Promotion: Jahres Silhouette-Score 2010 bis 2015 vervollständigt

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+++ b/Bibliothek/02-01_2010.bib
@ -0,0 +1,124 @@
+
+@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},
+}
+
+@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},
+}
+
+@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},
+}
+
+@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},
+}
+
+@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{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},
+}
--- a/Bibliothek/02-01_2011.bib
+++ b/Bibliothek/02-01_2011.bib
@ -0,0 +1,509 @@
+
+@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},
+}
+
+@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{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},
+}
+
+@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},
+}
+
+@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},
+}
+
+@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},
+}
+
+@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 = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Bildungstheorien, Promotion:Argumentation, Bildung, Multimedia, Lernsystemarchitektur, Promotion:FU3, \#6:Buchteil:Bildung:Technologie, FernUni-Hagen:MABM:M6, E-Portfolio},
+	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 = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:FU2a, Systemanpassung, Bildungstheorien, Promotion:Relevanz:4, Bildung, Multimedia, Promotion:Schlussfolgerung, \#6:Buchteil:Bildung:Technologie, FernUni-Hagen:MABM:M6, E-Portfolio},
+	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{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},
+}
+
+@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},
+}
+
+@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{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{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{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{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{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 = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
+	pages = {1--22},
+	file = {grundwerk.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ABJ7TP6J/false: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},
+}
+
+@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},
+}
+
+@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},
+}
+
+@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},
+}
+
+@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},
+}
+
+@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},
+}
+
+@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},
+}
+
+@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},
+}
+
+@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 = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Promotion:FU7, Promotion:Relevanz:3, \#b:Buchteil:online:learning},
+	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 = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU4b, \#b:Buchteil:online:learning},
+	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 = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Bewertungsmethoden, Promotion:Weiterführung, Promotion:FU7, Promotion:Relevanz:3, \#b:Buchteil:online:learning},
+	pages = {81--96},
+	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/ENBDKB29/2011 - Online Structure Learning for Markov Logic Networks.pdf:application/pdf},
+}
--- a/Bibliothek/02-01_2012.bib
+++ b/Bibliothek/02-01_2012.bib
@ -0,0 +1,123 @@
+
+@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},
+}
+
+@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{ioanna_menhard_kompetent_2012,
+	title = {Kompetent kompetenzorientiert lehren? {Einsatz} von lehrveranstaltungsbezogenen {Kompetenzprofilen} im {Rahmen} eines {E}-{Portfolio}-{Projekts}},
+	volume = {7},
+	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},
+	number = {4},
+	urldate = {2022-06-18},
+	journal = {Zeitschrift für Hochschulentwicklung},
+	author = {Ioanna Menhard and Nadine Scholz and Regina Bruder},
+	month = oct,
+	year = {2012},
+	note = {Publisher: Verlag der Technischen Universität Graz},
+	keywords = {Bewertungsmethoden, Bildung, Bildungstheorien, Charité:Promotion, E-Portfolio, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Multimedia, Promotion:Argumentation, Promotion:FU3, Promotion:Literaturanalyse, Promotion:Relevanz:4, Technologieintegration},
+	pages = {50--59},
+	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{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},
+}
+
+@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 = {\#b:Zeitschriftenartikel:online:learning, Bewertungsmethoden, Charité:Promotion, Economics, education, Forschungsansätze, Krisenreaktion im Bildungsbereich, Lehr- und Lerneffektivität, performance, Promotion:FU5, Promotion:Literaturanalyse, Promotion:Relevanz:4, Promotion:Schlussfolgerung, Systemanpassung, teaching methods, Technologieintegration, training programs},
+	pages = {e47},
+	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/GGZ7EX3B/Maloney et al. - 2012 - Breakeven, Cost Benefit, Cost Effectiveness, and Willingness to Pay for Web-Based Versus Face-to-Fac.pdf:application/pdf},
+}
+
+@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},
+}
+
+@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},
+}
--- a/Bibliothek/02-01_2013.bib
+++ b/Bibliothek/02-01_2013.bib
@ -0,0 +1,524 @@
+
+@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{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 = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, Digitale Bildung, \#5:Buchteil:e-learning, E-Portfolio},
+	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},
+}
+
+@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},
+}
+
+@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{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<6C>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{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{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{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},
+}
+
+@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},
+}
+
+@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{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},
+}
+
+@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{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},
+}
+
+@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{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{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{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{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{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_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},
+}
+
+@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{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},
+}
+
+@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{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},
+}
--- a/Bibliothek/02-01_2014.bib
+++ b/Bibliothek/02-01_2014.bib
@ -0,0 +1,427 @@
+
+@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{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{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{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{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},
+}
+
+@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},
+}
+
+@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},
+}
+
+@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},
+}
+
+@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{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},
+}
+
+@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},
+}
+
+@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},
+}
+
+@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{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},
+}
+
+@incollection{schaper_personalentwicklung_2014,
+	title = {Personalentwicklung mit {E}-{Learning}},
+	url = {https://www.researchgate.net/publication/251751976_Personalentwicklung_mit_E-Learning1},
+	language = {de-DE},
+	urldate = {2025-07-17},
+	booktitle = {Human {Resources} {Management} im {Intra}- und {Internet}},
+	author = {Schaper, Niclas and Konradt, Udo},
+	month = jun,
+	year = {2014},
+	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},
+}
+
+@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},
+}
+
+@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},
+}
+
+@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},
+}
+
+@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{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},
+}
+
+@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},
+}
+
+@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{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{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},
+}
--- a/Bibliothek/02-01_2015.bib
+++ b/Bibliothek/02-01_2015.bib
@ -0,0 +1,474 @@
+
+@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},
+}
+
+@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{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{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{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},
+}
+
+@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{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<6C>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{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 <20> 22.27; 51 <20> 29.45) and ?Performance? (58.47 <20> 24.19; 73 <20> 28.85). The specialists? mental workload index was higher (50.20 <20> 7.28) when compared with students? (47.87 <20> 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{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{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{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{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{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{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{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{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{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<6C>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<49>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{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{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{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{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},
+}
+
+@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},
+}
+
+@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{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},
+}
--- a/Bibliothek/02-01_2016.bib
+++ b/Bibliothek/02-01_2016.bib
@ -0,0 +1,460 @@
+
+@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},
+}
+
+@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{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 = {\#1:Zeitschriftenartikel:learning:management:system, Bewertungsmethoden, Bildungstheorien, Charité:Promotion, E-Portfolio, Lehr- und Lerneffektivität, Promotion:Argumentation, Promotion:FU2a, Promotion:Literaturanalyse, Promotion:Relevanz:5, Systemanpassung, Technologieintegration},
+	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{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{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{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{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{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{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{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{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<65>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{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 (<28>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<6F>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{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},
+}
+
+@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{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{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{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{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{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},
+}
+
+@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},
+}
+
+@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},
+}
+
+@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},
+}
+
+@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{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},
+}