From a0dbd866b4e54d3d530df8d566898d39e318d2f5 Mon Sep 17 00:00:00 2001 From: Jochen Hanisch-Johannsen Date: Thu, 17 Jul 2025 18:37:58 +0200 Subject: [PATCH] Promotion: alle Datumsangaben bei den Suchbegriffen eingeben; Linienfarbe bei der Zeitanalyse angepasst --- Bibliothek/02-01.bib | 695 +++++++++++++++++++++++++++++-------------- analyse_netzwerk.py | 2 +- 2 files changed, 472 insertions(+), 225 deletions(-) diff --git a/Bibliothek/02-01.bib b/Bibliothek/02-01.bib index 8bf6c9b..5575862 100644 --- a/Bibliothek/02-01.bib +++ b/Bibliothek/02-01.bib @@ -611,26 +611,34 @@ author = {Andrayani, Lupi and Furqon, Ali and Priawasana, Endra}, month = jun, year = {2025}, - keywords = {\#0:Zeitschriftenartikel:digital:learning, Bildungstheorien, Charité:Promotion, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU2a, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:5, Technologieintegration}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, Bildungstheorien, \#0:Zeitschriftenartikel:digital:learning}, pages = {106--114}, file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/KXCZVHJQ/Andrayani et al. - The Role of Collaborative Wiki and KWL Framework in Advancing Cognitive Development and Learning Mot.pdf:application/pdf}, } -@article{pfannenstiel_are_nodate, +@inproceedings{pfannenstiel_are_2025, title = {Are {You} {Seeing} {What} {I} {Am} {Talking} {About}? {Joint} {Attention} {Instruction} for {Collaborative} {Learners} at {A} {Digital} {Whiteboard}}, + url = {https://www.researchgate.net/publication/392690630_Are_You_Seeing_What_I_Am_Talking_About_Joint_Attention_Instruction_for_Collaborative_Learners_at_A_Digital_Whiteboard}, abstract = {Joint attention is a crucial element in collaborative learning, often facilitated by group awareness tools highlighting the partner’s visual focus. Little is known, however, to what extent joint attention can also be differentially instructed guiding shared and mutual gaze. To determine if joint attention can be effectively instructed for, we conducted a 2×2 experimental laboratory study with the factors shared gaze instruction (with versus without) and dyadic gaze instruction (with versus without), consisting of 47 dyads (n = 94). Participants discussed the impact of social media use supported with a concept map on a digital whiteboard. We built on a multi-modal learning analytics framework to analyze participants’ behavioral responses via EDA and gaze tracking measurements. The results revealed that instructing for dyadic gaze reduces shared attention. Furthermore, there are differential correlations between shared moments of arousal and joint attention. Overall, joint attention instruction can guide learners’ focus in CSCL settings.}, - language = {en}, + language = {en-GB}, + urldate = {2025-07-17}, author = {Pfannenstiel, William and Grajcevci, Albulene and Korbach, Andreas and Weinberger, Armin}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung}, + month = jun, + year = {2025}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Weiterführung, \#0:Konferenz-Paper:digital:learning}, file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/6LURAAA2/Pfannenstiel et al. - Are You Seeing What I Am Talking About Joint Attention Instruction for Collaborative Learners at A.pdf:application/pdf}, } -@article{kaliisa_understanding_nodate, +@inproceedings{kaliisa_understanding_2025, title = {Understanding the {Impact} of {Physical}, {Online}, and {Hybrid} {Modalities} on {Self} and {Co}-{Regulation} during {Collaborative} {Problem} {Solving}}, + url = {https://www.researchgate.net/publication/392690841_Understanding_the_Impact_of_Physical_Online_and_Hybrid_Modalities_on_Self_and_Co-Regulation_during_Collaborative_Problem_Solving}, abstract = {Despite substantial research on self-regulated learning (SRL) and co-regulated learning, the interplay of these behaviors across different modes of presence is understudied. Using data from six groups with meetings across three modalities (physical, online, and hybrid), we used Epistemic Network Analysis (ENA) to model regulation behaviors and how they vary based on modalities. Preliminary findings reveal significant differences in self and co-regulation patterns across the modalities, emphasizing the need for modality-specific support strategies and tools in computer-supported collaborative learning (CSCL) environments to address the unique challenges of each modality.}, - language = {en}, + language = {en-GB}, + urldate = {2025-07-17}, author = {Kaliisa, Rogers and Damsa, Crina and Misiejuk, Kamila and Eagan, Brendan}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung}, + month = jun, + year = {2025}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, \#b:Konferenz-Paper:online:learning}, file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/57FBS4DE/Kaliisa et al. - Understanding the Impact of Physical, Online, and Hybrid Modalities on Self and Co-Regulation during.pdf:application/pdf}, } @@ -2323,7 +2331,7 @@ Conclusions  This study supports the claim that the use of LbC in the context author = {{University of Latvia, Latvia} and Lazdina, Solvita}, month = may, year = {2023}, - keywords = {\#1:Konferenz-Paper:learning:management:system, Bildungstheorien, Charité:Promotion, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:5}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Bildungstheorien, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur, \#1:Konferenz-Paper:learning:management:system}, pages = {132--139}, file = {University of Latvia, Latvia und Lazdina - 2023 - Learning culture or learning organization – approa.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5D4DKLKB/University of Latvia, Latvia und Lazdina - 2023 - Learning culture or learning organization – approa.pdf:application/pdf}, } @@ -2535,10 +2543,12 @@ Conclusions  This study supports the claim that the use of LbC in the context file = {Nikolenko et al. - 2023 - Online Resources in Distance Learning Russian as a.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JX4855PP/Nikolenko et al. - 2023 - Online Resources in Distance Learning Russian as a.pdf:application/pdf}, } -@article{bremer_virtuelles_nodate, +@article{bremer_virtuelles_2007, title = {Virtuelles {Lernen} in {Gruppen}: {Rollenspiele} und {Online}-{Diskussionen} und die {Bedeutung} von {Lerntypen}}, language = {de-DE}, author = {Bremer, Claudia}, + month = feb, + year = {2007}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Promotion:Kerngedanke, Technologieintegration, Promotion:FU2a, Systemanpassung, Promotion:Relevanz:4, Bildung, Lerntypen nach Vester, \#a:Zeitschriftenartikel:online:lernen}, pages = {15}, file = {Bremer - Virtuelles Lernen in Gruppen Rollenspiele und Onl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4M6QP6L4/Bremer - Virtuelles Lernen in Gruppen Rollenspiele und Onl.pdf:application/pdf}, @@ -2984,7 +2994,7 @@ Publisher: PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Profe editor = {Straub, Jürgen and Plontke, Sandra and Ruppel, Paul Sebastian and Frey, Birgit and Mehrabi, Flora and Ricken, Judith}, year = {2020}, doi = {10.1007/978-3-658-30828-5_8}, - keywords = {\#a:Buchteil:online:lernen, Charité:Promotion, Promotion:Literaturanalyse}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#a:Buchteil:online:lernen}, pages = {117--126}, file = {Eberle et al. - 2020 - Das Online-Forschungslogbuch – Eine Unterstützungs.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/V7D4T4W3/Eberle et al. - 2020 - Das Online-Forschungslogbuch – Eine Unterstützungs.pdf:application/pdf}, } @@ -5342,15 +5352,17 @@ Conclusion  These data demonstrate Surge increased student confidence and unde file = {Khera und Pawar - 2025 - To choose or not to choose Decision making while selecting platforms for MOOCs a hybrid MADM appro:/Users/jochenhanisch-johannsen/Zotero/storage/DZGNP3KP/Khera und Pawar - 2025 - To choose or not to choose Decision making while selecting platforms for MOOCs a hybrid MADM appro.pdf:application/pdf}, } -@article{das_comparative_nodate, +@article{das_comparative_2024, title = {Comparative {Study} {Exploring} {Personality}- {Communication} {Correlation} in {Design} {Students} and {Its} {Impact} on {Offline}/{Online} {Collaborative} {Learning}}, abstract = {Background: Collaborative learning is a common teaching strategy in design education. This study analyzes the correlation between personality types, communication styles and the learning outcomes of design students in collaborative learning in online and offline mode of teaching. The traditional approach of face-to-face learning had to be quickly adjusted with hybrid or online mode of teaching and learning process due to the onset of the pandemic COVID-19 during the last 3 years. Methods: By comparing the data collected from two academic years, the study compares the different correlations in conducting online and offline collaborative learning environments. Students’ personality and communication style are analyzed through the Myers-Briggs Type Indicator (MBTI) and a four-type communication model. Results: The findings indicate that students face different challenges in online and offline collaborative learning activities, and the correlation between personality types, personality styles and learning outcomes is different. In the offline environment, the personality traits of Thinking (T) and the personality temperament of intuitive-thinking (NT) are positively correlated with learning outcomes. Among the four communication styles, directors are positively correlated with learning outcomes. In an online environment, having the personality trait of extroversion (E) and the personality temperament of intuitivefeeling (NF) are positively connected with learning outcomes. Socializer is a communication style that is closely correlated to learning outcomes. Conclusion: This study points out that when organizing online collaborative learning, students face challenges in building an intimate and comfortable group atmosphere, while offline learning requires more leadership-quality team members. The findings help educators understand student personalities, help teachers organize learning activities more effectively for better collaborative learning outcomes, and provide students with equal opportunities for learning success.}, language = {en-GB}, - journal = {THE INTERNATIONAL JOURNAL OF DESIGN EDUCATION}, + journal = {International Journal of Design Education}, author = {Das, Mohana and Lau, Newman and Zhang, Wenjing and Tang, Kelly and Leung, Dominic}, + month = sep, + year = {2024}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning}, file = {Das et al. - Comparative Study Exploring Personality- Communication Correlation in Design Students and Its Impact:/Users/jochenhanisch-johannsen/Zotero/storage/G9JSEY2S/Das et al. - Comparative Study Exploring Personality- Communication Correlation in Design Students and Its Impact.pdf:application/pdf}, } @@ -5373,23 +5385,28 @@ Conclusion: This study points out that when organizing online collaborative lear file = {Mao et al. - 2025 - Capturing patterns of argumentation elements, encountered challenges, and social regulation in colla:/Users/jochenhanisch-johannsen/Zotero/storage/6ZWKKWDZ/Mao et al. - 2025 - Capturing patterns of argumentation elements, encountered challenges, and social regulation in colla.pdf:application/pdf}, } -@article{ngugi_development_nodate, +@article{ngugi_development_2025, title = {Development of a {Digi}-{Face} {Cross}-{Platform} {Mobile} {App} for {Online} {Teaching}, {Learning}, and {Research}: {A} {Case} {Study} of {African} {Higher} {Education} {Communities}}, volume = {5}, abstract = {This project report examines the design, development, and implementation of a cross-platform mobile application designed to enhance online teaching, learning, and research within African higher education communities. The project builds on the existing Digi-Face platform, which is a foundational tool for online education, particularly for Centers of Excellence in East Africa. Although the Digi-Face website connects these centers effectively, it lacks a dedicated mobile application, creating barriers to seamless access to online and offline educational resources. This gap limits the platform’s ability to offer an integrated, user-friendly interface that fosters collaboration and enhances engagement.}, language = {en-GB}, number = {1}, + journal = {Journal of Information and Technology}, author = {Ngugi, Dr Jonathan and Janyan, Pawala}, + year = {2025}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning}, + pages = {1--15}, file = {Ngugi und Janyan - Development of a Digi-Face Cross-Platform Mobile App for Online Teaching, Learning, and Research A:/Users/jochenhanisch-johannsen/Zotero/storage/6XKYPGG8/Ngugi und Janyan - Development of a Digi-Face Cross-Platform Mobile App for Online Teaching, Learning, and Research A.pdf:application/pdf}, } -@article{sterman_system_nodate, +@article{sterman_system_2002, title = {System dynamics: systems thinking and modeling for a complex world}, abstract = {Today s problems often arise as unintended consequences of yesterday s solutions. Social systems often suffer from policy resistance, the tendency for well-intentioned interventions to be defeated by the response of the system to the intervention itself. The field of system dynamics, created at MIT in the 1950s by Jay Forrester, is designed to help us learn about the structure and dynamics of the complex systems in which we are embedded, design high-leverage policies for sustained improvement, and catalyze successful implementation and change. Drawing on engineering control theory and the modern theory of nonlinear dynamical systems, system dynamics often involves the development of formal models and management flight simulators to capture complex dynamics, and to create an environment for learning and policy design. Unlike pure engineering problems if any exist human systems present unique challenges, including long time horizons, issues that cross disciplinary boundaries, the need to develop reliable models of human behavior, and the great difficulty of experimental testing. Successful change in social systems also requires the active participation of a wide range of people in the modeling and policy design process, people who often lack technical training. In this paper I discuss requirements for the effective use of system dynamics and illustrate with a successful application to a difficult business issue.