgreich durch die {Pandemie}},
	url = {https://link.springer.com/10.1365/s40702-021-00722-2},
	doi = {10/grq6bm},
	abstract = {The Corona crisis still has massive effects on most areas of society—including school and university education. In this context, there have already been various discussions in which the German education sector has often been criticized for not being able to counter a pandemic of this magnitude with an adequate response that not only protects the learners, but also ensures their educational or academical progress. In view of the implementation of functioning digital teaching, educational institutions often lack not only a suitable IT infrastructure, but also appropriately trained teachers and the right didactic methods and tools. This article shows how digital teaching, learning and collaboration can be successful, using the example of the new Master’s program Digital Marketing at Ansbach University of Applied Sciences. With the help of agile Blended Learning methods, the course could not only be successfully introduced despite the difﬁculties of the Corona winter semester of 2020/21, but also a safe and effective teaching-learning situation was established for the students and teachers. Digital lectures, workshops and presentations have also become the new normal for companies. This article shows how companies can beneﬁt from the strategies and tools used by Ansbach University of Applied Sciences.},
	language = {de-DE},
	number = {4},
	urldate = {2023-02-07},
	journal = {HMD Praxis der Wirtschaftsinformatik},
	author = {Kätzel, Charlotte and Durst, Carolin},
	month = aug,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildung, Multimedia, Krisenreaktion im Bildungsbereich, Promotion:FU3, Promotion:Schlussfolgerung, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {842--857},
	file = {Kätzel und Durst - 2021 - Mit agilen Blended Learning-Methoden erfolgreich d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MU7Q7GVK/Kätzel und Durst - 2021 - Mit agilen Blended Learning-Methoden erfolgreich d.pdf:application/pdf},
}

@article{schroder_vom_2021,
	title = {Vom pädagogischen {Misstrauen} gegen die {Prüfung} und dem {Versprechen} einer digitalen {Problemlösung}},
	volume = {45},
	issn = {1424-3636},
	url = {https://www.medienpaed.com/article/view/1315},
	doi = {10.21240/mpaed/45/2021.12.18.X},
	abstract = {Dieser Artikel lotet verschiedene Spielarten eines pädagogischen Misstrauens gegen die Prüfung aus. Hierfür werden zunächst schulpädagogische Auseinandersetzungen v. a. zu den Problematiken der Leistungsbeurteilung diskutiert. Dafür wird erstens auf die Selektionsfunktion der Schule Bezug genommen, zweitens die Differenz zwischen Standardisierung und Individualisierung der Leistungsmessung betrachtet und drittens das Problem der prognostischen Möglichkeiten von Noten in Bezug auf künftigen Lernerfolg thematisiert. Vor dem Hintergrund dieser drei Argumentationslinien verdichtet sich das Misstrauen gegen die Prüfung als ein unauflösbarer Streit, nicht nur in der Wahl um die angemessenen Instrumente der Leistungsbeurteilung, sondern auch in der Frage danach, wie pädagogisch angemessen mit der diagnostischen Aufgabe umzugehen ist. Das neue Forschungsfeld der Learning Analytics wird anschliessend als eine mögliche Antwort auf diese Frage thematisiert, und es wird gezeigt, wie mit digitalen Prüfungspraktiken das Versprechen einhergeht, auf die genannten Probleme zu reagieren und das schulische Lernen insgesamt zu optimieren. Gleichzeitig wird deutlich gemacht, dass auf diese Weise hinsichtlich des Lernsubjekts, des Lerngegenstands und der pädagogischen Beziehungen Verengungsdynamiken produziert werden. Der Beitrag schliesst mit der Frage danach, inwiefern das Auslagern der Prüfung an digitale Tools mit einem Verantwortungsverlust der pädagogisch Handelnden verbunden ist.},
	language = {de-DE},
	urldate = {2021-12-25},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Schröder, Sabrina},
	month = dec,
	year = {2021},
	note = {ZSCC: 0000001},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Bewertungsmethoden, Bildungstheorien, Bildung, Multimedia, Promotion:Schlussfolgerung, notsanumfrage, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {59--79},
	file = {Schröder - 2021 - Vom pädagogischen Misstrauen gegen die Prüfung und.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6J7AMBXQ/Schröder - 2021 - Vom pädagogischen Misstrauen gegen die Prüfung und.pdf:application/pdf},
}

@article{krauskopf_wenn_2021,
	title = {Wenn die {Kamera} dunkel bleibt – {Psychodramatische} Überlegungen zur {Rolle} digitaler {Medien} beim {Lehren} und {Lernen}.},
	volume = {20},
	issn = {1619-5507, 1862-2526},
	url = {https://link.springer.com/10.1007/s11620-021-00602-3},
	doi = {10/gqhg8w},
	abstract = {This article in the German Journal Zeitschrift für Psychodrama und Soziometrie (ZPS) develops the argument that—from a psychodramatic perspective—that digital technologies cannot only be considered cognitive or social tools, which might augment teaching and learning processes. In addition, we should consider the impact of their affordances on our sociometric actions. Using a vignette from higher education the authors reﬂects on possible “temptations” afforded by the digital tools used. In conclusion, these considerations are discussed on the basis of role expectations and Moreno’s concept of encounter.},
	language = {de-DE},
	number = {2},
	urldate = {2022-07-14},
	journal = {Zeitschrift für Psychodrama und Soziometrie},
	author = {Krauskopf, Karsten},
	month = oct,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Bildungstheorien, Promotion:Argumentation, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {209--222},
	file = {Krauskopf - 2021 - Wenn die Kamera dunkel bleibt – Psychodramatische .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T57R8SR2/Krauskopf - 2021 - Wenn die Kamera dunkel bleibt – Psychodramatische .pdf:application/pdf},
}

@article{braun_uberzeugungsmuster_2022,
	title = {Überzeugungsmuster angehender {Lehrpersonen} zum {Einsatz} digitaler {Medien} im {Unterricht}},
	issn = {1424-3636},
	url = {https://www.medienpaed.com/article/view/1391},
	doi = {10.21240/mpaed/00/2022.12.08.X},
	abstract = {The present study identifies belief patterns of future teachers (N = 504) about the use of digital media in teaching using cluster analysis. Overall, positive beliefs about the use of media show lower attribute levels. Negative beliefs are more agreed on; nevertheless, the clusters differ considerably. 40 \% of the teacher students consider the use of media for innovating teaching, scholars’ motivation and fostering scholars cautiously positive. In contrast, in two other groups of future teachers belief patterns characterized by excessive demands and health risks through the use of media as well as doubts about the promotion of the ‹right› skills are found. About every fifth student teacher particularly agrees with such negative beliefs. The patterns and following implications are discussed with regard to the difficult changeability of beliefs.},
	language = {de-DE},
	urldate = {2022-12-21},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Braun, Annika and Weiß, Sabine and Kiel, Ewald},
	month = dec,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU5},
	pages = {235--259},
	file = {Braun et al. - 2022 - Überzeugungsmuster angehender Lehrpersonen zum Ein.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7A3QG5SL/Braun et al. - 2022 - Überzeugungsmuster angehender Lehrpersonen zum Ein.pdf:application/pdf},
}

@article{gabriel_lernen_2022,
	title = {Lernen in augmentierten {Realitäten} an {Pädagogischen} {Hochschulen}},
	url = {https://journals.univie.ac.at/index.php/mp/article/view/6398},
	doi = {10.21243/MI-01-22-23},
	abstract = {Wenn es um immersives, auf digitalen Spielen basierendes Lernen und um das kulturelle Erbe geht, spielen Lehrerinnen und Lehrer eine wichtige Rolle bei der Einführung der Schülerinnen und Schüler in die Technologie. Obwohl die Nutzerinnen, Nutzer, Besitzerinnen und Besitzer von Augmented Reality (AR)-fähigen Smartphones immer jünger werden, werden die Geräte meist nur zur Unterhaltung genutzt. Daher können Grundschullehrerinnen und -lehrer den ersten Kontakt zu einer neuen Art des Lernens mit AR herstellen. Die Autorinnen behandeln deshalb verschiedene Aspekte der AR und berichten von empirischen Ergebnissen der Nutzung von AR. When it comes to immersive digital game-based learning and cultural heritage, teachers play an important role in introducing students to the technology. Although users and owners of augmented reality (AR)-enabled smartphones are getting younger, the devices are mostly used for entertainment purposes only. Therefore, elementary school teachers can provide the first exposure to a new way of learning with AR. Therefore, the authors address different aspects of AR and enriched by empirical results of AR use.},
	language = {de-DE},
	urldate = {2022-03-27},
	journal = {Medienimpulse},
	author = {Gabriel, Sonja and Hütthaler, Matthias and Nader, Michael},
	month = mar,
	year = {2022},
	note = {Artwork Size: 42 Seiten Seiten
Publisher: Medienimpulse},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Weiterführung, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {42 Seiten Seiten},
	file = {Gabriel et al. - 2022 - Lernen in augmentierten Realitäten an Pädagogische.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TAU4JL5V/Gabriel et al. - 2022 - Lernen in augmentierten Realitäten an Pädagogische.pdf:application/pdf},
}

@article{bockshecker_einsatz_2021,
	title = {Der {Einsatz} problembasierten {Lernens} im {Blended}-{Learning}-{Studienmodell} zur {Erhöhung} der {Lernaktivität}},
	volume = {58},
	issn = {1436-3011, 2198-2775},
	url = {https://link.springer.com/10.1365/s40702-021-00795-z},
	doi = {10.1365/s40702-021-00795-z},
	abstract = {The digital transformation with its complexity and diversity presents lecturers with major challenges in developing an education concept for this. In addition, blended learning study models pose further challenges with regard to the didactic and organizational implementation of such education concepts. The aim of this paper is to present a concept that implements the digital transformation both in terms of content and didactics based on problem-based learning, gamiﬁcation and virtual group work. In group work, students deal with the content of diverse complex concepts of digital transformation and they are also prepared to be able to master new and complex tasks of digital transformation. The necessary design requirements are also brieﬂy outlined and the underlying design cycle is brieﬂy described.},
	language = {de-DE},
	number = {6},
	urldate = {2021-11-28},
	journal = {HMD Praxis der Wirtschaftsinformatik},
	author = {Bockshecker, Alina and Ebner, Katharina and Smolnik, Stefan and Anschütz, Christian},
	month = dec,
	year = {2021},
	note = {ZSCC: 0000000},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Bildung, Multimedia, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {1420--1431},
	file = {Bockshecker et al. - 2021 - Der Einsatz problembasierten Lernens im Blended-Le.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NSMIVWJT/Bockshecker et al. - 2021 - Der Einsatz problembasierten Lernens im Blended-Le.pdf:application/pdf},
}

@article{eckle_school_2021,
	title = {School to go: {Neues} {Lernen} im {Social}-{Media}-{Stil}},
	volume = {58},
	issn = {1436-3011, 2198-2775},
	shorttitle = {School to go},
	url = {https://link.springer.com/10.1365/s40702-021-00793-1},
	doi = {10.1365/s40702-021-00793-1},
	abstract = {With the pandemic-related ﬁrst lockdown in March 2020, digital learning has experienced a tremendous boost. In times of nationwide school closures, the “School to go” initiative makes a relevant contribution to digital education for students, parents, teachers and the interested public. The platform of the same name (www.schooltogo.de) bundles digital learning opportunities for children, young people and young adults. It also features blog posts on trend topics in digital education: How can digital and didactically motivated spatial concepts contribute to improved learning and what signiﬁcance does gamiﬁcation have for students’ motivation to learn? Currently, there are already over 1000 innovative learning formats (as of May 2021) for various subjects on “School to go”, aimed at students of all ages and grades. This article shows how new learning succeeds in the age of digitization and how didactics and business informatics should be harmonized to provide sustainable learning experiences.},
	language = {de-DE},
	number = {6},
	urldate = {2021-11-28},
	journal = {HMD Praxis der Wirtschaftsinformatik},
	author = {Eckle, Jannick and Jungfleisch, Anne and Stattkus, Daniel and Zarvić, Novica and Knopf, Julia and Thomas, Oliver},
	month = dec,
	year = {2021},
	note = {ZSCC: 0000000},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FU1},
	pages = {1469--1482},
	file = {Eckle et al. - 2021 - School to go Neues Lernen im Social-Media-Stil.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JYWSPMSM/Eckle et al. - 2021 - School to go Neues Lernen im Social-Media-Stil.pdf:application/pdf},
}

@article{king_defining_2001,
	title = {Defining {Distance} {Learning} and {Distance} {Education}},
	volume = {9},
	abstract = {There is, in most academic and scientific fields, a common yet distinct vocabulary. This precise vocabulary makes it possible for researchers and practitioners within that domain to communicate clearly and succinctly with each other. At this time, there is a lack of such a precise vocabulary in the domain of distance learning and distance education. This paper hopes to start the movement toward a common vocabulary by offering precise definitions of distance learning and distance education, and their interrelationship. This is accomplished by first proposing a single definition of learning and then breaking down the concept of learning into three subcategories: instruction, exploration and serendipity. Each of these, in turn, is defined and the concepts of distance learning and distance education are derived and categorized.},
	language = {en-GB},
	number = {1},
	journal = {AACE Review (formerly AACE Journal)},
	author = {King, Frederick B and Young, Michael F and Drivere-Richmond, Kelly and Schrader, P G},
	year = {2001},
	note = {ZSCC: 0000148},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:Kerngedanke, Technologieintegration, Bildungstheorien, Promotion:Relevanz:4, Lernsystemarchitektur, Promotion:todo},
	pages = {14},
	file = {King et al. - Defining Distance Learning and Distance Education.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E8KWZPMR/King et al. - Defining Distance Learning and Distance Education.pdf:application/pdf},
}

@article{kunkel_lernen_2020,
	title = {Lernen mit und über digitale {Medien} im {Sachunterricht}: {Entwicklung} eines vielperspektivischen {Konzepts} zur {Erschliessung} digitaler {Medien}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Lernen mit und über digitale {Medien} im {Sachunterricht}},
	url = {10.21240/mpaed/jb17/2020.05.18.X},
	doi = {10/gksnzw},
	abstract = {Learning with and about ICT must be accessed to children on from primary education in order to allow them to establish a critical-constructive examination of ICT in an educational understanding. As it is the core task of primary social and science education to enable students to self-construct and self-explore their environment in a multiperspective manner, primary social and science education functions as an essential subject in primary school to address learning with and about ICT in accordance to media literacy. Originating from the students’ living environment, they must be given the possibility to open up ICT/digital media as a complex matter of primary social and science education. Therefore, concepts on learning with and about ICT in multiperspective social and science primary education must be developed and then be examined regarding the conditions that allow for a learning with and about ICT by reasonable deployment of digital techniques. In summer 2019, several university students in teacher education encountered this challenge. The presented article outlines the development stages and outcomes of such concepts that were designed during an educational seminar. It then offers an outlook towards possible further advancements.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Kunkel, Carmen and Peschel, Markus},
	month = aug,
	year = {2020},
	note = {ZSCC: 0000002},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {455--476},
	file = {Kunkel und Peschel - 2020 - Lernen mit und über digitale Medien im Sachunterri.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R3UWVGV5/Kunkel und Peschel - 2020 - Lernen mit und über digitale Medien im Sachunterri.pdf:application/pdf},
}

@article{moser_uberlegungen_2021,
	title = {Überlegungen zum {Lernen} mit und über {Medien} im {Zeitalter} der {Digitalisierung}},
	issn = {1424-3636, 1424-3636},
	url = {10.21240/mpaed/jb17/2021.05.18.X},
	doi = {10/gksnz6},
	abstract = {Even though Media Education as an educational discipline has only existed since the 1970s, questions about learning with and about media have been discussed much earlier. School as an institution of learning has always been connected with media, which linked the direct vividness of the world via text and reading books with the cognitive structures related to it and thus made “learning” possible. Reading and reading aloud are based on media with which experiences with the world can be verbalised and thus made “abstract”. The Abacus as a didactic tool is, for example, a medium to make the concept of numbers vivid and to support the learning of numbers. The development of Media Education as a discipline, however, only emerged with technical media – initially on an analogue basis such as film, radio, television, children’s cassettes, etc. This paper will show how the situation of Media Education has changed again in the context of digitalisation and what new concepts and perspectives are associated with it. In doing so, it will become clear how some of the old considerations, such as programming, reappear in a new guise, and how Media Education must change in the age of digitalisation if it wants to have a future.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Moser, Heinz},
	month = may,
	year = {2021},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {709--732},
	file = {Moser - 2021 - Überlegungen zum Lernen mit und über Medien im Zei.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BKB77PXA/Moser - 2021 - Überlegungen zum Lernen mit und über Medien im Zei.pdf:application/pdf},
}

@article{feigl_elisabeth_homo_2022,
	title = {Homo {Hapticus} ade? {Ein} {Nachdenken} über die {Bedeutung} von {Haptik}, {Körperlichkeit} und {Wahrnehmung} in {Zeiten} zunehmend digitalisierten {Lernens} und {Lehrens}},
	copyright = {Creative Commons Namensnennung 4.0 International},
	shorttitle = {Homo {Hapticus} ade?},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=24484},
	doi = {10/gp5j97},
	abstract = {Before the COVID-19 pandemic, teaching and learning were primarily analog. Educational offerings were designed as diverse combinations of knowledge transfer, physical activities and social cooperation. The learner's body and its sensory perceptions in a social setting played a central role. In the online space, however, there is a danger of "disembodiment" because of a loss of physical proximity and direct social contact. Furthermore, sensory impressions are often missing from the learning process. Haptics especially is easily lost during online learning because pressing buttons, clicking a mouse and swiping a screen do not replace the experience of feeling a (learning) object in one's hands. This article examines the role that physicality and sensory perception - especially haptics - play in the learning process. It concludes by reflecting on how to better reach people as physical beings in online education.  (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2022-05-14},
	author = {Feigl, Elisabeth},
	month = may,
	year = {2022},
	note = {Publisher: Bundesministerium für Bildung, Wissenschaft und Forschung},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Argumentation, Bildung, Digitale Bildung, Digitalisierung, Digitalization, Krisenreaktion im Bildungsbereich, Virtual learning, On line, Online, Learning process, Lernprozess, Adult training, Erwachsenenbildung, \#9:Zeitschriftenartikel:digital:lernen, Wissensvermittlung, Corporeality, Haptik, Körperlichkeit, Leib, Sinneseindruck},
	file = {Feigl, Elisabeth - 2022 - Homo Hapticus ade Ein Nachdenken über die Bedeutu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LKABBVCF/Feigl, Elisabeth - 2022 - Homo Hapticus ade Ein Nachdenken über die Bedeutu.pdf:application/pdf},
}

@article{mayer_einstellungen_2023,
	title = {Einstellungen von {Lehrpersonen} zu digitalen {Medien} und die effektive {Nutzung} einer {Suchmaschine} ({KANSAS})},
	issn = {2235-0977, 2235-0985},
	url = {https://econtent.hogrefe.com/doi/10.1024/2235-0977/a000396},
	doi = {10/grncx9},
	abstract = {Background: Teachers in the field of basic education and language skills promotion need learning material that is adapted to the heterogeneous needs and interests of learners in terms of both content and language. Digital tools can help to simplify teaching / learning processes. KANSAS is a search engine created to support teachers in researching language learning texts. In the present online evaluation, we investigated the usefulness of the search engine for lesson planning and whether teachers' attitudes toward digital media have an impact on their work outcomes. Method: A total of 27 teachers created lesson plans based on a text researched with KANSAS, which were then evaluated in terms of various quality criteria. Multiple hierarchical regression analyses were used to examine the extent to which attitudes toward digital media influence the quality of the lesson plans. Results: The average ratings of lesson designs are in a medium to high range. In terms of attitudes, only the added value of digital media assessed by the teachers is related to one of the evaluation criteria. Discussion: Overall, KANSAS is suitable for text research and lesson planning, but there are also desiderata. The quality of lesson plans is mostly independent of teachers' attitudes towards digital media, but this result could be biased by the selective sample.},
	language = {de-DE},
	urldate = {2023-01-16},
	journal = {Lernen und Lernstörungen},
	author = {Mayer, Nadine and Jambor-Fahlen, Simone and Kholin, Mareike},
	month = jan,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FU1},
	pages = {2235--0977/a000396},
	file = {Mayer et al. - 2023 - Einstellungen von Lehrpersonen zu digitalen Medien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DIFSCLPU/Mayer et al. - 2023 - Einstellungen von Lehrpersonen zu digitalen Medien.pdf:application/pdf},
}

@book{oertel_algorithmen_2022,
	title = {Algorithmen in digitalen {Medien} und ihr {Einfluss} auf die {Meinungsbildung}},
	language = {de-DE},
	author = {Oertel, Britta and Dametto, Diego and Kluge, Jakob and Todt, Jan},
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien, Bildung, Multimedia},
	file = {Oertel et al. - Algorithmen in digitalen Medien und ihr Einfluss a.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3J5ZUAAC/Oertel et al. - Algorithmen in digitalen Medien und ihr Einfluss a.pdf:application/pdf},
}

@article{hammaren_management_2024,
	title = {The management of digital competence sharing in health care: {A} qualitative study of managers' and professionals' views},
	volume = {80},
	issn = {1365-2648},
	shorttitle = {The management of digital competence sharing in health care},
	doi = {10.1111/jan.15963},
	abstract = {AIM: To describe managers' and professionals' views on the management of digital competence sharing in health care.
DESIGN: A qualitative descriptive study.
METHODS: Managers (n = 22) and professionals (n = 12) from two public primary, one public special and one private health care organization in Finland participated in semi-structured individual interviews between February and May 2022. Data were analysed using inductive content analysis.
RESULTS: Managers' and professionals' views formed six main categories: providing resources and opportunities for digital competence sharing, creating methods and practices for digital competence sharing, managing digital competence, implementing intergenerational learning, creating a friendly and safe digital organizational atmosphere, and promoting digital competence sharing through leadership.
CONCLUSION: The support of management is significant in promoting the sharing of digital competence in health care organizations. The management of digital competence sharing requires a both resources and a commitment to continuous training and development. It also requires the creation of a collaborative culture to promote mutual learning between professionals and people of different generations.
IMPACT: Due to rapid technological advancements and the resulting load, it is important to focus on the development and sharing of digital competence among health care professionals. The study indicated that managers should have the ability to identify the strengths of professionals' digital competence and be able to utilize them in promoting digital competence sharing. It also highlighted the specific competency requirements for managers in this context. The results can be applied to the training of health care managers and professionals, particularly around digital competence.
PATIENT OR PUBLIC CONTRIBUTION: No patient or public contribution.
REPORTING METHOD: The Consolidated Criteria for Reporting Qualitative Research (COREQ) checklist was used in the reporting.},
	language = {en-GB},
	number = {5},
	journal = {Journal of Advanced Nursing},
	author = {Hammarén, Mira and Pölkki, Tarja and Kanste, Outi},
	month = may,
	year = {2024},
	pmid = {37975297},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Promotion:Kerngedanke, Technologieintegration, Promotion:FU3, Humans, \#9:Zeitschriftenartikel:digital:lernen, health care, Finland, Attitude of Health Personnel, Health Personnel, Qualitative Research, interview, management, digital competence, inductive content analysis, knowledge sharing},
	pages = {2051--2064},
	file = {Hammarén et al. - 2024 - The management of digital competence sharing in he.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WKMQ6F8U/Hammarén et al. - 2024 - The management of digital competence sharing in he.pdf:application/pdf},
}

@article{zhang_unified_2024,
	title = {Unified fair federated learning for digital healthcare},
	volume = {5},
	issn = {2666-3899},
	doi = {10.1016/j.patter.2023.100907},
	abstract = {Federated learning (FL) is a promising approach for healthcare institutions to train high-quality medical models collaboratively while protecting sensitive data privacy. However, FL models encounter fairness issues at diverse levels, leading to performance disparities across different subpopulations. To address this, we propose Federated Learning with Unified Fairness Objective (FedUFO), a unified framework consolidating diverse fairness levels within FL. By leveraging distributionally robust optimization and a unified uncertainty set, it ensures consistent performance across all subpopulations and enhances the overall efficacy of FL in healthcare and other domains while maintaining accuracy levels comparable with those of existing methods. Our model was validated by applying it to four digital healthcare tasks using real-world datasets in federated settings. Our collaborative machine learning paradigm not only promotes artificial intelligence in digital healthcare but also fosters social equity by embodying fairness.},
	language = {en-GB},
	number = {1},
	journal = {Patterns (New York, N.Y.)},
	author = {Zhang, Fengda and Shuai, Zitao and Kuang, Kun and Wu, Fei and Zhuang, Yueting and Xiao, Jun},
	month = jan,
	year = {2024},
	pmid = {38264718},
	pmcid = {PMC10801255},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Promotion:Weiterführung, \#6:Zeitschriftenartikel:Bildung:Technologie, Datenschutz und IT-Sicherheit, Promotion:FU7, federated learning, algorithmic fairness, digital healthcare},
	pages = {100907},
	file = {Zhang et al. - 2024 - Unified fair federated learning for digital health.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MLNTAUPF/Zhang et al. - 2024 - Unified fair federated learning for digital health.pdf:application/pdf},
}

@article{fischer_how_2024,
	title = {How do teachers promote self-regulation of learning when students need to learn at home? {The} moderating role of teachers’ {ICT} competency},
	volume = {52},
	issn = {0340-4099, 2520-873X},
	shorttitle = {How do teachers promote self-regulation of learning when students need to learn at home?},
	url = {https://link.springer.com/10.1007/s42010-023-00191-0},
	doi = {10.1007/s42010-023-00191-0},
	abstract = {Abstract
            
              The importance of self-regulation of learning became evident during the Covid-19 pandemic and the accompanying school closures. Using data from
              N
               = 254 German teachers, we analyze how teachers promoted self-regulation of learning in distance education and reasons why they did not promote it. Additionally, we examine which teacher and class variables predict the promotion of self-regulation of learning in distance education and whether teachers’ technology competency moderates these relationships. Further, we look into whether these relationships differ during the first lockdown in spring 2020, for which teachers were not able to prepare for ahead of time, and the beginning of the new school year 2020/2021. Qualitative analyses indicate that teachers focused on promoting metacognitive strategies and used technology to engage students. Reasons why teachers did not promote self-regulation of learning are mostly a lack of resources and misconceptions about students’ competences and needs. Regression analysis show that teachers’ self-efficacy to promote self-regulation of learning and students’ grade predict teachers’ promotion of self-regulation of learning in distance education. Moderation analyses reveal interactions between teachers’ technology competency and class size as well as grade—but only for the period after the summer holidays in 2020/2021. This paper uncovers areas of improvement for teacher education, such as their misconceptions, self-efficacy beliefs, and their technology competency—not only for homeschooling during a pandemic, but also for future learning opportunities in the 21st century that will contain the need for more self-regulation of learning due to the increasing use of technology and digital learning.
            
          , 
            Zusammenfassung
            
              Die Relevanz von Selbstregulation beim Lernen wurde während der Covid-19-Pandemie und den einhergehenden Schulschließungen deutlich. Anhand der Daten von
              N
               = 254 deutschen Lehrkräften untersuchen wir, wie Lehrkräfte Selbstregulation beim Lernen im Distanzunterricht gefördert haben sowie Gründe für die Nichtförderung. Zusätzlich analysieren wir, welche Lehrkräftevariablen und Variablen auf Klassenebene die Förderung von Selbstregulation beim Lernen im Distanzunterricht vorhersagen und ob die Technologiekompetenz der Lehrkräfte diese Zusammenhänge moderiert. Darüber hinaus untersuchen wir, ob sich diese Zusammenhänge während des ersten Lockdowns im Frühjahr 2020, auf den sich die Lehrkräfte nicht vorbereiten konnten, und zu Beginn des neuen Schuljahres 2020/2021 unterscheiden. Wir finden, dass Lehrkräfte einen Fokus auf die Förderung metakognitiver Strategien legten und digitale Medien nutzten, um die Schüler*innen zu erreichen. Gründe für die Nichtförderung lassen sich auf mangelnde Ressourcen zurückführen, gefolgt von Fehlkonzepten über die Kompetenzen und Bedürfnisse ihrer Schüler*innen. Die Ergebnisse multipler Regressionen zeigen, dass die Selbstwirksamkeit der Lehrkräfte und die Klassenstufe die Förderung von Selbstregulation beim Lernen im Distanzunterricht vorhersagen. Moderationsanalysen zeigen signifikante Wechselwirkungen zwischen der Informations- und Kommunikationstechnologiekompetenz der Lehrkräfte und der Klassengröße sowie der Klassenstufe – aber nur für den Zeitraum nach den Sommerferien 2020/2021. Diese Studie deckt mehrere Verbesserungsmöglichkeiten für die Lehrkräfteausbildung auf, wie z. B. die Fehlkonzepte von Lehrkräften, ihre Selbstwirksamkeitsüberzeugungen zur Förderung der Selbstregulation und ihre Kompetenzen im Bereich der Informations- und Kommunikationstechnologie – nicht nur für den Fernunterricht während einer Pandemie, sondern auch für zukünftige Lernmöglichkeiten im 21. Jahrhundert, die aufgrund der zunehmenden Nutzung von Technologie und digitalen Lernumgebungen mehr Selbstregulation beim Lernen erfordern werden.},
	language = {en-GB},
	number = {1},
	urldate = {2024-05-07},
	journal = {Unterrichtswissenschaft},
	author = {Fischer, Antonia and Dignath, Charlotte},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Krisenreaktion im Bildungsbereich, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {65--92},
	file = {Fischer und Dignath - 2024 - How do teachers promote self-regulation of learnin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BLUDBYA5/Fischer und Dignath - 2024 - How do teachers promote self-regulation of learnin.pdf:application/pdf},
}

@article{karlen_inspiring_2024,
	title = {Inspiring self-regulated learning in everyday classrooms: teachers’ professional competences and promotion of self-regulated learning},
	volume = {52},
	issn = {0340-4099, 2520-873X},
	shorttitle = {Inspiring self-regulated learning in everyday classrooms},
	url = {https://link.springer.com/10.1007/s42010-024-00196-3},
	doi = {10.1007/s42010-024-00196-3},
	abstract = {Abstract
            Today’s success metrics extend beyond traditional literacy and numeracy to encompass strategic learning with a growth mindset, equipping individuals with the attitude and skills to navigate and surmount new challenges. In a digital era, where information is readily available and knowledge constantly evolves, the value placed on learners is not merely based on their current knowledge but on their courage and capability to continually engage cognitive, metacognitive, motivational, social, and emotional resources for lifelong learning. In this dynamic landscape, self-regulated learning (SRL) skills are crucial, empowering students of all ages to take control of their learning journey. SRL, the goal-directed process of monitoring and regulating one’s learning activities, has been shown to significantly influence academic outcomes. Although teachers acknowledge SRL’s relevance, it remains underrepresented in everyday teaching practices, impacting not just student learning but also the training and experiences of preservice teachers in the classroom. This gap perpetuates misconceptions about SRL and hinders its integration into educational settings. Therefore, this special issue first introduces the INSPIRE model of teachers’ multiple roles as instructors, navigators, strategists, promoters, innovators, role models, and encouragers in supporting students to become self-regulated learners and describes teachers’ professional competences to fulfil these roles. Second, it dedicates four articles to exploring teachers’ professional competences in SRL and its promotion in everyday school. The articles address particular aspects of the INSPIRE model and highlight the importance of teachers equipped with the necessary training and competences to guide students in becoming self-regulated learners. Linking the research areas of teachers’ professional competences in SRL and teachers’ promotion of SRL in the classroom this special issue offers a comprehensive approach to SRL in everyday school and opens up perspectives for the transfer into practice.},
	language = {en-GB},
	number = {1},
	urldate = {2024-05-07},
	journal = {Unterrichtswissenschaft},
	author = {Karlen, Yves and Hertel, Silke},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Bildungstheorien, Promotion:Argumentation, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {1--13},
	file = {Karlen und Hertel - 2024 - Inspiring self-regulated learning in everyday clas.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z5FKWKQC/Karlen und Hertel - 2024 - Inspiring self-regulated learning in everyday clas.pdf:application/pdf},
}

@article{hasselkus_abschlussbericht_2022,
	title = {Abschlussbericht zum {Forschungsprojekt} {Digitale} {Schulentwicklung} in {Netzwerken}. {Gelingensbedingungen} schulübergreifender {Kooperation} bei der digitalen {Transformation} – {DigiSchulNet}},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	url = {https://duepublico2.uni-due.de/receive/duepublico_mods_00075976},
	doi = {10.17185/DUEPUBLICO/75976},
	abstract = {Im Projekt Digitale Schulentwicklung in Netzwerken. Gelingensbedingungen schulübergreifender Kooperation bei der digitalen Transformation (DigiSchulNet) wurde an Schulen der Primar- und Sekundarstufe sowie an berufsbildenden Schulen untersucht, wie sich Transformationsprozesse der Digitalisierung (sowie vergleichend an Schulen in herausfordernden Lagen und zu Bildung für nachhaltige Entwicklung (BNE)) auf die schulische Organisation, die Zusammenarbeit sowie insgesamt auf Prozesse der Schulentwicklung auswirken. Alle untersuchten Schulen sind dabei Teil von Schulnetzwerken. Betrachtet wurde, wie Schulen Digitalisierung als Prozess der Schulentwicklung angehen, welche Herausforderungen dabei entstehen, welche Aspekte zur „gelingenden“ Einführung und Verankerung digitaler Medien beitragen und welche Rolle Schulnetzwerke dafür spielen. Methodisch wurden einerseits Dokumentenanalysen und Interviews zur retrospektiven Analyse von Prozessen digitaler Schulentwicklung genutzt. Andererseits wurden laufende Schulentwicklungsprozesse mittels regelmäßiger Netzwerkanalyse der beruflichen sozialen Netzwerke von Lehrpersonen untersucht. So wurden prozess- sowie akteursbezogene Gelingensbedingungen und Hemmnisse identifiziert und Hinweise für Projekte der digitalen Schulentwicklung herausgearbeitet, und zwar insbesondere im Rahmen von regionalen Schulnetzwerken. Zentrale Gelingensbedingungen liegen in der Schaffung schulischer Strukturen für das Entwicklungsthema und etablierten Schlüsselfunktionen ((erweiterte) Schulleitung, Arbeitsgruppe zu Entwicklungsthema, Steuergruppe zu Schulentwicklung, Medienkoordination). Der Einbezug didaktischer Fragen, die Motivation im Kollegium sowie Kooperation mit dem Schulträger und eine engagierte Schulleitung sind ebenfalls wichtige Voraussetzungen. Der Verbund im Schulnetzwerk wurde generell als gewinnbringend empfunden (Selbstreflexion, Horizonterweiterung, engere Kooperation mit Schulträgern). Hemmend wirkten personeller, zeitlicher und finanzieller Ressourcenmangel. Die Netzwerkanalyse hat die Bedeutung der Schlüsselfunktionen für den schulischen Transfer unterstrichen. Der Blick auf die thematische Verteilung hat dabei ergeben, dass es bei der Kooperation mit Medienbeauftragten am häufigsten um Technologienentwicklung ging, bei Mitgliedern einer AG digitale Medien lag der Schwerpunkt auf Unterrichtsentwicklung, während in einer Steuergruppe Schulentwicklung Unterrichtsentwicklung und Fortbildungen dominierten. Die Zusammenarbeit mit der (erw.) Schulleitung verteilte sich auf alle abgefragten Bereiche, am häufigsten auf Gesamtstrategien (z.B. Medienkonzepte), Technologieentwicklung und organisatorische Bedingungen.},
	language = {de-DE},
	urldate = {2024-03-22},
	author = {Hasselkuß, Marco and Heinemann, Anna and Endberg, Manuela and Gageik, Lisa and van Ackeren, Isabell and Kerres, Michael and {Universität Duisburg-Essen. Learning Lab} and {Universität Duisburg-Essen. Fakultät Für Bildungswissenschaften. Arbeitsgruppe Bildungsforschung}},
	collaborator = {DuEPublico: Duisburg-Essen Publications Online, University Of Duisburg-Essen},
	month = may,
	year = {2022},
	note = {Publisher: [object Object]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Technologieintegration, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU1},
	file = {Hasselkuß et al. - 2022 - Abschlussbericht zum Forschungsprojekt Digitale Sc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q2F38WUX/Hasselkuß et al. - 2022 - Abschlussbericht zum Forschungsprojekt Digitale Sc.pdf:application/pdf},
}

@article{grajek_multidimensionale_2024,
	title = {Multidimensionale {Formate} chirurgischer {Anatomie} in der studentischen {Ausbildung} der {HNO}-{Heilkunde} – ein {Effektivitätsvergleich}},
	volume = {72},
	issn = {0017-6192, 1433-0458},
	url = {https://link.springer.com/10.1007/s00106-024-01427-w},
	doi = {10.1007/s00106-024-01427-w},
	abstract = {Zusammenfassung
            
              Hintergrund
              Der technologische Wandel im Gesundheitswesen und die digitale Transformation der Lehre erfordern Neuerungen in der studentischen Lehre im Bereich der Medizin. Neue Technologien sind nötig, um die Bereitstellung und Nutzung diverser Lehr- und Lernformate von Bildungseinrichtungen unabhängig von Zeit und Ort zu ermöglichen. Ziel der Studie ist die Analyse der Effektivität verschiedener multidimensionaler Formate in der studentischen Lehre in der chirurgischen HNO-ärztlichen Anatomie.
            
            
              Material und Methoden
              Während des Sommersemesters 2022 und des Wintersemesters 2022/2023 wurde das digitale Lehr- und Lernprogramm ausgeweitet, indem mit Studierenden unterschiedliche Visualisierungsformate (3-D-Brillen, Cardboards oder VR-Brille) im Rahmen eines hochstandardisierten Operationsverfahrens, der Cochleaimplantation, getestet wurden. Prä- und postinterventionell wurde in allen Gruppen eine Wissensstandserhebung und im Anschluss daran eine Evaluation durchgeführt.
            
            
              Ergebnisse
              
                Von 183 Studierenden nahmen 91 Studierende vollständig an der Studie teil. Die postinterventionelle Wissensstandserhebung ergab unabhängig vom Visualisierungsformat einen signifikanten Anstieg der korrekten Antworten. Im direkten Vergleich antwortete die Operationssaal(OP)-Gruppe signifikant häufiger richtig als die Cardboard-Gruppe (
                p
                 = 0,0424). Ein Großteil der Studierenden wünscht sich 3‑D-Lehre als festen Bestandteil im Lehrprogramm (87,9 \%) und ein größeres Streamingangebot von Live-Operationen (93,4 \%). Sie sehen die Anwendung der verschiedenen Technologien als sehr gute Ergänzung zur herkömmlichen chirurgischen Lehre (72,5 \%), da bei guter Anschaulichkeit (89 \%) die Merkfähigkeit (74,7 \%) und Motivation (81,3 \%) steigt.
              
            
            
              Schlussfolgerungen
              Der Einsatz und die Nutzung neuer Visualisierungstechnologien im klinischen Alltag ist ein vielversprechender Ansatz zur Erweiterung der studentischen Ausbildung. Mobile, interaktive und personalisierte technische Formate sind an das Lernverhalten von Studierenden anpassbar. Nicht zuletzt wird durch den Einsatz neuer Medien die Lernmotivation beeinflusst. Eine Erweiterung digitaler Lehr- und Lernformate kann auf der Basis dieser Studie ausdrücklich empfohlen werden.
            
          , 
            Abstract
            
              Background
              Technological change in healthcare and the digital transformation of teaching require innovations in student teaching in medicine. New technologies are needed to enable the delivery and use of diverse teaching and learning formats by educational institutions independent of time and place. The aim of this study is to analyze the effectiveness of different multidimensional formats in student teaching in surgical ENT medical anatomy.
            
            
              Materials and methods
              During the summer semester 2022 and winter semester 2022/2023, the digital teaching and learning program was expanded by testing different visualization formats (3D glasses, cardboards, or VR glasses) with students in the context of a highly standardized surgical procedure, namely cochlear implantation. A pre- and post-intervention knowledge assessment was carried out in all groups, followed by an evaluation.
            
            
              Results
              
                Of 183 students, 91 students fully participated in the study. The post-intervention knowledge assessment showed a significant increase in correct answers regardless of visualization format. In a direct comparison, the operating room (OR) group answered correctly significantly more often than the cardboard group (
                p
                 = 0.0424). The majority of students would like to see 3D teaching as an integral part of the teaching program (87.9\%) and more streaming of live surgeries (93.4\%). They see the use of the various technologies as a very good addition to conventional surgical teaching (72.5\%), as good visualization (89\%) increases retention (74.7\%) and motivation (81.3\%).
              
            
            
              Conclusion
              Application and use of new visualization technologies in everyday clinical practice is a promising approach to expanding student training. Mobile, interactive, and personalized technical formats can be adapted to the learning behavior of students. Last but not least, the use of new media influences learning motivation. An expansion of digital teaching and learning formats can be expressly recommended on the basis of this study.},
	language = {de-DE},
	number = {5},
	urldate = {2024-02-10},
	journal = {HNO},
	author = {Grajek, Jan S. and Rettschlag, Stefanie and Schneider, Armin and Schraven, Sebastian P. and Mlynski, Robert and Van Bonn, Sara M.},
	month = feb,
	year = {2024},
	pmid = {38324064},
	pmcid = {PMC11045569},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#6:Zeitschriftenartikel:Bildung:Technologie, Germany, Krisenreaktion im Bildungsbereich, Promotion:FU3, Curriculum, Teaching, Humans, Female, Male, Adult, Students, Medical, Computer-Assisted Instruction, Anatomy, Virtual reality, Young Adult, Digital health, Educational Measurement, Medical students, Otolaryngology, Computer simulation},
	pages = {357--366},
	file = {Grajek et al. - 2024 - Multidimensionale Formate chirurgischer Anatomie i.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GZMFSSRX/Grajek et al. - 2024 - Multidimensionale Formate chirurgischer Anatomie i.pdf:application/pdf},
}

@article{sauter_future_2023,
	title = {Future {Learning} – ein {Paradigmenwechsel} im betrieblichen {Lernen}},
	volume = {10},
	issn = {2196-7261},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/2196-7261-2023-4-362},
	doi = {10.5771/2196-7261-2023-4-362},
	abstract = {Neue Formen und Methoden des Arbeitens – New Work – begegnen uns immer mehr: im Berufsleben, sowohl in alten wie auch in neuen Berufen, in Unternehmen und Organisationen. Vernetzung, Komplexität, Digitalisierung, Agilität und Selbst­ organisation sind die einschlägigen Stichworte. Hinter all diesen Formen steckt stets erweitertes oder auch ganz neues, oft disruptives zerstörend-verstörendes Wissen; dahinter liegen neue Fähigkeiten, selbstorganisiert und kreativ zu handeln, neue Kompetenzen und neue, sie begründende Werte.},
	language = {de-DE},
	number = {4},
	urldate = {2024-01-10},
	journal = {Zeitschrift für Didaktik der Rechtswissenschaft},
	author = {Sauter, Werner},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildungstheorien, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {362--388},
	file = {Sauter - 2023 - Future Learning – ein Paradigmenwechsel im betrieb.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VEDJDE8X/Sauter - 2023 - Future Learning – ein Paradigmenwechsel im betrieb.pdf:application/pdf},
}

@article{ehlert_kurze_2024,
	title = {Kurze {Rede}, langer {Sinn} – Über die {Potenziale}, die {Produktion} und die {Nutzung} von {Erklärvideos} für den {Transfer} wissenschaftlicher {Erkenntnisse} in die {Praxis}},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	shorttitle = {Kurze {Rede}, langer {Sinn}},
	url = {https://journals.ub.uni-koeln.de/index.php/k_ON/article/view/1678},
	doi = {10.18716/OJS/KON/2023.7},
	abstract = {Erklärvideos können Praktiker*innen bei der Umsetzung wissenschaftlicher Konzepte unterstützen. Für das Leseförderprogramm di2Lesen wurde daher ein YouTube-Kanal eingerichtet, über welchen Lehrkräfte in kurzen Erklärvideos Informationen zu Konzepten und Materialien evidenzbasierter Leseförderung erhalten. Anhand dieses Beispiels werden konzeptuelle und praktische Überlegungen aus der didaktisch-methodischen Entwicklung, der technischen Produktion und der Distribution von Erklärvideos in Transferprozessen geteilt.},
	language = {de-DE},
	urldate = {2024-01-10},
	journal = {Kölner Online Journal für Lehrer*innenbildung},
	author = {Ehlert, Mareike and Fehrmann, Raphael},
	month = jan,
	year = {2024},
	note = {Artwork Size: 6MB
Publisher: k:ON - Kölner Online Journal für Lehrer*innenbildung},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, \#9:Zeitschriftenartikel:digital:lernen, Wissenschaftskommunikation, digital learning, digitales Lernen, Erklärvideos, Leseförderung, multimedia learning, multimediales Lernen, Praxis-Transfer, reading promotion, Research-practice transfer, scientific communication},
	pages = {144--165},
	file = {Ehlert und Fehrmann - 2024 - Kurze Rede, langer Sinn.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LJSB6Q3B/Ehlert und Fehrmann - 2024 - Kurze Rede, langer Sinn.pdf:application/pdf},
}

@article{bierschwale_digitalitat_2023,
	title = {Digitalität meets {Inklusion}: {Vorstellung} eines {Selbstlernangebots} für die {Aus}- und {Fortbildung} von {Lehrkräften}: {Digitalität} meets {Inklusion}: {A} self-study course for (further) education of (prospective) teachers},
	volume = {5},
	issn = {2699-2477},
	shorttitle = {Digitalität meets {Inklusion}},
	url = {https://www.qfi-oz.de/index.php/inklusion/article/view/88},
	doi = {10/gs57b5},
	abstract = {Eine zeitgemäße Lehrkräftebildung sollte die Verschränkung von „Inklusion“ und „Digitalität“ als ein zentrales Element der Aus- und Fortbildung begreifen. Es gilt, (angehende) Lehrkräfte für die Potenziale digitaler Medien zur Sicherung einer umfänglichen Teilhabe aller Schüler:innen zu sensibilisieren. Der Online-Lehrgang Digitalität meets Inklusion greift diesen Bedarf auf, indem er für (angehende) Lehrkräfte Materialien zur Umsetzung einer inklusiven Schule in einer digital geprägten Welt bereitstellt. Neben der Auseinandersetzung mit grundlegenden Verständ­nissen von Digitalität und Inklusion (Grundlagenmodul), können (angehende) Lehrkräfte zu verschiedenen Ausbildungszeitpunkten durch fünf thematische Module die assistive Funktion von Medien, Ansprüche an eine Inklusive Medienbildung sowie methodisch-didaktische Ansprüche an einen inklusiven Unterricht mit Medien kennenlernen. Sie lernen, Bildungs­materialien kriteriengeleitet auszuwählen und können dank vielfältiger Good Practice-Beispiele Anregungen für den eigenen Unterricht bekommen. Bei der Konzeption der Selbstlerneinheit wurde auf eine möglichst zugängliche und lernförderliche Gestaltung sowie die Bereitstellung des Angebots als Open Educational Ressource (OER, freies Bildungsmaterial) geachtet. Der Beitrag beschreibt die grundlegenden methodisch-didaktischen Gestaltungsprinzipien, den Aufbau und den Inhalt des Selbstlernkurses und diskutiert vor diesem Hintergrund Potenziale und Herausforderungen eines solchen Angebots.
 
Abstract
In teacher training today, the interweaving of the requirements of inclusion and digitization should be a central element of initial and in-service training to sensitize (prospective) teachers to the potential of digital media for the participation of all students. The online course “Inclusion goes Digital” addresses this need by teaching (prospective) teachers how inclusion can be fostered at schools in a digitally shaped world and with digital media. In addition to the basic understanding of digitality and inclusion, (prospective) teachers can learn about the assistive function of media and the demands and implementation possibilities of media education as well as inclusive teaching with media by means of a basic module and six thematic modules. They can learn to select educational materials based on criteria and, thanks to a variety of examples, take away suggestions for their own teaching. The self-study course was designed to be as accessible and conducive to the learning process as possible and shall be made available as an Open Educational Resource (OER). The article describes the basic design principles, the structure and the content of the self-study course and discusses the potentials and challenges of such an offer against this background.},
	language = {de-DE},
	number = {2},
	urldate = {2023-11-18},
	journal = {QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte},
	author = {Bierschwale, Christoph and Vogt, Michaela and Kamin, Anna-Maria and Mertens, Claudia and Bruns, Saskia and Schaper, Franziska and Bremer, Katja},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildungstheorien, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	file = {Bierschwale et al. - 2023 - Digitalität meets Inklusion Vorstellung eines Sel.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TSTGG35T/Bierschwale et al. - 2023 - Digitalität meets Inklusion Vorstellung eines Sel.pdf:application/pdf},
}

@article{kortsch_transformation_2023,
	title = {Transformation durch {Lernen}: {Wie} die {Unternehmenstransformation} der {DATEV} {eG} mit verschiedenen {Dialog}- und {Lernformaten} gestaltet wird},
	volume = {54},
	issn = {2366-6145, 2366-6218},
	shorttitle = {Transformation durch {Lernen}},
	url = {https://link.springer.com/10.1007/s11612-023-00698-1},
	doi = {10/gsx9nb},
	abstract = {This article of the journal Gruppe. Interaktion. Organisation. deals with the importance of learning at the individual, team and organizational levels in the context of the digital transformation of organizations. A case study is used to illustrate how such a transformation project can succeed by means of various dialog and learning formats.},
	language = {de-DE},
	number = {3},
	urldate = {2023-10-22},
	journal = {Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO)},
	author = {Kortsch, Timo and Kaiser, Christian and Stüve, Till},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, \#9:Zeitschriftenartikel:digital:lernen, FU},
	pages = {403--410},
	file = {Kortsch et al. - 2023 - Transformation durch Lernen Wie die Unternehmenst.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7T75PHI2/Kortsch et al. - 2023 - Transformation durch Lernen Wie die Unternehmenst.pdf:application/pdf},
}

@article{schacher_machines_2023,
	title = {Some machine’s doin’ that for you* – elektronische {Triagesysteme} in der {Notaufnahme}},
	volume = {26},
	issn = {1434-6222, 1436-0578},
	url = {https://link.springer.com/10.1007/s10049-021-00874-0},
	doi = {10/gjvbx6},
	abstract = {Zusammenfassung
            
              Hintergrund
              In den letzten 25 Jahren haben sich Triagesysteme zur Dringlichkeitseinschätzung in den Notaufnahmen etabliert. Die bisherigen symptomorientierten Triagesysteme haben allerdings auch Schwächen. Inzwischen ermöglichen die Digitalisierung der Notaufnahmen und die Leistungsfähigkeit der aktuellen Computergeneration bereits zum Triagezeitpunkt einen algorithmenbasierten Datenvergleich und eine Risikostratifizierung für bestimmte klinische Endpunkte über die reine Triagestufe hinaus.
            
            
              Ziel der Arbeit
              Nach selektiver Literaturrecherche erfolgt eine Übersicht über elektronische Triagesysteme (ETS). Das Funktionsprinzip und die aktuellen Möglichkeiten der ETS werden dargestellt. Daneben werden Chancen und Schwierigkeiten einer Etablierung von ETS in deutschen Notaufnahmen betrachtet.
            
            
              Ergebnisse
              Es wurden wesentliche Prädiktorvariablen wie Alter und bestimmte Vitalparameter identifiziert, die bisher nicht standardisiert in die Triagestufen einfließen, aber mithilfe von Modelllernen (ML) in belastbare Vorhersagen für klinische Endpunkte wie stationäre Aufnahme oder Mortalität einfließen können. Die Güte der Ersteinschätzung durch ein ETS ist insgesamt hoch. Ein ETS kann das Triagepersonal evidenzbasiert bei der Disposition der Patienten unterstützen und Über- und Untertriage reduzieren. Es gibt einige Entwicklungen, die günstige Bedingungen für den Einsatz von ETS in deutschen ZNA schaffen. So erleichtern z. B. repräsentative Notaufnahmeregister die Erstellung von Referenzdatensätzen, die zum Aufbau computerbasierter Klassifikationsmodelle benötigt werden. Außerdem müssen individuelle Patientendaten schnell verfügbar sein.
            
            
              Schlussfolgerung
              ETS können zur Erhöhung der Patientensicherheit und zur besseren Ressourcennutzung beitragen. Bislang fehlen allerdings noch objektive Referenzstandards und Leitlinien zum maschinellen Lernen.
            
          , 
            Abstract
            
              Background
              In the last 25 years, triage systems for urgency assessment have been established in emergency departments (ED). The existing symptom-based triage systems show some weaknesses. The present state of digitization of the EDs and the capacity of the current generation of computers allow, at the time of triage, algorithm-based data evaluation and risk stratification for specific clinical endpoints beyond the triage level.
            
            
              Aim of the study
              After selective literature review, we performed an analysis of electronic triage systems (ETS). The underlying principles and the current capabilities of ETS are explained. In addition, opportunities and difficulties of establishing ETS in German EDs are considered.
            
            
              Results
              Age and other vital signs have been identified as important predictor variables, which have not yet been standardized in triage systems. Using these variables, machine learning (ML) can provide reliable predictions for clinical endpoints such as inpatient admission or mortality. The overall quality of initial assessment via ETS is high. ETS can offer evidence-based support to triage staff in patient disposition and reduce over- and undertriage. There are developments that create favorable conditions for the use of ETS in German EDs. For example, representative ED registries facilitate the creation of reference data sets needed to build computer-based classification models. In addition, individual patient data must be available quickly.
            
            
              Conclusion
              ETS can help increase patient safety and improve resource utilization. However, to date, objective reference standards and guidelines for machine learning are still lacking.},
	language = {de-DE},
	number = {5},
	urldate = {2023-08-06},
	journal = {Notfall + Rettungsmedizin},
	author = {Schacher, S. and Kuehl, M. and Gräff, I.},
	month = aug,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Datenschutz und IT-Sicherheit, Krisenreaktion im Bildungsbereich, NFS-H, \#9:Zeitschriftenartikel:digital:lernen, H-GFRD},
	pages = {331--338},
	file = {Schacher et al. - 2023 - Some machine’s doin’ that for you – elektronische.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VHRXDLI8/Schacher et al. - 2023 - Some machine’s doin’ that for you – elektronische.pdf:application/pdf},
}

@article{udry_digitale_2023,
	title = {Digitale Übersetzungsprogramme und {Online}-{Wörterbücher} im {Fremdsprachenunterricht}:: {Erkenntnisse} aus einer {Umfrage} bei {Lehrpersonen} und {Lernenden} der obligatorischen, post-obligatorischen und tertiären {Bildung}},
	volume = {120},
	issn = {1615-3014},
	shorttitle = {Digitale Übersetzungsprogramme und {Online}-{Wörterbücher} im {Fremdsprachenunterricht}},
	url = {https://bop.unibe.ch/linguistik-online/article/view/9720},
	doi = {10/gr7xxj},
	abstract = {This survey investigates teacher and student perceptions and beliefs relating to the use of digital translation tools and online dictionaries (e. g. Google Translate, DeepL, Leo, Pons) in the foreign language classroom. Over the past few years, these tools have become increasingly popular, a development that has given rise to questions about their benefits for foreign language learning and teaching. A total of 1187 participants (985 students and 202 teachers) took part in the study. They came from primary schools, lower and upper secondary schools (Gymnasium and Fachmatura, vocational schools), as well as tertiary education and professional development classes. The survey was conducted in French (n=834) and German (n=353) in the cantons of Bern, Fribourg, Geneva, Jura, Neuchâtel and Solothurn. Participation was voluntary. Results show that regardless of language background and educational context, participants perceive of the tools as a normal and largely established part of their everyday practices. Compared to their teachers, students are more optimistic about the tools’ potential contribution to foreign language learning and less concerned about possible pitfalls linked to using the tools. Students in lower secondary school use digital translation aids less frequently and rate their contribution to language learning and motivation less favourably than the other learner groups. Many teachers would like to use digital translators and online dictionaries in their classroom, but they express uncertainty about how to do so meaningfully. Teachers voice concerns over certain student practices, namely the lack of cognitive involvement when simply translating text without considering the output. Teachers also highlight the gap between curricular/institutional prescriptions and the way the tools are commonly used, a mismatch that can affect their teaching. Overall, our findings emphasize the need for a) empirical evidence on the effects of digital translation tools on foreign language acquisition, b) pedagogical scenarios for implementing the tools, and 3) alignment of policy with practice.},
	language = {de-DE},
	number = {2},
	urldate = {2023-05-09},
	journal = {Linguistik Online},
	author = {Udry, Isabelle and Berthele, Raphael},
	month = may,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, NFS-H-06, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {145--167},
	file = {Udry und Berthele - 2023 - Digitale Übersetzungsprogramme und Online-Wörterbü.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4EK62KBE/Udry und Berthele - 2023 - Digitale Übersetzungsprogramme und Online-Wörterbü.pdf:application/pdf},
}

@article{hunck_chancen_2022,
	title = {Chancen und {Herausforderungen} der zunehmenden {Digitalisierung} der {Lehre} im {Fach} {Anästhesiologie} aus {Sicht} der {Studierenden}},
	volume = {71},
	issn = {2731-6858, 2731-6866},
	url = {https://link.springer.com/10.1007/s00101-022-01102-1},
	doi = {10/grq6bc},
	abstract = {Zusammenfassung
            
              Hintergrund
              Die COVID-19-Pandemie hat die medizinische Lehre weltweit verändert. Seit dem Sommersemester 2020 stehen digitale Lehrformate im Fokus, deren Einsatz zuvor in Intensität und Form in Deutschland sehr unterschiedlich ausgeprägt war.
            
            
              Ziel der Arbeit
              Die vorliegende Untersuchung stellt die Chancen und Herausforderungen des Einsatzes verschiedener digitaler Lehrformate in der Anästhesiologie aus der Sicht der Studierenden dar.
            
            
              Methode
              Medizinstudierende der Semester 5–9 im Fachgebiet Anästhesiologie wurden anhand eines 5‑Punkte-Likert-skalierten Fragebogens zu ihren Einstellungen und Erfahrungen mit der digitalen Lehre im Sommersemester 2020 befragt. Untersuchte Lehrformate waren digital aufgezeichnete Vorlesungen sowie Video-Online-Seminare und Praktika.
            
            
              Ergebnisse
              An der vorliegenden Studie nahmen 141 Studierende teil. Insgesamt haben 80,9 \% der Studierenden  mehr aufgezeichnete Vorlesungen online angehört, als sie Präsenzvorlesungen besucht hätten, und 84,3 \% würden dies auch zukünftig so machen. Obwohl die Studierenden digitale Vorlesungen und Video-Online-Seminare für die Wissensvermittlung als geeignet beurteilten, besteht für die Zukunft der Wunsch, diese zur Wissensvertiefung wieder durch mehr praktischen Präsenzunterricht in Kleingruppen zu ergänzen.
            
            
              Schlussfolgerung
              Als Vorteil digitaler asynchroner Formate unterstreicht die Studie die Option des zeit- und ortsunabhängigen individuellen Lernens. Als klarer Nachteil dieser Formate ist die mangelnde Interaktion von Studierenden und Dozierenden zu nennen. So erscheint es sinnvoll, die im Rahmen der COVID-19-Pandemie forcierte Digitalisierung für die Wissensvermittlung der für die Anästhesiologie relevanten Inhalte weiterauszubauen und im Sinne einer Blended-Learning-Strategie zu optimieren.
            
          , 
            Abstract
            
              Background
              The coronavirus pandemic caused a sudden change in medical education worldwide and induced a shift towards digital teaching. Previously, most courses were organized for students in physical presence on campus, while a few institutions already complemented these with blended learning methods, combining digital teaching with clinical presence; however, the use of digital teaching was heterogeneous, ranging from the use of PowerPoint slides to the application of virtual patients and telemedicine.
            
            
              Objective
              This study aimed to identify challenges and opportunities arising from the different tools used in digital teaching, such as recorded lectures or online seminars, and the role of hands-on clinical experience. In addition, the study examined student attitudes and experiences with the nearly all-digital semester beginning in spring 2020. These findings may help to better understand the impact of digital teaching on students and provide guidance on how to optimize digital medical teaching in the future.
            
            
              Methods
              A questionnaire with a 5-point Likert scale was developed to assess students’ experiences with digital teaching at the onset of the COVID-19 pandemic in a cross-sectional study. The questionnaire was distributed to all medical students at the University of Mainz, Germany, who attended an anesthesiology course with asynchronously recorded lectures replacing traditional on-campus lectures during the pandemic. A total of 766 students in 4 courses met these criteria and received the online questionnaire for anonymous and voluntary response.
            
            
              Results
              A total number of 141 students responded, resulting in a response rate of 18.4\%. Almost all students had access to the appropriate technology to participate in digital courses and 80.9\% indicated seeing more recorded lectures compared to previous face-to-face lectures on campus. Moreover, 67.4\% reported that they paused the asynchronous lectures to look up additional information and 95.7\% stated that they appreciated the possibility to view lectures regardless of time and location. Hence, 84.3\% said they would prefer digital lectures over face-to-face lectures in the future; however, 28.4\% missed the interaction with teachers during lectures. Thus, 94.3\% of the students appreciated the online seminars in terms of theoretical knowledge but the majority missed the practical aspects in the courses. Overall, 78.0\% responded that the digital availability of material and digital teaching formats helped them to enhance their independent learning abilities.
            
            
              Conclusion
              This study highlights several opportunities and challenges associated with digital teaching. The availability of prerecorded lectures at any time and place seems to facilitate access and increases student motivation. It also promotes individualization of student learning. Main disadvantages are the lack of communication with teachers and other students as well as the missing opportunity to reinforce the theoretical knowledge through application in practical courses, which, however, are essential for medical education. Therefore, a possible solution in the future could be the introduction of the “inverted classroom” concept, as it focuses on application and deepening of clinical skills in interactive classes, while the theoretical knowledge acquisition is taught in a digital teaching environment. The present study proposes the introduction of blended learning concepts to enhance the benefits of digital teaching while minimizing the identified disadvantages.},
	language = {de-DE},
	number = {9},
	urldate = {2023-02-07},
	journal = {Die Anaesthesiologie},
	author = {Hunck, S. and Engelhard, K. and Mildenberger, P. and Kurz, S.},
	month = sep,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Bildung, Multimedia, Promotion:FU4b, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {689--696},
	file = {Hunck et al. - 2022 - Chancen und Herausforderungen der zunehmenden Digi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FG96ES8P/Hunck et al. - 2022 - Chancen und Herausforderungen der zunehmenden Digi.pdf:application/pdf},
}

@article{pech_pflege_2022,
	title = {Pflege up to date: {Blended} {Learning} und {Wissenstransfer} im {Akut}-{Krankenhaus}: {So} kann es gehen!},
	volume = {17},
	issn = {1861-6186, 2235-218X},
	shorttitle = {Pflege up to date},
	url = {https://econtent.hogrefe.com/doi/10.1024/1861-6186/a000691},
	doi = {10/gqtr4x},
	abstract = {Um neue Erkenntnisse aus der Pflege- und Versorgungsforschung in den pflegerischen Alltag zu integrieren, werden Pflegende in den meisten Kliniken regelmäßig geschult. Neben der klassischen Präsenzschulung entwickeln sich zunehmend neue digitale Lernformate, die eine Flexibilisierung des Lernens ermöglichen. Wir zeigen ein klinikinternes Schulungskonzept, welches analoge und digitale Lernangebote für Pflegende kombiniert.},
	language = {de-DE},
	number = {4},
	urldate = {2022-09-18},
	journal = {PADUA},
	author = {Pech, Christina and Look, Susanne},
	month = sep,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bildung, Multimedia, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {215--220},
	file = {Pech und Look - 2022 - Pflege up to date Blended Learning und Wissenstra.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/F734VJ5Y/Pech und Look - 2022 - Pflege up to date Blended Learning und Wissenstra.pdf:application/pdf},
}

@article{kopp_blended_2022,
	title = {Blended {Learning} {Fortbildung} für {Forschendes} {Lernen} im naturwissenschaftlich-technischen {Unterricht}},
	volume = {Gestaltung und Diskussion},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	url = {https://www.herausforderung-lehrerinnenbildung.de/index.php/hlz/article/view/5386},
	doi = {10.11576/HLZ-5386},
	abstract = {In diesem Artikel wird das Konzept einer Blended-Learning-Fortbildung für Lehrkräfte zur Unterstützung von Forschendem Lernen in der Grundschule vorgestellt, das im Rahmen des Programms Experimento der Siemens Stiftung entwickelt wurde. Zielsetzungen sind die Vermittlung von fachlich-methodischem Wissen zum Forschenden Lernen und dessen Operationalisierung im Forschungskreis zum Experimentieren sowie insbesondere der Wissenstransfer auf die aktuelle Unterrichtspraxis. Um diese Ziele zu erreichen, wurde sowohl auf die Lehrmethoden des Blended Learning und problembasierten Lernens als auch auf mediendidaktische Gestaltungselemente zurückgegriffen. Mithilfe einer digitalen Lernumgebung haben die Lehrkräfte im Blended Learning die Möglichkeit, zeitlich und räumlich flexibel auf die Lerninhalte zuzugreifen, um Experimente für ihren Unterricht vorzubereiten. Im Rahmen des problembasierten Lernens werden digitale authentische Unterrichtsvideos bereitgestellt, die zahlreiche didaktische Anknüpfungspunkte zur Aufbereitung des Unterrichts bieten. Mediendidaktische Gestaltungselemente ermöglichen auch eine fokussierte inhaltliche Bearbeitung und sinnstiftende kognitive Verarbeitung. Die digitale Lehr-Lernumgebung ist allen Bildungsinteressierten nach Anmeldung frei zugänglich.},
	language = {de-DE},
	urldate = {2022-12-29},
	journal = {Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption},
	author = {Kopp, Birgitta and Clerc, Angela and Mandl, Heinz},
	month = dec,
	year = {2022},
	note = {Publisher: Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bildung, Multimedia, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {Bd. 5 Nr. 1 (2022): Herausforderung Lehrer*innenbildungAusgabe 5},
	file = {Kopp et al. - 2022 - Blended Learning Fortbildung für Forschendes Lerne.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QG6GE99U/Kopp et al. - 2022 - Blended Learning Fortbildung für Forschendes Lerne.pdf:application/pdf},
}

@article{schinko_didaktisches_2022,
	title = {Didaktisches {Design} für {Distance} {Education}: {Anregungen} für die {Entwicklung} von {Konzepten} bezogen auf digitale {Lernarrangements}},
	issn = {2313-1640},
	shorttitle = {Didaktisches {Design} für {Distance} {Education}},
	url = {https://journal.ph-noe.ac.at/index.php/resource/article/view/1065},
	doi = {10/gp3q5k},
	abstract = {Digitale Medien sowie Lehren und Lernen über Distanz (Distance Education) haben im Bildungsbereich nicht nur zunehmend an Bedeutung gewonnen, sondern sind spätestens seit der Covid-19 Pandemie ein das Schulsystem aufrechterhaltender Faktor geworden (Tengler, Schrammel, Brandhofer \& Sabitzer, 2020, S. 195f). Als Gelingensbedingung für erfolgreiche Distance Education sind Faktoren wie die technische Infrastruktur, Vorkenntnisse, Planung, Zeit und didaktische Organisation zu berücksichtigen (Kerres, 2018; Niedermeier \& Mandl, 2015; Kristöfl, Sandtner \& Jandl, 2006). Zudem benötigt es didaktische Designs, in deren Planung die Nutzung digitaler Medien für den Unterricht berücksichtigt wird. Es reicht nicht, digitale Medien als reine Add-on in Unterrichtskonzepte einzufügen (Kerres, 2018, S. 423). 
Dem zugrunde liegend widmet sich vorliegender Beitrag den Fragestellungen, wie durch die Implementierung digitaler Medien in didaktische Designs die Vorteile von Distance Education genutzt werden können und wie Lernarrangements aufbereitet werden könnten, um das Potenzial digitaler Medien im Unterricht bestmöglich nutzen zu können. Hierfür werden die Strukturen eines didaktischen Designs beschrieben und Anregungen für digitale Lernarrangements in der Struktur eines didaktisch-methodischen Entwicklungskreislaufes exemplarisch dargestellt sowie die Bedeutung der Evaluierung mediengestützten Lernens erläutert. Das Konzept wird am Beispiel Blended Learning vorgestellte und kann als Anregung für die Planung von Lernarrangements betrachtet werden.},
	language = {de-DE},
	number = {17},
	urldate = {2022-05-21},
	journal = {R\&E-SOURCE},
	author = {Schinko, Michaela},
	month = apr,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bildung, Multimedia, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	file = {Schinko - 2022 - Didaktisches Design für Distance Education Anregu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AUEKSVDQ/Schinko - 2022 - Didaktisches Design für Distance Education Anregu.pdf:application/pdf},
}

@article{grogorick_digitales_2021,
	title = {Digitales {Lernen} und {Lehren}: {Führt} {Corona} zu einer zeitgemäßen {Bildung}?},
	volume = {58},
	issn = {1436-3011, 2198-2775},
	shorttitle = {Digitales {Lernen} und {Lehren}},
	url = {https://link.springer.com/10.1365/s40702-021-00806-z},
	doi = {10.1365/s40702-021-00806-z},
	abstract = {Learning and teaching at universities, schools and other training facilities had to be digitally substituted by online courses almost completely to protect against Corona. But even before Corona, almost no one learned exclusively analog anymore, i.e. without digital support. (Digital) learning has been in a state of transformation for quite some time now. For this reason, this article focuses on how learning in general and possible learning formats have changed in the last years, and on how Corona has currently transformed learning at schools, universities, and other training facilities.},
	language = {de-DE},
	number = {6},
	urldate = {2021-11-28},
	journal = {HMD Praxis der Wirtschaftsinformatik},
	author = {Grogorick, Linda and Robra-Bissantz, Susanne},
	month = dec,
	year = {2021},
	note = {ZSCC: 0000000},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Bildungstheorien, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FU1},
	pages = {1296--1312},
	file = {Grogorick und Robra-Bissantz - 2021 - Digitales Lernen und Lehren Führt Corona zu einer.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7QMJJEJ7/Grogorick und Robra-Bissantz - 2021 - Digitales Lernen und Lehren Führt Corona zu einer.pdf:application/pdf},
}

@article{mayrberger_partizipative_2020,
	title = {Partizipative {Mediendidaktik}: {Darstellung} von {Eckpunkten} und {Vertiefung} des {Partizipationsraums} als konstituierendes {Strukturelement}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Partizipative {Mediendidaktik}},
	url = {10.21240/mpaed/jb17/2020.04.26.X},
	doi = {10/gksnzj},
	abstract = {Processes of digitization can be seen as a current manifestation of the metaprocess of a mediatization due to their continuous relevance from the interactionist micro- via the institutional meso- to the social and political macro-level. In the broader sense, they describe relevant influencing factors and contextual conditions for currently all forms of teaching and learning. Media education in the narrower sense traditionally focuses on the role of educational media or media used in the educational contexts in form of applications (‹tools›) and digital technologies in the teaching and learning process. Participatory media education stands for a model of a critical-constructivist media education and ties in with general didactic considerations as well as media educational principles. It focuses on the participatory element in the analysis, planning and design of learning environments under the conditions of digitization, digitality and (deep) mediatization. In the sense of a contemporary media education, the approach refers equally to formal, non-formal and informal teaching and learning processes and is being further developed in this sense. In the present paper, the heuristic structural model of a participatory media education will be considered in an interdisciplinary way and will be discussed primarily from a scientific perspective. In an overview, conceptual cornerstones such as theoretical connections will be presented. The main focus is placed on the constituent structural element in the space for participation.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Mayrberger, Kerstin},
	month = apr,
	year = {2020},
	note = {ZSCC: 0000005},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, \#6:Zeitschriftenartikel:Bildung:Technologie},
	pages = {59--92},
	file = {Mayrberger - 2020 - Partizipative Mediendidaktik Darstellung von Eckp.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XEXEACI7/Mayrberger - 2020 - Partizipative Mediendidaktik Darstellung von Eckp.pdf:application/pdf},
}

@article{autenrieth_lehren_2020,
	title = {Lehren und {Lernen} mit und über {Medien} in {Kooperation} von {Schule}, {Hochschule} und {Museen}: {Am} {Beispiel} des {Projekts} ‹{Reuchlin} digital›},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Lehren und {Lernen} mit und über {Medien} in {Kooperation} von {Schule}, {Hochschule} und {Museen}},
	url = {10.21240/mpaed/jb17/2020.05.21.X},
	doi = {10/gksnzz},
	abstract = {This article introduces the development project ‘Reuchlin digital’ (RD). The project aims for the further development of ‘Museum Johannes Reuchlin’ (MJR) in the southern German town of Pforzheim. MJR is a museum dedicated to the humanist Johannes Reuchlin who lived during the time of the invention of printing. Johannes Reuchlin advocated tolerance and stood for the exploration of the unknown. These principles are guiding project development. RD works at the intersection of cultural education (in both school and extracurricular activities), media education and teacher training. The project is related to practice but includes evaluative elements leveraging both qualitative and quantitative methods. The article aims to outline theoretical and conceptual aspects of RD and conveys important preliminary results. RD resides at the Pforzheim cultural office and is funded by the city itself, the Baden-Wuerttemberg innovation fund, the ‘Arbeitsstelle literatische Museen BW’ and cooperates with different institutions (University of Education Ludwigsburg, Medien- und Filmgesellschaft BW and a number of schools). One of the main project goals is the exploration of new and action-oriented learning paths guided by creative, critical and reflexive methods of media production for the museum as an extracurricular learning environment. Visual, auditory and audio-visual expressions are playing a key role in this cultural, aesthetic and media related appropriation of the museal space.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Autenrieth, Daniel and Baumbusch, Claudia and Marquardt, Anja},
	month = aug,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bildungstheorien, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {531--563},
	file = {Autenrieth et al. - 2020 - Lehren und Lernen mit und über Medien in Kooperati.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WHTSTQ95/Autenrieth et al. - 2020 - Lehren und Lernen mit und über Medien in Kooperati.pdf:application/pdf},
}