}, language = {en-GB}, author = {Sterman, John D}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning}, + month = apr, + year = {2002}, + keywords = {\#b:Zeitschriftenartikel:online:learning, Charité:Promotion, Promotion:Literaturanalyse}, file = {Sterman - SYSTEM DYNAMICS SYSTEMS THINKING AND MODELING FOR A COMPLEX WORLD:/Users/jochenhanisch-johannsen/Zotero/storage/V2PJZBMA/Sterman - SYSTEM DYNAMICS SYSTEMS THINKING AND MODELING FOR A COMPLEX WORLD.pdf:application/pdf}, } @@ -6025,12 +6042,16 @@ Conclusion: This study points out that when organizing online collaborative lear file = {Hershkovitz et al. - 2024 - Instructors’ Perceptions of the Use of Learning Analytics for Data-Driven Decision Making:/Users/jochenhanisch-johannsen/Zotero/storage/MYW9GXYZ/Hershkovitz et al. - 2024 - Instructors’ Perceptions of the Use of Learning Analytics for Data-Driven Decision Making.pdf:application/pdf}, } -@article{karimov_ethical_nodate, +@inproceedings{karimov_ethical_2024, title = {Ethical {Considerations} and {Student} {Perceptions} of {Engagement} {Data} in {Learning} {Analytics}}, + url = {https://www.researchgate.net/publication/384499247_Ethical_Considerations_and_Student_Perceptions_of_Engagement_Data_in_Learning_Analytics}, abstract = {The ethical use of engagement data in online education is a growing concern as institutions increasingly rely on learning analytics. This study explores students’ perceptions of engagement data collection and usage by focusing on their attitudes towards privacy and data management. We conducted a survey among students (n=108) who participated in online education to understand their views on data collection practices, privacy concerns, and preferences for data handling. The results demonstrate that while many students are comfortable with their engagement data being used for personal and instructor dashboards, significant concerns remain about privacy, particularly with the collection of facial expressions and chat participation data. Students emphasized the importance of transparency and control over their data and they highlighted the need for clear communication and consent processes. These findings illustrate the necessity for ethical data practices that ensure students feel secure and informed about how their engagement data is utilized.}, language = {en-GB}, + urldate = {2025-07-17}, author = {Karimov, Ayaz and Saarlea, Mirka and Aliyev, Samir and Baker, Ryan}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation, Datenschutz und IT-Sicherheit, Leraning:Analytics}, + month = oct, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation, Datenschutz und IT-Sicherheit, Leraning:Analytics, \#b:Konferenz-Paper:online:learning}, file = {Karimov et al. - Ethical Considerations and Student Perceptions of .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TE3RBQD8/Karimov et al. - Ethical Considerations and Student Perceptions of .pdf:application/pdf}, } @@ -6173,11 +6194,14 @@ Conclusion: This study points out that when organizing online collaborative lear file = {Yan et al. - 2024 - Evidence‐based multimodal learning analytics for f.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C4TKAIHD/Yan et al. - 2024 - Evidence‐based multimodal learning analytics for f.pdf:application/pdf}, } -@inproceedings{tzimas_literature_nodate, +@inproceedings{tzimas_literature_2023, title = {A {Literature} {Review} of {Experimental} {Studies} in {Learning} {Analytics}}, abstract = {The purpose of this literature review is threefold: (a) to conduct a critical review of the published scientific literature on Learning Analytics (LA), (b) to identify current trends, gaps, and research questions in the field, and (c) to summarize the existing empirical evidence of the LA adoption. From a sample of 390 articles, 118 were included in the review after searching online bibliographic databases. The selected empirical evidence articles were examined for their research questions, stakeholders, and limitations using qualitative content analysis. The results demonstrated that LA is an interdisciplinary field and that developing efficient techniques is a new research challenge for the educational community. This study discusses the results of defining and analyzing five conceptual dimensions: the object of analysis, technology, objectives, stakeholders, and ethics. It provides guidelines from the literature for scholars, faculty, course designers, researchers, and other educational stakeholders interested in developing responsible, efficient, and pedagogical LA approaches.}, language = {en-GB}, + booktitle = {Proceedings of the 13th {Pan}-{Hellenic} and {International} {Conference} “{ICT} in {Education}”}, author = {Tzimas, Dimitrios and Demetriadis, Stavros}, + month = oct, + year = {2023}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Weiterführung, Datenschutz und IT-Sicherheit, Leraning:Analytics, \#b:Konferenz-Paper:online:learning}, file = {Tzimas und Demetriadis - A Literature Review of Experimental Studies in Lea.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PQLKMFMX/Tzimas und Demetriadis - A Literature Review of Experimental Studies in Lea.pdf:application/pdf}, } @@ -6357,7 +6381,7 @@ Conclusion: This study points out that when organizing online collaborative lear file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/B2B7LILY/Wiley et al. - 2024 - A human-centred learning analytics approach for developing contextually scalable K-12 teacher dashbo.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/JKGX5ETQ/bjet.html:text/html}, } -@article{poquet_shared_nodate, +@article{poquet_shared_2024, title = {A shared lens around sensemaking in learning analytics: {What} activity theory, definition of a situation and affordances can offer}, volume = {n/a}, issn = {1467-8535}, @@ -6370,8 +6394,10 @@ Conclusion: This study points out that when organizing online collaborative lear urldate = {2024-05-14}, journal = {British Journal of Educational Technology}, author = {Poquet, Oleksandra}, + year = {2024}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13435}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Leraning:Analytics, activity theory, definition of a situation, ecological perception theory, information elaboration, learning analytics, sensemaking}, + pages = {1--21}, file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/WSSG8EPJ/Poquet - A shared lens around sensemaking in learning analy.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/YHA9LWTU/bjet.html:text/html}, } @@ -6492,16 +6518,20 @@ Conclusion: This study points out that when organizing online collaborative lear language = {en-GB}, author = {Chen, John and Wilensky, Uri}, year = {2023}, - keywords = {\#b:Zeitschriftenartikel:online:learning, ⛔ No DOI found, Charité:Promotion, Leraning:Analytics, Promotion:Literaturanalyse}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, ⛔ No DOI found, Leraning:Analytics}, file = {Chen und Wilensky - Measuring Young Learners’ Open-ended Agent-based P.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EWNKIDDH/Chen und Wilensky - Measuring Young Learners’ Open-ended Agent-based P.pdf:application/pdf}, } -@article{kaliisa_using_nodate, +@inproceedings{kaliisa_using_2023, title = {Using {Learning} {Analytics} to {Assess} the {Intended} and {Enacted} {Learning} {Design}: {An} {Epistemic} {Network} {Analysis} {Approach}}, + url = {https://www.researchgate.net/publication/370024046_Using_Learning_Analytics_to_Assess_the_Intended_and_Enacted_Learning_Design_An_Epistemic_Network_Analysis_Approach}, abstract = {This paper explores the potential of using learning analytics (LA) to provide context for the interpretation of the intended and enacted learning design. We use Epistemic Network Analysis (ENA) to analyze and visualize students' learning patterns enacted across seven asynchronous online discussions conducted in a semester-long undergraduate course and how they relate to the course’s learning objectives. The findings showed connections between the design of each week’s tasks and the epistemic and social connections made by the students. The implications of the findings are for designing activities that promote student engagement and productive knowledge-building discourse in computer-supported collaborative learning (CSCL) environments.}, language = {en-GB}, + urldate = {2025-07-17}, author = {Kaliisa, Rogers and Scianna, Jennifer and Mørch, Anders I and Kluge, Anders}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, ⛔ No DOI found, Leraning:Analytics}, + month = apr, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Leraning:Analytics, \#b:Konferenz-Paper:online:learning}, file = {Kaliisa et al. - Using Learning Analytics to Assess the Intended an.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3HMQM975/Kaliisa et al. - Using Learning Analytics to Assess the Intended an.pdf:application/pdf}, } @@ -6684,7 +6714,7 @@ Conclusions The IRS-RBLO model has shown its significant difference in research author = {Ravyse, Werner and Laato, Samuli and Luimula, Mika}, month = jun, year = {2024}, - keywords = {\#b:Konferenz-Paper:online:learning, Charité:Promotion, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU5, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:5, Technologieintegration}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU5, \#b:Konferenz-Paper:online:learning}, file = {Ravyse et al. - 2024 - CONTACT TEACHING VERSUS 3D COLLABORATIVE ONLINE VI.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VJTHBTYV/Ravyse et al. - 2024 - CONTACT TEACHING VERSUS 3D COLLABORATIVE ONLINE VI.pdf:application/pdf}, } @@ -6696,7 +6726,7 @@ Conclusions The IRS-RBLO model has shown its significant difference in research author = {Maula, Arini Rusydal and Wahyuningsih, Sri}, month = jun, year = {2024}, - keywords = {\#b:Konferenz-Paper:online:learning, Charité:Promotion, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Argumentation, Promotion:FU2a, Promotion:Literaturanalyse, Promotion:Relevanz:4, Technologieintegration}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:FU2a, Promotion:Argumentation, Promotion:Relevanz:4, \#b:Konferenz-Paper:online:learning}, file = {Maula und Wahyuningsih - Enhancing English Proficiency Through Textual Str.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z4IJP653/Maula und Wahyuningsih - Enhancing English Proficiency Through Textual Str.pdf:application/pdf}, } @@ -6716,7 +6746,7 @@ Conclusions The IRS-RBLO model has shown its significant difference in research month = mar, year = {2024}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13460}, - keywords = {\#b:Zeitschriftenartikel:online:learning, AI, AIEd, artificial intelligence, Charité:Promotion, education, English foreign language, English language learning, English language teaching, GenAI, generative AI, Promotion:01-02, Promotion:Literaturanalyse}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Promotion:01-02, education, AI, AIEd, artificial intelligence, English foreign language, English language learning, English language teaching, GenAI, generative AI}, pages = {1--27}, file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/2UPIL6JI/Crompton et al. - AI and English language teaching Affordances and .pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/74S3TFFA/bjet.html:text/html}, } @@ -6773,7 +6803,7 @@ Conclusions The IRS-RBLO model has shown its significant difference in research author = {Koh, Elizabeth and Jonathan, Christin and Lim, Fei Victor and Kadir, Munirah and Tan, Jennifer Pei-Ling}, month = oct, year = {2023}, - keywords = {\#b:Konfernez-Paper:online:learning, Charité:Promotion, Kollaboratives Lernen, Lehr- und Lerneffektivität, Leraning:Analytics, Promotion:FU2a, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:4, Technologieintegration}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:FU2a, Promotion:Relevanz:4, Leraning:Analytics, \#b:Konfernez-Paper:online:learning}, pages = {233--236}, file = {Koh et al. - 2023 - Value and Challenges in Using a Collaborative Crit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3U2DXPVE/Koh et al. - 2023 - Value and Challenges in Using a Collaborative Crit.pdf:application/pdf}, } @@ -6788,11 +6818,16 @@ Conclusions The IRS-RBLO model has shown its significant difference in research file = {Kusriani und Dewi - 2024 - THE NEEDS FOR TEACHING MEDIA DEVELOPMENT PHYSICAL .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BCUCVWHM/Kusriani und Dewi - 2024 - THE NEEDS FOR TEACHING MEDIA DEVELOPMENT PHYSICAL .pdf:application/pdf}, } -@article{xavier_konstrukt_nodate, +@article{xavier_konstrukt_2024, title = {Das {Konstrukt} körperbezogene {Selbstbestimmung}}, + volume = {12}, abstract = {Self-determination is considered a central aspect of individual wellbeing and motivational behavior. Particularly in times of digitalization and the associated rapid development in teaching-learning settings, it becomes apparent that previous didactic approaches have primarily focused on cognitive processes, while the body has been treated more marginally. This paper aims to highlight the previously neglected importance of body-relatedness as an integral component of selfdetermination in teaching-learning processes and to embed it in a construct for body-related self-determination.}, language = {de-DE}, + number = {12}, + journal = {Journal für allgemeine Didaktik}, author = {Xavier, Charlotte}, + year = {2024}, + pages = {15--36}, file = {Xavier - Das Konstrukt körperbezogene Selbstbestimmung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IBN7G5V4/Xavier - Das Konstrukt körperbezogene Selbstbestimmung.pdf:application/pdf}, } @@ -6869,15 +6904,6 @@ Conclusions The IRS-RBLO model has shown its significant difference in research file = {Xia et al. - 2024 - Improvisation and strategy lessons learned from s.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6UVRFHYC/Xia et al. - 2024 - Improvisation and strategy lessons learned from s.pdf:application/pdf}, } -@article{rochner_konzeption_nodate, - title = {Konzeption und {Durchführung} eines {Programmierkurses} für {Mädchen} anhand des {Child}-{Centered}-{Learning} {Ansatzes}}, - abstract = {This bachelor thesis focuses on the conception and implementation of a programming course for girls, applying the Child-Centered Learning approach. In an increasingly digitalized world, it is crucial to introduce girls to the IT field early and to nourish their interest in IT to reduce gender disparities and address the shortage of skilled professionals in the IT industry. The course was specifically designed to cater to the individual needs and interests of girls, enhancing their creativity, confidence, and technical skills.}, - language = {de-DE}, - author = {Rochner, Lea-Sophie}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning}, - file = {Rochner - Konzeption und Durchführung eines Programmierkurse.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/87NL4H6N/Rochner - Konzeption und Durchführung eines Programmierkurse.pdf:application/pdf}, -} - @incollection{meier_forderung_2023, address = {Wiesbaden}, title = {Förderung von digitalisierungsbezogenen {Kompetenzen} von angehenden {Physiklehrkräften} mit dem {SQD}-{Modell} im {Projekt} {DiKoLeP}}, @@ -10876,7 +10902,7 @@ Series Title: FOM-Edition}, editor = {Straub, Jürgen and Plontke, Sandra and Ruppel, Paul Sebastian and Frey, Birgit and Mehrabi, Flora and Ricken, Judith}, year = {2020}, doi = {10.1007/978-3-658-30828-5_19}, - keywords = {\#8:Buchteil:blended:learning, Bildung, Charité:Promotion, Multimedia, Promotion:Literaturanalyse}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning}, pages = {225--238}, file = {Tausch und Kluge - 2020 - Blended Learning – Arbeits- und Organisationspsych.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VQ2VY46P/Tausch und Kluge - 2020 - Blended Learning – Arbeits- und Organisationspsych.pdf:application/pdf}, } @@ -12619,12 +12645,16 @@ Publisher: Gesellschaft für Informatik e.V.}, file = {Eickhoff - 2023 - Didaktische Gestaltung von MOOCs Forschungsstand .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6EKHSR7Q/Eickhoff - 2023 - Didaktische Gestaltung von MOOCs Forschungsstand .pdf:application/pdf}, } -@article{sosdorf_kompetenzen_nodate, - title = {Kompetenzen in einer {Kultur} der {Digitalität}. {Brauchen} wir generalistische {Kompetenzmodelle}?}, +@article{sosdorf_kompetenzen_2023, + series = {Jahrbuch {Medienpädagogik} 19}, + title = {Kompetenzen in einer {Kultur} der {Digitalität}: {Brauchen} wir generalistische {Kompetenzmodelle}?}, abstract = {Digital literacy frameworks are subject to regular updates and enhancements as technologies evolve. Many continue to refer to original models of media education and yet, against the background of a culture of digitality, some gaps still seem to be poorly illuminated: When digital literacy frameworks are linked to ideas about the culture of digitality (Stalder 2016), three dimensions that seem to be missing from previous literacy frameworks push into view. How and where these three dimensions «transformation», «attitude» and «simultaneity» can be integrated in order to unfold the greatest possible benefit for the media literacy debate, but also how people can develop the associated, overarching and less tangible competencies, is placed at the centre of this article. In doing so, it becomes clear that all three dimensions can serve as basic foils to enable the development of competencies for a simultaneously analogue and digital everyday life from this perspective. In this context, the determination, development and internalization of one’s own life values in the course of lifelong learning play an essential role.}, language = {de-DE}, + journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung}, author = {Soßdorf, Anna}, + year = {2023}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, ⛔ No DOI found}, + pages = {257--280}, file = {Soßdorf - Kompetenzen in einer Kultur der Digitalität. Brauc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HY64K8TL/Soßdorf - Kompetenzen in einer Kultur der Digitalität. Brauc.pdf:application/pdf;Soßdorf - Kompetenzen in einer Kultur der Digitalität. Brauc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3A9PGFJ9/Soßdorf - Kompetenzen in einer Kultur der Digitalität. Brauc.pdf:application/pdf}, } @@ -13089,16 +13119,22 @@ Publisher: Springer Berlin Heidelberg}, file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/89XZWQ5B/Hemkens - 2021 - Nutzenbewertung digitaler Gesundheitsanwendungen –.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/922ID22G/s00103-021-03413-x.html:text/html}, } -@article{olaf_open_nodate, +@article{olaf_open_2022, title = {Open {Educational} {Resources} ({OER}) in university continuing {educationOpen} {Educational} {Resources} ({OER}) in der wissenschaftlichen {Weiterbildung}}, + volume = {17}, url = {https://zfhe.at/index.php/zfhe/article/view/1507}, doi = {10/gp6jmv}, abstract = {While most work on open educational resources (OER) is in the field of general higher education, this paper approaches the topic from the perspective of university continuing education. First, free educational materials (OER) differ conceptually from digital educational resources in general by their various Creative Commons licenses. One challenge for continuing education providers and training staff is selecting high-quality materials. Therefore, both the quality dimensions for digital learning materials and the difficulties in the practical implementation of quality assurance are discussed. Continuing education institutions operate in a market in which the ownership or copyright of learning materials, which are often very costintensive to develop, is seen as a competitive advantage. There is a tendency not to publish learning materials as OER. In the context of this tension, this paper presents a project within the framework of an individual case study, in which OER in continuing education are being created for the OER portal of Lower Saxony, which is currently under development.}, language = {de-DE}, + number = {1}, urldate = {2022-05-20}, + journal = {Zeitschrift für Hochschulentwicklung}, author = {Olaf, Zawacki-Richter and Wolfgang, Müskens and Nadine, Dembski and Sonja, Lübben}, + month = mar, + year = {2022}, note = {Publisher: Verlag der Technischen Universität Graz \& Verein Forum neue Medien in der Lehre Austria}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning}, + keywords = {\#0:Zeitschriftenartikel:digital:learning, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {233--257}, file = {Olaf et al. - Open Educational Resources (OER) in university con.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U89PB3LA/Olaf et al. - Open Educational Resources (OER) in university con.pdf:application/pdf}, } @@ -13466,10 +13502,13 @@ Conclusions: Our findings suggest that offline digital education is as effective file = {Susman, Krista - 2022 - Die Psychologie des virtuellen Raums. Begegnungsfö.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NC546GFT/Susman, Krista - 2022 - Die Psychologie des virtuellen Raums. Begegnungsfö.pdf:application/pdf}, } -@article{juster_entbettung_nodate, +@incollection{juster_entbettung_2006, title = {Die {Entbettung} beruflicher {Aus}- und {Weiterbildung} – {Zur} digitalen {Transformation} des {Corporate} {Learning}}, language = {de-DE}, + booktitle = {Hybride {Arbeitsgestaltung}: {Herausforderungen} und {Chancen}}, author = {Jüster, Markus and Mueller, Andreas}, + month = oct, + year = {2006}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning}, pages = {40}, file = {Jüster und Mueller - Die Entbettung beruflicher Aus- und Weiterbildung .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7R2LRTQD/Jüster und Mueller - Die Entbettung beruflicher Aus- und Weiterbildung .pdf:application/pdf}, @@ -14083,16 +14122,19 @@ Conclusions: Our findings suggest that offline digital education is as effective file = {Sahin und Ifenthaler - 2024 - Future Directions of Assessment Analytics.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VHNG39XU/Sahin und Ifenthaler - 2024 - Future Directions of Assessment Analytics.pdf:application/pdf}, } -@incollection{dicke_roots_nodate, +@incollection{dicke_roots_2024, title = {"{Roots} and {Wings}" – {Projektarbeit} im {Kunstunterricht} zur ästhetischen {Persönlichkeitsbildung} in der {Postdigitalität}}, isbn = {978-3-7815-6073-4 978-3-7815-2619-8}, url = {http://nbn-resolving.de/urn:nbn:de:0111-pedocs-289512}, abstract = {Ressourcenorientierte Erziehung, die Kindern und Jugendliche nach einem berühmten Aphorismus ‚Wurzeln und Flügel‘ verleiht, nimmt statt der Defizite die Ressourcen in den Blick, um Kinder und Jugendliche zu stärken und in ihrer Entwicklung zu fördern. Potential- und Ressourcenorientierung in der Schule benötigen eine inklusive Didaktik, die die Individualität aller Schülerinnen und Schüler akzeptiert, adaptiven und binnendifferenzierten Unterricht realisiert und Gemeinsamkeiten durch Kollaboration und Kooperation herstellt. Wie dem Anspruch auf Persönlichkeitsbildung fachdidaktisch begegnet werden kann, soll in diesem Beitrag anhand eines Beispiels einer Projektarbeit im Kunstunterricht der Sekundarstufe 1 nachgegangen werden. Im Mittelpunkt des Projekts „Roots and Wings – Kinder finden in sich eine grenzenlose Welt und schaffen sich ihr eigenes Paradies“ stand folgende Aufgabe: „Stelle Dir vor, dass das Leben auf der Erde ein Paradies ist. Wie lebst du dann? Wie sieht dein Umfeld aus? Was gibt dir Sicherheit? Was inspiriert dich?“ Mit ihr setzten sich die Jugendlichen zuerst zeichnerisch in Einzelarbeit auseinander und bauten kollaborativ 3D-Szenerien aus Abfallmaterial, in denen sie Stop-Motion-Animationen1 entwickelten. Die qualitativ-inhaltsanalytische Auswertung der kurzen Videostatements der Kollektive ergab, dass sich die Schülerinnen und Schüler ihrer Lernfortschritte und der Entfaltung individueller Potentiale bewusst waren. Kunstunterricht kann durch eigenständige Projektarbeit im Kollektiv wichtige Ressourcen bereitstellen, die für die Identitäts- und Persönlichkeitsentwicklung grundlegend sind. (DIPF/Orig.)}, language = {de-DE}, urldate = {2024-05-14}, + booktitle = {Persönlichkeitsbildung in {Zeiten} von {Digitalisierung}}, publisher = {pedocs}, author = {Dicke, Nikola}, + year = {2024}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, Digitalisierung, Digitalization, \#0:Buchteil:digital:learning, Humanistic pedagogics, Project, Projects (Learning Activities), Inclusion, Inklusion, Kompetenzentwicklung, Skill development, Heterogeneity, Heterogenität, Aesthetic education, Art education, Ästhetische Bildung, Humanistische Pädagogik, Humanistische Psychologie, Kunstunterricht, Personality development, Persönlichkeitsbildung, Project method, Projektmethode, Ressourcenorientierung}, + pages = {155--167}, file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/CSGICG93/Dicke - Roots and Wings – Projektarbeit im Kunstunterric.pdf:application/pdf}, } @@ -16532,12 +16574,16 @@ Series Title: Techno:Phil – Aktuelle Herausforderungen der Technikphilosophie} file = {Dvorecký et al. - Innovative Ansätze und Technologien in Sprachunter.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R3GTJSFH/Dvorecký et al. - Innovative Ansätze und Technologien in Sprachunter.pdf:application/pdf}, } -@incollection{maria_kompetenz_nodate, +@inproceedings{maria_kompetenz_2023, title = {Kompetenz des {Verlernens}}, + url = {https://www.researchgate.net/publication/373639270_Auf_dem_Weg_zu_einer_Kompetenz_des_Verlernens_Offentliche_Verwaltung_fur_die_Digitalisierung_starken}, abstract = {Im Zuge der Digitalisierung stehen Mitarbeiter:innen der öffentlichen Verwaltung vor großen Herausforderungen. Insbesondere die beschleunigte Produktion von Wissen und dessen immer geringere Halbwertszeit erfordern Anpassungen im gewohnten Arbeitsstil und im Umgang mit neuen Aufgaben und Technologien. Das geforderte Kompetenzprofil wandelt sich: Altes Wissen und bestehende Herangehensweisen sind teils nicht mehr nützlich und müssen verlernt werden. Dazu haben wir eine vorläufige Definition für eine Kompetenz des Verlernens formuliert, bestehende E-Government-Kompetenzmodelle in Bezug auf Verlernen analysiert, Interviews mit sechs Verwaltungsmitarbeiter:innen geführt und die Kompetenzdefinition final angepasst. Zusätzlich haben wir Handlungsempfehlungen formuliert, wie Verwaltungsmitarbeiter:innen praktisch eine Verlernkompetenz entwickeln können. Damit unterstützen wir die Gestaltung von Aus- und Weiterbildungsprogrammen und bieten eine Ergänzung bestehender Kompetenzmodelle.}, language = {de-DE}, + urldate = {2025-07-17}, author = {Maria, Marco Di and Bierschwale, Daniel and Steuck, Paul-Ferdinand and Knackstedt, Ralf}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie}, + month = oct, + year = {2023}, + keywords = {\#6:Konferenz-Paper:Bildung:Technologie, Charité:Promotion, Promotion:Literaturanalyse}, file = {Maria et al. - Kompetenz des Verlernens.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E6R8ZPV2/Maria et al. - Kompetenz des Verlernens.pdf:application/pdf}, } @@ -16557,12 +16603,15 @@ Series Title: Techno:Phil – Aktuelle Herausforderungen der Technikphilosophie} file = {Florstedt - 2023 - Informationsvermittlung und -verarbeitung für Lern.