@article{gold_wir_2020,
	title = {„{Wir} mussten uns erst einmal eingrooven.“},
	volume = {Vol. 2 No. 6},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	url = {https://www.pflb-journal.de/index.php/pflb/article/view/3939},
	doi = {10/ghzqbt},
	abstract = {Die Ausbreitung der COVID-19-Pandemie hat in Nordrhein-Westfalen am 16.03.2020 zu allgemeinen Schulschließungen geführt. Von einem Tag auf den nächsten waren die Lehrkräfte gefordert, ihre Kommunikation mit den Schüler*innen und ihre Lernunterstützung auf Distanz auszuüben. Die Eltern sahen sich gleichzeitig vor der Herausforderung, ihre Kinder ganztägig zu Hause zu betreuen und beim Lernen zu unterstützen. Die Begriffe Distance Learning und Homeschooling fanden schnell Einzug in den allgemeinen Sprachgebrauch. In diesem Beitrag werden Ergebnisse einer qualitativen Befragung vorgestellt, in der rund drei Wochen nach den Schulschließungen sowohl Eltern als auch Lehrkräfte einer Schule zu ihren Erfahrungen mit den verschiedenen Aufgaben der ersten Wochen befragt wurden. Ein Fokus wurde dabei auf den Einsatz von digitalen Medien und Konzepten als Instrumenten von Kommunikation und Lernunterstützung auf Distanz gelegt. Beleuchtet wird, welche Aspekte der vielschichtigen Herausforderungen von den beiden Akteursgruppen Eltern und Lehrkräfte thematisiert werden und wie der eigene Umgang mit diesen Herausforderungen dargestellt wird.},
	language = {de-DE},
	urldate = {2021-02-06},
	journal = {PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	author = {Gold, Johanna and Kaiser, Sabine and Hartmann, Ulrich and Wittbrock, Albert},
	month = dec,
	year = {2020},
	note = {Artwork Size: 123-138
Publisher: PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FU1},
	pages = {123--138},
	file = {gold_et_al_2020_„wir_mussten_uns_erst_einmal_eingrooven.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9EULIPGJ/gold_et_al_2020_„wir_mussten_uns_erst_einmal_eingrooven.pdf:application/pdf},
}

@article{totter_zwischen_2020,
	title = {Zwischen traditionellem {Schulbuch} und hybridem {Lehrmittel}: {Bedingungen}, {Möglichkeiten} und {Herausforderungen} von {Lernen} und {Lehren} in einer digitalen {Welt}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Zwischen traditionellem {Schulbuch} und hybridem {Lehrmittel}},
	url = {10.21240/mpaed/jb17/2020.04.30.X},
	doi = {10/gg5cw9},
	abstract = {The use of digital media is becoming increasingly important in the school context. Learning as well as teaching about and with digital media is demanded. However, the realization not only involves opportunities, but also technological and organizational challenges. This is where the contribution starts: Using the example of a hybrid French textbook, in which digital media are integral element of the textbook, the practices and experiences are examined during the first year of implementation. The perspectives of the school leader, teachers and pupils are surveyed and the associated opportunities and challenges for learning and teaching with digital media are highlighted and discussed.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Totter, Alexandra and Häbig, Julia and Müller-Kuhn, Daniela and Zala-Mezö, Enikö},
	month = apr,
	year = {2020},
	note = {ZSCC: 0000002},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Bildungstheorien, Promotion:Argumentation, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {169--193},
	file = {Totter et al. - 2020 - Zwischen traditionellem Schulbuch und hybridem Leh.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BB7UDEI7/Totter et al. - 2020 - Zwischen traditionellem Schulbuch und hybridem Leh.pdf:application/pdf},
}

@article{schob_lernen_2020,
	title = {Lernen mit {Medien} – (k)ein nachhaltiger {Ansatz} für die {Kompetenzentwicklung} {Lehrender} im {Kontext} der {Erwachsenenbildung}/{Weiterbildung}?!},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Lernen mit {Medien} – (k)ein nachhaltiger {Ansatz} für die {Kompetenzentwicklung} {Lehrender} im {Kontext} der {Erwachsenenbildung}/{Weiterbildung}?},
	url = {10.21240/mpaed/jb17/2020.05.25.X},
	doi = {10/gksnxh},
	abstract = {The use of digital media for developing the competencies of teachers in adult education/further education is a promising approach to meet the needs and requirements of the target group, to support the promotion of their professional activities and to enrich the train-the-trainer offer for teachers. At the same time, digital learning offers require a (media) didactically convincing design, which forms the basis for the use and implementation of the offer in further education practice. This article presents a digital learning offer for teachers in adult education/further education that was conceived in the course of the designbased research approach and questions its acceptance and learning effect on the basis of a formative evaluation study. A proven lasting learning effect of the offer with teachers, independent of their motivational prerequisites, as well as the identification of success factors for a resource-saving integration of the learning environment as a plug-and-play offer in practice, speak for the quality of the concept and prepare the basis for its use and multiplication within continuing education offers for teachers.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Schöb, Sabine},
	month = sep,
	year = {2020},
	note = {ZSCC: 0000001},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Weiterführung, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {647--674},
	file = {schob_2020_lernen_mit_medien_–_(k)ein_nachhaltiger_ansatz_fur_die_kompetenzentwicklung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QR3ICWCA/schob_2020_lernen_mit_medien_–_(k)ein_nachhaltiger_ansatz_fur_die_kompetenzentwicklung.pdf:application/pdf},
}

@article{lucke_personliche_nodate,
	title = {Persönliche {Lernumgebungen} von {Studierenden} im {Corona}-{Semester}},
	abstract = {Das Lernen in der heimischen Umgebung birgt eine Reihe von Herausforderungen und Chancen, die in diesem Beitrag anhand der Einreichungen zu einem Fotowettbewerb an der Universität Potsdam sichtbar gemacht werden. Die Fotos und Texte der Studierenden veranschaulichen schlaglichtartig, wie diese Mischung aus physischen und virtuellen Lernorten aussehen kann, welche Schwierigkeiten damit verbunden sind und welche Auswege gefunden wurden. Dabei sind organisatorische und psychologische Fragen ebenso betroffen wie pädagogische und technische Aspekte. Eine Interpretation dieser direkt dokumentierten Erfahrungen der Studierenden entlang verschiedener Kriterien liefert wertvolle Hinweise für analoge und digitale Ansätze zur Gestaltung von Blended Learning auch nach der Pandemie.},
	language = {de-DE},
	author = {Lucke, Ulrike},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Bildung, Multimedia, Krisenreaktion im Bildungsbereich, Promotion:FU3},
	pages = {12},
	file = {Persönliche_Lernumgebungen_von_Studierenden_im_Corona-Semester_HS2030.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FX8XRH8R/Persönliche_Lernumgebungen_von_Studierenden_im_Corona-Semester_HS2030.pdf:application/pdf},
}

@article{gryl_inga_mehr_2022,
	title = {Mehr als {Distance} {Learning}. {Digitalisierung} als {Notwendigkeit}, {Herausforderung} und {Chance} in der {Lehramtsbildung} für die {Grundschule}},
	copyright = {Creative Commons Namensnennung - Nicht kommerziell - Keine Bearbeitungen 4.0 International},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=24632},
	doi = {10/gqcm36},
	abstract = {Der Beitrag befasst sich mit der Digitalisierung in der Grundschule, deren Debatte vor allem durch die Corona-Pandemie starke Präsenz erlangte. Nicht nur als lange vernachlässigte Option zur Unterstützung des Lernens verlangt eine Digitalisierung sowohl fachliche als auch fachdidaktische Kompetenzen. Zunächst genannte Anwendungsfelder und ihre Bedeutung für die Grundschüler*innen verweisen auf einen breiten Professionalisierungsbedarf von Grundschullehrkräften, dessen Chancen und Grenzen in einem weiteren Schritt aufgearbeitet werden. Dabei spielen Selbstwirksamkeitsüberzeugungen eine entscheidende Rolle und das Nichtvorhandensein entsprechender technischer Ressourcen steht häufig einer Professionalisierung entgegen. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2022-06-18},
	author = {Gryl, Inga},
	month = jun,
	year = {2022},
	note = {Publisher: Verlag Julius Klinkhardt},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Bildung, Digitalisierung, Digitalization, Promotion:FU3, Lehrerbildung, Professionalisierung, Professionalization, Teachers' training, Kompetenz, Competency, COVID-19, Pandemie, Lehrer, Teacher, Elementary School, Grundschule, Primarbereich, Primary level, Primary school, Primary school lower level, \#9:Zeitschriftenartikel:digital:lernen, Teaching post, Teaching profession, Selbstwirksamkeit, Self efficacy, Grundschulpädagogik},
	file = {Gryl, Inga - 2022 - Mehr als Distance Learning. Digitalisierung als No.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HNZNLXGK/Gryl, Inga - 2022 - Mehr als Distance Learning. Digitalisierung als No.pdf:application/pdf},
}

@article{bohmer_blended_2022,
	title = {Blended {Learning} {Mobility}: {Konzepte}, {Erfahrungen}, {Perspektiven} aus dem {Projekt} „{Digital} and {International} {Virtual} {Academic} {Cooperation}“ ({DIVA})},
	volume = {22},
	issn = {2190-4790},
	shorttitle = {Blended {Learning} {Mobility}},
	url = {https://www.medienpaed-ludwigsburg.de/article/view/429},
	doi = {10/gp5vw6},
	abstract = {Durch blended mobility und blended learning kann die virtuelle Mobilität Studierender gefördert werden. Dabei kommen insbesondere medienpädagogisch relevante Lehrformate wie digitales Lernen, auch als peer-learning, oder auch virtuelle Kooperationsformate u.a.m. zum Einsatz. Der Aufsatz untersucht anhand der Befunde eines aktuellen Projekts der Autor*innen, wie sich solche Formate in der pandemischen Hochschullehre nutzen lassen und welche Potentiale für die künftige postpandemische akademische Lehre gewonnen werden können.},
	language = {de-DE},
	urldate = {2022-05-16},
	journal = {Ludwigsburger Beiträge zur Medienpädagogik},
	author = {Böhmer, Anselm and Isso, Illie and Schwab, Götz and Sahin, Hilal},
	month = may,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:FU4a, Technologieintegration, Promotion:Weiterführung, Bildung, Multimedia, Krisenreaktion im Bildungsbereich, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {1--13},
	file = {Böhmer et al. - 2022 - Blended Learning Mobility Konzepte, Erfahrungen, .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S583R2AQ/Böhmer et al. - 2022 - Blended Learning Mobility Konzepte, Erfahrungen, .pdf:application/pdf},
}

@article{brisch_ubermasige_2024,
	title = {Übermäßige digitale {Mediennutzung} bei {Kindern} und {Jugendlichen}: {Risiken}, {Schutzfaktoren}, {Bindung} und {Therapie}},
	volume = {36},
	issn = {1867-2132, 2196-6443},
	shorttitle = {Übermäßige digitale {Mediennutzung} bei {Kindern} und {Jugendlichen}},
	url = {https://www.springermedizin.de/doi/10.1007/s15014-024-5433-1},
	doi = {10.1007/s15014-024-5433-1},
	language = {de-DE},
	number = {3},
	urldate = {2024-08-08},
	journal = {Pädiatrie},
	author = {Brisch, Karl Heinz},
	month = jun,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Promotion:Argumentation, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU5, Krisenreaktion im Bildungsbereich},
	pages = {22--27},
	file = {Brisch - 2024 - Übermäßige digitale Mediennutzung bei Kindern und .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZHLLXNVI/Brisch - 2024 - Übermäßige digitale Mediennutzung bei Kindern und .pdf:application/pdf},
}

@incollection{winner_digitale_2024,
	address = {Wiesbaden},
	title = {Digitale {Karten} im {Navigation} {Data} {Standard} {Format}},
	isbn = {978-3-658-38485-2 978-3-658-38486-9},
	url = {https://link.springer.com/10.1007/978-3-658-38486-9_22},
	language = {de-DE},
	urldate = {2024-08-02},
	booktitle = {Handbuch {Assistiertes} und {Automatisiertes} {Fahren}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Jülge, Katharina and Behrens, Ralph and Homeier, Roland},
	editor = {Winner, Hermann and Dietmayer, Klaus C J and Eckstein, Lutz and Jipp, Meike and Maurer, Markus and Stiller, Christoph},
	year = {2024},
	doi = {10.1007/978-3-658-38486-9_22},
	note = {Series Title: ATZ/MTZ-Fachbuch},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {569--584},
	file = {Jülge et al. - 2024 - Digitale Karten im Navigation Data Standard Format.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZZF9CR67/Jülge et al. - 2024 - Digitale Karten im Navigation Data Standard Format.pdf:application/pdf},
}

@incollection{bohnke_digitale_2024,
	address = {Wiesbaden},
	title = {Digitale {Ungleichheit}},
	isbn = {978-3-658-39759-3},
	url = {https://link.springer.com/10.1007/978-3-658-39759-3_66-1},
	language = {de-DE},
	urldate = {2024-08-02},
	booktitle = {Handbuch {Sozialstrukturanalyse}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Reisdorf, Bianca and Zillien, Nicole},
	editor = {Böhnke, Petra and Konietzka, Dirk},
	year = {2024},
	doi = {10.1007/978-3-658-39759-3_66-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--22},
	file = {Reisdorf und Zillien - 2024 - Digitale Ungleichheit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RGU23W8F/Reisdorf und Zillien - 2024 - Digitale Ungleichheit.pdf:application/pdf},
}

@incollection{winner_unterstutzung_2024,
	address = {Wiesbaden},
	title = {Unterstützung von {Fahrfunktionen} durch die digitale {Karte}},
	isbn = {978-3-658-38485-2 978-3-658-38486-9},
	url = {https://link.springer.com/10.1007/978-3-658-38486-9_37},
	language = {de-DE},
	urldate = {2024-08-02},
	booktitle = {Handbuch {Assistiertes} und {Automatisiertes} {Fahren}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Homeier, Roland and Jentsch, Roland and Jülge, Katharina and Lippelt, Benjamin and Pöchmüller, Werner},
	editor = {Winner, Hermann and Dietmayer, Klaus C J and Eckstein, Lutz and Jipp, Meike and Maurer, Markus and Stiller, Christoph},
	year = {2024},
	doi = {10.1007/978-3-658-38486-9_37},
	note = {Series Title: ATZ/MTZ-Fachbuch},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {987--1018},
	file = {Homeier et al. - 2024 - Unterstützung von Fahrfunktionen durch die digital.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FFYKNF5J/Homeier et al. - 2024 - Unterstützung von Fahrfunktionen durch die digital.pdf:application/pdf},
}

@book{handke_handbuch_2020,
	title = {Handbuch {Hochschullehre} {Digital}: {Leitfaden} für eine moderne und mediengerechte {Lehre}},
	isbn = {978-3-8288-7530-2},
	shorttitle = {Handbuch {Hochschullehre} {Digital}},
	url = {https://www.tectum-elibrary.de/index.php?doi=10.5771/9783828875302},
	abstract = {For years, the digitalisation of higher education scenarios has been an important topic at universities, but has not yet been properly implemented. Driven by the challenges of the Corona crisis, ideas for implementation are suddenly urgently needed.
            With this guide, Prof. Dr. Jürgen Handke shows ways in which the digitalisation of higher education can be managed. Starting from general problems of traditional higher education, he shows with several examples how to overcome the problems of traditional teaching with innovative digitisation concepts and to use them in such a way that significant added value is created through the interaction of well-accepted analogue concepts with digital content delivery formats.},
	language = {de-DE},
	urldate = {2024-08-02},
	publisher = {Tectum – ein Verlag in der Nomos Verlagsgesellschaft},
	author = {Handke, Jürgen},
	year = {2020},
	doi = {10.5771/9783828875302},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Handke - 2020 - Handbuch Hochschullehre Digital Leitfaden für ein.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EIJWIYZI/Handke - 2020 - Handbuch Hochschullehre Digital Leitfaden für ein.pdf:application/pdf},
}

@article{hummel_einsatz_2024,
	title = {Einsatz digitaler {Medien} in der {Elternkommunikation}: {Nutzungsvielfalt} und {Zusammenhänge} zu {Fachkraftmerkmalen}},
	copyright = {https://creativecommons.org/licenses/by-nc-nd/4.0},
	issn = {2191-9186, 2191-9194},
	shorttitle = {Einsatz digitaler {Medien} in der {Elternkommunikation}},
	url = {https://econtent.hogrefe.com/doi/10.1026/2191-9186/a000672},
	doi = {10.1026/2191-9186/a000672},
	abstract = {In the course of societal changes, new approaches in the cooperation between preschools and parents have gained importance. Therefore, this study examined (a) the intensity and type of digital media use in parent–teacher communication and (b) the role of teachers’ attitudes and qualifications for the implementation of digitally supported parental communication. The results show that teachers use a variety of digital media for communication with parents, some of which can be attributed to teacher characteristics (e. g., the amount of professional development activities). The findings are discussed with regard to implications for practice and the need for further research.},
	language = {de-DE},
	urldate = {2024-08-02},
	journal = {Frühe Bildung},
	author = {Hummel, Theresia G. and Cohen, Franziska and Anders, Yvonne},
	month = jul,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU4b},
	pages = {2191--9186/a000672},
	file = {Hummel et al. - 2024 - Einsatz digitaler Medien in der Elternkommunikatio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WWH6DCVU/Hummel et al. - 2024 - Einsatz digitaler Medien in der Elternkommunikatio.pdf:application/pdf},
}

@book{voing_hochschullehre_2024,
	address = {Bielefeld},
	series = {Blickpunkt {Hochschuldidaktik}},
	title = {Hochschullehre postdigital: {Lehren} und {Lernen} neu gestalten},
	isbn = {978-3-7639-7719-2 978-3-7639-7718-5},
	shorttitle = {Hochschullehre postdigital},
	language = {de-DE},
	number = {Tagung 141},
	publisher = {wbv Media},
	editor = {Vöing, Nerea and Jenert, Tobias and Neiske, Iris and Osthushenrich, Judith and Trier, Ulrike and Weber, Tassja and Altroggen, Knut},
	year = {2024},
	note = {Meeting Name: Deutsche Gesellschaft für Hochschuldidaktik},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Vöing et al. - 2024 - Hochschullehre postdigital Lehren und Lernen neu .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K6Q2ED2H/Vöing et al. - 2024 - Hochschullehre postdigital Lehren und Lernen neu .pdf:application/pdf},
}

@incollection{joisten_educational_2024,
	address = {Berlin, Heidelberg},
	title = {Educational {Technologies} – {Unterstützung} oder {Technisierung} des {Lernens}?},
	isbn = {978-3-662-68659-1 978-3-662-68660-7},
	url = {https://link.springer.com/10.1007/978-3-662-68660-7_4},
	language = {de-DE},
	urldate = {2024-08-02},
	booktitle = {Selbstverständlich digital},
	publisher = {Springer Berlin Heidelberg},
	author = {Hütig, Andreas},
	editor = {Joisten, Karen},
	year = {2024},
	doi = {10.1007/978-3-662-68660-7_4},
	note = {Series Title: Ethik – Mensch –Technik},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {53--67},
	file = {Hütig - 2024 - Educational Technologies – Unterstützung oder Tech.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YJDCFBKP/Hütig - 2024 - Educational Technologies – Unterstützung oder Tech.pdf:application/pdf},
}

@article{guggemos_matter_2024,
	title = {A matter of power: prospective teachers’ attitudes towards the ethical principles of artificial intelligence use in education},
	volume = {38},
	issn = {09315020},
	shorttitle = {A matter of power},
	url = {https://www.vep-landau.de/produkt/empirische-paedagogik-2024-38-1-kap-4-digital/},
	doi = {10.62350/RRUC7209},
	abstract = {The integration of artificial intelligence (AI) in education holds potential for improving learning processes. However, ethical aspects surrounding AI implementation have to be considered. This study explores prospective teachers’ attitudes (as a sum of beliefs) towards the ethical principles of AI use in education, namely, transparency, justice and fairness, non-maleficence and well-being, responsibility, privacy, autonomy, and power over people. The sample comprises 90 prospective teachers from vocational education and training. The results indicate that our measurement model for assessing teachers’ attitudes towards the ethical principles of AI use is reliable and valid. Latent profile analysis reveals three distinct profiles of prospective teachers with a different attitude structure. The teachers mainly differ in their belief whether AI should be allowed to exert hard power over teachers and students. We cannot find any association between profile membership and context variables, e. g., gender. The results have implications for the process of integrating AI in education and the development of instructional measures tailored to specific attitude profiles.
          , 
            Die Integration künstlicher Intelligenz (KI) in die Bildung hat das Potenzial, Lernprozesse zu verbessern. Bei einer KI-Implementierung sind auch ethische Aspekte zu berücksichtigen. In dieser Studie werden die Einstellungen (als Summe an Überzeugungen) angehender Lehrkräfte zu den ethischen Grundsätzen des Einsatzes von KI im Bildungswesen untersucht. Das sind insbesondere Transparenz, Gerechtigkeit und Fairness, Nichtschädlichkeit und Wohlbefinden, Verantwortung, Privatsphäre, Autonomie und Macht über Menschen. Die Stichprobe umfasst 90 angehende Lehrkräfte aus dem berufsbildenden Bereich. Die Ergebnisse zeigen, dass das Messmodell zur Bewertung der Einstellung von Lehrkräften zu den ethischen Grundsätzen der KI-Nutzung reliabel und valide ist. Eine latente Profilanalyse offenbart drei Profile von angehenden Lehrkräften mit jeweils unterschiedlichen Einstellungsstrukturen. Die Lehrkräfte unterscheiden sich vor allem hinsichtlich ihrer Einschätzung, ob es KI erlaubt sein sollte, harte Macht über Lehrkräfte und Lernende auszuüben. Es lässt sich kein Zusammenhang zwischen Profilzugehörigkeit und Kontextvariablen, z. B. dem Geschlecht, feststellen. Die Ergebnisse sind von Bedeutung für den Prozess der Integration von KI in den Unterricht und für die Entwicklung von Fortbildungsmaßnahmen, die auf die Einstellungsprofile zugeschnitten werden können.},
	language = {en-GB},
	number = {1},
	urldate = {2024-08-02},
	journal = {Empirische Pädagogik},
	author = {Guggemos, Josef and Schmidt, Jacqueline and Happ, Roland},
	month = jun,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Technologieintegration, Bewertungsmethoden, Bildungstheorien, Promotion:Relevanz:4, Promotion:Weiterführung, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {73--97},
	file = {Guggemos et al. - 2024 - A matter of power prospective teachers’ attitudes.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6YVUUSKX/Guggemos et al. - 2024 - A matter of power prospective teachers’ attitudes.pdf:application/pdf},
}

@article{al_mamun_cognitive_2024,
	title = {Cognitive presence in learner–content interaction process: {The} role of scaffolding in online self-regulated learning environments},
	volume = {11},
	issn = {2197-9987, 2197-9995},
	shorttitle = {Cognitive presence in learner–content interaction process},
	url = {https://link.springer.com/10.1007/s40692-023-00279-7},
	doi = {10.1007/s40692-023-00279-7},
	abstract = {The effectiveness of learner–content interaction in online inquiry depends on the extent student cognitive presence can be fostered. This study sought to understand how scaffolding support enhances cognitive presence during the learner–content interaction process in the online environment. Two learning modules on introductory science concepts were developed incorporating the predict observe explain (POE) pedagogical framework. Students engaged with these learning modules to learn the science concepts independently. Data sources comprised post-module interviews, written responses, and observations of student interactions with the online learning modules. Analysis of discussions revealed that the adopted pedagogical framework can effectively foster student cognitive presence during the learner–content interaction process. Findings further revealed that the scaffolding elements embedded into the learning modules contribute to the emergence of higher levels of cognitive presence especially for the students with prior knowledge. Conversely, this study provides evidence that students may develop misconceptions about the science concepts even with the embedded scaffolding and guidance. This study calls for further research into the continual improvement of the pedagogical approach to stimulate cognitive presence for both advanced and novice learners and reduce the potential risk of misconceptions occurring during the learner–content interaction process.},
	language = {en-GB},
	number = {3},
	urldate = {2024-11-07},
	journal = {Journal of Computers in Education},
	author = {Al Mamun, Md Abdullah and Lawrie, Gwendolyn},
	month = sep,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Bewertungsmethoden, Systemanpassung, Promotion:FU3},
	pages = {791--821},
	file = {Al Mamun und Lawrie - 2024 - Cognitive presence in learner–content interaction process The role of scaffolding in online self-re:/Users/jochenhanisch-johannsen/Zotero/storage/TZNPTI7K/Al Mamun und Lawrie - 2024 - Cognitive presence in learner–content interaction process The role of scaffolding in online self-re.pdf:application/pdf},
}

@article{muller_guiding_2024,
	title = {Guiding the design and implementation of interactive public displays in educational settings},
	volume = {11},
	issn = {2197-9987, 2197-9995},
	url = {https://link.springer.com/10.1007/s40692-023-00280-0},
	doi = {10.1007/s40692-023-00280-0},
	abstract = {Interactive Public Displays (IPD) enable new ways of interaction as well as communication channels, extending online communities into physical places and supporting a culture of participation. While educational environments have seen how new digital technologies can enhance learning activities beyond the traditional classroom context, the use of IPDs is still an area insufficiently explored. This paper proposes a set of design goals for the implementation and deployment of engaging interactive public display applications in educational settings. Based on findings from a series of design workshops and two deployment studies in authentic settings, seven design goals were identified and defined. The design goals provide clear guidelines for the design of IPDs for schools by making design teams and stakeholders focus on factors fostering user adoption, social interactions and collaboration. The design goals also opened up paths for further explorations regarding display awareness, level of commitment in interactions, the displays’ integration into structured activities, and display management at the educational institutions.},
	language = {en-GB},
	number = {3},
	urldate = {2024-11-07},
	journal = {Journal of Computers in Education},
	author = {Müller, Maximilian and Otero, Nuno and Milrad, Marcelo},
	month = sep,
	year = {2024},
	keywords = {Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Relevanz:4, Promotion:Weiterführung, Promotion:FU4b},
	pages = {823--854},
	file = {Müller et al. - 2024 - Guiding the design and implementation of interactive public displays in educational settings:/Users/jochenhanisch-johannsen/Zotero/storage/HML96RB3/Müller et al. - 2024 - Guiding the design and implementation of interactive public displays in educational settings.pdf:application/pdf},
}

@article{wut_engaging_2024,
	title = {Engaging university students in online learning: a regional comparative study from the perspective of social presence theory},
	volume = {11},
	issn = {2197-9987, 2197-9995},
	shorttitle = {Engaging university students in online learning},
	url = {https://link.springer.com/10.1007/s40692-023-00278-8},
	doi = {10.1007/s40692-023-00278-8},
	abstract = {This study investigates the factors influencing university students’ online learning engagement from three distinct aspects, namely, behavioural, cognitive and emotional engagement. A comparison is drawn from university students in Asia who embraced online learning during the COVID-19 pandemic. An online survey was conducted on 495 university students in Mainland China, Hong Kong and Malaysia during the surge of the COVID-19 Omicron variant, which was considered more infectious but less deadly than previous variants. A consistent positive relationship between Satisfaction and Academic Performance is found in all the regions. Malaysia presents a unique situation as compared to Mainland China and Hong Kong whereby no association was found between Social Context and Online communication towards Student Engagement. The novelty of this study is attributed to the integration of Social Presence Theory in Student Engagement through the nature of online learning as a coping strategy to halt the spread of COVID-19 during the Omicron variant surge.},
	language = {en-GB},
	number = {3},
	urldate = {2024-11-07},
	journal = {Journal of Computers in Education},
	author = {Wut, Tai Ming and Ng, Peggy Mei-lan and Low, Mei Peng},
	month = sep,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU3},
	pages = {763--789},
	file = {Wut et al. - 2024 - Engaging university students in online learning a regional comparative study from the perspective o:/Users/jochenhanisch-johannsen/Zotero/storage/TKN7AW3A/Wut et al. - 2024 - Engaging university students in online learning a regional comparative study from the perspective o.pdf:application/pdf},
}

@article{giannakos_promise_2024,
	title = {The promise and challenges of generative {AI} in education},
	issn = {0144-929X, 1362-3001},
	url = {https://www.tandfonline.com/doi/full/10.1080/0144929X.2024.2394886},
	doi = {10.1080/0144929X.2024.2394886},
	abstract = {Generative artificial intelligence (GenAI) tools, such as large language models (LLMs), generate natural language and other types of content to perform a wide range of tasks. This represents a significant technological advancement that poses opportunities and challenges to educational research and practice. This commentary brings together contributions from nine experts working in the intersection of learning and technology and presents critical reflections on the opportunities, challenges, and implications related to GenAI technologies in the context of education. In the commentary, it is acknowledged that GenAI’s capabilities can enhance some teaching and learning practices, such as learning design, regulation of learning, automated content, feedback, and assessment. Nevertheless, we also highlight its limitations, potential disruptions, ethical consequences, and potential misuses. The identified avenues for further research include the development of new insights into the roles human experts can play, strong and continuous evidence, human-centric design of technology, necessary policy, and support and competence mechanisms. Overall, we concur with the general skeptical optimism about the use of GenAI tools such as LLMs in education. Moreover, we highlight the danger of hastily adopting GenAI tools in education without deep consideration of the efficacy, ecosystem-level implications, ethics, and pedagogical soundness of such practices.},
	language = {en-GB},
	urldate = {2024-11-03},
	journal = {Behaviour \& Information Technology},
	author = {Giannakos, Michail and Azevedo, Roger and Brusilovsky, Peter and Cukurova, Mutlu and Dimitriadis, Yannis and Hernandez-Leo, Davinia and Järvelä, Sanna and Mavrikis, Manolis and Rienties, Bart},
	month = sep,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Weiterführung, Datenschutz und IT-Sicherheit, Promotion:FU6},
	pages = {1--27},
	file = {Giannakos et al. - 2024 - The promise and challenges of generative AI in education:/Users/jochenhanisch-johannsen/Zotero/storage/MBIIBEIT/Giannakos et al. - 2024 - The promise and challenges of generative AI in education.pdf:application/pdf},
}

@article{mulyono_exploring_2024,
	title = {Exploring the influence of {EFL} teachers’ informal digital learning on creative classroom instruction: a cross-sectional study},
	abstract = {This study addresses the limited exploration in the literature regarding the influence of EFL teachers’ informal digital learning of English (IDLE) on their creativity in Indonesian EFL classroom instructions. Using a cross-sectional survey design, data were collected from 244 Indonesian EFL teachers, encompassing both pre-service and in-service teachers. Through multiple regression analysis and Rasch modelling analysis, the study evaluated the association between teachers’ IDLE participation, demographics, and their teaching creativity. Findings of the present study revealed that Indonesian EFL pre-service and in-service teachers actively participate in Informal Digital Learning of English (IDLE), which impacts their teaching creativity. Nearly half (49.18\%) engage strongly in activities like listening to English songs and watching YouTube videos, while 36.88\% moderately engage in online educational content and social media conversations. A smaller group (13.93\%) shows lower engagement in IDLE. The regression analysis revealed that while IDLE significantly predicted teaching creativity (p {\textless} 0.001), demographic factors did not indicate a substantial influence on creativity in teaching practices. Additionally, a Rasch-Wright map analysis unveiled that over half of the participants displayed strong creativity in teaching, with a notable inclination among younger teachers towards innovative and student-centered pedagogical strategies. The findings of the current study highlight the need for further exploration into the dynamics between informal digital learning, demographics, and creative teaching approaches, emphasizing the potential for fostering innovative pedagogical practices in language education.},
	language = {en-GB},
	author = {Mulyono, Herri},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration},
	file = {Mulyono - 2024 - Exploring the influence of EFL teachers’ informal .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C2GYLYS7/Mulyono - 2024 - Exploring the influence of EFL teachers’ informal .pdf:application/pdf},
}

@article{seno_promises_2020,
	title = {The {Promises} and {Challenges} of {Collaborative} {Online} {Learning} towards {Authentic} {Assessment} in the {Tertiary} {Level}},
	abstract = {This present pandemic has brought us in many ways to our knees. It has spared no one - rich, poor or middle class; those who are in the cities or in the rural areas. Without doubt all sectors in society are affected and possibly been changed forever. They say we have to get used to the “new normal”. Yet, we dare to say, we will be the “better normal”.},
	language = {en-GB},
	author = {Seño, Reuel Rito Narag},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:Relevanz:4, Promotion:FU1},
	file = {Seño - The Promises and Challenges of Collaborative Onlin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JVJFVFDZ/Seño - 2020 - The Promises and Challenges of Collaborative Online Learning towards Authentic Assessment in the Ter.pdf:application/pdf},
}

@article{sharma_carry-forward_2024,
	title = {Carry-forward effect: providing proactive scaffolding to learning processes},
	issn = {0144-929X, 1362-3001},
	shorttitle = {Carry-forward effect},
	url = {https://www.tandfonline.com/doi/full/10.1080/0144929X.2024.2411592},
	doi = {10.1080/0144929X.2024.2411592},
	abstract = {Multimodal data enables us to capture the cognitive and affective states of students to provide a holistic understanding of learning processes in a wide variety of contexts. With the use of sensing technology, we can capture learners’ states in near real-time and support learning. Moreover, multimodal data allows us to obtain early predictions of learning performance, and support learning in a timely manner. In this contribution, we utilise the notion of ‘carry forward effect’, an inferential and predictive modelling approach that utilises multimodal data measurements detrimental to learning performance to provide timely feedback suggestions. Carry forward effect can provide a way to prioritise conflicting feedback suggestions in a multimodal databased scaffolding tool. We showcase the empirical proof of the carry forward effect with the use of three different learning scenarios: game-based learning, individual debugging, and collaborative debugging.},
	language = {en-GB},
	urldate = {2024-10-18},
	journal = {Behaviour \& Information Technology},
	author = {Sharma, Kshitij and Giannakos, Michail},
	month = oct,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Dreidimensionale Unsicherheitsrelation, Emotionale Unsicherheit, Kognitve Unsicherheit},
	pages = {1--40},
	file = {Sharma und Giannakos - 2024 - Carry-forward effect providing proactive scaffold.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BBCG6FXL/Sharma und Giannakos - 2024 - Carry-forward effect providing proactive scaffold.pdf:application/pdf},
}

@article{chen_using_2024,
	title = {Using peer feedback to improve critical thinking in computer‐supported collaborative argumentation: {An} exploratory study},
	issn = {0266-4909, 1365-2729},
	shorttitle = {Using peer feedback to improve critical thinking in computer‐supported collaborative argumentation},
	url = {https://onlinelibrary.wiley.com/doi/10.1111/jcal.13078},
	doi = {10.1111/jcal.13078},
	abstract = {Background: Critical thinking is one of the 21st Century competencies for students. While previous research acknowledges the potential of peer feedback to enhance critical thinking skills, particularly within computer-supported collaborative learning (CSCL) environments, there is limited understanding of which specific aspects of critical thinking are improved through peer feedback and how various components of critical thinking are interrelated within a CSCL environment in K-12 education contexts.},
	language = {en-GB},
	urldate = {2024-10-17},
	journal = {Journal of Computer Assisted Learning},
	author = {Chen, Wenli and Hu, Hua and Lyu, Qianru and Zheng, Lishan},
	month = oct,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration},
	pages = {jcal.13078},
	file = {Chen et al. - 2024 - Using peer feedback to improve critical thinking i.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z9F6PQDW/Chen et al. - 2024 - Using peer feedback to improve critical thinking i.pdf:application/pdf},
}

@article{chen_exploring_2024,
	title = {Exploring students' computer‐supported collaborative argumentation with socio‐scientific issues},
	issn = {0266-4909, 1365-2729},
	url = {https://onlinelibrary.wiley.com/doi/10.1111/jcal.13073},
	doi = {10.1111/jcal.13073},
	abstract = {Background: This study examined the effect of computer-supported collaborative argumentation (CSCA) on secondary school students' understanding of socioscientific issues (SSI). Engaging students in collaborative argumentation is known to help with deepening their understanding of SSI.},
	language = {en-GB},
	urldate = {2024-10-17},
	journal = {Journal of Computer Assisted Learning},
	author = {Chen, Wenli and Han, Yiting and Tan, Jesmine and Chai, Aileen Siew Cheng and Lyu, Qianru and {Lyna}},
	month = oct,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration},
	pages = {jcal.13073},
	file = {Chen et al. - 2024 - Exploring students' computer‐supported collaborati.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I5PKGQ7N/Chen et al. - 2024 - Exploring students' computer‐supported collaborati.pdf:application/pdf},
}

@article{noauthor_samaru_2024,
	title = {Samaru {Journal} of {Information} {Studies} {Vol}. 24(1){B} 2024},
	volume = {24},
	abstract = {This study examined the journey of historically marginalized students in gaining epistemological access and achieving success within the context of an elite private university in Nigeria. Through the lens of Morphogenetic and Affordance Theories, the research delves into how educational technologies provided opportunities and support for these students. However, this study showcases how the affordance of educational technologies, including digital learning platforms, online resources, and communication tools, has empowered marginalized students to overcome obstacles and thrive academically. By adopting a morphogenetic approach perspective, the research elucidates the dynamic interplay between technological affordances, social structures, and individual agency in shaping the educational experiences and achievements of historically marginalized students. Through a critical realist case study, the study highlights the transformative potential of educational technologies in promoting equity, inclusivity, and academic success within higher education institutions. The findings contribute to a deeper understanding of the complex interactions between technology, education, and social justice, offering insights for policymakers, educators, and practitioners striving to create more inclusive and equitable learning environments. The study concludes that educating marginalized students helps build the capacity to leverage advantage from digital resources and information in safe, secure, and sustainable ways. This study recommended that constant interaction between students-students, and students-teachers should be maintained.},
	language = {en-GB},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:FU6},
	file = {2024 - Samaru Journal of Information Studies Vol. 24(1)B .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HP6A9WY3/2024 - Samaru Journal of Information Studies Vol. 24(1)B .pdf:application/pdf},
}

@article{chen_supporting_2024,
	title = {Supporting learning performance improvement: {Role} of online group assessment},
	issn = {1360-2357, 1573-7608},
	shorttitle = {Supporting learning performance improvement},
	url = {https://link.springer.com/10.1007/s10639-024-12907-5},
	doi = {10.1007/s10639-024-12907-5},
	abstract = {Though online peer assessment is recognized as a critical factor in enhancing learning performance, pedagogical strategies and analysis of students’ peer assessment at the group level, rather than the individual level, are underexplored. Online group assessment (OGA) focuses on assessing peer-group work in an online environment. A total of 64 student teachers participated in this study, where they were divided into multiple groups of four. Each group was required to collaborate on completing an instructional design and engage in OGA activities. We utilized the Technological Pedagogical Content Knowledge (TPACK) scale to assess the instructional designs of student teachers, evaluating their ability to integrate technology, pedagogy, and content knowledge. In this research, we consider the TPACK scores of each group’s instructional design as their learning performance. The correlations between providing, receiving, and responding to comments and group learning performance were explored by adopting a mixed methods approach. The results indicated that OGA enhanced group learning performance. Providing comments was more associated with improved group learning performance than receiving and responding to them. Furthermore, providing informative comments was more associated with group learning performance than providing other types of comments. In addition, innovative responses were positively associated with group learning performance, while uptake responses were negatively associated with group learning performance. Finally, the discussion and suggestions of intervention for different stages of OGA are provided to help design and implement OGA activities in the future.},
	language = {en-GB},
	urldate = {2024-08-02},
	journal = {Education and Information Technologies},
	author = {Chen, Fengjuan and Zhang, Si and Liu, Qingtang and Yu, Shufan and Li, Xiaojuan and Zheng, Xinxin},
	month = jul,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Bewertungsmethoden},
	file = {Chen et al. - 2024 - Supporting learning performance improvement Role .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IQX7GFRC/Chen et al. - 2024 - Supporting learning performance improvement Role .pdf:application/pdf},
}

@article{alfakhry_psychometric_2024,
	title = {Psychometric properties of the {Arabic} version of {PHEEM} applied on a sample of medical residents in {Syria}},
	volume = {24},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-024-05731-5},
	doi = {10.1186/s12909-024-05731-5},
	abstract = {Background  The clinical learning environment (CLE) plays a crucial role in shaping the learning experiences and professional development of medical professionals. Understanding and optimising this environment is essential for improving doctors’ knowledge acquisition, clinical skills, and overall well-being. The development of the Postgraduate Hospital Educational Environment Measure (PHEEM) and its translation to numerous languages has been a milestone in clinical education. Even though PHEEM was recently translated into Arabic, its psychometric properties in this form remain unevaluated. Therefore, this study aims to conduct a comprehensive psychometric analysis of the Arabic version of the PHEEM questionnaire. Methods  This is a cross-sectional questionnaire survey validation study. The defined population were medical residents in Damascus, Syria. A paper-based survey as well as an online-based one were conducted using several nonprobability sampling methods namely, convenience, river and, snowball sampling between June 15, 2023, and June 21, 2023. Both exploratory (EFA) and confirmatory (CFA) factor analyses were conducted. Several psychometric criteria were applied including scree plot, eigenvalue {\textgreater} 1.5 and the ‘proportion of variance accounted for’ criterion. Results  A total of 543 participants completed the questionnaire (56.9\% female). Kaiser-Meyer-Olkin measure for sample adequacy was high (0.937) and the P-value for Bartlett’s test was {\textless} 0.001. EFA revealed five meaningful factors which were labelled: perception of teachers, learner’s engagement and social participation, external regulation, work culture, and living conditions. These factors had the following eigenvalues: 12.6, 2.18, 2.03, 1.86, and 1.41 respectively, with a total explained variance of 43.45\%. Cronbach’s Alpha was 0.938. CFA confirmed the model structure of EFA (SRMR = 0.067 and RMSEA = 0.066). The Average Variance Explained (AVE) value of any given factor was {\textgreater} 0.7. Discussion  The Arabic PHEEM inventory demonstrated satisfactory psychometric properties. The extracted domains are of theoretical relevance to the psychosocial-material conceptual framework for learning environment. Nonetheless, this validation was performed in the Syrian context; therefore, future studies in other Arabic countries are recommended to support the applicability of Arabic PHEEM in the wide Arab World.},
	language = {en-GB},
	number = {1},
	urldate = {2024-08-02},
	journal = {BMC Medical Education},
	author = {Alfakhry, Ghaith and Kodmani, Rama and Almasri, Imad Addin},
	month = jul,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Bewertungsmethoden, Systemanpassung},
	pages = {728},
	file = {Alfakhry et al. - 2024 - Psychometric properties of the Arabic version of P.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KGIN4939/Alfakhry et al. - 2024 - Psychometric properties of the Arabic version of P.pdf:application/pdf},
}

@article{angelo_technology_2024,
	title = {Technology {Use} {Factoring} into {Virtual} {Group} {Performance}},
	issn = {0887-4417, 2380-2057},
	url = {https://www.tandfonline.com/doi/full/10.1080/08874417.2024.2382219},
	doi = {10.1080/08874417.2024.2382219},
	abstract = {Virtual teams have become common in business, and their continued growth warrants examina­ tion as to the characteristics that contribute to their success. Much of the research acknowledges use of technology as a key element of virtual group success, but quantitative analysis of the independent and dependent variables that contribute to that success is lacking. To be more precise in the examination of variables contributing to project success, and to communicate more effectively with regard to this research, we need to operationally define these contributing factors. Using measurable variables this research examines the effect of technology use on team success with a business plan and cost risk benefit analysis. More granular examination of success variables in virtual groups will make us more precise in understanding and replicating research as well as groups success. This learning exercise predicates on the precepts of social constructivism.},
	language = {en-GB},
	urldate = {2024-08-02},
	journal = {Journal of Computer Information Systems},
	author = {Angelo, Raymond},
	month = jul,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU3},
	pages = {1--9},
	file = {Angelo - 2024 - Technology Use Factoring into Virtual Group Perfor.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QGWF6MAF/Angelo - 2024 - Technology Use Factoring into Virtual Group Perfor.pdf:application/pdf},
}

@article{trentepohl_self-regulation_2023,
	title = {Self-regulation of resources in higher education: {Strategic} learning behaviour mediates the effect of learning strategy knowledge on academic performance},
	copyright = {https://creativecommons.org/licenses/by-nc-nd/4.0},
	issn = {1010-0652, 1664-2910},
	shorttitle = {Self-regulation of resources in higher education},
	url = {https://econtent.hogrefe.com/doi/10.1024/1010-0652/a000374},
	doi = {10.1024/1010-0652/a000374},
	abstract = {Resource-management learning strategies are particularly important for performance in higher education. Despite this consideration, the current state of research still lacks evidence on the precise interplay of the different learning process components that affect academ­ ic performance. The aim of the present study was to test a mediation model derived from process theories of self-regulated learning, in which students' knowledge about resource-management strategies impacts their academic performance via its behavioural manifestations. N = 106 university students took part in an online course over the period of one semester. Students' resource-management strategy knowledge was assessed at the beginning of the semester, and their use of resource-management strategies was observed via log data of their learning behaviour during the semester while learning through the online course. Academic performance was assessed on the basis of an exam at the end of the semester. The mediation model was tested for three different resource-management strategies: time management, effort regulation, and help seeking. There was a significant indirect effect of strategy knowledge via strategy use on academic performance for all learning strategies considered. We conclude that students' strategic learning behaviour is an indispensable link in the relationship between their strategy know­ ledge and academic performance, and discuss implications for research and training practice.},
	language = {en-GB},
	urldate = {2024-07-21},
	journal = {Zeitschrift für Pädagogische Psychologie},
	author = {Trentepohl, Sebastian and Waldeyer, Julia and Fleischer, Jens and Roelle, Julian and Leutner, Detlev and Wirth, Joachim},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Bewertungsmethoden, Systemanpassung, Promotion:FU5},
	pages = {1010--0652/a000374},
	file = {Trentepohl et al. - 2023 - Self-regulation of resources in higher education .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/65ML2UGK/Trentepohl et al. - 2023 - Self-regulation of resources in higher education .pdf:application/pdf},
}

@article{babik_systematic_2024,
	title = {A systematic review of educational online peer-review and assessment systems: charting the landscape},
	volume = {72},
	issn = {1042-1629, 1556-6501},
	shorttitle = {A systematic review of educational online peer-review and assessment systems},
	url = {https://link.springer.com/10.1007/s11423-024-10349-x},
	doi = {10.1007/s11423-024-10349-x},
	abstract = {Over the past two decades, there has been an explosion of innovation in software tools that encapsulate and expand the capabilities of the widely used student peer assessment. While the affordances and pedagogical impacts of traditional in-person, “paper-and-pencil” peer assessment have been studied extensively and are relatively well understood, computerized (online) peer assessment introduced not only shifts in scalability and efficiency, but also entirely new capabilities and forms of social learning interactions, instructor leverage, and distributed cognition, that still need to be researched and systematized. Despite the ample research on traditional peer assessment and evidence of its efficacy, common vocabulary and shared understanding of online peer-assessment system design, including the variety of methods, techniques, and implementations, is still missing. We present key findings of a comprehensive survey based on a systematic research framework for examining and generalizing affordances and constraints of online peer-assessment systems. This framework (a) provides a foundation of a design-science metatheory of online peer assessment, (b) helps structure the discussion of user needs and design options, and (c) informs educators and system design practitioners. We identified two major themes in existing and potential research—orientation towards scaffolded learning vs. exploratory learning and system maturity. We also outlined an agenda for future studies.},
	language = {en-GB},
	number = {3},
	urldate = {2024-07-21},
	journal = {Educational technology research and development},
	author = {Babik, Dmytro and Gehringer, Edward and Kidd, Jennifer and Sunday, Kristine and Tinapple, David and Gilbert, Steven},
	month = jun,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU5},
	pages = {1653--1689},
	file = {Babik et al. - 2024 - A systematic review of educational online peer-rev.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CA5ZZ22U/Babik et al. - 2024 - A systematic review of educational online peer-rev.pdf:application/pdf},
}

@article{peramunugamage_design_2024,
	title = {Design of {Moodle}-based collaborative learning activities to enhance student interactions},
	copyright = {https://www.emerald.com/insight/site-policies},
	issn = {1858-3431, 2414-6994},
	url = {https://www.emerald.com/insight/content/doi/10.1108/AAOUJ-06-2023-0079/full/html},
	doi = {10.1108/AAOUJ-06-2023-0079},
	abstract = {Purpose – This article explores the impact of systematically designed online collaborative activities in two engineering undergraduate modules and key considerations for student interaction in Moodle. Design/methodology/approach – The educational design research approach was chosen to improve educational practices through iterative needs analysis, design, development and implementation. The study followed design-based research (DBR) approach, with a mixed-method research design used to uncover the critical factors in designing, developing and implementing online collaborative learning activities for improving student interaction. Two iterative cycles of online collaborative learning activities were implemented using the Moodle learning management system for two modules of an engineering undergraduate degree programme at a state university in Sri Lanka.},
	language = {en-GB},
	urldate = {2024-06-30},
	journal = {Asian Association of Open Universities Journal},
	author = {Peramunugamage, Anuradha and Ratnayake, Uditha W. and Karunanayaka, Shironica P. and Jayawardena, Chulantha L.},
	month = jul,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Promotion:FU2a, Lernsystemarchitektur, \#a:Zeitschriftenartikel:online:lernen},
	file = {Peramunugamage et al. - 2024 - Design of Moodle-based collaborative learning acti.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6SVN56PZ/Peramunugamage et al. - 2024 - Design of Moodle-based collaborative learning acti.pdf:application/pdf},
}

@article{rzepinski_machine_2024,
	title = {Machine {Learning} {Algorithms} in the {Personalized} {Modeling} of {Incapacitated} {Patients}’ {Decision} {Making}—{Is} {It} a {Viable} {Concept}?},
	volume = {24},
	issn = {1526-5161, 1536-0075},
	url = {https://www.tandfonline.com/doi/full/10.1080/15265161.2024.2353026},
	doi = {10.1080/15265161.2024.2353026},
	language = {en-GB},
	number = {7},
	urldate = {2024-06-28},
	journal = {The American Journal of Bioethics},
	author = {Rzepiński, Tomasz and Deskur-Śmielecka, Ewa and Chojnicki, Michał},
	month = jul,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {51--53},
	file = {Rzepiński et al. - 2024 - Machine Learning Algorithms in the Personalized Mo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RNYMY7PQ/Rzepiński et al. - 2024 - Machine Learning Algorithms in the Personalized Mo.pdf:application/pdf},
}

@article{kobayashi_enhancing_2024,
	title = {Enhancing {ICT}-{Based} {International} {Interactions}: {Impact} of {Zoom} and {Padlet} on {Willingness} to {Communicate}, {International} {Posture}, and {Speaking} {Proficiency}},
	volume = {6},
	copyright = {https://creativecommons.org/licenses/by-nc/4.0},
	issn = {2652-1687},
	shorttitle = {Enhancing {ICT}-{Based} {International} {Interactions}},
	url = {https://www.castledown.com/journals/tltl/article/view/1248},
	doi = {10.29140/tltl.v6n2.1248},
	abstract = {This study explores the affective aspects ― willingness to communicate (WTC) and International Posture (IP) ― and speaking skills after using technological tools. Online synchronous meeting tool, Zoom, and the asynchronous tool, Padlet, were used as online learning platforms. Data were collected using an 8-item questionnaire on the WTC and a 20-item questionnaire on the IP. They were pre-existing questionnaires developed for the Japanese context and were administered to 34 college students before and after their lessons. Participants’ speaking ability was tested twice (pre- and posttests). Open-ended responses and participant reflections were also analyzed to gain further insights. Results showed significant effects on enhancing WTC, IP and speaking skills of participants with regard to ICT-based International Interactions. In addition, positive communication experiences with cross-cultural partners using Zoom and Padlet led to higher affective aspects and learning motivation. The findings suggest the viability of Padlet and Zoom as a tool for all proficient learners because of their relative ease of use and data management features. The implication of this study is relevant to a pedagogical tool in online exchanges for the current generation of students.},
	language = {en-GB},
	number = {2},
	urldate = {2024-06-26},
	journal = {Technology in Language Teaching \& Learning},
	author = {Kobayashi, Sho},
	month = jun,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {1--18},
	file = {Kobayashi - 2024 - Enhancing ICT-Based International Interactions Im.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9ZRFJ6K5/Kobayashi - 2024 - Enhancing ICT-Based International Interactions Im.pdf:application/pdf},
}

@article{hwang_effects_2016,
	title = {Effects of an augmented reality-based educational game on students' learning achievements and attitudes in real-world observations},
	volume = {24},
	issn = {1049-4820, 1744-5191},
	url = {https://www.tandfonline.com/doi/full/10.1080/10494820.2015.1057747},
	doi = {10.1080/10494820.2015.1057747},
	language = {en-GB},
	number = {8},
	urldate = {2024-06-16},
	journal = {Interactive Learning Environments},
	author = {Hwang, Gwo-Jen and Wu, Po-Han and Chen, Chi-Chang and Tu, Nien-Ting},
	month = nov,
	year = {2016},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {1895--1906},
	file = {Hwang et al. - 2016 - Effects of an augmented reality-based educational .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WR5MAYUZ/Hwang et al. - 2016 - Effects of an augmented reality-based educational .pdf:application/pdf},
}

@article{sun_exploring_2024,
	title = {Exploring students' learning performance in computer‐supported collaborative learning environment during and after pandemic: {Cognition} and interaction},
	issn = {0007-1013, 1467-8535},
	shorttitle = {Exploring students' learning performance in computer‐supported collaborative learning environment during and after pandemic},
	url = {https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13492},
	doi = {10.1111/bjet.13492},
	abstract = {Abstract
            
              
              Universities, significantly impacted by the shift to online learning during pandemic, must critically evaluate their teaching methods and outcomes to enhance performance in the post‐pandemic era. However, there has been a limited examination of whether students achieved comparable levels in cognition and social interaction during the pandemic compared to traditional face‐to‐face learning. Addressing this gap, this exploratory study utilized a quasi‐experimental design to analyse and compare the learning performance and outcomes of two cohorts of students (totalling 45) in a 12‐week university course delivered through the computer‐supported collaborative learning (CSCL) approach, both during and after the pandemic. Employing quantitative analysis and lag sequential analysis, the study examined students' behaviours, similarities and differences in performance within CSCL environments under two distinct social situations. Results indicated that students engaged in complete online learning with CSCL and those in face‐to‐face teaching with CSCL achieved similar levels of conceptual understanding. Additionally, a comparable distribution pattern of learning behaviours was observed. However, significant differences in behaviour sequences emerged between the two implementations, with students exhibiting a higher level of engagement in CSCL activities during the post‐pandemic period. These findings inform the design of CSCL environments should integrate student‐centred activities and include guiding scripts, prompts and scaffoldings in navigating learning endeavours effectively.
            
            
              
              
                
                  
                    Practitioner notes
                  
                  
                    What is already known about this topic
                    
                      
                        The CSCL environment could facilitate teacher‐student and student–student interaction in learning activities.
                      
                      
                        Studies have been conducted on the impact of scripts and prompts on students' cognition and social interaction in CSCL environment.
                      
                      
                        There is a crucial need for conducting more in‐depth data analysis to comprehensively explore the CSCL process within university settings.
                      
                    
                  
                  
                    What this paper adds
                    
                      
                        A well‐designed CSCL environment, coupled with effective instructional strategies, exhibits resilience, sustaining its beneficial effects on students' academic performance and interaction.
                      
                      
                        Both cohorts demonstrated a proclivity for engaging in repetitive behaviours, particularly focused on reviewing and reading activities.
                      
                      
                        The latter cohort displayed a preference for individual tasks over collaborative efforts, showcasing a relatively higher frequency of individual work as opposed to group activities.
                      
                      
                        Notably absent in both groups were crucial behavioural sequences, namely VR‐IA and VC‐IA, underscoring potential areas for CSCL improvement.
                      
                    
                  
                  
                    Implications for practice and/or policy
                    
                      
                        In the CSCL environment, a variety of activities rooted in student‐centred pedagogy (ie, self‐regulated learning, inquiry‐based learning and peer feedback) should be seamlessly integrated.
                      
                      
                        It is recommended to furnish students with scripts, prompts and scaffoldings to bolster their navigation through collaborative and independent learning endeavours within CSCL environment.
                      
                      
                        Students are encouraged to bridge their newly acquired knowledge with their existing understanding, for enhancing engagement and promoting deeper comprehension.},
	language = {en-GB},
	urldate = {2024-06-15},
	journal = {British Journal of Educational Technology},
	author = {Sun, Daner and Looi, Chee‐Kit and Yang, Yuqin and Jia, Fenglin},
	month = may,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU5},
	pages = {bjet.13492},
	file = {Sun et al. - 2024 - Exploring students' learning performance in comput.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9U9LEM5Z/Sun et al. - 2024 - Exploring students' learning performance in comput.pdf:application/pdf},
}

@article{lin_improving_2024,
	title = {Improving the quality of communicating with dementia patients: {A} virtual reality‐based simulated communication approach},
	issn = {0007-1013, 1467-8535},
	shorttitle = {Improving the quality of communicating with dementia patients},
	url = {https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13497},
	doi = {10.1111/bjet.13497},
	abstract = {Abstract
            
              
              
                Dementia patients may have language barriers and decreased comprehension ability. Their family caregivers can feel frustrated when communicating with them. Poor communication hinders family caregivers from obtaining accurate health information about patients, and may also increase their emotional burden, affecting patient care quality. The present study developed a virtual reality‐based simulated communication training (VRSCT) system and applied it to a training course for family caregivers of dementia patients. It allowed family caregivers to simulate real‐world situations in a VR environment, experience the daily communication barriers and stress with dementia patients, and apply their acquired knowledge and skills to solve related problems. This study used a randomised control experimental design with mixed analysis methods. A total of 63 family caregivers were recruited and randomly divided into the experimental group (
                N
                 = 32) learning with the VRSCT system to interact with virtual dementia patients and practice communication skills, and the control group (
                N
                 = 31) using the traditional role‐playing method for practice. Quantitative data were analysed to determine participants' knowledge of dementia care, attitudes, communication confidence and skills. In addition, the qualitative method was used to analyse the participants' discussion records. The results showed that by using the VRSCT approach, participants significantly improved their knowledge of dementia care, attitudes, communication confidence and communication skills compared to the control group. In addition, participants reported that through the real‐time feedback of the VRSCT system, they could recognise their previous incorrect communication approach. As a result, they adjusted their communication strategies and increased their self‐confidence.
              
            
            
              
              
                
                  
                    Practitioner notes
                  
                  
                    What is already known about this topic
                    
                      
                        Situational simulation helps learners improve their communication skills in a safe environment.
                      
                      
                        Virtual reality (VR) creates a realistic, highly interactive learning environment, allowing users to be deeply immersed in the learning experience.
                      
                    
                  
                  
                    What this paper adds
                    
                      
                        This study proposed a VR‐based simulated communication training (VRSCT) approach; moreover, seven dementia cases of different degrees of severity were designed in the VR system to enable family members to experience possible challenges of taking care of dementia patients they might encounter in their daily lives.
                      
                      
                        Each case in the VRSCT system has its unique symptoms and communication barriers. The learner in the story plays a caregiver, experiencing and solving the problems and challenges posed by the system.
                      
                      
                        The experimental results show that the proposed method improves learners' knowledge, attitudes, communication confidence, and communication skills related to dementia care.
                      
                    
                  
                  
                    Implications for practice and/or policy
                    
                      
                        Utilising VR training can amplify awareness and secure enhanced social support for dementia‐related challenges.
                      
                      
                        Using VRSCT, as governments and institutions recognise the effectiveness of VR training, they will provide more resources and promote its widespread application.},
	language = {en-GB},
	urldate = {2024-06-15},
	journal = {British Journal of Educational Technology},
	author = {Lin, Hui‐Chen and Huang, Hsin and Tsai, Chia‐Kuang and Chang, Shao‐Chen},
	month = jun,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {bjet.13497},
	file = {Lin et al. - 2024 - Improving the quality of communicating with dement.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D2NV55DP/Lin et al. - 2024 - Improving the quality of communicating with dement.pdf:application/pdf},
}

@article{zhong_influences_2024,
	title = {The influences of {ChatGPT} on undergraduate students’ demonstrated and perceived interdisciplinary learning},
	issn = {1360-2357, 1573-7608},
	url = {https://link.springer.com/10.1007/s10639-024-12787-9},
	doi = {10.1007/s10639-024-12787-9},
	abstract = {The significance of interdisciplinary learning has been well-recognized by higher education institutions. However, when teaching interdisciplinary learning to junior undergraduate students, their limited disciplinary knowledge and underrepresentation of students from some disciplines can hinder their learning performance. ChatGPT’s ability to engage in human-like conversations and massive knowledge grounded in different disciplines holds promise in enriching undergraduate students with the disciplinary knowledge that they lack. In this exploratory study, we engaged 130 undergraduate students in a three-condition quasi-experiment to examine how ChatGPT influences their demonstrated and perceived interdisciplinary learning quality, as measured by their online posts and surveys, respectively. The content analysis results show that overall, students’ online posts could be coded into four interdisciplinary learning dimensions: diversity, disciplinary grounding, cognitive advancement, and integration. The means of the first three dimensions were close to the middle level (ranging from 0.708 to 0.897, and the middle level is 1), whereas the mean score of integration was relatively small (i.e., 0.229). Students under the ChatGPT condition demonstrated improved disciplinary grounding. Regarding their perceived interdisciplinary learning quality, we did not find significant differences across the three conditions in the pre- or post-surveys. The findings underscore ChatGPT’s ability to enhance students’ disciplinary grounding and the significance of further fostering their integration skills.},
	language = {en-GB},
	urldate = {2024-06-01},
	journal = {Education and Information Technologies},
	author = {Zhong, Tianlong and Zhu, Gaoxia and Hou, Chenyu and Wang, Yuhan and Fan, Xiuyi},
	month = may,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Promotion:Weiterführung, Promotion:FU6, GPT},
	file = {Zhong et al. - 2024 - The influences of ChatGPT on undergraduate student.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/J7V6NVLV/Zhong et al. - 2024 - The influences of ChatGPT on undergraduate student.pdf:application/pdf},
}

@article{hassan_revisiting_2019,
	title = {Revisiting {TiOSCE} ({Task} {Integrated} {Objective} {Structured} {Clinical} {Examination}) for {Remote} {Assessment} in {COVID}-19 {Pandemic}},
	volume = {9},
	abstract = {In the backdrop of OSCE known for a valid but fragmented test of clinical competency, a new assessment format named the, “Task--‐integrated Objective Structured Clinical Examination (TiOSCE)” was developed by the author in 2012. However, author had no idea then that the TiOSCE will provide a readily available tool to remotely assess students’ performance in a crisis like COVID-‐19 in which a face--‐to--‐face delivery of OSCE may not be possible. TiOSCE at the time of its invention was aimed to introduce integrated OSCE with multiple sub--‐stations and simulated patient (SP) using authentic case scenario to respond to OSCE being segmented tests of clinical competency. Present work is a reproduction of the same TiOSCE in terms of principles, rationale, protocol, logistics and the outcome with add--‐in concepts of remote exam for its implementation in COVID--‐19 crisis. Aiming to revist TiOSCE is to find its utility of remotely managed assessment in a crisis like COVID. TiOSCE with remote assessment concepts has been designed with multiple integrated sub--‐stations. At each station students will spend five minutes to perform and one minute to read about the task. This will make each OSCE (with 5 sub--‐stations) of 20 +4 minutes station. Each of 4 sub--‐stations are divided into clinical attributes of history taking, physical examination, investigation and management skills stations to assess students clinical performance using online assessment. Logistically tedious and laboured, TiOSCE is achievable for online delivery as a readily available approach to examine students’ clinical performance at a, “know how” than “show how” level of Miller’s clinical competency pyramid. Nevertheless, the process provides the opportunity to continuing assessment of learning experience in any critical situation like COVID-‐19 pandemic.},
	language = {en-GB},
	number = {11},
	author = {Hassan, Shahid},
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	file = {Hassan - 2019 - Revisiting TiOSCE (Task Integrated Objective Struc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GVBQQAM3/Hassan - 2019 - Revisiting TiOSCE (Task Integrated Objective Struc.pdf:application/pdf},
}

@article{sturmer_what_2024,
	title = {What makes a simulation-based learning environment for preservice teachers authentic? {The} role of individual learning characteristics and context-related features},
	issn = {0256-2928, 1878-5174},
	shorttitle = {What makes a simulation-based learning environment for preservice teachers authentic?},
	url = {https://link.springer.com/10.1007/s10212-024-00837-2},
	doi = {10.1007/s10212-024-00837-2},
	abstract = {To support professional competence development in teacher education, learning environments should allow learners to engage with professional tasks. It is crucial for knowledge and skill transfer in such learning environments to real-life context that preservice teachers perceive the task as authentic. However, due to a lack of prior knowledge, novices may have difficulties in recognizing relevant elements of practice. It is thus assumed that different factors may guide their perception of task authenticity independently of the task that has to be mastered. Such factors could be, for example, overt design features of the learning environments on a physical level or the familiarity with the learning context and learning prerequisites, which act as important links for knowledge acquisition. In this study, preservice teachers’ perception of task authenticity is contrasted between two implementation types (video vs. role-play) of the same simulation aiming to foster diagnostic competence. The two types differ in approximating real-life practice concerning the professional task that has to be mastered. In an experimental, longitudinal study, N = 119 mathematics preservice teachers participated online in one type of the simulation four times during one semester (n = 66 video, n = 53 role-play). Perceived task authenticity was higher for the video simulation type and increased with repeated participation in the simulation independently of the implementation type. Further, preservice teachers’ task utility value positively influenced their perception of task authenticity. The results illustrate the role of learning prerequisites as well as familiarity with the task for novices’ perception. Also, they could be an initial indication that, depending on the level of learners’ professional development, the way of approximating real-life practice in simulations might influence the perception of task authenticity.},
	language = {en-GB},
	urldate = {2024-05-14},
	journal = {European Journal of Psychology of Education},
	author = {Stürmer, Kathleen and Fütterer, Tim and Kron, Stephanie and Sommerhoff, Daniel and Ufer, Stefan},
	month = may,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	file = {Stürmer et al. - 2024 - What makes a simulation-based learning environment.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XLWTXU2R/Stürmer et al. - 2024 - What makes a simulation-based learning environment.pdf:application/pdf},
}

@article{nassar_exploring_2024,
	title = {Exploring environmental sustainability in dentistry among students and educators in the {United} {Arab} {Emirates}: a cross-sectional survey},
	volume = {24},
	issn = {1472-6920},
	shorttitle = {Exploring environmental sustainability in dentistry among students and educators in the {United} {Arab} {Emirates}},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-024-05488-x},
	doi = {10.1186/s12909-024-05488-x},
	abstract = {Objectives  Creating environmentally sustainable healthcare culture within the dental field requires embedding the content in the dental curriculum at the undergraduate level. This study aimed to explore the current awareness and drivers among dental students and educators regarding environmentally sustainable dentistry (ESD) in the United Arab Emirates (UAE) and identify barriers and enablers to embrace it.
Methods  A cross-sectional survey using online questionnaires was carried out in six undergraduate dental education institutes within the UAE. Data analysis included descriptive statistics.
Results  In total 153 students and 53 educators participated in the survey. Most students and educators were not aware of any ESD content in their curricula. However, the majority of educators were familiar with the concept of ESD, while students were mostly unfamiliar or slightly familiar. Nonetheless, students largely agreed on its importance and their interest in learning it, as they viewed it relevant to their future practice. Educators agreed that the dental profession has a responsibility to be environmentally friendly and expressed their desire in introducing ESD content into the curricula. Several barriers were reported such as lack of knowledge, curricula space, educational resources, and time. Meanwhile, enablers included providing ESD capacity building, training and resources.
Conclusions  There was no explicit presence of ESD content in the dental curricula in the UAE. Despite the lack of adequate awareness on this topic among educators and more so among students, they both had positive views towards incorporating ESD into dental curricula. Overall, this study highlighted the importance of promoting ESD in dental programs. Clinical significance: ESD is gradually becoming a critical aspect of modern oral healthcare system. It has been mandated in the dental curricula in several regions globally. Embedding ESD in the UAE dental curricula would have several benefits for the environment as well as the future of the dental profession in the region. The clinical significance includes, but not limited to, improved treatment outcomes; patients, students and staff health and well-being; reduced health risks, and cost savings.},
	language = {en-GB},
	number = {1},
	urldate = {2024-05-14},
	journal = {BMC Medical Education},
	author = {Nassar, Mohannad and Shalan, Wed and Al-Janaby, Uesser and Elnagar, Hagar and Alawadhi, Maryam and Jaser, Sara and Joury, Easter},
	month = may,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {489},
	file = {Nassar et al. - 2024 - Exploring environmental sustainability in dentistr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CWH7KZEP/Nassar et al. - 2024 - Exploring environmental sustainability in dentistr.pdf:application/pdf},
}

@article{visser_role_2020,
	title = {The role of {ADHD} symptoms in the relationship between academic achievement and psychopathological symptoms},
	volume = {97},
	issn = {0891-4222},
	url = {http://nbn-resolving.de/urn:nbn:de:0111-pedocs-190064},
	abstract = {Background: Previous research results suggest that ADHD symptoms explain the relationship between specific learning disability and externalising psychopathology and between math disability and anxiety, but not between reading disability and anxiety. For depression, previous results are mixed. Aims: The current study aims to clarify this role of ADHD symptoms in the relationship between various areas of academic achievement (reading, writing, and math skills) and psychopathological symptoms (anxiety, depression, and conduct disorder). Methods and Procedures: We used linear regressions based on data from a general population sample (N= 3,014) collected using online assessment of 3rd and 4th grade students in Germany, which included measures of academic achievement and parent-reported psychopathological symptoms. Outcomes and Results: ADHD symptoms completely account for the relationship between reading/writing achievement and anxiety and between writing/math achievement and conduct problems. The negative relationship between academic achievement and depression was strongest for children with average or high ADHD symptom scores. Conclusions and Implications: ADHD symptoms play an important role in explaining the relationship between academic achievement and psychopathological symptoms in elementary school children. The nature and size of this role depend on the exact constructs under study. We discuss implications for the support of children with learning problems, ADHD, and/or psychopathological problems. (DIPF/Orig.)},
	language = {en-GB},
	number = {103552},
	urldate = {2024-05-14},
	journal = {Research in developmental disabilities},
	author = {Visser, Linda and Linkersdörfer, Janosch and Rothe, Josefine and Görgen, Ruth and Hasselhorn, Marcus and Schulte-Körne, Gerd},
	year = {2020},
	note = {Publisher: pedocs},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Depression, Anxiety, Attention deficit disorders, Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung, Verhaltensstörung, Angst, Educational achievement, School achievement, Schulleistung},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/A6YVT4KC/Visser et al. - 2020 - The role of ADHD symptoms in the relationship betw.pdf:application/pdf},
}

@article{sung_your_2024,
	title = {Your body tells how you engage in collaboration: {Machine}‐detected body movements as indicators of engagement in collaborative math knowledge building},
	issn = {0007-1013, 1467-8535},
	shorttitle = {Your body tells how you engage in collaboration},
	url = {https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13473},
	doi = {10.1111/bjet.13473},
	abstract = {Collaborative learning, driven by knowledge co-­ construction and meaning negotiation, is a pivotal aspect of educational contexts. While gesture's importance in conveying shared meaning is recognized, its role in collaborative group settings remains understudied. This gap hinders accurate and equitable assessment and instruction, particularly for linguistically diverse students. Advancements in multimodal learning analytics, leveraging sensor technologies, offer innovative solutions for capturing and analysing body movements. This study employs these novel approaches to demonstrate how learners' machine-­ detected body movements during the learning process relate to their verbal and nonverbal contributions to the co-­construction of embodied math knowledge. These findings substantiate the feasibility of utilizing learners' machine-­detected body movements as a valid indicator for inferring their engagement with the collaborative knowledge construction process. In addition, we empirically validate that these inferred different levels of learner engagement indeed impact the desired learning outcomes of the intervention. This study contributes to our scientific understanding of multimodal approaches to knowledge expression and assessment in learning, teaching, and collaboration.},
	language = {en-GB},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Sung, Hanall and Nathan, Mitchell J.},
	month = may,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {bjet.13473},
	file = {Sung und Nathan - 2024 - Your body tells how you engage in collaboration M.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZSXNITJG/Sung und Nathan - 2024 - Your body tells how you engage in collaboration M.pdf:application/pdf},
}

@article{zhang_testfit_2024,
	title = {{TestFit}: {A} plug-and-play one-pass test time method for medical image segmentation},
	volume = {92},
	issn = {1361-8423},
	shorttitle = {{TestFit}},
	doi = {10.1016/j.media.2023.103069},
	abstract = {Deep learning (DL) based methods have been extensively studied for medical image segmentation, mostly emphasizing the design and training of DL networks. Only few attempts were made on developing methods for applying DL models in test time. In this paper, we study whether a given off-the-shelf segmentation network can be stably improved on-the-fly during test time in an online processing-and-learning fashion. We propose a new online test-time method, called TestFit, to improve results of a given off-the-shelf DL segmentation model in test time by actively fitting the test data distribution. TestFit first creates a supplementary network (SuppNet) from the given trained off-the-shelf segmentation network (this original network is referred to as OGNet) and applies SuppNet together with OGNet for test time inference. OGNet keeps its hypothesis derived from the original training set to prevent the model from collapsing, while SuppNet seeks to fit the test data distribution. Segmentation results and supervision signals (for updating SuppNet) are generated by combining the outputs of OGNet and SuppNet on the fly. TestFit needs only one pass on each test sample - the same as the traditional test model pipeline - and requires no training time preparation. Since it is challenging to look at only one test sample and no manual annotation for model update each time, we develop a series of technical treatments for improving the stability and effectiveness of our proposed online test-time training method. TestFit works in a plug-and-play fashion, requires minimal hyper-parameter tuning, and is easy to use in practice. Experiments on a large collection of 2D and 3D datasets demonstrate the capability of our TestFit method.},
	language = {en-GB},
	journal = {Medical Image Analysis},
	author = {Zhang, Yizhe and Zhou, Tao and Tao, Yuhui and Wang, Shuo and Wu, Ye and Liu, Benyuan and Gu, Pengfei and Chen, Qiang and Chen, Danny Z.},
	month = feb,
	year = {2024},
	pmid = {38154382},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Humans, Image Processing, Computer-Assisted, Deep Learning, Diagnostic Imaging, Medical image segmentation, Off-the-shelf networks, One-pass algorithm, Online self-learning, Plug-and-play method, Test-time method},
	pages = {103069},
}

@article{hernandez_guillamet_machine_2023,
	title = {Machine {Learning} {Model} for {Predicting} {Mortality} {Risk} in {Patients} {With} {Complex} {Chronic} {Conditions}: {Retrospective} {Analysis}},
	volume = {15},
	issn = {1947-2579},
	shorttitle = {Machine {Learning} {Model} for {Predicting} {Mortality} {Risk} in {Patients} {With} {Complex} {Chronic} {Conditions}},
	doi = {10.2196/52782},
	abstract = {BACKGROUND: The health care system is undergoing a shift toward a more patient-centered approach for individuals with chronic and complex conditions, which presents a series of challenges, such as predicting hospital needs and optimizing resources. At the same time, the exponential increase in health data availability has made it possible to apply advanced statistics and artificial intelligence techniques to develop decision-support systems and improve resource planning, diagnosis, and patient screening. These methods are key to automating the analysis of large volumes of medical data and reducing professional workloads.
OBJECTIVE: This article aims to present a machine learning model and a case study in a cohort of patients with highly complex conditions. The object was to predict mortality within the following 4 years and early mortality over 6 months following diagnosis. The method used easily accessible variables and health care resource utilization information.
METHODS: A classification algorithm was selected among 6 models implemented and evaluated using a stratified cross-validation strategy with k=10 and a 70/30 train-test split. The evaluation metrics used included accuracy, recall, precision, F1-score, and area under the receiver operating characteristic (AUROC) curve.
RESULTS: The model predicted patient death with an 87\% accuracy, recall of 87\%, precision of 82\%, F1-score of 84\%, and area under the curve (AUC) of 0.88 using the best model, the Extreme Gradient Boosting (XGBoost) classifier. The results were worse when predicting premature deaths (following 6 months) with an 83\% accuracy (recall=55\%, precision=64\% F1-score=57\%, and AUC=0.88) using the Gradient Boosting (GRBoost) classifier.
CONCLUSIONS: This study showcases encouraging outcomes in forecasting mortality among patients with intricate and persistent health conditions. The employed variables are conveniently accessible, and the incorporation of health care resource utilization information of the patient, which has not been employed by current state-of-the-art approaches, displays promising predictive power. The proposed prediction model is designed to efficiently identify cases that need customized care and proactively anticipate the demand for critical resources by health care providers.},
	language = {en-GB},
	journal = {Online Journal of Public Health Informatics},
	author = {Hernández Guillamet, Guillem and Morancho Pallaruelo, Ariadna Ning and Miró Mezquita, Laura and Miralles, Ramón and Mas, Miquel Àngel and Ulldemolins Papaseit, María José and Estrada Cuxart, Oriol and López Seguí, Francesc},
	year = {2023},
	pmid = {38223690},
	pmcid = {PMC10784974},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, artificial intelligence, machine learning, algorithm, algorithms, predict, prediction, predictive, classification, health data, mortality, risk prediction, mortality prediction, chromic, chronicity, complex, complexity, death, mortality risk},
	pages = {e52782},
	file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/PSU95AD6/Hernández Guillamet et al. - 2023 - Machine Learning Model for Predicting Mortality Ri.pdf:application/pdf},
}

@article{lim_how_nodate,
	title = {How do students learn with real-time personalized scaffolds?},
	volume = {n/a},
	issn = {1467-8535},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13414},
	doi = {10.1111/bjet.13414},
	abstract = {Scaffolds that support self-regulated learning (SRL) have been found to improve learning outcomes. The effects of scaffolds can differ depending on how learners use them and how specific scaffolds might influence learning processes differently. Personalized scaffolds have been proposed to be more beneficial for learning due to their adaptivity to learning progress and individualized content to learning needs. The present study investigated finer-grained effects of how personalized scaffolds driven by a rule-based artificial intelligence system influenced SRL processes, especially how students learned with them. Using a pre-post experimental design, we investigated personalized scaffolds based on university students' real-time learning processes in a technologically enhanced learning environment. Students in the experimental group (n = 30) received personalized scaffolds, while the control group (n = 29) learned without scaffolds. All students completed a 45-minute learning task with trace data recorded. Findings indicated scaffold effects on students' subsequent learning behaviour. Additionally, only scaffold interaction correlated to essay performance and suggests that the increase in frequencies of SRL activities alone does not contribute directly to learning outcomes. As guidelines for real-time SRL support are lacking, this study provides valuable insights to enhance SRL support with adaptive learning technologies. Practitioner notes What is already known about this topic Self-regulated learning scaffolds, especially adaptive scaffolds, improve learning. Personalized scaffolds have effects on self-regulated learning activities. Past research focused on aggregated effects of scaffolds. What this paper adds Investigates how students learn with personalized scaffolds in terms of frequencies of learning activities and scaffold interaction. Takes a closer look at which learning activities and when the effects of personalized scaffolds occur. Examines how finer-grained effects of personalized scaffolds correspond to learning outcomes. Implications for practice and/or policy Personalized scaffold effects vary across learning, and future research should consider finer-grained investigations of SRL support in order to better understand their influence on learning. The number of personalized scaffolds provided should be reconsidered in the future as students only use some of the support provided, especially when task demands increase. Personalized scaffold interaction is linked to improvement in task performance, so future research should also focus on students' appropriate use of self-regulated learning support.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Lim, Lyn and Bannert, Maria and van der Graaf, Joep and Fan, Yizhou and Rakovic, Mladen and Singh, Shaveen and Molenaar, Inge and Gašević, Dragan},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13414},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, educational technology, self-regulated learning, adaptive support, personalized scaffolds, real-time learning analytics, trace data},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/YCJ8L7EY/Lim et al. - How do students learn with real-time personalized .pdf:application/pdf;Lim et al. - 2023 - How do students learn with real‐time personalized .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2X22TE8J/Lim et al. - 2023 - How do students learn with real‐time personalized .pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/RGG2I8MK/bjet.html:text/html},
}

@article{zaidi_student_2024,
	title = {Student teachers’ professional and social ict competencies},
	volume = {12},
	abstract = {In the educational system, Information and Communication Technology (hereafter referred as ICT) plays a significant role. Its integration into teaching-learning process helps in providing high-quality education to the learners. Student teachers are the future teachers of a country and play a crucial role in its development. Therefore, they need to be professionally and socially competent in using ICTs. The purpose of this study was to investigate how student teachers perceived their professional and social ICT competencies. A sample of 50 students, who were pursuing B.Ed. were taken from two Indian universities Jamia Millia Islamia and Aligarh Muslim University. Questionnaire was used to collect online data. Data analysis was done by calculating percentage, mean, mode, and standard deviation. The findings revealed that most of the student teachers were found good in almost all the statements of both competencies such as (38.43\%) in professional ICT competencies, and (51.18\%) in social ICT competencies.},
	language = {en-GB},
	number = {1},
	author = {Zaidi, Ilfa},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	file = {Zaidi - 2024 - Student teachers’ professional and social ict comp.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SWYD5EA2/Zaidi - 2024 - Student teachers’ professional and social ict comp.pdf:application/pdf},
}

@article{josuttis_einarbeitung_2023,
	title = {Einarbeitung junger {Fachkräfte} auf der {Intensivstation}: {Eine} bundesweite {Onlineumfrage} der {Jungen} {DIVI} – einer {Initiative} der {Deutschen} {Interdisziplinären} {Vereinigung} für {Intensiv}- und {Notfallmedizin} ({DIVI})},
	issn = {2193-6218, 2193-6226},
	shorttitle = {Einarbeitung junger {Fachkräfte} auf der {Intensivstation}},
	url = {https://link.springer.com/10.1007/s00063-023-01067-y},
	doi = {10/gsv8zg},
	abstract = {Zusammenfassung
            
              Hintergrund
              Das Ankommen auf der Intensivstation ist für Fachkräfte entscheidend, um hochqualitative Patient:innenversorgung gewährleisten zu können. Dieser Prozess hängt von der Einarbeitungsqualität ab.
            