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QQS3ZD85/Florstedt - 2023 - Informationsvermittlung und -verarbeitung für Lern.pdf:application/pdf}, } -@book{bruggemann_edtech-index_nodate, +@book{bruggemann_edtech-index_2023, series = {Karlsruher {Beiträge} zur Ökonomischen {Bildung}}, title = {Der {EdTech}-{Index} ({ETX}) - {Beurteilungskriterien} digitaler {Bildungsmaßnahmen} am {Beispiel} der {Beruflichen} {Orientierung}}, abstract = {Der Megatrend Digitalisierung hat sowohl den Bildungsbereich als auch die Arbeitswelt verändert. Bildungseinrichtungen wie z.B. Schulen stehen vor der Herausforderung, mit digitalen Arbeitsformen und auch Lern- und Lehrangeboten umzugehen. Bildungstechnologie (Educational Technologie oder kurz EdTech) wird dabei als Chance wahrgenommen, die sowohl die digitalen als auch die domänenspezifischen Kompetenzen der Lernenden fördern können. Gerade im Bereich der Beruflichen Orientierung sind unüberschaubar viele digitale Bildungsangebote im EdTech-Bereich entstanden. Diese Angebote unterliegen oft keiner Qualitätssicherung bzw. wissenschaftsorientierten Begründung. Aus diesem Grund ist es erforderlich, dass Maßnahmen der digitalen Beruflichen Orientierung gesichtet, systematisiert sowie anhand von Qualitätskriterien beurteilt werden. Der Beitrag gibt einen Überblick über den Bildungstechnologiemarkt sowie ein Verständnis von adäquaten Qualitätsmerkmalen, die bei einer Bewertung eines digitalen Bildungsangebotes herangezogen werden können. Er geht der Frage nach, nach welchen Qualitätskriterien die Bildungstechnologie (EdTech) im Bereich der Beruflichen Orientierung beurteilt werden kann.}, language = {de-DE}, + number = {Beitrag Nr. 3}, author = {Brüggemann, Tim and Wiepcke, Claudia}, + month = may, + year = {2023}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, Digitale Bildung, \#6:Buch:Bildung:Technologie}, file = {Brüggemann und Wiepcke - Der EdTech-Index (ETX) - Beurteilungskriterien dig.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MIGSS8WZ/Brüggemann und Wiepcke - Der EdTech-Index (ETX) - Beurteilungskriterien dig.pdf:application/pdf}, } @@ -18487,20 +18536,27 @@ Conclusions: This comprehensive investigation into the current state of CSD stud file = {Roß und Nickel - 2022 - Selbstgesteuertes Lernen in digitalen Lehr-Lernarr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B57RLLAU/Roß und Nickel - 2022 - Selbstgesteuertes Lernen in digitalen Lehr-Lernarr.pdf:application/pdf}, } -@article{fischer_studienergebnisse_nodate, +@article{fischer_studienergebnisse_2024, title = {Studienergebnisse zum {Einsatz} von {Tablets} ({iPads}) u.a. digitalen {Medien} im {Unterricht} – {Ein} Überblick}, language = {de-DE}, - author = {Fischer, Dr Stefan and Nörpel, Thomas}, + author = {Fischer, Stefan and Nörpel, Thomas}, + month = may, + year = {2024}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU5}, file = {Fischer und Nörpel - Studienergebnisse zum Einsatz von Tablets (iPads) .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2QLHVKUA/Fischer und Nörpel - Studienergebnisse zum Einsatz von Tablets (iPads) .pdf:application/pdf}, } -@article{dindas_social_nodate, +@article{dindas_social_2024, title = {Social {Presence}: {Der} {Schlüssel} zu effektiverem {Lernen} in der virtuellen {Präsenzlehre}? Überlegungen zur virtuellen {Körperlichkeit} in digitalen {Lehr}- und {Lernsettings}}, + volume = {12}, abstract = {The dynamic developments in (higher) education, further accelerated by the challenges of the COVID-19 pandemic, have highlighted the necessity of reevaluating the role of physicality in the educational context, especially concerning virtual learning environments. This paper explores the significance of physicality and social presence in higher education and offers interpretations of virtual physicality that can be practically implemented and made relevant for learning. The focus is on the role of social presence, which enables enables a sense of community and interaction in digital teaching settings despite physical absence. Based on the concepts of embodied cognition and telepresence, the paper discusses how physical distance can be bridged in virtual learning environments. It suggests teaching methods and technologies that promote a strong social presence, thereby creating an effective and inclusive learning environment. In this context, specific examples are presented that illuminate the dynamic interactions between physical and virtual presence and their significance for designing digital teaching and learning settings. This aims to illustrate ways in which a sense of community and interaction can be created in digital learning environments despite physical distance.}, language = {de-DE}, + number = {12}, + journal = {ournal für allgemeine Didaktik}, author = {Dindas, Henrik and Schulte, Frank P}, + year = {2024}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, \#9:Zeitschriftenartikel:digital:lernen}, + pages = {84--108}, file = {Dindas und Schulte - Social Presence Der Schlüssel zu effektiverem Ler.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MGCWPJIQ/Dindas und Schulte - Social Presence Der Schlüssel zu effektiverem Ler.pdf:application/pdf}, } @@ -18738,11 +18794,14 @@ Publisher: Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Ges file = {Krstoski und Schulz - Was Technologien ermöglichen könnten - Zur Bedeutu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZVFHBMIZ/Krstoski und Schulz - Was Technologien ermöglichen könnten - Zur Bedeutu.pdf:application/pdf}, } -@article{stadler-altmann_kommunikation_nodate, +@article{stadler-altmann_kommunikation_2023, title = {Kommunikation, {Konsens} und {Kohäsion} im universitären {Kontext}. {Anmerkungen} zur digitalen {Transformation} der {Medienbeschaffung} und -nutzung}, language = {de-DE}, + journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung}, author = {Stadler-Altmann, Ulrike}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU4b, ⛔ No DOI found}, + year = {2023}, + keywords = {\#7:Zeitschriftenartikel:digital:Medien, ⛔ No DOI found, Charité:Promotion, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4b, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:4, Technologieintegration}, + pages = {1--28}, file = {Stadler-Altmann - Kommunikation, Konsens und Kohäsion im universitär.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A37SEW6Y/Stadler-Altmann - Kommunikation, Konsens und Kohäsion im universitär.pdf:application/pdf}, } @@ -18977,12 +19036,15 @@ Publisher: Hochschule Bonn-Rhein-Sieg}, file = {Peissl, Helmut und Sedlaczek, Andrea - 2022 - Kritische Medienkompetenz vor dem Hintergrund der .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UKJRNRZE/Peissl, Helmut und Sedlaczek, Andrea - 2022 - Kritische Medienkompetenz vor dem Hintergrund der .pdf:application/pdf}, } -@article{siewert_gut_nodate, +@article{siewert_gut_2022, title = {Gut unterrichten mit digitalen {Medien}}, language = {de-DE}, + number = {5}, + journal = {Pädagogik}, author = {Siewert, Jörg}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Promotion:Argumentation, \#7:Zeitschriftenartikel:digital:Medien, Bildung, Multimedia, Promotion:FU3}, - pages = {4}, + year = {2022}, + keywords = {\#7:Zeitschriftenartikel:digital:Medien, Bildung, Charité:Promotion, Forschungsansätze, Lehr- und Lerneffektivität, Multimedia, Promotion:Argumentation, Promotion:FU3, Promotion:Literaturanalyse, Promotion:Relevanz:5, Technologieintegration}, + pages = {6--9}, file = {Siewert - Gut unterrichten mit digitalen Medien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RVDLKTQH/Siewert - Gut unterrichten mit digitalen Medien.pdf:application/pdf}, } @@ -19038,12 +19100,16 @@ Publisher: Hochschule Bonn-Rhein-Sieg}, file = {Steinberg et al. - 2024 - Die (neo-)pragmatische Perspektive der Soziologie der Kritik auf Herrschaft, Macht und Ungleichheit:/Users/jochenhanisch-johannsen/Zotero/storage/BXTZ32D3/Steinberg et al. - 2024 - Die (neo-)pragmatische Perspektive der Soziologie der Kritik auf Herrschaft, Macht und Ungleichheit.pdf:application/pdf}, } -@article{leitgeb_empfehlungen_nodate, +@article{leitgeb_empfehlungen_2024, title = {Empfehlungen für eine evidenzbasierte {Nutzung} von {Künstlicher} {Intelligenz} und {Large} {Language} {Modells} in {Hochschulen}: {Ergebnisse} eines systematischen {Reviews}}, + url = {https://www.researchgate.net/publication/384843569_Empfehlungen_fur_eine_evidenzbasierte_Nutzung_von_Kunstlicher_Intelligenz_und_Large_Language_Models_in_Hochschulen_Ergebnisse_eines_systematischen_Reviews_102024}, abstract = {Deutsch Die Künstliche Intelligenz (KI) und insbesondere Large Language Models (LLMs) haben in den letzten Jahren erheblich an Bedeutung im Bildungssektor gewonnen. Diese Technologien bieten vielfältige Einsatzmöglichkeiten, wie die Personalisierung des Lernens, Effizienzsteigerungen in administrativen Prozessen und die Einführung innovativer Lehrmethoden. Trotz der zahlreichen Potenziale besteht eine Forschungslücke hinsichtlich der konkreten Gestaltung und Implementierung von KI-Systemen in der Hochschulbildung, die sowohl technische Effizienz als auch ethische Standards berücksichtigt. Die vorliegende Arbeit schließt diese Lücke durch eine systematische Literaturanalyse gemäß den PRISMA-Richtlinien, wobei 116 relevante Studien aus den Datenbanken Web of Science, Scopus und Google Scholar ausgewertet wurden.}, language = {de-DE}, - journal = {Open Access}, + urldate = {2025-07-17}, + journal = {phpublico – Fachzeitschrift für Bildung und Erziehung}, author = {Leitgeb, Thomas and Leitgeb, Michael}, + month = oct, + year = {2024}, keywords = {BZPG, Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Promotion:Weiterführung, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU5, Datenschutz und IT-Sicherheit, Promotion:4.3 Datenerhebung}, file = {Leitgeb und Leitgeb - Empfehlungen für eine evidenzbasierte Nutzung von .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BEVKBWC9/Leitgeb und Leitgeb - Empfehlungen für eine evidenzbasierte Nutzung von .pdf:application/pdf}, } @@ -19068,7 +19134,8 @@ Publisher: Medienimpulse}, file = {Barberi et al. - 2024 - Editorial 022024 Ästhetische Medienbildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B926LWHW/Barberi et al. - 2024 - Editorial 022024 Ästhetische Medienbildung.pdf:application/pdf}, } -@article{waldmann_abwerten_nodate, +@article{waldmann_abwerten_2024, + series = {Themenheft}, title = {Abwerten, {Aussortieren}, {Separieren}: {Algorithmische} {Ungleichheit} als neuartiges {Gegenstandsfeld} soziologischer, neomaterialistischer und medienbildungstheoretischer {Positionen}}, issn = {1424-3636, 1424-3636}, abstract = {Due to their irreducible opacity, learning algorithms are regarded as independent actors/performances that can digitally amplify existing social inequalities, create new barriers in technologized social orders or shift boundaries that restrict access to social resources. The article compares the two dominant approaches that critically examine the emergence and effects of these automated mechanisms. Based on the comparison, different reflexive implications and a diffractive reading of media education theory interventions are finally explored.}, @@ -19076,7 +19143,8 @@ Publisher: Medienimpulse}, number = {61}, journal = {MedienPädagogik Zeitschrift für Theorie und Praxis der Medienbildung}, author = {Waldmann, Maximilian}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Promotion:Relevanz:5, Systemanpassung, Bildungstheorien, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU5, Datenschutz und IT-Sicherheit, Emergente Systeme}, + year = {2024}, + keywords = {\#7:Zeitschriftenartikel:digital:Medien, Bildungstheorien, Charité:Promotion, Datenschutz und IT-Sicherheit, Emergente Systeme, Promotion:FU5, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:5, Systemanpassung}, file = {[No title found].pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HNF7DS5W/[No title found].pdf:application/pdf}, } @@ -19985,12 +20053,18 @@ Publisher: Gesellschaft für Informatik e.V.}, file = {Kasakowskij und Haake - 2025 - Supporting a bidirectional feedback process for self-assessment tasks in a digital learning environm:/Users/jochenhanisch-johannsen/Zotero/storage/FSXEGMZ4/Kasakowskij und Haake - 2025 - Supporting a bidirectional feedback process for self-assessment tasks in a digital learning environm.pdf:application/pdf}, } -@article{engert_effectiveness_nodate, +@article{engert_effectiveness_2025, title = {Effectiveness of {Blended} {Learning} in {Teaching} {Basic} {Practical} {Otorhinolaryngology} {Skills}: {Pan}- demic {Lessons} and {Key} {Influencing} {Factors}}, + volume = {9}, abstract = {The SARS-CoV-2 pandemic brought unprecedented challenges to medical education, particularly in teaching practical skills. These challenges catalyzed the adoption of digital and hybrid teaching methods, reshaping traditional teaching approaches. This study evaluates the effectiveness of blended learning, which integrates digital and in-person instructions, for teaching basic practical otorhinolaryngology examination skills and explores factors influencing its success. During the winter semester of 2020/2021, fourth-year medical students at the University of Wuerzburg participated in a blended learning program comprising a digital course with self-guided practice using examination kits, followed by an on-site course, concluding an objective structured clinical examination (OSCE). Students were divided into cohorts based on whether they received supervised clinical teaching prior to the OSCE. Performance data, along with a comprehensive survey covering demographics, preparation, interest, and self-evaluation, were analyzed to identify key factors impacting outcomes. Results revealed that students who underwent supervised clinical teaching scored significantly higher on the OSCE compared to those in the online-only cohort. Notably, gender disparities were observed, with male students outperforming females; however, this gap was mitigated among students with high self-assessed musical abilities. Additionally, selfevaluation of practical skills strongly correlated with OSCE performance, underscoring its importance in psychomotor skill acquisition. Survey findings highlighted the perceived value of the blended approach, with supervised clinical teaching rated as more beneficial than digital-only methods for mastering handson competencies. This study demonstrates that blended learning is an effective strategy for teaching practical otorhinolaryngology skills, offering significant advantages over online-only approaches. However, its success depends on addressing factors such as gender disparities and promoting extracurricular activities, like music, to enhance manual dexterity and confidence. The findings provide a robust framework for integrating hybrid teaching formats into post-pandemic medical education.