            
              Ziel der Arbeit
              Ziel der Arbeit ist die Erfassung von Art und Umfang der Einarbeitung und der Zufriedenheit von jungen Fachkräften auf der Intensivstation.
            
            
              Material und Methoden
              In einer anonymen, berufsgruppenübergreifenden Onlineumfrage wurde die Einarbeitungsstruktur sowie Zufriedenheit untersucht.
            
            
              Ergebnisse
              Von 554 Teilnehmenden kamen etwa zwei Drittel aus dem ärztlichen Bereich. Während bei der Pflege 59 \% ein schriftliches Einarbeitungskonzept aufwiesen, lag ein solches nur bei 27 \% der Ärzt:innen vor. Pflegefachpersonen gaben im Median 30 Tage als Einarbeitungszeit, Ärzt:innen 7 Tage an. Ein Drittel der Pflegefachpersonen stimmte der Aussage zu, ausreichend durch die Einarbeitung auf die intensivmedizinische Tätigkeit vorbereitet worden zu sein. Im ärztlichen Bereich fühlten sich nur 17 \% der Teilnehmenden ausreichend durch die Einarbeitung vorbereitet. Mehr als 42 \% der Befragten konnten sich vorstellen, noch länger als 3 Jahre in der Intensivmedizin tätig zu sein.
            
            
              Diskussion
              Evidenzbasierte Methoden zur Strukturierung der Einarbeitung von neuen Fachkräften sind in deutschen Intensivstationen nur gering verbreitet. Die Einarbeitungszeit liegt weit unter publizierten Empfehlungen. Auch wenn bezüglich der materiellen und personellen Ausstattung Defizite wahrgenommen werden, geben die meisten Befragten Zufriedenheit mit Lernzuwachs und interprofessioneller Zusammenarbeit an.
            
          , 
            Abstract
            
              Background
              Onboarding of junior staff in the intensive care unit is vital to ensure high-quality critical care treatment. This process depends on beginner’s training.
            
            
              Aim
              We aimed to determine structure and duration of intensive care onboarding and the job satisfaction of junior professionals in German intensive care units.
            
            
              Materials and methods
              We conducted an anonymous, interprofessional online survey regarding quality of onboarding and job satisfaction among young professionals.
            
            
              Results
              A total of 554 young professionals participated, about two thirds were physicians. A written concept was used in 59\% of the nurse’s and 27\% of physicians’ training. Median duration of training before taking full charge of patient treatment was 30 days among nurses and 7 days among physicians. About one third of nurses and 17\% of physicians stated that they were sufficiently prepared after the training period, whereby 49\% of physicians often felt overwhelmed. More than 42\% can imagine working in critical care longer than the next 3 years.
            
            
              Conclusion
              Fundamental methods for training of critical care professionals starting their intensive care career are underused in Germany and the duration of training blatantly differs from national guideline recommendations. Although there seem to be deficits concerning material and staff resources, participants are satisfied with learning progress and teamwork.},
	language = {de-DE},
	urldate = {2023-10-15},
	journal = {Medizinische Klinik - Intensivmedizin und Notfallmedizin},
	author = {Josuttis, David and Regner, Frida and Deffner, Teresa and Freund, Diana and Freund, Felix and Cornelius, Celina and Beer, Angelina and Spieckermann, Aileen and Deininger, Matthias Manfred},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	file = {Josuttis et al. - 2023 - Einarbeitung junger Fachkräfte auf der Intensivsta.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/975IRC9X/Josuttis et al. - 2023 - Einarbeitung junger Fachkräfte auf der Intensivsta.pdf:application/pdf},
}

@article{chang-tik_collaborative_2023,
	title = {Collaborative spaces: investigating the relationships between students’ group-based learning and lecturers’ approaches},
	issn = {0013-1881, 1469-5847},
	shorttitle = {Collaborative spaces},
	url = {https://www.tandfonline.com/doi/full/10.1080/00131881.2023.2256747},
	doi = {10/gss62r},
	abstract = {Background: Enabling teaching approaches that promote active learning can require a certain amount of organisational reorienta­ tion. For example, structural and cultural shifts may be needed to accommodate moves towards student-centred learning. In higher education environments, lecturers can play a significant role in supporting students’ collaborative learning. More needs to be understood about the connections between lecturers’ pedagogical approaches and the enhancement of student learning through group-based activities.
Purpose: With the context of a journey towards active learning in mind, this qualitative study sought to explore the relationship between lecturers’ pedagogical approaches and students’ groupbased learning, and consider how student learning may be enriched through collaborative activities.
Method: Data were collected through semi-structured interviews with 12 lecturers who were teaching a range of subjects in a higher education institution in Malaysia. Observations of teaching were also undertaken. Data were analysed thematically. Findings: The in-depth analysis of rich data identified the many different ways in which lecturers enabled and promoted students’ group-based learning, through the design and delivery of appro­ priate and engaging collaborative tasks. Some challenges in the journey towards active learning development were identified in terms of supportive and procedural information provision.
Conclusion: Findings offer insight into how group activities may enhance student learning, when supported with carefully designed learning tasks which help students acquire the necessary collabora­ tive skills. More broadly, they also highlight the need for institu­ tional professional development support for higher education lecturers in order to engender a sustained culture of collaborative teaching and learning.},
	language = {en-GB},
	urldate = {2023-09-30},
	journal = {Educational Research},
	author = {Chang-Tik, Chan},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Systemanpassung, Promotion:Weiterführung, Promotion:FU3},
	pages = {1--19},
	file = {Chang-Tik - 2023 - Collaborative spaces investigating the relationsh.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5CMCVBPX/Chang-Tik - 2023 - Collaborative spaces investigating the relationsh.pdf:application/pdf},
}

@article{mu_good_2025,
	title = {The good, bad, and ugly of comment prompts: {Effects} on length and helpfulness of peer feedback},
	volume = {22},
	issn = {2365-9440},
	shorttitle = {The good, bad, and ugly of comment prompts},
	url = {https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-025-00502-8},
	doi = {10.1186/s41239-025-00502-8},
	abstract = {Peer feedback can be highly effective for learning, but only when students give detailed and helpful feedback. Peer feedback systems often support student reviewers through instructor-generated comment prompts that include various scaffolding features. However, there is little research in the context of higher education on which features tend to be used in practice nor to which extent typical uses impact comment length and comment helpfulness. This study explored the relative frequencies of twelve specific features (divided into metacognitive, motivational, strategic, and conceptual scaffolds) that could be included as scaffolding comment prompts and their relationship to comment length and helpfulness. A large dataset from one online peer review system was used, which involved naturalistic course data from 281 courses at 61 institutions. The degree of presence of each feature was coded in the N = 2883 comment prompts in these courses. Since a given comment prompt often contained multiple features, statistical models were used to tease apart the unique relationship of each comment prompt feature with comment length and helpfulness. The metacognitive scaffolds of prompts for elaboration and setting expectations, and the motivational scaffolds of binary questions were positively associated with mean comment length. The strategic scaffolds of requests for strength identification and example were positively associated with mean comment helpfulness. Only the conceptual scaffold of subdimension descriptions were positively associated with both. Interestingly, instructors rarely included the most useful features in comment prompts. The effects of comment prompt features were larger for comment length than comment helpfulness. Practical implications for designing more effective comment prompts are discussed.},
	language = {en-GB},
	number = {1},
	urldate = {2025-02-01},
	journal = {International Journal of Educational Technology in Higher Education},
	author = {Mu, Huifeng and Schunn, Christian D.},
	month = jan,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU6},
	pages = {4},
	file = {Mu und Schunn - 2025 - The good, bad, and ugly of comment prompts Effects on length and helpfulness of peer feedback:/Users/jochenhanisch-johannsen/Zotero/storage/Q7GWGEDA/Mu und Schunn - 2025 - The good, bad, and ugly of comment prompts Effects on length and helpfulness of peer feedback.pdf:application/pdf},
}

@article{chen_unveiling_2025,
	title = {Unveiling learners’ intentions toward influencer-led education: an integration of qualitative and quantitative analysis},
	issn = {1049-4820, 1744-5191},
	shorttitle = {Unveiling learners’ intentions toward influencer-led education},
	url = {https://www.tandfonline.com/doi/full/10.1080/10494820.2024.2444533},
	doi = {10.1080/10494820.2024.2444533},
	abstract = {In the rapidly evolving landscape of social media, the emergence of Influencer-led Education as a novel learning model presents a paradigm shift in the mobile learning era. To illuminate the underpinnings of learners’ inclination to embrace this model, this study adopts an integrated methodological framework, encompassing grounded theory and fuzzy-set Qualitative Comparative Analysis (fsQCA). Based on 17 indepth interviews, an Action-Decision Framework of new model is established. Subsequently, a examination of 150 questionnaires through fsQCA uncovers diverse configurations of learners’ adoption intention of Influencer-led Education. The outcomes of the fsQCA disclose five configurations associated with high adoption intention and two configurations leading to low intention, highlighting heterogeneous representations among distinct learner cohorts within the decision framework. This research contributes to the expansion and deepening of theories pertaining to learners’ engagement with Influencer-led Education, while providing insights into the intricate mechanisms driving learning behaviors in the realm of novel learning scenarios.},
	language = {en-GB},
	urldate = {2025-02-01},
	journal = {Interactive Learning Environments},
	author = {Chen, Xiaojiao and Yu, Teng and Dai, Jian and Jing, Yuhui and Wang, Chengliang},
	month = jan,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Promotion:Relevanz:4, Promotion:Weiterführung},
	pages = {1--19},
	file = {Chen et al. - 2025 - Unveiling learners’ intentions toward influencer-led education an integration of qualitative and qu:/Users/jochenhanisch-johannsen/Zotero/storage/QTVF6BB8/Chen et al. - 2025 - Unveiling learners’ intentions toward influencer-led education an integration of qualitative and qu.pdf:application/pdf},
}

@article{ransanz_reyes_recommendations_2025,
	title = {Recommendations for designing collaborative activities in online higher education: a systematic review},
	volume = {15},
	copyright = {https://creativecommons.org/licenses/by-nc/4.0},
	issn = {2013-6374},
	shorttitle = {Recommendations for designing collaborative activities in online higher education},
	url = {https://www.jotse.org/index.php/jotse/article/view/2818},
	doi = {10.3926/jotse.2818},
	abstract = {Online learning, especially in higher education, has grown in recent years and the study of its didactic implications has also increased. Online experiences have been found to be as successful as face-to-face ones, but there is a concern about a lack of social interaction among students. This makes it necessary for teachers to plan collaborative activities. Therefore, the aim of the present work is to analyse the main design features of collaborative activities that have been reported as successful in higher education. A total of 46 articles published between the years 2018 and 2023 were analysed in a systematic review based on the PRISMA Statement. Their main elements were grouped into three categories: contextual factors; pedagogical strategies; and ICT tools and resources that favour the development of such activities. By way of conclusion, recommendations for the design and instruction of a collaborative higher education activity in an online environment are presented.},
	language = {en-GB},
	number = {1},
	urldate = {2025-01-31},
	journal = {Journal of Technology and Science Education},
	author = {Ransanz Reyes, Elisabeth and Arana-Cuenca, Ainhoa and Manzanal Martínez, Ana Isabel},
	month = jan,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU6},
	pages = {4},
	file = {Ransanz Reyes et al. - 2025 - Recommendations for designing collaborative activities in online higher education a systematic revi:/Users/jochenhanisch-johannsen/Zotero/storage/WAXRGERN/Ransanz Reyes et al. - 2025 - Recommendations for designing collaborative activities in online higher education a systematic revi.pdf:application/pdf},
}

@article{bouali_university_2025,
	title = {University students’ misconceptions of cellular structures and functions},
	issn = {0021-9266, 2157-6009},
	url = {https://www.tandfonline.com/doi/full/10.1080/00219266.2025.2452203},
	doi = {10.1080/00219266.2025.2452203},
	abstract = {The goal of the present study was to assess biology students’ level of understanding and identify their misconceptions about cellular concepts. We conducted a questionnaire survey followed by interviews. Study participants (n = 620) were students enrolled in a biology degree programme. Data analysis showed that students had low knowledge of the basic characteristics of cells. Misconceptions were identified in all four core competencies of cell biology education. The most identified common misconceptions concerned the relationship between the structure and function of the cell membrane, nucleus and endoplasmic reticulum. Students have difficulty making the connection between cellular transport and its relationship to the structure of the plasma membrane. Students also struggled to make the connection between the different levels of organisation (macroscopic, microscopic and molecular). However, most students understood the concepts related to the chemical constituents of cells. Several potential factors are responsible for the appearance of misconceptions among the participants in this study, including levels, failure to use learning resources to visualise the various phenomena that take place in the cell, incomprehensible terms, and complexity of the processes and mechanisms of cell biology which, to understand them, require recourse to concepts taught in other disciplines such as physics and chemistry.},
	language = {en-GB},
	urldate = {2025-01-30},
	journal = {Journal of Biological Education},
	author = {Bouali, Rahma and Agorram, Boujemaa and Maskour, Lhoussaine and Zaki, Moncef and Ksiksou, Jamal and Lidrissi-hassani, Samiha},
	month = jan,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU5},
	pages = {1--16},
	file = {Bouali et al. - 2025 - University students’ misconceptions of cellular structures and functions:/Users/jochenhanisch-johannsen/Zotero/storage/IS6RTUJ2/Bouali et al. - 2025 - University students’ misconceptions of cellular structures and functions.pdf:application/pdf},
}

@article{hashmi_exploring_2025,
	title = {Exploring {Cultural} {Diversity} {Awareness} and {Addressing} {Cultural} {Biases} among {Undergraduate} {Students} in {Online} {Learning} {Environments}},
	volume = {5},
	issn = {2805-444X},
	url = {https://journals.mmupress.com/index.php/jclc/article/view/1489},
	doi = {10.33093/jclc.2025.5.1.8},
	abstract = {The growing field of online education has developed within a cultural context rooted in many forms of inherent bias. Therefore, this mixed-methods study was conducted within a sociocultural theoretical framework. The population consisted of teachers and students from various backgrounds at some universities in Karachi. In qualitative research, twelve teachers from random universities were selected using a purposive sampling method. In quantitative research, the researchers used the simple random sampling method to select one hundred students. The researchers conducted interviews and surveys. The researchers analysed the quantitative data using the statistical analysis method in SPSS. The researchers manually analysed the qualitative data through thematic analysis. The study's findings show teachers encountered challenges and biases in synchronous and asynchronous online sessions. Cultural diversity is an important element and an anticipated norm in online learning environments. Teachers should develop cultural diversity awareness in students and use teaching strategies. This study also found that students aware of cultural diversity were satisfied with their online learning experience. The findings of this study add to the literature on online learning satisfaction and provide direction for solving problems related to online learning satisfaction.},
	language = {en-GB},
	number = {1},
	urldate = {2025-01-30},
	journal = {Journal of Communication, Language and Culture},
	author = {Hashmi, Syeda Saba and Jan, Maryam},
	month = jan,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation},
	pages = {121--134},
	file = {Hashmi und Jan - 2025 - Exploring Cultural Diversity Awareness and Addressing Cultural Biases among Undergraduate Students i:/Users/jochenhanisch-johannsen/Zotero/storage/ICNWZVCT/Hashmi und Jan - 2025 - Exploring Cultural Diversity Awareness and Addressing Cultural Biases among Undergraduate Students i.pdf:application/pdf},
}

@article{tsui_small-group_2024,
	title = {Small-group, online, actor-as-instructor clinical interview training: a single-blind, randomised controlled study},
	volume = {34},
	copyright = {https://creativecommons.org/licenses/by-nc-nd/4.0/},
	shorttitle = {Small-group, online, actor-as-instructor clinical interview training},
	url = {https://www.easap.asia/index.php/component/k2/item/981-2024-v34n4-p134},
	doi = {10.12809/eaap2451},
	abstract = {Background: The use of actors as standardised patient-instructors (SPI) in clinical interview training in the psychiatry module of the medical curriculum is welcomed by medical students. This study aims to examine the effectiveness of this training in enhancing medical students’ psychiatric interview skills.
Methods: This was a single-blind randomised controlled study with two arms. Between 17 July 2023 and 26 January 2024, year 5 medical students of The Chinese University of Hong Kong who were studying the psychiatry module and had completed the introductory lecture on clinical interview skills were invited to participate. Participants were asked to rate (1) the helpfulness and adequacy of the existing clinical interview training and (2) their confidence in implementing the clinical interview skills. Participants were then randomly assigned to the intervention group or the control group. Participants in the intervention group received a single clinical interview training workshop through a teleconference platform around mid-module, whereas participants in the control group received teaching as usual. Each workshop involved one trained SPI and two students and lasted for 2 hours. Students engaged in two psychiatric scenarios (post-traumatic stress disorder and delusional disorder). The actor interacted with the students and then provided feedback and guidance based on the four key learning points, namely respectful and sincere attitude, attunement, reflective listening, and empathetic understanding. While one student was practising with the actor, the other student observed and provided peer feedback. Outcome measures included the interview skill sub-score and total score of the Objective Structured Clinical Examination (OSCE) at the end of the module, as well as perceptions of participants on the workshop.
Results: Of 279 eligible students, 112 were randomly assigned to either the intervention group (n=58, 52\% female) or the control group (n=54, 52\% female). The intervention and control groups were comparable in terms of module-end written examination score, interview skill sub-score of OSCE, and total score of OSCE. Despite this, participants provided highly positive feedback for the clinical interview training using the SPI approach, and 98.3\% considered that the session had a positive effect on clinical communication skills. Nonetheless, the post-workshop confidence levels of participants were not correlated with the interview skill sub-score or the total score of OSCE. Similarly, participants’ perceived positive feedback of the workshop was not correlated with the Interview skill sub-score or the total score of OSCE.
Conclusion: Small-group online clinical interview training using the SPI approach is welcomed by students. Positive subjective outcomes may not match with objective outcomes. Further studies are needed to establish the benefit of the SPI approach.},
	language = {en-GB},
	number = {4},
	urldate = {2025-01-05},
	journal = {East Asian Archives of Psychiatry},
	author = {Tsui, Alice Ling and Chau, Steven Wai Ho},
	month = dec,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:FU6},
	pages = {134--140},
	file = {Tsui und Chau - 2024 - Small-group, online, actor-as-instructor clinical interview training a single-blind, randomised con:/Users/jochenhanisch-johannsen/Zotero/storage/KTR6UY7I/Tsui und Chau - 2024 - Small-group, online, actor-as-instructor clinical interview training a single-blind, randomised con.pdf:application/pdf},
}

@article{wang_role_2025,
	title = {A role recognition model based on students’ social-behavioural–cognitive-emotional features during collaborative learning},
	issn = {1049-4820, 1744-5191},
	url = {https://www.tandfonline.com/doi/full/10.1080/10494820.2024.2442706},
	doi = {10.1080/10494820.2024.2442706},
	abstract = {Role recognition is critical for labor division and risk identification in group coordination during collaborative learning. Students’ social, cognitive, behavioural, and emotional performance during collaboration are essential dimensions for role recognition. However, most studies classify roles using single dimensions, such as cognitive (knowledge construction level) or social (social network status), neglecting behavioral and emotional indicators. This study develops a multidimensional role recognition model integrating social, cognitive, behavioural, and emotional features to automatically detect students’ roles (coordinator, inquirer, assistant, marginal) during collaboration. Results show that the multidimensional model outperforms singledimensional models, with ensemble classifiers (e.g., random forest, XGBoost) outperforming single classifiers (e.g., support vector machine, decision tree). Additionally, an interpretable framework is proposed for global and local explanations of the model. Globally, social, cognitive, emotional, and behavioural factors influence role recognition, with eight key features identified for each role. Common features, such as investment and overall responsivity, influence all roles, while others vary in their impact. Locally, the framework supports personalized interventions, such as tailored collaborative scripts. These findings offer valuable insights for researchers and practitioners, enabling early identification of roles associated with academic risks and the design of targeted instructional strategies.},
	language = {en-GB},
	urldate = {2025-01-05},
	journal = {Interactive Learning Environments},
	author = {Wang, Cixiao and Xiao, Jianjun},
	month = jan,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU6},
	pages = {1--20},
	file = {Wang und Xiao - 2025 - A role recognition model based on students’ social-behavioural–cognitive-emotional features during c:/Users/jochenhanisch-johannsen/Zotero/storage/XPEFHK29/Wang und Xiao - 2025 - A role recognition model based on students’ social-behavioural–cognitive-emotional features during c.pdf:application/pdf},
}

@article{noauthor_maximizing_2024,
	title = {Maximizing {Online} {Learning} {Intervention} {Strategies} through {Powerful} {Learning} {Analysis} {Techniques}},
	volume = {13},
	issn = {20908423, 20908431},
	url = {https://www.naturalspublishing.com/Article.asp?ArtcID=29309},
	doi = {10.18576/jsap/130601},
	abstract = {Online learning is increasingly important for lifelong learning. Analyzing learner’s behavior of using learning analytics tools can help improve engagement and quality. In this paper, we investigate the impact of these tools on teacher interventions in online collaborative learning. Based on different intervention models, this paper designs matching experiments to investigate the influence of learning analysis tools on teachers’ intervention behavior. The study found that learning analysis tools in online collaborative learning had a significant impact on teachers’ intervention behavior, and teachers in the experimental group were significantly higher than those in the control group in the total frequency of intervention, cognitive intervention and personal intervention. In addition, this paper further puts forward some suggestions on the use of learning analysis tools in teaching practice, which provides a new way to adapt to the era of big data education and teaching.},
	language = {en-GB},
	number = {6},
	urldate = {2025-01-05},
	journal = {Journal of Statistics Applications \& Probability},
	month = nov,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Weiterführung, Promotion:FU6},
	pages = {1563--1574},
	file = {2024 - Maximizing Online Learning Intervention Strategies through Powerful Learning Analysis Techniques:/Users/jochenhanisch-johannsen/Zotero/storage/XERYGQZX/2024 - Maximizing Online Learning Intervention Strategies through Powerful Learning Analysis Techniques.pdf:application/pdf},
}

@article{pang_enhancing_2025,
	title = {Enhancing students’ science learning using virtual simulation technologies: a systematic review},
	issn = {0218-8791, 1742-6855},
	shorttitle = {Enhancing students’ science learning using virtual simulation technologies},
	url = {https://www.tandfonline.com/doi/full/10.1080/02188791.2024.2441676},
	doi = {10.1080/02188791.2024.2441676},
	abstract = {Virtual simulation is an interactive experience that allows people to immerse themselves in a computer-generated environment. In recent years, virtual simulation technology has become more affordable and accessible, and more educators are using it as an active learning and engagement tool. With science education’s emphasis on interactivity, visualization of concepts, and a strong reliance on experimentation in its empirical domain, virtual simulation technology can play an important role in science education by taking advantage of its strengths. This study presents a systematic review of research on the utilization of virtual simulation technology in science education over the past decade. In this review, 73 articles were screened from three major databases using string and manual screening protocols. This literature review, emphasizes the analysis of virtual simulation-based science education from two aspects including pedagogy (instructional environment, instructional activity design, and technology design) and instructional outcomes. The findings reveal important factors such as trends in the application science education pedagogy, pedagogical effectiveness, types of equipment, and research methodology, as well as whether or not teacher training is required for the use of virtual simulation. Finally, the practical implications of virtual reality-based teaching and directions of future research are discussed.},
	language = {en-GB},
	urldate = {2025-01-05},
	journal = {Asia Pacific Journal of Education},
	author = {Pang, Shiyan and Lv, Gao and Zhang, Yulong and Yang, Yuqin},
	month = jan,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Weiterführung, Promotion:FU6},
	pages = {1--21},
	file = {Pang et al. - 2025 - Enhancing students’ science learning using virtual simulation technologies a systematic review:/Users/jochenhanisch-johannsen/Zotero/storage/GFQHHJP2/Pang et al. - 2025 - Enhancing students’ science learning using virtual simulation technologies a systematic review.pdf:application/pdf},
}

@article{lojunt_revolutionising_2024,
	title = {Revolutionising education: {In} the midst of the {COVID}-19 crisis and its global implications, {China} pioneers online learning strategies},
	volume = {1},
	copyright = {https://creativecommons.org/licenses/by-sa/4.0},
	issn = {3063-2498, 3063-2897},
	shorttitle = {Revolutionising education},
	url = {https://analysisdata.co.id/index.php/AEI/article/view/147},
	doi = {10.69725/aei.v1i2.147},
	abstract = {Objective: This study investigates the effectiveness and global implications of China's innovative online education strategies implemented during the COVID-19 pandemic, with a focus on academic performance, engagement, and equity in learning outcomes.Methods: A quasi-experimental design was employed, utilizing data from 700 undergraduate students in Wuhan, China, collected from 2019 to 2024. Statistical analyses, including paired t-tests and regression models, were conducted to evaluate differences in academic performance across demographic groups and assess the correlation between engagement levels and learning outcomes.Results: The findings revealed that China's large-scale online education initiatives significantly enhanced academic performance and engagement, especially among urban students. However, challenges such as the digital divide persisted, disproportionately affecting rural learners. These insights emphasize the importance of equitable resource distribution in online education.Novelty: This research provides a unique perspective on the rapid adaptation of educational systems during a global crisis, highlighting China's unprecedented efforts to maintain learning continuity. It identifies both strengths and limitations of large-scale online learning, offering innovative solutions for bridging gaps in digital education.Theory and Policy Implications: The results validate key theoretical frameworks, including the Technology Acceptance Model and Engagement Theory, while providing actionable recommendations for policymakers. These include strategies for enhancing digital infrastructure, improving accessibility, and fostering sustainable online education models globally},
	language = {en-GB},
	number = {2},
	urldate = {2024-12-18},
	journal = {Advances Educational Innovation},
	author = {Lojunt, Ming and Lie, Shanshan Lie and Li, Fangmei Li},
	month = nov,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation},
	pages = {52--63},
	file = {Lojunt et al. - 2024 - Revolutionising education In the midst of the COVID-19 crisis and its global implications, China pi:/Users/jochenhanisch-johannsen/Zotero/storage/Z68UA3IZ/Lojunt et al. - 2024 - Revolutionising education In the midst of the COVID-19 crisis and its global implications, China pi.pdf:application/pdf},
}

@article{lee_exploring_2024,
	title = {Exploring student acceptance of learning technologies in anatomy education: {A} mixed‐method approach},
	issn = {0897-3806, 1098-2353},
	shorttitle = {Exploring student acceptance of learning technologies in anatomy education},
	url = {https://onlinelibrary.wiley.com/doi/10.1002/ca.24254},
	doi = {10.1002/ca.24254},
	abstract = {Anatomical education is transitioning from the time-honored cadaveric dissection to a blend of learner-centered and technology-enhanced learning approaches. In view of the increased use of various technologies for teaching and learning human anatomy, the aim of this study is to explore students' acceptance of four learning technologies using the technology acceptance model (TAM). This work was conducted at a graduate medical school in Singapore with first-year MD Program students. The acceptances of the four learning technologies were compared in two studies. In Study 1 (n = 46), we compared a 3D-printed (3DP) model with Primal Pictures to answer a clinical question in a Spine Anatomy Tutorial; in Study 2 (n = 55), we compared the Anatomage Table and Primal VR for a Brain Anatomy tutorial. There was a statistically significant preference (p {\textless} 0.05) for 3DP models over Primal Pictures for learning Spine Anatomy, and for Primal VR over Anatomage for learning Brain Anatomy. The perceived ease of use of any technology does not appear to influence the behavioral intention to use it. Qualitative feedback suggests that visualization and spatial relationships were among the most important facilitators of learning. Technology should be an enabler in learning but some technologies have a steeper learning curve than others. Therefore, to increase its perceived usefulness, educators must leverage the affordances of the technology when designing learning activities.},
	language = {en-GB},
	urldate = {2024-12-16},
	journal = {Clinical Anatomy},
	author = {Lee, Jason Wen Yau and Ong, Dennis Wenhui and Soh, Reuben Chee Chong and Rao, Jai Prashant and Bello, Fernando},
	month = dec,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Weiterführung, Promotion:FU6},
	pages = {ca.24254},
	file = {Lee et al. - 2024 - Exploring student acceptance of learning technologies in anatomy education A mixed‐method approach:/Users/jochenhanisch-johannsen/Zotero/storage/9UDP8N95/Lee et al. - 2024 - Exploring student acceptance of learning technologies in anatomy education A mixed‐method approach.pdf:application/pdf},
}

@article{janssen_evolution_2014,
	title = {The {Evolution} of a {Professional} {Practice} {Forum}: {Balancing} {Peer}-to-{Peer} {Learning} {With} {Course} {Objectives}},
	volume = {3},
	issn = {1929-0748},
	shorttitle = {The {Evolution} of a {Professional} {Practice} {Forum}},
	url = {http://www.researchprotocols.org/2014/4/e58/},
	doi = {10.2196/resprot.3287},
	abstract = {Background: The Opioid Treatment Accreditation Course (OTAC) is a mandatory accreditation requirement in New South Wales, Australia, and aims to prepare medical practitioners for the provision of safe and effective Opioid Substitution Treatment to people with opioid dependence. The course has a strong focus on safe prescribing practices and the course design includes a Professional Practice Forum that is engaging for participants and effective at imparting complex ideas and concepts that do not place additional time constraints on already time-poor health professionals.
Objective: The study aimed to use participatory action research methods to develop and evaluate an online Professional Practice Forum that is a key component of the OTAC teaching and learning experience.
Methods: Three evaluation cycles were implemented with three cohorts of participants (N=40) to inform the design and review of the updated OTAC course. Overall, the study relied on participatory action research methods to enhance a sense of online community and to revise the Professional Practice Forum component of the course. Findings from survey feedback and an examination of Web metrics were used to monitor participant learning and were subsequently subject to thematic analysis in order to identify key themes.
Results: The use of participatory action techniques in the redesign of the OTAC course was a successful means of engaging with participants and resulted in four revisions based on feedback from facilitators and participants. The Professional Practice Forum was rated highly and received positive feedback from both moderators and participants.
Conclusions: The use of interactive forums in online learning in an educational module for adult learners can prove extremely valuable as a means for participants to share their expertise and improve their learning outcomes. In particular, the use of sticky and welcome threads were significant features that enhanced interactions between participants and facilitators and resulted in increased quantity and quality of postings. These findings can help inform future researchers on how to develop peer engagement modules that are amenable to assessment and that build an online sense of community.},
	language = {en-GB},
	number = {4},
	urldate = {2024-12-14},
	journal = {JMIR Research Protocols},
	author = {Janssen, Anna and Robinson, Tracy and Shaw, Tim},
	month = oct,
	year = {2014},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, online learning, medical education, peer-to-peer, formative assessment},
	pages = {e58},
	file = {Janssen et al. - 2014 - The Evolution of a Professional Practice Forum Balancing Peer-to-Peer Learning With Course Objectiv:/Users/jochenhanisch-johannsen/Zotero/storage/MQB6ETHL/Janssen et al. - 2014 - The Evolution of a Professional Practice Forum Balancing Peer-to-Peer Learning With Course Objectiv.pdf:application/pdf},
}

@article{pardi_influence_2024,
	title = {The influence of knowledge type and source reputation on preferences for website or video search results},
	volume = {75},
	issn = {2330-1635, 2330-1643},
	url = {https://asistdl.onlinelibrary.wiley.com/doi/10.1002/asi.24771},
	doi = {10.1002/asi.24771},
	abstract = {Abstract
            Searching for information on the web has become an essential task in our society. This article presents a preregistered experimental study that investigates how the knowledge dimension (conceptual, procedural) and relevance of displaying spatiotemporal changes (high, low) for a given search task affect searchers' preference for different resource modalities (websites, videos). Additionally, effects of source reputation (high, low) were examined. Participants were confronted with 16 learning tasks and respective mock‐up video or website search results and had to indicate the likelihood of selecting the respective search results. The learning tasks varied regarding their knowledge dimension and their degree of spatiotemporal changes. Search results varied regarding source reputation and resource modality. Study results showed that search results with low source reputation were more likely to be selected when they were video results as compared to website results. Furthermore, for learning tasks with a high degree of spatiotemporal changes, a preference for videos over website results was found, while a low degree of spatiotemporal changes did not lead to modality preferences. To conclude, both knowledge dimension and degree of visuospatial changes of learning tasks seem to be promising classifications to consider for understanding users' source and modality selection during web‐based learning.},
	language = {de-DE},
	number = {5},
	urldate = {2024-12-11},
	journal = {Journal of the Association for Information Science and Technology},
	author = {Pardi, Georg and Gottschling, Steffen and Kammerer, Yvonne},
	month = may,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Bewertungsmethoden, Promotion:Argumentation, Promotion:Relevanz:4},
	pages = {521--537},
	file = {Pardi et al. - 2024 - The influence of knowledge type and source reputation on preferences for website or video search res:/Users/jochenhanisch-johannsen/Zotero/storage/7SCVZ7G5/Pardi et al. - 2024 - The influence of knowledge type and source reputation on preferences for website or video search res.pdf:application/pdf},
}

@article{ericsson_we_2024,
	title = {‘{We} are expected to be problem solvers’—{Paramedics}' performance expectations through the lens of organizational socialization: {An} interview study},
	volume = {11},
	issn = {2054-1058, 2054-1058},
	shorttitle = {‘{We} are expected to be problem solvers’—{Paramedics}' performance expectations through the lens of organizational socialization},
	url = {https://onlinelibrary.wiley.com/doi/10.1002/nop2.70014},
	doi = {10.1002/nop2.70014},
	abstract = {Methods: Data were collected between May and August 2023, using group and individual interviews of newly graduated (n = 9) and experienced paramedics (n = 13). Participants were recruited via social media channels. Data were first analyzed deductively, according to constructs of the organizational socialization framework (role clarity, task mastery, and social acceptance), then inductively, using codes not utilized in the deductive phase. Data Sources: Interviewed Finnish paramedics (N = 22), both newly graduated paramedics (n = 9) and experienced paramedics (n = 13). The interviews were performed remotely and then transcribed into text.
Results: Our findings showed comparable performance expectations between newly graduated and experienced paramedics, mismatches in role clarity of paramedic work, challenges in both learning and upholding professional competence, and difficulties of social acceptance into the paramedic community. There were variations in how expectations were perceived between groups, indicating that experience might partly affect how paramedics identify and manage performance expectations. The organizational socialization framework enables the contextualization of these performance expectations.
Conclusions and Implications: Paramedic work involves challenges to upholding clinical competence, aligning to a professional role, and social integration into the professional community. Our research contributes to understanding how paramedics perceive these challenges as performance expectations in different stages of their},
	language = {en-GB},
	number = {9},
	urldate = {2024-12-04},
	journal = {Nursing Open},
	author = {Ericsson, Christoffer R. and Rudman, Ann and Lindström, Veronica and Nordquist, Hilla},
	month = sep,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Relevanz:5, Promotion:Argumentation},
	pages = {e70014},
	file = {Ericsson et al. - 2024 - ‘We are expected to be problem solvers’—Paramedics' performance expectations through the lens of org:/Users/jochenhanisch-johannsen/Zotero/storage/PC4RR6EG/Ericsson et al. - 2024 - ‘We are expected to be problem solvers’—Paramedics' performance expectations through the lens of org.pdf:application/pdf},
}

@article{nicol_formative_2006,
	title = {Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice},
	volume = {31},
	issn = {0307-5079, 1470-174X},
	shorttitle = {Formative assessment and self‐regulated learning},
	url = {http://www.tandfonline.com/doi/abs/10.1080/03075070600572090},
	doi = {10.1080/03075070600572090},
	language = {en-GB},
	number = {2},
	urldate = {2024-10-22},
	journal = {Studies in Higher Education},
	author = {Nicol, David J. and Macfarlane‐Dick, Debra},
	month = apr,
	year = {2006},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Bewertungsmethoden, Bildungstheorien},
	pages = {199--218},
	file = {Nicol und Macfarlane‐Dick - 2006 - Formative assessment and self‐regulated learning .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RZS6ULME/Nicol und Macfarlane‐Dick - 2006 - Formative assessment and self‐regulated learning .pdf:application/pdf},
}

@article{huang_effects_2024,
	title = {Effects of cooperative learning modes on reading comprehension: general trends and comparative analysis between students with and without vision impairment},
	issn = {1360-3116, 1464-5173},
	shorttitle = {Effects of cooperative learning modes on reading comprehension},
	url = {https://www.tandfonline.com/doi/full/10.1080/13603116.2024.2397460},
	doi = {10.1080/13603116.2024.2397460},
	abstract = {It is essential to consider the impact of the cooperative learning (CL) mode when evaluating the effect of cooperative reading between students with and without vision impairment (VI) in inclusive classrooms. This research employs a within-subject two-factor experimental design to investigate the influence of the CL mode on the reading comprehension performance and cooperation level of students with and without VI, considering two text types. The independent variables are CL modes (positive interdependence {\textless}PI{\textgreater} vs. individual accountability {\textless}IA{\textgreater}) and text types (narrative vs. expository). Reading comprehension performance is the outcomeoriented variable, and cooperation level (including knowledge construction, social interaction, and content contribution) is the process-oriented variable. Findings reveal challenges for VI and sighted upper-grade elementary students in reaching higher levels of knowledge construction during cooperative reading tasks. The PI mode demonstrates higher levels of knowledge construction for narrative texts, while the IA mode shows superior content contribution for expository texts. Notably, VI students achieve lower reading comprehension scores than sighted students in the IA mode and face disadvantages in knowledge construction and content contribution across different reading comprehension scenarios. Building upon these findings, this study put forward suggestions to improve reading comprehension and cooperative participation for VI students.},
	language = {en-GB},
	urldate = {2024-09-13},
	journal = {International Journal of Inclusive Education},
	author = {Huang, Siqi and Zhang, Yuexin and Han, Lu},
	month = sep,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Systemanpassung, Promotion:Weiterführung, Promotion:FU5},
	pages = {1--23},
	file = {Huang et al. - 2024 - Effects of cooperative learning modes on reading c.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JN82JU3M/Huang et al. - 2024 - Effects of cooperative learning modes on reading c.pdf:application/pdf},
}

@article{wu_online--offline_2024,
	title = {Online-to-offline combined with problem-based learning is an effective teaching modality in the standardized residency training of nephrology},
	volume = {24},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-024-05675-w},
	doi = {10.1186/s12909-024-05675-w},
	abstract = {Background  The online-to-offline (O2O) teaching method is recognized as a new educational model that integrates network learning into offline classroom education, while problem-based learning (PBL) is a teaching modality that guides students to apply acquired theoretical knowledge to solve practical problems. However, implementing O2O combined with PBL has not been extensively explored in nephrology residency training. This study aims to explore the efficacy of O2O combined with PBL in the standardized residency training of nephrology by comparing it with the traditional lecture-based teaching (LBT).
Methods  Sixty residency trainees who participated in the standardized training of internal medicine in the nephrology department of the Second Affiliated Hospital of Zhejiang University School of Medicine were equally allocated into O2O combined with PBL (O2O/PBL) or the LBT group demographically matched. Examinations of theory, practice skills, clinical thinking and teaching satisfaction surveys were utilized to assess the teaching effects of the two groups.
Results  Participants from the O2O/PBL group outperformed those from the LBT group in the examination of theory (81.233 ± 9.156 vs. 75.800 ± 7.009, mean ± SEM), practice skills (104.433 ± 3.569 vs.100.316 ± 4.628, mean ± SEM) and clinical thinking (88.933 ± 4.473 vs. 86.667 ± 3.844, mean ± SEM). There was no significant difference in the teaching satisfaction between the two groups.
Conclusion  The current study shows the positive impact of O2O combined with PBL approach on standardized residency training in nephrology without reducing teaching satisfaction.},
	language = {en-GB},
	number = {1},
	urldate = {2024-08-02},
	journal = {BMC Medical Education},
	author = {Wu, Junxia and Ke, You and Chen, Zhida and Alhendi, Mhd Alaa and Zhu, Lina and Ma, Kunling},
	month = jul,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4},
	pages = {712},
	file = {Wu et al. - 2024 - Online-to-offline combined with problem-based lear.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZKMN6VLG/Wu et al. - 2024 - Online-to-offline combined with problem-based lear.pdf:application/pdf},
}

@article{yildiz_durak_impact_2024,
	title = {Impact of {ML}-{LA} feedback system on learners’ academic performance, engagement and behavioral patterns in online collaborative learning environments: {A} lag sequential analysis and {Markov} chain approach},
	issn = {1360-2357, 1573-7608},
	shorttitle = {Impact of {ML}-{LA} feedback system on learners’ academic performance, engagement and behavioral patterns in online collaborative learning environments},
	url = {https://link.springer.com/10.1007/s10639-024-12911-9},
	doi = {10.1007/s10639-024-12911-9},
	abstract = {Abstract
            Feedback is critical in providing personalized information about educational processes and supporting their performance in online collaborative learning environments. However, giving effective feedback and monitoring its effects, which is especially important in online environments, is a complex issue. Although providing feedback by analyzing online learning behaviors, it is unclear how the effectiveness of this feedback translates into online learning experiences. The current study aims to compare the behavioral patterns of online system engagement of students who receive and do not receive machine learning-based temporal learning analytics (ML-LA) feedback, to identify the differences between student groups in terms of learning performance, online engagement, and various system usage variables, and to examine the behavioral patterns change over time of students regarding online system engagement. The current study was conducted with the participation of 49 undergraduate students. The study defined three engagement levels using system usage analytics and cluster analysis. While t-test and ANCOVA were applied to pre-test and post-test scores to evaluate students’ learning performance and online engagement, lag sequential analysis was used to analyze behavioral patterns, and the Markov chain was used to examine the change of behavioral patterns over time. The group receiving ML-LA feedback showed higher behavior and cognitive engagement than the control group. In addition, the rate of completing learning tasks was higher in the experimental group. Temporal patterns of online engagement behaviors across student groups are described and compared. The results showed that both groups used all stages of the system features. However, there were some differences in the navigation rankings. The most important behavioral transitions in the experimental group are task and discussion viewing and posting, task posting updating, and group performance viewing. In the control group, the most important behavioral transitions are the relationship between viewing a discussion and making a discussion, then this is followed by the sequential relationship between viewing individual performance and viewing group performance. The results showed that students’ engagement behaviors transitioned from light to medium and intense throughout the semester, especially in the experimental group. For learning designers and researchers, this study can help develop a deep understanding of environment design.},
	language = {en-GB},
	urldate = {2024-07-29},
	journal = {Education and Information Technologies},
	author = {Yildiz Durak, Hatice},
	month = jul,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Relevanz:4},
	file = {Yildiz Durak - 2024 - Impact of ML-LA feedback system on learners’ acade.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DLZ5Q7Z8/Yildiz Durak - 2024 - Impact of ML-LA feedback system on learners’ acade.pdf:application/pdf},
}

@article{gyamfi_impact_2024,
	title = {Impact of an instructional guide and examples on the quality of feedback: insights from a randomised controlled study},
	volume = {72},
	issn = {1042-1629, 1556-6501},
	shorttitle = {Impact of an instructional guide and examples on the quality of feedback},
	url = {https://link.springer.com/10.1007/s11423-024-10346-0},
	doi = {10.1007/s11423-024-10346-0},
	abstract = {While the provision of peer feedback has been widely recommended to enhance learning, many students are inexperienced in this area and would benefit from guidance. This study therefore examines the impact of instructions and examples on the quality of feedback provided by students on peer-developed learning resources produced via an online system, RiPPLE. A randomised controlled experiment with 195 students was conducted to investigate the efficacy of the approach. While the treatment group had access to instructions and examples to support their provision of feedback, the control group had no such assistance. Students’ feedback comments were coded using an adaptation of the S.P.A.R.K. (Specific, Prescriptive, Actionable, Referenced, Kind) model. The results indicate that the instructional guide and examples led to students writing more comprehensive comments. The intervention notably enhanced the presence of feedback traits matching the S.P.A.R.K. model and increased instances where multiple traits of quality were observed in a single comment. However, despite the guide’s impact, the students’ ability to provide actionable feedback was limited. These findings demonstrate the potential of developing and integrating structured guidance and examples into online peer feedback platforms.},
	language = {en-GB},
	number = {3},
	urldate = {2024-07-21},
	journal = {Educational technology research and development},
	author = {Gyamfi, George and Hanna, Barbara E. and Khosravi, Hassan},
	month = jun,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration},
	pages = {1419--1437},
	file = {Gyamfi et al. - 2024 - Impact of an instructional guide and examples on t.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A8T49MK2/Gyamfi et al. - 2024 - Impact of an instructional guide and examples on t.pdf:application/pdf},
}

@article{dahmani_classroom_2024,
	title = {From classroom interaction to academic success: tracing the mediating role of effective communication in faculty-student dynamics},
	volume = {11},
	issn = {2331-186X},
	shorttitle = {From classroom interaction to academic success},
	url = {https://www.tandfonline.com/doi/full/10.1080/2331186X.2024.2377847},
	doi = {10.1080/2331186X.2024.2377847},
	abstract = {This paper aimed to determine the impact of faculty communication style, student proactiveness, and academic discipline on student academic performance and student-faculty relationship quality in the United Arab Emirates (UAE) higher education context. This study also aimed to contribute to the literature by verifying the mediating impact of communication effectiveness between the selected factors. Using a cross-sectional survey design, the study sample comprised 193 university students, and it was analyzed using partial least squares structural equation modeling (PLSSEM). The results revealed that academic discipline and the professor’s communication style enhanced communication effectiveness, whereas student proactiveness had a minimal effect. The results also show that effective communication significantly influences students’ academic success and the quality of faculty-student interactions. The mediating role of communication effectiveness has also been proven. These findings underscore the importance of robust communication in the faculty-student dynamics and its impact on academic performance in higher education. This research provides valuable strategies for higher education institutes to develop a high-interaction learning environment to ensure a high level of performance for both professors and students.},
	language = {en-GB},
	number = {1},
	urldate = {2024-07-21},
	journal = {Cogent Education},
	author = {Dahmani, Nadia and Ali, Wael and Aboelenein, Mohammed and Alsmairat, Mohammad A. K. and Faizi, Mursal},
	month = dec,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation},
	pages = {2377847},
	file = {Dahmani et al. - 2024 - From classroom interaction to academic success tr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GF4LN929/Dahmani et al. - 2024 - From classroom interaction to academic success tr.pdf:application/pdf},
}

@article{gokoglu_investigation_2024,
	title = {Investigation of the effect of group cohesion, group atmosphere, transactive memory system, and social interaction space on online cooperative learning attitude},
	issn = {2197-9987, 2197-9995},
	url = {https://link.springer.com/10.1007/s40692-024-00326-x},
	doi = {10.1007/s40692-024-00326-x},
	abstract = {Computer-supported collaborative learning (CSCL) has become increasingly widespread in higher education with the spread of online and hybrid learning applications after the pandemic. Although CSCL is an increasingly used method in education, there are some problems experienced while using this method. One of them is related to the negative attitudes of students toward CSCL. This negative attitude can reduce the effectiveness of CSCL on the learning process and results. This study investigated the effect of group collaboration processes on students’ attitudes toward CSCL. The research was carried out on students studying at the education faculty of a state university and taking the information technologies II course with the CSCL method. During an academic term, students carried out their course applications as collaborative learning groups that they formed in line with their wishes using the CSCL method. The research was carried out on 209 students. Path analysis was carried out in the research. As a result of the research, it was seen that group atmosphere, transactive memory system, and social interaction space positively affected the positive attitude towards CSCL. In addition, it is seen that the negative attitude towards social interaction space CSCL has the opposite effect. According to the research findings, it can be said that taking measures to improve the group atmosphere, transactive memory system, and social interaction space in CSCL can positively affect the attitude. In line with the findings obtained from the research, various suggestions were made for researchers and educators for the effective use of CSCL environments.},
	language = {en-GB},
	urldate = {2024-05-30},
	journal = {Journal of Computers in Education},
	author = {Gökoğlu, Seyfullah and Karaoğlan Yılmaz, Fatma Gizem and Yılmaz, Ramazan},
	month = may,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4},
	file = {Gökoğlu et al. - 2024 - Investigation of the effect of group cohesion, gro.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8PMG6KZJ/Gökoğlu et al. - 2024 - Investigation of the effect of group cohesion, gro.pdf:application/pdf},
}

@article{ma_learning_2024,
	title = {Learning by design: {Enhancing} online collaboration in developing pre-service {TESOL} teachers' {TPACK} for teaching with corpus technology},
	volume = {n/a},
	issn = {1467-8535},
	shorttitle = {Learning by design},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13458},
	doi = {10.1111/bjet.13458},
	abstract = {In this study, we integrated corpus technology in pre-service TESOL (Teaching English to Speakers of Other Languages) teachers' technological pedagogical content knowledge (TPACK) development in corpus technology, termed corpus-based language pedagogy (CBLP), and highlighted the collaborative effort for knowledge building among participants for TPACK development. The study examined the role of online collaboration in facilitating how pre-service TESOL teachers developed their CBLP (TPACK in corpus technology) using a learning-by-design approach, enacted it in co-designing lessons, revised their lessons and reflected on their collective knowledge building processes. Using a case study approach involving 33 participants, the study focused on both intra- and inter-group interactions to understand the pre-service teachers' learning dynamics/changes and unpack the interaction mechanism involved in online collaborative learning. To these ends, we collected data including CBLP group lesson designs, intra-group data (interviews) and inter-group peer critical comments and analysed them based on the two stages (comprehension and transformation) of Shulman's pedagogical reasoning. The results suggest that engaging in online collaboration, facilitated by the learning-by-design approach, is instrumental in enabling pre-service teachers to learn corpus technology and expand their repertoire of teaching strategies. Our findings imply that both intra- and inter-group collaboration modes are important to help pre-service TESOL teachers holistically develop TPACK for language teaching. Similar implications may be applied to other subject-specific TPACK training.Practitioner notesWhat is already known about this topic Teacher preparation programmes play a crucial role in developing pre-service teachers' technological, pedagogical, and content knowledge (TPACK) TPACK integration into pedagogical practice and subject-specific professional development opportunities are important for effective teaching, but there is a lack of research on subject-specific TPACK development (eg, TPACK in language teaching) Online collaborative learning can support TPACK development, but most studies focused on intra-group interactions with little attention to inter-group interactions What this paper adds Introduces a new corpus-based language pedagogy (CBLP) for TESOL teachers to help them develop TPACK in language teaching Presents an innovative two-step training framework for developing TESOL teachers' TPACK in corpus technology Examines the role of online collaboration in developing pre-service TESOL teachers' TPACK for teaching with corpus technology through learning by design Provides in-depth qualitative data analysed both qualitatively and quantitatively to investigate the specific roles that intra-group and inter-group interactions play in shaping pre-service TESOL teachers' CBLP development Develops an analytical framework comprising nine categories (under the comprehension and transformation stages of Shulman's pedagogical reasoning model) to code pre-service TESOL teachers' TPACK development in corpus technology Finds that intra-group interactions facilitate both comprehension and transformation stages, while inter-group interactions predominantly facilitate the transformation stage of CBLP Implications for practice Emphasises hands-on corpus-searching skills and guidance on browsing corpora when designing CBLP lessons Encourages both within-group and between-group interactions in online collaborative learning to foster TPACK development for using corpus technology in teaching language subjects Considers incorporating similar approaches for developing other subject-specific TPACK for other teaching subjects},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Ma, Qing and Lee, Hiu Tung Hubert and Gao, Xuesong (Andy) and Chai, Ching-sing},
	year = {2024},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13458},
	keywords = {\#b:Zeitschriftenartikel:online:learning, Bewertungsmethoden, Charité:Promotion, corpus-based language pedagogy, Forschungsansätze, inter-group interactions, intra-group interactions, Kollaboratives Lernen, Lehr- und Lerneffektivität, online collaborative learning, Promotion:Argumentation, Promotion:FU2a, Promotion:Literaturanalyse, Promotion:Relevanz:4, Technologieintegration, TPACK},
	pages = {1--29},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/WCGHKRIJ/Ma et al. - Learning by design Enhancing online collaboration.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/34CK3YHL/bjet.html:text/html},
}

@article{bayram_using_2024,
	title = {Using the online education planned based on anderson’s theory to facilitate the practice learning experiences of nursing students: {A} phenomenological study},
	issn = {1360-2357, 1573-7608},
	shorttitle = {Using the online education planned based on anderson’s theory to facilitate the practice learning experiences of nursing students},
	url = {https://link.springer.com/10.1007/s10639-024-12692-1},
	doi = {10.1007/s10639-024-12692-1},
	abstract = {This study aimed to explore nursing students’ practice skills learning experiences in online education based on Anderson’s Theory and to investigate and interpret these experiences among students. Besides, this study proposes to evaluate the planned online nursing education based on Anderson’s theory. With a phenomenological qualitative design, the study sample included 17 nursing students using purposive sampling. In-depth semi-structured interviews were performed to collect data. The data were analysed using the interpretative phenomenological analysis method. Three major themes were identified as follows: (a)Practice skills learning experiences; (b)Coping process in practice skills learning; (c)Suggestions to improve online practice skills learning process. Students expressed both positive and negative experiences. To cope with the process, they used different learning materials as well as individual ways of coping. They also offered suggestions on the learning process, teaching content and interaction and evaluation for practice skill learning in online education. The findings demonstrated that students perceived inadequacy in these skills but also expressed that they improved their psychomotor, cognitive and affective skills. In addition, Anderson’s theory created positive results in the online nursing skill training process.},
	language = {en-GB},
	urldate = {2024-05-09},
	journal = {Education and Information Technologies},
	author = {Bayram, Aysun and Bayram, Sule Biyik and Özsaban, Aysel},
	month = may,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Systemanpassung, Bildungstheorien, Promotion:Argumentation, Promotion:Relevanz:4},
	file = {Bayram et al. - 2024 - Using the online education planned based on anders.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IVTXYLZY/Bayram et al. - 2024 - Using the online education planned based on anders.pdf:application/pdf},
}

@article{yalcin_investigation_2024,
	title = {An investigation of the factors that influence online learners’ satisfaction with the learning experience},
	volume = {29},
	issn = {1360-2357, 1573-7608},
	url = {https://link.springer.com/10.1007/s10639-023-11984-2},
	doi = {10.1007/s10639-023-11984-2},
	abstract = {Online learning environments offer flexibility for learners who would like to study at a distance. However, research informs us that online learners are usually less likely to complete the learning experience and more likely to drop out compared to learners studying in traditional face-to-face learning environments. One major factor for low completion rates emerges as learners’ satisfaction with the learning experience. The purposes of the study were to investigate the structural relationships among the factors that affect online learners’ satisfaction and to develop a structural model that explains satisfaction in online learning environments. We used social cognitive theory and the Macro Model of Motivation and Performance as theoretical frameworks and investigated the structural relationships among metacognitive self-regulation, self-efficacy for interacting with the instructor and peers, task value, learning design, perceived learning, and satisfaction with the learning experience. Participants consisted of 1297 higher education students who were enrolled in fully online courses. We adopted the structural equation modeling approach to investigate the relationships among the factors in the research model. Results revealed that selfregulation, self-efficacy, task value, and learning design had significant effects on perceived learning and satisfaction and perceived learning significantly influenced satisfaction. Moreover, learning design had a large effect on perceived learning and perceived learning mediated the relationships between satisfaction and self-efficacy, task value, and learning design. The findings have implications for designing online learning environments that incorporate learning design standards and generate greater levels of learning outcomes.},
	language = {en-GB},
	number = {4},
	urldate = {2024-03-23},
	journal = {Education and Information Technologies},
	author = {Yalçın, Yasin and Dennen, Vanessa P.},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Bewertungsmethoden, Promotion:FU2a, Bildungstheorien},
	pages = {3807--3836},
	file = {Yalçın und Dennen - 2024 - An investigation of the factors that influence onl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NRHGFDXV/Yalçın und Dennen - 2024 - An investigation of the factors that influence onl.pdf:application/pdf},
}

@article{nguyen_model_2024,
	title = {A model to create a personalized online course based on the student’s learning styles},
	volume = {29},
	issn = {1360-2357, 1573-7608},
	url = {https://link.springer.com/10.1007/s10639-023-12287-2},
	doi = {10.1007/s10639-023-12287-2},
	abstract = {This article presents the results of an experiment in personalizing course content and learning activity model tailored for online courses based on students’ learning styles. The main research objectives are to design and pilot a model to determine students’ learning styles to create personalized online courses. The study also addressed an effective method to identify learning styles and evaluate how student’s learning styles impact students’ learning outcomes. With an aim to personalize suitable content and learning process for each student, machine learning techniques have been used to detect students’ learning styles and classified them into learning styles based on the VARK model by analyzing learning activity data. Based on students’ learning styles, rules were proposed to select appropriate content and learning processes. The research results show that the SVM method performs the best among classification methods used to determine students’ learning styles. In addition, a plugin was developed on the Moodle system to support the automatic identification of students’ learning styles, based on which a learning process and appropriate content were generated to test the model’s results. The experiment results also indicate that students with a visual learning style had better learning outcomes in theory-oriented courses. In contrast, students with a kinesthetic learning style had better learning outcomes in practice-oriented courses. Although the experiment was only conducted on a small scale, the positive results show that the model can fully meet the needs of large-scale LMS systems.},
	language = {en-GB},
	number = {1},
	urldate = {2024-01-10},
	journal = {Education and Information Technologies},
	author = {Nguyen, Hoa-Huy and Do Trung, Kien and Duc, Loc Nguyen and Hoang, Long Dang and Ba, Phong Tran and Nguyen, Viet Anh},
	month = jan,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:FU3, Promotion:Schlussfolgerung},
	pages = {571--593},
	file = {Nguyen et al. - 2024 - A model to create a personalized online course bas.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/39E75RHW/Nguyen et al. - 2024 - A model to create a personalized online course bas.pdf:application/pdf},
}

@article{inan_online_2023,
	title = {Online instructors’ pedagogical beliefs and choice of student learning activities},
	issn = {1042-1629, 1556-6501},
	url = {https://link.springer.com/10.1007/s11423-023-10331-z},
	doi = {10.1007/s11423-023-10331-z},
	abstract = {The purpose of this study was to explore the relationship between online instructors’ pedagogical beliefs and their choices of online learning activities. Data were collected from 167 faculty members with the use of online instructors’ pedagogical beliefs and student learning activities surveys at a medium-sized masters-level public university located in the western United States. A canonical correlation was conducted to determine whether relationships existed between the pedagogical beliefs and enacted online learning activities. Results showed that participating instructors had more student-centered beliefs than teacher-directed beliefs. Most instructors implemented activities such as reading textbooks, articles, and lecture notes frequently or extensively, whereas student-centered practices such as collaborative projects and peer review or feedback were implemented less frequently. Furthermore, the analysis revealed that online courses tend to include more student-centered activities when instructors lean more toward constructivist pedagogical beliefs. However, the data showed that student-centered beliefs co-exist with traditional teaching practices. The results of this study may be useful for online educators, professional development professionals, instructional designers, and administrators supporting online programs who aim to influence faculty’s beliefs to derive more learner-centered education.},
	language = {en-GB},
	urldate = {2023-12-23},
	journal = {Educational technology research and development},
	author = {Inan, Fethi A. and Bolliger, Doris U.},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden},
	file = {Inan und Bolliger - 2023 - Online instructors’ pedagogical beliefs and choice.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YBK28XDT/Inan und Bolliger - 2023 - Online instructors’ pedagogical beliefs and choice.pdf:application/pdf},
}

@article{leger_preparing_2023,
	title = {Preparing distance learning graduate students: {Results} of an innovative online orientation program},
	volume = {6},
	issn = {27725693},
	shorttitle = {Preparing distance learning graduate students},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2772569323000427},
	doi = {10.1016/j.sctalk.2023.100167},
	abstract = {Purpose: The intent of the MSN Online Orientation for Retention Excellence (MORE) Program is to provide students with the tools and resources to help them overcome hurdles faced by students in distance education programs. It is proposed that participation in the MORE Program by graduate students will result in (1) higher on-time graduation rates and (2) lower withdraw rates from the graduate program.},
	language = {en-GB},
	urldate = {2023-11-22},
	journal = {Science Talks},
	author = {Leger, J. Michael and Ferris, Cynde and Nguyen, Hoang T.},
	month = may,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU6},
	pages = {100167},
	file = {Leger et al. - 2023 - Preparing distance learning graduate students Res.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UBF4D3IA/Leger et al. - 2023 - Preparing distance learning graduate students Res.pdf:application/pdf},
}

@article{norz_measuring_2023,
	title = {Measuring social presence in online-based learning: {An} exploratory path analysis using log data and social network analysis},
	volume = {56},
	issn = {10967516},
	shorttitle = {Measuring social presence in online-based learning},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S1096751622000501},
	doi = {10.1016/j.iheduc.2022.100894},
	abstract = {Social presence is a key element in collaborative/cooperative learning. In online learning environments, it is challenging to measure the current state of social presence. This work aims to identify measures of social presence.},
	language = {en-GB},
	urldate = {2023-11-22},
	journal = {The Internet and Higher Education},
	author = {Norz, Lisa-Maria and Dornauer, Verena and Hackl, Werner O. and Ammenwerth, Elske},
	month = jan,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Bewertungsmethoden, Promotion:Argumentation},
	pages = {100894},
	file = {Norz et al. - 2023 - Measuring social presence in online-based learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/V3FSM72P/Norz et al. - 2023 - Measuring social presence in online-based learning.pdf:application/pdf},
}

@article{alharbi_comparison_2022,
	title = {Comparison between two asynchronous teaching methods in an undergraduate dental course: a pilot study},
	volume = {22},
	issn = {1472-6920},
	shorttitle = {Comparison between two asynchronous teaching methods in an undergraduate dental course},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03557-7},
	doi = {10/gs5686},
	abstract = {Background:  Properly designed and implemented eLearning can lead to improvement of dental teaching quality. Various strategies have been proposed to increase the effectiveness of eLearning in dental education, however, there is a lack of research to assess the effectiveness of these strategies.
Objective:  To investigate dental students’ learning performance and perception of a virtual flipped learning format compared to a virtual traditional learning method.
Methods:  A crossover pilot study was conducted at the College of Dentistry, Princes Sattam Bin Abdulaziz University, Saudi Arabia. Computer-generated randomization, blinded from researchers who analyzed the results, was performed to allocate 32 participants (aged 23.27 ± 0.86 years) to one of two groups. Participants in the control group were taught through the virtual traditional learning method (VTL) using live video lectures. In contrast, participants in the intervention group were taught through the virtual flipped learning method (VFL) using recorded online lectures and post-lecture virtual discussions. Learning gain and preference were measured by pre- and post-test average score differences and a modified validated survey, respectively.
Results:  There was no significant difference in learning performance between VFL and VTL groups (P {\textgreater} 0.05). However, students preferred VFL over VTL and the differences were significant among all survey items, except for the opportunity to ask questions.
Conclusion:  Health professions educators are encouraged to carefully design online curricula with efficient learning strategies that help students improve learning performance and foster self-directed learning skills while valuing active learning in an online environment. Trial registration:  NCT04692142, 31/12/2020.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Alharbi, Fahad and Alwadei, Saleh H. and Alwadei, Abdurahman and Asiri, Saeed and Alwadei, Farhan and Alqerban, Ali and Almuzian, Mohammed},
	month = jun,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Promotion:Argumentation, Promotion:Relevanz:4},
	pages = {488},
	file = {Alharbi et al. - 2022 - Comparison between two asynchronous teaching metho.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FUCFTT42/Alharbi et al. - 2022 - Comparison between two asynchronous teaching metho.pdf:application/pdf},
}

@article{donkin_online_2023,
	title = {Online case-based learning in medical education: a scoping review},
	volume = {23},
	issn = {1472-6920},
	shorttitle = {Online case-based learning in medical education},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04520-w},
	doi = {10/gs569f},
	abstract = {Background  Case-Based Learning (CBL) in medical education is a teaching approach that engages students as learners through active learning in small, collaborative groups to solve cases from clinical patients. Due to the challenges afforded by the COVID-19 pandemic, small group learning such as CBL, transitioned quickly to include technologyenhanced learning to enable distance delivery, with little information on how to apply pedagogical frameworks and use learning theories to design and deliver online content.
Methods  To extend understanding of online CBL a scoping review protocol following the PRISMA-ScR framework explored the literature that describes the use of online CBL application in medical education and the outcomes, perceptions, and learning theories. A literature search was conducted in January 2022 followed by a subsequent review in October 2022. After peer review using the PRESS guidelines, the CASP appraisal tool was used to assess the rigor of each study design.
Results  The scoping review identified literature published between 2010 and 2022 (n = 13 articles), on online CBL in the field of medical education with 11 observational studies describing student and facilitator perceptions and two randomized controlled studies. Positive perceptions of online learning included a flexible work-life balance, connection with learners, and improved accessibility. Negative experiences of online CBL included poor internet access, a distracting learning environment, and loss of communication. In the studies that collected student performance data, results showed equivalent or improved outcomes compared to the control. The CASP appraisal tool highlighted the deficiencies in most study designs, lack of framework or learning theory, and poor reproducibility of the methods to answer the research questions.
Conclusion  This scoping review identified literature to describe the academic outcomes, and student and facilitator perceptions of online CBL in medical education. However, the CASP tool uncovered deficiencies in study descriptions and design leading to poor quality evidence in this area. The authors provide recommendations for frameworks and learning theories for the future implementation of online CBL.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Donkin, Rebecca and Yule, Heather and Fyfe, Trina},
	month = aug,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Promotion:Argumentation, Promotion:FU6},
	pages = {564},
	file = {Donkin et al. - 2023 - Online case-based learning in medical education a.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IS5BMMA3/Donkin et al. - 2023 - Online case-based learning in medical education a.pdf:application/pdf},
}