}, language = {en-GB}, + number = {2}, + journal = {The Educational Review}, author = {Engert, Jonas and Tecle, Nyat and Spahn, Bjoern and Backhaus, Joy and Henig, Linda and Rak, Kristen and Kraus, Fabian and Scherzad, Agmal and Ickrath, Pascal and Voelker, Johannes and König, Sarah and Hackenberg, Stephan and Kau, Stefan}, + month = mar, + year = {2025}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:FU2b, \#8:Zeitschriftenartikel:blended:learning}, + pages = {154--163}, file = {Engert et al. - Effectiveness of Blended Learning in Teaching Basic Practical Otorhinolaryngology Skills Pan- demic:/Users/jochenhanisch-johannsen/Zotero/storage/RSP3BQBK/Engert et al. - Effectiveness of Blended Learning in Teaching Basic Practical Otorhinolaryngology Skills Pan- demic.pdf:application/pdf}, } @@ -23126,11 +23200,12 @@ CONCLUSION: CVS is a common health concern among medical students. Hence, to inc file = {Krauskopf - 2024 - E-Portfolios als (sozio-)kognitive Werkzeuge im Sp.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MHGXT9VZ/Krauskopf - 2024 - E-Portfolios als (sozio-)kognitive Werkzeuge im Sp.pdf:application/pdf}, } -@book{weber_hochschullernwerkstatten_nodate, +@book{weber_hochschullernwerkstatten_2024, title = {Hochschullernwerkstätten im analogen und digitalen {Raum}. {Perspektiven} auf {Didaktik} und {Forschung} in innovativen {Lernsettings}}, language = {de-DE}, author = {Weber, Nadine [Hrsg ] and Moos, Michelle [Hrsg ] and Kucharz, Diemut [Hrsg ]}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#3:Buch:online:Lernumgebung}, + year = {2024}, + keywords = {\#3:Buch:online:Lernumgebung, Charité:Promotion, Promotion:Literaturanalyse}, file = {Weber et al. - Hochschullernwerkstätten im analogen und digitalen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZZVS2ZG7/Weber et al. - Hochschullernwerkstätten im analogen und digitalen.pdf:application/pdf}, } @@ -23374,7 +23449,7 @@ CONCLUSION: CVS is a common health concern among medical students. Hence, to inc @unpublished{noauthor_exabis_nodate, title = {exabis {ePortfolio} 4.6.5}, language = {de-DE}, - keywords = {Charité:Promotion, E-Portfolio, Promotion:Literaturanalyse}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, E-Portfolio}, file = {exabis ePortfolio 4.6.5.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UJTZYRQE/exabis ePortfolio 4.6.5.pdf:application/pdf}, } @@ -23446,7 +23521,7 @@ Conclusions: The study therefore emphasizes the need for further research, using author = {Bauer, Reinhard and Baumgartner, Peter}, month = aug, year = {2013}, - keywords = {\#5:Buch:e-learning, Bildung, Charité:Promotion, Digitale Bildung, E-Portfolio, Multimedia, Promotion:Literaturanalyse}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, Digitale Bildung, E-Portfolio, \#5:Buch:e-learning}, 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}, } @@ -23483,18 +23558,23 @@ Conclusions: The study therefore emphasizes the need for further research, using file = {Table of Contents PDF:/Users/jochenhanisch-johannsen/Zotero/storage/AMUQIYMW/Rachbauer - 2013 - Das E-Portfolio im Bildungskontext Anforderungen,.pdf:application/pdf}, } -@article{ioanna_menhard_kompetent_nodate, +@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 = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, E-Portfolio}, + 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}, } @@ -23625,7 +23705,7 @@ Conclusions: The study therefore emphasizes the need for further research, using year = {2011}, doi = {10.1007/978-3-531-92722-0_19}, note = {ZSCC: NoCitationData[s0] }, - keywords = {\#6:Buchteil:Bildung:Technologie, Bewertungsmethoden, Bildung, Bildungstheorien, Charité:Promotion, E-Portfolio, FernUni-Hagen:MABM:M6, Forschungsansätze, Lehr- und Lerneffektivität, Lernsystemarchitektur, Multimedia, Promotion:Argumentation, Promotion:FU3, Promotion:Literaturanalyse, Promotion:Relevanz:5, Systemanpassung, Technologieintegration}, + 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}, } @@ -23644,7 +23724,7 @@ Conclusions: The study therefore emphasizes the need for further research, using year = {2011}, doi = {10.1007/978-3-531-92722-0_6}, note = {ZSCC: NoCitationData[s0] }, - keywords = {\#6:Buchteil:Bildung:Technologie, Bildung, Bildungstheorien, Charité:Promotion, E-Portfolio, FernUni-Hagen:MABM:M6, Kollaboratives Lernen, Lehr- und Lerneffektivität, Multimedia, Promotion:FU2a, Promotion:Literaturanalyse, Promotion:Relevanz:4, Promotion:Schlussfolgerung, Systemanpassung, Technologieintegration}, + 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}, } @@ -23690,12 +23770,18 @@ Conclusions: The study therefore emphasizes the need for further research, using file = {Platen et al. - 2003 - Neue Medien in der Bildung – Neue Chancen in der S.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E3DTLZXE/Platen et al. - 2003 - Neue Medien in der Bildung – Neue Chancen in der S.pdf:application/pdf;Platen et al. - Neue Medien in der Bildung – Neue Chancen in der Sportmedizin! spomedial – Sportmedizin interaktiv l:/Users/jochenhanisch-johannsen/Zotero/storage/6IYZA6BG/Platen et al. - Neue Medien in der Bildung – Neue Chancen in der Sportmedizin! spomedial – Sportmedizin interaktiv l.pdf:application/pdf}, } -@article{kuanyshbayevich_use_nodate, +@article{kuanyshbayevich_use_2025, title = {Use {Of} {Collaborative} {Technologies} {In} {Inclusive} {Education}}, + volume = {2}, abstract = {This article examines the role of collaborative technologies in an inclusive learning environment, analyzing their advantages and limitations when working with students of diverse needs. It begins with an overview of the inclusive education concept and universal design for learning principles, followed by a review of modern collaborative tools – Learning Management Systems (LMS), Google Workspace for Education, Microsoft Teams, Padlet, interactive whiteboards, and videoconferencing platforms – and practical examples of their use. The study discusses their capabilities for lesson planning, real-time collaborative project work, teacher-and-peer collaboration, and process individualization. It evaluates the impact of these technologies on student engagement and motivation. The conclusion offers recommendations for developing integrated digital strategies and teacher professional development.}, language = {en-GB}, + number = {3}, + journal = {Jurnal Psikologi}, author = {Kuanyshbayevich, Qodirbergen Bekmuratov}, + month = may, + year = {2025}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:FU5, \#1:Zeitschriftenartikel:learning:management:system}, + pages = {1--8}, file = {Kuanyshbayevich - Use Of Collaborative Technologies In Inclusive Education:/Users/jochenhanisch-johannsen/Zotero/storage/E7BKHDE2/Kuanyshbayevich - Use Of Collaborative Technologies In Inclusive Education.pdf:application/pdf}, } @@ -24592,12 +24678,15 @@ Publisher: transcript : Bielefeld}, file = {Reich und Reich - 2025 - Digitale Didaktik Methoden und Modelle für eine erfolgreiche Praxis:/Users/jochenhanisch-johannsen/Zotero/storage/JWCW2V5W/Reich und Reich - 2025 - Digitale Didaktik Methoden und Modelle für eine erfolgreiche Praxis.pdf:application/pdf}, } -@incollection{hubener_trialogische_nodate, +@incollection{hubener_trialogische_2025, title = {Trialogische {Lehre} in virtuellen studentischen {Lernumgebungen}: {Neue} {Wege} in der {Hochschulausbildung} für die {Soziale} {Arbeit}}, + url = {https://www.pedocs.de/volltexte/2025/33130/pdf/Huebener_Willee_2025_Trialogische_Lehre_in_virtuellen.pdf}, language = {de-DE}, + urldate = {2025-07-17}, booktitle = {Digitalisierung in der {Hochschulbildung} für {Soziale} {Arbeit}}, author = {Hübener, Anne-Friederike and {Ulf-Henning Willée}}, editor = {Hübener, Anne-Friederike and Willée, Ulf-Henning}, + year = {2025}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, \#5:Buchteil:e-learning, E-Learning, Promotion:S05}, pages = {208--225}, file = {Hübener und Willée - Trialogische Lehre in virtuellen studentischen Lernumgebungen Neue Wege in der Hochschulausbildung:/Users/jochenhanisch-johannsen/Zotero/storage/AIEP995X/Hübener und Willée - Trialogische Lehre in virtuellen studentischen Lernumgebungen Neue Wege in der Hochschulausbildung.pdf:application/pdf}, @@ -24623,12 +24712,18 @@ Publisher: transcript : Bielefeld}, file = {Samoila - 2021 - Selbstreflexion mit Hilfe von E-Portfolios.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZENRRPQV/Samoila - 2021 - Selbstreflexion mit Hilfe von E-Portfolios.pdf:application/pdf}, } -@incollection{hemmler_personalisierte_nodate, +@incollection{hemmler_personalisierte_2022, title = {Personalisierte und adaptive {Lernumgebungen} für {Onlineweiterbildungen}}, + url = {https://www.bwl.uni-mannheim.de/news/personalisierte-und-adaptive-lernumgebungen-fuer-online-weiterbildungen/}, abstract = {Advances in educational technology and artificial intelligence (AI) enable the development of personalized and adaptive learning environments. The aim of this chapter is to provide an overview of recent research contributions on personalized and adaptive learning environments and their potentials for online further education. Since research on personalized and adaptive learning environments for online further education is scarce, empirical findings from higher education research are applied to research and practice of online further education. We elaborate which indicators (e. g., cognitive abilities, prior knowledge) reveal important information about learning behavior and should, therefore, be used to predict and specifically support learning processes. Challenges for the development of personalized and adaptive learning environments for online further education are discussed.}, language = {de-DE}, + urldate = {2025-07-17}, + booktitle = {Digitale {Trans}­formation in der {Berufsbildung}. {Konzept}, {Befunde} und {Herausforderungen}}, author = {Hemmler, Yvonne M and Ifenthaler, Dirk}, + month = oct, + year = {2022}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Systemanpassung, Bildungstheorien, Promotion:Argumentation, Datenschutz und IT-Sicherheit, Lernsystemarchitektur, \#3:Buchteil:online:Lernumgebung}, + pages = {145--164}, file = {Hemmler und Ifenthaler - Personalisierte und adaptive Lernumgebungen für On.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/USAUZJK8/Hemmler und Ifenthaler - Personalisierte und adaptive Lernumgebungen für On.pdf:application/pdf}, } @@ -26316,12 +26411,18 @@ Insgesamt betont Heesen die Notwendigkeit, Schüler*innen beizubringen, Informat file = {Ashby - 1978 - Vielfalt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SH6G9JNE/Ashby - 1978 - Vielfalt.pdf:application/pdf}, } -@article{decius_studierenden_nodate, +@incollection{decius_studierenden_2021, title = {Die {Studierenden} im {Mittelpunkt}: {Personale} {Unterschiede} beim informellen und formalen {Lernen} in {Zeiten} virtueller {Lehre}}, + url = {https://www.researchgate.net/publication/355038843_Die_Studierenden_im_Mittelpunkt_Personale_-_Unterschiede_beim_informellen_und_formalen_Lernen_in_Zeiten_virtueller_Lehre}, abstract = {Virtuelle Lehre spielt eine zunehmend wichtigere Rolle in der universitären Ausbildung. Der Fokus der bisherigen Forschung lag dabei jedoch insbesondere auf dem formalen Lernen (das heißt geplantes Lernen in Vorlesungen und Seminaren), während das auch bei Studierenden häufig vorkommende informelle Lernen vernachlässigt wurde (das heißt Lernen durch beispielsweise eigenes Ausprobieren, Feedback und Reflexion). Der vorliegende Beitrag widmet sich der Fragestellung, inwiefern personale Faktoren wie Persönlichkeit, Selbstwirksamkeit und akademisches Selbstkonzept mit dem Lernen in Zeiten virtueller Lehre in Verbindung stehen. Basierend auf deutschlandweit erhobenen Onlinebefragungsdaten von 823 Studierenden diverser Studienfächer wurde ein Strukturgleichungsmodell berechnet, welches formales und informelles Lernen simultan einbezieht. Die Ergebnisse zeigen, dass manche Personenfaktoren (zum Beispiel studienbezogene Selbstwirksamkeit) für beide Lernformen wichtig sind, während andere Personenfaktoren nur mit informellem Lernen (zum Beispiel Extraversion) beziehungsweise mit formalem Lernen (zum Beispiel akademisches Selbstkonzept mit sozialer Bezugsnorm) signifikant zusammenhängen. Die sich ergebenden Implikationen für Lehrende und Studierende an Universitäten sowie für die angewandte Bildungsforschung werden diskutiert.