@article{archibald_residents_2014,
	title = {Residents’ and preceptors’ perceptions of the use of the {iPad} for clinical teaching in a family medicine residency program},
	volume = {14},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/1472-6920-14-174},
	doi = {10/f6fdp5},
	abstract = {Background: As Family Medicine programs across Canada are transitioning into a competency-based curriculum, medical students and clinical teachers are increasingly incorporating tablet computers in their work and educational activities. The purpose of this pilot study was to identify how preceptors and residents use tablet computers to implement and adopt a new family medicine curriculum and to evaluate how they access applications (apps) through their tablet in an effort to support and enhance effective teaching and learning.
Methods: Residents and preceptors (n = 25) from the Family Medicine program working at the Pembroke Regional Hospital in Ontario, Canada, were given iPads and training on how to use the device in clinical teaching and learning activities and how to access the online curriculum. Data regarding the use and perceived contribution of the iPads were collected through surveys and focus groups. This mixed methods research used analysis of survey responses to support the selection of questions for focus groups.
Results: Reported results were categorized into: curriculum and assessment; ease of use; portability; apps and resources; and perceptions about the use of the iPad in teaching/learning setting. Most participants agreed on the importance of accessing curriculum resources through the iPad but recognized that these required enhancements to facilitate use. The iPad was considered to be more useful for activities involving output of information than for input. Participants’ responses regarding the ease of use of mobile technology were heterogeneous due to the diversity of computer proficiency across users. Residents had a slightly more favorable opinion regarding the iPad’s contribution to teaching/learning compared to preceptors.
Conclusions: iPad’s interface should be fully enhanced to allow easy access to online curriculum and its built-in resources. The differences in computer proficiency level among users should be reduced by sharing knowledge through workshops led by more skillful iPad users. To facilitate collection of information through the iPad, the design of electronic data-input forms should consider the participants’ reported negative perceptions towards typing data through mobile devices. Technology deployment projects should gather sufficient evidence from pilot studies in order to guide efforts to adapt resources and infrastructure to relevant needs of Family Medicine teachers and learners.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Archibald, Douglas and Macdonald, Colla J and Plante, Judith and Hogue, Rebecca J and Fiallos, Javier},
	month = dec,
	year = {2014},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Bewertungsmethoden, Promotion:Argumentation},
	pages = {174},
	file = {Archibald et al. - 2014 - Residents’ and preceptors’ perceptions of the use .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FN2E5PMH/Archibald et al. - 2014 - Residents’ and preceptors’ perceptions of the use .pdf:application/pdf},
}

@article{velan_integrated_2008,
	title = {Integrated online formative assessments in the biomedical sciences for medical students: benefits for learning},
	volume = {8},
	issn = {1472-6920},
	shorttitle = {Integrated online formative assessments in the biomedical sciences for medical students},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/1472-6920-8-52},
	doi = {10/fmm9r5},
	abstract = {Background: Online formative assessments have a sound theoretical basis, and are prevalent and popular in higher education settings, but data to establish their educational benefits are lacking. This study attempts to determine whether participation and performance in integrated online formative assessments in the biomedical sciences has measurable effects on learning by junior medical students.
Methods: Students enrolled in Phase 1 (Years 1 and 2) of an undergraduate Medicine program were studied over two consecutive years, 2006 and 2007. In seven consecutive courses, end-ofcourse (EOC) summative examination marks were analysed with respect to the effect of participation and performance in voluntary online formative assessments. Online evaluation surveys were utilized to gather students' perceptions regarding online formative assessments.
Results: Students rated online assessments highly on all measures. Participation in formative assessments had a statistically significant positive relationship with EOC marks in all courses. The mean difference in EOC marks for those who participated in formative assessments ranged from 6.3\% (95\% confidence intervals 1.6 to 11.0; p = 0.009) in Course 5 to 3.2\% (0.2 to 6.2; p = 0.037) in Course 2. For all courses, performance in formative assessments correlated significantly with EOC marks (p {\textless} 0.001 for each course). The variance in EOC marks that could be explained by performance in the formative assessments ranged from 21.8\% in Course 6 to 4.1\% in Course 7.
Conclusion: The results support the contention that well designed formative assessments can have significant positive effects on learning. There is untapped potential for use of formative assessments to assist learning by medical students and postgraduate medical trainees.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Velan, Gary M and Jones, Philip and McNeil, H Patrick and Kumar, Rakesh K},
	month = dec,
	year = {2008},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden},
	pages = {52},
	file = {Velan et al. - 2008 - Integrated online formative assessments in the bio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GQGGD5C6/Velan et al. - 2008 - Integrated online formative assessments in the bio.pdf:application/pdf},
}

@article{macznik_online_2015,
	title = {Online technology use in physiotherapy teaching and learning: a systematic review of effectiveness and users’ perceptions},
	volume = {15},
	issn = {1472-6920},
	shorttitle = {Online technology use in physiotherapy teaching and learning},
	url = {http://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-015-0429-8},
	doi = {10/gb3382},
	abstract = {Background: The use of online technologies in health professionals’ education, including physiotherapy, has been advocated as effective and well-accepted tools for enhancing student learning. The aim of this study was to critically review the effectiveness, and user perceptions of online technology for physiotherapy teaching and learning.
Methods: Following databases were systematically searched on the 31st of August 2013 for articles describing implementation of online technologies into physiotherapy teaching and learning: ERIC, CINAHL, Web of Science, Academic search complete, ProQuest Nursing and Allied Health Source, Medline, Embase, and Scopus. No language, design or publishing date restrictions were imposed. Risk of bias was assessed using the 2011 Mixed Methods Appraisal Tool checklist (MMAT).
Results: A total of 4133 articles were retrieved; 22 articles met the inclusion criteria and were accepted for final analysis: 15 on the effectiveness of technology, and 14 on users’ perceptions. Included studies used three designs: case study (14 articles), controlled trial (3), and randomized controlled trial (5). Studies investigated both pre-registration physiotherapy students (1523) and physiotherapy professionals (171). The quality of studies ranged from 67 to 100 \% on the MMAT checklist which can be considered moderate to excellent. More than half of the studies (68 \%) received scores greater than 80 \%. Studies typically investigated websites and discussion boards. The websites are effective in enhancing practical skills performance, and discussion boards in knowledge acquisition, as well as in development of critical and reflective thinking. Students’ perceptions of the use of websites were mostly positive, providing students with entertaining, easy accessible resources. Perceived barriers to the use of websites included difficulties with internet connection, insufficiently interactive material, or personal preference for paper-based materials. Discussion boards were perceived as deepening students’ thinking and facilitating reflection, allowing for learning from multiple perspectives, and providing easy communication and support.
Conclusions: The results of this review suggest that online technologies (i.e., websites and discussion boards) have many benefits to offer for physiotherapy teaching and learning; There was minimal evidence of barriers for the use of online technologies, however, addressing the identified ones could enhance adherence to use of online technologies in health professionals’ education.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Mącznik, Aleksandra K. and Ribeiro, Daniel Cury and Baxter, G. David},
	month = dec,
	year = {2015},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU6},
	pages = {160},
	file = {Mącznik et al. - 2015 - Online technology use in physiotherapy teaching an.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Y23GIS9V/Mącznik et al. - 2015 - Online technology use in physiotherapy teaching an.pdf:application/pdf},
}

@article{bandono_collaborative_2023,
	title = {Collaborative {Learning} in {Higher} {Education} in the {Fourth} {Industrial} {Revolution}: {A} {Systematic} {Literature} {Review} and {Future} {Research}},
	volume = {22},
	issn = {16942493, 16942116},
	shorttitle = {Collaborative {Learning} in {Higher} {Education} in the {Fourth} {Industrial} {Revolution}},
	url = {https://ijlter.org/index.php/ijlter/article/view/8806/pdf},
	doi = {10/gs39fq},
	abstract = {The goal of this study is to determine the variables and difficulties that contribute to collaborative learning at tertiary institutions during the fourth industrial revolution and future research gaps. This study employs a systematic literature review to summarise and provide a comprehensive understanding of collaborative learning. The systematic literature review process used the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) technique between 2008 and 2022, supported by NVivo and Microsoft Excel. A systematic literature review, which is an appropriate method for strengthening research issues and gaps, was conducted with 61 papers. It should be noted that this manuscript only presents work from the Scopus database with journal criteria. This study has identified six factors related to collaborative learning in tertiary institutions in the fourth industrial revolution era including Task \& Context, Environment, Social, Technology, Teacher, and Learner. This study presents a comprehensive literature assessment of collaborative learning in tertiary institutions during the fourth industrial revolution in order to acquire a clear grasp of its importance and application in higher education. Furthermore, Several higher education models have adopted the online-based collaborative learning paradigm, according to the study's findings.},
	language = {en-GB},
	number = {10},
	urldate = {2023-11-08},
	journal = {International Journal of Learning, Teaching and Educational Research},
	author = {Bandono, Adi and Mukhlis, Mukhlis and Susilo, A K and Prabowo, A R},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Promotion:FU5},
	pages = {209--230},
	file = {Bandono et al. - 2023 - Collaborative Learning in Higher Education in the .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3SCVJJ53/Bandono et al. - 2023 - Collaborative Learning in Higher Education in the .pdf:application/pdf},
}

@article{yadav_high-performance_2023,
	title = {High-performance work system and learning orientation in offline, online, and hybrid workplaces: the mediating role of affective commitment},
	issn = {0969-6474, 0969-6474},
	shorttitle = {High-performance work system and learning orientation in offline, online, and hybrid workplaces},
	url = {https://www.emerald.com/insight/content/doi/10.1108/TLO-10-2022-0118/full/html},
	doi = {10/gs3qfb},
	abstract = {Purpose – The present study primarily aims to investigate the role of the high-performance work system (HPWS) in shaping learning orientation (LO). Moreover, the study delves into the examination of affective commitment’s (AC) role as a mediator. Additionally, the research extends to exploring the potential moderating impact of workplace settings, speciﬁcally ofﬂine, online and hybrid workplaces, on the mediated relationship.},
	language = {en-GB},
	urldate = {2023-11-04},
	journal = {The Learning Organization},
	author = {Yadav, Rohit and Yadav, Mohit and Vihari, Nitin Simha},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Relevanz:4},
	file = {Yadav et al. - 2023 - High-performance work system and learning orientat.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SDI2Z9I3/Yadav et al. - 2023 - High-performance work system and learning orientat.pdf:application/pdf},
}

@article{xue_examining_2023,
	title = {Examining the {Affordances} of an {Online} {Learning} {Platform}: {A} {Usefulness} {Theoretical} {Perspective}},
	volume = {13},
	issn = {2158-2440, 2158-2440},
	shorttitle = {Examining the {Affordances} of an {Online} {Learning} {Platform}},
	url = {http://journals.sagepub.com/doi/10.1177/21582440231202821},
	doi = {10/gsv83n},
	abstract = {This study examined the affordances of an online learning platform used in a Chinese university for online teaching and learning during the pandemic period. A usefulness theoretical perspective was adopted to examine three types of affordances of the platform, namely, educational affordances, social affordances, and technological affordances. Both quantitative and qualitative data were collected and analyzed, including survey questionnaires, observation, and semi-structured interviews. A range of educational affordances emerged from the results, including Representation, Resource sharing, Community-building, Promoting interaction, and Administration. However, despite the respondents’ perceived ease of use of the platform, results indicate that the platform played a limited role in increasing learners’ social presence. A framework for examining usefulness has been developed based on the results. Pedagogical implications are proposed and suggestions for future research are provided.},
	language = {en-GB},
	number = {4},
	urldate = {2023-10-17},
	journal = {SAGE Open},
	author = {Xue, Sijia and Wang, Chuang and Muhaimaiti, Mirebanguli},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Promotion:Kerngedanke, Promotion:Relevanz:5, Systemanpassung, Lernsystemarchitektur, Promotion:FU3},
	pages = {21582440231202821},
	file = {Xue et al. - 2023 - Examining the Affordances of an Online Learning Pl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7GC5MN3P/Xue et al. - 2023 - Examining the Affordances of an Online Learning Pl.pdf:application/pdf},
}

@article{ali_supporting_2023,
	title = {Supporting self-directed learning and self-assessment using {TeacherGAIA}, a generative {AI} chatbot application: {Learning} approaches and prompt engineering},
	issn = {2373-5082, 2373-5090},
	shorttitle = {Supporting self-directed learning and self-assessment using {TeacherGAIA}, a generative {AI} chatbot application},
	url = {https://www.tandfonline.com/doi/full/10.1080/23735082.2023.2258886},
	doi = {10/gss62t},
	abstract = {Self-directed learning and self-assessment require student respon­ sibility over learning needs, goals, processes, and outcomes. However, this student-led learning can be challenging to achieve in a classroom limited by a one-to-many teacher-led instruction. We, thus, have designed and prototyped a generative artificial intelligence chatbot application (GAIA), named TeacherGAIA, that can be used to asynchronously support students in their selfdirected learning and self-assessment outside the classroom. We first identified diverse constructivist learning approaches that align with, and promote, student-led learning. These included knowl­ edge construction, inquiry-based learning, self-assessment, and peer teaching. The in-context learning abilities of large language model (LLM) from OpenAI were then leveraged via prompt engi­ neering to steer interactions supporting these different learning approaches. These interactions contrasted with ChatGPT, OpenAI’s chatbot which by default engaged in the traditional transmissionist mode of learning reminiscent of teacher-led instruction. Preliminary design, prompt engineering and prototyping suggested fidelity to the learning approaches, cognitive guidance, and social-emotional support, all of which were implemented in a generative AI manner without pre-specified rules or “hard-coding”. Other affordances of TeacherGAIA are discussed and future development outlined. We anticipate TeacherGAIA to be a useful application for teachers in facilitating self-directed learning and self-assessment among K-12 students.},
	language = {en-GB},
	urldate = {2023-09-30},
	journal = {Learning: Research and Practice},
	author = {Ali, Farhan and Choy, Doris and Divaharan, Shanti and Tay, Hui Yong and Chen, Wenli},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Promotion:FU6, GPT},
	pages = {1--13},
	file = {Ali et al. - 2023 - Supporting self-directed learning and self-assessm.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PR49HAKQ/Ali et al. - 2023 - Supporting self-directed learning and self-assessm.pdf:application/pdf},
}

@article{mauroux_mobile_2014,
	title = {Mobile and {Online} {Learning} {Journal}: {Effects} on {Apprentices}’ {Reflection} in {Vocational} {Education} and {Training}},
	volume = {7},
	issn = {1874-785X, 1874-7868},
	shorttitle = {Mobile and {Online} {Learning} {Journal}},
	url = {10.1007/s12186-014-9113-0},
	doi = {10/f552qb},
	language = {en-GB},
	number = {2},
	urldate = {2020-11-11},
	journal = {Vocations and Learning},
	author = {Mauroux, Laetitia and Könings, Karen D. and Zufferey, Jessica Dehler and Gurtner, Jean-Luc},
	month = jul,
	year = {2014},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU6, UTAUT-Modell},
	pages = {215--239},
	file = {Mauroux2014_Article_MobileAndOnlineLearningJournal.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BPA4C65R/Mauroux2014_Article_MobileAndOnlineLearningJournal.pdf:application/pdf},
}

@article{van_merrienboer_taking_2003,
	title = {Taking the {Load} {Off} a {Learner}'s {Mind}: {Instructional} {Design} for {Complex} {Learning}},
	volume = {38},
	issn = {0046-1520, 1532-6985},
	shorttitle = {Taking the {Load} {Off} a {Learner}'s {Mind}},
	url = {https://www.tandfonline.com/doi/full/10.1207/S15326985EP3801_2},
	doi = {10.1207/S15326985EP3801_2},
	abstract = {Complex learning aims at the integration of knowledge, skills and attitudes; the coordination of qualitatively different constituent skills, and the transfer of what is learned to daily life or work settings. Recent instructional theories stress authentic learning tasks as the driving force for learning, but due to the complexity of those tasks learning may be hampered by the limited processing capacity of the human mind. This article presents a framework for scaffolding practice and just-in-time information presentation, aiming to effectively control cognitive load. It briefly describes a design model for complex learning consistent with cognitive load theory. Theoretical and practical implications of the presented framework are discussed.},
	language = {en-GB},
	number = {1},
	urldate = {2020-04-22},
	journal = {Educational Psychologist},
	author = {van Merrienboer, Jeroen J. G. and Kirschner, Paul A. and Kester, Liesbeth},
	month = jan,
	year = {2003},
	note = {http://web.archive.org/web/20200422112322/https://www.tandfonline.com/doi/abs/10.1207/S15326985EP3801\_2},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Bewertungsmethoden, Bildungstheorien, Promotion:Argumentation, Lernsystemarchitektur, Promotion:FU3},
	pages = {5--13},
	file = {van_merrienboer_et_al_2003_taking_the_load_off_a_learner's_mind.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JWSGN3PZ/van_merrienboer_et_al_2003_taking_the_load_off_a_learner's_mind.pdf:application/pdf},
}

@article{blake_design_2013,
	title = {Design for {Collaboration}},
	volume = {2013},
	issn = {1365-893X},
	url = {10.5334/2013-10},
	doi = {10/gg5csh},
	abstract = {Online learning environments offer new opportunities for learning and over the last decade or so a variety of online learning environments have been developed by researchers to facilitate collaborative learning among students. In this paper we will present a case study of a successful collaborative learning design. This involves a near synchronous online seminar where students work in small groups to produce a report that examines media coverage of controversial science, using archives of television news reports. We will analyze the activity's task design features by employing a framework of collaboration enabling design approach proposed by Kirschner et al (2004). We will start with an analysis of the collaborative processes and interaction among participants in this online activity. Then we will examine the features of the task used in this learning environment with respect to the interaction design ideas proposed by Kirschner et al. They suggest that the use of appropriately designed and implemented educational, social and technological affordances is the foundation for stimulating, motivating and maintaining collaboration among learners. We use the framework to identify factors contributing to the success of the activity.},
	language = {en-GB},
	number = {2},
	urldate = {2020-04-22},
	journal = {Journal of Interactive Media in Education},
	author = {Blake, Canan and Scanlon, Eileen},
	month = aug,
	year = {2013},
	note = {http://web.archive.org/web/20200422110638/https://jime.open.ac.uk/articles/10.5334/2013-10/},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Promotion:Argumentation, Kolaboration},
	pages = {10},
	file = {Blake und Scanlon - 2013 - Design for Collaboration.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P76NR6A8/Blake und Scanlon - 2013 - Design for Collaboration.pdf:application/pdf},
}

@article{zamecnik_perceptions_2024,
	title = {The perceptions of task cohesion in collaborative learning teams},
	volume = {19},
	issn = {1556-1607, 1556-1615},
	url = {https://link.springer.com/10.1007/s11412-024-09424-5},
	doi = {10.1007/s11412-024-09424-5},
	abstract = {Team cohesion is critical in driving successful outcomes for teams in collaborative learning settings. It shapes team behaviour, fostering shared perceptions, group synchrony and a common goal-oriented approach. This affinity becomes evident in dynamic interactions, offering insights into team behaviour through interaction data analysis. Interpreting interaction data proves complex, hampering our understanding and insights into shared team perceptions and task cohesion development. This paper used temporal motif analysis to examine the changes in team members’ cohesive perceptions and behaviours, including task cohesion, performance outcomes, engagement and group synchrony. Trace data from an online workintegrated learning environment captured learning behaviours, while responses to a questionnaire at different stages of a study program captured task cohesion and cohesive perceptions. The findings reveal teams with strong task cohesion and high performance tend to share similar cohesive perceptions driven by interdependent interactions. Conversely, teams with different cohesion perceptions have lower interaction interdependence and poorer performance. Through analysing team interaction data, this study uncovered key insights to promote positive adjustments aligning team perceptions, enhancing collaborative learning and offering support for improved performance, engagement and synchrony among teams, ultimately benefiting learning outcomes and the cultivation of skills and competencies.},
	language = {en-GB},
	number = {3},
	urldate = {2025-01-01},
	journal = {International Journal of Computer-Supported Collaborative Learning},
	author = {Zamecnik, Andrew and Kovanović, Vitomir and Joksimović, Srećko and Grossmann, Georg and Ladjal, Djazia and Pardo, Abelardo},
	month = sep,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {369--393},
	file = {Zamecnik et al. - 2024 - The perceptions of task cohesion in collaborative learning teams:/Users/jochenhanisch-johannsen/Zotero/storage/KBBDM47K/Zamecnik et al. - 2024 - The perceptions of task cohesion in collaborative learning teams.pdf:application/pdf},
}

@article{wallach_when_2024,
	title = {When {Learner}-{Centered} {Teaching} and {Learning} {Goes} {Online}: {Zooming} into {Linear} {Algebra} {Tutorials} {During} the {Pandemic}},
	issn = {2198-9745, 2198-9753},
	shorttitle = {When {Learner}-{Centered} {Teaching} and {Learning} {Goes} {Online}},
	url = {https://link.springer.com/10.1007/s40753-024-00244-4},
	doi = {10.1007/s40753-024-00244-4},
	abstract = {The COVID-19 pandemic shifted higher education online, drawing attention to synchronous learning and instruction on digital communication platforms. Learnercentered teaching practices in the tertiary level, such as mathematical discussions, have been shown to benefit student learning. The interactions involved in online synchronous mathematical discussions have been studied less. Most research taps into these aspects drawing on students’ academic outcomes and reflective interviews. This study explores instructional practices as they unfold online, with a focus on student-instructor and student-student interactions. We zoom-in to online synchronous teaching and learning processes on a popular communication platform by analyzing Linear Algebra tutorials in the first pandemic year. Using the commognitive framework, we characterize instructional interactions with the construct of a learning-teaching agreement. The analysis resulted in three interactional patterns, where in all cases, the tutorial transformed at some point to the one dominated by the instructor.},
	language = {en-GB},
	urldate = {2024-07-29},
	journal = {International Journal of Research in Undergraduate Mathematics Education},
	author = {Wallach, Miriam N. and Kontorovich, Igor’},
	month = jul,
	year = {2024},
	keywords = {BZPG, Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Promotion:Argumentation, Promotion:FU4b},
	file = {Wallach und Kontorovich - 2024 - When Learner-Centered Teaching and Learning Goes O.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AH24CZ33/Wallach und Kontorovich - 2024 - When Learner-Centered Teaching and Learning Goes O.pdf:application/pdf},
}

@article{ndjaboue_patients_2024,
	title = {Patients as teachers: a within-subjects randomized pilot experiment of patient-led online learning modules for health professionals},
	volume = {24},
	issn = {1472-6920},
	shorttitle = {Patients as teachers},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-024-05473-4},
	doi = {10.1186/s12909-024-05473-4},
	abstract = {Purpose  Many health professions education programs involve people with lived experience as expert speakers. Such presentations may help learners better understand the realities of living with chronic illness or experiencing an acute health problem. However, lectures from only one or a small number of people may not adequately illustrate the perspectives and experiences of a diverse patient cohort. Additionally, logistical constraints such as public health restrictions or travel barriers may impede in-person presentations, particularly among people who have more restrictions on their time. Health professions education programs may benefit from understanding the potential effects of online patient-led presentations with a diverse set of speakers. We aimed to explore whether patient-led online learning modules about diabetes care would influence learners’ responses to clinical scenarios and to collect learners’ feedback about the modules. Method  This within-subjects randomized experiment involved 26 third-year medical students at Université Laval in Quebec, Canada. Participation in the experiment was an optional component within a required course. Prior to the intervention, participating learners responded to three clinical scenarios randomly selected from a set of six such scenarios. Each participant responded to the other three scenarios after the intervention. The intervention consisted of patient-led online learning modules incorporating segments of narratives from 21 patient partners (11 racialized or Indigenous) describing why and how clinicians could provide patient-centered care. Working with clinical teachers and psychometric experts, we developed a scoring grid based on the biopsychosocial model and set 0.6 as a passing score. Independent evaluators, blinded to whether each response was collected before or after the intervention, then scored learners’ responses to scenarios using the grid. We used Fisher’s Exact test to compare proportions of passing scores before and after the intervention.},
	language = {en-GB},
	number = {1},
	urldate = {2024-05-14},
	journal = {BMC Medical Education},
	author = {Ndjaboue, Ruth and Beaudoin, Caroline and Comeau, Sandrine and Dagnault, Anne and Dogba, Maman Joyce and Numainville, Sarah and Racine, Charles and Straus, Sharon and Tremblay, Marie-Claude and Witteman, Holly O.},
	month = may,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden},
	pages = {525},
	file = {Ndjaboue et al. - 2024 - Patients as teachers a within-subjects randomized.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R6MQGUXF/Ndjaboue et al. - 2024 - Patients as teachers a within-subjects randomized.pdf:application/pdf},
}

@article{wang_online_2024,
	title = {Online peer tutoring programs fostering community and learning skills among college students},
	issn = {1360-2357, 1573-7608},
	url = {https://link.springer.com/10.1007/s10639-024-12656-5},
	doi = {10.1007/s10639-024-12656-5},
	abstract = {Peer tutoring is beneficial as a method of education because it allows students with different learning styles to work together in comfortable settings to complete academic assignments that will improve their grades. Peer tutoring gives students of all skill levels the chance to collaborate, democratically, and amicably work on academic assignments in pairs. With this method, students with different levels of intelligence rely on one another to understand academic material, especially while completing challenging assignments. Hence, the current investigation aims to explore the effectiveness of online peer tutoring programs in college education. The findings of the analysis indicate that the impact of online peer tutoring on academic performance is consistent across diverse academic disciplines. By examining the full range of advantages of online tutoring programs in higher education, examining their effects on students’ learning engagement, concentrating on China as a special context, and providing helpful recommendations for their implementation in higher education, the study makes a novel contribution to the field of online tutoring programs. The results demonstrate that college students who regularly engage in online peer tutoring are more likely to have higher retention rates. As per the findings, the analysis proves that online peer tutoring significantly enhances the sense of community among college students, leading to increased engagement in their coursework. The results reveal that online peer tutoring significantly enhances collaborative learning skills among college students.},
	language = {en-GB},
	urldate = {2024-05-09},
	journal = {Education and Information Technologies},
	author = {Wang, Tao},
	month = may,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a},
	file = {Wang - 2024 - Online peer tutoring programs fostering community .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IYVH7EEX/Wang - 2024 - Online peer tutoring programs fostering community .pdf:application/pdf},
}

@article{lee_step_nodate,
	title = {A {Step} toward {Characterizing} {Student} {Collaboration} in {Online} {Knowledge} {Building} {Environments} with {Machine} {Learning}},
	abstract = {Existing research has substantial progress in uncovering outcomes of collaborative learning in recent years, but more attention can be directed towards the better understanding of collaborative learning processes via quantitative frameworks and methods. Through the use of knowledge building as a collaborative learning pedagogical approach, it is possible for researchers to glean deeper insights into aspects of students’ collaboration within authentic learning environments. In this paper, the multimodal approach of data collection and analysis was conducted with a proposed conceptual analytical framework that can characterize constructs of collaborative activities in a knowledge building classroom using machine learning methods. The application in a pilot is discussed along with how this conceptual development can offer a summary of new insights into students’ individual and group collaborative trajectories during learning tasks.},
	language = {en-GB},
	author = {Lee, Alwyn Vwen Yen and Teo, Chew Lee and Ong, Aloysius},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Promotion:Argumentation},
	file = {Lee et al. - A Step toward Characterizing Student Collaboration.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UXRNZAGQ/Lee et al. - A Step toward Characterizing Student Collaboration.pdf:application/pdf},
}

@article{weidlich_social_2024,
	title = {Social presence and psychological distance: {A} construal level account for online distance learning},
	volume = {29},
	issn = {1360-2357, 1573-7608},
	shorttitle = {Social presence and psychological distance},
	url = {https://link.springer.com/10.1007/s10639-023-12289-0},
	doi = {10.1007/s10639-023-12289-0},
	abstract = {Online distance learning presents unique psychosocial characteristics due to the inherent distance between learners. Social presence –the sense of being with others–is key to mitigating this distance. However, our understanding of social presence remains limited, despite its potential to reduce social isolation and cultivate a conducive social space in online education. A gap in our understanding relates to how social presence aligns with more general accounts of interpersonal representations under conditions of psychological distance, as presented in Construal Level Theory. We conducted a vignette-based experiment (N = 194) to examine how psychological distance in online learning affects the mental construal level of a hypothetical partner and, thus, social presence perceptions. Findings suggest that increased psychological distance leads to higher-level construals, resulting in a perception of conversation partners as non-descript and homogenous. Importantly, this affects social presence perceptions, with certain nuances. These findings can inform novel approaches to enhance social presence in online learning.},
	language = {en-GB},
	number = {1},
	urldate = {2024-01-10},
	journal = {Education and Information Technologies},
	author = {Weidlich, Joshua and Yau, Jane and Kreijns, Karel},
	month = jan,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, Promotion:Argumentation},
	pages = {401--423},
	file = {Weidlich et al. - 2024 - Social presence and psychological distance A cons.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MNP9IJM8/Weidlich et al. - 2024 - Social presence and psychological distance A cons.pdf:application/pdf},
}

@article{feng_peer_2023,
	title = {Peer {Relationships} in {Hybrid} {Learning} {During} {COVID}-19: {Inferences} {From} {One} {Online} {Class}},
	abstract = {The COVID-19 pandemic popularized remote interactions in higher education, necessitating examination of their effectiveness in supporting peer relationships. Our qualitative study of one online class in a hybrid graduate program found varying levels of meaningful peer connections, with students relying significantly more on teachers to create interaction opportunities. Group work, course content, and pedagogical approaches emerged as crucial factors in fostering connections, while asynchrony due to lack of collocation and technology failures posed barriers.},
	language = {en-GB},
	author = {Feng, Tianyi and Zhang, Wei},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Systemanpassung, Bildungstheorien, Promotion:Argumentation, Promotion:Relevanz:4},
	file = {Feng und Zhang - 2023 - Peer Relationships in Hybrid Learning During COVID.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9N2DUEXM/Feng und Zhang - 2023 - Peer Relationships in Hybrid Learning During COVID.pdf:application/pdf},
}

@article{goswami_supporting_nodate,
	title = {Supporting {Co}-{Regulation} and {Motivation} in {Learning} {Programming} in {Online} {Classrooms}},
	volume = {7},
	abstract = {Self-regulation of learning in programming has been extensively investigated, emphasising an individual’s metacognitive and motivational regulation components. However, learning often happens in socially situated contexts, and little emphasis has been paid to studying social modes of regulation in programming. We designed Thyone, a collaborative Jupyter Notebook extension to support learners’ programming regulation in an online classroom context with the overall aim to foster their intrinsic motivation toward programming. Thyone’s salient features - Flowchart, Discuss and Share Cell - incorporate affordances for learners to co-regulate their learning and drive their motivation. In an exploratory quasi-experimental study, we investigated learners’ engagement with Thyone’s features and assessed its influence on their learning motivation in an introductory programming course. We found that Thyone facilitated the co-regulation of programming learning and that the users’ engagement with Thyone appeared to positively influence components of their motivation: interest, autonomy, and relatedness. Our results inform the design of technological interventions to support co-regulation in programming learning. CCS Concepts: • Software and its engineering → Collaboration in software development; • Humancentered computing → Empirical studies in collaborative and social computing; • Social and professional topics → CS1.},
	language = {en-GB},
	author = {Goswami, Lahari},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU2a},
	file = {Goswami - Supporting Co-Regulation and Motivation in Learnin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I3WIX8ZM/Goswami - Supporting Co-Regulation and Motivation in Learnin.pdf:application/pdf},
}

@article{chandross_tripping_2020,
	title = {Tripping the light fantastic, online learning, autopoiesis, and hyperreality in open gameworlds},
	volume = {4},
	issn = {2377-9519},
	url = {http://onlineinnovationsjournal.com/streams/adaptive-and-personalized-learning-online/191dd1663f30cb8e.html},
	doi = {10/gp6jqn},
	abstract = {The integration of serious game design, mixed reality, and simulation-based training has reached a critical point in evolution. Online learning designers who seek to create immersion and simulation to enable learning require a theoretical foundation that can integrate these related fields. Existing models for training that focus on learning objectives and competencies were not developed with advances in behavioral neuroscience, systems theory, and video game engagement elements in mind. Online design of learning experiences can be integrated with new technologies using an autopoetic hyperreality framework derived from work on problem-based learning and mixed reality. In this paper, we will explore the foundations for new models of design based on a fusion of userexperience literature and video game design to enable ways to increase the effectiveness of training through simulation.},
	language = {en-GB},
	number = {3},
	urldate = {2022-05-20},
	journal = {International Journal on Innovations in Online Education},
	author = {Chandross, David},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Promotion:Argumentation, Promotion:FU4b, Lernsystemarchitektur},
	file = {Chandross - 2020 - TRIPPING THE LIGHT FANTASTIC, ONLINE LEARNING, AUT.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RZL3VKLS/Chandross - 2020 - TRIPPING THE LIGHT FANTASTIC, ONLINE LEARNING, AUT.pdf:application/pdf},
}

@article{woodside_self-directed_2022,
	title = {A {Self}-{Directed} {Development} {Framework} for {Online} {Learning} and {Assessment}},
	abstract = {Problem Introduction: Online learning and digitization of education have reached an inflection point following an accelerated shift through the COVID-19 pandemic, with nearly three-quarters of students now completing an online course. However, academic performance, assessment of learning outcomes, and student retention are common challenges due to self-learning and isolation.},
	language = {en-GB},
	journal = {San Diego},
	author = {Woodside, Joseph},
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU6},
	pages = {6},
	file = {Woodside - 2022 - A Self-Directed Development Framework for Online L.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9VRIRD4G/Woodside - 2022 - A Self-Directed Development Framework for Online L.pdf:application/pdf},
}

@article{danzglock_benefits_2024,
	title = {Benefits of {Problem}-{Solving} {First} for the {Success} of {Cooperative} {Learning} with {Videos}},
	issn = {0022-0973, 1940-0683},
	url = {https://www.tandfonline.com/doi/full/10.1080/00220973.2024.2379542},
	doi = {10.1080/00220973.2024.2379542},
	abstract = {Explainer videos (EV) can enhance learning by increasing motivation and illustrating complex content, yet they may also cause cognitive overload or reduced cognitive activation. Addressing these challenges requires welldesigned instructional strategies. Our study hypothesized that cooperative problem-solving before watching an EV improves learning outcomes. We tested this with 58 undergraduates examining the topic of light and shadow. The findings revealed that students who engaged in problemsolving prior to viewing the EV demonstrated superior knowledge transfer compared to those who watched the EV first. This suggests that starting with cooperative problem-solving can effectively prepare learners for EV, fostering deeper understanding and successful application of new knowledge.},
	language = {en-GB},
	urldate = {2024-07-29},
	journal = {The Journal of Experimental Education},
	author = {Danzglock, Maria and Hänze, Martin},
	month = jul,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {1--18},
	file = {Danzglock und Hänze - 2024 - Benefits of Problem-Solving First for the Success .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C6VXI8SM/Danzglock und Hänze - 2024 - Benefits of Problem-Solving First for the Success .pdf:application/pdf},
}

@article{viberg_exploring_2024,
	title = {Exploring the nature of peer feedback: {An} epistemic network analysis approach},
	issn = {0266-4909, 1365-2729},
	shorttitle = {Exploring the nature of peer feedback},
	url = {https://onlinelibrary.wiley.com/doi/10.1111/jcal.13035},
	doi = {10.1111/jcal.13035},
	abstract = {Background Study: Peer feedback has been used as an effective instructional strategy to enhance students' learning in higher education.
Objectives: This paper reports on the findings of an explorative study that aimed to increase our understanding of the nature and role of peer feedback in the students' learning process in a computer-supported collaborative learning (CSCL) setting. Exploring what types of feedback are used, and how they relate to each other and are related to academic performance has important implications for students and teachers.
Methods: This study was conducted in the higher education setting. It used a dataset consisting of student peer feedback messages (N = 2444) and grades from 231 students who participated in a large engineering course. Using qualitative methods, peer feedback was coded inductively. Epistemic network analysis (ENA) was used to analyse the relation between peer feedback types and performance.
Results: Based on the five types of peer feedback (i.e., ‘management’, ‘cognition’ ‘affect’, ‘interpersonal factors’ and ‘suggestions for improvements’), the results of the ENA showed that student feedback categories ‘management’, ‘cognition’ and ‘affect’ were positively related to student performance at the formative assessment phase.
Conclusions: The findings and the ENA visualizations also show that ‘suggestions for improvement’ and ‘interpersonal factors’ were not a significant part of student learning in peer assessment and feedback in the studied context.},
	language = {en-GB},
	urldate = {2024-07-13},
	journal = {Journal of Computer Assisted Learning},
	author = {Viberg, Olga and Baars, Martine and Mello, Rafael Ferreira and Weerheim, Niels and Spikol, Daniel and Bogdan, Cristian and Gasevic, Dragan and Paas, Fred},
	month = jul,
	year = {2024},
	keywords = {Feedback, Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Bewertungsmethoden, Promotion:Schlussfolgerung, Promotion:FU2b},
	pages = {jcal.13035},
	file = {Viberg et al. - 2024 - Exploring the nature of peer feedback An epistemi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T9FZ5CSU/Viberg et al. - 2024 - Exploring the nature of peer feedback An epistemi.pdf:application/pdf},
}

@article{darici_are_2023,
	title = {Are stereotypes in decline? {The} portrayal of female anatomy in e‐learning},
	volume = {16},
	issn = {1935-9772, 1935-9780},
	shorttitle = {Are stereotypes in decline?},
	url = {https://anatomypubs.onlinelibrary.wiley.com/doi/10.1002/ase.2211},
	doi = {10.1002/ase.2211},
	abstract = {Sex and gender bias in anatomy learning materials are considered a “hidden obstacle” to gender equity in medical curricula. The purpose of this study was to investigate whether quantitative sex and gender biases do exist in popular anatomy e-­learning platforms and compare the results with those found in contemporary textbooks and atlases. A systematic content-­analysis was performed on N = 3767 images published from 2008 to 2021 in which sex/gender could be identified by considering technical aspects of illustration and various intersectional categories. E-­learning platforms took into account an appropriate representation of the female body and presented even more females (n = 932/1412; 66\%), more frequently from a ventral/anterior (χ2 = 26, P {\textless} 0.001) and whole-­body perspective (χ2 = 27, P {\textless} 0.001). This was in contrast to German anatomy books, where the results pointed to a significant sex and gender bias. For example, all books assessed underrepresented females (n = 707/2355; 30\%) and placed them in stereotypical sex-­specific context (χ2 = 348, P {\textless} 0.001), showing them more often from a caudal/inferior (χ2 = 99, P {\textless} 0.001) and internal (χ2 = 132, P {\textless} 0.001) perspective. Altogether, the visual representation of sex and gender in anatomical curricula is still biased and the stereotypical perceptions of human anatomy seem to be a global issue. However, the increasing use of electronic learning platforms, which gradually replace traditional books is changing the way the male and female body is depicted, which might offer new opportunities for reducing stereotypes in anatomy education.},
	language = {en-GB},
	number = {4},
	urldate = {2024-03-09},
	journal = {Anatomical Sciences Education},
	author = {Darici, Dogus and Schneider, Agnes Yüeh‐Dan and Missler, Markus and Pfleiderer, Bettina},
	month = jul,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Promotion:Relevanz:4, Promotion:Weiterführung, Außergewöhnlich 🟣},
	pages = {720--732},
	file = {Darici et al. - 2023 - Are stereotypes in decline The portrayal of femal.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G86LAMHW/Darici et al. - 2023 - Are stereotypes in decline The portrayal of femal.pdf:application/pdf},
}

@article{taghizade_integrating_2023,
	title = {Integrating {Community} of {Inquiry} {Framework} {Principles} {With} {Flipped} {Classroom} {Pedagogy} to {Enhance} {Students}’ {Perceived} {Presence} {Sense}, {Self}-{Regulated} {Learning}, and {Learning} {Performance} in {Preservice} {Teacher} {Education}},
	volume = {24},
	issn = {1492-3831},
	url = {https://www.irrodl.org/index.php/irrodl/article/view/7005},
	doi = {10.19173/irrodl.v24i4.7005},
	abstract = {The purpose of this study was to assess the effectiveness of integrating community of inquiry (COI) framework principles with flipped classroom pedagogy to enhance students’ perceived presence sense, selfregulated learning, and learning performance. A quasi-experimental study was conducted to examine whether integrating COI framework principles with flipped classrooms could enhance college students’ perceived presence sense, self-regulated learning, and learning performance. The participants were 64 third-year male college students in an online course at a teacher education university in Iran in 2021. The study employed the COI Survey, the online self-regulated learning questionnaire (OLSQ), and a teachermade test to measure learning performance. The results indicated significant between-group differences in perceived presence sense, self-regulated learning, and learning performance (p {\textless} 0.001). Integrating COI framework principles with flipped classroom pedagogy was an effective approach to enhancing perceived presence sense, self-regulated learning, and learning performance among teacher education students.},
	language = {en-GB},
	number = {4},
	urldate = {2023-12-09},
	journal = {The International Review of Research in Open and Distributed Learning},
	author = {Taghizade, Abbas and Azimi, Esmaeil and Mahmoodian, Hassan and Akhash, Salman},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Promotion:FU2a},
	pages = {154--173},
	file = {Taghizade et al. - 2023 - Integrating Community of Inquiry Framework Princip.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JCAPYPC8/Taghizade et al. - 2023 - Integrating Community of Inquiry Framework Princip.pdf:application/pdf;Taghizade et al. - 2023 - Integrating Community of Inquiry Framework Princip.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VGR7SXFC/Taghizade et al. - 2023 - Integrating Community of Inquiry Framework Princip.pdf:application/pdf},
}

@article{naamati-schneider_enhancing_2023,
	title = {Enhancing collaborative learning in health management education: an investigation of {Padlet}-mediated interventions and the influence of flexible thinking},
	volume = {23},
	issn = {1472-6920},
	shorttitle = {Enhancing collaborative learning in health management education},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04796-y},
	doi = {10/gs5658},
	abstract = {This study had three primary goals. First, it aimed to craft an intervention program centered around collaborative learning enabled by Padlet. Second, it aimed to gauge the perceptions of health management students regard‑ing this intervention and how it affected their collaborative learning experiences. Additionally, the third objective of the study aimed to investigate how students’ flexible thinking within the learning process might shape their perceptions of the advantages derived from this instructional activity within the domain of online collaborative learning. Data for the analysis were gathered from 100 Israeli undergraduate students by two measurements: Flexible thinking in learning and Student perceptions of collaborative learning via Padlet. The intervention program included several stages. First, the students discussed the pedagogic objective of using Padlet. In the second stage, the students were presented with ill-structured problems related to the course content. Each group had to choose one prob‑lem and analyze it from three perspectives discussed in the course—healthcare provider, patient, and organization. Next, the students presented and explained their solutions employing the shared knowledge base. The final work was presented in different formats using various technologies. The PLS-SEM analysis has corroborated our hypoth‑esis that students’ flexible thinking might positively contribute to their perception of Padlet utilization. According to the empirical model, in general, students who perceived themselves as more flexible were found more receptive to utilizing the proposed technological tool (Padlet) and hence tended to appreciate its function as a collaborative learning platform enabler. This study mainly underscores the important role flexible thinking plays in motivating man‑agers and medical professionals to embrace innovative technologies or methods for teamwork, that could enable them to weigh arguments, seek alternative solutions to authentic problems, and adjust their approaches effectively and collaboratively as new challenges emerge.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Naamati-Schneider, Lior and Alt, Dorit},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a},
	pages = {846},
	file = {Naamati-Schneider und Alt - 2023 - Enhancing collaborative learning in health managem.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DCX7GB9E/Naamati-Schneider und Alt - 2023 - Enhancing collaborative learning in health managem.pdf:application/pdf},
}

@article{krahe_evaluation_2022,
	title = {Evaluation eines strukturierten {E}‑{Learning}-basierten {Ansatzes} zur {Vermittlung} der {CT}-{Anatomie} der {Nasennebenhöhlen} bei {Medizinstudierenden}: {Eine} {Pilotstudie}},
	issn = {0017-6192, 1433-0458},
	shorttitle = {Evaluation eines strukturierten {E}‑{Learning}-basierten {Ansatzes} zur {Vermittlung} der {CT}-{Anatomie} der {Nasennebenhöhlen} bei {Medizinstudierenden}},
	url = {https://link.springer.com/10.1007/s00106-021-01141-x},
	doi = {10.1007/s00106-021-01141-x},
	abstract = {Zusammenfassung
            
              Hintergrund
              Die radiologische Anatomie ist in vielen Ländern kein integraler Bestandteil des Medizinstudiums. Die Radiologie scheint für neue online-basierte Lehrmethoden besonders geeignet.
            
            
              Ziel der Arbeit
              Das Ziel dieser Studie ist es, die Eignung des E‑Learnings zur Einführung komplexer Lerninhalte, wie der CT-Anatomie (radiologische Anatomie in der Computertomographie), zu prüfen und zu prüfen, ob die Identifikation wichtiger anatomischer Normvarianten durch Medizinstudent(inn)en durch eine Computertomographie-Checkliste verbessert werden kann.
            
            
              Material und Methoden
              Medizinstudierende wurden gebeten, Computertomographien (CT) der Nasennebenhöhlen auf anatomische Normvarianten vor und nach der Einführung der CLOSE-Kriterien (cribriform plate = Lamina cribrosa, Lamina papyracea, Onodi-Zelle = Sphenoethmoidale Zelle, sphenoid sinus = Keilbeinhöhle, ethmoidal artery = Arteria ethmoidalis anterior) zu untersuchen. Sowohl die CT-Anatomie als auch die CLOSE-Kriterien wurden mittels E‑Learning vermittelt. Die Rate der korrekt identifizierten Normvarianten und die Ergebnisse für die einzelnen CLOSE-Items wurden ermittelt. Die subjektive Evaluation des Nutzens der Checkliste und des E‑Learnings erfolgte mithilfe eines Fragebogens.
            
            
              Ergebnisse
              Zehn Studierende nahmen an dieser Pilotstudie teil. Die Rate der korrekt identifizierten anatomischen Normvarianten verbesserte sich nach der Einführung der CLOSE-Kriterien signifikant von 33,3 auf 61,1 \%. Die Analyse der einzelnen CLOSE-Items zeigte eine signifikante Verbesserung für C, S und E. Die subjektive Evaluation des E‑Learnings und der CT-Checkliste waren sehr positiv.
            
            
              Schlussfolgerung
              Komplexe Lerninhalte können Medizinstudierenden mittels E‑Learning vermittelt werden, auch wenn bisher kein Vorwissen in diesem Bereich besteht. Das E‑Learning wird als angemessene Methode zur Einführung der Thematik beurteilt. Ein strukturiertes Vorgehen mithilfe der CLOSE-Kriterien kann die Erkennung anatomischer Normvarianten signifikant verbessern.
            
          , 
            Abstract
            
              Background
              Computed tomography (CT) anatomy is not an integral part of undergraduate medical training in many countries. Radiology seems to be well suited for new online-based teaching methods.
            
            
              Objective
              The aim of this study was to evaluate whether e‑learning is appropriate for introducing complex learning contents such as sinus CT anatomy to novices and to assess whether identification of relevant anatomical variants in sinus CT scans by medical students can be improved with a sinus CT checklist.
            
            
              Materials and methods
              Medical students were asked to assess sinus CT scans for anatomical variants before and after implementation of the CLOSE mnemonic (cribriform plate, lamina papyracea, Onodi cell, sphenoid sinus pneumatization, and [anterior] ethmoidal artery). Sinus CT anatomy and the CLOSE mnemonic were introduced by e‑learning. The rate of correctly identified variants and the results of the individual CLOSE items were recorded. A questionnaire was distributed for subjective evaluation of the usefulness of the checklist and e‑learning.
            
            
              Results
              Ten students took part in this pilot study. The rate of correctly identified variants improved significantly, from 33.3 to 61.1\%. The analysis of the individual CLOSE items showed a significant improvement for C, S, and E. The subjective evaluation of the CLOSE mnemonic and e‑learning was very positive.
            
            
              Conclusion
              E‑learning was able to transfer complex learning contents in previously non-trained medical students and was evaluated as an appropriate introduction to the topics. Structured assessment of paranasal sinus CT scans using the CLOSE criteria can significantly improve the recognition of anatomical variants.},
	language = {de-DE},
	urldate = {2022-01-22},
	journal = {HNO},
	author = {Krahe, Anna Marleen and Ketterer, Manuel Christoph and Offergeld, Christian and Hildenbrand, Tanja},
	month = jan,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU6, Promotion:Schlussfolgerung},
	file = {Krahe et al. - 2022 - Evaluation eines strukturierten E‑Learning-basiert.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/J9TFYXGU/Krahe et al. - 2022 - Evaluation eines strukturierten E‑Learning-basiert.pdf:application/pdf},
}

@article{lin_university_2025,
	title = {University instructors’ changes of conceptions about teaching and learning in knowledge building professional development},
	issn = {0218-8791, 1742-6855},
	url = {https://www.tandfonline.com/doi/full/10.1080/02188791.2025.2473366},
	doi = {10.1080/02188791.2025.2473366},
	language = {en-GB},
	urldate = {2025-03-10},
	journal = {Asia Pacific Journal of Education},
	author = {Lin, Feng and Zhu, Gaoxia and Low, Wei Yan and Teo, Chew Lee},
	month = mar,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Weiterführung, Lernsystemarchitektur, Promotion:FU3},
	pages = {1--15},
	file = {Lin et al. - 2025 - University instructors’ changes of conceptions about teaching and learning in knowledge building pro:/Users/jochenhanisch-johannsen/Zotero/storage/AJ3ZXX4R/Lin et al. - 2025 - University instructors’ changes of conceptions about teaching and learning in knowledge building pro.pdf:application/pdf},
}

@article{jarvenoja_investigating_2025,
	title = {Investigating peer influence on collaborative group members' motivation through the lens of socially shared regulation of learning},
	issn = {0007-0998, 2044-8279},
	url = {https://bpspsychub.onlinelibrary.wiley.com/doi/10.1111/bjep.12754},
	doi = {10.1111/bjep.12754},
	abstract = {Background: Social context and peers significantly impact students' motivation, especially in collaborative learning settings. However, there is limited evidence on how students strategically influence each other's motivation through socially shared regulation of learning (SSRL). Aims: This study examined secondary school students' SSRL during collaborative learning, focusing on how groups regulate motivation and how these regulation processes influence individual situational motivation through peer interactions. Sample: The participants were 95 secondary school students (13–16 years) performing a collaborative science task in 31 groups.
Methods: Collaborative learning was videotaped to capture motivation regulation from social interactions. Four times during the task, individual perceptions of peer influence on motivation and motivation regulation were collected with situational self-reports, and individual stimulated-recall interviews were conducted after the task.
Results: The results showed that motivation regulation is embedded within broader SSRL processes. When motivation regulation coincided more likely with cognitive regulation, students perceived significantly higher peer influence on motivation. In interviews, students highlighted cognitive and social aspects of SSRL as crucial for their situational motivation but did not hardly recognize any direct motivation regulation strategies.
Conclusions: This study contributes to the methodological advancements for studying motivation as situation- and context-specific,emphasizingtheuseofdifferentdatachannels to capture the dynamic interplay between the individual- and group-level aspects throughout the learning process. For},
	language = {en-GB},
	urldate = {2025-02-23},
	journal = {British Journal of Educational Psychology},
	author = {Järvenoja, Hanna and Törmänen, Tiina and Lehtoaho, Emma and Turunen, Marjo and Suoraniemi, Jasmiina and Edwards, Justin},
	month = feb,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Bewertungsmethoden, Promotion:Relevanz:4},
	pages = {bjep.12754},
	file = {Järvenoja et al. - 2025 - Investigating peer influence on collaborative group members' motivation through the lens of socially:/Users/jochenhanisch-johannsen/Zotero/storage/XSXCHSUL/Järvenoja et al. - 2025 - Investigating peer influence on collaborative group members' motivation through the lens of socially.pdf:application/pdf},
}

@article{xiao_exploratory_2025,
	title = {An exploratory multimodal study of the roles of teacher-student interaction and emotion in academic performance in online classrooms},
	issn = {1360-2357, 1573-7608},
	url = {https://link.springer.com/10.1007/s10639-025-13426-7},
	doi = {10.1007/s10639-025-13426-7},
	abstract = {Teacher-student interaction is critical for providing learners with support and maintaining effective communication during the teaching process. The online teacherstudent interaction mode, has posed challenges to the effectiveness of online classes. However, how to conduct effective interaction in online classes to improve learning outcomes remains unclear. This study used multimodal data analysis of platform behavior and emotional data to investigate the impacts of teacher-student interaction and emotions on students’ academic performance in an online classroom setting. Findings indicate that adult learners’ interactive behaviors, particularly the number of podium appearances and the number of rewards received, positively affect their quiz performance in real time. Additionally, negative emotion frequency collected within a time window shorter than the entire online class was positively correlated with quiz performance. The preliminary results of this study inspire and guide teachers in understanding classroom dynamics and optimizing the teaching process effectively and promptly.},
	language = {en-GB},
	urldate = {2025-02-15},
	journal = {Education and Information Technologies},
	author = {Xiao, Jun and Chen, Mo and Yang, Yule and Liu, Mengting},
	month = feb,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:FU2a, Promotion:Relevanz:4},
	file = {Xiao et al. - 2025 - An exploratory multimodal study of the roles of teacher-student interaction and emotion in academic:/Users/jochenhanisch-johannsen/Zotero/storage/BST55DDD/Xiao et al. - 2025 - An exploratory multimodal study of the roles of teacher-student interaction and emotion in academic.pdf:application/pdf},
}

@article{woo_exploring_2024,
	title = {Exploring {EFL} students’ prompt engineering in human–{AI} story writing: an activity theory perspective},
	issn = {1049-4820, 1744-5191},
	shorttitle = {Exploring {EFL} students’ prompt engineering in human–{AI} story writing},
	url = {https://www.tandfonline.com/doi/full/10.1080/10494820.2024.2361381},
	doi = {10.1080/10494820.2024.2361381},
	abstract = {This study applies Activity Theory to investigate how English as a foreign language (EFL) students prompt generative artificial intelligence (AI) tools during short story writing. Sixty-seven Hong Kong secondary school students created their own generative-AI tools using open-source language models and wrote short stories with them. The study collected and analyzed the students’ generative-AI tools, short stories, and written reflections on their conditions or purposes for prompting. The research identified three main themes regarding the purposes for which students’ prompt generative-AI tools during short story writing: a lack of awareness of purposes, overcoming writer’s block, and developing, expanding, and improving the story. The study also identified common characteristics of students’ activity systems, including the sophistication of their generative-AI tools, the quality of their stories, and their school’s overall academic achievement level, for their prompting of generative-AI tools for the three purposes during short story writing. The study’s findings suggest that teachers should be aware of students’ purposes for prompting generative-AI tools to provide tailored instructions and scaffolded guidance. The findings may also help designers provide differentiated instructions for users at various levels of story development when using a generative-AI tool.},
	language = {en-GB},
	urldate = {2024-07-05},
	journal = {Interactive Learning Environments},
	author = {Woo, David James and Guo, Kai and Susanto, Hengky},
	month = jul,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:4, Promotion:Weiterführung, Bildungstechnologie},
	pages = {1--20},
	file = {Woo et al. - 2024 - Exploring EFL students’ prompt engineering in huma.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q69JL74Y/Woo et al. - 2024 - Exploring EFL students’ prompt engineering in huma.pdf:application/pdf},
}

@article{colliot_what_nodate,
	title = {What makes tablet-based learning effective? {A} study of the role of real-time adaptive feedback},
	volume = {n/a},
	issn = {1467-8535},
	shorttitle = {What makes tablet-based learning effective?},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13439},
	doi = {10.1111/bjet.13439},
	abstract = {This study investigated the added value of real-time adaptive feedback on seventh graders' performances in tablet-based geometry learning. To isolate the effects of the medium (ie, tablet) from those of the feedback, three groups were compared: paper-and-pencil, pen-based tablet without feedback and pen-based tablet with feedback. The feedback was provided by a tutoring system based on an artificial intelligence that automatically interpreted students' pen strokes on the screen. A total of 85 French students drew three geometric shapes, either on paper or on a tablet, and then performed a transfer task on paper. Results showed that using a tablet without feedback did not improve learning but seemed to enhance interest in the task compared to the paper-and-pencil group. Students in the tablet with feedback group performed significantly better than the other two groups on learning, as well as on transfer. This study was the first to combine media comparison and added-value approaches to test the effects on students' geometry performances of using a new educational app on a pen-based tablet in a naturalistic classroom environment. Results showed that it was not the medium used but the intelligent tutoring system-based feedback that improved students' performance. Our data therefore indicate that artificial intelligence is a promising way of providing learners with real-time adaptive feedback in order to improve their performances. Practitioner notes What is already known about this topic Previous meta-analyses have investigated the effects of tablet-based learning. Tablet computers have been proven to increase students' motivation. Yet, the influence of tablet computers on learning outcomes remains inconclusive. Other studies show that certain features of environments, such as feedback, have positive effects on learning. What this paper adds Most of the previous studies adopted a media comparison approach (paper- vs. tablet-based instruction). We combine this approach with an added-value approach by adding or not real-time AI-based feedback. Results showed that tablet use increased children's interest but not their learning outcomes. Feedback improved children's performance in a training task and a later transfer paper task. Implications for practice and/or policy Tablet computers can promote students' interest in the task during geometry instruction. App features play a critical role in improving students' learning. Specifically, IA-based adaptive feedback helps children to perform better on a geometry task.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Colliot, Tiphaine and Krichen, Omar and Girard, Nathalie and Anquetil, Éric and Jamet, Éric},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13439},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, artificial intelligence, tablet computer, intelligent tutoring system, adaptive feedback, geometry app, learning performances},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/SSCA9E6V/Colliot et al. - What makes tablet-based learning effective A stud.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/9DIVPYPK/bjet.html:text/html},
}

@article{buseyne_assessing_nodate,
	title = {Assessing verbal interaction of adult learners in computer-supported collaborative problem solving},
	volume = {n/a},
	issn = {1467-8535},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13391},
	doi = {10.1111/bjet.13391},
	abstract = {The objective of this study is to explore new ways of assessing collaborative problem solving (CPS) processes based on different modalities of audio data and their combination. The data collection took place in an educational lab setting during an experiment with adult teams from professional contexts who collaboratively solved multiple problems as part of a CPS training. From audio data, both verbal (ie, speech) and non-verbal (ie, pitch) aspects were extracted. Four analysis methods were used, including (a) content analysis; (b) linguistic inquiry and word count; (c) verbal entrainment analysis; and (d) acoustic–prosodic entrainment based on pitch data. Insights are given into the CPS processes of the participating groups using these measures and relevant relationships between some of these measures are further investigated. Based on content analysis, it was found that most of the interactions during the CPS process are task oriented, whereas team-oriented interactions are less present. Second, three measures of proportion of contribution in CPS were investigated and clear differences in participation patterns between and within teams were found. We suggest that a combination of utterance count and words per sentence could provide valuable insights for quantity and equality of participation. Third, the study explored pronoun use and found that the most frequently used personal pronouns were first-person singular. Next, the results indicated a relationship between pronoun use and the relative frequency of interactions. Fourth, a rather weak relationship between lexical entrainment measures and the acoustic–prosodic measures were found, suggesting that these measures are indicative of separate communicative aspects in CPS. This study contributes to a better understanding of which type of audio-based data is most informative to teachers and students as a feedback or assessment tool. This study complements previous research as it focuses on spoken human-to-human communication collected in an authentic context. Practitioner notes What is already known about this topic Support and guidance systems for learning coaches, teachers and learners are needed to foster the educational quality of collaborative problem solving (CPS) activities. CPS is a complex process and measuring the quality of CPS processes remains challenging. Multimodal learning analytics, focusing on verbal and non-verbal data sources and using content analysis, linguistic inquiry and word count and verbal and acoustic entrainment measures could be valuable to measure the quality of CPS. What this paper adds The majority of interactions during CPS processes are task oriented or cognitive of nature, whereas team-oriented interactions are less present. Utterance count and words per sentence should be used in combination, as they are indicative of different aspects. Pronoun use in learners' discourse is related to the types of CPS interactions. Lexical entrainment measures and acoustic–prosodic are indicative of distinctive communicative aspects in CPS. Implications for practice and/or policy Quality indicators of CPS processes should include both verbal and non-verbal measures of students' interactions. Educational researchers and the (Edtech) industry should further leverage their forces to foster the development of (semi-)automated systems for measuring the quality of CPS processes. It should be further investigated how quality indicators of CPS processes can be most meaningful to trainers, teachers and learners, for example, through the use of dashboards.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Buseyne, Siem and Rajagopal, Kamakshi and Danquigny, Thierry and Depaepe, Fien and Heutte, Jean and Raes, Annelies},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13391},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU2b, content analysis, audio data, collaborative problem solving, linguistic inquiry, linguistic style matching},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/DXNBKDHH/Buseyne et al. - Assessing verbal interaction of adult learners in .pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/DF7PMZG5/bjet.html:text/html},
}

@article{park_taking_2024,
	title = {Taking a stance in the process of learning: {Developing} perspectival understandings through knowledge co-construction during synchronous computer-mediated classroom discussion},
	volume = {19},
	issn = {1556-1607, 1556-1615},
	shorttitle = {Taking a stance in the process of learning},
	url = {https://link.springer.com/10.1007/s11412-023-09416-x},
	doi = {10.1007/s11412-023-09416-x},
	abstract = {This study extends research on perspectival understanding (Greeno \& van de Sande, 2007) by using Du Bois’ (2007) discourse work on stancetaking to investigate how students expressed their perspectives on course content through a variety of stances/positions as they negotiated meaning in online discussions. Participants were students in a hybrid graduate-level course with weekly synchronous computer-mediated discussions. Adapting Du Bois’ stancetaking triangle, we coded discussion transcripts for shifts in stance and for evidence of influence on students’ perspective taking as they considered course concepts. Findings were that stances and stance objects (that is, topics) were introduced as students collaborated in discussion, with an epistemic stance indicating students’ primary focus on wanting to learn and understand course concepts. Evaluative and affective stances were less frequent and most often intertwined with an epistemic stance but nevertheless important in supporting the group’s discussion. Synchronous online discussions afforded a venue for iterative discourse interactions of evaluation, positioning, and alignment and for shared knowledge co-construction and perspectival understanding.},
	language = {en-GB},
	number = {1},
	urldate = {2024-04-17},
	journal = {International Journal of Computer-Supported Collaborative Learning},
	author = {Park, Hannah and Schallert, Diane L. and Williams, Kyle M. and Gaines, Rachel E. and Lee, Jeonghyun and Choi, Eunjeong},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Technologieintegration, Bildungstheorien, Promotion:Relevanz:4},
	pages = {67--95},
	file = {Park et al. - 2024 - Taking a stance in the process of learning Develo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LGJHB583/Park et al. - 2024 - Taking a stance in the process of learning Develo.pdf:application/pdf},
}

@article{santander-jimenez_offline_2024,
	title = {Offline and online peer assessment in computer engineering: {Insights} from a 5-year experience},
	volume = {29},
	issn = {1360-2357, 1573-7608},
	shorttitle = {Offline and online peer assessment in computer engineering},
	url = {https://link.springer.com/10.1007/s10639-023-11989-x},
	doi = {10.1007/s10639-023-11989-x},
	abstract = {Peer assessment has traditionally represented a key tool to enhance active learning and critical thinking. However, the success of this approach is governed by different factors, which have been accentuated in recent years. The implementation of peer assessment is consequently a challenging task in the current context. This work investigates peer assessment strategies in seven Computer Engineering courses. Students’ performance and assessment accuracy are analyzed throughout five academic years, covering the transition from offline to online methodologies according to the evolution of educational environments. More specifically, peer and lecturer’s grades are examined to identify correlations or deviations in two execution phases. The first phase involves the analysis of in-class offline peer assessments during four academic years, integrated as part of continuous assessment tasks. The second phase deals with the evaluation of online peer assessments in 2021/2022, considering different platforms to manage submissions and reviews. The offline experience denotes statistical correlations between the grades assigned by the peers and the lecturer, while also revealing patterns that affected the performance of students. In addition, the switch to online methodologies does not significantly affect the assessments in courses that adopted peer strategies in the past. Finally, comparable results are obtained under single-blind and double-blind models after careful training.},
	language = {en-GB},
	number = {4},
	urldate = {2024-03-23},
	journal = {Education and Information Technologies},
	author = {Santander-Jiménez, Sergio and Vega-Rodríguez, Miguel A. and Granado-Criado, José M. and Rubio-Largo, Álvaro and Gómez-Pulido, Juan A. and Gómez-Martín, César and Durán-Domínguez, Arturo},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU5},
	pages = {4591--4610},
	file = {Santander-Jiménez et al. - 2024 - Offline and online peer assessment in computer eng.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/INYMYEI5/Santander-Jiménez et al. - 2024 - Offline and online peer assessment in computer eng.pdf:application/pdf},
}

@article{goudarzi_impact_2024,
	title = {Impact of the {Covid}-19 pandemic and ensuing online teaching on pre-clinical medical education},
	volume = {24},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04967-x},
	doi = {10.1186/s12909-023-04967-x},
	abstract = {Background  Major disruptions and changes in education have occurred worldwide as a result of the coronavirus disease (COVID-19) pandemic and the ensuing shift from in-person to online education. However, the effect of such changes on medical education, its magnitude, and the learning domains impacted by such rapid changes have not been adequately addressed, particularly with regard to objective assessment approaches.
Methods  Second-year medical students enrolled in our Medical English Course between 2019 and 2021 were recruited from Hokkaido University, Japan (N = 321) to participate in this study. We evaluated the potential impact of teaching styles on the academic performance of students before (2019; face-to-face) and during (2020; online; 2021; in-person and online) the pandemic. We examined the potential effect of three teaching styles––in-person (2019), online (2020), and a combination of these (2021) on the academic performance of medical students using: (i) subjective assessment of self-reported general English skills, including reading, writing, listening, and speaking; and (ii) objective assessment of medical terminology scores, evidence-based medicine (EBM) skills, and final written exam scores.
Results  In-person education significantly improved listening and speaking skills in 2019 (p {\textless} 0.001). This trend was observed for writing skills in an online course in 2020 (p = 0.001). With the combined teaching method, students reported significant improvements in all four English skills. In our objective assessments, medical terminology improved significantly post-test versus pre-test for all three teaching styles, and we found that the online course did not adversely affect the gain in medical terminology knowledge during the course. Additionally, we did not find any significant differences across the three applied teaching styles regarding EBM skill levels. It is noteworthy that the students taking online courses had a significantly higher final exam score (mean ± SD; 82.8 ± 8.2) than in in-person (78.6 ± 8.8) and combined (79.7 ± 12.1) teaching styles.
Conclusions  In our study, the online/combined courses showed better academic outcomes compared to the faceto-face course in the preclinical clerkship. Although the current results need to be replicated on a larger scale, online/ combined courses can continue and evolve in the post-pandemic education of medical students. Medical schools and institutions should consider incorporating such courses, especially combined courses, into their curricula in the future to improve the effectiveness, accessibility, and flexibility of medical education.},
	language = {en-GB},
	number = {1},
	urldate = {2024-01-23},
	journal = {BMC Medical Education},
	author = {Goudarzi, Houman and Onozawa, Masahiro and Takahashi, Makoto},
	month = jan,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Bewertungsmethoden, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU5, Krisenreaktion im Bildungsbereich},
	pages = {66},
	file = {Goudarzi et al. - 2024 - Impact of the Covid-19 pandemic and ensuing online.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HEMCDNG4/Goudarzi et al. - 2024 - Impact of the Covid-19 pandemic and ensuing online.pdf:application/pdf},
}

@article{radovic_analysing_2023,
	title = {Analysing students' self‐assessment practice in a distance education environment: {Student} behaviour, accuracy, and task‐related characteristics},
	issn = {0266-4909, 1365-2729},
	shorttitle = {Analysing students' self‐assessment practice in a distance education environment},
	url = {https://onlinelibrary.wiley.com/doi/10.1111/jcal.12907},
	doi = {10.1111/jcal.12907},
	abstract = {Background: Self-assessment serves to improve learning through timely feedback on one's solution and iterative refinement as a way to improve one's competence. However, the complexity of the self-assessment process is widely recognized, as well as that students can benefit from it only if their assessment is accurate enough.},
	language = {en-GB},
	urldate = {2023-11-22},
	journal = {Journal of Computer Assisted Learning},
	author = {Radović, Slaviša and Seidel, Niels and Haake, Joerg M. and Kasakowskij, Regina},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU2b},
	pages = {jcal.12907},
	file = {Radović et al. - 2023 - Analysing students' self‐assessment practice in a .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MC8LL5QB/Radović et al. - 2023 - Analysing students' self‐assessment practice in a .pdf:application/pdf},
}

@incollection{hattula_projektorientiertes_2021,
	address = {Wiesbaden},
	title = {Projektorientiertes {Lernen} in der {Online}-{Lehre}},
	isbn = {978-3-658-32392-9 978-3-658-32393-6},
	url = {https://link.springer.com/10.1007/978-3-658-32393-6_30},
	language = {de-DE},
	urldate = {2022-05-21},
	booktitle = {Praxisorientierte {Hochschullehre}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hollstein, André and Kerzel, Ulrich and Ismailović, Damir},
	editor = {Hattula, Cansu and Hilgers-Sekowsky, Julia and Schuster, Gabriele},
	year = {2021},
	doi = {10.1007/978-3-658-32393-6_30},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#a:Buchteil:online:lernen},
	pages = {351--361},
	file = {Hollstein et al. - 2021 - Projektorientiertes Lernen in der Online-Lehre.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NTD58RVQ/Hollstein et al. - 2021 - Projektorientiertes Lernen in der Online-Lehre.pdf:application/pdf},
}

@article{nyfoudi_managerial_2022,
	title = {Managerial coaching skill and team performance: {How} does the relationship work and under what conditions?},
	issn = {0954-5395, 1748-8583},
	shorttitle = {Managerial coaching skill and team performance},
	url = {https://onlinelibrary.wiley.com/doi/10.1111/1748-8583.12443},
	doi = {10/gptb4c},
	abstract = {Empirical evidence about whether and how managerial coaching relates to team performance continues to lag behind research conducted on individual employee outcomes. We address this question by drawing on social cognition theory and turning the spotlight on the moderating role of managers' learning goal orientation and the mediating role of team-level architectural knowledge. We employ dual-source data from 182 knowledge workers and their managers nested in 60 teams in knowledge-based organisations. Our findings indicate that team-level architectural knowledge mediates the relationship between managerial coaching skill and team performance when the managers' learning goal orientation is high rather than low. Our study contributes to the human resources literature by highlighting the importance of managers in devolved developmental interventions and offers practical implications for the informed workplace use of managerial coaching.},
	language = {en-GB},
	urldate = {2022-05-12},
	journal = {Human Resource Management Journal},
	author = {Nyfoudi, Margarita and Shipton, Helen and Theodorakopoulos, Nicholas and Budhwar, Pawan},
	month = mar,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {1748--8583.12443},
	file = {Nyfoudi et al. - 2022 - Managerial coaching skill and team performance Ho.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IBZFATF7/Nyfoudi et al. - 2022 - Managerial coaching skill and team performance Ho.pdf:application/pdf},
}

@article{kagawa_assessment_2021,
	title = {Assessment of {Preparedness} for {Remote} {Teaching} and {Learning} to {Transform} {Health} {Professions} {Education} in {Sub}-{Saharan} {Africa} in {Response} to the {COVID}-19 {Pandemic}: {Protocol} for a {Mixed} {Methods} {Study} {With} a {Case} {Study} {Approach}},
	volume = {10},
	issn = {1929-0748},
	shorttitle = {Assessment of {Preparedness} for {Remote} {Teaching} and {Learning} to {Transform} {Health} {Professions} {Education} in {Sub}-{Saharan} {Africa} in {Response} to the {COVID}-19 {Pandemic}},
	url = {https://www.researchprotocols.org/2021/7/e28905},
	doi = {10.2196/28905},
	abstract = {Background: The current COVID-19 pandemic is affecting all aspects of society worldwide. To combat the pandemic, measures such as face mask–wearing, hand-washing and -sanitizing, movement restrictions, and social distancing have been introduced. These measures have significantly disrupted education, particularly health professions education, which depends on student-patient contact for the development of clinical competence. The wide-ranging consequences of the pandemic are immense, and health professions education institutions in sub-Saharan Africa have not been spared.},
	language = {en-GB},
	number = {7},
	urldate = {2021-12-12},
	journal = {JMIR Research Protocols},
	author = {Kagawa, Mike Nantamu and Chipamaunga, Shalote and Prozesky, Detlef and Kafumukache, Elliot and Gwini, Rudo and Kandawasvika, Gwendoline and Katowa-Mukwato, Patricia and Masanganise, Rangarirai and Pretorius, Louise and Wessels, Quenton and Dithole, Kefalotse S and Marimo, Clemence and Mubuuke, Aloysius Gonzaga and Mbalinda, Scovia Nalugo and van der Merwe, Lynette and Nyoni, Champion N},
	month = jul,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, COVID-19, emergency remote teaching, Africa, pandemic, formal online learning},
	pages = {e28905},
	file = {Kagawa et al. - 2021 - Assessment of Preparedness for Remote Teaching and.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EWUPZJ7Z/Kagawa et al. - 2021 - Assessment of Preparedness for Remote Teaching and.pdf:application/pdf},
}

@article{jordan_use_2021,
	title = {The {Use} of a {Formative} {Pedagogy} {Lens} to {Enhance} and {Maintain} {Virtual} {Supervisory} {Relationships}: {Appreciative} {Inquiry} and {Critical} {Review}},
	volume = {7},
	issn = {2369-3762},
	shorttitle = {The {Use} of a {Formative} {Pedagogy} {Lens} to {Enhance} and {Maintain} {Virtual} {Supervisory} {Relationships}},
	url = {https://mededu.jmir.org/2021/4/e26251},
	doi = {10.2196/26251},
	abstract = {Background: Virtual supervisory relationships provide an infrastructure for flexible learning, global accessibility, and outreach, connecting individuals worldwide. The surge in web-based educational activities in recent years provides an opportunity to understand the attributes of an effective supervisor-student or mentor-student relationship.
Objective: The aim of this study is to compare the published literature (through a critical review) with our collective experiences (using small-scale appreciative inquiry [AI]) in an effort to structure and identify the dilemmas and opportunities for virtual supervisory and mentoring relationships, both in terms of stakeholder attributes and skills as well as providing instructional recommendations to enhance virtual learning.
Methods: A critical review of the literature was conducted followed by an AI of reflections by the authors. The AI questions were derived from the 4D AI framework.
Results: Despite the multitude of differences between face-to-face and web-based supervision and mentoring, four key dilemmas seem to influence the experiences of stakeholders involved in virtual learning: informal discourses and approachability of mentors; effective virtual communication strategies; authenticity, trust, and work ethics; and sense of self and cultural considerations.
Conclusions: Virtual mentorship or supervision can be as equally rewarding as an in-person relationship. However, its successful implementation requires active acknowledgment of learners’ needs and careful consideration to develop effective and mutually beneficial student-educator relationships.},
	language = {en-GB},
	number = {4},
	urldate = {2021-12-12},
	journal = {JMIR Medical Education},
	author = {Jordan, Chloe Louanne and Sathaananthan, Thillainathan and Celi, Leo Anthony and Jones, Linda and Alagha, M Abdulhadi},
	month = oct,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, education, Systemische Beratung, medical education, pedagogy, teaching, web-based, formative pedagogy, mentors, online platforms, virtual education, virtual learning},
	pages = {e26251},
	file = {Jordan et al. - 2021 - The Use of a Formative Pedagogy Lens to Enhance an.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SCK2VJVV/Jordan et al. - 2021 - The Use of a Formative Pedagogy Lens to Enhance an.pdf:application/pdf},
}

@article{fatima_united_2021,
	title = {The {United} {States} {Medical} {Licensing} {Exam} {Step} 2 {Clinical} {Skills} {Examination}: {Potential} {Alternatives} {During} and {After} the {COVID}-19 {Pandemic}},
	volume = {7},
	issn = {2369-3762},
	shorttitle = {The {United} {States} {Medical} {Licensing} {Exam} {Step} 2 {Clinical} {Skills} {Examination}},
	url = {https://mededu.jmir.org/2021/2/e25903},
	doi = {10.2196/25903},
	abstract = {We feel that the current COVID-19 crisis has created great uncertainty and anxiety among medical students. With medical school classes initially being conducted on the web and the approaching season of “the Match” (a uniform system by which residency candidates and residency programs in the United States simultaneously “match” with the aid of a computer algorithm to fill first-year and second-year postgraduate training positions accredited by the Accreditation Council for Graduate Medical Education), the situation did not seem to be improving. The National Resident Matching Program made an official announcement on May 26, 2020, that candidates would not be required to take or pass the United States Medical Licensing Examination Step 2 Clinical Skills (CS) examination to participate in the Match. On January 26, 2021, formal discontinuation of Step 2 CS was announced; for this reason, we have provided our perspective of possible alternative solutions to the Step 2 CS examination. A successful alternative model can be implemented in future residency match seasons as well.},
	language = {en-GB},
	number = {2},
	urldate = {2021-12-12},
	journal = {JMIR Medical Education},
	author = {Fatima, Rawish and Assaly, Ahmad R and Aziz, Muhammad and Moussa, Mohamad and Assaly, Ragheb},
	month = apr,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, COVID-19, online learning, medical education, medical student, United States, alternative, medical school, model, exam, NRMP, Step 2 Clinical Skills, Step 2 CS, test, The National Resident Matching Program, United States Medical Licensing Examination, USMLE},
	pages = {e25903},
}

@book{klimsa_online-lernen_2011,
	address = {München},
	edition = {2., verbesserte und ergänzte Aufl.},
	title = {Online-{Lernen}: {Handbuch} für {Wissenschaft} und {Praxis}},
	isbn = {978-3-486-70263-7},
	shorttitle = {Online-{Lernen}},
	abstract = {Das Buch behandelt die Themen Wissenschaftliche Grundlagen zum Online-Lernen; Charakteristika des Online-Lernen; Design, Organisation und Werkzeuge des Online-Lernens; Evaluation des Online-Lernens; Online-Lernen in der Praxis},
	language = {de-DE},
	publisher = {Oldenbourg},
	editor = {Klimsa, Paul and Issing, Ludwig J.},
	year = {2011},
	note = {OCLC: 697485213},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, FernUni-Hagen:MABM:M3, \#a:Buch:online:lernen},
}

@article{meuwly_use_2021,
	title = {Use of an {Online} {Ultrasound} {Simulator} to {Teach} {Basic} {Psychomotor} {Skills} to {Medical} {Students} {During} the {Initial} {COVID}-19 {Lockdown}: {Quality} {Control} {Study}},
	volume = {7},
	issn = {2369-3762},
	shorttitle = {Use of an {Online} {Ultrasound} {Simulator} to {Teach} {Basic} {Psychomotor} {Skills} to {Medical} {Students} {During} the {Initial} {COVID}-19 {Lockdown}},
	url = {https://mededu.jmir.org/2021/4/e31132},
	doi = {10.2196/31132},
	abstract = {Background: Teaching medical ultrasound has increased in popularity in medical schools with hands-on workshops as an essential part of teaching. However, the lockdown due to COVID-19 kept medical schools from conducting these workshops.
Objective: The aim of this paper is to describe an alternative method used by our medical school to allow our students to acquire the essential psychomotor skills to produce ultrasound images.
Methods: Our students took online ultrasound courses. Consequently, they had to practice ultrasound exercises on a virtual simulator, using the mouse of their computer to control a simulated transducer. Our team measured the precision reached at the completion of simulation exercises. Before and after completion of the courses and simulator’s exercises, students had to complete a questionnaire dedicated to psychomotor skills. A general evaluation questionnaire was also submitted.
Results: A total of 193 students returned the precourse questionnaire. A total of 184 performed all the simulator exercises and 181 answered the postcourse questionnaire. Of the 180 general evaluation questionnaires that were sent out, 136 (76\%) were returned. The average precourse score was 4.23 (SD 2.14). After exercising, the average postcourse score was 6.36 (SD 1.82), with a significant improvement (P{\textless}.001). The postcourse score was related to the accuracy with which the simulator exercises were performed (Spearman rho 0.2664; P{\textless}.001). Nearly two-thirds (n=84, 62.6\%) of the students said they enjoyed working on the simulator. A total of 79 (58.0\%) students felt that they had achieved the course’s objective of reproducing ultrasound images. Inadequate connection speed had been a problem for 40.2\% (n=54) of students.
Conclusions: The integration of an online simulator for the practical learning of ultrasound in remote learning situations has allowed for substantial acquisitions in the psychomotor field of ultrasound diagnosis. Despite the absence of workshops, the students were able to learn and practice how to handle an ultrasound probe to reproduce standard images. This study enhances the value of online programs in medical education, even for practical skills.},
	language = {en-GB},
	number = {4},
	urldate = {2021-12-12},
	journal = {JMIR Medical Education},
	author = {Meuwly, Jean-Yves and Mandralis, Katerina and Tenisch, Estelle and Gullo, Giuseppe and Frossard, Pierre and Morend, Laura},
	month = nov,
	year = {2021},
	keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, medical education, teaching, ultrasound, ultrasonography, medical students, psychomotor, anatomy, computers in anatomical education, internet application in anatomy, motor skills, simulator},
	pages = {e31132},
	file = {Meuwly et al. - 2021 - Use of an Online Ultrasound Simulator to Teach Bas.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S25DJ3NQ/Meuwly et al. - 2021 - Use of an Online Ultrasound Simulator to Teach Bas.pdf:application/pdf},
}

@article{baalsrud_hauge_current_2021,
	title = {Current {Competencies} of {Game} {Facilitators} and {Their} {Potential} {Optimization} in {Higher} {Education}: {Multimethod} {Study}},
	volume = {9},
	issn = {2291-9279},
	shorttitle = {Current {Competencies} of {Game} {Facilitators} and {Their} {Potential} {Optimization} in {Higher} {Education}},
	url = {https://games.jmir.org/2021/2/e25481},
	doi = {10.2196/25481},
	abstract = {Background: Serious games can be a powerful learning tool in higher education. However, the literature indicates that the learning outcome in a serious game depends on the facilitators’ competencies. Although professional facilitators in commercial game-based training have undergone specific instruction, facilitators in higher education cannot rely on such formal instruction, as game facilitation is only an occasional part of their teaching activities.
Objective: This study aimed to address the actual competencies of occasional game facilitators and their perceived competency deficits.
Methods: Having many years of experience as professional and occasional facilitators, we (n=7) defined requirements for the occasional game facilitator using individual reflection and focus discussion. Based on these results, guided interviews were conducted with additional occasional game facilitators (n=4) to check and extend the requirements. Finally, a group of occasional game facilitators (n=30) answered an online questionnaire based on the results of the requirement analysis and existing competency models.
Results: Our review produced the following questions: Which competencies are needed by facilitators and what are their training needs? What do current training courses for occasional game facilitators in higher education look like? How do the competencies of occasional game facilitators differ from other competencies required in higher education? The key findings of our analysis are that a mix of managerial and technical competencies is required for facilitating serious games in higher educational contexts. Further, there is a limited or no general competence model for game facilitators, and casual game facilitators rarely undergo any specific, formal training.
Conclusions: The results identified the competencies that game facilitators require and a demand for specific formal training. Thus, the study contributes to the further development of a competency model for game facilitators and enhances the efficiency of serious games.},
	language = {en-GB},
	number = {2},
	urldate = {2021-12-12},
	journal = {JMIR Serious Games},
	author = {Baalsrud Hauge, Jannicke and Söbke, Heinrich and Bröker, Thomas and Lim, Theodore and Luccini, Angelo Marco and Kornevs, Maksims and Meijer, Sebastiaan},
	month = may,
	year = {2021},
	note = {ZSCC: 0000000},
	keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, competency, gaming, higher education, educational games, facilitation},
	pages = {e25481},
	file = {Baalsrud Hauge et al. - 2021 - Current Competencies of Game Facilitators and Thei.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JGCPHLPR/Baalsrud Hauge et al. - 2021 - Current Competencies of Game Facilitators and Thei.pdf:application/pdf},
}

@article{luo_wechat_2021,
	title = {{WeChat} as a {Platform} for {Problem}-{Based} {Learning} {Among} {Hematological} {Postgraduates}: {Feasibility} and {Acceptability} {Study}},
	volume = {23},
	issn = {1438-8871},
	shorttitle = {{WeChat} as a {Platform} for {Problem}-{Based} {Learning} {Among} {Hematological} {Postgraduates}},
	url = {https://www.jmir.org/2021/5/e16463},
	doi = {10.2196/16463},
	abstract = {Background: Hematological medicine is a practical discipline that is difficult to study. Problem-based learning (PBL) is an innovative student-centered teaching method wherein students define their own learning objectives from clinically based problems. Considering that WeChat is the most popular communication app in China, we selected it as a new platform for online PBL to reduce the limitations of traditional PBL in hematology teaching.
Objective: This study aims to explore a new pedagogical method called WeChat-PBL, which is based on real micro clinical cases for postgraduates majoring in hematology and to demonstrate its feasibility and acceptability.
Methods: A total of 48 hematological postgraduates and 7 tutors participated in this study. We divided the participants into 7 groups where students can learn theoretical knowledge. After each course, the members of each group were required to complete in-class quizzes. Moreover, the students and tutors were required to fill out periodic (after each class) and overall (after each semester) evaluations.
Results: A total of 8 micro clinical cases were presented in WeChat-PBL. The average quiz score for acute myelogenous leukemia, chronic myeloid leukemia, multiple myeloma, acute promyelocytic leukemia, and lymphoma were 89.0\%, 86.0\%, 83.4\%, 88.8\%, and 77.5\%, respectively. Periodic evaluations showed that both students and tutors were satisfied with the process of WeChat-PBL. The overall evaluation results showed that WeChat-PBL was able to positively impact the learning experiences of hematological postgraduates.
Conclusions: Our results indicate the feasibility and acceptability of the WeChat-PBL teaching method for postgraduates majoring in hematology.},
	language = {en-GB},
	number = {5},
	urldate = {2021-12-12},
	journal = {Journal of Medical Internet Research},
	author = {Luo, Ping and Pang, Wenwen and Wang, Yingying and Liu, Minghui and Zhou, Shu and Liu, Shuai and Zhang, Xian and Liu, Li and Liu, Yanan and Zhou, Fuling},
	month = may,
	year = {2021},
	note = {ZSCC: 0000000},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, education, problem-based learning, hematology, PBL, WeChat, postgraduate},
	pages = {e16463},
	file = {Luo et al. - 2021 - WeChat as a Platform for Problem-Based Learning Am.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GIJPNDMD/Luo et al. - 2021 - WeChat as a Platform for Problem-Based Learning Am.pdf:application/pdf},
}

@article{yang_medical_2021,
	title = {Medical {Data} {Mining} {Course} {Development} in {Postgraduate} {Medical} {Education}: {Web}-{Based} {Survey} and {Case} {Study}},
	volume = {7},
	issn = {2369-3762},
	shorttitle = {Medical {Data} {Mining} {Course} {Development} in {Postgraduate} {Medical} {Education}},
	url = {https://mededu.jmir.org/2021/4/e24027},
	doi = {10.2196/24027},
	abstract = {Background: Medical postgraduates’ demand for data capabilities is growing, as biomedical research becomes more data driven, integrative, and computational. In the context of the application of big data in health and medicine, the integration of data mining skills into postgraduate medical education becomes important.
Objective: This study aimed to demonstrate the design and implementation of a medical data mining course for medical postgraduates with diverse backgrounds in a medical school.
Methods: We developed a medical data mining course called “Practical Techniques of Medical Data Mining” for postgraduate medical education and taught the course online at Peking Union Medical College (PUMC). To identify the background knowledge, programming skills, and expectations of targeted learners, we conducted a web-based questionnaire survey. After determining the instructional methods to be used in the course, three technical platforms—Rain Classroom, Tencent Meeting, and WeChat—were chosen for online teaching. A medical data mining platform called Medical Data Mining - R Programming Hub (MedHub) was developed for self-learning, which could support the development and comprehensive testing of data mining algorithms. Finally, we carried out a postcourse survey and a case study to demonstrate that our online course could accommodate a diverse group of medical students with a wide range of academic backgrounds and programming experience.
Results: In total, 200 postgraduates from 30 disciplines participated in the precourse survey. Based on the analysis of students’ characteristics and expectations, we designed an optimized course structured into nine logical teaching units (one 4-hour unit per week for 9 weeks). The course covered basic knowledge of R programming, machine learning models, clinical data mining, and omics data mining, among other topics, as well as diversified health care analysis scenarios. Finally, this 9-week course was successfully implemented in an online format from May to July in the spring semester of 2020 at PUMC. A total of 6 faculty members and 317 students participated in the course. Postcourse survey data showed that our course was considered to be very practical (83/83, 100\% indicated “very positive” or “positive”), and MedHub received the best feedback, both in function (80/83, 96\% chose “satisfied”) and teaching effect (80/83, 96\% chose “satisfied”). The case study showed that our course was able to fill the gap between student expectations and learning outcomes.
Conclusions: We developed content for a data mining course, with online instructional methods to accommodate the diversified characteristics of students. Our optimized course could improve the data mining skills of medical students with a wide range of academic backgrounds and programming experience.},
	language = {en-GB},
	number = {4},
	urldate = {2021-12-12},
	journal = {JMIR Medical Education},
	author = {Yang, Lin and Zheng, Si and Xu, Xiaowei and Sun, Yueping and Wang, Xuwen and Li, Jiao},
	month = oct,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, postgraduate medical education, online teaching, course development, medical data mining},
	pages = {e24027},
	file = {Yang et al. - 2021 - Medical Data Mining Course Development in Postgrad.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LAVYKAQH/Yang et al. - 2021 - Medical Data Mining Course Development in Postgrad.pdf:application/pdf},
}

@article{purwanti_virtual_2022,
	title = {Virtual {Simulation} in {Clinical} {Nursing} {Education} to {Improve} {Knowledge} and {Clinical} {Skills}: {Literature} {Review}},
	volume = {10},
	issn = {1857-9655},
	shorttitle = {Virtual {Simulation} in {Clinical} {Nursing} {Education} to {Improve} {Knowledge} and {Clinical} {Skills}},
	url = {https://oamjms.eu/index.php/mjms/article/view/9435},
	doi = {10/gqmm8x},
	abstract = {BACKGROUND: Nursing as a professional education must have a solid professional foundation to encourage nursing professionals’ attitude, behavior, and ability to carry out the nursing practice. AIM: This study aims to review the effectiveness of virtual simulations (vSIMs) in clinical nursing education in increasing the clinical knowledge and skills of new nurses and nursing students.
METHODS: A literature review using the PRISMA method from the online database Science Direct, Scopus, and PubMed with the keywords vSIM, clinical nursing education, knowledge, and nursing skills from 2016 to 2020.
RESULTS: It was found that 162 articles were found. Then, 25 articles can be reviewed based on inclusion and exclusion criteria. The reviewed articles used a quasi-experimental design. While articles in the form of pilot projects, literature/systematic reviews, qualitative, and descriptive studies were excluded from the study. Based on the review of articles, it was found that, on average, they discussed the effectiveness of vSIMs used in the clinical learning process in hospitals. It can be applied to new nurses and nursing students.
CONCLUSION: Virtual simulation is useful for learning new skills; practicing skills that combine content, critical thinking, and psychomotor elements; learning skills competencies, and the ability to make decisions. In the era of the Coronavirus Disease 2019 pandemic, vSIM is a safe and realistic nursing education technology for nurses and nursing students.},
	language = {en-GB},
	number = {F},
	urldate = {2022-08-07},
	journal = {Open Access Macedonian Journal of Medical Sciences},
	author = {Purwanti, Lina Ema and Sukartini, Tintin and Kurniawati, Ninuk Dian and Nursalam, Nursalam and Susilowati, Tri},
	month = may,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {396--404},
	file = {Purwanti et al. - 2022 - Virtual Simulation in Clinical Nursing Education t.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L59JKT3V/Purwanti et al. - 2022 - Virtual Simulation in Clinical Nursing Education t.pdf:application/pdf},
}

@article{kaldheim_professional_2022,
	title = {Professional competence development through interprofessional simulation‐based learning assists perioperative nurses in postgraduation acute clinical practice situations: {A} qualitative study},
	issn = {0962-1067, 1365-2702},
	shorttitle = {Professional competence development through interprofessional simulation‐based learning assists perioperative nurses in postgraduation acute clinical practice situations},
	url = {https://onlinelibrary.wiley.com/doi/10.1111/jocn.16377},
	doi = {10/gp957b},
	abstract = {Background: Perioperative nursing requires specialised education that offers professional development to ensure high-­quality nursing care and patient safety in acute situations. Interprofessional simulation-­based learning exposes students to acute situations in a safe environment without the risk of harming the patient, and it prepares postgraduate nursing students for clinical practice. Despite extensive research regarding simulation-­based learning, there is a lack of knowledge on what impact such training has on perioperative nursing students after graduation. Design: An explorative qualitative design was used, and this study is reported in accordance with the COREQ guidelines.
Method: Between March 2019–­November 2020, 16 perioperative nurses participated in semi-­structured individual interviews three to five months after their graduation from five different educational institutions. During their postgraduate education, they had participated in interprofessional simulation-­based learning that included acute clinical situations. A phenomenological hermeneutical analysis was applied to the data involving three steps: naïve reading, structural analysis and comprehensive understanding.
Results: During the naïve reading, three themes emerged: competence in handling acute situations, competence in interprofessional teamwork and professional identity development.
Conclusion: Interprofessional simulation-­based learning in perioperative nursing education developed relevant and important competence, including professional identity},
	language = {en-GB},
	urldate = {2022-06-09},
	journal = {Journal of Clinical Nursing},
	author = {Kaldheim, Hege Kristin Aslaksen and Fossum, Mariann and Munday, Judy and Creutzfeldt, Johan and Slettebø, Åshild},
	month = jun,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {jocn.16377},
	file = {Kaldheim et al. - 2022 - Professional competence development through interp.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2XMCDQCI/Kaldheim et al. - 2022 - Professional competence development through interp.pdf:application/pdf},
}

@book{dammerer_berufszufriedenheit_2021,
	address = {Weinheim Basel},
	edition = {1. Auflage},
	title = {Berufszufriedenheit {Und} {Lebenslanges} {Lernen} {Von} {Lehrpersonen}: {Die} {Zusammenhänge} {Von} {Berufszufriedenheit}, {Dienstalter} {Und} {Fort}- {Und} {Weiterbildung}: {Mit} {Online}-{Materialien}},
	isbn = {978-3-7799-6394-3},
	shorttitle = {Berufszufriedenheit {Und} {Lebenslanges} {Lernen} {Von} {Lehrpersonen}},
	language = {de-DE},
	publisher = {Beltz Juventa},
	author = {Dammerer, Johannes},
	year = {2021},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#a:Buch:online:lernen},
	file = {Dammerer - 2021 - Berufszufriedenheit Und Lebenslanges Lernen Von Le.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JZMCPQJT/Dammerer - 2021 - Berufszufriedenheit Und Lebenslanges Lernen Von Le.pdf:application/pdf},
}

@incollection{klimsa_konnektivitat_2011,
	address = {München},
	edition = {2., verbesserte und ergänzte Aufl.},
	title = {Konnektivität von {Online}-{Anwendungen}},
	isbn = {978-3-486-70263-7},
	language = {de-DE},
	booktitle = {Online-{Lernen}: {Handbuch} für {Wissenschaft} und {Praxis}},
	publisher = {Oldenbourg},
	author = {Bernhardt, Thomas and Kirchner, Marcel and Klosa, Oliver},
	editor = {Klimsa, Paul and Issing, Ludwig J.},
	year = {2011},
	note = {ZSCC: NoCitationData[s0] 
OCLC: 697485213},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#a:Buchteil:online:lernen},
	pages = {165--178},
}

@article{kirubarajan_artificial_nodate,
	title = {Artificial intelligence in emergency medicine: {A} scoping review},
	volume = {n/a},
	issn = {2688-1152},
	shorttitle = {Artificial intelligence in emergency medicine},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/emp2.12277},
	doi = {10/gk76j8},
	abstract = {Introduction Despite the growing investment in and adoption of artificial intelligence (AI) in medicine, the applications of AI in an emergency setting remain unclear. This scoping review seeks to identify available literature regarding the applications of AI in emergency medicine. Methods The scoping review was conducted according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for scoping reviews using Medline-OVID, EMBASE, CINAHL, and IEEE, with a double screening and extraction process. The search included articles published until February 28, 2020. Articles were excluded if they did not self-classify as studying an AI intervention, were not relevant to the emergency department (ED), or did not report outcomes or evaluation. Results Of the 1483 original database citations, 395 were eligible for full-text evaluation. Of these articles, a total of 150 were included in the scoping review. The majority of included studies were retrospective in nature (n = 124, 82.7\%), with only 3 (2.0\%) prospective controlled trials. We found 37 (24.7\%) interventions aimed at improving diagnosis within the ED. Among the 150 studies, 19 (12.7\%) focused on diagnostic imaging within the ED. A total of 16 (10.7\%) studies were conducted in the out-of-hospital environment (eg, emergency medical services, paramedics) with the remainder occurring either in the ED or the trauma bay. Of the 24 (16\%) studies that had human comparators, there were 12 (8\%) studies in which AI interventions outperformed clinicians in at least 1 measured outcome. Conclusion AI-related research is rapidly increasing in emergency medicine. There are several promising AI interventions that can improve emergency care, particularly for acute radiographic imaging and prediction-based diagnoses. Higher quality evidence is needed to further assess both short- and long-term clinical outcomes.},
	language = {en-GB},
	number = {n/a},
	urldate = {2020-11-11},
	journal = {Journal of the American College of Emergency Physicians Open},
	author = {Kirubarajan, Abirami and Taher, Ahmed and Khan, Shawn and Masood, Sameer},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/emp2.12277},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Notfallmedizin, artificial intelligence, technology, machine learning, algorithm, emergency department, artificial neural networks},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/PSRFHUID/Kirubarajan et al. - Artificial intelligence in emergency medicine A s.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/XJ4ZIKY9/emp2.html:text/html},
}

@article{svellingen_effect_nodate,
	title = {The effect of multiple exposures in scenario-based simulation—{A} mixed study systematic review},
	volume = {n/a},
	issn = {2054-1058},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/nop2.639},
	doi = {10/ghdx5h},
	abstract = {Aims To examine the use and effects of multiple simulations in nursing education. Design A mixed study systematic review. Databases (CINAHL, Medline, PubMed, EMBASE, ERIC, Education source and Science Direct) were searched for studies published until April 2020. Method Researchers analysed the articles. Bias risk was evaluated using the Critical Appraisal Skills Programme and Cochrane Risk of Bias tool. Results In total, 27 studies were included and four themes identified. Students participated in multiple simulation sessions, over weeks to years, which included 1–4 scenarios in various nursing contexts. Simulations were used to prepare for, or partly replace, students’ clinical practice. Learning was described in terms of knowledge, competence and confidence. Conclusion Multiple scenario-based simulation is a positive intervention that can be implemented in various courses during every academic year to promote nursing students’ learning. Further longitudinal research is required, including randomized studies, with transparency regarding study design and instruments.},
	language = {en-GB},
	number = {n/a},
	urldate = {2020-10-05},
	journal = {Nursing Open},
	author = {Svellingen, Alette H. and Søvik, Margrethe B. and Røykenes, Kari and Brattebø, Guttorm},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/nop2.639},
	keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, education, learning, nursing students, clinical competence, mixed study systematic review},
	file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/XJCJW7VY/nop2.html:text/html;svellingen_et_al_the_effect_of_multiple_exposures_in_scenario-based_simulation—a_mixed_study.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TCBMPYQP/svellingen_et_al_the_effect_of_multiple_exposures_in_scenario-based_simulation—a_mixed_study.pdf:application/pdf},
}

@incollection{klimsa_methoden_2011,
	address = {München},
	edition = {2., verb. und erg. Aufl.},
	title = {Methoden und {Ergebnisse} der {Evaluation} elektronischer {Lernangebote}},
	isbn = {978-3-486-70263-7},
	language = {de-DE},
	booktitle = {Online-{Lernen}: {Handbuch} für {Wissenschaft} und {Praxis}},
	publisher = {Oldenbourg},
	author = {Glowalla, Ulrich and Herder, Meike and Süße, Cord and Koch, Nina},
	editor = {Klimsa, Paul and Issing, Ludwig J.},
	year = {2011},
	note = {OCLC: 697485213},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, FernUni-Hagen:MABM:M3, \#a:Buchteil:online:lernen},
	pages = {309--328},
}

@article{gedera_learning_2023,
	title = {Learning during a pandemic: an {Activity} {Theory} analysis of the challenges experienced by {Aotearoa}/{New} {Zealand} university students},
	volume = {71},
	issn = {1042-1629, 1556-6501},
	shorttitle = {Learning during a pandemic},
	url = {https://link.springer.com/10.1007/s11423-023-10284-3},
	doi = {10.1007/s11423-023-10284-3},
	abstract = {The worldwide disruption of higher education during the Covid-19 pandemic has been studied from the viewpoints of institutions and teachers, with some attention to students’ health and learning challenges. Attempts to theorise the diverse and conflicting challenges faced by students learning online during the pandemic have been limited. It is helpful to analyse students’ experiences as part of an activity system in order to unravel the system’s elements and determine contradictions that occur. This study adopted a mixed methods approach to investigate students’ online learning experiences at all eight New Zealand universities during the pandemic. Data obtained via a large-scale online survey, followed by focus groups and individual interviews, is presented in light of an Activity Theory framework. Findings show that students’ key challenges were associated with new tools and technologies, lack of interaction and social connection, lack of routine and space, and clashing commitments due to multiple roles and responsibilities. Contradictions can be a driving force for change and development in teaching and learning contexts. We conclude with recommendations for tertiary institutions, teachers, learning designers and students to inform future learning and teaching plans.},
	language = {en-GB},
	number = {6},
	urldate = {2023-12-23},
	journal = {Educational technology research and development},
	author = {Gedera, Dilani and Forbes, Dianne and Brown, Cheryl and Hartnett, Maggie and Datt, Ashwini},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {2271--2295},
	file = {Gedera et al. - 2023 - Learning during a pandemic an Activity Theory ana.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/F8T4F76N/Gedera et al. - 2023 - Learning during a pandemic an Activity Theory ana.pdf:application/pdf},
}

@article{kirk_sullivan_lighting_2023,
	title = {Lighting the fire: unleashing student agency in emergency remote teaching during the covid-19 pedagogical shift},
	shorttitle = {Lighting the fire},
	url = {https://www.abdn.ac.uk/education/research/eitn/journal/archive/63/735/},
	doi = {10.26203/W38E-J819},
	abstract = {This paper explores the implications of the COVID-19 pandemic on university pedagogy and the lessons that can be learned from students who experienced emergency remote teaching. Unlike many countries, Sweden did not impose a lockdown or curfew, allowing students to gather in small groups on university campuses while receiving online instruction. This unique hybrid situation enhances the relevance of our findings for the post-pandemic context. Employing a participatory research methodology, we collaborated with first-year university teacher education students to co-construct their experiences as new students during COVID-19. Our research aimed to understand how the students' socio-cultural context and their university experiences influenced their learning and what insights these experiences provide regarding students' agency for learning. Through collaborative discussions and thematic analysis, we identified that students formed close-knit study groups, developed a strong sense of agency, became self-directed learners, and offered each other mutual support. Our conclusions highlight the resilience of students, the value of informal and spontaneous collaborative learning groups, the high degree of agency among students, and the potential benefits of a pedagogy that is less controlling and scaffolded, allowing for spontaneous, creative, and inquiry-directed learning. Future research could investigate whether collaborative learning groups are more effective with reduced mandatory lecture and seminar loads.},
	language = {en-GB},
	urldate = {2023-12-23},
	author = {{Kirk Sullivan} and {Niclas Lindström} and {Hannah Lindfors} and {Lukas Oskarsson} and {Gustav Surting} and {Nils Vestring}},
	year = {2023},
	note = {Publisher: University of Aberdeen},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	file = {Kirk Sullivan et al. - 2023 - Lighting the fire unleashing student agency in em.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8JQ5DII6/Kirk Sullivan et al. - 2023 - Lighting the fire unleashing student agency in em.pdf:application/pdf},
}

@article{werlen_think_nodate,
	title = {Think, speak, and reflect! {Deeper} learning with self-control tasks and voice input},
	abstract = {In online learning environments, closed-ended questions, such as multiple-choice questions, allow learners to receive immediate feedback on their answers. Although open-ended questions may be more appropriate for some learning objectives and materials, providing immediate feedback on open-ended responses remains a challenge. Self-control tasks (SCT) provide students with instant feedback on answers to open-ended questions. The focus is on comparing the student's own answer with a sample answer and reflecting on differences between the answers. The tasks are designed in such a way that deeper learning can be achieved. SCT with oral answers adds another modality and should deepen learning even more. We received valuable feedback from qualitative interviews with undergraduate students from a project management course of a central European distance university. Some of the students reported benefits from the SCTs, others experienced difficulties with the selfdirected learning that the tasks require. In the case of the SCTs with verbal input, there were also problems with the transcription. Students are required to learn to speak their answers. We would like to discuss what interventions are appropriate to help students to learn the skills for self-evaluation and self-reflection, and what is the additional benefit of a voice input for deeper learning.},
	language = {en-GB},
	author = {Werlen, Egon and Laubscher, Dorothy},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	file = {Werlen und Laubscher - Think, speak, and reflect! Deeper learning with se.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FQRQEU9V/Werlen und Laubscher - Think, speak, and reflect! Deeper learning with se.pdf:application/pdf;Werlen und Laubscher - Think, speak, and reflect! Deeper learning with se.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VP8ZDKS2/Werlen und Laubscher - Think, speak, and reflect! Deeper learning with se.pdf:application/pdf},
}

@article{pokorny_out_2023,
	title = {“{Out} of my control”: science undergraduates report mental health concerns and inconsistent conditions when using remote proctoring software},
	volume = {19},
	issn = {1833-2595},
	shorttitle = {“{Out} of my control”},
	url = {https://edintegrity.biomedcentral.com/articles/10.1007/s40979-023-00141-4},
	doi = {10.1007/s40979-023-00141-4},
	abstract = {Efforts to discourage academic misconduct in online learning environments frequently include the use of remote proctoring services. While these services are relatively commonplace in undergraduate science courses, there are open questions about students’ remote assessment environments and their concerns related to remote proctoring services. Using a survey distributed to 11 undergraduate science courses engaging in remote instruction at three American, public, research-focused institutions during the spring of 2021, we found that the majority of undergraduate students reported testing in suboptimal environments. Students’ concerns about remote proctoring services were closely tied to technological difficulties, fear of being wrongfully accused of cheating, and negative impacts on mental health. Our results suggest that remote proctoring services can create and perpetuate inequitable assessment environments for students, and additional research is required to understand the efficacy of their intended purpose to prevent cheating. We also advocate for continued conversations about the broader social and institutional conditions that can pressure students into cheating. While changes to academic culture are difficult, these conversations are necessary for higher education to remain relevant in an increasingly technological world.},
	language = {en-GB},
	number = {1},
	urldate = {2023-12-02},
	journal = {International Journal for Educational Integrity},
	author = {Pokorny, Annika and Ballen, Cissy J. and Drake, Abby Grace and Driessen, Emily P. and Fagbodun, Sheritta and Gibbens, Brian and Henning, Jeremiah A. and McCoy, Sophie J. and Thompson, Seth K. and Willis, Charles G. and Lane, A. Kelly},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {22},
	file = {Pokorny et al. - 2023 - “Out of my control” science undergraduates report.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5L9F285Z/Pokorny et al. - 2023 - “Out of my control” science undergraduates report.pdf:application/pdf},
}

@article{ginda_visualizing_2019,
	title = {Visualizing learner engagement, performance, and trajectories to evaluate and optimize online course design},
	volume = {14},
	issn = {1932-6203},
	url = {https://dx.plos.org/10.1371/journal.pone.0215964},
	doi = {10.1371/journal.pone.0215964},
	abstract = {The study focuses on how learning sciences and visual learning analytics can be used to design, and to improve, online workforce training in advanced manufacturing. We analyzed the data from a cohort of 900 professionals enrolled in an online training course regarding additive manufacturing. The results inform strategies for instructors to better align the course assignments, learning objectives, and assessment measures and argues for a synchronized data structure for use across online learning platforms.},
	language = {en-GB},
	number = {5},
	urldate = {2023-11-30},
	journal = {PLOS ONE},
	author = {Ginda, Michael and Richey, Michael C. and Cousino, Mark and Börner, Katy},
	editor = {Dalby, Andrew R.},
	month = may,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {e0215964},
	file = {Ginda et al. - 2019 - Visualizing learner engagement, performance, and t.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ATCGMPLC/Ginda et al. - 2019 - Visualizing learner engagement, performance, and t.pdf:application/pdf},
}

@article{louis_design_2015,
	title = {Design thinking tools empower teachers to spread {CPR} training in school. {The} {EL} {ABC} que {Salva} {Vidas} program},
	volume = {96},
	issn = {03009572},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S0300957215005948},
	doi = {10.1016/j.resuscitation.2015.09.199},
	abstract = {Background: Today design thinking (DT) is employed in many areas including education and health.
Purpose of the study: To employ DT with teachers to elaborate a CPR teachers training course to make CPR training in schools cost effective and sustainable.
Methodology: A prototype CPR training program was initiated for teachers to learn CPR and then train children. Iterations where carried out as data was obtained from each subsequent course experience as DT tools including brainstorming, journey maps, ethnographic interviews helped discover problems (institutional, learning, economic, didactic) regarding implementation and help ﬁnd solutions.1
Results: After 4 years the course has evolved into a 3 phase program: learn CPR theory online, practice on hands CPR and teach CPR. Teachers prefer a combined online-plus-hands on approach to training. Free online videos and didactic material are available permanently through moodle. Manikins are rented for free and increasingly schools acquire their own. Hands-on practice includes case based scenarios, peer assessment and debrieﬁng ensuring CPR practice, assessment and teachers ability to detect errors in CPR performance. The current course also offers teachers AED provider certiﬁcation. In 4 years, over 300 teachers have been trained and approximately 85\% continue training students independently. School implementation has reached over 19,000 people, 98\% are students: primary school (59\%) Overall teacher satisfaction is 9/10 (n = 259).
Conclusions: Long term commitment and sustainability of school CPR training can be obtained when programs are designed with teachers in their speciﬁc context and not for them. Empowering teachers through DT tools and enhancing creative capital has proved successful and represents the EL ABC que Salva Vidas training program employed in Navarra schools in Spain. Given the success of the program in March 2013 CPR was introduced as curricular content in primary schools. Online content favors retention and reviewing. On hands practice improves conﬁdence and commitment to spread CPR knowledge in schools.},
	language = {en-GB},
	urldate = {2023-11-24},
	journal = {Resuscitation},
	author = {Louis, Clint Jean and Diez, Diego Reyero and Caminos, Carlos Beaumont and Garciandia, Fermina Beramendi and Rámirez, José Roldan and Urdaci, Ana Fernandez},
	month = nov,
	year = {2015},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {84--85},
	file = {Louis et al. - 2015 - Design thinking tools empower teachers to spread C.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HNLKP3XT/Louis et al. - 2015 - Design thinking tools empower teachers to spread C.pdf:application/pdf},
}

@article{zgheib_contextual_2023,
	title = {A contextual approach for exploring faculty readiness to teach online},
	volume = {9},
	issn = {24058440},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2405844023076995},
	doi = {10.1016/j.heliyon.2023.e20491},
	abstract = {Effective online teaching and learning requires readiness of all stakeholders, students, faculty, and administrators while considering contextual factors that influence the design and delivery of online learning. The purpose of this study is to explore how ready for online teaching faculty are in a Lebanese higher education context and to investigate readiness factors that impact their online teaching. It also aims at identifying any significant differences in readiness based on gender, years of teaching experience and discipline. A survey was developed based on a review of the literature and existing surveys that address readiness factors for online teaching. The survey was administered in Spring 2020, and 210 faculty at a private higher education institution completed the survey. Exploratory Factor Analysis (EFA), Multivariate Analysis of Variance (MANOVA) and descriptive statistics were conducted. The EFA resulted in 5 factors associated with faculty readiness to teach online, namely technology access and skills, course design, online pedagogy, attitude, and institutional support. Descriptive statistics revealed that faculty have the minimum required technology skills to teach online, yet they are faced with technical challenges associated with the context and the need for institutional support. MANOVA tests revealed a statistically significant difference between female faculty members who are readier in terms of course design and attitude than their counterpart males, a statistically significant difference in terms of course design for faculty who have more years of teaching experience. As for discipline specific readiness, majors that are focused on art and design revealed to be less ready for online teaching. This study implies the need for a more robust infrastructure to expand the delivery of online learning in Lebanon and the need for professional development for faculty to create pedagogically and technically enhanced online courses.},
	language = {en-GB},
	number = {10},
	urldate = {2023-11-22},
	journal = {Heliyon},
	author = {Zgheib, Ghania and Al Daia, Roula and Serhan, Mireille},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {e20491},
	file = {Zgheib et al. - 2023 - A contextual approach for exploring faculty readin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LIRAA6YU/Zgheib et al. - 2023 - A contextual approach for exploring faculty readin.pdf:application/pdf},
}

@article{davies_pilot_2018,
	title = {A pilot randomised controlled study of the {Mental} {Health} {First} {Aid} {eLearning} course with {UK} medical students},
	volume = {18},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-018-1154-x},
	doi = {10/gc9d6m},
	abstract = {Background: Medical students face many barriers to seeking out professional help for their mental health, including stigma relating to mental illness, and often prefer to seek support and advice from fellow students. Improving medical students’ mental health literacy and abilities to support someone experiencing a mental health problem could reduce barriers to help seeking and improve mental health in this population. Mental Health First Aid (MHFA) is an evidence-based intervention designed to improve mental health literacy and ability to respond to someone with a mental health problem. This pilot randomised controlled trial aims to evaluate the MHFA eLearning course in UK medical students.
Methods: Fifty-five medical students were randomised to receive six weeks access to the MHFA eLearning course (n = 27) or to a no-access control group (n = 28). Both groups completed baseline (pre-randomisation) and follow-up (six weeks post-randomisation) online questionnaires measuring recognition of a mental health problem, mental health first aid intentions, confidence to help a friend experiencing a mental health problem, and stigmatising attitudes. Course feedback was gathered at follow-up.
Results: More participants were lost follow-up in the MHFA group (51.9\%) compared to control (21.4\%). Both intention-to-treat (ITT) and non-ITT analyses showed that the MHFA intervention improved mental health first aid intentions (p = {\textless}.001) and decreased stigmatising attitudes towards people with mental health problems (p = .04). While ITT analysis found no significant Group x Time interaction for confidence to help a friend, the non-ITT analysis did show the intervention improved confidence to help a friend with mental health problems (p = {\textless}.001), and improved mental health knowledge (p = .003). Medical students in the intervention group reported a greater number of actual mental health first aid actions at follow-up (p = .006). Feedback about the MHFA course was generally positive, with participants stating it helped improve their knowledge and confidence to help someone.
Conclusion: This pilot study demonstrated the potential for the MHFA eLearning course to improve UK medical students’ mental health first aid skills, confidence to help a friend and stigmatising attitudes. It could be useful in supporting their own and others’ mental health while studying and in their future healthcare careers.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Davies, E. Bethan and Beever, Emmeline and Glazebrook, Cris},
	month = dec,
	year = {2018},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {45},
	file = {Davies et al. - 2018 - A pilot randomised controlled study of the Mental .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LCRKXSYQ/Davies et al. - 2018 - A pilot randomised controlled study of the Mental .pdf:application/pdf},
}

@article{coleman_role_2019,
	title = {The role of {WhatsApp}® in medical education; a scoping review and instructional design model},
	volume = {19},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-019-1706-8},
	doi = {10/gg52s7},
	abstract = {Background: Technological advances have driven huge change in educational practices though concerns exist about a lack of evidence informing this change, in particular with social media-based medical education activities. The purpose of this study was to conduct a scoping review of WhatsApp use in medical education, narratively describing how it has been used and evaluated, and the theoretical considerations in relevant articles.
Methods: A modified 5-stage scoping review model was used. We performed 2 searches from February 2009 to February 2019 in EBSCO, SCOPUS, Web of Science, EMBASE, Medline PubMed and Google Scholar) using the term “WhatsApp” in all search fields. A 3-stage process for study selection was performed. Only original articles in English presenting original data about WhatsApp in medical education were included. The Kirkpatrick model of training evaluation was used to describe learning outcomes in included studies.
Results: Twenty-three articles were selected for review. Three strategies for WhatsApp use were apparent; primarily educational use with a pre-defined curriculum (n = 5), primarily educational use without a curriculum (n = 11), and primarily non-educational use (n = 7). Most of the educational studies used an online moderator and were in a local hospital or university department. Studies not primarily educational were national or international and seldom included an online moderator. All 5 studies with a pre-defined curriculum reported Kirkpatrick level 2 learner knowledge outcomes. A majority of the remaining studies only reported Kirkpatrick level 1 learner attitudes. Seven studies with 647 participants reported an improvement in learners’ knowledge following WhatsApp learning, though methodological weaknesses were apparent. Evidence for underlying learning theory considerations were scant throughout the studies.
Conclusions: WhatsApp is popular and convenient in medical education. Current published literature suggests it may also be effective as a medical learning tool. By combining the 3 strategies for WhatsApp use and the exploration-enactment-assessment integrated learning design framework, we propose an instant messenger design model for medical education. This may address the need for theory-driven instructional design in social media learning. Further research would clarify the role of WhatsApp and our design model in this area.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Coleman, E. and O’Connor, E.},
	month = dec,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {279},
	file = {Coleman und O’Connor - 2019 - The role of WhatsApp® in medical education\; a scop.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B8DIKSKQ/Coleman und O’Connor - 2019 - The role of WhatsApp® in medical education\; a scop.pdf:application/pdf},
}

@article{moore_qualitative_2021,
	title = {A qualitative study exploring contributors to the success of a community of practice in rehabilitation},
	volume = {21},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-021-02711-x},
	doi = {10/gs569t},
	abstract = {Background: Communities of Practice (CoPs) focus on learning, knowledge sharing, and creation, and research indicates they can improve healthcare performance. This article describes the development of a CoP that focused on synthesizing and adapting evidence in Physical Medicine and Rehabilitation (PM\&R). This study aimed to investigate the CoP members’ experiences and perceived barriers and enablers of CoP success in the early phase of a CoP.
Methods: Physical therapists and a physician (n = 10) volunteered for a CoP that synthesized literature of PM\&R evidence. CoP members participated in education and training on critical appraisal and knowledge synthesis, practiced critical appraisal skills, and summarized literature. Three months after CoP initiation, semi-structured interviews were conducted to understand the CoP members’ experiences and reflections. Members also completed an online survey that included the Evidence-Based Practice Confidence scale (EPIC), questions related to CoP activities, and demographics before CoP initiation. We utilized the Capability, Opportunity, and Motivation Model of Behaviour (COM-B) to explore how these experiences related to the behavioral adaptation and participation.
Results: Ten themes related to the potential contributors to CoP success and failure were identified. These included project management, technological solutions, efficacy, organizational support, interaction, the bigger picture, selfdevelopment, time, and motivation.
Conclusions: Contributors to CoP success may include clearly articulated project goals and participant expectations, education and training, reliable technology solutions, organizational support, face-to-face communication, and good project management. Importantly, CoP members need time to participate in activities.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Moore, Jennifer L. and Bjørkli, Cato and Havdahl, Richard Tidemann and Lømo, Linn Lien and Midthaug, Mari and Skjuve, Marita and Klokkerud, Mari and Nordvik, Jan E.},
	month = dec,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {282},
	file = {Moore et al. - 2021 - A qualitative study exploring contributors to the .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/24W6PTEV/Moore et al. - 2021 - A qualitative study exploring contributors to the .pdf:application/pdf},
}

@article{woon_it_2023,
	title = {“{It} kinda helped us to be there”: students’ perspectives on the use of virtual patient software in psychiatry posting},
	volume = {23},
	issn = {1472-6920},
	shorttitle = {“{It} kinda helped us to be there”},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04834-9},
	doi = {10/gs5657},
	abstract = {Background  At the Faculty of Medicine of the National University of Malaysia, a virtual patient software program, DxR Clinician, was utilised for the teaching of neurocognitive disorder topics during the psychiatry posting of undergraduate medical students in a modified team-based learning (TBL) module. This study aimed to explore medical students’ learning experiences with virtual patient.
Methods  Ten students who previously underwent the learning module were recruited through purposive sampling. The inclusion criteria were: (a) Fourth-year medical students; and (b) Completed psychiatry posting with the new module. Students who dropped out or were unable to participate in data collection were excluded. Two online focus group discussions (FGDs) with five participants each were conducted by an independent facilitator, guided by a questioning route. The data were transcribed verbatim and coded using the thematic analysis approach to identify themes.
Results  Three main themes of their learning experience were identified: (1) fulfilment of the desired pedagogy (2), realism of the clinical case, and (3) ease of use related to technical settings. The pedagogy theme was further divided into the following subthemes: level of entry for students, flexibility of presentation of content, provision of learning guidance, collaboration with peers, provision of feedback, and assessment of performance. The realism theme had two subthemes: how much the virtual patient experience mimicked an actual patient and how much the case scenario reflected real conditions in the Malaysian context. The technical setting theme entailed two subthemes: access to the software and appearance of the user interface. The study findings are considered in the light of learning formats, pedagogical and learning theories, and technological frameworks.
Conclusions  The findings shed light on both positive and negative aspects of using virtual patients for medical students’ psychiatry posting, which opens room for further improvement of their usage in undergraduate psychiatry education.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Woon, Luke Sy-Cherng and Mohd Daud, Tuti Iryani and Tong, Seng Fah},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {851},
	file = {Woon et al. - 2023 - “It kinda helped us to be there” students’ perspe.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RGPW2FKZ/Woon et al. - 2023 - “It kinda helped us to be there” students’ perspe.pdf:application/pdf},
}

@article{sahota_learning_2016,
	title = {Learning pathology using collaborative vs. individual annotation of whole slide images: a mixed methods trial},
	volume = {16},
	issn = {1472-6920},
	shorttitle = {Learning pathology using collaborative vs. individual annotation of whole slide images},
	url = {http://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-016-0831-x},
	doi = {10/f9jwc7},
	abstract = {Background: Students in biomedical disciplines require understanding of normal and abnormal microscopic appearances of human tissues (histology and histopathology). For this purpose, practical classes in these disciplines typically use virtual microscopy, viewing digitised whole slide images in web browsers. To enhance engagement, tools have been developed to enable individual or collaborative annotation of whole slide images within web browsers. To date, there have been no studies that have critically compared the impact on learning of individual and collaborative annotations on whole slide images.
Methods: Junior and senior students engaged in Pathology practical classes within Medical Science and Medicine programs participated in cross-over trials of individual and collaborative annotation activities. Students’ understanding of microscopic morphology was compared using timed online quizzes, while students’ perceptions of learning were evaluated using an online questionnaire.
Results: For senior medical students, collaborative annotation of whole slide images was superior for understanding key microscopic features when compared to individual annotation; whilst being at least equivalent to individual annotation for junior medical science students. Across cohorts, students agreed that the annotation activities provided a user-friendly learning environment that met their flexible learning needs, improved efficiency, provided useful feedback, and helped them to set learning priorities. Importantly, these activities were also perceived to enhance motivation and improve understanding.
Conclusion: Collaborative annotation improves understanding of microscopic morphology for students with sufficient background understanding of the discipline. These findings have implications for the deployment of annotation activities in biomedical curricula, and potentially for postgraduate training in Anatomical Pathology.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Sahota, Michael and Leung, Betty and Dowdell, Stephanie and Velan, Gary M.},
	month = dec,
	year = {2016},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {311},
	file = {Sahota et al. - 2016 - Learning pathology using collaborative vs. individ.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8GZ9ZT4V/Sahota et al. - 2016 - Learning pathology using collaborative vs. individ.pdf:application/pdf},
}

@article{schleiff_reaping_2021,
	title = {{REAPing} the benefits: development and use of a structured evaluation framework to codify learning resources for {Global} {Health} professionals},
	volume = {21},
	issn = {1472-6920},
	shorttitle = {{REAPing} the benefits},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-021-02805-6},
	doi = {10/gs569r},
	abstract = {Background: The learning opportunities for global health professionals have expanded rapidly in recent years. The diverse array of learners and wide range in course quality underscore the need for an improved course vetting process to better match learners with appropriate learning opportunities.
Methods: We developed a framework to assess overall course quality by determining performance across four defined domains Relevance, Engagement, Access, and Pedagogy (REAP). We applied this framework across a learning catalogue developed for participants enrolled in the Sustaining Technical and Analytic Resources (STAR) project, a global health leadership training program.
Results: The STAR learning activities database included a total of 382 courses, workshops, and web-based resources which fulfilled 531 competencies across three levels: core, content, and skill. Relevance: The majority of activities were at an understanding or practicing level across all competency domains (486/531, 91.5\%). Engagement: Many activities lacked any peer engagement (202/531, 38.0\%) and had limited to no faculty engagement (260/531, 49.0\%). Access: The plurality of courses across competencies were offered on demand (227/531, 42.7\%) and were highly flexible in pace (240/531, 45.2\%). Pedagogy: Of the activities that included an assessment, most matched activity learning objectives (217/531, 40.9\%).
Conclusions: Through applying REAP to the STAR project learning catalogue, we found many online activities lacked meaningful engagement with faculty and peers. Further development of structured online activities providing learners with flexibility in access, a range of levels of advancement for content, and opportunities to engage and apply learning are needed for the field of global health.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Schleiff, Meike and Hahn, Elizabeth and Dolive, Caroline and James, Lillian and Mishra, Anant and Hansoti, Bhakti},
	month = dec,
	year = {2021},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {374},
	file = {Schleiff et al. - 2021 - REAPing the benefits development and use of a str.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZH2J4QL5/Schleiff et al. - 2021 - REAPing the benefits development and use of a str.pdf:application/pdf},
}

@article{buajeeb_development_2023,
	title = {The development of an online serious game for oral diagnosis and treatment planning: evaluation of knowledge acquisition and retention},
	volume = {23},
	issn = {1472-6920},
	shorttitle = {The development of an online serious game for oral diagnosis and treatment planning},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04789-x},
	doi = {10/gs566g},
	abstract = {Background  While serious games seem to be supportive in healthcare education, none of them had been designed to develop competence in diagnosis and treatment planning of oral lesions. Therefore, this research aimed to develop an online simulation-based serious game for training diagnosis and treatment planning of oral lesions (SimOL) and to evaluate its educational impact in terms of knowledge improvement and retention.
Methods  As a mandatory task in an oral lesion course, all 28 students were required to participate in SimOL activities. Participants were instructed to complete a pre-knowledge assessment following a one-week washout period prior to the game activity. Subsequent to the game completion, they were tasked to complete a post-knowledge assessment I (Full score = 15) and satisfaction questionnaire. A post-knowledge assessment II was administered a week later to evaluate knowledge retention.
Results  The findings demonstrated a significant increase in the assessment scores after interacting with the game (P {\textless} 0.001), where the pre- and immediate post-knowledge assessment scores were 8.00 (SD = 2.11) and 11.71 (SD = 2.39), respectively. The game also exhibited a positive impact on knowledge retention, as there was no significant difference between the scores of post-knowledge assessment I and II (P {\textgreater} 0.05). Additionally, students perceived the game as positively in all aspects, although the entertainment aspect achieved a slightly lower score of 3.70 (SD = 0.21), in comparison to the usefulness and ease of use with a score of 4.02 (SD = 0.11) and 4.02 (SD = 0.16), respectively.
Conclusion  SimOL demonstrated its potential as an effective learning tool for improving and retaining knowledge for diagnosis and treatment planning of oral lesions. The game was perceived positively by dental students in all aspects, however further improvements should prioritize the enhancement of entertaining components.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Buajeeb, Waranun and Chokpipatkun, Jirachaya and Achalanan, Napas and Kriwattanawong, Nawaphat and Sipiyaruk, Kawin},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {830},
	file = {Buajeeb et al. - 2023 - The development of an online serious game for oral.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SKF6HEWF/Buajeeb et al. - 2023 - The development of an online serious game for oral.pdf:application/pdf},
}

@article{straub_personal_2023,
	title = {Personal protective equipment and medical students in times of {COVID}-19: experiences and perspectives from the final clerkship year},
	volume = {23},
	issn = {1472-6920},
	shorttitle = {Personal protective equipment and medical students in times of {COVID}-19},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04784-2},
	doi = {10/gs566t},
	abstract = {Background  The availability and correct use of personal protective equipment (PPE) to prevent and control infections plays a critical role in the safety of medical students in clinical placements. This study explored their experiences and perspectives in their final clerkship year with PPE during the COVID-19 pandemic.
Methods  This qualitative study was based on social constructivism and was conducted in 2021 at the Charité Universitätsmedizin Berlin. In three online focus group discussions, 15 medical students in their final clerkship year reported their experiences with PPE training and use during the COVID-19 pandemic. Data were recorded, transcribed and analysed based on Kuckartz’s approach to content analysis. We drew upon the a priori dimensions of the capability, opportunity, motivation - behaviour (COM-B) model as main categories as well as emergent issues raised by the study participants (subcategories).
Results  In addition to the three main categories of the COM-B model, eleven subcategories were identified through inductive analysis. The study participants reported several factors that hindered the correct use of PPE. In the area of capabilities, these factors were related to learning experience with PPE in terms of both theoretical and practical learning together with later supervision in practice. In the area of opportunities, these factors included the limited availability of some PPE components, a lack of time for PPE instruction and supervision and inappropriate role modelling due to the inconsistent use of PPE by physicians and nursing staff. The area of motivation to use PPE was characterized by an ambivalent fear of infection by the SARS-CoV-2 virus and the prioritization of patient safety, i.e., the need to prevent the transmission of the virus to patients.
Conclusions  Our study revealed several limitations pertaining to the enabling factors associated with the trainable behaviour “correct use of PPE”. The concept of shared responsibility for student safety was used to derive recommendations for future improvement specifically for the medical school as an organization, the teachers and supervisors, and students themselves. This study may guide and stimulate other medical schools and faculties to explore and analyse components of student safety in clinical settings in times of infectious pandemics.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Straub, Janina and Franz, Anne and Holzhausen, Ylva and Schumann, Marwa and Peters, Harm},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {806},
	file = {Straub et al. - 2023 - Personal protective equipment and medical students.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HAG3CELB/Straub et al. - 2023 - Personal protective equipment and medical students.pdf:application/pdf},
}

@article{quail_twine_2023,
	title = {Twine virtual patient games as an online resource for undergraduate diabetes acute care education},
	volume = {23},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04231-2},
	doi = {10/gs5669},
	abstract = {Background  Virtual patients provide a safe way to simulate authentic clinical practice. Twine is an open-source software that can be used to create intricate virtual patient games, including elements like non-linear free text history taking and time-related changes to the game’s narrative. We evaluated the incorporation of Twine virtual patient games into a diabetes acute care online learning package for undergraduate medical students at the University of Glassgow, Scotland.
Methods  Three games were developed using Twine, Wacom Intuous Pro, Autodesk SketchBook, Camtasia Studio, and simulated patients. Online material included three VP games, eight microlectures, and a single best answer multiple choice question quiz. The games were evaluated at Kirkpatrick Level 1 with an acceptability and usability questionnaire. The entire online package was evaluated at Kirkpatrick Level 2 with pre- and post-course multiple choice and confidence questions, with statistical analysis performed using paired t-tests.
Results  122 of approximately 270 eligible students provided information on resource utilisation, with 96\% of these students using at least one online resource. 68\% of students who returned surveys used at least one VP game. 73 students provided feedback on the VP games they had played, with the majority of median responses being “agree” on positive usability and acceptability statements. The online resources were associated with a mean multiple choice score increase from 4.37 out of 10 to 7.96 out of 10 (p {\textless} 0.0001, 95\% CI + 2.99 to + 4.20, n = 52) and a mean total confidence score increase from 4.86 out of 10 to 6.70 out of 10 (p {\textless} 0.0001, 95\% CI + 1.37 to + 2.30, n = 48).
Conclusions  Our VP games were well-received by students and promoted engagement with online material. The package of online material led to statistically significant increases in confidence and knowledge in diabetes acute care outcomes. A blueprint with supporting instructions has now been created to facilitate rapid creation of further games using Twine software.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Quail, Nathaniel Patrick Andrew and Boyle, James Graham},
	month = jun,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {417},
	file = {Quail und Boyle - 2023 - Twine virtual patient games as an online resource .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FJTWIBVP/Quail und Boyle - 2023 - Twine virtual patient games as an online resource .pdf:application/pdf},
}

@article{budakoglu_e-pbl_2023,
	title = {e-{PBL} with multimedia animations: a design-based research},
	volume = {23},
	issn = {1472-6920},
	shorttitle = {e-{PBL} with multimedia animations},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04298-x},
	doi = {10/gs567b},
	abstract = {Background  This study was conducted to explore the effectiveness of online problem-based learning (e-PBL) with multimedia animation scenarios by comparing the face-to-face (f2f ) PBL method with paper-based scenarios. Adapting different f2f teaching methodologies to online environments is a significant problem that urgently needs attention, particularly in health education.
Methods  This study is part of design-based research and consists of three phases, which comprise design, analysis, and re-design. First, the animation-based problem scenarios were developed, and the learning environment (e-PBL) elements were organized. Then animation-based scenarios and the e-PBL environment were used, and problems related to the use of the environment were determined with an experimental study which was based on a pretestposttest control group design. Finally, we used the following three measurement tools in the data collection process: a scale to determine the effectiveness of PBL, an attitude scale toward PBL, and the Clinical Objective Reasoning Exams (CORE). The study group in this research comprised 92 medical undergraduates (47 female and 45 male).
Results  There were similar scores between the two groups (e-PBL and f2f ) in terms of the effectiveness of the platforms, the attitudes of the medical undergraduates, and the CORE scores. Also, there were positive relationships between the attitude scores, grade point average (GPA), and PBL scores of the undergraduates. Another significant positive relationship was found between the CORE scores and the GPA.
Conclusions  The animation-supported e-PBL environment positively effects the participants’ knowledge, skills, and attitude. Students who have high academic scores attitude positively towards e-PBL. Providing problem scenarios as multimedia animations is the innovative face of the research. They have been produced inexpensively with off-theshelf web-based animation apps. These technological advances may democratize the production of video-based cases in the future. Although the results of this study were obtained before the pandemic, they showed no differences between e-PBL and f2f-PBL in terms of effectiveness.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Budakoğlu, Işıl İrem and Coşkun, Özlem and Özeke, Vildan},
	month = may,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {338},
	file = {Budakoğlu et al. - 2023 - e-PBL with multimedia animations a design-based r.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KD5YF9G8/Budakoğlu et al. - 2023 - e-PBL with multimedia animations a design-based r.pdf:application/pdf},
}

@article{kube_hacking_2023,
	title = {Hacking gender in computer‐supported collaborative learning: {The} experience of being in mixed‐gender teams at a computer science hackathon},
	issn = {0266-4909, 1365-2729},
	shorttitle = {Hacking gender in computer‐supported collaborative learning},
	url = {https://onlinelibrary.wiley.com/doi/10.1111/jcal.12905},
	doi = {10/gs567v},
	abstract = {Background: Gender stereotypes about women and men are prevalent in computer science (CS). The study's goal was to investigate the role of gender bias in computersupported collaborative learning (CSCL) in a CS context by elaborating on gendered experiences in the perception of individual and team performance in mixed-gender teams in a hackathon.},
	language = {en-GB},
	urldate = {2023-11-18},
	journal = {Journal of Computer Assisted Learning},
	author = {Kube, Dana and Gombert, Sebastian and Suter, Brigitte and Weidlich, Joshua and Kreijns, Karel and Drachsler, Hendrik},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {jcal.12905},
	file = {Kube et al. - 2023 - Hacking gender in computer‐supported collaborative.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E8UU6YHQ/Kube et al. - 2023 - Hacking gender in computer‐supported collaborative.pdf:application/pdf},
}

@article{spang_perceptions_2023,
	title = {Perceptions {Predict} {Problem} {Regulation}? {The} {Role} of {Homogeneous} {Problem} {Perception} for {Successful} {Regulation} in {Collaborative} {Learning}},
	abstract = {Collaborative learning does not always yield positive results. One problem might be that group members have different problem perceptions and fall short in homogenizing them. Yet, little is known whether a homogenous problem perception and an awareness of the homovs. heterogeneity of their problem perceptions enhance the regulation process. In this study, N=310 pre-service teacher students collaborated online in a problem-based leaning scenario. Afterwards, they answered an online questionnaire to measure their problem perceptions, their awareness of the homo-/heterogeneity of their perceptions, and different indicators of regulation success. Path models indicated that homogeneous problem perceptions enabled regulation success. Learners should thus be scaffolded to achieve homogeneous problem perceptions.},
	language = {en-GB},
	author = {Spang, Laura and Greisel, Martin and Kollar, Ingo},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, ⛔ No DOI found},
	file = {Spang et al. - 2023 - Perceptions Predict Problem Regulation The Role o.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7A62QV3U/Spang et al. - 2023 - Perceptions Predict Problem Regulation The Role o.pdf:application/pdf},
}

@article{lin_examining_2023,
	title = {Examining {University} {Instructors}’ {Conceptions} and {Perceived}},
	abstract = {This is a work-in-process research project aiming at examining the design of Knowledge Building professional development (KBPD) to foster university instructors’ conceptions of teaching and learning and teaching practices. 10 instructors from the same university joined this study. Multiple sources of data were collected, including surveys, classroom and online artefacts, and interviews. Analysis of pre- and post-surveys showed that the participants hold more constructivist conceptions about teaching and learning after attending KBPD. The classroom reflection artefacts showed that they were more inclined to apply the KB principles in their own classes, and that they regarded the epistemological role of their students have shifted more towards knowledge constructors/creators in their classrooms after attending the KBPD. Interview analysis further showed in what ways they have changed their conceptions and perceived practices. Implications for future design of KBPD were discussed.},
	language = {en-GB},
	author = {Lin, Feng and Low, Wei Yan and Zhu, Gaoxia and Teo, Chew Lee},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, ⛔ No DOI found},
	file = {Lin et al. - 2023 - Examining University Instructors’ Conceptions and .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VBLX3PXY/Lin et al. - 2023 - Examining University Instructors’ Conceptions and .pdf:application/pdf},
}

@article{yildiz_durak_feedforward_2023,
	title = {Feedforward‐ or feedback‐based group regulation guidance in collaborative groups},
	issn = {0266-4909, 1365-2729},
	url = {https://onlinelibrary.wiley.com/doi/10.1111/jcal.12887},
	doi = {10/gsv83q},
	abstract = {Background: Collaboration is a crucial concept in learning and has the potential to foster learning. However, the fact that collaborative groups act with a common understanding in a common task brings many difficulties. Therefore, there is a need for group regulation and guidance to support effective group regulation in collaborative learning. On the other hand, the focus should be on the effect of group regulation guidance intervention on the improvement of both individual and group performance, modes of motivational regulation strategies, and the progression of group metacognition.},
	language = {en-GB},
	urldate = {2023-10-17},
	journal = {Journal of Computer Assisted Learning},
	author = {Yildiz Durak, Hatice},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {jcal.12887},
	file = {Yildiz Durak - 2023 - Feedforward‐ or feedback‐based group regulation gu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7U6U3BZB/Yildiz Durak - 2023 - Feedforward‐ or feedback‐based group regulation gu.pdf:application/pdf},
}

@article{kolmos_interdisciplinary_2023,
	title = {Interdisciplinary project types in engineering education},
	issn = {0304-3797, 1469-5898},
	url = {https://www.tandfonline.com/doi/full/10.1080/03043797.2023.2267476},
	doi = {10/gsv83p},
	abstract = {Problem- and project-based learning (PBL) is often highlighted as a valuable approach for addressing the need for interdisciplinarity in engineering education. However, studies indicate that applied projects in engineering education tend to be limited to a single discipline. This article presents a new project typology which can be applied in engineering education. The typology is based on an action research study in a systemic PBL environment. The model presented has two dimensions: a) the complexity of teams, ranging from single team to networks of teams, and b) the complexity of interdisciplinarity, ranging from disciplinary projects to broad interdisciplinary projects. This results in the identiﬁcation of six diﬀerent project types. This typology can be used as a conceptual framework for interdisciplinary learning throughout engineering education. The project types embrace both single-team projects and larger projects consisting of multiple teams working together on complex problems.},
	language = {en-GB},
	urldate = {2023-10-17},
	journal = {European Journal of Engineering Education},
	author = {Kolmos, Anette and Holgaard, Jette Egelund and Routhe, Henrik Worm and Winther, Maiken and Bertel, Lykke},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {1--26},
	file = {Kolmos et al. - 2023 - Interdisciplinary project types in engineering edu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MXX3DRJQ/Kolmos et al. - 2023 - Interdisciplinary project types in engineering edu.pdf:application/pdf},
}

@article{gombert_making_nodate,
	title = {Making an {Online} {Whiteboard} {Ready} for {Multimodal} {Interaction}: {Integrating} {Text}- and {Voice} {Chat} into {Hyperchalk}},
	abstract = {Hyperchalk is an open-source online whiteboard aimed at use cases in education and has been developed with Learning Analytics in mind. It allows users to sketch and draw in a collaborative environment. Similar to commercial whiteboard tools, this allows the implementation of various collaborative learning tasks. However, unlike commercial solutions, in the background, the tool collects trace data, which can be used to study learners’ collaboration processes and calculate metrics that inform teachers about their learners’ collaboration processes. Collaboration, however, always involves communication between collaborators, and analyzing it is crucial for understanding emerging learning processes. So far, this was a dead spot of Hyperchalk as the tool was limited to collecting only what happened on the whiteboard itself. In this paper, we present an updated version of the tool, which allows users to communicate directly within Hyperchalk with the help of text and voice chat functionalities that have been added. In particular, we illustrate the technical architecture that is a basis for these added features.},
	language = {en-GB},
	author = {Gombert, Sebastian and Menzel, Lukas and Karademir, Onur and Mitri, Daniele Di and Drachsler, Hendrik},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, ⛔ No DOI found},
	file = {Gombert et al. - Making an Online Whiteboard Ready for Multimodal I.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D5QKR25J/Gombert et al. - Making an Online Whiteboard Ready for Multimodal I.pdf:application/pdf},
}

@article{thommen_empirische_2023,
	title = {Empirische {Arbeit}: {Der} {Einfluss} des {Einsatzes} von {Breakout}-{Räumen} auf das {Erleben} von sozialer {Eingebundenheit} und intrinsischer {Motivation} von {Studierenden} im {Onlineunterricht}},
	volume = {70},
	issn = {0342-183X},
	shorttitle = {Empirische {Arbeit}},
	url = {https://reinhardt-journals.de/index.php/peu/article/view/156038},
	doi = {10/gsswbh},
	abstract = {Maintaining students’ intrinsic motivation in online teaching can be challenging, as many typical opportunities for interaction among students are not available in this setting. To date, little is known about how learning environments in online classes should be designed to help ­satisfy students’ psychological need for social relatedness and thereby promote their intrinsic motivation. This study investigated the impact of using breakout rooms in group discussions on students’ expe­ rience of relatedness and intrinsic motivation. An experimental study with undergraduate students (N = 108) showed that the use of breakout rooms during group discussions resulted in higher satis­ faction of students’ need for social relatedness and higher intrinsic motivation compared to using plenary discussions. As expected, the positive effect of the use of breakout rooms on students’ in­ trinsic motivation was partially mediated by the satisfaction of students’ need for social relatedness. Practical implications, as well as limitations of the study, are discussed.},
	language = {de-DE},
	number = {4},
	urldate = {2023-09-28},
	journal = {Psychologie in Erziehung und Unterricht},
	author = {Thommen, Désirée and Hüppi, Roya and Lauermann, Fani},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {228--241},
	file = {Thommen et al. - 2023 - Empirische Arbeit Der Einfluss des Einsatzes von .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZG9DTL7Z/Thommen et al. - 2023 - Empirische Arbeit Der Einfluss des Einsatzes von .pdf:application/pdf},
}

@article{duran_learning-by-teaching_2017,
	title = {Learning-by-teaching. {Evidence} and implications as a pedagogical mechanism},
	volume = {54},
	issn = {1470-3297, 1470-3300},
	url = {https://www.tandfonline.com/doi/full/10.1080/14703297.2016.1156011},
	doi = {10/gpj2jj},
	abstract = {In order to create an initial framework for learning-by-teaching, this article reviews a body of relevant research, from a historical perspective, gathering evidence about the potential and the limits of this pedagogical mechanism. Results indicate that the more complex the teaching activity is, the more opportunities there are to learn by teaching. This explanatory framework may help to develop a conception of teaching and learning consistent with the Knowledge Society and to promote the incorporation and extension of practices that provide opportunities for students to learn by teaching their peers, such as cooperative learning, peer tutoring or peer assessment.},
	language = {en-GB},
	number = {5},
	urldate = {2023-09-23},
	journal = {Innovations in Education and Teaching International},
	author = {Duran, David},
	month = sep,
	year = {2017},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {476--484},
	file = {Duran - 2017 - Learning-by-teaching. Evidence and implications as.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HA7RFKKN/Duran - 2017 - Learning-by-teaching. Evidence and implications as.pdf:application/pdf},
}

@article{peters_collaborative_2023,
	title = {Collaborative {Workshops} at {Scale}: {A} {Method} for {Non}-{Facilitated} {Virtual} {Collaborative} {Design} {Workshops}},
	issn = {1044-7318, 1532-7590},
	shorttitle = {Collaborative {Workshops} at {Scale}},
	url = {https://www.tandfonline.com/doi/full/10.1080/10447318.2023.2247589},
	doi = {10/gsqscd},
	abstract = {This article introduces a method for conducting a fully online collaborative design workshop requiring no facilitation which we refer to as a Self-guided Collaborative Online Workshop (SCOW). The article provides three main contributions. Firstly, we present a process for the conversion of a faceto-face facilitated design workshop into a SCOW using a method we call the “playboard” which draws on concepts from CSCL literature. Secondly, we evaluate the efficacy of SCOWs using an iterative evaluation with 75 participants, including measures for participant satisfaction, subjective and objective learning outcomes, quality of the online and self-guided experience, and comparison with face-to-face workshops. Results across all measures indicate that the self-guided workshop was as successful as the in-person facilitated original. Moreover, participants reported advantages of the more scalable format including improved access to those with non-visible disabilities and in the Global South. Finally, based on our findings, we present a set of recommendations for others interested in using SCOWs as an inclusive and scalable way to support collaborative experiences.},
	language = {en-GB},
	urldate = {2023-09-14},
	journal = {International Journal of Human–Computer Interaction},
	author = {Peters, Dorian and Sadek, Malak and Ahmadpour, Naseem},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {1--18},
	file = {Peters et al. - 2023 - Collaborative Workshops at Scale A Method for Non.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H4MSCZ63/Peters et al. - 2023 - Collaborative Workshops at Scale A Method for Non.pdf:application/pdf},
}

@article{lawrence_how_2023,
	title = {How teachers conceptualise shared control with an {\textless}span style="font-variant:small-caps;"{\textgreater}{AI}{\textless}/span{\textgreater} co‐orchestration tool: {A} multiyear teacher‐centred design process},
	issn = {0007-1013, 1467-8535},
	shorttitle = {How teachers conceptualise shared control with an {\textless}span style="font-variant},
	url = {https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13372},
	doi = {10/gsnbk2},
	abstract = {Abstract
            
              
              
                Artificial intelligence (AI) can enhance teachers' capabilities by sharing control over different parts of learning activities. This is especially true for complex learning activities, such as dynamic learning transitions where students move between individual and collaborative learning in un‐planned ways, as the need arises. Yet, few initiatives have emerged considering how shared responsibility between teachers and AI can support learning and how teachers' voices might be included to inform design decisions. The goal of our article is twofold. First, we describe a secondary analysis of our co‐design process comprising six design methods to understand how teachers conceptualise sharing control with an AI co‐orchestration tool, called
                Pair‐Up
                . We worked with 76 middle school math teachers, each taking part in one to three methods, to create a co‐orchestration tool that supports dynamic combinations of individual and collaborative learning using two AI‐based tutoring systems. We leveraged qualitative content analysis to examine teachers' views about sharing control with
                Pair‐Up
                , and we describe high‐level insights about the human‐AI interaction, including control, trust, responsibility, efficiency, and accuracy. Secondly, we use our results as an example showcasing how human‐centred learning analytics can be applied to the design of human‐AI technologies and share reflections for human‐AI technology designers regarding the methods that might be fruitful to elicit teacher feedback and ideas. Our findings illustrate the design of a novel co‐orchestration tool to facilitate the transitions between individual and collaborative learning and highlight considerations and reflections for designers of similar systems.
              
            
            
              
              
                
                  
                    Practitioner notes
                  
                  
                    What is already known about this topic:
                    
                      
                        Artificial Intelligence (AI) can help teachers facilitate complex classroom activities, such as having students move between individual and collaborative learning in unplanned ways.
                      