}, language = {de-DE}, + urldate = {2025-07-17}, + booktitle = {Hochschule auf {Abstand}: {Ein} multiperspektivischer {Zugang} zur digitalen {Lehre}}, author = {Decius, Julian and Dannowsky, Janika and Schaper, Niclas}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU5, Bildung, \#a:Zeitschriftenartikel:online:lernen}, + month = sep, + year = {2021}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU5, Bildung, \#a:Buchteil:online:lernen}, + pages = {89--113}, file = {Decius et al. - Die Studierenden im Mittelpunkt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2USAERF3/Decius et al. - Die Studierenden im Mittelpunkt.pdf:application/pdf}, } @@ -27778,9 +27879,14 @@ Förderlicher Unterricht und die Einbeziehung der Digitalisierung in lernenden S file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/48PAUINK/858-Artikeltext-3232-1-10-20201202.pdf:application/pdf}, } -@incollection{noauthor_bildungsmanagement_nodate, - title = {Bildungsmanagement als {Blended}-{Learning}-{Kurs} in der {U} {niversWitsausbild} ung}, +@incollection{euler_bildungsmanagement_2004, + title = {Bildungsmanagement als {Blended}-{Learning}-{Kurs} in der {Universitätssausbildung}}, + abstract = {Der Beitrag stellt am Beispiel eines Kurses zum Thema "Bildungsmanagement" die Potentiale eines Blended-Leaming-Ansatzes dar. Fur den Kurs wurde eine multimediale Fallstudie entwickelt, die innerhalb des Gesamtkonzepts die Auseinandersetzung mit den fachlichen Themen einleiten und intensivieren soil. Dabei wurde darauf geachtet, die didaktischen Mehrwerte eines solchen Mediums auszuschOpfen. Daruber hinaus wurden Diskussionsforen integriert, die mit bestimmten Anreizen verbunden sind. Das Konzept wurde im Sommersemester 2003 erstmals erprobt und evaluiert. Es zeigte sich, dass die neuen Lemumgebungen eine Erweiterung des methodischen Potentials der universitaren Lehre bieten, von denen die Studierenden in unterschiedlichem MaBe profitieren. Neben positiven Befunden konnten die Grenzen des Konzeptes ausgelotet werden.}, + booktitle = {Virtuelle {Personalentwicklung}}, + author = {Euler, Dieter}, + year = {2004}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#8:Buchteil:blended:learning}, + pages = {159--182}, file = {978-3-322-81837-9_8.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VDLHEHP7/978-3-322-81837-9_8.pdf:application/pdf}, } @@ -29180,7 +29286,7 @@ Conclusions The described BL-module proved to be suitable to bring casebased lea author = {Hanisch, Jochen}, year = {2017}, note = {OCLC: 1199785132}, - keywords = {\#1:Buch:learning:management:system, Bildung, Charité:Promotion, Multimedia, Promotion:04-03:3.2, Promotion:Kerngedanke, Promotion:Literaturanalyse}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Bildung, Multimedia, Promotion:04-03:3.2, \#1:Buch:learning:management:system}, } @article{pargmann_electronic_2024, @@ -30207,19 +30313,24 @@ Conclusion: Medical education institutions in LMICs need to adopt programs to en file = {Kundmüller-Bianchini und Besgen - 2023 - Digitale Lernangebote schaffen – von der Teaching .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZGA6W8GG/Kundmüller-Bianchini und Besgen - 2023 - Digitale Lernangebote schaffen – von der Teaching .pdf:application/pdf}, } -@incollection{hafele_e-learning_nodate, +@incollection{hafele_e-learning_2002, title = {E-{Learning} {Standards} aus didaktischer {Perspektive}}, language = {de-DE}, + booktitle = {Campus2002:{DievirtuelleHochschuleinder} {Konsolidierungsphase}}, author = {Häfele, H and Maier-Häfele, K}, + year = {2002}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning}, + pages = {277--286}, file = {Häfele und Maier-Häfele - E-Learning Standards aus didaktischer Perspektive.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SPUJ2WPN/Häfele und Maier-Häfele - E-Learning Standards aus didaktischer Perspektive.pdf:application/pdf}, } -@incollection{kupper_einsatz_nodate, +@incollection{kupper_einsatz_2004, title = {Einsatz und {Erfolg} virtueller {Personalentwicklung} mittels e-{Learning}. {Empirische} {Analyse} ihrer {Abhangigkeit} von der {U} nternehmensgrofie}, abstract = {In Zeiten okonomischer Schwache bieten neue Informations- und Kommunikationstechnologien die Moglichkeit zu Kosteneinsparungen insbesondere auch im Bereich der Personalentwicklung. Bisherige Arbeiten zum Einsatz elektronischer Medien haben sowohl groBe wie mittelstandische Unternehmen untersucht. ledoch hat keine der Studien explizit die Unterschiede zwischen diesen Gruppen analysiert. Diese Lucke schlieBt dieser Beitrag. Dabei kann gezeigt werden, dass groBe und mittelstandische Unternehmen sich nicht nur bezuglich der Nutzung virtueller Lernformen erheblich unterscheiden. Dariiber hinaus lassen sich auch deutliche Unterschiede im Hinblick auf den Entstehungsprozess der virtuellen SchulungsmaBnahmen, aber auch hinsichtlich der Wahrnehmung des Erfolges sowie der Einflussfaktoren auf den Erfolg erkennen.}, language = {de-DE}, + booktitle = {Virtuelle {Personalentwicklung}}, author = {Kupper, Claudia and Munchen, Ludwig-Maximilians-Universitat}, + year = {2004}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning}, file = {Kupper und Munchen - Einsatz und Erfolg virtueller Personalentwicklung .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2JGTJHMG/Kupper und Munchen - Einsatz und Erfolg virtueller Personalentwicklung .pdf:application/pdf}, } @@ -30375,10 +30486,14 @@ Conclusion: Medical education institutions in LMICs need to adopt programs to en file = {Coenen und Berger - 2021 - Statistik motivieren durch Fallbeispiele Ein inno.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D9PJ8GQL/Coenen und Berger - 2021 - Statistik motivieren durch Fallbeispiele Ein inno.pdf:application/pdf}, } -@inproceedings{zani_evaluierung_nodate, +@inproceedings{zani_evaluierung_2023, title = {Evaluierung und {Akzeptanz} des {E}-{Learnings} seitens der {Assistenzärztinnen} und {Assistenzärzte} in der {Psychiatrie}}, + url = {https://www.researchgate.net/publication/373492490_Evaluierung_und_Akzeptanz_des_E-Learnings_seitens_der_Assistenzarzteinnen_in_der_Psychiatrie}, language = {de-DE}, + urldate = {2025-07-17}, author = {Zani, Davide and Schneeberger, Andres Ricardo and Franke, Irina and Gupta, Rahul}, + month = sep, + year = {2023}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:FU2b, \#5:Konferenz-Paper:e-learning}, file = {Zani et al. - Evaluierung und Akzeptanz des E-Learnings seitens .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IRQH8WYP/Zani et al. - Evaluierung und Akzeptanz des E-Learnings seitens .pdf:application/pdf}, } @@ -31599,7 +31714,7 @@ utb+: Begleitend zum Buch steht den Leser:innen ein eLearning-Kurs mit über 100 editor = {Hohenstein, Andreas and Wilbers, Karl}, month = oct, year = {2011}, - keywords = {\#5:Buchteil:e-learning, Charité:Promotion, Promotion:Literaturanalyse}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning}, pages = {1--22}, file = {grundwerk.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ABJ7TP6J/false:application/pdf}, } @@ -32096,12 +32211,16 @@ Conclusions: These results inform a discussion of best practices, skills and tec file = {Juan - Research on the Strategy of Teaching Innovation Te.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VWN23HBW/Juan - Research on the Strategy of Teaching Innovation Te.pdf:application/pdf}, } -@incollection{schaper_personalentwicklung_nodate, +@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}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#5:Buchteil:e-learning}, + month = jun, + year = {2014}, + keywords = {\#5:Buchteil:e-learning, Bildung, Charité:Promotion, Multimedia, Promotion:Literaturanalyse}, 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}, } @@ -32125,7 +32244,7 @@ Conclusions: These results inform a discussion of best practices, skills and tec booktitle = {Forschendes {Lernen} an {Universitäten}}, author = {Wick, Peter}, year = {2020}, - keywords = {\#5:Buchteil:e-learning, Charité:Promotion, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Argumentation, Promotion:FU3, Promotion:Literaturanalyse, Systemanpassung, Technologieintegration}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:FU3, \#5:Buchteil:e-learning}, pages = {12}, file = {Wick - Lernen und Beitragen – Exegese des Neuen Testament.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BZNAMGZ8/Wick - Lernen und Beitragen – Exegese des Neuen Testament.pdf:application/pdf}, } @@ -32312,12 +32431,15 @@ OCLC: 697485213}, file = {Kergel und Heidkamp-Kergel - 2020 - E-Learning, E-Didaktik und digitales Lernen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TLVQLWGJ/Kergel und Heidkamp-Kergel - 2020 - E-Learning, E-Didaktik und digitales Lernen.pdf:application/pdf}, } -@incollection{schaumburg_funf_nodate, +@incollection{schaumburg_funf_2004, title = {Die fünf {Ws} der {Evaluation} von {E}-{Learning}}, + url = {https://www.yumpu.com/de/document/view/19486044/die-funf-ws-der-evaluation-von-e-learning}, language = {de-DE}, + urldate = {2025-07-17}, booktitle = {Alice im www.underland: {E}-{Learning} an deutschen {Universitäten}, {Vision} und {Wirklichkeit}}, author = {Schaumburg, Heike}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning}, + year = {2004}, + keywords = {\#5:Buchteil:e-learning, Charité:Promotion, Promotion:Literaturanalyse}, pages = {9}, file = {schaumburg_die_funf_ws_der_evaluation_von_e-learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/75UT445G/schaumburg_die_funf_ws_der_evaluation_von_e-learning.pdf:application/pdf}, } @@ -32445,15 +32567,6 @@ Conclusions: Our solution has been both cost-effective and successful. Resident file = {Kumargazhanova et al. - 2023 - Modular Type of Learning Management System Service.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5ATM8VJZ/Kumargazhanova et al. - 2023 - Modular Type of Learning Management System Service.pdf:application/pdf}, } -@article{shah_ai-driven_nodate, - title = {{AI}-{Driven} {Chatbot} for {Enhancing} {Learning} for {Students}}, - abstract = {As artificial intelligence (AI) capabilities have matured, increasing attention focuses on transformative applications within education. This research presents a novel AI-Powered Learning System integrating conversational agents and collaborative scaffolding tools toward personalized and socially constructed learning. Grounded in pedagogical theories situating the zone of proximal development, the system employs natural language processing to provide adaptive explanations responsive to individual needs. Students likewise self-organize into peer groups with supports for co-generative dialogue, resource sharing, and collaborative evaluation. Initial system trials reveal positive outcomes surpassing baseline e-learning platforms on dimensions of efficiency, comprehension, motivation, and critical thinking. Planned future enhancements will enrich adaptivity and accessibility through multimodal interactions, reinforcement learning algorithms, and localized adaptations. However, ethical priorities remain paramount regarding privacy, inclusion, and human agency as complements, not replacements, for skilled educators. By reconciling AI innovations with the centrality of social relations, this research contributes conceptual and technological foundations for nextgeneration learning systems that realize the full spectrum of human potential.}, - language = {en-GB}, - author = {Shah, Manan}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, \#5:Zeitschriftenartikel:e-learning}, - file = {Shah - AI-Driven Chatbot for Enhancing Learning for Stude.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q8VBAM3C/Shah - AI-Driven Chatbot for Enhancing Learning for Stude.pdf:application/pdf}, -} - @article{dargahi_learner_2023, title = {Learner satisfaction with synchronous and asynchronous virtual learning systems during the {COVID}-19 pandemic in {Tehran} university of medical sciences: a comparative analysis}, volume = {23}, @@ -33120,11 +33233,16 @@ Conclusion: Case-based learning was shown to be a promising concept in thoracic file = {Pietrusky und Kalz - 2025 - Individualisiertes Lernen mit digitalen Bildungsressourcen Eine Delphi Studie aus der Perspektive v:/Users/jochenhanisch-johannsen/Zotero/storage/JJ769TGV/Pietrusky und Kalz - 2025 - Individualisiertes Lernen mit digitalen Bildungsressourcen Eine Delphi Studie aus der Perspektive v.pdf:application/pdf}, } -@article{makwasha_documenting_nodate, +@article{makwasha_documenting_2025, title = {Documenting {Blended} {Learning} {Resilience} {During} {Infrastructure} {Deficiencies}}, + volume = {17}, abstract = {Blended learning is a combination of eLearning and traditional face-to-face learning. Since challenges have been identified related to blended learning that hinder effective teaching and learning, this study examined student opinions of this learning model. The aim was to get a deep understanding of its effectiveness given infrastructure deficiencies. Twelve in-depth interviews were conducted with students at a university in Zimbabwe that uses blended learning, and an interpretivist paradigm was adopted. The Zone of Proximal Development proposed by Vygotsky was utilized to conceptualize the cognitive development of the students, and third-generation activity theory (AT), developed by, was used for evaluating the home and university activity systems. Results indicate that asynchronous blended learning, supported by a learning management system, allows content to be downloaded for offline study and hence may be adopted in universities with limited information and communications technology (ICT) infrastructure. The study adds to the narratives on blended learning implementation in countries with developing economies.