                      
                        Designers should use human‐centred design approaches to give teachers a voice in deciding what AI might do in the classroom and if or how they want to share control with it.
                      
                    
                  
                  
                    What this paper adds:
                    
                      
                        Presents teacher views about how they want to share control with AI to support students moving between individual and collaborative learning.
                      
                      
                        Describes how we adapted six design methods to design AI features.
                      
                      
                        Illustrates a complete, iterative process to create human‐AI interactions to support teachers as they facilitate students moving from individual to collaborative learning.
                      
                    
                  
                  
                    Implications for practice:
                    
                      
                        We share five implications for designers that teachers highlighted as necessary when designing AI‐features, including control, trust, responsibility, efficiency and accuracy.
                      
                      
                        Our work also includes a reflection on our design process and implications for future design processes.},
	language = {en-GB},
	urldate = {2023-08-27},
	journal = {British Journal of Educational Technology},
	author = {Lawrence, LuEttaMae and Echeverria, Vanessa and Yang, Kexin and Aleven, Vincent and Rummel, Nikol},
	month = aug,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {bjet.13372},
	file = {Lawrence et al. - 2023 - How teachers conceptualise shared control with an .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S2DXWEDC/Lawrence et al. - 2023 - How teachers conceptualise shared control with an .pdf:application/pdf},
}

@article{kasakowskij_self-assessment_2023,
	title = {Self-{Assessment} {Task} {Processing} {Behavior} of {Students} in {Higher} {Education}},
	copyright = {Creative Commons Attribution 4.0 International, Open Access},
	url = {https://zenodo.org/record/8115707},
	doi = {10/gskbn3},
	abstract = {Improving competence requires practicing, e.g. by solving tasks. The Self-Assessment task type is a new form of scalable online task providing immediate feedback, sample solution and iterative improvement within the newly developed SAFRAN plugin. Effective learning not only requires suitable tasks but also their meaningful usage within the student’s learning process. So far, learning processes of students working on such Self-Assessment tasks have not been studied. Thus, SAFRAN was extended with activity logging allowing process mining. SAFRAN was used in a first-year computer science university course. Students' behavior was clustered and analyzed using log data. 3 task completion behavior patterns were identified indicating positive, neutral or negative impact on task processing. Differences in the use of feedback and sample solutions were also identified. The results are particularly relevant for instructors who can tailor adaptive feedback content better to its target group. The analytics approach described may be useful for researchers who want to implement and study adaptive and personalized task processing support.},
	language = {en-GB},
	urldate = {2023-07-31},
	author = {Kasakowskij, Regina and {Joerg M. Haake} and Seidel, Niels},
	collaborator = {{Mingyu Feng} and Käser, Tanja and {Partha Talukdar}},
	month = jul,
	year = {2023},
	note = {Publisher: Zenodo},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	file = {Kasakowskij et al. - 2023 - Self-Assessment Task Processing Behavior of Studen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4YRRRIBU/Kasakowskij et al. - 2023 - Self-Assessment Task Processing Behavior of Studen.pdf:application/pdf},
}

@article{ferrari_distance_2022,
	title = {Distance {Learning}: {Rethinking} learning design in higher education during the {Covid}-19 pandemic},
	volume = {14},
	issn = {2037-0849},
	shorttitle = {Distance {Learning}},
	url = {https://www.sciendo.com/article/10.2478/rem-2022-0004},
	doi = {10/gsc5f3},
	abstract = {During the second semester of the 2019/2020 academic year, due to the regulatory restrictions arising from the Covid-19 pandemic, Bologna University, like many others, was compelled to stop delivering its face-to-face offering and to switch, in a very short time, to the creation of a technological architecture that would enable students to continue their education through teaching via Distance Learning. After illustrating the active teaching model adopted in two courses offered by the University of Bologna Department of Education Studies, this paper addresses future educators by focusing on the main findings from a semi-structured online questionnaire completed by 84 students. The first part of the paper considers a rethinking of educational planning at the time of Covid-19, while the second and final part analyses student perceptions (using the questionnaire’s open questions) of their Distance Learning experience in the initial phases of the pandemic scenario.},
	language = {en-GB},
	number = {1},
	urldate = {2023-06-21},
	journal = {Research on Education and Media},
	author = {Ferrari, Luca and Fabbri, Manuela},
	month = jun,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, NotSan},
	pages = {25--35},
	file = {Ferrari und Fabbri - 2022 - Distance Learning Rethinking learning design in h.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D6DGMT8G/Ferrari und Fabbri - 2022 - Distance Learning Rethinking learning design in h.pdf:application/pdf},
}

@article{wei_effect_2023,
	title = {The effect of the emergency shift to virtual instruction on student team dynamics},
	issn = {0304-3797, 1469-5898},
	url = {https://www.tandfonline.com/doi/full/10.1080/03043797.2023.2217422},
	doi = {10/gsbsxx},
	abstract = {In spite of the sudden onset of the COVID-19 pandemic, many instructors who used team-based pedagogies shifted them online rather than suspending them entirely, but with limited time and resources. To examine the diﬀerence in team dynamics and outcomes for courses in Spring 2019 and Spring 2020 of over 1500 ﬁrst-year engineering students per semester, Wilcoxon signed-rank tests and random forests method were used. Results show that students reported less improvement in team-member eﬀectiveness, lower psychological safety, and less satisfaction in the semester with the emergency transition. However, students also reported lower conﬂict. The most important factor predicting project grades shifted from ‘Interacting with teammates’ to ‘Having relevant knowledge, skills, and abilities’ amid the emergency shift, accompanied by a reduction in team interdependence. In spite of the collection of data during an emergency transition, the foundation of face-to-face interaction before moving to virtual cooperation represents a useful contribution to research that has focused exclusively on virtual learning circumstances.},
	language = {en-GB},
	urldate = {2023-06-08},
	journal = {European Journal of Engineering Education},
	author = {Wei, Siqing and Tan, Li and Zhang, Yiyao and Ohland, Matthew},
	month = jun,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {1--25},
	file = {Wei et al. - 2023 - The effect of the emergency shift to virtual instr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RFXIX22I/Wei et al. - 2023 - The effect of the emergency shift to virtual instr.pdf:application/pdf},
}

@article{gibson_learning_nodate,
	title = {Learning theories for artificial intelligence promoting learning processes},
	volume = {n/a},
	issn = {1467-8535},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13341},
	doi = {10/gr994h},
	abstract = {This paper discusses a three-level model that synthesizes and unifies existing learning theories to model the roles of artificial intelligence (AI) in promoting learning processes. The model, drawn from developmental psychology, computational biology, instructional design, cognitive science, complexity and sociocultural theory, includes a causal learning mechanism that explains how learning occurs and works across micro, meso and macro levels. The model also explains how information gained through learning is aggregated, or brought together, as well as dissipated, or released and used within and across the levels. Fourteen roles for AI in education are proposed, aligned with the model's features: four roles at the individual or micro level, four roles at the meso level of teams and knowledge communities and six roles at the macro level of cultural historical activity. Implications for research and practice, evaluation criteria and a discussion of limitations are included. Armed with the proposed model, AI developers can focus their work with learning designers, researchers and practitioners to leverage the proposed roles to improve individual learning, team performance and building knowledge communities. Practitioner notes What is already known about this topic Numerous learning theories exist with significant cross-over of concepts, duplication and redundancy in terms and structure that offer partial explanations of learning. Frameworks concerning learning have been offered from several disciplines such as psychology, biology and computer science but have rarely been integrated or unified. Rethinking learning theory for the age of artificial intelligence (AI) is needed to incorporate computational resources and capabilities into both theory and educational practices. What this paper adds A three-level theory (ie, micro, meso and macro) of learning that synthesizes and unifies existing theories is proposed to enhance computational modelling and further develop the roles of AI in education. A causal model of learning is defined, drawing from developmental psychology, computational biology, instructional design, cognitive science and sociocultural theory, which explains how learning occurs and works across the levels. The model explains how information gained through learning is aggregated, or brought together, as well as dissipated, or released and used within and across the levels. Fourteen roles for AI in education are aligned with the model's features: four roles at the individual or micro level, four roles at the meso level of teams and knowledge communities and six roles at the macro level of cultural historical activity. Implications for practice and policy Researchers may benefit from referring to the new theory to situate their work as part of a larger context of the evolution and complexity of individual and organizational learning and learning systems. Mechanisms newly discovered and explained by future researchers may be better understood as contributions to a common framework unifying the scientific understanding of learning theory.},
	language = {en-GB},
	number = {n/a},
	urldate = {2023-05-31},
	journal = {British Journal of Educational Technology},
	author = {Gibson, David and Kovanovic, Vitomir and Ifenthaler, Dirk and Dexter, Sara and Feng, Shihui},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13341},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, artificial intelligence, computational modelling, learning processes},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/B4S78AKM/Gibson et al. - Learning theories for artificial intelligence prom.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/UYYYIU3W/bjet.html:text/html},
}

@article{zheng_self-regulation_2023,
	title = {From self-regulation to co-regulation: refining learning presence in a community of inquiry in interprofessional education},
	volume = {28},
	issn = {1087-2981},
	shorttitle = {From self-regulation to co-regulation},
	url = {https://www.tandfonline.com/doi/full/10.1080/10872981.2023.2217549},
	doi = {10/gr993w},
	language = {en-GB},
	number = {1},
	urldate = {2023-05-30},
	journal = {Medical Education Online},
	author = {Zheng, Binbin and Ganotice, Fraide A. and Lin, Chin-Hsi and Tipoe, George L.},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {2217549},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/NBIPSNHZ/Zheng et al. - 2023 - From self-regulation to co-regulation refining le.pdf:application/pdf},
}

@article{university_of_applied_management_science_germany_same_2023,
	title = {Same same but different: {Learning} with technology – are first-year college students prepared for this?},
	volume = {20},
	issn = {14499789, 14499789},
	shorttitle = {Same same but different},
	url = {https://ro.uow.edu.au/jutlp/vol20/iss4/10/},
	doi = {10/gr7xxb},
	abstract = {March 2020 changed the world of learning. Ever since, students have been relying on remote lecturers, virtual fellow students, and electronic learning material. For many, this greatly differs from how they used to learn before and even though technology is incremental to students’ everyday life, many are not familiar with using technology for their learning. The purpose of this study was to investigate if first-year college students are prepared for learning with technology and to empirically document possible gaps. To assess this, two successive first year cohorts completed a 32-items questionnaire that was based on standardized scales to assess time management, collaboration, and self-directedness, as the three core competencies for higher education learners to successfully engage in learning with technology. The answers were related to students’ prior experiences and their motivation to learn online. First results indicated that time management is a major challenge for first-year students with and without work experience. Results also suggest that the motivation to learn has a positive relationship with the concept variables chosen to assess first-year students’ expectation and readiness for online learning. The findings may support the need for higher education institutions to understand students’ expectations and selfassessed readiness and to identify areas for improvement.},
	language = {en-GB},
	number = {4},
	urldate = {2023-05-06},
	journal = {Journal of University Teaching and Learning Practice},
	author = {{University of Applied Management Science, Germany} and Schmitz, Birgit and Eisenmann, Steffan and {University of Applied Management Science, Germany}},
	month = may,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	file = {University of Applied Management Science, Germany et al. - 2023 - Same same but different Learning with technology .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DQCFFKQQ/University of Applied Management Science, Germany et al. - 2023 - Same same but different Learning with technology .pdf:application/pdf},
}

@article{sadykov_systematic_2023,
	title = {A systematic review of programmed learning approach in science education},
	volume = {10},
	issn = {2331-186X},
	url = {https://www.tandfonline.com/doi/full/10.1080/2331186X.2023.2189889},
	doi = {10/grzg7w},
	abstract = {Natural science subjects have always been the most challenging for students in schools and universities. While the pandemic brought about a lot of new challenges, it also gave academics the chance to test out evaluation methodologies they had previously thought about but hadn’t used in a relatively low-risk setting.},
	language = {en-GB},
	number = {1},
	urldate = {2023-03-23},
	journal = {Cogent Education},
	author = {Sadykov, Timur and Kokibasova, Gulmira and Minayeva, Yelena and Ospanova, Aliyash and Kasymova, Maral},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {2189889},
	file = {Sadykov et al. - 2023 - A systematic review of programmed learning approac.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5YTR9SV9/Sadykov et al. - 2023 - A systematic review of programmed learning approac.pdf:application/pdf},
}

@article{hill_range_2023,
	title = {The range of uses of virtual reality for intensive care unit staff training: {A} narrative synthesis scoping review},
	issn = {0266-4909, 1365-2729},
	shorttitle = {The range of uses of virtual reality for intensive care unit staff training},
	url = {https://onlinelibrary.wiley.com/doi/10.1111/jcal.12787},
	doi = {10/grts56},
	abstract = {Background: The use of virtual reality (VR) in medical education allows learners to make mistakes safely without risk to patients and to refine a range of clinical skills by repetition. However, there is still wide variability both between, and within countries regarding the amount of training delivered using VR, particularly in relation to intensive care medicine
Objectives: To identify the range of uses, phase of development and effectiveness of VR for intensive care unit (ICU) staff training.
Methods: The review followed the scoping review framework set out by Levac et al. (2010). A multi-database search was undertaken. All study types were included if they explored the use of VR for intensive care staff (ICU) staff training. Full paper screening, data extraction and assessment of bias was carried out by a single reviewer with verification by a second reviewer. A narrative synthesis was chosen to summarize the data.
Results: The search strategy identified 647 records. Following the removal of duplicates, screening of titles, abstracts and full texts, five studies were included. VR for ICU training has primarily focused on skill acquisition for surgical procedures. The majority of studies in this area were classified to be at an early stage of assessing acceptability, tolerability and efficacy. There was very low-quality evidence that VR for ICU training is effective.
Conclusions: Studies have explored the use of VR for a small number of surgical procedures and emergency patient scenarios. VR for ICU training demonstrates some potential, however further development and high-quality research is required. Research relating to virtual reality for ICU staff training is currently of weak methodological quality and as such, no recommendations to clinical practise can be made. Wherever possible when using VR for ICU staff training it should be utilized as part of a high-quality study.},
	language = {en-GB},
	urldate = {2023-02-24},
	journal = {Journal of Computer Assisted Learning},
	author = {Hill, James and Hamer, Oliver and Breed, Hetty and Ford, Jordan and Twamley, Jacqueline and Kenyon, Roger and Twamley, Huw and Casey, Rob and Zhang, Jennifer and Clegg, Andrew},
	month = feb,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {jcal.12787},
	file = {Hill et al. - 2023 - The range of uses of virtual reality for intensive.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3WBC64HT/Hill et al. - 2023 - The range of uses of virtual reality for intensive.pdf:application/pdf},
}

@article{sin_multicomponent_2019,
	title = {A {Multicomponent} {eHealth} {Intervention} for {Family} {Carers} for {People} {Affected} by {Psychosis}: {A} {Coproduced} {Design} and {Build} {Study}},
	volume = {21},
	issn = {1438-8871},
	shorttitle = {A {Multicomponent} {eHealth} {Intervention} for {Family} {Carers} for {People} {Affected} by {Psychosis}},
	url = {https://www.jmir.org/2019/8/e14374/},
	doi = {10/grrm73},
	abstract = {Background: Psychosis, including schizophrenia, is the most common severe mental illness affecting 1\% of the population worldwide. A large number of people provide long-term support and care for a relative with psychosis. Although psychoeducational interventions, especially those delivered through a face-to-face group format, have an established evidence base for improving the caregiving experience, well-being, and health outcomes, large-scale implementation and access remain limited. There is a demand for such provision to be made through the internet for greater flexibility and wider access.
Objective: This study aimed to integrate participatory research methodologies by the public, patients, and carers into the eHealth (electronic health) intervention design and build process to improve the product’s usability and acceptability.
Methods: We adapted a structured eHealth intervention build method to include participatory research activities involving key stakeholders and end users to co-design and coproduce our intervention. An expert advisory group (EAG) comprising public involvement members led the formative design and build work using an agile build process. Carers independent from the study were consulted on the evolving drafts of the intervention prototype through focus group meetings. These results were fed back into the intervention build work continuously to ensure end users’ input inform every stage of the process.
Results: An EAG comprising individuals with lived experience of psychosis, carers, health care professionals, researchers, voluntary organization workers, and eLearning experts (n=14) was established. A total of 4 coproduction workshops were held over 1 year during which the alpha and beta prototypes were designed and built through the participatory research work. Alongside this, 2 rounds of focus group study with carers (n=24, in 4 groups) were conducted to seek consultation on end users’ views and ideas to optimize the intervention design and usability. Finally, the EAG carried out a Web-based walk-through exercise on the intervention prototype and further refined it to make it ready for an online usability test. The final product contains multiple sections providing information on psychosis and related caregiving topics and interactive discussion forums with experts and peers for psychosocial support. It provides psychoeducation and psychosocial support for carers through the internet, promoting flexible access and individualized choices of information and support.
Conclusions: The participatory research work led to the coproduction of a eHealth intervention called COPe-support (Carers fOr People with Psychosis e-support). We believe the study methodology, results, and output have optimized the intervention design and usability, fitting the end users’ needs and usage pattern. COPe-support is currently being tested for its effectiveness in promoting carers’ health outcome through an online randomized controlled trial.},
	language = {en-GB},
	number = {8},
	urldate = {2023-02-10},
	journal = {Journal of Medical Internet Research},
	author = {Sin, Jacqueline and Henderson, Claire and Woodham, Luke A and Sesé Hernández, Aurora and Gillard, Steve},
	month = aug,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Bildung, Multimedia},
	pages = {e14374},
	file = {Sin et al. - 2019 - A Multicomponent eHealth Intervention for Family C.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IPSJDLQX/Sin et al. - 2019 - A Multicomponent eHealth Intervention for Family C.pdf:application/pdf},
}

@article{wallanderkarlsen_combining_2023,
	title = {Combining clinical practice and education in critical care nursing—{A} trainee program for registered nurses},
	issn = {2054-1058, 2054-1058},
	url = {https://onlinelibrary.wiley.com/doi/10.1002/nop2.1617},
	doi = {10/grqvk9},
	abstract = {Methods: The study was conducted from 2018 to 2019 at a university hospital in southern Norway in collaboration with a university college of nursing. Data were collected through seven focus group interviews with trainees, preceptors, heads of departments, clinical nurse educators and professors (n = 26). The thematic analysis progressed from description to a deeper understanding, searching for manifest and latent patterns across the data. The COREQ checklist was used for reporting the study.
Results: The analysis resulted in one overarching theme: ‘To walk the critical care nursing pathway –­balancing competency, time, and challenges to become proficient’. The subthemes were ‘expectations, obligations, and workload in unknown environments’, ‘constantly assessing while being assessed’, ‘continuous precepting and challenges’, ‘vulnerability and commitment’ and ‘thriving in the role, mastering new skills’. The study provides valuable insights into a complex learning environment and the importance of caring aspects for trainees during their critical care nursing education.
Conclusion: Precepting, continuous competence assessment and clear learning outcomes are necessary to create a safe environment for the trainees during their development.},
	language = {en-GB},
	urldate = {2023-02-05},
	journal = {Nursing Open},
	author = {Wallander Karlsen, Marte‐Marie and Sørensen, Anne Lene and Finsand, Camilla and Sjøberg, Mons and Lieungh, Martin and Stafseth, Siv Karlsson},
	month = jan,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {nop2.1617},
	file = {Wallander Karlsen et al. - 2023 - Combining clinical practice and education in criti.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZEBYU8RX/Wallander Karlsen et al. - 2023 - Combining clinical practice and education in criti.pdf:application/pdf},
}

@article{gellisch_decreased_2022,
	title = {Decreased sympathetic cardiovascular influences and hormone‐physiological changes in response to {Covid}‐19‐related adaptations under different learning environments},
	issn = {1935-9772, 1935-9780},
	url = {https://onlinelibrary.wiley.com/doi/10.1002/ase.2213},
	doi = {10/gqnxmp},
	abstract = {To examine the implications of the transition from face-­to-­face to online learning from a psychobiological perspective, this study investigated potential differences in physiological stress parameters of students engaged in online or face-­to-­face learning and determined whether these can be identified as possible mediators between learning experience and achievement emotions. In a randomized experimental field study, medical students (n = 82) attended either regular face-­to-­face classes of the microscopic anatomy course or the same practical course online using Zoom videoconferencing platform. The present study investigated Heart Rate Variability (HRV) and salivary cortisol concentration as stress correlates, within the contexts of online and face-­to-­face learning and compared these parameters with a control group that was measured at rest. Additionally, participants completed a standardized questionnaire about their experienced emotions in relation to task achievement and subjective stress levels. A significant reduction in HRV was found in face-­to-­face learning, suggesting stronger stress responses in the face-­to-­face learning environment (η2 = 0.421, p {\textless} 0.001). Furthermore, participants engaged in face-­to-­face learning showed significantly higher cortisol concentrations (η2 = 0.115, p = 0.032). Additionally, increased sympathetic activation correlated with the discrete positive emotion of enjoyment exclusively within the face-­to-­face condition (r = 0.365, p = 0.043). These results indicate that the transfer of a face-­to-­face practical course in microscopic anatomy to an online learning environment is associated with decreased sympathetic and enhanced vagal cardiovascular influences, together with lower cortisol concentrations in healthy medical students.},
	language = {en-GB},
	urldate = {2022-09-03},
	journal = {Anatomical Sciences Education},
	author = {Gellisch, Morris and Wolf, Oliver T. and Minkley, Nina and Kirchner, Wolfgang H. and Brüne, Martin and Brand‐Saberi, Beate},
	month = aug,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {ase.2213},
	file = {Gellisch et al. - 2022 - Decreased sympathetic cardiovascular influences an.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B3XGNDPC/Gellisch et al. - 2022 - Decreased sympathetic cardiovascular influences an.pdf:application/pdf},
}

@article{ferns_escape_2022,
	title = {The escape room experience: {Exploring} new ways to deliver interprofessional education},
	issn = {1470-3297, 1470-3300},
	shorttitle = {The escape room experience},
	url = {https://www.tandfonline.com/doi/full/10.1080/14703297.2022.2158900},
	doi = {10.1080/14703297.2022.2158900},
	abstract = {Interprofessional education is a key component of preparing health professional students to become collaborative practice-ready gradu­ ates. In the design and delivery of activities, educators seek ways to enhance student participation and learning with the goal of devel­ oping students’ collaborative practice capabilities. Traditionally, learning formats have largely maintained a clinical focus to enable students to learn with, from and about each other’s roles as health professionals. In recent years, escape rooms have emerged as an innovative teaching approach within interprofessional education. Utilising gamification, escape rooms require students to work colla­ boratively, employing teamwork, communication, conflict resolution and problem-solving skills to ‘escape’ a set scenario. This article explores our experience of using escape rooms as an interprofes­ sional education strategy. Additionally, we report on trialling a nonclinical focus within the activity as an alternative means of educating students for collaborative practice.},
	language = {en-GB},
	urldate = {2022-12-29},
	journal = {Innovations in Education and Teaching International},
	author = {Ferns, Jane and Hawkins, Natasha and Little, Alexandra and Hamiduzzaman, Mohammad},
	month = dec,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {1--12},
	file = {Ferns et al. - 2022 - The escape room experience Exploring new ways to .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TLWRXY26/Ferns et al. - 2022 - The escape room experience Exploring new ways to .pdf:application/pdf},
}

@article{szathmari_forced_2022,
	title = {Forced interruption and reunion: the effect of {COVID}-pandemic related restrictions on ongoing psychodrama groups in {Hungary}},
	issn = {1619-5507, 1862-2526},
	shorttitle = {Forced interruption and reunion},
	url = {https://link.springer.com/10.1007/s11620-021-00640-x},
	doi = {10.1007/s11620-021-00640-x},
	abstract = {The COVID-pandemic measures, restricting physical distancing and lockdown in 2020, had fundamental effects on all aspects of life, including face-to-face group methods, like psychodrama. This situation provided a unique opportunity to study the effects of unavoidable environmental interruptions on psychodrama groups and the leaders’ roles and responses in such situations. We invited Hungarian psychodrama leaders to describe their experiences with their ongoing groups. They completed two online questionnaires; the ﬁrst was after the initial lock-down and the second during the next wave of the pandemic. Results showed the risk factors and protection regarding the stress on leaders during the interruption and their immediate and lasting consequences after the reunion of the group. In addition, to using role reversal and mirror technique questions, the emerging themes and patterns of their experiences and their key learning regarding interruption and online group sessions were also identiﬁed.},
	language = {en-GB},
	urldate = {2022-12-29},
	journal = {Zeitschrift für Psychodrama und Soziometrie},
	author = {Szathmári, Edit and Ferencz, Veronika and Kiss, Orhidea Edith},
	month = feb,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	file = {Szathmári et al. - 2022 - Forced interruption and reunion the effect of COV.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8LUGS7MU/Szathmári et al. - 2022 - Forced interruption and reunion the effect of COV.pdf:application/pdf},
}

@article{loytomaki_serious_2024,
	title = {Serious game the {Emotion} {Detectives} helps to improve social–emotional skills of children with neurodevelopmental disorders},
	volume = {55},
	issn = {1467-8535},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13420},
	doi = {10.1111/bjet.13420},
	abstract = {Children with neurodevelopmental disorders often have social–emotional difficulties. Serious games can be used to support their social–emotional learning. This study investigated if 6–10-year-old children with autism spectrum condition, attention deficit hyperactivity disorder and developmental language disorder would improve their emotion discrimination skills by playing a serious game. Intervention (n = 30) and control groups (n = 20), comprising children with neurodevelopmental disorders, and a group of typically developing (TD) age peers (n = 106), completed six emotion discrimination tasks. ABA research design was applied in this study. Prior to the game intervention, children with neurodevelopmental disorders were significantly delayed in relation to their TD age peers in all tasks. After playing the game for two months, the children in the intervention group had significantly improved their emotion discrimination skills in four tasks, whereas the control group had significantly advanced in only one task without practice. Intervention gains were maintained at the one-month follow-up. Parents reported that the children in the intervention group somewhat improved their emotion recognition and behavioural skills in daily life in comparison to the control group. Implications for practice are discussed. Practitioner notes What is already known about this topic Children with neurodevelopmental disorders often exhibit various social–emotional symptoms. Within the field of social–emotional learning, many serious games have a narrow focus on specific skills, and they often only provide possibilities for observing target behaviours, not actual skill training. There are mixed results on the efficacy of game-based interventions targeted at improving social–emotional skills. What this paper adds The Emotion Detectives game used in this study offers a well-designed learning environment that provides adaptive learning and feedback systems. The participating children's social–emotional skills were assessed with versatile methods and via triangulation. Intervention with the Emotion Detectives game helped to decrease some emotion and behavioural symptoms of the players. Implications for practice This study provides information about the efficacy of a web-based game that is freely available for supporting children's social–emotional learning. Improvements in emotion discrimination and recognition, as well as behavioural skills, can be gained by playing serious games. For optimal intervention outcomes, multimodal training should be utilized in serious games targeting social–emotional learning.},
	language = {en-GB},
	number = {3},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Löytömäki, Joanna and Ohtonen, Pasi and Huttunen, Kerttu},
	year = {2024},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13420},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, serious games, game-based learning, emotion discrimination, emotion recognition, social–emotional learning},
	pages = {1126--1144},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/47MR4BR7/Löytömäki et al. - 2024 - Serious game the Emotion Detectives helps to impro.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/NJC375CN/bjet.html:text/html},
}

@article{liao_design_2024,
	title = {Design and implementation of an {AI}-enabled visual report tool as formative assessment to promote learning achievement and self-regulated learning: {An} experimental study},
	volume = {55},
	issn = {1467-8535},
	shorttitle = {Design and implementation of an {AI}-enabled visual report tool as formative assessment to promote learning achievement and self-regulated learning},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13424},
	doi = {10.1111/bjet.13424},
	abstract = {Formative assessment is essential for improving teaching and learning, and AI and visualization techniques provide great potential for its design and delivery. Using NLP, cognitive diagnostic and visualization techniques designed to analyse and present students' monthly exam data, we developed an AI-enabled visual report tool comprising six modules and conducted an empirical study of its effectiveness in a high school biology classroom. A total of 125 students in a ninth-grade biology course were assigned to a treatment group (n = 63) receiving AI-enabled visual reports as the intervention and a control group (n = 62) receiving overall oral feedback from the teacher. We present the main statistical results of the within-subjects design and the between-subjects design respectively, to better capture the main findings. Repeated measures ANOVA revealed a significant interaction effect of intervention and time on learning achievement, and the paired-sample Wilcoxon test indicated that the treatment group had experienced increasing learning anxiety (Cohen's d = 0.203, p = 0.046) and self-efficacy (Cohen's d = 1.793, p = 0.000) over time. Moreover, we conducted a series of non-parametric tests to compare the effects of AI-enabled visual reports and teacher feedback, but found no significant differences except for an increased self-efficacy (Cohen's d = 0.312, p = 0.046). Additionally, we had the students in the treatment group rate their favourable modules in the AI-enabled visual report and provide evaluative feedback. The study results provide important insights into the design and implementation of effective formative assessment supported by artificial AI and visualization techniques. Practitioner notes What is already known about this topic Formative assessment is essential for improving teaching and learning. Traditional formative assessment tools lack accurate data-oriented assessment and usability. AI and visualization techniques have great potential for formative assessment. What this paper adds This study designs and implements an AI-enabled visual report tool that generates data-driven, user-friendly reports. The AI-enabled visual report can not only enhance students' learning achievement and self-regulated learning over time but also increase their test anxiety. The AI-enabled visual report has a comparable effect with teacher feedback but leads to increased self-efficacy. Implications for practice and/or policy We recommend using the AI-enabled visual report in large-size classes for its overall positive effects on both learning achievement and self-regulated learning. We recommend using the AI-enabled visual report over teacher feedback for its capacity to enhance students' self-efficacy. We recommend prioritizing the modules of Performance Ranking, Personal Mastery and Knowledge Alert when designing the AI-enabled visual report.},
	language = {en-GB},
	number = {3},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Liao, Xiaofang and Zhang, Xuedi and Wang, Zhifeng and Luo, Heng},
	year = {2024},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13424},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, AI, formative assessment, visualization techniques},
	pages = {1253--1276},
	file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/EUP6HILY/bjet.html:text/html},
}

@article{yin_why_2024,
	title = {Why do college students engage in in-class media multitasking behaviours? {A} social learning perspective},
	volume = {55},
	issn = {1467-8535},
	shorttitle = {Why do college students engage in in-class media multitasking behaviours?},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13422},
	doi = {10.1111/bjet.13422},
	abstract = {People in modern society are media multitaskers due to portable devices and omnipresent wireless networks, and college students are no exception. Previous studies have indicated that students' media multitasking behaviours in class harm their academic performances, and understanding the reasons for college students' engagement in such behaviour is meaningful. However, the literature takes media multitasking behaviour as an audience behaviour, which ignores the interaction between students and their surroundings. This study fills this gap by emphasizing the role of the social learning process. A survey was conducted in a public and comprehensive university in western China, and a total of 457 valid respondents were obtained. The results from PLS-SEM revealed that college students' in-class media multitasking behaviours were influenced by both observational learning (ie, imitating others) and reinforcement learning (ie, in-class interventions), and this learning process was shaped by students' media multitasking self-efficacy and self-management of learning. These findings contribute to the current literature by providing a relatively new perspective for understanding college students' in-class media multitasking behaviours, and suggestions about how to deal with such behaviours are also provided. Practitioner notes What is already known about this topic In-class media multitasking behaviours (ICMMBs) damage college students' academic performance. College students' ICMMBs are affected by individual factors, such as internet addiction and sensation seeking. Social learning theory is widely adopted as a general theoretical background to explain those behaviours of which possible consequences are easily observed no matter from others or from individuals themselves. What this paper adds This work enriches the media multitasking literature by investigating the predictors of ICMMBs from a relatively new perspective, that is, the social learning perspective. This work also contributes to the literature on media multitasking by examining how the social learning process of college students' ICMMBs differs across students. This work extends the application scope of social learning theory to the context of college students' ICMMBs. Implications for practice and/or policy. The role of imitating others proves the importance of the learning atmosphere in classrooms, so teachers or lecturers should pay special attention to build a learning atmosphere away from ICMMBs. Some in-class interventions should be established, especially the formal policy of schools to require students to hand in their smartphones or other media before class and students' own mindfulness of such behaviour. Teachers or lecturers should take actions to lower the academic performance expectations of students with higher media multitasking self-efficacy (MMSE) because students with higher MMSE often overestimate their capabilities to have good performance when conducting other tasks simultaneously.},
	language = {en-GB},
	number = {3},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Yin, Chunxiao and Li, Lirui and Yu, Liang},
	year = {2024},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13422},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, academic performance, in-class media multitasking, media multitasking self-efficacy, self-management of learning, social learning},
	pages = {1105--1125},
	file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/BUE4V9X3/bjet.html:text/html},
}

@article{zhan_primary_nodate,
	title = {Primary school teachers' classroom-based e-assessment practices: {Insights} from the theory of planned behaviour},
	volume = {n/a},
	issn = {1467-8535},
	shorttitle = {Primary school teachers' classroom-based e-assessment practices},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13478},
	doi = {10.1111/bjet.13478},
	abstract = {There is a global trend in the increased adoption of e-assessment in school classrooms to enhance learning. Teachers, as classroom-based assessment designers and implementers, play a vital role in such assessment change. However, little is known about school teachers' classroom-based e-assessment practices and the underlying reasons. To address this research gap, this study identified the factors influencing Hong Kong primary school teachers' e-assessment practices underpinned by the theory of planned behaviour (TPB). A large-scale survey was issued to 878 teachers via Qualtrics. Structural equation modelling (SEM) analysis shows that primary school teachers' intentions of using e-assessment and perceived behavioural control of it were the two strongest factors predicting their e-assessment practices in a general way. Specifically, teachers' intentions outweighed perceived behavioural control in determining their use of alternative e-assessment tasks and e-feedback, but this reversed for e-tests/exercises. The impact of perceived behavioural control was consistent across the three types of e-assessment practices. Furthermore, teachers' attitudes significantly influenced their intentions to use alternative e-assessment tasks, while subject norms primarily predicted their intentions to use e-feedback. The findings have implications for primary schools to take countermeasures to facilitate the successful implementation of e-assessment at the classroom level.Practitioner notesWhat is already known about this topic E-assessment has the potential to influence learning. E-assessment has often been used in a controlled environment with a relatively small sample size. The past 3 years have seen a surge in discussions and research around using e-assessment in classroom settings, mostly in higher education. What this paper adds Primary school teachers used more e-tests or exercises than alternative e-assessment tasks and e-feedback in their daily teaching. Teachers' intentions outweighed perceived behavioural control in determining their use of alternative e-assessment tasks and e-feedback, but this reversed for e-tests/exercises. Teachers' attitudes significantly influenced their intentions to use alternative e-assessment tasks, while subject norms primarily predicted their intentions to use e-feedback. Implications for practice and/or policy Teachers' intentions of using alternative e-assessment and e-feedback should be increased to enhance their usage in the classroom. Teachers' e-assessment literacy should be developed to enable them to integrate e-assessment into their daily instruction.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Zhan, Ying and Sun, Daner and Kong, Ho Man and Zeng, Ye},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13478},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, alternative e-assessment tasks, e-feedback, e-tests/exercises, primary school teachers, theory of planned behaviour},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/QUEJHUEW/Zhan et al. - Primary school teachers' classroom-based e-assessm.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/9MWN2SQJ/bjet.html:text/html},
}

@article{dayo_evaluating_nodate,
	title = {Evaluating technology enhanced learning by using single-case experimental design: {A} systematic review},
	volume = {n/a},
	issn = {1467-8535},
	shorttitle = {Evaluating technology enhanced learning by using single-case experimental design},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13468},
	doi = {10.1111/bjet.13468},
	abstract = {Single-case experimental designs (SCEDs) may offer a reliable and internally valid way to evaluate technology-enhanced learning (℡). A systematic review was conducted to provide an overview of what, why and how SCEDs are used to evaluate ℡. Accordingly, 136 studies from nine databases fulfilling the inclusion criteria were included. The results showed that most of the studies were conducted in the field of special education focusing on evaluating the effectiveness of computer-assisted instructions, video prompts and mobile devices to improve language and communication, socio-emotional, skills and mental health. The research objective of most studies was to evaluate the effects of the intervention; often no specific justification for using SCED was provided. Additionally, multiple baseline and phase designs were the most common SCED types, with most measurements in the intervention phase. Frequent data collection methods were observation, tests, questionnaires and task analysis, whereas, visual and descriptive analysis were common methods for data analysis. Nearly half of the studies did not acknowledge any limitations, while a few mentioned generalization and small sample size as limitations. The review provides valuable insights into utilizing SCEDs to advance ℡ evaluation methodology and concludes with a reflection on further opportunities that SCEDs can offer for evaluating ℡.Practitioner notesWhat is already known about this topic SCEDs use multiple measurements to study a single participant over multiple conditions, in the absence and presence of an intervention SCEDs can be rigorous designs for evaluating behaviour change caused by any intervention, including for testing technology-based interventions. What this paper adds Reveals patterns, trends and gaps in the use of SCED for ℡. Identifies the study disciplines, EdTech tools and outcome variables studied using SCEDs. Provides a comprehensive understanding of how SCEDs are used to evaluate ℡ by shedding light on methodological techniques. Enriches insights about justifications and limitations of using SCEDs for ℡. Implications for practice and/or policy Informs about the use of the rigorous method, SCED, for evaluation of technology-driven interventions across various disciplines. Contributes therefore to the quality of an evidence base, which provides policymakers, and different stakeholders a consolidated resource to design, implement and decide about ℡.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Dayo, Nadira and Said Metwaly, Sameh and Van Den Noortgate, Wim},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13468},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, systematic review, technology-enhanced learning, single-case experimental design},
	file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/3AQC8YEV/bjet.html:text/html},
}

@article{jiang_towards_nodate,
	title = {Towards inclusivity in {AI}: {A} comparative study of cognitive engagement between marginalized female students and peers},
	volume = {n/a},
	issn = {1467-8535},
	shorttitle = {Towards inclusivity in {AI}},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13467},
	doi = {10.1111/bjet.13467},
	abstract = {This study addresses the need for inclusive AI education by focusing on marginalized female students who historically lack access to learning opportunities in computing. It applies the theoretical framework of intersectionality to understand how gender, race and ethnicity intersect to shape these students' learning experiences and outcomes. Specifically, this study investigated 27 high-school students' cognitive engagement in machine learning practices. We conducted the Wilcoxon–Mann–Whitney test to explore differences in cognitive engagement between marginalized female students and their peers, employed comparative content analysis to delve into significant differences and analysed interview data thematically to gain deeper insights into students' machine learning model development processes. The findings indicated that, when engaging in machine learning practices requiring drawing diverse cultural perspectives, marginalized female students demonstrated significantly higher performance compared to their peers. In particular, marginalized female students exhibited strengths in holistic language analysis, paying attention to writers' intentions and recognizing cultural nuances in language. This study suggests that integrating language analysis and machine learning across subjects has the potential to empower marginalized female students and amplify their perspectives. Furthermore, it calls for a strengths-based approach to reshape the narrative of underrepresentation and promote equitable participation in machine learning and AI. Practitioner notes What is already known about this topic Female students, particularly those from underrepresented groups such as African American and Latina students, often experience low levels of cognitive engagement in computing. Marginalized female students possess unique strengths that, when nurtured, have the potential to not only transform their own learning experiences but also contribute to the advancement of the computing field. It is critical to empower marginalized female students in K-12 AI (ie, a subfield of computing) education, seeking to bridge the gender and racial disparity in AI. What this paper adds Marginalized female students outperformed their peers in responding to machine learning questions related to feature analysis and feature distribution interpretation. When responding to these questions, they demonstrated a holistic approach to analysing language by considering interactions between features and writers' intentions. They drew on knowledge about how language was used to convey meaning in different cultural contexts. Implications for practice and/or policy Educators should design learning environments that encourage students to draw upon their cultural backgrounds, linguistic insights and diverse experiences to enhance their engagement and performance in AI-related activities. Educators should strategically integrate language analysis and machine learning across different subjects to create interdisciplinary learning experiences that support students' exploration of the interplay among language, culture and AI. Educational institutions and policy initiatives should adopt a strengths-based approach that focuses on empowering marginalized female students by acknowledging their inherent abilities and diverse backgrounds.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Jiang, Shiyan and McClure, Jeanne and Tatar, Cansu and Bickel, Franziska and Rosé, Carolyn P. and Chao, Jie},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13467},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, cognitive engagement, AI education, intersectionality, language-based AI, machine learning practices},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/AVDXII6P/Jiang et al. - Towards inclusivity in AI A comparative study of .pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/LLGWKWWB/bjet.html:text/html},
}

@article{zeng_exploring_nodate,
	title = {Exploring the impact of gamification on students’ academic performance: {A} comprehensive meta-analysis of studies from the year 2008 to 2023},
	volume = {n/a},
	issn = {1467-8535},
	shorttitle = {Exploring the impact of gamification on students’ academic performance},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13471},
	doi = {10.1111/bjet.13471},
	abstract = {Gamification, characterized by the integration of game design elements into non-game environments, has gained popularity in classrooms due to its potential for increased engagement and enjoyment compared to traditional lecture-based teaching methods. While students generally exhibit positive attitudes towards gamification, its impact on academic achievement remains a subject of debate. This study employed a meta-analysis approach to examine the overall influence of gamification on students' academic performance. The sample comprised 22 experimental studies conducted between 2008 and 2023, comparing the effects of gamified and non-gamified classes. Utilizing a random effects model, the results revealed a moderately positive effect of gamification on student academic performance (Hedges's g = 0.782, p {\textless} 0.05). The paper further discussed the outcomes of various moderator analyses, providing valuable insights into the selection and utilization of game design elements, as well as considerations specific to different educational stages.Practitioner notesWhat is already known about this topic Most research has consistently demonstrated that gamification has a positive impact on students' achievement. The current state of review research is not sufficiently comprehensive. There is a lack of meta-analyses exploring the diverse impacts of gamification. What this paper adds The effect of factors such as geographical regions, education levels, learning environments, subjects and game elements on gamification was examined. The study revealed a significant and positive impact of gamification on students' achievement across various factors, including geographical regions, education levels, learning environments, subjects and game elements. Implications for practice and/or policy Gamification represents a prudent choice for teachers seeking to enhance students' achievement. Teachers are suggested to adopt and employ appropriate game elements in their instructional approaches. Future research could focus on investigating the impact of feedback as a game element in teaching and learning.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Zeng, Jiyuan and Sun, Daner and Looi, Chee-Kit and Fan, Andy Chun Wai},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13471},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, meta-analysis, gamification, academic performance},
	file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/VXAGXBYC/bjet.html:text/html},
}

@article{sun_pre-service_nodate,
	title = {Pre-service teachers' inclination to integrate {AI} into {STEM} education: {Analysis} of influencing factors},
	volume = {n/a},
	issn = {1467-8535},
	shorttitle = {Pre-service teachers' inclination to integrate {AI} into {STEM} education},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13469},
	doi = {10.1111/bjet.13469},
	abstract = {In the ever-evolving AI-driven education, integrating AI technologies into teaching practices has become increasingly imperative for aspiring STEM educators. Yet, there remains a dearth of studies exploring pre-service STEM teachers' readiness to incorporate AI into their teaching practices. This study examined the factors influencing teachers' willingness to integrate AI (WIAI), especially from the perspective of pre-service STEM teachers' attitudes towards the application of AI in teaching. In the study, a comprehensive survey was conducted among 239 pre-service STEM teachers, examining the influences and interconnectedness of Technological Pedagogical Content Knowledge (TPACK), Perceived Usefulness (PU), Perceived Ease of Use (PE), and Self-Efficacy (SE) on WIAI. Structural Equation Modeling (SEM) was employed for data analysis. The findings illuminated direct influences of TPACK, PU, PE, and SE on WIAI. TPACK was found to directly affect PE, PU, and SE, while PE and PU also directly influenced SE. Further analysis revealed significant mediating roles of PE, PU, and SE in the relationship between TPACK and WIAI, highlighting the presence of a chain mediation effect. In light of these insights, the study offers several recommendations on promoting pre-service STEM teachers' willingness to integrate AI into their teaching practices. Practitioner notes What is already known about this topic? The potential of AI technologies to enrich learning experiences and improve outcomes in STEM education has been recognized. Pre-service teachers' willingness to integrate AI into teaching practice is crucial for shaping the future learning environment. The TAM and TPACK frameworks are used to analyse teacher factors in technology-supported learning environments. Few studies have been conducted for examining factors of pre-service teachers' willingness to integrate AI into teaching practices in the context of STEM education. What this paper adds? A survey was designed and developed for exploring pre-service STEM teachers' WIAI and its relationships with factors including TPACK, PE, PU, and SE. TPACK, SE, PU, and PE have direct impact on pre-service STEM teachers' WIAI. SE, PU, and PE have been identified as mediating variables in the relationship between TPACK and WIAI. Two sequential mediation effects, TPACK → PE → SE → WIAI and TPACK → PU → SE → WIAI, among pre-service STEM teachers were further identified. Implications of this study for practice and/or policy Pre-service STEM teachers are encouraged to explore and utilize AI technology to enhance their confidence and self-efficacy in integrating AI into teaching practices. Showcasing successful cases and practical experiences is essential for fostering awareness of AI integration in STEM education. It is recommended to introduce AI education courses in teacher training programs. Offering internship and practicum opportunities related to AI technologies can enhance their practical skills in integrating AI into education.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Sun, Fengyao and Tian, Peiyao and Sun, Daner and Fan, Yanhua and Yang, Yuqin},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13469},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, artificial intelligence, pre-service teachers, STEM education, teacher willingness},
	file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/LVACYIDD/bjet.html:text/html},
}

@article{shadiev_facilitating_nodate,
	title = {Facilitating cognitive development and addressing stereotypes with a cross-cultural learning activity supported by interactive 360-degree video technology},
	volume = {n/a},
	issn = {1467-8535},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13461},
	doi = {10.1111/bjet.13461},
	abstract = {This study investigates a virtual reality (VR) cross-cultural interactive learning environment that combines a 360-degree video camera for content creation, a viewing tool, and a video conference platform for real-time interaction. This environment aims to address the limitations of traditional 360-degree VR tools, particularly in enabling simultaneous, interactive engagement among multiple users. The study recruited 31 university students from China and Indonesia utilizing convenience sampling to test the efficacy of the environment in fostering cognitive development and challenging cross-cultural stereotypes. The methodology included analysing student-created content, questionnaire responses, and insights from semistructured interviews. The analysis, grounded in a cognitive development taxonomy and an assessment of stereotype changes, revealed that the students reached the “remember” and “understand” cognitive levels. Additionally, prevalent stereotypes held by the students were addressed. The immersive nature of the VR environment and the interactions with foreign peers were highly appreciated, significantly contributing to cognitive growth and stereotype mitigation. These findings offer valuable insights for educators and researchers in technology-assisted cross-cultural education, emphasizing the importance of designing interactive VR-based activities that effectively facilitate cognitive development and address cross-cultural stereotypes.Practitioner notesWhat is already known about this topic Telecollaborative projects have been widely implemented to facilitate intercultural learning. Scholars have employed 360-degree video technology to develop virtual reality (VR) learning environments. 360-degree videos offer a panoramic view of different cultures, enabling learners to explore and interact with their surroundings, thus fostering contextualized learning experiences. Such videos can enhance student engagement, motivation, and learning effectiveness. What this paper contributes The existing 360-degree video technology offers only a restricted range of learning scenarios, especially in terms of the capability to enable multiple students to watch virtual reality (VR) content using head-mounted displays (HMDs) and engage in real-time interactions simultaneously. To overcome this limitation, we developed a virtual reality (VR) cross-cultural interactive learning environment. Our solution includes a 360-degree video viewing tool with which students can watch the created content, along with an online video conference platform that facilitates the observation of each other's viewed content through their HMDs, and enables real-time communication among students to discuss the content they are experiencing. Implications for practice or policy The integration of our VR interactive learning environment into cross-cultural learning creates authentic and immersive learning environments that provide students with a realistic sense of presence. This enhances cross-cultural learning by making objects, people, and situations appear lifelike. Our technological approach fosters interaction among students from diverse geographical and cultural backgrounds within virtual reality learning environments. Students can not only receive information about the target culture but also exchange culture-related information and communicate in real time. Since our approach is convenient and autonomous, it holds immense potential for resolving the common challenges faced by teachers and students in cross-cultural teaching and learning.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Shadiev, Rustam and Chen, Xuan and Reynolds, Barry Lee and Song, Yanjie and Altinay, Fahriye},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13461},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, cognition, 360-degree video technology, interactive, learning activity, stereotype},
	file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/T3HI6KY7/bjet.html:text/html},
}

@article{dangelo_speech_2024,
	title = {Speech analysis of teaching assistant interventions in small group collaborative problem solving with undergraduate engineering students},
	volume = {n/a},
	issn = {1467-8535},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13449},
	doi = {10.1111/bjet.13449},
	abstract = {This descriptive study focuses on using voice activity detection (VAD) algorithms to extract student speech data in order to better understand the collaboration of small group work and the impact of teaching assistant (TA) interventions in undergraduate engineering discussion sections. Audio data were recorded from individual students wearing head-mounted noise-cancelling microphones. Video data of each student group were manually coded for collaborative behaviours (eg, group task relatedness, group verbal interaction and group talk content) of students and TA–student interactions. The analysis includes information about the turn taking, overall speech duration patterns and amounts of overlapping speech observed both when TAs were intervening with groups and when they were not. We found that TAs very rarely provided explicit support regarding collaboration. Key speech metrics, such as amount of turn overlap and maximum turn duration, revealed important information about the nature of student small group discussions and TA interventions. TA interactions during small group collaboration are complex and require nuanced treatments when considering the design of supportive tools. Practitioner notes What is already known about this topic Student turn taking can provide information about the nature of student discussions and collaboration. Real classroom audio data of small groups typically have lots of background noise and present challenges for audio analysis. TAs have little training in how to productively intervene with students about collaborative skills. What this paper adds TA interaction with groups primarily focused on task progress and understanding of concepts with negligible explicit support on building collaborative skills. TAs intervened with the groups often which gave the students little time for uptake of their suggestions or deeper discussion. Student turn overlap was higher without the presence of TAs. Maximum turn duration can be an important real-time turn metric to identify the least verbally active student participant in a group. Implications for practice and/or policy TA training should include information about how to monitor groups for collaborative behaviours and when and how they should intervene to provide feedback and support. TA feedback systems should keep track of previous interventions by TAs (especially in contexts where there are multiple TAs facilitating) and the duration since previous intervention to ensure that TAs do not intervene with a group too frequently with little time for student uptake. Maximum turn duration could be used as a real-time metric to identify the least verbally active student in a group so that support could be provided to them by the TAs.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {D'Angelo, Cynthia M. and Rajarathinam, Robin Jephthah},
	year = {2024},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13449},
	keywords = {\#b:Zeitschriftenartikel:online:learning, audio analytics, Charité:Promotion, collaborative problem solving, computer-supported collaborative learning, higher education, multimodal learning analytics, Promotion:Literaturanalyse, teacher orchestration},
	pages = {1--19},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/HCKD4IZR/D'Angelo und Rajarathinam - Speech analysis of teaching assistant intervention.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/DAKTVP22/bjet.html:text/html},
}

@article{cardenas_hernandez_beyond_nodate,
	title = {Beyond hard workout: {A} multimodal framework for personalised running training with immersive technologies},
	volume = {n/a},
	issn = {1467-8535},
	shorttitle = {Beyond hard workout},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13445},
	doi = {10.1111/bjet.13445},
	abstract = {Training to run is not straightforward since without proper personalised supervision and planning, people will not improve their performance and will increase the risk of injuries. This study aims to identify the different factors that influence running training programmes, examining the benefits, challenges or limitations of personalised plans. Moreover, this study explores how multimodal, immersive and artificial intelligence technologies can support personalised training. We conducted an exploratory sequential mixed research consisting of interviews with 11 running coaches from different countries and a survey of 12 running coaches. Based on the interviews and survey analysis, we identified and extracted relevant factors of the training process. We identified four relevant aspects for running training: physical, technical, mental and body awareness. Using these aspects as a reference, we derived a framework using a bottom-up approach. This framework proposes multimodal, immersive and artificial intelligence technologies to facilitate personalised running training. It also allows coaches to personally guide their athletes on each aspect. Practitioner notes What is already known about this topic Running is a popular sport that provides health benefits and is practised by many people around the world. Training is a process that enables athletes to improve their development in various aspects of their sport; in the case of running, it helps them to increase their speed and endurance. Personalised training supports the needs and abilities of athletes, by helping them to achieve their potential through individualised activities or programmes. Sports science research indicates that personalised training can be improved by applying technology to tackle its challenges and limitations. What this paper adds We show that personalising the training requires not only focusing on the runners' physical condition but also on their mental, technical and body awareness aspects, where each of them has a different adaptation to training. We show that multimodal and immersive technologies offer suitable and portable ways to measure and target the mental and body awareness aspects during running training. Implications for practice and/or policy This paper presents a list of factors, measures and devices that coaches can use to plan and design their training sessions in a more personalised manner. This study can serve as a foundation for future research that aims to identify and target the various factors that influence the learning and training of sports.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Cardenas Hernandez, Fernando Pedro and Schneider, Jan and Di Mitri, Daniele and Jivet, Ioana and Drachsler, Hendrik},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13445},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, multimodal learning analytics, immersive technologies, mixed methods, running},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/PJNSQGLA/Cardenas Hernandez et al. - Beyond hard workout A multimodal framework for pe.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/JB5CEQYE/bjet.html:text/html},
}

@article{liu_assessing_nodate,
	title = {Assessing implicit computational thinking in game-based learning: {A} logical puzzle game study},
	volume = {n/a},
	issn = {1467-8535},
	shorttitle = {Assessing implicit computational thinking in game-based learning},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13443},
	doi = {10.1111/bjet.13443},
	abstract = {To date, extensive work has been devoted to incorporating computational thinking in K-12 education. Recognizing students' computational thinking stages in game-based learning environments is essential to capture unproductive learning and provide appropriate scaffolding. However, few reliable and valid computational thinking measures have been developed, especially in games, where computational knowledge acquisition and computational skill construction are implicit. This study introduced an innovative approach to explore students' implicit computational thinking through various explicit factors in game-based learning, with a specific focus on Zoombinis, a logical puzzle-based game designed to enhance students' computational thinking skills. Our results showed that factors such as duration, accuracy, number of actions and puzzle difficulty were significantly related to students' computational thinking stages, while gender and grade level were not. Besides, findings indicated gameplay performance has the potential to reveal students' computational thinking stages and skills. Effective performance (shorter duration, fewer actions and higher accuracy) indicated practical problem-solving strategies and systematic computational thinking stages (eg, Algorithm Design). This work helps simplify the process of implicit computational thinking assessment in games by observing the explicit factors and gameplay performance. These insights will serve to enhance the application of gamification in K-12 computational thinking education, offering a more efficient method to understanding and fostering students' computational thinking skills. Practitioner notes What is already known about this topic Game-based learning is a pedagogical framework for developing computational thinking in K-12 education. Computational thinking assessment in games faces difficulties because students' knowledge acquisition and skill construction are implicit. Qualitative methods have widely been used to measure students' computational thinking skills in game-based learning environments. What this paper adds Categorize students' computational thinking experiences into distinct stages and analyse recurrent patterns employed at each stage through sequential analysis. This approach serves as inspiration for advancing the assessment of stage-based implicit learning with machine learning methods. Gameplay performance and puzzle difficulty significantly relate to students' computational thinking skills. Researchers and instructors can assess students' implicit computational thinking by observing their real-time gameplay actions. High-performing students can develop practical problem-solving strategies and exhibit systematic computational thinking stages, while low-performing students may need appropriate interventions to enhance their computational thinking practices. Implications for practice and/or policy Introduce a practical method with the potential for generalization across various game-based learning to better understand learning processes by analysing significant correlations between certain gameplay variables and implicit learning stages. Allow unproductive learning detection and timely intervention by modelling the reflection of gameplay variables in students' implicit learning processes, helping improve knowledge mastery and skill construction in games. Further investigations on the causal relationship between gameplay performance and implicit learning skills, with careful consideration of more performance factors, are expected.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Liu, Tongxi},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13443},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, computational thinking assessment, data science applications, game-based learning analytics, implicit computational thinking behaviours, learning behaviour patterns},
	file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/KGKALIM6/bjet.html:text/html},
}

@article{zhang_use_2024,
	title = {Use of human–computer interactive games for the dynamic assessment of language skills of children with autism spectrum disorder},
	volume = {55},
	issn = {1467-8535},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13438},
	doi = {10.1111/bjet.13438},
	abstract = {This study explored the influence of the dynamic assessment of human–computer interactive games on children's language potential. Thirty-seven special children aged 3–7 years were selected to participate in the study. They were divided into three groups according to their scores on the Autism Behaviour Checklist: (1) a non-autism group, (2) a suspected autism group and (3) an autism group. In two stages of static and dynamic assessment, all three groups of children completed language tests under the conditions of no mediated prompt and mediated prompts, and the data generated in the game interactions were processed and analysed. The findings suggest the following: (1) static assessment may ignore children's language potential, while dynamic assessment can measure and differentiate children's potential language development ability; (2) children with ASD need more mediation prompts and are more likely to complete tasks with explicit mediation prompts; (3) children with ASD have weaker language potential, and children with suspected ASD or non-ASD children have homogeneous language potential; and (4) assessors should pay timely attention to and maintain children's learning status and psychological changes. This study demonstrates the importance of human–computer interactive games as a dynamic assessment tool to tap into children's language potential and to determine their proximal developmental zone, which has important implications for teachers in understanding groups with different language abilities. Practitioner notes What is already known about the topic? The traditional language assessment paradigm (static assessment) can only evaluate the learners' current language development ability, while the short-term development potential may not be observed. Different prompts in the mediation strategy can be used as a quantitative assessment paradigm in dynamic assessment. Much of the dynamic assessment in children with ASD focuses on language vocabulary learning outcomes and lacks measurement or quantification of language potential. What this paper adds? Presents a method for the dynamic assessment of a human–computer interactive language game suitable for children aged 3–7 years with ASD. Quantifies the potential level of language skills in children with varying degrees of ASD. Objectively and dynamically compares differences in language development potential between different groups. In dynamic assessment, children's learning status and psychological changes should be paid attention to and maintained in time. Implications for practice, research or policy This paper provides a concrete example of how human–computer interactive games can be used to dynamically assess the language potential of children with ASD. These findings highlight the importance of progressive scaffolds (mediated prompts) in children's language learning, which can help children identify and solve problems in a timely manner. For educational developers, language intervention materials should be prepared in a way that encompasses the different levels of language skills of children with different disabilities, that is, within the individual's zone of proximal development.},
	language = {en-GB},
	number = {5},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Zhang, Kai and Chen, Jingying and Yang, Zongkai},
	month = feb,
	year = {2024},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13438},
	keywords = {\#b:Zeitschriftenartikel:online:learning, Charité:Promotion, children with ASD, dynamic assessment, human–computer interactive games, language skills, mediated prompts, Promotion:Literaturanalyse},
	file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/7JUTNL5Y/bjet.html:text/html},
}

@article{li_exploring_nodate,
	title = {Exploring influential factors in peer upvoting within social annotation},
	volume = {n/a},
	issn = {1467-8535},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13455},
	doi = {10.1111/bjet.13455},
	abstract = {Upvotes serve important purposes in online social annotation environments. However, limited studies have explored the influential factors affecting peer upvoting in online collaborative learning. In this study, we analysed the factors influencing students' upvotes received from their peers as 91 participants utilized Perusall, an online social annotation system, for collaborative reading. The participants were asked to collaboratively annotate 29 reading materials in a semester. We collected student reading behaviours and analysed their annotations with a text-mining tool of Linguistic Inquiry and Word Count (LIWC). Moreover, conditional inference tree was used to determine the relative importance of explanatory factors to the upvotes students received. The results showed that the high-upvote group made significantly more annotations, posted more responses to others' annotations and displayed fewer negative emotions in annotations than those who did not receive upvotes. The two groups of students had no significant differences in the upvotes given to others, as well as cognitive activities and positive emotions involved in annotations. Moreover, the number of annotations was the determining factor in predicting the upvotes that one could receive in social annotation activities. This study has significant practical implications regarding providing interventions in social annotation-based collaborative reading.Practitioner notesWhat is already known about this topic Social annotations enhance students' reading experience, facilitate knowledge sharing and collaboration, promote high-quality learning interactions and ultimately lead to improved performance. In social annotation environments, receiving upvotes from peers is not only a type of feedback but also a form of motivation, social interaction and social validation. No study has explored the influential factors in peer upvoting within social annotation-based learning. What this paper adds This study was the first to examine social annotations through the lens of the community of inquiry framework. We investigated the relationships between students' cognitive and social presence in their annotations and the upvotes they received in an online social annotation environment. Our study revealed the strategies for obtaining upvotes from peers in social annotation-based learning environments. Implications for practice and/or policy The high-upvote group made significantly more annotations, posted more responses to others' annotations and displayed fewer negative emotions in annotations compared to the low-upvote group. The two groups of students did not show significant differences in the upvotes they gave to others or in the cognitive activities and positive emotions involved in annotations. The number of annotations was the primary factor predicting the number of upvotes received in the collaborative reading. This study could inform the design of future online social annotation systems to better support collaborative learning and peer interaction.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Li, Shan and Huang, Xiaoshan and Lin, Lijia and Chen, Fu},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13455},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, machine learning, text mining, collaborative reading, social annotation, upvotes},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/NA6262T7/Li et al. - Exploring influential factors in peer upvoting wit.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/FE6758HL/bjet.html:text/html},
}

@article{liang_effect_nodate,
	title = {Effect of an {AI}-based chatbot on students' learning performance in alternate reality game-based museum learning},
	volume = {n/a},
	issn = {1467-8535},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13448},
	doi = {10.1111/bjet.13448},
	abstract = {Recently, alternate reality games (ARGs) have been applied in museum learning to encourage learners' active engagement through playful problem-solving activities. However, most learners have insufficient prior knowledge and metacognitive skills to complete the learning tasks in such games. To support learning with ARGs, there is a need to provide proper feedback so that the learners are capable of self-regulated learning and solving the problems encountered during the learning process. Considering the influences of individual differences, this research developed a chatbot as a learning partner in ARG-based learning to support students’ learning with adaptive feedback in a museum. A quasi-experimental study was conducted to evaluate the effectiveness with and without the proposed approach. The results showed that the AI-based chatbot approach could significantly improve learners' metacognition awareness, emotional engagement and behavioural engagement. Besides, it is helpful to facilitate students' double-loop learning.Practitioner notesWhat is already known about this topic Alternate reality games (ARGs) enable students to interact with real-world contexts. The complexities of real contexts and ambiguities of the ARGs could frustrate students and demotivate their engagement in problem-solving activities. Conventional corrected feedback may fail to match individual students' requirements in solving encountered problems. What this paper adds An AI-based chatbot was designed as a smart learning partner to support the students in solving encountered problems. The experimental results showed that the proposed approach improved students' metacognitive awareness and engagement. A drawing analysis and a behaviour sequential analysis were applied to further examine the students' perceptions and behavioural patterns. Implications for practice and/or policy It is potentially worth integrating AI-based chatbots into game-based learning to promote students' metacognitive awareness and engagement. AI-based chatbots provide adaptive feedback to effectively facilitate students' self-regulated learning and double-loop learning.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Liang, Hsin-Yi and Hwang, Gwo-Jen and Hsu, Tien-Yu and Yeh, Jen-Yuan},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13448},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, game-based learning, chatbots, alternate reality games, computer-mediated feedback, museum learning},
	file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/YWQ6J4IL/bjet.html:text/html},
}

@article{gandolfi_evaluating_nodate,
	title = {Evaluating how extended reality delivery device and preservice teacher major impact presence in immersive learning environments},
	volume = {n/a},
	issn = {1467-8535},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13446},
	doi = {10.1111/bjet.13446},
	abstract = {Teacher education has begun to embrace the use of 360 videos to improve preservice teachers' (PSTs) engagement and immersion. While recent research on such use is promising overall, there are specific questions that have been left unanswered about the construct of presence in 360 videos. More specifically, research has yet to fully explore how video delivery devices and PST characteristics may impact presence. The purpose of this study was to respond to this gap in the literature by examining PST major, delivery device (ie, head mounted display vs. flat screen), and the interaction between the two in informing presence. A total of 93 PSTs watched 360 videos and then completed a questionnaire. Findings indicated that presence in head-mounted displays was related to emotions and agency. Conversely, presence with flat screens meant familiarity and control. Moreover, PST major was a predictor of presence, suggesting that 360 videos should be personalized according to PST career and professional goals. Finally, the interaction effect of preparing to teach K-12 mathematics and wearing a head-mounted display had a negative and statistically significant effect on participants' perceived presence, thus indicating a non-cumulative effect. Practitioner notes What is already known about this topic 360 videos are increasingly used to support preservice teacher training. 360 videos for teacher education foster immersion, presence, and noticing skills. What this paper adds Empirical evidence that 360 videos experienced with head-mounted display facilitate agency and emotional involvement. Empirical evidence that 360 videos experienced with flat screens facilitate feelings of control. Data showed that preservice teachers' content area (math) was a positive predictor of presence in 360 videos. Implications for practice and/or policy Head-mounted displays show promise as a delivery mode for 360 videos in teacher education. 360 videos should be personalized according to PST career and professional goals. The eXtended Reality Presence Scale is confirmed as a robust instrument to measure presence in immersive environments. More research is needed to evaluate the scalability of this approach in other contexts.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Gandolfi, Enrico and Ferdig, Richard E. and Kosko, Karl W.},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13446},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, augmented and virtual reality, improving classroom teaching, presence, teacher professional development},
	file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/59L2NSSA/bjet.html:text/html},
}

@article{huang_relationships_nodate,
	title = {Relationships among class climate, students' internal help-seeking inclinations, participation in peer help and achievement in an online class},
	volume = {n/a},
	issn = {1467-8535},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13437},
	doi = {10.1111/bjet.13437},
	abstract = {Help seeking has traditionally been studied in face-to-face settings using self-report instruments measuring learners' internal inclinations for help seeking (eg, perceived benefits and threats). Much less is known about help seeking in online learning. Furthermore, external environmental factors such as a positive climate were found to encourage help seeking. Utilizing peer-help analytics as well as self-report measures, this study simultaneously modelled the structural relationships among students' perceived class climate, internal help-seeking inclinations, help-seeking engagement, participation in peer help and performance in an online class. Results from structural equation modelling indicated that students' perceived goal structure of an online class had a significant influence on their internal help-seeking inclinations, which subsequently affected their help-seeking engagement, participation in peer help and learning outcomes. Instructors of online classes should pay particular attention to fostering a mastery-oriented climate in order to encourage help seeking and improve academic performance. Practitioner notes What is already known about this topic Help seeking is important for academic success. Due to a variety of individual and contextual factors, students often do not seek help despite the need. Existing research on help seeking focuses on the face-to-face setting and relies on self-report measures. Students' help-seeking inclinations and patterns may differ between in-person classes and the online environment. What this paper adds This study examined help seeking in an online class through self-report measures and objective analytics data. This study modelled the structural relationships among the external climate of an online class, students' internal help-seeking inclinations, engagement in help seeking, participation in peer help and course performance. Structural equation modelling found that the goal structure of an online class influenced students' internal help-seeking inclinations. Online students' internal help-seeking inclinations affected their grades through their participation in help seeking. Implications for practice and/or policy A mastery-oriented class climate elicits online learners' positive help-seeking inclinations while discouraging negative ones. The design and teaching of online classes should aim to foster a mastery-oriented climate. Online classes should offer peer-help opportunities and encourage student participation, which is conducive to academic performance.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Huang, Kun and Law, Victor and Lee-Post, Anita},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13437},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, online learning, learning analytics, self-regulated learning, class climate, help seeking},
	file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/B6NK2LJF/bjet.html:text/html},
}

@article{chejara_how_nodate,
	title = {How well do collaboration quality estimation models generalize across authentic school contexts?},
	volume = {n/a},
	issn = {1467-8535},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13402},
	doi = {10.1111/bjet.13402},
	abstract = {Multimodal learning analytics (MMLA) research has made significant progress in modelling collaboration quality for the purpose of understanding collaboration behaviour and building automated collaboration estimation models. Deploying these automated models in authentic classroom scenarios, however, remains a challenge. This paper presents findings from an evaluation of collaboration quality estimation models. We collected audio, video and log data from two different Estonian schools. These data were used in different combinations to build collaboration estimation models and then assessed across different subjects, different types of activities (collaborative-writing, group-discussion) and different schools. Our results suggest that the automated collaboration model can generalize to the context of different schools but with a 25\% degradation in balanced accuracy (from 82\% to 57\%). Moreover, the results also indicate that multimodality brings more performance improvement in the case of group-discussion-based activities than collaborative-writing-based activities. Further, our results suggest that the video data could be an alternative for understanding collaboration in authentic settings where higher-quality audio data cannot be collected due to contextual factors. The findings have implications for building automated collaboration estimation systems to assist teachers with monitoring their collaborative classrooms. Practitioners notes What is already known about this topic Multimodal learning analytics researchers have established several features as potential indicators for collaboration quality, e.g., speaking time or joint visual attention. The current state of the art has shown the feasibility of building automated collaboration quality models. Recent research has provided preliminary evidence of the generalizability of developed automated models across contexts different in terms of given task and subject. What does this paper add This paper offers collaboration indicators for different types of collaborative learning activities in authentic classroom settings. The paper includes a systematic investigation into collaboration quality automated model's generalizability across different tasks, types of tasks and schools. This paper also offers a comparison between different modalities' potential to estimate collaboration quality in authentic settings. Implications for practice The findings inform the development of automated collaboration monitoring systems for authentic classroom settings. This paper provides evidence on across-school generalizability capabilities of collaboration quality estimation models.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Chejara, Pankaj and Kasepalu, Reet and Prieto, Luis P. and Rodríguez-Triana, María Jesús and Ruiz Calleja, Adolfo and Schneider, Bertrand},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13402},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, machine learning, generalizability, computer-supported collaborative learning, multimodal learning analytics, collaboration quality},
	file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/YJH76KGF/bjet.html:text/html},
}

@article{kaplan-rakowski_impact_nodate,
	title = {The impact of sound and immersive experience on learners when using virtual reality and tablet: {A} mixed-method study},
	volume = {n/a},
	issn = {1467-8535},
	shorttitle = {The impact of sound and immersive experience on learners when using virtual reality and tablet},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13417},
	doi = {10.1111/bjet.13417},
	abstract = {Multisensory-rich VR experiences, which encompass visual, auditory, and haptic stimuli, have the potential to enhance engagement, motivation, and learning. However, extensive sensory stimuli could also compromise learning through sensory overload. In museum settings, visitors who are inundated with excessive stimuli such as unrelated background music or competing visual options may not experience optimal learning. This mixed-methods study addressed this potential problem by exploring the impact of sound on learning, enjoyment, sense of presence, and the development of interest among museum attendees (N = 255) who used two different types of technology: high-immersion VR or a tablet. Results from a one-way MANOVA revealed that learning and sense of presence were unaffected by the technology used unless sound was added. Using a tablet with sound lowered the sense of presence. Participants in the VR condition with or without sound had significantly higher enjoyment scores than those in either tablet condition. The development of interest was not significantly affected by any condition, regardless of whether sound was used. The research findings have implications for implementing VR for learning in museum settings. For instance, VR can enhance a sense of presence in museum exhibits, but a sense of presence may be significantly diminished when museum visitors use tablets with sound. Additional recommendations for the use of multimodal VR in museums are provided. Practitioner notes What is already known about this topic VR can support an immersive and engaging experience for users. VR is more immersive than tablets. When designed effectively, sound can increase immersion and engagement. When integrated into the visual environment, sound can add authenticity to the learning content. VR can complement museum exhibits as it allows museum visitors to extend their learning experiences. What this paper adds VR enriched with sound can significantly and positively impact sense of presence. Compared with a soundless VR exhibition, VR enriched with sound enhances engagement of museum visitors by drawing their attention to the content of the exhibits. VR with and without sound can support learning and add enjoyment to museum visitor experiences. Implications for practice and/or policy Developers interested in adding sound to VR should ensure that the visual and auditory experiences are directly related to the desired content delivery. Museum exhibit creators and curators should consider the use of VR to provide dynamic learning experiences that increase enjoyment and presence.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Kaplan-Rakowski, Regina and Cockerham, Deborah and Ferdig, Richard E.},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13417},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, development of interest, enjoyment, high-immersion virtual reality, informal museum education, learning with tablets, multi-sensory VR, multimodal learning, sense of presence, sound in VR},
	file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/XU77SVAJ/bjet.html:text/html},
}

@article{hu_learning_2024,
	title = {Learning interpreting in virtual reality: a scoping review},
	issn = {1049-4820, 1744-5191},
	shorttitle = {Learning interpreting in virtual reality},
	url = {https://www.tandfonline.com/doi/full/10.1080/10494820.2024.2347304},
	doi = {10.1080/10494820.2024.2347304},
	language = {en-GB},
	urldate = {2024-05-11},
	journal = {Interactive Learning Environments},
	author = {Hu, Pingping and Gao, Bin and Li, Ke},
	month = may,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {1--20},
	file = {Hu et al. - 2024 - Learning interpreting in virtual reality a scopin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8SYIHHCC/Hu et al. - 2024 - Learning interpreting in virtual reality a scopin.pdf:application/pdf},
}