}, language = {en-GB}, + number = {1}, + journal = {The African Journal of Information Systems}, author = {Makwasha, Lucia and Mubango, Hazel and Jnr, Sam Takavarasha}, + month = feb, + year = {2025}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:FU5, \#8:Zeitschriftenartikel:blended:learning}, file = {Makwasha et al. - Documenting Blended Learning Resilience During Infrastructure Deficiencies:/Users/jochenhanisch-johannsen/Zotero/storage/ALE79CUJ/Makwasha et al. - Documenting Blended Learning Resilience During Infrastructure Deficiencies.pdf:application/pdf}, } @@ -35609,14 +35727,16 @@ Conclusion: Together, we experienced that the implementation of a curricular his file = {Demirdögen - 2025 - Wie rezipieren Kinder Bilderbuch-Apps Beobachtungen zu literarästhetischen Erfahrungen mit digitale:/Users/jochenhanisch-johannsen/Zotero/storage/HGXNMLGE/Demirdögen - 2025 - Wie rezipieren Kinder Bilderbuch-Apps Beobachtungen zu literarästhetischen Erfahrungen mit digitale.pdf:application/pdf}, } -@article{neshaei_leveraging_nodate, +@article{neshaei_leveraging_2025, title = {Leveraging {Learner} {Errors} in {Digital} {Argumentation} {Learning}: {How} {ALure} {Helps} {Students} {Learn} from their {Mistakes} and {Write} {Better} {Arguments}}, volume = {9}, abstract = {SEYED PARSA NESHAEI, EPFL, Switzerland ANTONIA TOLZIN, Research Center for IS Design (ITeG), University of Kassel, Germany YVONNE BERKLE, RPTU University Kaiserslautern-Landau, Germany MIRIAM LEUCHTER, RPTU University Kaiserslautern-Landau, Germany JAN MARCO LEIMEISTER, University of St.Gallen, Switzerland and Research Center for IS Design (ITeG), University of Kassel, Germany ANDREAS JANSON, University of St.Gallen, Switzerland THIEMO WAMBSGANSS, Institute for Digital Technology Management, Bern University of Applied Sciences, Switzerland Providing argumentation feedback is considered helpful for students preparing to work in collaborative environments, helping them with writing higher-quality argumentative texts. Domain-independent natural language processing (NLP) methods, such as generative models, can utilize learner errors and fallacies in argumentation learning to help students write better argumentative texts. To test this, we collect design requirements, and then design and implement two different versions of our system called ALure to improve the students’ argumentation skills. We test how ALure helps students learn argumentation in a university lecture with 305 students and compare the learning gains of the two versions of ALure with a control group using video tutoring. We find and discuss the differences of learning gains in argument structure and fallacies in both groups after using ALure, as well as the control group. Our results shed light on the applicability of computer-supported systems using recent advances in NLP to help students in learning argumentation as a necessary skill for collaborative working settings. CCS Concepts: • Computing methodologies → Natural language processing; • Human-centered computing → Natural language interfaces; Field studies.}, language = {en-GB}, number = {2}, + journal = {Proceedings of the ACM on Human-Computer Interaction}, author = {Neshaei, Seyed Parsa and Tolzin, Antonia and Berkle, Yvonne and Leuchter, Miriam and Leimeister, Jan Marco}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning}, + year = {2025}, + keywords = {\#0:Zeitschriftenartikel:digital:learning, Charité:Promotion, Promotion:Literaturanalyse}, file = {Neshaei et al. - Leveraging Learner Errors in Digital Argumentation Learning How ALure Helps Students Learn from the:/Users/jochenhanisch-johannsen/Zotero/storage/C793NE3W/Neshaei et al. - Leveraging Learner Errors in Digital Argumentation Learning How ALure Helps Students Learn from the.pdf:application/pdf}, } @@ -35834,12 +35954,20 @@ Conclusion: Together, we experienced that the implementation of a curricular his file = {Gittinger und Eckenbach - Reflexion und Dokumentation des Erwerbs digitaler .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KUNRACIN/Gittinger und Eckenbach - Reflexion und Dokumentation des Erwerbs digitaler .pdf:application/pdf}, } -@incollection{watanabe_studierende_nodate, +@incollection{watanabe_studierende_2023, + address = {Bielefeld}, title = {Studierende im {KI}-{Diskurs} {Wie} {Studierende} in einem {Workshopformat} über den {KI}-{Einsatz} informiert und zum {Nachdenken} über {KI}-gestütztes {Lehren} und {Lernen} angeregt werden}, + url = {https://www.pedocs.de/volltexte/2023/27833/pdf/Watanabe_2023_Studierende_im_KI-Diskurs.pdf}, abstract = {Künstliche Intelligenz (KI) wird zukünftig die Entwicklung von Hochschulen prägen (Aldosari, 2020). Während Unsicherheiten im Datenschutz (Büching et al., 2019) und ethische Fragestellungen (Ocaña-Fernández et al., 2019) als maßgebliche Probleme gelten, die gelöst werden müssen, um technologiegestütztes Lernen erfolgreich in das Bildungsangebot der Hochschulen einzubinden, werden andere potenzielle Hindernisse bislang weit weniger intensiv diskutiert. So findet etwa die Frage, wie die Akzeptanz und Meinungen von Studierenden zum KI-gestützten Lehren und Lernen erforscht werden können, bislang weniger Beachtung (Seufert et al., 2020).}, language = {de-DE}, + urldate = {2025-07-17}, + booktitle = {Künstliche {Intelligenz} in der {Hochschulbildung}. {Chancen} und {Grenzen} des {KI}-gestützten {Lernens} und {Lehrens}}, + publisher = {Transcript Verlag}, author = {Watanabe, Alice}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Bildungstheorien, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Datenschutz und IT-Sicherheit, Bildung, Deployment of media, Hochschullehre, Medieneinsatz, University lecturing, University teaching, Use of media, Hochschule, Technologie, \#6:Buchteil:Bildung:Technologie, Higher education lecturing, Interview, Male student, Student, ❓ Multiple DOI, Partizipation, Artificial intelligence, Promotion:FU1, Acceptance, Akzeptanz, Higher education institute, Technology uses in education, Explorative Studie, Technologieunterstütztes Lernen, Video}, + editor = {Schmohl, Tobias and Watanabe, Alice and Schelling, Kathrin}, + year = {2023}, + keywords = {\#6:Buchteil:Bildung:Technologie, \#6:Zeitschriftenartikel:Bildung:Technologie, ❓ Multiple DOI, Acceptance, Akzeptanz, Artificial intelligence, Bildung, Bildungstheorien, Charité:Promotion, Datenschutz und IT-Sicherheit, Deployment of media, Explorative Studie, Forschungsansätze, Higher education institute, Higher education lecturing, Hochschule, Hochschullehre, Interview, Lehr- und Lerneffektivität, Male student, Medieneinsatz, Partizipation, Promotion:Argumentation, Promotion:FU1, Promotion:Literaturanalyse, Promotion:Relevanz:5, Student, Technologie, Technologieunterstütztes Lernen, Technology uses in education, University lecturing, University teaching, Use of media, Video}, + pages = {99--118}, file = {Watanabe - 2023 - Studierende im KI-Diskurs. Wie Studierende in eine.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JYX7LXTQ/Watanabe - 2023 - Studierende im KI-Diskurs. Wie Studierende in eine.pdf:application/pdf;Watanabe - Studierende im KI-Diskurs.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WBADICG5/Watanabe - Studierende im KI-Diskurs.pdf:application/pdf}, } @@ -36553,7 +36681,7 @@ Conclusion: Together, we experienced that the implementation of a curricular his file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/LJ2SMA3U/bjet.html:text/html}, } -@article{plumley_co-designing_nodate, +@article{plumley_co-designing_2024, title = {Co-designing enduring learning analytics prediction and support tools in undergraduate biology courses}, volume = {n/a}, issn = {1467-8535}, @@ -36565,8 +36693,9 @@ Conclusion: Together, we experienced that the implementation of a curricular his urldate = {2024-05-14}, journal = {British Journal of Educational Technology}, author = {Plumley, Robert D. and Bernacki, Matthew L. and Greene, Jeffrey A. and Kuhlmann, Shelbi and Raković, Mladen and Urban, Christopher J. and Hogan, Kelly A. and Lee, Chaewon and Panter, Abigail T. and Gates, Kathleen M.}, + year = {2024}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13472}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Leraning:Analytics, learning analytics, self-regulated learning, co-design, explainable artificial intelligence, intervention design, theory-aligned prediction models, undergraduate STEM education}, + keywords = {\#0:Zeitschriftenartikel:digital:learning, Charité:Promotion, co-design, explainable artificial intelligence, intervention design, learning analytics, Leraning:Analytics, Promotion:Literaturanalyse, self-regulated learning, theory-aligned prediction models, undergraduate STEM education}, file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/SPMIBL3N/bjet.html:text/html}, } @@ -36736,12 +36865,18 @@ Conclusion: Together, we experienced that the implementation of a curricular his file = {Tiukhova et al. - Learning analytics tells Know your basics and go .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PVIFKHRZ/Tiukhova et al. - Learning analytics tells Know your basics and go .pdf:application/pdf}, } -@article{syakhrani_digital_nodate, +@article{syakhrani_digital_2023, title = {Digital learning analytics: enhancing educational assessment strategies and analyzing their multifaceted influence on student achievement}, + volume = {1}, abstract = {This study investigates the multifaceted influence of digital learning analytics on student achievement within educational settings. The rapid integration of technology in education has given rise to the widespread utilization of digital learning analytics, which has the potential to transform how educational assessment strategies are designed and implemented. The study employs a mixed-methods approach, gathering quantitative data through surveys from various educators, students, and administrators while conducting qualitative interviews to provide deeper context. The findings indicate a significant adoption rate of digital learning analytics, with approximately 75\% of surveyed institutions incorporating these tools into their assessment practices. Furthermore, most educators, administrators, and students perceive the positive impact of digital learning analytics on student achievement. However, the study reveals the nuanced effectiveness of various analytics tools and highlights pedagogical and ethical considerations associated with their use. The results underscore the need for tailored approaches to digital tool implementation and suggest the importance of balancing technological innovation with a holistic view of education. This research contributes to the ongoing dialogue on technology's role in education. It serves as a foundational step in understanding how digital learning analytics can enhance educational assessment and ultimately improve student achievement in the digital age.}, language = {en-GB}, + number = {4}, + journal = {International Journal of Teaching and Learning}, author = {Syakhrani, Abdul Wahab and Sudrajat, Didi and Meisarah, Fitria and Puspandari, Kartika and Sinaga, Yunita}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Leraning:Analytics}, + month = dec, + year = {2023}, + keywords = {\#0:Zeitschriftenartikel:digital:learning, Charité:Promotion, Lehr- und Lerneffektivität, Leraning:Analytics, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:4, Technologieintegration}, + pages = {319{\textasciitilde}328}, file = {Syakhrani et al. - DIGITAL LEARNING ANALYTICS ENHANCING EDUCATIONAL .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CQMCLGVE/Syakhrani et al. - DIGITAL LEARNING ANALYTICS ENHANCING EDUCATIONAL .pdf:application/pdf}, } @@ -38243,12 +38378,18 @@ Conclusions: Under the study conditions, a blended learning approach was more co file = {Bergmans et al. - 2022 - „Technology-enhanced learning“ in Anästhesiologie .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CY7LZ9R3/Bergmans et al. - 2022 - „Technology-enhanced learning“ in Anästhesiologie .pdf:application/pdf}, } -@article{temperman_supporting_nodate, +@incollection{descamps_supporting_2022, title = {Supporting {E}-learning {Design} with {Trello}}, + url = {https://www.researchgate.net/publication/366514632_Supporting_E-learning_design_with_Trello}, abstract = {This contribution aims to give feedback on the use of Trello, a task management tool, in a context of team coaching in e-learning design. The handling of this digital tool was carried out in the framework of the Erasmus+ CoNeCTE project in partnership with Lebanese higher education institutions. In the framework of this research, the Pedagogical Engineering and Digital Education Service (UMONS) accompanies teacher-researchers in the design of virtual learning environments. In order to monitor them, we created dashboards combining the Kanban method and the ADDIE model. Focus groups were conducted with the design teams to analyse the usability and usefulness of the Trello tool in this context. Our results show that Trello is a fast, efficient and easy-to-use tool for managing a project remotely, visualising progress, encouraging collaboration and supporting design teams. This contribution is also an opportunity to write some recommendations about the integration of the Trello tool in a team support context.}, language = {en-GB}, - author = {Temperman, Gaëtan and Lièvre, Bruno De}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Promotion:FU4b, Promotion:FH}, + urldate = {2025-07-17}, + booktitle = {{INNOVATIVE} {TEACHING} {METHODS}: {E}-{Learning} in {Poland} and {Belgium}}, + publisher = {Maria Curie-Sklodowska University Press}, + author = {Descamps,, Sarah and Marchal, Pauline and Temperman, Gaëtan and Lièvre, Bruno De}, + month = dec, + year = {2022}, + keywords = {\#1:Zeitschriftenartikel:learning:management:system, Bildung, Charité:Promotion, Forschungsansätze, Lehr- und Lerneffektivität, Multimedia, Promotion:Argumentation, Promotion:FH, Promotion:FU4b, Promotion:Literaturanalyse, Systemanpassung, Technologieintegration}, file = {Temperman und Lièvre - Supporting E-learning Design with Trello.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FEN4242C/Temperman und Lièvre - Supporting E-learning Design with Trello.pdf:application/pdf}, } @@ -40230,13 +40371,16 @@ Publisher: [object Object]}, file = {Mejeh et al. - 2024 - Effects of adaptive feedback through a digital too.