@article{knickerbocker_perceptions_2024,
	title = {Perceptions of psychological safety in healthcare professionals’ online learner-learner interactions},
	issn = {1042-1726, 1867-1233},
	url = {https://link.springer.com/10.1007/s12528-024-09401-9},
	doi = {10.1007/s12528-024-09401-9},
	abstract = {Research in computer-supported collaborative learning has explored various ways to support learner-learner interaction as healthcare professionals engage in online formats. While studies have explored various socio-emotional learning outcomes, learners’ psychological safety has yet to be explored as healthcare professionals engage in collaborative problem-solving. To address this gap, the qualitative study employed semi-structured interviews to understand occupational therapy students’ (N = 10) perceptions of psychological safety as they engaged in an online learning class. The resulting themes of this study described the feelings associated with different forms of interactions requiring psychological safety: (a) being vulnerable, (b) fear of being misunderstood, (c) need to protect/protection, and (d) group cohesion. The findings have implications for online learner-learner interactions and computer-supported collaborative learning. For example, learners discussed how the perceived permanence of online learning lead to a sense of self-preservation and reticence to discuss the ill-structured and potentially controversial nature of complex problems. Additional aspects of psychological safety in online learning highlighted the importance of shared experiences, learning from failure, and community building.},
	language = {en-GB},
	urldate = {2024-05-09},
	journal = {Journal of Computing in Higher Education},
	author = {Knickerbocker, Janna and Tawfik, Andrew A.},
	month = may,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Bildungstheorien, Lernsystemarchitektur},
	file = {Knickerbocker und Tawfik - 2024 - Perceptions of psychological safety in healthcare .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VUZREMEG/Knickerbocker und Tawfik - 2024 - Perceptions of psychological safety in healthcare .pdf:application/pdf},
}

@article{ozer_sanal_individual_2024,
	title = {Individual and collaborative infographic design and cognitive strategies in visual literacy support process: a qualitative research perspective},
	issn = {1051-144X, 2379-6529},
	shorttitle = {Individual and collaborative infographic design and cognitive strategies in visual literacy support process},
	url = {https://www.tandfonline.com/doi/full/10.1080/1051144X.2024.2349383},
	doi = {10.1080/1051144X.2024.2349383},
	abstract = {This study examined the individual and collaborative infographic development processes of middle school students in a qualitative research context. In the first phase, individual and collaborative infographics were developed, a simultaneous think-aloud protocol and interviews were conducted. In the second phase, focus group interviews were conducted with 22 teachers. The findings of the study revealed that students who developed infographics individually and collaboratively completed their tasks at different stages. Protocol analysis data showed that individual and collaborative efforts were reflected in cognitive processes and that collaborative groups spent less time in testing and individual students spent less time in questioning. The findings showed that collaborative learning activities can support the learning process with components such as questioning, peer scaffolding, and sharing.},
	language = {en-GB},
	urldate = {2024-05-09},
	journal = {Journal of Visual Literacy},
	author = {Özer Şanal, Seda and Torun, Fulya},
	month = may,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {1--26},
	file = {Özer Şanal und Torun - 2024 - Individual and collaborative infographic design an.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M82XHWC2/Özer Şanal und Torun - 2024 - Individual and collaborative infographic design an.pdf:application/pdf},
}

@article{ratumbuisang_application_2024,
	title = {Application of collaborative storytelling with virtual museum: {Modeling} the relationship among pre-service teachers’ collaboration and technology acceptance},
	issn = {1360-2357, 1573-7608},
	shorttitle = {Application of collaborative storytelling with virtual museum},
	url = {https://link.springer.com/10.1007/s10639-024-12729-5},
	doi = {10.1007/s10639-024-12729-5},
	abstract = {As technology advances, virtual museums have gained popularity as a new form of learning resources. However, persuading audiences to absorb and comprehend a tremendous volume of information in an unregulated online environment is the challenge. Considering the use of an online application in educational practice, collaborative teamwork can be implemented to tackle students’ difficulties caused by the use of the app as virtual museum. This study explored the validation of technology acceptance on collaborative teamwork in the implementation of a virtual museum and making storytelling. Two questionnaires were employed as the main instrument to collect the data from 122 higher education students. The findings indicate that five of twelve hypotheses were supported. Following the result, it is known that perceived ease of use and perceived usefulness significantly affects attitude toward use, perceived usefulness significantly affects teamwork quality, and attitude toward use significantly affects collaborative results. The other seven hypotheses that failed to be supported can represent the important activities and related features that need to be highlighted in designing a virtual museum used in storytelling under collaborative design. Therefore, it will help educational practices to design the features in the app matched by activities in collaborative and storytelling.},
	language = {en-GB},
	urldate = {2024-05-09},
	journal = {Education and Information Technologies},
	author = {Ratumbuisang, Keith Francis and Hariyanti, Uun and Saputro, Godham Eko and Abdilah, Yan Amal},
	month = may,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	file = {Ratumbuisang et al. - 2024 - Application of collaborative storytelling with vir.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HPFBCE3N/Ratumbuisang et al. - 2024 - Application of collaborative storytelling with vir.pdf:application/pdf},
}

@article{chen_analysing_2024,
	title = {Analysing students' concept mapping style and its association with task performance in computer‐based inquiry learning},
	issn = {0266-4909, 1365-2729},
	url = {https://onlinelibrary.wiley.com/doi/10.1111/jcal.12984},
	doi = {10.1111/jcal.12984},
	abstract = {Background: In scientific inquiry learning, students often have difficulties conducting hypothetical reasoning with multiple intertwined variables. Concept maps have a potential to facilitate complex thinking and reasoning. However, there is little investigation into the content of student-constructed concept maps and its association with inquiry task performance.},
	language = {en-GB},
	urldate = {2024-04-07},
	journal = {Journal of Computer Assisted Learning},
	author = {Chen, Juanjuan and Wang, Minhong and Grotzer, Tina A. and Dede, Chris},
	month = apr,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {jcal.12984},
	file = {Chen et al. - 2024 - Analysing students' concept mapping style and its .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JWY3N5B3/Chen et al. - 2024 - Analysing students' concept mapping style and its .pdf:application/pdf},
}

@article{karchner_selbstwertprofile_2018,
	title = {Selbstwertprofile und ihre {Korrelate} im {Lern}- und {Leistungskontext}: {Eine} latente {Profilanalyse}},
	volume = {32},
	issn = {1010-0652, 1664-2910},
	shorttitle = {Selbstwertprofile und ihre {Korrelate} im {Lern}- und {Leistungskontext}},
	url = {https://econtent.hogrefe.com/doi/10.1024/1010-0652/a000224},
	doi = {10.1024/1010-0652/a000224},
	abstract = {Self-esteem is among the most frequently examined constructs in psychology. For a long time, research on self-esteem followed a variable-centered approach, considering mostly the individual facets of self-esteem to be relevant. In this article, we investigate different combinations of self-esteem level, stability, and contingency as well as their relations with learning and performance. Across three online-studies (ntotal = 2 499), latent profile analyses revealed four self-esteem profiles beside the profile of “optimal self-esteem” (Kernis, 2003). These profiles are associated with different consequences. For example, the profile “optimal self-esteem” yields the most favorable results pattern, such as the use of deep processing strategies. Overall, our findings suggest that a multidimensional view of self-esteem allows for more precise predictions of learning-related behaviors. Implications for future research and practice are discussed.},
	language = {de-DE},
	number = {3},
	urldate = {2024-04-03},
	journal = {Zeitschrift für Pädagogische Psychologie},
	author = {Kärchner, Henrike and Schwinger, Malte},
	month = nov,
	year = {2018},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {171--186},
	file = {Kärchner und Schwinger - 2018 - Selbstwertprofile und ihre Korrelate im Lern- und .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XHCKTT5F/Kärchner und Schwinger - 2018 - Selbstwertprofile und ihre Korrelate im Lern- und .pdf:application/pdf},
}

@article{he_implementing_2024,
	title = {Implementing mind mapping in small-group learning to promote student engagement in the medical diagnostic curriculum: a pilot study},
	volume = {24},
	issn = {1472-6920},
	shorttitle = {Implementing mind mapping in small-group learning to promote student engagement in the medical diagnostic curriculum},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-024-05318-0},
	doi = {10.1186/s12909-024-05318-0},
	abstract = {Background  Medical diagnostics is a pivotal bridge curriculum that receives much less attention from undergraduates in non-clinical medicine health profession programs with less student engagement and poor performance. Mind mapping is an active learning strategy for graphically presenting radiant thinking to culture clinical reasoning. The purpose of this study was to explore whether students’ comprehensive diagnostic skills are enhanced through increased student engagement by employing mind mapping. Methods  We implemented mind mapping in small-grouped workshops with 86 junior undergraduates from preventive medicine program, for physical diagnostic sessions including physical examination (PE) maneuver, electrocardiogram (ECG) interpretation and medical history collection. We also conducted assessments of the above skills, as well as online surveys regarding their expectation on this course, self-evaluation of mind mapping in teaching and the learning process of all the modules. Results  Group members employing mind mapping in all PE sessions obtained higher scores in the heart and lung systems during the PE maneuver exam. Similarly, groups that made more in-depth mind maps achieved higher scores on the ECG quiz. In addition, groups displaying mind maps for history taking from normal classes and reformed class exhibited greater completeness of medical history with both standardized patients and real patients, which was consistent with increased collection of accompanying symptoms. Mind mapping was valued by the majority of students for its benefits in terms of acquiring PE maneuver, theoretical knowledge, medical history collection and medical records writing, clinical reasoning, communication skills, sense of teamwork and cooperation, professionalism and humanistic literacy. Discussion  The visual feature of mind mapping evoked extensive behavioral engagement in all groups, as did cognitive and emotional engagement, as the majority of students expressed their willingness and affective reactions. In the short term, the positive feedbacks encourage growing engagement. The continuous benefits of mind mapping require long-term observation.},
	language = {en-GB},
	number = {1},
	urldate = {2024-04-02},
	journal = {BMC Medical Education},
	author = {He, Jieyu and Wu, Bei and Zhong, Haiying and Zhan, Junkun and Zhu, Lanyan and Zhang, Jie and Zeng, Yi and Li, Zhihong},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {336},
	file = {He et al. - 2024 - Implementing mind mapping in small-group learning .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UN25DIRM/He et al. - 2024 - Implementing mind mapping in small-group learning .pdf:application/pdf},
}

@article{gustilo_algorithmically-driven_2024,
	title = {Algorithmically-driven writing and academic integrity: exploring educators' practices, perceptions, and policies in {AI} era},
	abstract = {Background:  Despite global interest in the interface of Algorithmically-driven writing tools (ADWTs) and academic integrity, empirical data considering educators’ perspectives on the challenges, benefits, and policies of ADWTs use remain scarce. Aim:  This study responds to calls for empirical investigation concerning the affordances and encumbrances of ADWTs, and their implications for academic integrity.
Methods:  Using a cross-sectional survey research design, we recruited through snowball sampling 100 graduate students and faculty members representing ten disciplines. Participants completed an online survey on perceptions, practices, and policies in the utilization of ADWTs in education. The Technology Acceptance Model (TAM) helped us understand the factors influencing the acceptance and use of ADWTs.
Results:  The study found that teacher respondents highly value the diverse ways ADWTs can support their educational goals (perceived usefulness). However, they must overcome their barrier threshold such as limited access to these tools (perception of external control), a perceived lack of knowledge on their use (computer self-efficacy), and concerns about ADWTs’ impact on academic integrity, creativity, and more (output quality).
Conclusion:  AI technologies are making headway in more educational institutions because of their proven and potential benefits for teaching, learning, assessment, and research. However, AI in education, particularly ADWTs, demands critical awareness of ethical protocols and entails collaboration and empowerment of all stakeholders by introducing innovations that showcase human intelligence over AI or partnership with AI.},
	language = {en-GB},
	author = {Gustilo, Leah},
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	file = {Gustilo - 2024 - Algorithmically-driven writing and academic integr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MI3LUIYD/Gustilo - 2024 - Algorithmically-driven writing and academic integr.pdf:application/pdf},
}

@article{kuo_game-based_2024,
	title = {Game-based collaborative decision-making training: a framework and behavior analysis for a remote collaborative decision-making skill training game using multidimensional scaffolding},
	issn = {1615-5289, 1615-5297},
	shorttitle = {Game-based collaborative decision-making training},
	url = {https://link.springer.com/10.1007/s10209-024-01103-4},
	doi = {10.1007/s10209-024-01103-4},
	abstract = {Decision-making is considered an essential competence of the twenty-first century skills. Remote synchronous collaborative problem-solving has gained much attention especially for decision-making training. We designed a framework to promote decision-making training with a multidimensional scaffolding-based game, and 84 participants were recruited online to evaluate the game based on the proposed framework. The quasi-experimental study compared collaborative and individual learners’ game performance, anxiety, motivation, acceptance, behavior patterns, and perceived learning process for decision-making. The result showed that both collaborative and individual learners had low anxiety, high motivation, and high acceptance in the multidimensional scaffolding-based online educational game; however, the collaborative team had better game performance and found the clues to be more useful for the learning process than the individual team did. Behavioral pattern analysis revealed that the high-performance collaborative team had more well-organized problem-solving and in-depth reflection.},
	language = {en-GB},
	urldate = {2024-03-23},
	journal = {Universal Access in the Information Society},
	author = {Kuo, Chih-Chen and Hou, Huei-Tse},
	month = mar,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	file = {Kuo und Hou - 2024 - Game-based collaborative decision-making training.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K4XTA5C3/Kuo und Hou - 2024 - Game-based collaborative decision-making training.pdf:application/pdf},
}

@article{jackson_operationalizing_2020,
	title = {Operationalizing resilient healthcare concepts through a serious video game for clinicians},
	volume = {87},
	issn = {00036870},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S0003687020300739},
	doi = {10.1016/j.apergo.2020.103112},
	abstract = {Resilient healthcare emphasises the importance of adaptive capacity in quality healthcare. This theory has had extensive theoretical development, but comparatively limited translation for clinicians in practice. This study is the first to present resilient healthcare principles in a serious video game. Serious games are an effective tool for engaging users, sharing ideas and eliciting reflections. The aim of this study was to communicate principles from resilient healthcare to clinicians through a serious video game, and to evaluate the game’s feasibility as a prompt to reflect on practice. The game, Resilience Challenge, is scenario-based and requires players to resolve dilemmas in clinical practice. It was disseminated online, and was played 1949 times during the four-month study. The game was evaluated using an immediate cross-sectional survey, which included both Likert-style and free text responses. Participants reported that the game was engaging (93\%) and that they would recommend it to others (89\%). Fewer participants reported learning about resilient healthcare concepts (64\%). Resilience Challenge is a promising way to prompt reflections about clinical work, and demonstrates mixed outcomes in communicating resilient healthcare principles to clinicians.},
	language = {en-GB},
	urldate = {2024-03-20},
	journal = {Applied Ergonomics},
	author = {Jackson, Jennifer and Iacovides, Jo and Duncan, Myanna and Alders, Matthew and Maben, Jill and Anderson, Janet},
	month = sep,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {103112},
	file = {Jackson et al. - 2020 - Operationalizing resilient healthcare concepts thr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MJ7BP246/Jackson et al. - 2020 - Operationalizing resilient healthcare concepts thr.pdf:application/pdf},
}

@article{darici_fun_2022,
	title = {“{Fun} slipping into the doctor's role”—{The} relationship between sonoanatomy teaching and professional identity formation before and during the {Covid}‐19 pandemic},
	volume = {15},
	issn = {1935-9772, 1935-9780},
	url = {https://anatomypubs.onlinelibrary.wiley.com/doi/10.1002/ase.2178},
	doi = {10.1002/ase.2178},
	abstract = {The various psychological dimensions of professional identity formation (PIF) are an important aspect of the study course for undergraduate medical students. Anatomical learning environments have been repeatedly shown to play a critical role in forming such an identity; however, relevance of PIF during sonoanatomical training remains underexplored. At the end of their basic anatomy studies, third-­semester medical students took part in a four-­day block course on anatomy and imaging. Anatomical content was revised in small groups using peer teaching and imaging methods, including one hour of hands-­on sonoanatomy sessions each day. On-­site sonoanatomy was identified as an excellent format to support students' transition from the pre-­clinical to clinical phase as medical experts-­to-­be. Students enjoyed practical exercises and the clinical input, which increased their interest in the medical profession and their academic studies. This study further examined the effects of the transition into an online-­only format, necessitated by the current Covid-­19 pandemic. A comparison was made between the quantitative and qualitative evaluation data, and the written results of examinations of several on-­site (n = 1096, mean age = 22.4 years ± 2.18), and online-­only cohorts (n = 230, mean age = 22.6 years ± 2.21). The online-­only transition led to a reduction of all PIF-­related variables measured, losing identity-­related variables, increasing students' stress levels, and reducing their long-­term academic performance. Together, this study demonstrates presence of PIF in undergraduate sonoanatomy teaching, and cautions against the uncritical online-­only substitution of hands-­on learning environments.},
	language = {en-GB},
	number = {3},
	urldate = {2024-03-09},
	journal = {Anatomical Sciences Education},
	author = {Darici, Dogus and Missler, Markus and Schober, Anna and Masthoff, Max and Schnittler, Hans and Schmitz, Martina},
	month = may,
	year = {2022},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {447--463},
	file = {Darici et al. - 2022 - “Fun slipping into the doctor's role”—The relation.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/INR2ZB3G/Darici et al. - 2022 - “Fun slipping into the doctor's role”—The relation.pdf:application/pdf},
}

@article{ratmono_virtual_2024,
	title = {Virtual reality and perceived learning effectiveness in accounting studies: the mediating role of task-technology fit},
	volume = {11},
	issn = {2331-1975},
	shorttitle = {Virtual reality and perceived learning effectiveness in accounting studies},
	url = {https://www.tandfonline.com/doi/full/10.1080/23311975.2024.2316890},
	doi = {10.1080/23311975.2024.2316890},
	abstract = {The use of virtual reality (VR) for the improvement of learning outcomes for accounting studies is an area in which the research is still limited. Technology-based accounting learning is very important because, currently, the accounting profession is very much affected by rapid technological change which means that it must adapt to remain relevant in the business world. This study aims to examine the role of the mediating effect of task-technology fit (TTF) on the relationship between the use of VR and learning outcomes for accounting studies. This research model states that the use of VR will be able to increase TTF, technology quality and accessibility, and then increase reflective thinking and reduce cognitive overload thereby increasing perceived learning effectiveness (PLE). The hypotheses derived from this model were tested empirically using survey data from 199 users of VR engaged in accounting studies. The data analysis uses partial least squares-structural equation modeling (PLS-SEM), and the results support the hypothesis that TTF mediates the relationship between VR use, learning behavior, and PLE.},
	language = {en-GB},
	number = {1},
	urldate = {2024-02-29},
	journal = {Cogent Business \& Management},
	author = {Ratmono, Dwi and Sari, Ratna Candra and Warsono, Sony and Ubaidillah, Muhammad and Wibowo, Luqman Mulki},
	month = dec,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {2316890},
	file = {Ratmono et al. - 2024 - Virtual reality and perceived learning effectivene.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WG9TZMHS/Ratmono et al. - 2024 - Virtual reality and perceived learning effectivene.pdf:application/pdf},
}

@article{shalabi_satisfaction_2024,
	title = {Satisfaction and attitudes towards online continuous medical education and its impact on clinical practice among physiotherapists},
	volume = {24},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-024-05049-2},
	doi = {10.1186/s12909-024-05049-2},
	abstract = {Background  The traditional face-to-face of medical education is gradually being replaced with online education. However, the rate of adoption of online continuing medical education (OCME) as a learning method among practicing clinical physiotherapists (PTs) is unclear. The objectives of this study were to measure the satisfaction with, attitudes towards, and impact of OCME among practicing clinical PTs in Saudi Arabia (SA) and to examine the factors that affect the findings for satisfaction, attitude, and impact towards OCME.
Methods  This cross-sectional survey was conducted between October 2021 and January 2022. PTs employed at various medical facilities and specialties in Saudi Arabia completed an online survey to assess satisfaction with, attitudes towards, and impact of OCME.
Results  Of the 127 participants, 48 were female (37.8\%), 44.1\% were aged between 24 and 30 years. Overall, 57.5\% of the respondents were satisfied with OCME compared with conventional face-to-face education, and 45.7\% agreed and 18.1\% strongly agreed that OCME was more flexible. Further, 52.8\% of the respondents thought that OCME programs could supplement traditional face-to-face education. The majority of the participants (63.8\%) agreed that participating in OCME programs increased their knowledge, and 55.1\% and 51.2\% agreed that attending these programs improved patient outcomes and increased their confidence in patient management, respectively. However, only 38.6\% agreed that participating in OCME programs enhanced their clinical expertise. The mean satisfaction, attitude, and impact scores differed significantly according to age group, marital status, number of years of practice, and specialty (p {\textless} 0.0001). Multiple regression analysis showed that older age was independently associated with better satisfaction and more positive attitudes and impact. Further, having a specialization also seemed to improve the impact of OCME.
Conclusion  The PTs were satisfied with and had positive attitudes towards OCME, and also found that it had a positive impact on their clinical practice. Thus, existing OCME programs are a good option for expanding the number of PTs proficient in clinical care.},
	language = {en-GB},
	number = {1},
	urldate = {2024-01-23},
	journal = {BMC Medical Education},
	author = {Shalabi, Kholood Matouq and Almurdi, Muneera Mohammed},
	month = jan,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {70},
	file = {Shalabi und Almurdi - 2024 - Satisfaction and attitudes towards online continuo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9DBVLG6K/Shalabi und Almurdi - 2024 - Satisfaction and attitudes towards online continuo.pdf:application/pdf},
}

@article{li_test_2024,
	title = {Test takers’ attitudes of using exam-oriented mobile application as a tool to adapt in a high-stakes speaking test},
	volume = {29},
	issn = {1360-2357, 1573-7608},
	url = {https://link.springer.com/10.1007/s10639-023-12297-0},
	doi = {10.1007/s10639-023-12297-0},
	abstract = {Mobile-assisted Language Learning (MALL) has been widely adopted in teaching and learning, yet there has been scant research concerning speaking test adaptation. An emerging type of mobile application is designed to facilitate test takers’ performance in a high-stakes speaking test (e.g., the International English Language Testing System (IELTS)). Such an exam-oriented mobile application provides customized learning opportunity with automatic feedbacks through artificial intelligence (AI) technology for users to enhance their speaking skills. This study aims to explore the attitudes of test takers on using exam-oriented mobile application to adapt in testing environment as influenced by their perceptions through the theory of Technology Acceptance Model. 235 Chinese IELTS test takers with experience of using such applications were invited to fill out an online questionnaire. Collected data were analysed through statistical method, textual analysis, word cloud approach, and sentiment analysis. Results revealed that test takers’ perceived usefulness and perceived ease of use towards the exam-oriented mobile application explained their attitudes to use such an application. They also expressed the concern of personalized AI function to support speaking test adaptation. Implications for educators, test taker, and application developers are provided.},
	language = {en-GB},
	number = {1},
	urldate = {2024-01-10},
	journal = {Education and Information Technologies},
	author = {Li, Qianru and Chan, Kan Kan},
	month = jan,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {219--237},
	file = {Li und Chan - 2024 - Test takers’ attitudes of using exam-oriented mobi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6YT72GRJ/Li und Chan - 2024 - Test takers’ attitudes of using exam-oriented mobi.pdf:application/pdf},
}

@article{guo_understanding_2024,
	title = {Understanding {EFL} students’ chatbot-assisted argumentative writing: {An} activity theory perspective},
	volume = {29},
	issn = {1360-2357, 1573-7608},
	shorttitle = {Understanding {EFL} students’ chatbot-assisted argumentative writing},
	url = {https://link.springer.com/10.1007/s10639-023-12230-5},
	doi = {10.1007/s10639-023-12230-5},
	abstract = {Despite growing interest in exploring the application of chatbots in language education, studies on the process of chatbot-assisted language learning are scant. This qualitative study uses activity theory to understand how English as a foreign language students engage with a chatbot, Argumate, when composing argumentative essays. Five Chinese undergraduate students performed an argumentative writing task with the assistance of Argumate. Screen recordings capturing the students’ writing processes, chat logs between the students and Argumate, the students’ argumentative essays, and their responses to a post-task questionnaire survey were collected and analysed. The results indicated that the students formed a learning community with Argumate in which they used various mediating tools, including online information sources, notes, translation tools, and typing assistants, to facilitate their interaction with the chatbot. Additionally, the student–Argumate collaborative writing was shaped by rules associated with meeting task requirements and following argumentative writing conventions. At the same time, the students’ need for additional scaffolds beyond those offered by Argumate posed challenges to their collaboration. Our findings contribute to a better understanding of the complex interplay among students, chatbots, and other key elements in the activity system of chatbot-assisted writing and generate insights into the application of chatbots to writing pedagogy.},
	language = {en-GB},
	number = {1},
	urldate = {2024-01-10},
	journal = {Education and Information Technologies},
	author = {Guo, Kai and Li, Yuanke and Li, Yongyan and Chu, Samuel Kai Wah},
	month = jan,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {1--20},
	file = {Guo et al. - 2024 - Understanding EFL students’ chatbot-assisted argum.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I5NQLDUR/Guo et al. - 2024 - Understanding EFL students’ chatbot-assisted argum.pdf:application/pdf},
}

@article{steuer_error_2024,
	title = {Error climate and alienation from teachers: {A} longitudinal analysis in primary school},
	issn = {0007-0998, 2044-8279},
	shorttitle = {Error climate and alienation from teachers},
	url = {https://bpspsychub.onlinelibrary.wiley.com/doi/10.1111/bjep.12659},
	doi = {10.1111/bjep.12659},
	abstract = {Background: Dealing with errors in the classroom is a crucial aspect of instructional quality and has multiple consequences for students' own dealing with errors, their learning and their achievement. The available literature on error climate indicates a paucity of research on the effects of perceived error climate on social aspects such as student–teacher relationships. Aims: The aim of this longitudinal study was to examine the relationship between error climate and alienation from teachers. Samples: We conducted a study with two measurement points in primary school (Grade 5 in 2017 and Grade 6 in 2018) and two samples (N = 406 students in 29 classes in Switzerland and N = 345 students in 39 classes in Luxembourg).
Methods: For scrutinizing the effect of error climate at T1 on alienation from teachers at T2, we used hierarchical linear modelling (students nested within classrooms).
Results: For both samples, the results indicated that a positive error climate at T1 predicted less alienation from teachers at T2. We also found an effect of the shared error climate on alienation from teachers.
Conclusions: The findings provide empirical evidence of the importance of improving how errors are handled in the classroom to prevent students' alienation from their teachers.},
	language = {en-GB},
	urldate = {2024-01-10},
	journal = {British Journal of Educational Psychology},
	author = {Steuer, Gabriele and Grecu, Alyssa L. and Mori, Julia},
	month = jan,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {bjep.12659},
	file = {Steuer et al. - 2024 - Error climate and alienation from teachers A long.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X7XHZY7F/Steuer et al. - 2024 - Error climate and alienation from teachers A long.pdf:application/pdf},
}

@article{zhang_problems_2024,
	title = {Problems of oboe teaching in a time of the {COVID}-19 pandemic},
	volume = {29},
	issn = {1360-2357, 1573-7608},
	url = {https://link.springer.com/10.1007/s10639-023-12312-4},
	doi = {10.1007/s10639-023-12312-4},
	abstract = {In the modern world, there are an enormous number of changes due to the COVID19 pandemic. This fact influences all areas and, in particular, music education. The connection between the pandemic and changes in music education related to oboe teaching will be considered in this work. The research investigates the correlation between music education (oboe teaching) and education modes (offline and online). This correlation was tested for veracity by using statistical analysis of data sets (Student and Shapiro-Wilk tests). These data sets were obtained using a survey that evaluated practice and theoretical skills. The participants were categorized into two distinct groups for this investigation: the control group, characterized by offline education during the experimental phase, and the experimental group, which encompassed both offline and online educational modalities. The survey contained different tasks that illustrated students’ evaluations of their improvements in learning to play the oboe. A fundamental objective of this study involves substantiating the conjecture that online education, particularly in the context of the pandemic, exerts an adverse impact on oboe pedagogy. It was shown from the results (teachers’ interviews) that some problems (like lack of connection with teachers, problems related to self-education, and students’ cheating) have a negative impact on learning to play the oboe, especially on practice skills. However, most of the students evaluated their improvements at a high level, but this perspective lacked empirical basis. It should be noted that there was some improvement in theoretical knowledge, but almost all teachers thought this fact was related to cheating. It also should be noted that students evaluated their skills in the period of offline education lower than teachers.},
	language = {en-GB},
	number = {1},
	urldate = {2024-01-10},
	journal = {Education and Information Technologies},
	author = {Zhang, Yang},
	month = jan,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {1057--1070},
	file = {Zhang - 2024 - Problems of oboe teaching in a time of the COVID-1.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BEJG5R5K/Zhang - 2024 - Problems of oboe teaching in a time of the COVID-1.pdf:application/pdf},
}

@article{gorichanaz_accused_2023,
	title = {Accused: {How} students respond to allegations of using {ChatGPT} on assessments},
	volume = {9},
	issn = {2373-5082, 2373-5090},
	shorttitle = {Accused},
	url = {https://www.tandfonline.com/doi/full/10.1080/23735082.2023.2254787},
	doi = {10.1080/23735082.2023.2254787},
	abstract = {This study investigates student responses to allegations of cheating using ChatGPT, a popular software platform capable of generating coherent text on various topics. Data comprising 49 Reddit posts and discussions between December 2022 and June 2023 were collected. Students shared their experiences, often asserting false accusations, and discussed strategies to navigate these situations. Thematic analysis identified five key themes: adopting a legalistic stance with argumentation and evidence; higher education's role as a societal gatekeeper; vicissitudes of trust in students vs. technol­ ogy; questions of what constitutes cheating; and the need to rethink assessment. These findings will aid educators and institu­ tions in crafting more meaningful assessments in the age of AI and establishing guidelines for student usage of ChatGPT and similar tools.},
	language = {en-GB},
	number = {2},
	urldate = {2023-12-14},
	journal = {Learning: Research and Practice},
	author = {Gorichanaz, Tim},
	month = jul,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {183--196},
	file = {Gorichanaz - 2023 - Accused How students respond to allegations of us.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H2S6FGLG/Gorichanaz - 2023 - Accused How students respond to allegations of us.pdf:application/pdf},
}

@article{rohl_nutzung_2023,
	title = {Nutzung und {Bedingungsfaktoren} informeller {Lerngelegenheiten} von {Lehrpersonen} in {Deutschland}},
	volume = {51},
	issn = {0340-4099, 2520-873X},
	url = {https://link.springer.com/10.1007/s42010-023-00170-5},
	doi = {10/gssp49},
	abstract = {The professional work as a teacher at schools requires continuing professionalization throughout the whole career. In addition to participation in in-service training and professional development courses, this process also includes the use of informal learning opportunities which exist outside of organized events in everyday professional life, and which are mostly initiated by the teachers themselves. This study focuses on the ﬁeld of continuing professional development of teachers, which has been little researched so far. Based on a quantitative questionnaire survey of a representative sample of N = 405 teachers from Germany, we applied structural equation models to analyze the factorial structure and the use of informal learning opportunities, as well as their personal and school-related determinants. The ﬁndings indicate predictive effects of teachers’ demographic and dispositional characteristics (age, gender, lack of traditional qualiﬁcation, self-efﬁcacy), but also of job characteristics (extended area of responsibility) on the use of informal learning opportunities. Furthermore, indications pointed to the necessity of differentiating print and online media regarding reception behavior. The role of informal learning opportunities in the context of the teachers’ overall professionalization is discussed.},
	language = {de-DE},
	number = {3},
	urldate = {2023-09-23},
	journal = {Unterrichtswissenschaft},
	author = {Röhl, Sebastian and Groß Ophoff, Jana and Johannmeyer, Karen and Cramer, Colin},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {395--421},
	file = {Röhl et al. - 2023 - Nutzung und Bedingungsfaktoren informeller Lerngel.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EA6XFT5B/Röhl et al. - 2023 - Nutzung und Bedingungsfaktoren informeller Lerngel.pdf:application/pdf},
}

@article{khalifa_university_uae_collaborating_2019,
	title = {Collaborating {Online} with {Four} {Different} {Google} {Apps} : {Benefits} to {Learning} and {Usefulness} for {Future} {Work}},
	volume = {16},
	issn = {1738-3102, 2466-1511},
	shorttitle = {Collaborating {Online} with {Four} {Different} {Google} {Apps}},
	url = {http://journal.asiatefl.org/main/main.php?inx_journals=62&inx_contents=753&submode=3&PageMode=JournalView&s_title=Collaborating_Online_with_Four_Different_Google_Apps_Benefits_to_Learning_and_Usefulness_for_Future_Work},
	doi = {10.18823/asiatefl.2019.16.4.13.1268},
	language = {en-GB},
	number = {4},
	urldate = {2024-12-09},
	journal = {The Journal of AsiaTEFL},
	author = {{Khalifa University, UAE} and Andrew, Matthew},
	month = dec,
	year = {2019},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, Promotion:FU5},
	pages = {1268--1288},
	file = {Khalifa University, UAE und Andrew - 2019 - Collaborating Online with Four Different Google Apps  Benefits to Learning and Usefulness for Futur:/Users/jochenhanisch-johannsen/Zotero/storage/RGS67QN9/Khalifa University, UAE und Andrew - 2019 - Collaborating Online with Four Different Google Apps  Benefits to Learning and Usefulness for Futur.pdf:application/pdf},
}

@article{anjulo_lambebo_chatbots_2024,
	title = {Chatbots in higher education: a systematic review},
	issn = {1049-4820, 1744-5191},
	shorttitle = {Chatbots in higher education},
	url = {https://www.tandfonline.com/doi/full/10.1080/10494820.2024.2436931},
	doi = {10.1080/10494820.2024.2436931},
	abstract = {The present review examined articles published in the Web of Science and Scopus databases from 2019 to 2023 on the use of chatbots in higher education (HE), focusing on research methodologies, acceptance factors, platforms, goals, communication channels, application domains, and research issues. The results showed that research on the application of chatbots in HE has gained momentum in recent years. Most studies used the quantitative research methods, followed by mixed methods. Chatbots were primarily created on web platforms for text-based communication, though few explored hybrid channels (text, voice, images) for enhanced interaction. Chatbots are used for teaching, customer service, and mental health support in HE. Users’ behavioral intention, perceived usefulness, ease of use or communication, design, interactivity, social influence, service quality, digital literacy, privacy and security, and ethical issues are some of the factors and concerns that influence the acceptance of chatbot in HE. Common research issues were correlational and cause-effect studies, learner perceptions, technology acceptance, engagement, learning performance, user satisfaction, and self-efficacy. However, areas such as cognitive load and higher-order thinking remain underexplored. Suggestions for improving chatbots to enhance teaching and learning and address concerns are offered for researchers, educators, and chatbot developers.},
	language = {en-GB},
	urldate = {2024-12-09},
	journal = {Interactive Learning Environments},
	author = {Anjulo Lambebo, Eyasu and Chen, Hsiu-Ling},
	month = dec,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Datenschutz und IT-Sicherheit},
	pages = {1--27},
	file = {Anjulo Lambebo und Chen - 2024 - Chatbots in higher education a systematic review:/Users/jochenhanisch-johannsen/Zotero/storage/YGBS8GZF/Anjulo Lambebo und Chen - 2024 - Chatbots in higher education a systematic review.pdf:application/pdf},
}

@article{yanti_video-based_2024,
	title = {Video-{Based} {Learning} as a {Modern} {Distance} {Learning} {Method} for {Biology}},
	volume = {3},
	copyright = {https://creativecommons.org/licenses/by/4.0},
	issn = {2964-6685},
	url = {https://rjupublisher.com/ojs/index.php/JDLDE/article/view/355},
	doi = {10.56778/jdlde.v3i5.355},
	abstract = {Biology, one of the fields taught in schools, is sometimes a bit difficult to convey. In biology lessons, illustrations are needed for several topics, such as body physiology, the circulatory system, the nervous system, and digestion. Therefore, it seems that the use of learning videos in the process of teaching Biology will help students understand the lesson better. This study aimed to determine the use of basic educational videos as a tool for learning biology online. Literature was collected and compiled thoroughly to conduct this study. Studies have shown that basic learning videos can help teachers develop new methods for teaching biology in the classroom. The results of the study show that using basic learning videos as a medium for distance learning in biology can have a positive impact. It can improve cognitive skills, and learning performance, develop interest, motivate students, and ensure that students understand the content of the lessons better.},
	language = {en-GB},
	number = {5},
	urldate = {2024-11-12},
	journal = {JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION},
	author = {Yanti, Febri},
	month = oct,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU6},
	pages = {108--1112},
	file = {Yanti - 2024 - Video-Based Learning as a Modern Distance Learning Method for Biology:/Users/jochenhanisch-johannsen/Zotero/storage/FS86H6QQ/Yanti - 2024 - Video-Based Learning as a Modern Distance Learning Method for Biology.pdf:application/pdf},
}

@article{edwards_human_2024,
	title = {Human‐ {\textless}span style="font-variant:small-caps;"{\textgreater}{AI}{\textless}/span{\textgreater} collaboration: {Designing} artificial agents to facilitate socially shared regulation among learners},
	issn = {0007-1013, 1467-8535},
	shorttitle = {Human‐ {\textless}span style="font-variant},
	url = {https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13534},
	doi = {10.1111/bjet.13534},
	abstract = {Abstract
              Socially shared regulation of learning (SSRL) is a crucial process for groups of learners to successfully collaborate. Detecting and supporting SSRL is a challenge, especially in real time, but hybrid intelligence approaches such as Artificial Intelligence (AI) agents may make this possible. Leveraging the concept of trigger events which invite SSRL, we present a design of an AI agent, MAI, which can detect SSRL and prompt students to raise their group‐level metacognitive awareness with the aim of facilitating SSRL. We present the methodology we used to design MAI, drawing on the Echeloned DSR (eDSR) Methodological Framework and making use of the Wizard of Oz prototyping paradigm. We likewise present empirical results evaluating our initial prototype of MAI, using lexical alignment between speakers as a quantitative measure of the effect of MAI's prompts on facilitating SSRL, the Partner Model Questionnaire as a quantitative measure of perceptions of MAI, and interviews as qualitative context for these perceptions. We found that the first prototype of MAI did not facilitate SSRL as hoped, possibly owing to mixed perceptions of MAI's reliability and lack of clarity about MAI's role in the collaborative learning task. From these findings, we offer revised prompts for the next iteration of prototyping this agent and a refined set of design requirements for future development of metacognitive AI agents for supporting SSRL.
            
            
              
              
                
                  
                    Practitioner notes
                  
                  
                    What is already known about this topic
                    
                      
                        Socially Shared Regulation of Learning (SSRL) is recognized as a critical component for the success of collaborative learning, emphasizing the importance of group‐level regulatory processes in achieving shared goals, enacting strategies and monitoring learning progress.
                      
                      
                        Supporting SSRL in face‐to‐face collaborative learning environments presents challenges, including the complexity of coordinating and synchronizing individual contributions and regulatory actions within a group context.
                      
                    
                  
                  
                    What this paper adds
                    
                      
                        This paper introduces the design of Metacognitive Artificial Intelligence (MAI), a novel AI system aimed at enhancing Human‐AI collaboration for supporting and augmenting SSRL processes.
                      
                      
                        Through empirical research, the study offers lessons learned and design considerations for developing artificial agents on facilitating and enhancing SSRL among learners, demonstrating how AI can play a pivotal role in collaborative learning environments.
                      
                      
                        The findings highlight the critical importance of multidisciplinary knowledge in the design of multi‐agent interfaces (MAI) that provide real‐time, adaptive support for group metacognitive processes and decision‐making.
                      
                    
                  
                  
                    Implications for practice and/or policy
                    
                      
                        Educational technologists can utilize the proposed design principles in the development and integration of MAI tools to enhance SSRL.
                      
                      
                        Educators can incorporate the principles of MAI and our relevant findings into their teaching strategies to actively foster and support socially shared regulation of learning among students.
                      
                      
                        Policymakers should consider revising educational frameworks to include the use of AI technologies that support SSRL strategies in collaborative learning.},
	language = {en-GB},
	urldate = {2024-11-12},
	journal = {British Journal of Educational Technology},
	author = {Edwards, Justin and Nguyen, Andy and Lämsä, Joni and Sobocinski, Marta and Whitehead, Ridwan and Dang, Belle and Roberts, Anni‐Sofia and Järvelä, Sanna},
	month = nov,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration},
	pages = {bjet.13534},
	file = {Edwards et al. - 2024 - Human‐ AI collaboration Designing artificial agents t:/Users/jochenhanisch-johannsen/Zotero/storage/4EUIMM6W/Edwards et al. - 2024 - Human‐ AI collaboration Designing artificial agents t.pdf:application/pdf},
}

@article{song_insights_2024,
	title = {Insights {Into} {Critical} {Discussion}: {Designing} a {Computer}‐{Supported} {Collaborative} {Space} for {Middle} {Schoolers}},
	issn = {2330-8516, 2330-8516},
	shorttitle = {Insights {Into} {Critical} {Discussion}},
	url = {https://onlinelibrary.wiley.com/doi/10.1002/ets2.12387},
	doi = {10.1002/ets2.12387},
	abstract = {Collaborative learning environments that support students' problem solving have been shown to promote better decision‐making, greater academic achievement, and more reasonable argumentation about controversial issues. In this research, we developed a technology‐based critical discussion platform to support middle school students' argumentation, with a focus on evidence‐based reasoning and perspective taking. A feasibility study was conducted to examine the patterns of group interaction and individual students' contributions to the critical discussion and their perceptions of the critical discussion activity. We found that more students used text‐based communications than audio, but students who used audio collaborated with each other more frequently. In addition, student engagement in argumentative discourse varied greatly across groups as well as individuals. At the end of the discussion, most groups provided a solution that integrated both sides of the controversial issue. Survey and interview results suggest an overall positive experience with this technology‐supported critical discussion activity. Using the insights from our research, we develop a conceptual dialogue analysis framework that identifies relevant skills under the argumentation and collaboration dimensions. In this report, we discuss our design considerations, feasibility study results, and implications of engaging students in computer‐supported collaborative argumentation.},
	language = {en-GB},
	urldate = {2024-11-08},
	journal = {ETS Research Report Series},
	author = {Song, Yi and Ferretti, Ralph P. and Sabatini, John and Cui, Wenju},
	month = oct,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:FU2a, Promotion:Argumentation, Promotion:Relevanz:4},
	pages = {ets2.12387},
	file = {Song et al. - 2024 - Insights Into Critical Discussion Designing a Computer‐Supported Collaborative Space for Middle Sch:/Users/jochenhanisch-johannsen/Zotero/storage/IXA7T2M2/Song et al. - 2024 - Insights Into Critical Discussion Designing a Computer‐Supported Collaborative Space for Middle Sch.pdf:application/pdf},
}

@book{kurten_digitale_2024,
	title = {Digitale {Medien} in {Lehr}-{Lern}-{Laboren}. {Innovative} {Lehrformate} in der {Lehrkräftebildung} zum {Umgang} mit {Diversität} und {Inklusion}},
	isbn = {978-3-8309-4836-0},
	url = {https://www.waxmann.com/buch4836},
	abstract = {Lehr-Lern-Labore bieten Studierenden die Möglichkeit, in authentischen komplexitätsreduzierten Lernumgebungen professionelle Kompetenzen zu entwickeln. Sie unterstützen Studierende darin, praktische Erfahrungen mit Lernenden zu sammeln, Lehr-Lern-Prozesse umfassend zu verstehen und erfolgreich zu gestalten. Dadurch bieten sie unter anderem eine Gelegenheit der Auseinandersetzung mit aktuellen Herausforderungen des Lehrberufs.  In diesem interdisziplinär angelegten Band stehen professionelle Kompetenzen, die (angehende) Lehrkräfte für die durch digitale Medien unterstützte Vermittlung von Schülerkompetenzen in heterogenen Lerngruppen benötigen, im Mittelpunkt. Die einzelnen Fachbeiträge präsentieren die Konzeptionen der Lehr-Lern-Labore mit dem Schwerpunkt der Nutzung digitaler Medien. Eine übergreifende Evaluation liefert Erkenntnisse zur Entwicklung der Selbstwirksamkeitserwartung der Studierenden, die an den Lehr-Lern-Laboren teilnehmen. Alle Beiträge basieren auf innovativen Lehr-Lern-Laboren, die im Rahmen der Qualitätsoffensive Lehrerbildung am Hochschulstandort Münster (weiter-)entwickelt wurden.},
	language = {de-DE},
	urldate = {2024-03-03},
	publisher = {Waxmann Verlag GmbH},
	editor = {Kürten, Ronja and Greefrath, Gilbert and Hammann, Marcus},
	month = feb,
	year = {2024},
	doi = {10.31244/9783830998365},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien, \#9:Buch:digital:lernen},
	file = {Kürten et al. - 2024 - Digitale Medien in Lehr-Lern-Laboren. Innovative L.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AHS73BPK/Kürten et al. - 2024 - Digitale Medien in Lehr-Lern-Laboren. Innovative L.pdf:application/pdf},
}

@article{buntins_material_2024,
	title = {Material teilen? {Praktiken} der {Entwicklung} und {Nutzung} digitaler {Unterrichtsmaterialien} von {Lehrpersonen} an {Schulen} in {Deutschland}},
	issn = {1424-3636},
	shorttitle = {Material teilen?},
	url = {https://www.medienpaed.com/article/view/1768},
	doi = {10.21240/mpaed/00/2024.01.10.X},
	abstract = {Das Internet bricht etablierte Praktiken der Unterrichtsvorbereitung auf. Neue Akteure werden sichtbar und die Rolle der staatlichen Regulation wird infrage gestellt. Wie finden Lehrpersonen an Schulen Unterrichtsmaterialien und wie gehen sie mit selbst entwickelten Materialien um? Eine large-scale Untersuchung mit 1.960 Lehrpersonen aus Deutschland erfasst ihre Handlungspraktiken mit Blick auf die Informationsquellen und Formate der Kollaboration. Die Ergebnisse bestätigen vorliegende Befunde, wonach Lehrende Materialien aller Art in den Weiten des Internets – vor allem über «Google» – suchen. Sie sammeln, entwickeln diese für sich und tauschen sich kaum mit Kolleg:innen aus. Für die weitere Entwicklung eines informationellen Ökosystems für Bildung, das schulübergreifend einen Rahmen für Lehren und Lernen in Schulen schafft, gilt es, das Zusammenspiel der Akteure neu auszurichten. Neben der Bereitstellung von offenen Materialien durch private und staatliche Anbieter:innen kommt insbesondere der kollaborativen Erarbeitung und (Nach-)Nutzung eine besondere Bedeutung zu.},
	language = {de-DE},
	urldate = {2024-03-22},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Buntins, Katja and Diekmann, Daniel and Klar, Maria and Rittberger, Marc and Kerres, Michael},
	month = jan,
	year = {2024},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU5, Datenschutz und IT-Sicherheit, Lernsystemarchitektur, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {1--33},
	file = {Buntins et al. - 2024 - Material teilen Praktiken der Entwicklung und Nut.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YZAQNXGH/Buntins et al. - 2024 - Material teilen Praktiken der Entwicklung und Nut.pdf:application/pdf;Buntins et al. - 2024 - Material teilen Praktiken der Entwicklung und Nutzung digitaler Unterrichtsmaterialien von Lehrpers:/Users/jochenhanisch-johannsen/Zotero/storage/3HZP3KGQ/Buntins et al. - 2024 - Material teilen Praktiken der Entwicklung und Nutzung digitaler Unterrichtsmaterialien von Lehrpers.pdf:application/pdf},
}

@article{noorbhai_mhealth_2023,
	title = {{mHealth} and e-{Learning} in health sciences curricula: a {South} {African} study of health sciences staff perspectives on utilisation, constraints and future possibilities},
	volume = {23},
	issn = {1472-6920},
	shorttitle = {{mHealth} and e-{Learning} in health sciences curricula},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04132-4},
	doi = {10/gs567h},
	abstract = {Background  Over the last decade, developments in e-Learning and technologies are creating the groundwork for health sciences and medical education. Literature demonstrates that we have yet to reach any form of consensus about which indicators are needed to assess and teach quality health sciences and medical education through technology or innovation. There is, therefore, a greater need for a tool or platform that is properly constructed, validated and tested within health sciences.
Methods  This paper presents a study, which is part of a larger research project assessing staff and students’ perceptions of the importance and relevance of different aspects of e-Learning and mHealth in health sciences curricula at four universities in South Africa. The specific objectives of this study were to: (i) assess health sciences staffs’ perceptions and understanding of these two applications; and (ii) establish challenges and opportunities of e-Learning and mHealth applications in the health sector, as well as perceptions on the importance and relevance of these applications to their curricula and future practices. A combination of Focus Group Discussions (FGDs) and a key-informant interview was used. A total of 19 staff from four universities participated. Atlast.ti was used for the data analysis and the findings were coded using a primarily deductive thematic coding framework.
Results  The findings revealed that not all staff members are equipped or trained with new applications or technologies, such as mHealth. Most participants believed that diverse technologies and tools could be integrated with mHealth and e-Learning. Furthermore, participants agree that a new multi-modal platform, in the form of a learning management system (LMS) with relevant applications (and possible plugins) integrated, tailored towards health sciences will benefit all stakeholders, and be valuable to higher education and health sectors.
Conclusions  Digitalisation as well as digital citizenship is gradually being integrated into teaching and learning. It is imperative to adapt the health sciences curricula through constructive alignments and promote health sciences education in the current 4IR. This would allow graduates to be better prepared for digitalised practice environments.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Noorbhai, Habib and Ojo, Tinuade Adekunbi},
	month = mar,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Bildungstheorien, Promotion:Argumentation, Promotion:FU5, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, Curriculum, Humans, Telemedicine, \#5:Zeitschriftenartikel:e-learning, Computer-Assisted Instruction, mHealth, Health Promotion, South Africa, 4IR, e-Learning, Health sciences curricula, Staff perspectives},
	pages = {189},
	file = {Noorbhai und Ojo - 2023 - mHealth and e-Learning in health sciences curricul.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G4MFPL5U/Noorbhai und Ojo - 2023 - mHealth and e-Learning in health sciences curricul.pdf:application/pdf},
}

@article{satria_learning_2025,
	title = {The learning community for involved learning: {Towards} cybergogy-based learning},
	volume = {8},
	abstract = {Online learning has significantly transformed education, especially by providing greater flexibility for both students and teachers in learning processes. However, online classes tend to rely more on teacher-centered presentations, allowing them to isolate students from the learning process. The diverse characteristics of students are a challenge for teachers in building interaction and communication and facilitating effective collaboration. A literature review shows that interaction is important for student learning outcomes. Therefore, understanding and categorizing student characteristics is important in building a learning community so that it can improve teacher and student interaction, as outlined in cybergogy-based online learning models. Cybergogy is a new concept of cyber-based learning with three main domains: cognitive, emotional, and social, known as engaged learning. This approach emphasizes the importance of creating a holistic and engaging online learning environment that caters to the diverse needs of learners. The research findings indicate that online learning designed based on cybergogy principles effectively fosters student engagement and collaboration, thereby successfully mitigating key issues that often hinder the effectiveness of online education. By recognizing and addressing the cognitive, emotional, and social aspects of learning, cybergogy aims to foster a sense of community, encourage active participation, and promote deeper understanding.},
	language = {en-GB},
	number = {2},
	author = {Satria, Dadi and Rasyid, Yulianti and Kristiyani, Ary},
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Systemanpassung, Bildungstheorien, Krisenreaktion im Bildungsbereich},
	file = {Satria et al. - 2025 - The learning community for involved learning Towards cybergogy-based learning:/Users/jochenhanisch-johannsen/Zotero/storage/FDG5K6A6/Satria et al. - 2025 - The learning community for involved learning Towards cybergogy-based learning.pdf:application/pdf},
}

@book{uskov_smart_2024-4,
	address = {Singapore},
	series = {Smart {Innovation}, {Systems} and {Technologies}},
	title = {Smart {Education} and e-{Learning} 2024: {Proceedings} of the 11th {International} {Conference} on {Smart} {Education} and e-{Learning} ({KES} {SEEL}-2024)},
	volume = {399},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-981-97-4953-9 978-981-97-4954-6},
	shorttitle = {Smart {Education} and e-{Learning} 2024},
	url = {https://link.springer.com/10.1007/978-981-97-4954-6},
	language = {en-GB},
	urldate = {2024-10-18},
	publisher = {Springer Nature Singapore},
	editor = {Uskov, Vladimir L. and Howlett, Robert J. and Jain, Lakhmi C.},
	year = {2024},
	doi = {10.1007/978-981-97-4954-6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buch:e-learning},
	file = {Uskov et al. - 2024 - Smart Education and e-Learning 2024 Proceedings o.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7IIJ95ZM/Uskov et al. - 2024 - Smart Education and e-Learning 2024 Proceedings o.pdf:application/pdf},
}

@incollection{pfannstiel_mobile_2017-2,
	address = {Wiesbaden},
	title = {Mobile {Health} und das {Internet} der {Dinge} – {Von} {Consumer} {Gadgets} zu professionellen {Gesundheitsangeboten}},
	isbn = {978-3-658-12392-5 978-3-658-12393-2},
	url = {http://link.springer.com/10.1007/978-3-658-12393-2_21},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {II}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Elbel, Gregor and Gentner, Andreas and Esser, Ralf and Pistor, David},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12393-2_21},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {335--344},
	file = {Elbel et al. - 2017 - Mobile Health und das Internet der Dinge – Von Con.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LL8BQV2G/Elbel et al. - 2017 - Mobile Health und das Internet der Dinge – Von Con.pdf:application/pdf},
}

@incollection{pfannstiel_software-as--service-anwendungen_2017,
	address = {Wiesbaden},
	title = {Software-as-a-{Service}-{Anwendungen} im {Gesundheitswesen} – {Anwendungsgebiete}, {Herausforderungen}, {Lösungen}},
	isbn = {978-3-658-12257-7 978-3-658-12258-4},
	url = {http://link.springer.com/10.1007/978-3-658-12258-4_2},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {I}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Deimel, Dominik and Fritz, Stefan},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12258-4_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {31--40},
	file = {Deimel und Fritz - 2017 - Software-as-a-Service-Anwendungen im Gesundheitswe.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SIF6N74T/Deimel und Fritz - 2017 - Software-as-a-Service-Anwendungen im Gesundheitswe.pdf:application/pdf},
}

@incollection{pfannstiel_telemedizinische_2017-1,
	address = {Wiesbaden},
	title = {Die telemedizinische {Konsultation}},
	isbn = {978-3-658-12257-7 978-3-658-12258-4},
	url = {http://link.springer.com/10.1007/978-3-658-12258-4_6},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {I}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Braga, Andrea Vincenzo},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2017},
	doi = {10.1007/978-3-658-12258-4_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {93--108},
	file = {Braga - 2017 - Die telemedizinische Konsultation.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UDXY8T2A/Braga - 2017 - Die telemedizinische Konsultation.pdf:application/pdf},
}

@book{pfannstiel_digitale_2019-2,
	address = {Wiesbaden},
	title = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {V}: {Impulse} für die {Rehabilitation}},
	isbn = {978-3-658-23986-2 978-3-658-23987-9},
	shorttitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {V}},
	url = {http://link.springer.com/10.1007/978-3-658-23987-9},
	language = {de-DE},
	urldate = {2021-07-18},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-23987-9},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Pfannstiel et al. - 2019 - Digitale Transformation von Dienstleistungen im Ge.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2W4KHU9W/Pfannstiel et al. - 2019 - Digitale Transformation von Dienstleistungen im Ge.pdf:application/pdf;Pfannstiel et al. - 2019 - Digitale Transformation von Dienstleistungen im Ge.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T8GZIEI4/Pfannstiel et al. - 2019 - Digitale Transformation von Dienstleistungen im Ge.pdf:application/pdf},
}

@incollection{pfannstiel_moglichkeiten_2019,
	address = {Wiesbaden},
	title = {Möglichkeiten der {Digitalisierung} einer ambulanten neuropsychologischen {Rehabilitation} und {Telemedizin} in der {Neurologie}, {Kardiologie} und {Psychiatrie}},
	isbn = {978-3-658-23986-2 978-3-658-23987-9},
	url = {http://link.springer.com/10.1007/978-3-658-23987-9_16},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {V}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Piefke, Martina and Ehlers, Jan P.},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-23987-9_16},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {311--325},
	file = {Piefke und Ehlers - 2019 - Möglichkeiten der Digitalisierung einer ambulanten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B6HB5E9H/Piefke und Ehlers - 2019 - Möglichkeiten der Digitalisierung einer ambulanten.pdf:application/pdf},
}

@incollection{pfannstiel_multimodale_2019,
	address = {Wiesbaden},
	title = {Multimodale {Schmerztherapie} mit {E}-{Health}: {Rise}-{uP} als neues {Versorgungskonzept} zur {Prävention} der {Chronifizierung} von {Rückenschmerzen} – {Chancen} und {Herausforderungen}},
	isbn = {978-3-658-25460-5 978-3-658-25461-2},
	shorttitle = {Multimodale {Schmerztherapie} mit {E}-{Health}},
	url = {http://link.springer.com/10.1007/978-3-658-25461-2_9},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VI}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Priebe, Janosch A. and Haas, Katharina K. and Kerkemeyer, Linda L. and Schiessl, Christine and Tölle, Thomas R.},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-25461-2_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {157--168},
	file = {Priebe et al. - 2019 - Multimodale Schmerztherapie mit E-Health Rise-uP .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FBXG2TED/Priebe et al. - 2019 - Multimodale Schmerztherapie mit E-Health Rise-uP .pdf:application/pdf;Priebe et al. - 2019 - Multimodale Schmerztherapie mit E-Health Rise-uP .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FLE5XVYC/Priebe et al. - 2019 - Multimodale Schmerztherapie mit E-Health Rise-uP .pdf:application/pdf},
}

@incollection{pfannstiel_pflegebrille_2019,
	address = {Wiesbaden},
	title = {Die {Pflegebrille} – {Möglichkeiten} und {Barrieren} der {Nutzung} von {Augmented}-{Reality}-{Technologie} in der ambulanten {Intensivpflege}},
	isbn = {978-3-658-25460-5 978-3-658-25461-2},
	url = {http://link.springer.com/10.1007/978-3-658-25461-2_15},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VI}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Prilla, Michael and Recken, Heinrich and Janßen, Marc},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-25461-2_15},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {281--309},
	file = {Prilla et al. - 2019 - Die Pflegebrille – Möglichkeiten und Barrieren der.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R98APTAA/Prilla et al. - 2019 - Die Pflegebrille – Möglichkeiten und Barrieren der.pdf:application/pdf;Prilla et al. - 2019 - Die Pflegebrille – Möglichkeiten und Barrieren der.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6U3XKRBT/Prilla et al. - 2019 - Die Pflegebrille – Möglichkeiten und Barrieren der.pdf:application/pdf},
}

@incollection{pfannstiel_pravention_2019,
	address = {Wiesbaden},
	title = {Prävention via {Lifelogging} – {Möglichkeiten} und {Grenzen} der digitalen {Selbstvermessung}},
	isbn = {978-3-658-25460-5 978-3-658-25461-2},
	url = {http://link.springer.com/10.1007/978-3-658-25461-2_24},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VI}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Scherenberg, Viviane},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-25461-2_24},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {475--486},
	file = {Scherenberg - 2019 - Prävention via Lifelogging – Möglichkeiten und Gre.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MVUW6W5F/Scherenberg - 2019 - Prävention via Lifelogging – Möglichkeiten und Gre.pdf:application/pdf;Scherenberg - 2019 - Prävention via Lifelogging – Möglichkeiten und Gre.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/F99SVLKN/Scherenberg - 2019 - Prävention via Lifelogging – Möglichkeiten und Gre.pdf:application/pdf},
}

@incollection{pfannstiel_digital_2019-1,
	address = {Wiesbaden},
	title = {Digital {Health} {Literacy} – {Thesen} zu {Konzept} und {Förderungsmöglichkeiten}},
	isbn = {978-3-658-25460-5 978-3-658-25461-2},
	url = {http://link.springer.com/10.1007/978-3-658-25461-2_3},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VI}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Samerski, Silja and Müller, Hardy},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-25461-2_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {35--50},
	file = {Samerski und Müller - 2019 - Digital Health Literacy – Thesen zu Konzept und Fö.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/22BD5M8H/Samerski und Müller - 2019 - Digital Health Literacy – Thesen zu Konzept und Fö.pdf:application/pdf;Samerski und Müller - 2019 - Digital Health Literacy – Thesen zu Konzept und Fö.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VUZ2ZBGP/Samerski und Müller - 2019 - Digital Health Literacy – Thesen zu Konzept und Fö.pdf:application/pdf},
}

@incollection{pfannstiel_verbesserung_2019,
	address = {Wiesbaden},
	title = {Verbesserung des {Versorgungsalltags} durch {IT}-gestützte {Technologien} in der {Neurorehabilitation} – behinderungsangepasst und aktivitätenorientiert},
	isbn = {978-3-658-23986-2 978-3-658-23987-9},
	url = {http://link.springer.com/10.1007/978-3-658-23987-9_17},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {V}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schupp, Wilfried},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-23987-9_17},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {327--350},
	file = {Schupp - 2019 - Verbesserung des Versorgungsalltags durch IT-gestü.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2B7QPINV/Schupp - 2019 - Verbesserung des Versorgungsalltags durch IT-gestü.pdf:application/pdf},
}

@incollection{pfannstiel_auf_2019,
	address = {Wiesbaden},
	title = {Auf dem {Weg} zu intelligenten {Assistenzsystemen} am {Beispiel} eines {Manipulatorarms}},
	isbn = {978-3-658-25460-5 978-3-658-25461-2},
	url = {http://link.springer.com/10.1007/978-3-658-25461-2_17},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VI}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schöttl, Alfred},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-25461-2_17},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {333--350},
	file = {Schöttl - 2019 - Auf dem Weg zu intelligenten Assistenzsystemen am .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DP9KT29W/Schöttl - 2019 - Auf dem Weg zu intelligenten Assistenzsystemen am .pdf:application/pdf;Schöttl - 2019 - Auf dem Weg zu intelligenten Assistenzsystemen am .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ADMTTK7I/Schöttl - 2019 - Auf dem Weg zu intelligenten Assistenzsystemen am .pdf:application/pdf},
}

@incollection{pfannstiel_online-rehabedarfstest_2019,
	address = {Wiesbaden},
	title = {Der {Online}-{Rehabedarfstest} ({OREST}): {Neue} {Wege} in die medizinische {Rehabilitation}},
	isbn = {978-3-658-23986-2 978-3-658-23987-9},
	shorttitle = {Der {Online}-{Rehabedarfstest} ({OREST})},
	url = {http://link.springer.com/10.1007/978-3-658-23987-9_6},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {V}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schlöffel, Malgorzata and Kampling, Hanna and Pollmann, Hartmut and Mittag, Oskar},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-23987-9_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {101--124},
	file = {Schlöffel et al. - 2019 - Der Online-Rehabedarfstest (OREST) Neue Wege in d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W5H9QBDU/Schlöffel et al. - 2019 - Der Online-Rehabedarfstest (OREST) Neue Wege in d.pdf:application/pdf},
}

@incollection{pfannstiel_sektorkopplung_2019,
	address = {Wiesbaden},
	title = {Sektorkopplung von {Gesundheit} und {Wohnen} im intelligenten {Quartier}},
	isbn = {978-3-658-25460-5 978-3-658-25461-2},
	url = {http://link.springer.com/10.1007/978-3-658-25461-2_18},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VI}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Teich, Tobias and Kretz, Daniel and Neumann, Tim and Leonhardt, Sven},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-25461-2_18},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {353--374},
	file = {Teich et al. - 2019 - Sektorkopplung von Gesundheit und Wohnen im intell.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/67547DNX/Teich et al. - 2019 - Sektorkopplung von Gesundheit und Wohnen im intell.pdf:application/pdf;Teich et al. - 2019 - Sektorkopplung von Gesundheit und Wohnen im intell.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/52PNVIXS/Teich et al. - 2019 - Sektorkopplung von Gesundheit und Wohnen im intell.pdf:application/pdf},
}

@incollection{pfannstiel_prozess-_2019,
	address = {Wiesbaden},
	title = {Prozess- und zielorientierte {Rehabilitation} bei {Polytraumata} und {Schwerstbrandverletzten}},
	isbn = {978-3-658-23986-2 978-3-658-23987-9},
	url = {http://link.springer.com/10.1007/978-3-658-23987-9_22},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {V}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Tschui, Felix and Schuchert, Joachim and Koller, Thomas},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-23987-9_22},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {437--452},
	file = {Tschui et al. - 2019 - Prozess- und zielorientierte Rehabilitation bei Po.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UNVKD893/Tschui et al. - 2019 - Prozess- und zielorientierte Rehabilitation bei Po.pdf:application/pdf;Tschui et al. - 2019 - Prozess- und zielorientierte Rehabilitation bei Po.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6HFT5BPA/Tschui et al. - 2019 - Prozess- und zielorientierte Rehabilitation bei Po.pdf:application/pdf},
}

@incollection{pfannstiel_gesundheitsdaten_2019,
	address = {Wiesbaden},
	title = {Gesundheitsdaten und {Digitalisierung} – {Neue} {Anforderungen} an den {Umgang} mit {Daten} im {Gesundheitswesen}},
	isbn = {978-3-658-25460-5 978-3-658-25461-2},
	url = {http://link.springer.com/10.1007/978-3-658-25461-2_2},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VI}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Veit, Kim and Wessels, Michael and Deiters, Wolfgang},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-25461-2_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {19--33},
	file = {Veit et al. - 2019 - Gesundheitsdaten und Digitalisierung – Neue Anford.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MJ7KWGPK/Veit et al. - 2019 - Gesundheitsdaten und Digitalisierung – Neue Anford.pdf:application/pdf;Veit et al. - 2019 - Gesundheitsdaten und Digitalisierung – Neue Anford.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6RTRGCYQ/Veit et al. - 2019 - Gesundheitsdaten und Digitalisierung – Neue Anford.pdf:application/pdf},
}

@incollection{pfannstiel_praventionsallianzen_2019,
	address = {Wiesbaden},
	title = {Präventionsallianzen in einer digitalisierten {Industrie}},
	isbn = {978-3-658-25460-5 978-3-658-25461-2},
	url = {http://link.springer.com/10.1007/978-3-658-25461-2_22},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VI}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {von Garrel, Jörg and Thomas, Simone},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-25461-2_22},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {425--445},
	file = {von Garrel und Thomas - 2019 - Präventionsallianzen in einer digitalisierten Indu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KB6VSYHB/von Garrel und Thomas - 2019 - Präventionsallianzen in einer digitalisierten Indu.pdf:application/pdf;von Garrel und Thomas - 2019 - Präventionsallianzen in einer digitalisierten Indu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M65W4UFE/von Garrel und Thomas - 2019 - Präventionsallianzen in einer digitalisierten Indu.pdf:application/pdf},
}

@incollection{pfannstiel_telemedizin_2019-1,
	address = {Wiesbaden},
	title = {Telemedizin in der neurologischen {Rehabilitation}},
	isbn = {978-3-658-23986-2 978-3-658-23987-9},
	url = {http://link.springer.com/10.1007/978-3-658-23987-9_15},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {V}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wahl, Michael and Jankowski, Natalie},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-23987-9_15},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {297--310},
	file = {Wahl und Jankowski - 2019 - Telemedizin in der neurologischen Rehabilitation.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/64LAACJ3/Wahl und Jankowski - 2019 - Telemedizin in der neurologischen Rehabilitation.pdf:application/pdf},
}

@incollection{pfannstiel_smarte_2019,
	address = {Wiesbaden},
	title = {Smarte {Objekte} – {Wie} {Smart} {Speaker} und {Smarthome} die medizinische und pflegerische {Versorgung} zu {Hause} unterstützen werden},
	isbn = {978-3-658-25460-5 978-3-658-25461-2},
	url = {http://link.springer.com/10.1007/978-3-658-25461-2_20},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VI}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Waldhör, Klemens},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-25461-2_20},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {389--406},
	file = {Waldhör - 2019 - Smarte Objekte – Wie Smart Speaker und Smarthome d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QAZHY5AX/Waldhör - 2019 - Smarte Objekte – Wie Smart Speaker und Smarthome d.pdf:application/pdf},
}

@incollection{pfannstiel_medizinischer_2019,
	address = {Wiesbaden},
	title = {Medizinischer {Unterversorgung} im {Vogtland} mittels {Telemedizin} aktiv begegnen},
	isbn = {978-3-658-25460-5 978-3-658-25461-2},
	url = {http://link.springer.com/10.1007/978-3-658-25461-2_8},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VI}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Weichenhain, Linda and Schiffer, Daniel and Schwiercz, Maximilian T. and Häber, Anke},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-25461-2_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {139--156},
	file = {Weichenhain et al. - 2019 - Medizinischer Unterversorgung im Vogtland mittels .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VUDGQAQH/Weichenhain et al. - 2019 - Medizinischer Unterversorgung im Vogtland mittels .pdf:application/pdf;Weichenhain et al. - 2019 - Medizinischer Unterversorgung im Vogtland mittels .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6P9HY59T/Weichenhain et al. - 2019 - Medizinischer Unterversorgung im Vogtland mittels .pdf:application/pdf},
}

@incollection{pfannstiel_anforderungen_2019,
	address = {Wiesbaden},
	title = {Anforderungen der {Deutschen} {Rentenversicherung} an {Telenachsorge}},
	isbn = {978-3-658-23986-2 978-3-658-23987-9},
	url = {http://link.springer.com/10.1007/978-3-658-23987-9_10},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {V}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Widera, Teresia and Volke, Eva},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald},
	year = {2019},
	doi = {10.1007/978-3-658-23987-9_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {203--217},
	file = {Widera und Volke - 2019 - Anforderungen der Deutschen Rentenversicherung an .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TZI67LEK/Widera und Volke - 2019 - Anforderungen der Deutschen Rentenversicherung an .pdf:application/pdf},
}

@incollection{pfannstiel_digitale_2020-2,
	address = {Wiesbaden},
	title = {Das digitale patientenzentrierte {Pharmaunternehmen}},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_1},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bleilevens, Werner and Schenk, Julia},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--16},
	file = {Bleilevens und Schenk - 2020 - Das digitale patientenzentrierte Pharmaunternehmen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TQIHXUQN/Bleilevens und Schenk - 2020 - Das digitale patientenzentrierte Pharmaunternehmen.pdf:application/pdf;Bleilevens und Schenk - 2020 - Das digitale patientenzentrierte Pharmaunternehmen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UDDKH9UB/Bleilevens und Schenk - 2020 - Das digitale patientenzentrierte Pharmaunternehmen.pdf:application/pdf},
}

@incollection{pfannstiel_digitale_2020-3,
	address = {Wiesbaden},
	title = {Digitale {Patient} {Centricity} – die {App} „{Tebonin}®– Übungen gegen {Schwindel}“},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_5},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Burkart, Martin and Bender, Dietrich and Markarian, Rosa and Ullrich, Traugott and Wimmenauer, Vera},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {67--90},
	file = {Burkart et al. - 2020 - Digitale Patient Centricity – die App „Tebonin®– Ü.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/F6VDKHND/Burkart et al. - 2020 - Digitale Patient Centricity – die App „Tebonin®– Ü.pdf:application/pdf;Burkart et al. - 2020 - Digitale Patient Centricity – die App „Tebonin®– Ü.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K4SQI8FT/Burkart et al. - 2020 - Digitale Patient Centricity – die App „Tebonin®– Ü.pdf:application/pdf},
}

@incollection{pfannstiel_2d_2020,
	address = {Wiesbaden},
	title = {{2D} \& {3D}-{Print}-{Technologien} in der pharmazeutischen {Industrie}},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_4},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Dachtler, Markus and Huber, Gerald and Pries, Tanja},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {53--66},
	file = {Dachtler et al. - 2020 - 2D & 3D-Print-Technologien in der pharmazeutischen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HIEBX2U7/Dachtler et al. - 2020 - 2D & 3D-Print-Technologien in der pharmazeutischen.pdf:application/pdf;Dachtler et al. - 2020 - 2D & 3D-Print-Technologien in der pharmazeutischen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JF5WNDBJ/Dachtler et al. - 2020 - 2D & 3D-Print-Technologien in der pharmazeutischen.pdf:application/pdf},
}

@incollection{pfannstiel_digitalisierung_2020-1,
	address = {Wiesbaden},
	title = {Digitalisierung im pharmazeutischen {Großhandel} am {Beispiel} des {MSV3}-{Standards}},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_8},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Dammann, Michael},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {133--144},
	file = {Dammann - 2020 - Digitalisierung im pharmazeutischen Großhandel am .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ANRPFIJM/Dammann - 2020 - Digitalisierung im pharmazeutischen Großhandel am .pdf:application/pdf;Dammann - 2020 - Digitalisierung im pharmazeutischen Großhandel am .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IWTD6T5T/Dammann - 2020 - Digitalisierung im pharmazeutischen Großhandel am .pdf:application/pdf},
}

@incollection{pfannstiel_herausforderung_2020,
	address = {Wiesbaden},
	title = {Herausforderung im {Multichannel}-{Management} in der {Pharma}: vom {Kontentplan} und {Kanalwahl} hin zur effektiven {Vernetzung} und {Synchronisation} der {Kanäle}},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	shorttitle = {Herausforderung im {Multichannel}-{Management} in der {Pharma}},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_10},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Dehn, Kerstin and Eckardt, Christin and Vargas, Alin Vazquez and Erath, Friedrich},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {165--177},
	file = {Dehn et al. - 2020 - Herausforderung im Multichannel-Management in der .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ALBI7PJB/Dehn et al. - 2020 - Herausforderung im Multichannel-Management in der .pdf:application/pdf;Dehn et al. - 2020 - Herausforderung im Multichannel-Management in der .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XFCFQ2Y9/Dehn et al. - 2020 - Herausforderung im Multichannel-Management in der .pdf:application/pdf},
}

@incollection{pfannstiel_chancen_2020,
	address = {Wiesbaden},
	title = {Chancen, {Risiken} und {Pflichten} in der patientenorientierten digitalen {Gesundheitskommunikation}},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_6},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Haßing, Denis and Müther, Horst-H.},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {91--118},
	file = {Haßing und Müther - 2020 - Chancen, Risiken und Pflichten in der patientenori.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/64M3JRYX/Haßing und Müther - 2020 - Chancen, Risiken und Pflichten in der patientenori.pdf:application/pdf;Haßing und Müther - 2020 - Chancen, Risiken und Pflichten in der patientenori.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZJ9N3SJL/Haßing und Müther - 2020 - Chancen, Risiken und Pflichten in der patientenori.pdf:application/pdf},
}

@incollection{pfannstiel_bewertung_2020,
	address = {Wiesbaden},
	title = {Bewertung von medizinisch-digitalen {Anwendungen} und deren {Anbieter} aus der {Perspektive} eines {Pharmaunternehmens}: {Digitale} {Gesundheitsinnovationen} durch ein nutzerfreundliches {Kooperationsinstrument} schneller zum {Patienten} bringen},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	shorttitle = {Bewertung von medizinisch-digitalen {Anwendungen} und deren {Anbieter} aus der {Perspektive} eines {Pharmaunternehmens}},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_17},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Helmer, Carolin and Bender, Herdis and Bierbaum, Martin and Wambach, Maximilian},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_17},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {301--315},
	file = {Helmer et al. - 2020 - Bewertung von medizinisch-digitalen Anwendungen un.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6KRYY57P/Helmer et al. - 2020 - Bewertung von medizinisch-digitalen Anwendungen un.pdf:application/pdf;Helmer et al. - 2020 - Bewertung von medizinisch-digitalen Anwendungen un.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NJBXY3AC/Helmer et al. - 2020 - Bewertung von medizinisch-digitalen Anwendungen un.pdf:application/pdf},
}

@incollection{pfannstiel_digitale_2020-4,
	address = {Wiesbaden},
	title = {Das digitale {Versorgungsangebot} an {Patienten} seitens pharmazeutischer {Unternehmen}},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_16},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Idris, Anisa and Heupel, Wolfgang-Moritz},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_16},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {277--300},
	file = {Idris und Heupel - 2020 - Das digitale Versorgungsangebot an Patienten seite.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UKGM3L7J/Idris und Heupel - 2020 - Das digitale Versorgungsangebot an Patienten seite.pdf:application/pdf;Idris und Heupel - 2020 - Das digitale Versorgungsangebot an Patienten seite.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9R22KQU3/Idris und Heupel - 2020 - Das digitale Versorgungsangebot an Patienten seite.pdf:application/pdf},
}

@incollection{pfannstiel_auf_2020,
	address = {Wiesbaden},
	title = {Auf dem {Weg} zur {Präzisionsonkologie}: {Biomarker}, molekulargenetische {Tumorprofile} und {Big} {Data}},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	shorttitle = {Auf dem {Weg} zur {Präzisionsonkologie}},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_12},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ivascu, Claudia},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {193--207},
	file = {Ivascu - 2020 - Auf dem Weg zur Präzisionsonkologie Biomarker, mo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SMSQCIP2/Ivascu - 2020 - Auf dem Weg zur Präzisionsonkologie Biomarker, mo.pdf:application/pdf;Ivascu - 2020 - Auf dem Weg zur Präzisionsonkologie Biomarker, mo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/85IKDW3W/Ivascu - 2020 - Auf dem Weg zur Präzisionsonkologie Biomarker, mo.pdf:application/pdf},
}

@incollection{pfannstiel_digitale_2020-5,
	address = {Wiesbaden},
	title = {Digitale {Kommunikation} am {Beispiel} {Apothekenmarkt}},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_7},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Nold, Steffen},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {119--131},
	file = {Nold - 2020 - Digitale Kommunikation am Beispiel Apothekenmarkt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RFZX6XIQ/Nold - 2020 - Digitale Kommunikation am Beispiel Apothekenmarkt.pdf:application/pdf;Nold - 2020 - Digitale Kommunikation am Beispiel Apothekenmarkt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QLXQ2JRE/Nold - 2020 - Digitale Kommunikation am Beispiel Apothekenmarkt.pdf:application/pdf},
}

@book{pfannstiel_digitale_2020-6,
	address = {Wiesbaden},
	title = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}: {Impulse} für die {Pharmaindustrie}},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	shorttitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7},
	language = {de-DE},
	urldate = {2021-07-18},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Pfannstiel et al. - 2020 - Digitale Transformation von Dienstleistungen im Ge.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CAJNRMDJ/Pfannstiel et al. - 2020 - Digitale Transformation von Dienstleistungen im Ge.pdf:application/pdf;Pfannstiel et al. - 2020 - Digitale Transformation von Dienstleistungen im Ge.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SKR2JRVS/Pfannstiel et al. - 2020 - Digitale Transformation von Dienstleistungen im Ge.pdf:application/pdf},
}

@incollection{pfannstiel_erratum_2020,
	address = {Wiesbaden},
	title = {Erratum zu: {Science} {First}, {Sales} {Second}! {Transformation} im {Vertrieb} in {Pharma}-{Deutschland}, von analog bis digital},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	shorttitle = {Erratum zu},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_18},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_18},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {E1--E1},
	file = {Pfannstiel et al. - 2020 - Erratum zu Science First, Sales Second! Transform.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4AKCMJ9X/Pfannstiel et al. - 2020 - Erratum zu Science First, Sales Second! Transform.pdf:application/pdf;Pfannstiel et al. - 2020 - Erratum zu Science First, Sales Second! Transform.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7N2WTNCZ/Pfannstiel et al. - 2020 - Erratum zu Science First, Sales Second! Transform.pdf:application/pdf},
}

@incollection{pfannstiel_paradigmenwechsel_2020,
	address = {Wiesbaden},
	title = {Paradigmenwechsel in der {Pharmabranche}: {Precision} {Medicine}},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	shorttitle = {Paradigmenwechsel in der {Pharmabranche}},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_11},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rederer, Erik and Huber, Gerald},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {179--192},
	file = {Rederer und Huber - 2020 - Paradigmenwechsel in der Pharmabranche Precision .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DTXLPAFP/Rederer und Huber - 2020 - Paradigmenwechsel in der Pharmabranche Precision .pdf:application/pdf;Rederer und Huber - 2020 - Paradigmenwechsel in der Pharmabranche Precision .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CWNZYE69/Rederer und Huber - 2020 - Paradigmenwechsel in der Pharmabranche Precision .pdf:application/pdf},
}

@incollection{pfannstiel_data_2020,
	address = {Wiesbaden},
	title = {From {Data} to {Vial}: {Der} {Einfluss} vertikaler {IT}-{Integration} auf den {Erfolg} von {CDMOs}},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	shorttitle = {From {Data} to {Vial}},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_14},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schulze, Wolfram and Sattler, Claus Michael and Schneider, Florian},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_14},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {241--257},
	file = {Schulze et al. - 2020 - From Data to Vial Der Einfluss vertikaler IT-Inte.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z3PHLI7X/Schulze et al. - 2020 - From Data to Vial Der Einfluss vertikaler IT-Inte.pdf:application/pdf;Schulze et al. - 2020 - From Data to Vial Der Einfluss vertikaler IT-Inte.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GACARN7Z/Schulze et al. - 2020 - From Data to Vial Der Einfluss vertikaler IT-Inte.pdf:application/pdf},
}

@incollection{pfannstiel_potenziale_2020,
	address = {Wiesbaden},
	title = {Potenziale und {Trends} der {Digitalisierung} in der {Pharmaindustrie} im {Kontext} von {E}-{Health}},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_3},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schweizer, Lars and Hüning, Christian Johannes},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {33--51},
	file = {Schweizer und Hüning - 2020 - Potenziale und Trends der Digitalisierung in der P.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AAWDJGWW/Schweizer und Hüning - 2020 - Potenziale und Trends der Digitalisierung in der P.pdf:application/pdf;Schweizer und Hüning - 2020 - Potenziale und Trends der Digitalisierung in der P.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8KC2ZTJR/Schweizer und Hüning - 2020 - Potenziale und Trends der Digitalisierung in der P.pdf:application/pdf},
}

@incollection{pfannstiel_welche_2020,
	address = {Wiesbaden},
	title = {Welche {Auswirkungen} hat die {Digitale} {Transformation} auf das {Unternehmensrecruiting} in der {Pharmaindustrie}?},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_2},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stoll, Jürgen and Gschwind, Claudia and Krahl, Alexandra},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {17--32},
	file = {Stoll et al. - 2020 - Welche Auswirkungen hat die Digitale Transformatio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3D72HU4H/Stoll et al. - 2020 - Welche Auswirkungen hat die Digitale Transformatio.pdf:application/pdf;Stoll et al. - 2020 - Welche Auswirkungen hat die Digitale Transformatio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GX97NPKY/Stoll et al. - 2020 - Welche Auswirkungen hat die Digitale Transformatio.pdf:application/pdf},
}

@incollection{pfannstiel_bedeutung_2020,
	address = {Wiesbaden},
	title = {Die {Bedeutung} von {Big} {Data} für klinische {Entwicklungen} und den {Marktzugang}},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_13},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Tomeczkowski, Jörg and Dillenburger, Sven and Mahlich, Joerg},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_13},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {209--240},
	file = {Tomeczkowski et al. - 2020 - Die Bedeutung von Big Data für klinische Entwicklu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/39RNNGFB/Tomeczkowski et al. - 2020 - Die Bedeutung von Big Data für klinische Entwicklu.pdf:application/pdf;Tomeczkowski et al. - 2020 - Die Bedeutung von Big Data für klinische Entwicklu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XU3CPPJA/Tomeczkowski et al. - 2020 - Die Bedeutung von Big Data für klinische Entwicklu.pdf:application/pdf},
}

@incollection{pfannstiel_science_2020,
	address = {Wiesbaden},
	title = {Science {First}, {Sales} {Second}! {Transformation} im {Vertrieb} in {Pharma}-{Deutschland}, von analog bis digital},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_9},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Trudnowski, Alexandra and Schwarte, Sandra and Beyer, Julia},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {145--163},
	file = {Trudnowski et al. - 2020 - Science First, Sales Second! Transformation im Ver.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H7YQ2QLG/Trudnowski et al. - 2020 - Science First, Sales Second! Transformation im Ver.pdf:application/pdf;Trudnowski et al. - 2020 - Science First, Sales Second! Transformation im Ver.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TLIJ7XXM/Trudnowski et al. - 2020 - Science First, Sales Second! Transformation im Ver.pdf:application/pdf},
}

@incollection{pfannstiel_iot_2020,
	address = {Wiesbaden},
	title = {{IOT} basierte {Sensor} {Systeme} für {Applikationen} im {Gesundheitswesen}},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_15},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wolff, Mark and Rogiers, Stijn and Palanisamy, Soundarya and Dukanovic, Julijana and Kanluan, Ittipan and Hilgers, Oliver and Dachtler, Markus and Kulin, Admir},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_15},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {259--276},
	file = {Wolff et al. - 2020 - IOT basierte Sensor Systeme für Applikationen im G.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LBTLGQBE/Wolff et al. - 2020 - IOT basierte Sensor Systeme für Applikationen im G.pdf:application/pdf;Wolff et al. - 2020 - IOT basierte Sensor Systeme für Applikationen im G.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZB4IAD8K/Wolff et al. - 2020 - IOT basierte Sensor Systeme für Applikationen im G.pdf:application/pdf},
}

@incollection{haas-kotzegger_e-mail-customization_2025,
	address = {Wiesbaden},
	title = {E-{Mail}-{Customization}: {Der} {Effekt} von {Zeitpunkt}- und {Inhalts}-{Auswahl} bei {Newslettern}},
	isbn = {978-3-658-47827-8 978-3-658-47828-5},
	shorttitle = {E-{Mail}-{Customization}},
	url = {https://link.springer.com/10.1007/978-3-658-47828-5_3},
	language = {de},
	urldate = {2025-07-04},
	booktitle = {Digital {Economy}: {Die} neuen {Spielregeln} für {Unternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Korntner-Kanitz, Christopher and Schade, Michael and Dulle, Maik and Wiezorrek, Jan and Zehetner, Andreas},
	editor = {Haas-Kotzegger, Ursula},
	year = {2025},
	doi = {10.1007/978-3-658-47828-5_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {45--60},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/WAW78TUG/Korntner-Kanitz et al. - 2025 - E-Mail-Customization Der Effekt von Zeitpunkt- und Inhalts-Auswahl bei Newslettern.pdf:application/pdf},
}

@incollection{haas-kotzegger_digitale_2025,
	address = {Wiesbaden},
	title = {Digitale {Doppelgänger} und {Alter} {Egos}: {Die} {Bedeutung} und {Gestaltung} von {Avataren} im {Metaverse}},
	isbn = {978-3-658-47827-8 978-3-658-47828-5},
	shorttitle = {Digitale {Doppelgänger} und {Alter} {Egos}},
	url = {https://link.springer.com/10.1007/978-3-658-47828-5_2},
	language = {de},
	urldate = {2025-07-04},
	booktitle = {Digital {Economy}: {Die} neuen {Spielregeln} für {Unternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wannow, Stefanie and Grauberger, Julian},
	editor = {Haas-Kotzegger, Ursula},
	year = {2025},
	doi = {10.1007/978-3-658-47828-5_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {23--44},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/VVG4BXDV/Wannow und Grauberger - 2025 - Digitale Doppelgänger und Alter Egos Die Bedeutung und Gestaltung von Avataren im Metaverse.pdf:application/pdf},
}

@incollection{haas-kotzegger_macht_2025,
	address = {Wiesbaden},
	title = {Die {Macht} des {Kontexts}: {Der} {Einfluss} von ({In}){Kongruenz} auf die {Effektivität} von {Bannerwerbung}},
	isbn = {978-3-658-47827-8 978-3-658-47828-5},
	shorttitle = {Die {Macht} des {Kontexts}},
	url = {https://link.springer.com/10.1007/978-3-658-47828-5_6},
	language = {de},
	urldate = {2025-07-04},
	booktitle = {Digital {Economy}: {Die} neuen {Spielregeln} für {Unternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Weitzl, Wolfgang and Kindermann, Harald},
	editor = {Haas-Kotzegger, Ursula},
	year = {2025},
	doi = {10.1007/978-3-658-47828-5_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {107--130},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/H2TKHJ6D/Weitzl und Kindermann - 2025 - Die Macht des Kontexts Der Einfluss von (In)Kongruenz auf die Effektivität von Bannerwerbung.pdf:application/pdf},
}

@incollection{haas-kotzegger_ki-basierte_2025,
	address = {Wiesbaden},
	title = {{KI}-basierte {Personalisierung} der {Customer} {Journey} – {Chancen}, {Herausforderungen} und {Anwendungen}},
	isbn = {978-3-658-47827-8 978-3-658-47828-5},
	url = {https://link.springer.com/10.1007/978-3-658-47828-5_5},
	language = {de},
	urldate = {2025-07-04},
	booktitle = {Digital {Economy}: {Die} neuen {Spielregeln} für {Unternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kappel, Dietmar and Berger, Cornelia and Haas-Kotzegger, Ursula and Kerschbaumer, René Hubert},
	editor = {Haas-Kotzegger, Ursula},
	year = {2025},
	doi = {10.1007/978-3-658-47828-5_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {85--105},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/6FSJR9VE/Kappel et al. - 2025 - KI-basierte Personalisierung der Customer Journey – Chancen, Herausforderungen und Anwendungen.pdf:application/pdf},
}

@incollection{haas-kotzegger_e-health_2025,
	address = {Wiesbaden},
	title = {E-{Health} in der {Digital} {Economy}: {Die} {Rolle} von {Electronic} {Word}-of-{Mouth} für {E}-{Mental} {Health} {Services}},
	isbn = {978-3-658-47827-8 978-3-658-47828-5},
	shorttitle = {E-{Health} in der {Digital} {Economy}},
	url = {https://link.springer.com/10.1007/978-3-658-47828-5_8},
	language = {de},
	urldate = {2025-07-04},
	booktitle = {Digital {Economy}: {Die} neuen {Spielregeln} für {Unternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kerschbaumer, René Hubert and Danglmaier, Alice and Geier, Silva and Kappel, Dietmar},
	editor = {Haas-Kotzegger, Ursula},
	year = {2025},
	doi = {10.1007/978-3-658-47828-5_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {157--174},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/CK3J7IC4/Kerschbaumer et al. - 2025 - E-Health in der Digital Economy Die Rolle von Electronic Word-of-Mouth für E-Mental Health Services.pdf:application/pdf},
}

@incollection{haas-kotzegger_kundenloyalitat_2025,
	address = {Wiesbaden},
	title = {Kundenloyalität in Ökosystemen: {Einflussfaktoren} zur {Bildung} von {Kundenloyalität} in digitalen {B2C}-Ökosystemen am {Beispiel} von {Amazon} in {Bezug} auf die {Generation} {Z}},
	isbn = {978-3-658-47827-8 978-3-658-47828-5},
	shorttitle = {Kundenloyalität in Ökosystemen},
	url = {https://link.springer.com/10.1007/978-3-658-47828-5_7},
	language = {de},
	urldate = {2025-07-04},
	booktitle = {Digital {Economy}: {Die} neuen {Spielregeln} für {Unternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Heckmann, Stephan and Zorn, Sophie and Wawrina, Clara},
	editor = {Haas-Kotzegger, Ursula},
	year = {2025},
	doi = {10.1007/978-3-658-47828-5_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {131--156},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/EJYS9ACH/Heckmann et al. - 2025 - Kundenloyalität in Ökosystemen Einflussfaktoren zur Bildung von Kundenloyalität in digitalen B2C-Ök.pdf:application/pdf},
}

@incollection{haas-kotzegger_personalisierung_2025,
	address = {Wiesbaden},
	title = {Personalisierung für {KMU}: {Eine} datengestützte {App} zur {Persona}-{Entwicklung}},
	isbn = {978-3-658-47827-8 978-3-658-47828-5},
	shorttitle = {Personalisierung für {KMU}},
	url = {https://link.springer.com/10.1007/978-3-658-47828-5_4},
	language = {de},
	urldate = {2025-07-04},
	booktitle = {Digital {Economy}: {Die} neuen {Spielregeln} für {Unternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schirgi, Eva and Hatzl, Stefanie and Moitzi, Katharina and Höber, Angelika},
	editor = {Haas-Kotzegger, Ursula},
	year = {2025},
	doi = {10.1007/978-3-658-47828-5_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {61--83},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/NVTKQCAB/Schirgi et al. - 2025 - Personalisierung für KMU Eine datengestützte App zur Persona-Entwicklung.pdf:application/pdf},
}

@incollection{haas-kotzegger_digitale_2025-1,
	address = {Wiesbaden},
	title = {Die digitale {Evolution} von {Value}-{Based}-{Selling} in {B2B}-{Märkten} entlang der {Customer} {Journey}: {Herausforderungen} und {Chancen}},
	isbn = {978-3-658-47827-8 978-3-658-47828-5},
	shorttitle = {Die digitale {Evolution} von {Value}-{Based}-{Selling} in {B2B}-{Märkten} entlang der {Customer} {Journey}},
	url = {https://link.springer.com/10.1007/978-3-658-47828-5_10},
	language = {de},
	urldate = {2025-07-04},
	booktitle = {Digital {Economy}: {Die} neuen {Spielregeln} für {Unternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Reiterer, Johannes and Bauer, Alexander Christian},
	editor = {Haas-Kotzegger, Ursula},
	year = {2025},
	doi = {10.1007/978-3-658-47828-5_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {191--220},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/D24WPQ69/Reiterer und Bauer - 2025 - Die digitale Evolution von Value-Based-Selling in B2B-Märkten entlang der Customer Journey Herausfo.pdf:application/pdf},
}

@incollection{haas-kotzegger_fallstudie_2025,
	address = {Wiesbaden},
	title = {Fallstudie: {Veränderung} der {Customer} {Journey} durch künstliche {Intelligenz} und deren {Auswirkungen} auf {Marketing} und {Vertrieb} in den nächsten {Jahren}},
	isbn = {978-3-658-47827-8 978-3-658-47828-5},
	shorttitle = {Fallstudie},
	url = {https://link.springer.com/10.1007/978-3-658-47828-5_9},
	language = {de},
	urldate = {2025-07-04},
	booktitle = {Digital {Economy}: {Die} neuen {Spielregeln} für {Unternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Vaclav, Michael},
	editor = {Haas-Kotzegger, Ursula},
	year = {2025},
	doi = {10.1007/978-3-658-47828-5_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {175--190},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/AEITH8UE/Vaclav - 2025 - Fallstudie Veränderung der Customer Journey durch künstliche Intelligenz und deren Auswirkungen auf.pdf:application/pdf},
}

@incollection{haas-kotzegger_b2b-influencer-marketing_2025,
	address = {Wiesbaden},
	title = {{B2B}-{Influencer}-{Marketing}: {Was} {B2B}-{Unternehmen} vom {B2C}-{Influencer}-{Marketing} lernen können},
	isbn = {978-3-658-47827-8 978-3-658-47828-5},
	shorttitle = {{B2B}-{Influencer}-{Marketing}},
	url = {https://link.springer.com/10.1007/978-3-658-47828-5_11},
	language = {de},
	urldate = {2025-07-04},
	booktitle = {Digital {Economy}: {Die} neuen {Spielregeln} für {Unternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Korntner-Kanitz, Christopher and Hager, Selina Marlen and Schade, Michael},
	editor = {Haas-Kotzegger, Ursula},
	year = {2025},
	doi = {10.1007/978-3-658-47828-5_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {221--234},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/HBXPC5YU/Korntner-Kanitz et al. - 2025 - B2B-Influencer-Marketing Was B2B-Unternehmen vom B2C-Influencer-Marketing lernen können.pdf:application/pdf},
}

@incollection{haas-kotzegger_fallstudie_2025-1,
	address = {Wiesbaden},
	title = {Fallstudie: {Künstliche} {Intelligenz} bei der {Lead}- und {Prospect}-{Generierung} in der österreichischen {Hotellerie}},
	isbn = {978-3-658-47827-8 978-3-658-47828-5},
	shorttitle = {Fallstudie},
	url = {https://link.springer.com/10.1007/978-3-658-47828-5_12},
	language = {de},
	urldate = {2025-07-04},
	booktitle = {Digital {Economy}: {Die} neuen {Spielregeln} für {Unternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Neudorfer, Reinhard},
	editor = {Haas-Kotzegger, Ursula},
	year = {2025},
	doi = {10.1007/978-3-658-47828-5_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {235--247},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/KYVZS3EH/Neudorfer - 2025 - Fallstudie Künstliche Intelligenz bei der Lead- und Prospect-Generierung in der österreichischen Ho.pdf:application/pdf},
}

@incollection{haas-kotzegger_synergien_2025,
	address = {Wiesbaden},
	title = {Synergien von {Marketing} und {Vertrieb} in der digitalen {Transformation}: {Eine} {Analyse} von {Rollen}, {Aufgaben} und {Integration} in technischen {B2B}-{Unternehmen}},
	isbn = {978-3-658-47827-8 978-3-658-47828-5},
	shorttitle = {Synergien von {Marketing} und {Vertrieb} in der digitalen {Transformation}},
	url = {https://link.springer.com/10.1007/978-3-658-47828-5_13},
	language = {de},
	urldate = {2025-07-04},
	booktitle = {Digital {Economy}: {Die} neuen {Spielregeln} für {Unternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Zehetner, Andreas and Korntner-Kanitz, Christopher},
	editor = {Haas-Kotzegger, Ursula},
	year = {2025},
	doi = {10.1007/978-3-658-47828-5_13},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {249--262},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/7GALRVNJ/Zehetner und Korntner-Kanitz - 2025 - Synergien von Marketing und Vertrieb in der digitalen Transformation Eine Analyse von Rollen, Aufga.pdf:application/pdf},
}

@incollection{haas-kotzegger_zwischen_2025,
	address = {Wiesbaden},
	title = {Zwischen {Mensch} und {Maschine}: {Eine} aktuelle {Bestandsaufnahme} zur {Schnittstelle} von emotionaler und künstlicher {Intelligenz}},
	isbn = {978-3-658-47827-8 978-3-658-47828-5},
	shorttitle = {Zwischen {Mensch} und {Maschine}},
	url = {https://link.springer.com/10.1007/978-3-658-47828-5_18},
	language = {de},
	urldate = {2025-07-04},
	booktitle = {Digital {Economy}: {Die} neuen {Spielregeln} für {Unternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Zehetner, Andreas and Stadlmann, Christian and Korntner-Kanitz, Christopher},
	editor = {Haas-Kotzegger, Ursula},
	year = {2025},
	doi = {10.1007/978-3-658-47828-5_18},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {361--383},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/EDYHCCNH/Zehetner et al. - 2025 - Zwischen Mensch und Maschine Eine aktuelle Bestandsaufnahme zur Schnittstelle von emotionaler und k.pdf:application/pdf},
}

@incollection{haas-kotzegger_digitale_2025-2,
	address = {Wiesbaden},
	title = {Digitale {Transformation} und {Künstliche} {Intelligenz}: {Erfolgsstrategien} für {KMU}},
	isbn = {978-3-658-47827-8 978-3-658-47828-5},
	shorttitle = {Digitale {Transformation} und {Künstliche} {Intelligenz}},
	url = {https://link.springer.com/10.1007/978-3-658-47828-5_17},
	language = {de},
	urldate = {2025-07-04},
	booktitle = {Digital {Economy}: {Die} neuen {Spielregeln} für {Unternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Busch, Anne Maria and Eschenbach, Sebastian and Rupprecht, Patrick and Schulz, Ann-Christine},
	editor = {Haas-Kotzegger, Ursula},
	year = {2025},
	doi = {10.1007/978-3-658-47828-5_17},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {341--360},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/2CWSGMPL/Busch et al. - 2025 - Digitale Transformation und Künstliche Intelligenz Erfolgsstrategien für KMU.pdf:application/pdf},
}

@incollection{haas-kotzegger_resilienzsteigerung_2025,
	address = {Wiesbaden},
	title = {Resilienzsteigerung durch digitale {Technologien}: {Einblick} in die {Entwicklung} eines {Health}-{App}-{Prototyps} im {Zeitalter} der {Digital} {Economy}},
	isbn = {978-3-658-47827-8 978-3-658-47828-5},
	shorttitle = {Resilienzsteigerung durch digitale {Technologien}},
	url = {https://link.springer.com/10.1007/978-3-658-47828-5_16},
	language = {de},
	urldate = {2025-07-04},
	booktitle = {Digital {Economy}: {Die} neuen {Spielregeln} für {Unternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Maierhofer, Clarissa and Polz, Eva-Maria},
	editor = {Haas-Kotzegger, Ursula},
	year = {2025},
	doi = {10.1007/978-3-658-47828-5_16},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {317--340},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/HRT6DG59/Maierhofer und Polz - 2025 - Resilienzsteigerung durch digitale Technologien Einblick in die Entwicklung eines Health-App-Protot.pdf:application/pdf},
}

@incollection{haas-kotzegger_digitales_2025,
	address = {Wiesbaden},
	title = {Digitales {Service} {Engineering} für neue {Geschäftsmodelle} in der {Industrie}: {Beispiel} {Predictive} {Maintainance}},
	isbn = {978-3-658-47827-8 978-3-658-47828-5},
	shorttitle = {Digitales {Service} {Engineering} für neue {Geschäftsmodelle} in der {Industrie}},
	url = {https://link.springer.com/10.1007/978-3-658-47828-5_15},
	language = {de},
	urldate = {2025-07-04},
	booktitle = {Digital {Economy}: {Die} neuen {Spielregeln} für {Unternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Oberzaucher, Bernd and Tschandl, Martin},
	editor = {Haas-Kotzegger, Ursula},
	year = {2025},
	doi = {10.1007/978-3-658-47828-5_15},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {285--316},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/BP6R2T3U/Oberzaucher und Tschandl - 2025 - Digitales Service Engineering für neue Geschäftsmodelle in der Industrie Beispiel Predictive Mainta.pdf:application/pdf},
}

@incollection{haas-kotzegger_datengetriebene_2025,
	address = {Wiesbaden},
	title = {Datengetriebene {Wachstumsstrategien} in der digitalen {Transformation}: {Ein} praxisorientierter {Ansatz} für {Business} {Development} {Controlling}},
	isbn = {978-3-658-47827-8 978-3-658-47828-5},
	shorttitle = {Datengetriebene {Wachstumsstrategien} in der digitalen {Transformation}},
	url = {https://link.springer.com/10.1007/978-3-658-47828-5_14},
	language = {de},
	urldate = {2025-07-04},
	booktitle = {Digital {Economy}: {Die} neuen {Spielregeln} für {Unternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fenzl, Thomas and Schwarz-Musch, Alexander and Sitter, Alexander and Stromberger, Martin},
	editor = {Haas-Kotzegger, Ursula},
	year = {2025},
	doi = {10.1007/978-3-658-47828-5_14},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {263--283},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/M3SDZZZG/Fenzl et al. - 2025 - Datengetriebene Wachstumsstrategien in der digitalen Transformation Ein praxisorientierter Ansatz f.pdf:application/pdf},
}

@incollection{haas-kotzegger_zukunft_2025,
	address = {Wiesbaden},
	title = {Die {Zukunft} der {Marketingkompetenzen} im {Zeitalter} der künstlichen {Intelligenz}},
	isbn = {978-3-658-47827-8 978-3-658-47828-5},
	url = {https://link.springer.com/10.1007/978-3-658-47828-5_19},
	language = {de},
	urldate = {2025-07-04},
	booktitle = {Digital {Economy}: {Die} neuen {Spielregeln} für {Unternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Loibl, Wilhelm and Pezenka, Ilona},
	editor = {Haas-Kotzegger, Ursula},
	year = {2025},
	doi = {10.1007/978-3-658-47828-5_19},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {385--397},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/KAVXKP4I/Loibl und Pezenka - 2025 - Die Zukunft der Marketingkompetenzen im Zeitalter der künstlichen Intelligenz.pdf:application/pdf},
}

@book{haas-kotzegger_digital_2025,
	address = {Wiesbaden},
	title = {Digital {Economy}: {Die} neuen {Spielregeln} für {Unternehmen}: {Interdisziplinäre} {Einblicke} und {Praxisstrategien} für {Marketing}, {Sales} und {Management}},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-3-658-47827-8 978-3-658-47828-5},
	shorttitle = {Digital {Economy}},
	url = {https://link.springer.com/10.1007/978-3-658-47828-5},
	language = {de},
	urldate = {2025-07-04},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Haas-Kotzegger, Ursula},
	year = {2025},
	doi = {10.1007/978-3-658-47828-5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/9NZR8YWW/Haas-Kotzegger - 2025 - Digital Economy Die neuen Spielregeln für Unternehmen Interdisziplinäre Einblicke und Praxisstrate.pdf:application/pdf},
}

@incollection{haas-kotzegger_risiken_2025,
	address = {Wiesbaden},
	title = {Risiken der {Digital} {Economy}: {Industriespionage} in datenbasierten {Wertschöpfungsketten}},
	isbn = {978-3-658-47827-8 978-3-658-47828-5},
	shorttitle = {Risiken der {Digital} {Economy}},
	url = {https://link.springer.com/10.1007/978-3-658-47828-5_20},
	language = {de},
	urldate = {2025-07-04},
	booktitle = {Digital {Economy}: {Die} neuen {Spielregeln} für {Unternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Zeiringer, Johannes P. and Thalmann, Stefan and Zollner, Johannes and Stöckl, Sebastian K. W.},
	editor = {Haas-Kotzegger, Ursula},
	year = {2025},
	doi = {10.1007/978-3-658-47828-5_20},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {399--417},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/CXMAMTHK/Zeiringer et al. - 2025 - Risiken der Digital Economy Industriespionage in datenbasierten Wertschöpfungsketten.pdf:application/pdf},
}

@incollection{paszynski_online_2025,
	address = {Cham},
	title = {Online {Model} {Learning} with {Data}-{Assimilated} {Reservoir} {Computers}},
	volume = {15910},
	isbn = {978-3-031-97566-0 978-3-031-97567-7},
	url = {https://link.springer.com/10.1007/978-3-031-97567-7_5},
	abstract = {We propose an online learning framework for forecasting nonlinear spatio-temporal signals (ﬁelds). The method integrates (i) dimensionality reduction, here, a simple proper orthogonal decomposition (POD) projection; (ii) a generalized autoregressive model to forecast reduced dynamics, here, a reservoir computer; (iii) online adaptation to update the reservoir computer (the model), here, ensemble sequential data assimilation. We demonstrate the framework on a wake past a cylinder governed by the Navier-Stokes equations, exploring the assimilation of full ﬂow ﬁelds (projected onto POD modes) and sparse sensors. Three scenarios are examined: a naïve physical state estimation; a two-fold estimation of physical and reservoir states; and a three-fold estimation that also adjusts the model parameters. The two-fold strategy signiﬁcantly improves ensemble convergence and reduces reconstruction error compared to the naïve approach. The three-fold approach enables robust online training of partially-trained reservoir computers, overcoming limitations of a priori training. By unifying data-driven reduced order modelling with Bayesian data assimilation, this work opens new opportunities for scalable online model learning for nonlinear time series forecasting.},
	language = {en},
	urldate = {2025-07-06},
	booktitle = {Computational {Science} – {ICCS} 2025 {Workshops}},
	publisher = {Springer Nature Switzerland},
	author = {Nóvoa, Andrea and Magri, Luca},
	editor = {Paszynski, Maciej and Barnard, Amanda S. and Zhang, Yongjie Jessica},
	year = {2025},
	doi = {10.1007/978-3-031-97567-7_5},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Relevanz:4, Promotion:Weiterführung, Promotion:FU7, \#b:Buchteil:online:learning},
	pages = {57--64},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/3YF5P8TU/Nóvoa und Magri - 2025 - Online Model Learning with Data-Assimilated Reservoir Computers.pdf:application/pdf},
}

@incollection{paszynski_assimilation_2025,
	address = {Cham},
	title = {Assimilation of {Data} for {Dynamic} {Digital} {Twins} by {Learning} {Covariance} {Information}},
	volume = {15910},
	isbn = {978-3-031-97566-0 978-3-031-97567-7},
	url = {https://link.springer.com/10.1007/978-3-031-97567-7_9},
	abstract = {When computations of the dynamic behavior of a digital twin includes the recursion of an internal state, data assimilation can be used to adjust the numerical values of the state. The optimal linear adjustment of this state on the basis of observations and simulations is known as a Kalman ﬁlter, in which an optimal linear gain is computed based on covariance information to minimize the variance on the state error. This paper illustrates that such covariance information can be learned and used to ﬁnd an optimal trade-oﬀ between the observations and simulations for state adjustment. Although the concept of learning covariance information is well understood by the Ensemble Kalman Filter (EnKF), this paper emphasizes the underlying approach how to learn covariance information with the purpose of convergence and minimal variance of the state error. The concept is illustrated for a dynamic digital twins of a linear oscillatory mechanical system and a non-linear dynamic wildﬁre progression. The examples illustrate that the results on data assimilation heavily depends on the quality of the covariance information.},
	language = {en},
	urldate = {2025-07-06},
	booktitle = {Computational {Science} – {ICCS} 2025 {Workshops}},
	publisher = {Springer Nature Switzerland},
	author = {Çağlar, Tolga and Altıntaş, Ilkay and De Callafon, Raymond A.},
	editor = {Paszynski, Maciej and Barnard, Amanda S. and Zhang, Yongjie Jessica},
	year = {2025},
	doi = {10.1007/978-3-031-97567-7_9},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, Promotion:FU4b, Lernsystemarchitektur, Promotion:Relevanz:3, \#0:Buchteil:digital:learning},
	pages = {95--109},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/L5IZX5ZL/Çağlar et al. - 2025 - Assimilation of Data for Dynamic Digital Twins by Learning Covariance Information.pdf:application/pdf},
}

@article{atasever_digital_2025,
	title = {The digital escape room developed for nursing students: {GestDia}},
	volume = {25},
	copyright = {https://creativecommons.org/licenses/by-nc-nd/4.0},
	issn = {1472-6920},
	shorttitle = {The digital escape room developed for nursing students},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-025-07548-2},
	doi = {10.1186/s12909-025-07548-2},
	abstract = {Background Digital escape rooms have been developed during the pandemic, which improves students’ cooperation, communication skills, and critical thinking skills, effects on learning in nursing education.
Method This study aimed to evaluate the GestDia escape room to assess students’ motivation and self-confidence in learning. A descriptive quantitative interventional study was carried out. The study population was nursing students in their third semester (n = 45). The students filled out the Instructional Materials Motivation Survey and Student Satisfaction and Self-Confidence in Learning Scale.
Results The mean scores obtained from motivation, satisfaction, and self-confidence scales were generally higher. Males scored higher on all scales than females, though these differences were not statistically significant (p {\textgreater} 0.05).
Conclusion In general, although games increase students’ motivation, satisfaction, and self-confidence, they can lead to gender differences. In the digital world, integrating escape rooms into nursing education can add joy to students’ learning process.},
	language = {en},
	number = {1},
	urldate = {2025-07-07},
	journal = {BMC Medical Education},
	author = {Atasever, Ilknur and Calik, Afra and Duran, Emel Tasci},
	month = jul,
	year = {2025},
	note = {Publisher: Springer Science and Business Media LLC},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU6, Promotion:Schlussfolgerung},
	file = {Atasever et al. - 2025 - The digital escape room developed for nursing students:/Users/jochenhanisch-johannsen/Zotero/storage/V4F2B5ZH/Atasever et al. - 2025 - The digital escape room developed for nursing students GestDia.pdf:application/pdf},
}

@article{eitel_introducing_2025,
	title = {Introducing the {FoRe}-{Squares} {Model}: {Focus} {Support} and {Reward} as {Key} {Predictors} of {Effective} {Technology}-{Augmented} {Instruction}},
	volume = {37},
	copyright = {https://creativecommons.org/licenses/by/4.0},
	issn = {1040-726X, 1573-336X},
	shorttitle = {Introducing the {FoRe}-{Squares} {Model}},
	url = {https://link.springer.com/10.1007/s10648-025-10045-z},
	doi = {10.1007/s10648-025-10045-z},
	abstract = {Given the many opportunities for technology use in education nowadays (e.g., Large language models, explainer videos, digital quizzing), teachers should know and rely on evidence-based answers to questions about when, how, and why technology-augmented instruction helps or hinders learning. To date, finding these answers requires integrating theories and concepts from multiple research fields (e.g., multimedia learning, intelligent tutoring systems, gamification) and perspectives on learning (cognition, motivation), which makes evidence-based answers less likely to be found in practice. To address this problem, we drafted a simple model (i.e., FoRe-Squares model) that synthesizes evidence-based concepts from various research fields and both cognitive and motivational theory. The FoRe-Squares model predicts that technology-augmented instruction is effective only when it provides both Focus support (cognitive factor) and Reward (motivational factor) to enable and motivate active goal-directed processing. Technology-augmented instruction is thus more effective when it does not just apply cognitive techniques (e.g., signaling, contiguity) to increase focus support, but also motivational techniques (e.g., choice, gamification) to increase reward. Furthermore, cognitive-motivational techniques (e.g., elaborative feedback, intrinsic integration) are most likely effective for learning because they increase both focus support and reward at the same time; they should be prioritized when only a few techniques can be applied. Since just the two factors of focus support and reward predict learning outcomes across a broad range of situations, the FoRe-Squares model aims to provide a simple but evidence-based guide to technology-augmented instruction that should help instructional practice and inspire further research including instruction without technology.},
	language = {en},
	number = {3},
	urldate = {2025-07-07},
	journal = {Educational Psychology Review},
	author = {Eitel, Alexander and Krebs, Marie-Christin and Schöne, Claudia},
	month = sep,
	year = {2025},
	note = {Publisher: Springer Science and Business Media LLC},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Bildungstheorien, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU4b},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/QT6LHH4T/Eitel et al. - 2025 - Introducing the FoRe-Squares Model Focus Support and Reward as Key Predictors of Effective Technolo.pdf:application/pdf},
}

@article{xia_supporting_2025,
	title = {Supporting learning in synchronous collaborative game design in virtual worlds: {A} synergy between technological and pedagogical considerations},
	volume = {7},
	copyright = {https://www.elsevier.com/tdm/userlicense/1.0/},
	issn = {2949-6780},
	shorttitle = {Supporting learning in synchronous collaborative game design in virtual worlds},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2949678025000182},
	doi = {10.1016/j.cexr.2025.100110},
	abstract = {Online collaboration has been ever present in our life and the same goes with collaborative learning in virtual worlds. However, little research has zoomed in on this type of collaborative learning context and we contribute to the understanding of technological infrastructure and pedagogical strategies to support collaborative learning in such a context. Taking a socio-material lens, we discuss four essential considerations in supporting collaborative design in virtual learning environments: social artifacts, togetherness, synchronicity, and multilevel participation. Cases were selected from a virtual makerspace offered in the summer of 2023 to illustrate the entanglement of technology and pedagogy. We then discuss in detail the technological and pedagogical considerations associated with these dimensions. Our framework provides concrete guidance for educators and researchers who are interested in offering or researching collaborative learning in virtual worlds.},
	language = {en},
	urldate = {2025-07-07},
	journal = {Computers \& Education: X Reality},
	author = {Xia, Yu and Yan, Shulong and Jiang, Mengying and Brown, Zipporah},
	month = dec,
	year = {2025},
	note = {Publisher: Elsevier BV},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Systemanpassung, Bildungstheorien, Promotion:Argumentation, Promotion:Relevanz:4, Lernsystemarchitektur},
	pages = {100110},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/2QNNBXZD/Xia et al. - 2025 - Supporting learning in synchronous collaborative game design in virtual worlds A synergy between te.pdf:application/pdf},
}

@article{wang_profile_2025,
	title = {A profile analysis of computer-supported collaborative learning motivation in {Chinese} higher education: integrating achievement goal and expectancy-value perspectives},
	issn = {1049-4820, 1744-5191},
	shorttitle = {A profile analysis of computer-supported collaborative learning motivation in {Chinese} higher education},
	url = {https://www.tandfonline.com/doi/full/10.1080/10494820.2025.2521342},
	doi = {10.1080/10494820.2025.2521342},
	abstract = {The rise of digital technology has significantly reshaped educational practices, making self-regulated learning (SRL) critical for success in computer-supported collaborative learning environments. This study employed latent profile analysis to explore whether students with different motivation profiles exhibit variations in SRL. Drawing on achievement goal theory and expectancy-value theory, the analysis focused on five motivational variables: mastery approach, performance approach, work avoidance, expectancy belief, and value belief. The study took place with 539 Chinese college students (56.8\% women) to identify homogeneous latent motivation profiles. Four distinct profiles were identified: (1) Amotivated, (2) Goal-driven but doubtful, (3) Valueoriented/Goal-reserved, and (4) Comprehensively motivated. Furthermore, BCH analysis revealed significant variations in SRL behaviors across profiles. Students in the Comprehensively motivated group displayed the strongest SRL behaviors across all dimensions, while those in the Amotivated group exhibited the weakest performance. Students in the Goal-driven but doubtful and Value-oriented/Goal-reserved groups demonstrated overall average SRL abilities but minor differences in specific SRL behaviors. These results provide a nuanced understanding of how motivation profiles influence student behaviors and outcomes in CSCL environments. Insights from the study may help educators tailor their instructional practices and support strategies to enhance student engagement and learning efficacy.},
	language = {en},
	urldate = {2025-07-06},
	journal = {Interactive Learning Environments},
	author = {Wang, Kai and Duan, Boyuan and Li, Xian and Xue, Yuan},
	month = jul,
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Bewertungsmethoden, Systemanpassung, Promotion:Relevanz:4},
	pages = {1--23},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/5IGR3PVX/Wang et al. - 2025 - A profile analysis of computer-supported collaborative learning motivation in Chinese higher educati.pdf:application/pdf},
}

@article{ari_international_2025,
	title = {International {Journal} of {Instruction}},
	abstract = {This study introduced the FORCE Learning Model, a blended learning approach for a 'System Analysis and Design' course at a Thai university in 2022, using cloud-based collaborative learning to enhance engagement and outcomes. Employing a mixed-methods research design, the study utilized semi-structured interviews, surveys, and skill assessments, achieving inter-rater reliability of 0.79 and test reliability of 0.74. Data analysis included mean, standard deviations (SD), and t-tests. The results revealed three key findings: (1) identification of six major challenges in course management, including issues with content delivery, student engagement, and assessment methods; (2) development of the FORCE model with five distinct steps—Face-to-face, Online, Rotation activities, Collaborative learning, and Evaluation—demonstrating high process and outcome efficiencies above 81\%; and (3) statistically significant improvements in students' team learning skills and academic performance, with gains observed at a 0.01 significance level. These findings emphasize the model’s potential in addressing educational challenges and fostering academic success.},
	language = {en},
	journal = {International Journal of Instruction},
	author = {Ari, Asim},
	year = {2025},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Bewertungsmethoden, Systemanpassung, Lernsystemarchitektur, Promotion:Schlussfolgerung, \#8:Zeitschriftenartikel:blended:learning},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/9QSMRA2W/Ari - 2025 - International Journal of Instruction.pdf:application/pdf},
}

@article{zhu_efficacy_2025,
	title = {The efficacy of the {BOPPPS} teaching model in clinical and health education: a systematic review and meta-analysis},
	volume = {25},
	copyright = {https://creativecommons.org/licenses/by-nc-nd/4.0},
	issn = {1472-6920},
	shorttitle = {The efficacy of the {BOPPPS} teaching model in clinical and health education},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-025-07274-9},
	doi = {10.1186/s12909-025-07274-9},
	abstract = {Background BOPPPS (Bridge-in, Objective, Preassessment, Participatory learning, Post-assessment, Summary) has emerged as a compelling alternative in clinical and health education, particularly in medical and nursing education. This study aimed to assess the efficacy of BOPPPS in clinical and health education, with a primary focus on medical education, while also considering its applications in related disciplines such as nursing and health services management.
Methods A systematic review and meta-analysis were conducted using databases of PubMed, EMBASE, Cochrane Library, Scopus, and Web of Science, covering studies up to May 15th, 2023. Inclusion criteria were studies involving undergraduate students in clinical and health disciplines (e.g., medicine, nursing, health services management) using BOPPPS, comparing it to traditional teaching methods, and reporting on relevant outcomes. Exclusion criteria were studies not focused on clinical and health education or without a comparison group. Quality assessment was performed using the Newcastle-Ottawa Scale (NOS) for non-randomized studies and the Jadad scale for randomized controlled trials (RCTs). Heterogeneity among the studies was evaluated using the I² statistic and Cochran’s Q test. Publication bias was assessed using funnel plots and Egger’s test.
Results A total of 146 publications were initially retrieved, with 16 studies (1198 in the BOPPPS group and 1122 in the control group) included. The pooled result revealed that BOPPPS significantly improved final examination scores (Standardized mean difference: 1.14, 95\% CI 0.84–1.43; P {\textless} 0.001) compared to traditional teaching. Egger’s test indicated no significant publication bias (p-value = 0.12). Additional benefits included improved student satisfaction (SMD 0.94, 95\% CI 0.63–1.26; P {\textless} 0.001), classroom interaction (SMD 0.83, 95\% CI 0.46–1.21; P {\textless} 0.001), and learning initiative (SMD 0.73, 95\% CI 0.48–0.98; P {\textless} 0.001).
Conclusion BOPPPS demonstrates significant potential for enhancing various dimensions of clinical and health education, including academic performance, student engagement, and satisfaction. Policymakers and educational leaders should consider integrating BOPPPS into teacher training and curriculum design to promote active learning and improve learning outcomes. However, further research is necessary to explore its effectiveness in diverse cultural and educational contexts, as well as its potential impact on developing higher-order cognitive skills like critical The efficacy of the BOPPPS teaching model},
	language = {en},
	number = {1},
	urldate = {2025-07-07},
	journal = {BMC Medical Education},
	author = {Zhu, Jing and Xiao, Heng and Zhou, Rui and Gan, Xiaochuang and Gou, Qitao and Tie, Hongtao},
	month = jul,
	year = {2025},
	note = {Publisher: Springer Science and Business Media LLC},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Bildungstheorien, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/Y5CCGRB8/Zhu et al. - 2025 - The efficacy of the BOPPPS teaching model in clinical and health education a systematic review and.pdf:application/pdf},
}

@article{nguyen_impact_2025,
	title = {The impact of community of inquiry on university students’ behavioral intention towards blended learning in {Vietnam}: the moderating of “understanding {Covid}-19”},
	volume = {12},
	copyright = {https://creativecommons.org/licenses/by-nc-nd/4.0},
	issn = {2662-9992},
	shorttitle = {The impact of community of inquiry on university students’ behavioral intention towards blended learning in {Vietnam}},
	url = {https://www.nature.com/articles/s41599-025-04930-9},
	doi = {10.1057/s41599-025-04930-9},
	language = {en},
	number = {1},
	urldate = {2025-07-07},
	journal = {Humanities and Social Sciences Communications},
	author = {Nguyen, Duc Trung and Tran, Van Dat},
	month = jul,
	year = {2025},
	note = {Publisher: Springer Science and Business Media LLC},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Systemanpassung, Bildungstheorien, \#8:Zeitschriftenartikel:blended:learning},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/54ZVR2AC/Nguyen und Tran - 2025 - The impact of community of inquiry on university students’ behavioral intention towards blended lear.pdf:application/pdf},
}

@article{hansen_typology_2025,
	title = {A typology of bureaucratic education tools: uncovering the relational complexity of large language models},
	copyright = {http://creativecommons.org/licenses/by/4.0/},
	issn = {0142-5692, 1465-3346},
	shorttitle = {A typology of bureaucratic education tools},
	url = {https://www.tandfonline.com/doi/full/10.1080/01425692.2025.2519488},
	doi = {10.1080/01425692.2025.2519488},
	abstract = {Generative artificial intelligence products are often heralded as a solution to the problems of education bureaucracies by providing individualised learning opportunities in a cost-effective way. We posit that this claim has not been critically examined from a relational and material sociological perspective. In this conceptual paper we therefore mobilise a relational and material sociology to query the relational potentials of large language models (LLMs) as compared to more traditional education tools. We conclude that the appeal of LLM tools like ChatGPT resides in their seemingly endless mutability, i.e. the tools appear to change to respond to their users’needs. The relational challenge is to ensure that this apparent movement on the part of the tool does not lead to stasis on the part of the learner. Our discussion brings to the fore the often forgotten cognitive and pedagogical functions of seemingly‘dumb’and static learning tools.},
	language = {en},
	urldate = {2025-07-12},
	journal = {British Journal of Sociology of Education},
	author = {Hansen, Morten and Carrigan, Mark},
	month = jun,
	year = {2025},
	note = {Publisher: Informa UK Limited},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Promotion:FU4a, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildungstheorien, Promotion:Relevanz:4},
	pages = {1--17},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/LKK9YXFV/Hansen und Carrigan - 2025 - A typology of bureaucratic education tools uncovering the relational complexity of large language m.pdf:application/pdf},
}

@article{lyu_enhancing_2025,
	title = {Enhancing collaborative learning in engineering classrooms: the impact of individual preparation on students’ collaborative design quality and epistemic behaviours},
	issn = {0304-3797, 1469-5898},
	shorttitle = {Enhancing collaborative learning in engineering classrooms},
	url = {https://www.tandfonline.com/doi/full/10.1080/03043797.2025.2522283},
	doi = {10.1080/03043797.2025.2522283},
	abstract = {Developing collaboration skills is essential in university engineering classrooms, yet fostering in-depth collaborative discussions remains a challenge. This study introduced individual preparation (IP) as a pedagogical design and examined its role in students’ collaborative learning outcomes and processes. Eighty-two engineering students from a Singapore university worked in pairs and completed two tasks under two conditions: With-IP and Without-IP. Students’ design artefacts and collaborative learning outcomes were scored, and their verbal discussions were analysed to identify epistemic behaviours during collaboration. The findings indicate that students in the With-IP condition achieved higher collaborative learning scores and demonstrated more elaboration and synthesis, compared to more superficial exchanges in the Without-IP condition. Sequence mining further revealed distinct epistemic behaviour trajectories, with the WithIP condition promoting more in-depth peer interactions over time. This study provides a comprehensive examination of IP’s role in collaborative learning, offering valuable insights for educators designing and implementing IP to support effective collaboration.},
	language = {en},
	urldate = {2025-07-12},
	journal = {European Journal of Engineering Education},
	author = {Lyu, Qianru and Chen, Wenli and Heng (John Gerard), Kok Hui},
	month = jul,
	year = {2025},
	note = {Publisher: Informa UK Limited},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Systemanpassung, Promotion:Relevanz:4, Promotion:Weiterführung, Promotion:FU2b},
	pages = {1--20},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/WCNXQX5T/Lyu et al. - 2025 - Enhancing collaborative learning in engineering classrooms the impact of individual preparation on.pdf:application/pdf},
}

@article{sun_beyond_2025,
	title = {Beyond the screen: enhancing ethnic cultural representation and engagement through immersive 360° documentary experiences in museums},
	volume = {12},
	copyright = {https://creativecommons.org/licenses/by/4.0},
	issn = {2662-9992},
	shorttitle = {Beyond the screen},
	url = {https://www.nature.com/articles/s41599-025-05429-z},
	doi = {10.1057/s41599-025-05429-z},
	abstract = {Abstract          In this era of digital heritage, immersive media, such as 360° documentaries, have been proposed to enrich engagement and learning. However, how immersive 360° media formats influence the understanding of ethnic minority cultures remains underexplored. We conducted a controlled laboratory experiment comparing traditional 2D and 360° documentary presentations of the Miao community in Guizhou Province, using the same narration and content, including village scenes, performances, and crafts, to isolate the effect of media format. The results suggest that the 360° documentary may increase viewers’ enjoyment, sense of presence, curiosity, and appreciation of cultural content relative to a comparable 2D film. These exploratory findings indicate a potential for immersive media to deepen cultural understanding. Our study underscores 360° documentaries as a promising tool for engaging audiences with ethnic minority cultures, while noting that these conclusions are provisional given the lab setting and should be tested in real-world museum contexts.},
	language = {en},
	number = {1},
	urldate = {2025-07-12},
	journal = {Humanities and Social Sciences Communications},
	author = {Sun, Xiaolin and Ch’ng, Eugene},
	month = jul,
	year = {2025},
	note = {Publisher: Springer Science and Business Media LLC},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Systemanpassung, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:Schlussfolgerung},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/KSMAVHAI/Sun und Ch’ng - 2025 - Beyond the screen enhancing ethnic cultural representation and engagement through immersive 360° do.pdf:application/pdf},
}

@incollection{stefan_zur_2025,
	address = {Wiesbaden},
	title = {Zur {Relevanz} sozio-digitaler {Bildung} im {Studium} {Soziale} {Arbeit}},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-3-658-48570-2 978-3-658-48571-9},
	url = {https://link.springer.com/10.1007/978-3-658-48571-9_7},
	language = {de},
	urldate = {2025-07-12},
	booktitle = {Bildung und {Ausbildung} im {Diskurs}},
	publisher = {Springer Fachmedien Wiesbaden},
	collaborator = {Stefan, Barbara and Renner, Patricia},
	year = {2025},
	doi = {10.1007/978-3-658-48571-9_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {113--141},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/DT2KY5BC/2025 - Zur Relevanz sozio-digitaler Bildung im Studium Soziale Arbeit.pdf:application/pdf},
}

@article{plch_exploring_nodate,
	title = {Exploring {Healthcare} {Students}’ {Perceptions} of {Simulation}-{Based} {Learning}},
	abstract = {This dissertation explores how students in medical and healthcare disciplines perceive simulation-based learning (SBL), an educational approach increasingly used in medical education to enhance experiential learning. The research addresses three overarching questions through four studies that combine integrative and scoping reviews with empirical qualitative research. The first study examines medical students’ perceptions of Technology-Enhanced Learning (TEL), revealing strong preferences for blended formats and high engagement with simulation tools. The second study investigates how students perceive simulation-based first-aid training, identifying key factors such as team communication, emotional responses, fidelity, and the importance of structured debriefing. The third and fourth studies focus on healthcare students’ broader perceptions, beliefs, and attitudes toward SBL, analyzing 126 studies and 6 doctoral theses through the lens of the 4P model (Presage, Perception, Process, Product). Findings demonstrate that student perceptions are shaped not only by instructional design and simulation modality, but also by emotional responses, team dynamics, and hierarchical structures present in clinical training environments. Fidelity and debriefing emerged as critical factors influencing the perceived effectiveness of simulations. This dissertation also contributes methodologically by demonstrating the relevance of secondary research – particularly evidence synthesis – to theory development in educational sciences. An adapted 4P model is proposed, integrating student-centered insights to provide a more comprehensive framework for understanding simulation-based learning. The findings offer a deeper understanding of how healthcare students experience SBL and highlight areas for further investigation and reflection in medical education research.},
	language = {en},
	author = {Plch, Mgr Lukáš},
	keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Bewertungsmethoden, Promotion:FU2a, Notfallsanitäter, Promotion:Schlussfolgerung, Rettungsdienst, \#8:Zeitschriftenartikel:blended:learning},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/NCJJNZ8E/Plch - Exploring Healthcare Students’ Perceptions of Simulation-Based Learning.pdf:application/pdf},
}

@article{tam_implementation_2025,
	title = {Implementation of hybrid simulation training to promote collective and self-efficacy in medical students: a two-pronged approach},
	volume = {57},
	copyright = {http://creativecommons.org/licenses/by-nc/4.0/},
	issn = {0785-3890, 1365-2060},
	shorttitle = {Implementation of hybrid simulation training to promote collective and self-efficacy in medical students},
	url = {https://www.tandfonline.com/doi/full/10.1080/07853890.2025.2527362},
	doi = {10.1080/07853890.2025.2527362},
	abstract = {Introduction: Simulation-based training (SBT) is an integral and indispensable component of medical and healthcare education, especially pertinent in acute care. Conventional forms of SBT in acute care primarily involve manikins or task trainers, which are either costly or too task-specific. Recent innovations in virtual patient simulation software (VPS) invites the opportunity for conjoined use with basic manikins, creating a hybrid model for acute-care teaching. This study aimed to: ① Assess the impact of hybrid simulation teaching on the collective efficacy (CE) and self-efficacy (SE) of medical students, and ② evaluate psychometric measurement scales within the simulation context.
Methods: A prospective cross-sectional cohort study was conducted between 22 September 2023, and 19 December 2023. Fifth year medical students in an undergraduate medicine program underwent hybrid SBT, incorporating VPS and basic manikin within two separate clinical scenarios. Primary outcome of CE and SE was measured using adapted versions of the Perceived Collective Efficacy (PCE) scale and Motivational Strategies for Learning Questionnaire (MSLQ). Both scales were distributed to students before and after undergoing hybrid SBT.
Results: Data from 94 students were available for pairwise testing. Significant improvements were observed in the CE and SE of students after undergoing hybrid SBT [CE: (12.16 ± 3.86 vs 15.42 ± 2.87); p {\textless} 0.001]; [SE: 24(23–32) vs 32(28–34); p {\textless} 0.001]. Scale evaluation of Perceived Collective Efficacy (PCE) and Motivational Strategies for Learning Questionnaire (MSLQ) revealed good scale Cronbach α scores [PCE: pretest α = 0.929; posttest α = 0.914]; [MSLQ: pretest α = 0.971.; posttest α = 0.968].
Conclusion: Hybrid SBT facilitated by virtual patient simulator and basic manikin provides a moderate-cost and adaptable approach which positively impacted the CE and SE of medical students. As software development readily adapts in providing point-of-care learner feedback, hybrid SBT should become more widely implemented to fully harness its potential.},
	language = {en},
	number = {1},
	urldate = {2025-07-12},
	journal = {Annals of Medicine},
	author = {Tam, Calvin Yuk Wang and Dizon, John Ian Wilzon T. and Sin, Simon Wai Ching and Tang, Gloria Kai Yan and Lai, Victor Yuk Wah and Wong, Yvonne Yin and Ganotice, Fraide A. and Yeung Ng, Pauline},
	month = dec,
	year = {2025},
	note = {Publisher: Informa UK Limited},
	keywords = {\#b:Zeitschriftenartikel:online:learning, Bewertungsmethoden, Charité:Promotion, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU2a, Promotion:Literaturanalyse, Promotion:Relevanz:5, Promotion:Schlussfolgerung, Technologieintegration},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/UHAGVYP2/Tam et al. - 2025 - Implementation of hybrid simulation training to promote collective and self-efficacy in medical stud.pdf:application/pdf},
}

@article{schmidt-lauff_gedankensplitter_nodate,
	title = {Gedankensplitter zu temporalen, digitalen, virtuellen und hybriden {Phänomenen} von {Lehren} und {Lernen}.},
	language = {de},
	author = {Schmidt-Lauff, Sabine},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Systemanpassung, Bildungstheorien, Krisenreaktion im Bildungsbereich, \#9:Zeitschriftenartikel:digital:lernen},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/EN4QHGUF/Schmidt-Lauff - Gedankensplitter zu temporalen, digitalen, virtuellen und hybriden Phänomenen von Lehren und Lernen..pdf:application/pdf},
}

@incollection{oiwa_frequency-aware_2011,
	address = {Berlin, Heidelberg},
	title = {Frequency-{Aware} {Truncated} {Methods} for {Sparse} {Online} {Learning}},
	copyright = {http://www.springer.com/tdm},
	isbn = {978-3-642-23782-9 978-3-642-23783-6},
	url = {http://link.springer.com/10.1007/978-3-642-23783-6_34},
	abstract = {Online supervised learning with L1-regularization has gained attention recently because it generally requires less computational time and a smaller space of complexity than batch-type learning methods. However, a simple L1-regularization method used in an online setting has the side eﬀect that rare features tend to be truncated more than necessary. In fact, feature frequency is highly skewed in many applications. We developed a new family of L1-regularization methods based on the previous updates for loss minimization in linear online learning settings. Our methods can identify and retain low-frequency occurrence but informative features at the same computational cost and convergence rate as previous works. Moreover, we combined our methods with a cumulative penalty model to derive more robust models over noisy data. We applied our methods to several datasets and empirically evaluated the performance of our algorithms. Experimental results showed that our frequency-aware truncated models improved the prediction accuracy.},
	language = {en},
	urldate = {2025-07-13},
	booktitle = {Lecture {Notes} in {Computer} {Science}},
	publisher = {Springer Berlin Heidelberg},
	author = {Oiwa, Hidekazu and Matsushima, Shin and Nakagawa, Hiroshi},
	year = {2011},
	doi = {10.1007/978-3-642-23783-6_34},
	note = {ISSN: 0302-9743, 1611-3349},
	keywords = {\#b:Buchteil:online:learning, Charité:Promotion, Forschungsansätze, Promotion:FU7, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:3, Systemanpassung, Technologieintegration},
	pages = {533--548},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/6HCD5CY3/2011 - Frequency-Aware Truncated Methods for Sparse Online Learning.pdf:application/pdf},
}

@incollection{krempl_online_2011,
	address = {Berlin, Heidelberg},
	title = {Online {Clustering} of {High}-{Dimensional} {Trajectories} under {Concept} {Drift}},
	copyright = {http://www.springer.com/tdm},
	isbn = {978-3-642-23782-9 978-3-642-23783-6},
	url = {http://link.springer.com/10.1007/978-3-642-23783-6_17},
	abstract = {Historical transaction data are collected in many applications, e.g., patient histories recorded by physicians and customer transactions collected by companies. An important question is the learning of models upon the primary objects (patients, customers) rather than the transactions, especially when these models are subjected to drift.},
	language = {en},
	urldate = {2025-07-13},
	booktitle = {Lecture {Notes} in {Computer} {Science}},
	publisher = {Springer Berlin Heidelberg},
	author = {Krempl, Georg and Siddiqui, Zaigham Faraz and Spiliopoulou, Myra},
	year = {2011},
	doi = {10.1007/978-3-642-23783-6_17},
	note = {ISSN: 0302-9743, 1611-3349},
	keywords = {\#b:Buchteil:online:learning, Charité:Promotion, Forschungsansätze, Promotion:Argumentation, Promotion:FU4b, Promotion:Literaturanalyse, Promotion:Relevanz:4, Systemanpassung, Technologieintegration},
	pages = {261--276},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/9PIK563Y/2011 - Online Clustering of High-Dimensional Trajectories under Concept Drift.pdf:application/pdf},
}

@incollection{huynh_online_2011,
	address = {Berlin, Heidelberg},
	title = {Online {Structure} {Learning} for {Markov} {Logic} {Networks}},
	copyright = {http://www.springer.com/tdm},
	isbn = {978-3-642-23782-9 978-3-642-23783-6},
	url = {http://link.springer.com/10.1007/978-3-642-23783-6_6},
	abstract = {Most existing learning methods for Markov Logic Networks (MLNs) use batch training, which becomes computationally expensive and eventually infeasible for large datasets with thousands of training examples which may not even all ﬁt in main memory. To address this issue, previous work has used online learning to train MLNs. However, they all assume that the model’s structure (set of logical clauses) is given, and only learn the model’s parameters. However, the input structure is usually incomplete, so it should also be updated. In this work, we present OSL—the ﬁrst algorithm that performs both online structure and parameter learning for MLNs. Experimental results on two realworld datasets for natural-language ﬁeld segmentation show that OSL outperforms systems that cannot revise structure.},
	language = {en},
	urldate = {2025-07-13},
	booktitle = {Lecture {Notes} in {Computer} {Science}},
	publisher = {Springer Berlin Heidelberg},
	author = {Huynh, Tuyen N. and Mooney, Raymond J.},
	year = {2011},
	doi = {10.1007/978-3-642-23783-6_6},
	note = {ISSN: 0302-9743, 1611-3349},
	keywords = {\#b:Buchteil:online:learning, Bewertungsmethoden, Charité:Promotion, Forschungsansätze, Promotion:FU7, Promotion:Literaturanalyse, Promotion:Relevanz:3, Promotion:Weiterführung, Technologieintegration},
	pages = {81--96},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/ENBDKB29/2011 - Online Structure Learning for Markov Logic Networks.pdf:application/pdf},
}

@article{scheiter_lernen_2021-1,
	title = {Lernen und {Lehren} mit digitalen {Medien}: {Eine} {Standortbestimmung}},
	volume = {24},
	copyright = {https://creativecommons.org/licenses/by/4.0},
	issn = {1434-663X, 1862-5215},
	shorttitle = {Lernen und {Lehren} mit digitalen {Medien}},
	url = {https://link.springer.com/10.1007/s11618-021-01047-y},
	doi = {10.1007/s11618-021-01047-y},
	abstract = {This article describes the current state of research on the use of digital media in educational contexts against the background of two research perspectives. The ﬁrst research perspective, which has been established for some time, deals with technology-enhanced learning. It primarily examines learning processes and outcomes as a function of media characteristics and individual learner characteristics. This research tradition has produced numerous ﬁndings. However, the question of how to integrate digital media into the classroom in a way that is effective for learning is not considered here. This is where the second, more recent research perspective on technology-enhanced teaching comes in, which addresses teaching with digital media and the professional competencies of teachers required for this. Finally, the paper argues for combining both research perspectives, especially since they have relevant commonalities in their basic assumptions. Thus, in both research perspectives, digital media are analyzed less on the basis of surface features, but rather in terms of their functions for the promotion of learning and teaching processes.},
	language = {de},
	number = {5},
	urldate = {2025-07-16},
	journal = {Zeitschrift für Erziehungswissenschaft},
	author = {Scheiter, Katharina},
	month = oct,
	year = {2021},
	note = {Publisher: Springer Science and Business Media LLC},
	keywords = {\#7:Zeitschriftenartikel:digital:Medien, Bildungstheorien, Charité:Promotion, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:5, Systemanpassung, Technologieintegration},
	pages = {1039--1060},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/T8IK5F8D/Scheiter - 2021 - Lernen und Lehren mit digitalen Medien Eine Standortbestimmung.pdf:application/pdf},
}

@article{zhou_latent_2025,
	title = {Latent profiles of learning engagement and anxiety in high school students: the mediating role of academic self-efficacy},
	volume = {13},
	copyright = {https://creativecommons.org/licenses/by-nc-nd/4.0},
	issn = {2050-7283},
	shorttitle = {Latent profiles of learning engagement and anxiety in high school students},
	url = {https://bmcpsychology.biomedcentral.com/articles/10.1186/s40359-025-03114-z},
	doi = {10.1186/s40359-025-03114-z},
	abstract = {Background In educational practice, the interaction between students’ learning behaviors and psychological states is crucial. Learning engagement reflects the degree of active participation in learning activities, academic self-efficacy embodies students’ confidence in their own learning abilities, and learning anxiety may affect students’ academic performance and mental health. Purpose This study aims to break through traditional linear thinking by using Latent Profile Analysis to identify heterogeneous groups of high school students in terms of learning engagement, reveal differences in their learning anxiety and nonlinear characteristics, and validate the differentiated mediating mechanism of academic self-efficacy between learning engagement and anxiety. It fills the theoretical gap from the perspective of group heterogeneity and provides a basis and support for constructing a learning psychological theory model and precise stratified intervention in educational practice. Methods In this study, the method of cluster convenience sampling was adopted. Three ordinary high schools in a city of Hubei Province were selected, and students from six classes in each grade from the first year to the third year of senior high school were sampled as the research subjects. A total of 1,008 original questionnaires were obtained, and 936 valid questionnaires were collected. LPA was employed to identify the potential categories of high school students’ learning engagement and the impact of these categories on learning anxiety. Additionally, the mediating role of academic self-efficacy between different types of learning engagement and learning anxiety was examined based on the classification results. Furthermore, a generalized additive mixed model was used to analyze the linear relationships between different types of learning engagement, academic self-efficacy, and learning anxiety.},
	language = {en},
	number = {1},
	urldate = {2025-07-16},
	journal = {BMC Psychology},
	author = {Zhou, Tian and Zhou, Xuejun and Wang, Baozhu},
	month = jul,
	year = {2025},
	note = {Publisher: Springer Science and Business Media LLC},
	keywords = {\#b:Zeitschriftenartikel:online:learning, Bildungstheorien, Charité:Promotion, Forschungsansätze, Lehr- und Lerneffektivität, PRomotion:Argumentation, Promotion:FU4a, Promotion:Literaturanalyse, Promotion:Relevanz:4},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/ABFDQY3M/Zhou et al. - 2025 - Latent profiles of learning engagement and anxiety in high school students the mediating role of ac.pdf:application/pdf},
}

@article{payer_adaptives_nodate,
	title = {Adaptives {Lernen} und {Usability} im {Fokus}. {Ein} ­{E}-{Learning}-{Kurs} zum {Aufbau} von {KI}-{Literacy}.},
	language = {de},
	author = {Payer, Daniel and Worgatsch, Ronald},
	keywords = {\#5:Zeitschriftenartikel:e-learning, Charité:Promotion, Datenschutz und IT-Sicherheit, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Lernsystemarchitektur, Promotion:FU4b, Promotion:Literaturanalyse, Promotion:Relevanz:4, Promotion:Schlussfolgerung, Systemanpassung, Technologieintegration},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/HAADGBV6/Payer und Worgatsch - Adaptives Lernen und Usability im Fokus. Ein ­E-Learning-Kurs zum Aufbau von KI-Literacy..pdf:application/pdf},
}

@article{solano_guerrero_interacciones_2025,
	title = {Interacciones entre regulación metacognitiva social y generación de la solución en aprendizaje colaborativo},
	volume = {43},
	issn = {1657-2416, 2145-9444},
	url = {https://rcientificas.uninorte.edu.co/index.php/zona/article/view/16634/214421448215},
	doi = {10.14482/zp.43.124.745},
	abstract = {The regulation of learning and problem solving in individual and social contexts is today considered two key capabilities of the 21st century. In this article, we aim to understand some of the interactions between social metacognitive regulation and collaborative problem solving, in particular, solution generation, in the design of virtual learning environments. The methodological strategy used was discourse analysis, from the perspective of discursive psychology. An online learning environment using a video conferencing system was set up to record verbal interactions of pre-service teachers. Three characteristic social forms of thought or models of discursive interaction were characterized, namely: individual disconnection, individual connection, and group connection. It was concluded that the recognition or not of one’s own and others’ versions of the generation of the solution fosters discursive synergies that strengthen or not the agreement and consensus, as well as relationships of solidarity and trust. In the first model, participants present their own versions and ignore the versions of others, failing to acknowledge the conflict. In the second model, participants present their own versions and acknowledge the versions of others, without managing the conflict. This generates discursive synergies to influence, impose, or position one version over others that are not recognized in the first model, or that are accepted or rejected without acknowledging their interactions in the second model. In the third model, participants recognize their own and others’ versions, thereby recognizing and managing the conflict. This generates discursive synergies that strengthen the agreement and foster specific or general consensus, promoting directed or distributed leadership.},
	language = {es},
	urldate = {2025-07-16},
	journal = {Zona Próxima},
	author = {Solano Guerrero, Juan Carlos and Ruiz Ortega, Francisco Javier and Rodríguez Ortiz, Angélica María and Tamayo Alzate, Óscar Eugenio},
	month = jul,
	year = {2025},
	note = {Publisher: Universidad del Norte},
	keywords = {\#b:Zeitschriftenartikel:online:learning, Bildungstheorien, Charité:Promotion, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:5, Systemanpassung},
	pages = {89--109},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/SHST2NWT/Solano Guerrero et al. - 2025 - Interacciones entre regulación metacognitiva social y generación de la solución en aprendizaje colab.pdf:application/pdf},
}

@article{romiti_online_2025,
	title = {Online collaborative learning to promote teachers’ evaluative thinking},
	issn = {2532-7720, 2532-4632},
	url = {https://doi.org/10.17471/2499-4324/1442},
	doi = {10.17471/2499-4324/1442},
	abstract = {The study focuses on how to strengthen teachers' evaluation skills in a social and collaborative dimension. The introduction of collaborative learning modes was tested within an institutional teacher training programme via LMS. Indeed, Computer Supported Collaborative Learning (CSCL) is considered appropriate for developing reflective skills through peer exchange. The article examines the Valu.Elearn programme, aimed at in-service teachers to strengthen their evaluative competence. The study focuses on two collaborative eactivities. A total of 166 teachers and two tutors participated in these activities during the school year 2021-22. The Community of Inquiry was used as a framework for analysing the content of the forums, while the interactions between participants were examined using sociocultural discourse analysis. The findings highlight the potential and limitations of the online environment for promoting collaborative reflection on evaluation issues.},
	language = {en},
	number = {Accepted Manuscript Online},
	urldate = {2025-07-16},
	journal = {Italian Journal of Educational Technology},
	author = {Romiti, Sara and Fabbro, Francesco and Ranieri, Maria},
	month = jul,
	year = {2025},
	keywords = {\#b:Zeitschriftenartikel:online:learning, Bewertungsmethoden, Bildungstheorien, Charité:Promotion, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Lernsystemarchitektur, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:5, Technologieintegration},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/MPWLKWDC/Romiti et al. - 2025 - Online collaborative learning to promote teachers’ evaluative thinking.pdf:application/pdf},
}