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/F9UP3M2K/Mejeh et al. - 2024 - Effects of adaptive feedback through a digital too.pdf:application/pdf}, } -@incollection{buddeberg_forderung_nodate, +@incollection{buddeberg_forderung_2023, title = {Förderung von didaktischen {Reflexionsprozessen} bei der {Gestaltung} von digital gestütztem {Lernmaterial}}, abstract = {Wie nicht zuletzt der pandemiebedingte Distanzunterricht deutlich gemacht hat, besteht ein Bedarf an der Förderung von Medienkompetenzen bei (angehenden) Lehrkräften. Diesbezügliche Lerngelegenheiten in der Lehrkräftebildung werden als essenziell angesehen, um eine lernförderliche Anwendung digitaler Medien im Unterricht zu erlernen und dahingehende didaktische Reflexionsprozesse anzustoßen. Hieran anknüpfend wird ein Projekt vorgestellt, in dem ein Selbstlernkurs für Lehramtsstudierende zur digital gestützten Gestaltung von interaktivem Lernmaterial entwickelt und eingesetzt wird. Eingebettet in die uni­versitäre Lehre erhalten Lehramtsstudierende Lerngelegenheiten zum Einüben mediendidaktischer Kompetenzen, indem sie eigenständig Themen als digitale Lerneinheiten aufbereiten und dazu direktes Feedback bekommen. Ziel ist es, dass die Studierenden nicht nur in der technischen Aufbereitung von Lerninhalten unterstützt werden, sondern – verknüpft mit kognitionspsychologischen Lerntheorien und didaktischen Konzepten – interaktive Lernmaterialien derart reflektieren und digital-gestützt aufbereiten können, dass sie adaptiv, motivierend und lernunterstützend eingesetzt werden können.}, language = {de-DE}, booktitle = {Reflexion in der {Lehrkräftebildung} – {Empirisch}, {Phasenübergreifend}, {Interdisziplinär}}, author = {Buddeberg, Magdalena and Sonnenburg, Nadine}, + editor = {Mientus and Klempin and Nowak}, + year = {2023}, keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {335--341}, file = {Buddeberg und Sonnenburg - Förderung von didaktischen Reflexionsprozessen bei.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IP3D2BA3/Buddeberg und Sonnenburg - Förderung von didaktischen Reflexionsprozessen bei.pdf:application/pdf}, } @@ -40322,11 +40466,15 @@ Conclusion  The new multi-element integrated teaching mode is well accepted by file = {Zakaria et al. - 2022 - Intelligent System for Personalised Interventions .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PJ9K9JYF/Zakaria et al. - 2022 - Intelligent System for Personalised Interventions .pdf:application/pdf}, } -@article{hofler_imoox_nodate, +@article{hofler_imoox_2022, title = {{iMooX}: mehr als eine {MOOC}-{Plattform}}, language = {de-DE}, + number = {11}, + journal = {Lernen in der digitalen Welt}, author = {Höfler, Elke}, + year = {2022}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Promotion:Relevanz:4, Promotion:FU3, \#4:Zeitschriftenartikel:MOOC}, + pages = {26--27}, file = {Höfler - iMooX mehr als eine MOOC-Plattform.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QD7Z3ZCV/Höfler - iMooX mehr als eine MOOC-Plattform.pdf:application/pdf}, } @@ -40346,22 +40494,28 @@ Conclusion  The new multi-element integrated teaching mode is well accepted by file = {Reinmann, Gabi - 2013 - Was wäre, wenn es keine Prüfungen mit Rechtsfolgen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W9V8SCZ9/Reinmann, Gabi - 2013 - Was wäre, wenn es keine Prüfungen mit Rechtsfolgen.pdf:application/pdf}, } -@incollection{meiners_digitale_nodate, +@incollection{meiners_digitale_2022, title = {Digitale {Medienkompetenz} als {Voraussetzung} für die {Erstellung} von {Prüfungsaufgaben}}, abstract = {The following article discusses findings from a survey on the self-assessment of digital media competence of professional (prospective) teaching and training personnel who are trained to develop digitally supported, authentic examination tasks. In particular, structural assumptions of digital media competence are examined, differences between the groups are highlighted, and discussion prospects for promoting digital media competence are presented. First findings show that the differentiation into different competence facets makes sense in order to work out strengths and weaknesses in the individual competence profiles. They also point to an overall quite well-developed media competence, but also indicate a need for further training among experienced teachers.}, language = {de-DE}, booktitle = {Digitale {Transformation} in der {Berufsbildung}: {Konzepte}, {Befunde} und {Herausforderungen}}, author = {Meiners, Hanna and Hartmann, Philipp and Niegemann, Helmut and Seeber, Susan and Schumann, Matthias}, + year = {2022}, keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Promotion:todo}, + pages = {123--144}, file = {Meiners et al. - Digitale Medienkompetenz als Voraussetzung für die.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YUFSQSP4/Meiners et al. - Digitale Medienkompetenz als Voraussetzung für die.pdf:application/pdf;Meiners et al. - Digitale Medienkompetenz als Voraussetzung für die.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XVQLMQYL/Meiners et al. - Digitale Medienkompetenz als Voraussetzung für die.pdf:application/pdf;Meiners et al. - Digitale Medienkompetenz als Voraussetzung für die.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QSMUM2TR/Meiners et al. - Digitale Medienkompetenz als Voraussetzung für die.pdf:application/pdf;Meiners et al. - Digitale Medienkompetenz als Voraussetzung für die.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EJE72WYM/Meiners et al. - Digitale Medienkompetenz als Voraussetzung für die.pdf:application/pdf}, } -@article{schon_mooc-gestaltung_nodate, - title = {{MOOC}-{Gestaltung} in der {Erwachsenenbildung}. {Empfehlungen} für die {Gestaltung} und {Durchführung} von {Online}-{Kursen} für {Viele}}, +@article{schon_mooc-gestaltung_2022, + title = {{MOOC}-{Gestaltung} in der {Erwachsenenbildung}: {Empfehlungen} für die {Gestaltung} und {Durchführung} von {Online}-{Kursen} für {Viele}}, + volume = {44}, language = {de-DE}, + number = {45}, + journal = {erwachsenenbildung.at: Das Fachmedium für Forschung, Praxis und Diskurs}, author = {Schön, Sandra}, + year = {2022}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#4:Zeitschriftenartikel:MOOC}, - pages = {13}, + pages = {1--13}, file = {Schön - MOOC-Gestaltung in der Erwachsenenbildung. Empfehl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/79C3UZWX/Schön - MOOC-Gestaltung in der Erwachsenenbildung. Empfehl.pdf:application/pdf}, } @@ -40922,16 +41076,20 @@ FUNDING: The Wellcome Trust, University of Oxford Medical and Life Sciences Tran file = {Wohlfart et al. - 2024 - Digitale Transformation der Lehrkräftebildung am K.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FRMTD7SL/Wohlfart et al. - 2024 - Digitale Transformation der Lehrkräftebildung am K.pdf:application/pdf}, } -@incollection{vogel_lifelogging_nodate, +@incollection{vogel_lifelogging_2024, title = {Lifelogging – {Persönlichkeitsbildung} zwischen {Autonomie} und {Heteronomie}}, isbn = {978-3-7815-6073-4 978-3-7815-2619-8}, url = {http://nbn-resolving.de/urn:nbn:de:0111-pedocs-289438}, abstract = {Lifelogging, Self-Tracking und Quantified-Self-Bewegung sind vielschichtige Phänomene in der digitalen Welt, die die Fragestellung aufwerfen, ob der Mensch die digitale Technik für seine Zwecke nutzt oder ob er mittels dieser Technologie für heteronome Ziele benutzt wird. Von der Selbsterkenntnis durch Daten bis zur Protokollierung möglichst aller Verhaltensspuren eines Individuums ergibt sich ein weites Feld, in dem sich die Person selbst- oder eben auch fremdbestimmt entwickeln kann. In dem Beitrag geht es um die Fragestellung, wie frei der Mensch ist, der sich durch technische Datenerfassung und eine optionale Datenüberwachung optimieren will? An welchen Maßstäben orientiert er sich beim Ziel seiner bzw. ihrer Selbstoptimierung? Kann man dabei noch von einer freien Persönlichkeitsentwicklung sprechen oder wird der Mensch zum Opfer „fremder Mächte“? (DIPF/Orig.)}, language = {de-DE}, urldate = {2024-05-14}, + booktitle = {Persönlichkeitsbildung in {Zeiten} von {Digitalisierung}}, publisher = {pedocs}, author = {Vogel, Thomas}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, Digitalisierung, Digitalization, \#6:Buchteil:Bildung:Technologie, Selbstbestimmung, Self-determination, Autonomie, Autonomy, Humanistic pedagogics, Humanistische Pädagogik, Humanistische Psychologie, Personality development, Persönlichkeitsbildung, Data acquisition, Data capture, Datenerfassung, Fremdbestimmung, Heteronomie, Optimierung, Other-directedness, Schwarze Pädagogik}, + editor = {Graf, Ulrike and Iwers, Telse and Altner, Nils and Staudinger, Katja}, + year = {2024}, + keywords = {\#6:Buchteil:Bildung:Technologie, Autonomie, Autonomy, Charité:Promotion, Data acquisition, Data capture, Datenerfassung, Digitalisierung, Digitalization, Fremdbestimmung, Heteronomie, Humanistic pedagogics, Humanistische Pädagogik, Humanistische Psychologie, Optimierung, Other-directedness, Personality development, Persönlichkeitsbildung, Promotion:Literaturanalyse, Schwarze Pädagogik, Selbstbestimmung, Self-determination}, + pages = {42--54}, file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/X2MMHNB8/Vogel - Lifelogging – Persönlichkeitsbildung zwischen Auto.pdf:application/pdf}, } @@ -41308,16 +41466,19 @@ FUNDING: The Wellcome Trust, University of Oxford Medical and Life Sciences Tran file = {5df303ca22f4156323c92c684c7dba633c84fb8b.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PWQPFYTT/5df303ca22f4156323c92c684c7dba633c84fb8b.pdf:application/pdf}, } -@incollection{hafner_sportlehramtsstudierende_nodate, +@incollection{hafner_sportlehramtsstudierende_2024, title = {Sportlehramtsstudierende joggen gegen den {Corona}-{Blues}! {Effekte} auf das körperliche und psychosoziale {Befinden} in {Zeiten} von {Digitalisierung}}, isbn = {978-3-7815-6073-4 978-3-7815-2619-8}, url = {http://nbn-resolving.de/urn:nbn:de:0111-pedocs-289552}, abstract = {Im Frühjahr 2020 kam es zum ersten Lockdown in der Corona-Pandemie, demzufolge an Hochschulen vollständig auf digitale Lehre umgestellt wurde. In der Ausbildung von Sportlehrkräften war in den Umstellungsformaten curricular verankerte Fachpraxis zu berücksichtigen. Entsprechend wurde ein Online-Bewegungsformat entworfen, das 21 Sportlehramtsstudierende zu einer vierwöchigen Lauf-Aktivität aufforderte. Der Schwerpunkt der forschungsbezogenen Analyse lag auf der Prüfung des Einflusses der Maßnahme auf die Persönlichkeit der Teilnehmenden. Erstens war von Interesse, ob durch die Laufintervention das Befinden stabilisiert oder verbessert werden konnte. Es wurde das körperliche, psychische und soziale Befinden fokussiert. Zweitens wurden interaktive Zusammenhänge von Sport und Digitalisierung vor dem Hintergrund eines mit digitaler Lehre intensivierten Studienalltags analysiert. Zur Exploration wurden Daten aus kriteriengeleiteten Dokumentationen zur Laufintervention mit Antworten aus einer qualitativen Online-Befragung zusammengeführt. Für die empirische Analyse wurden beide Erhebungstechniken kombiniert, indem das überwiegend qualitative Material (qualitative Inhaltsanalyse; Mayring, 2015) mithilfe quantifizierbarer Häufigkeiten (SPSS) interpretiert wurde. Bei den Befragten hat das Joggen das körperliche und das psychische Befinden positiv beeinflusst. Auch kann Sport soziale Entbehrungen über einen gewissen Zeitraum abmildern, das Risiko der Vereinsamung bleibt auf Dauer bestehen. Positive Wirkungen auf die Persönlichkeit werden im Wechselverhältnis zwischen Laufen ohne Hilfsmittel und der daraus resultierenden besseren Körperwahrnehmung erkannt. Allerdings reagiert die Mehrheit der Teilnehmenden trotz reflexiv positiv konnotierter Körpererlebnisse nicht mit einem dauerhaften Verzicht auf digitale Technologien. Reduziert die intensivierte digitale Lehre körperliche Aktivitäten, so wirkt sich dies negativ auf das physische und psychische Befinden aus. Vice versa können sich intensivierte Sportaktivitäten positiv auf das Lernverhalten in digital gesteuerten Theoriefächern auswirken. Explizite Handlungsempfehlungen wurden aus sportpädagogischer Sicht auf bevorstehende Herausforderungen und mit Verweisen auf Persönlichkeitsbildung transferiert. (DIPF/Orig.)}, language = {de-DE}, urldate = {2024-05-14}, + booktitle = {Persönlichkeitsbildung in {Zeiten} von {Digitalisierung}}, publisher = {pedocs}, author = {Hafner, Sabine}, + year = {2024}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, Digitalisierung, Digitalization, Virtuelle Lehre, \#6:Buchteil:Bildung:Technologie, Humanistic pedagogics, COVID-19, Pandemie, Umfrage, Lehramtsstudent, Student teachers, Intervention, Humanistische Pädagogik, Humanistische Psychologie, Personality development, Persönlichkeitsbildung, Motion, Sport, Sports, Persönlichkeit, Psychisches Befinden, Psychische Gesundheit, Education in sports, Physical education, Physical training, Sportunterricht, Jogging, Laufen}, + pages = {201--212}, file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/6WJ4AA4J/Hafner - Sportlehramtsstudierende joggen gegen den Corona-B.pdf:application/pdf}, } @@ -48683,11 +48844,14 @@ utb+: Begleitend zum Buch steht den Leser:innen ein eLearning-Kurs zur Verfügun file = {Abendroth und Richter - 2023 - Informelles Lernen im Internet.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VIXXDQ7C/Abendroth und Richter - 2023 - Informelles Lernen im Internet.pdf:application/pdf}, } -@incollection{gruner_einleitung_nodate, +@incollection{gruner_einleitung_2023, title = {Einleitung: {Lernen} und {Lehren} im {Digitalen}}, language = {de-DE}, + booktitle = {Bildung und {Medien}: {Theorien}, {Konzepte} und {Innovationen}}, author = {Grüner, Claudia and Karolyi, Heike and Weßler, Linda}, + year = {2023}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen, ⛔ No DOI found}, + pages = {81--87}, file = {Grüner et al. - 2023 - Einleitung Lernen und Lehren im Digitalen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N8Q8U3HD/Grüner et al. - 2023 - Einleitung Lernen und Lehren im Digitalen.pdf:application/pdf;Grüner et al. - Einleitung Lernen und Lehren im Digitalen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YY7VLTMK/Grüner et al. - Einleitung Lernen und Lehren im Digitalen.pdf:application/pdf}, } @@ -49313,11 +49477,14 @@ Die Studienkurse der Reihe „Heterogenität in der Lehrer:innenbildung“ sind file = {Grimm et al. - 2023 - Digitalisierung und Nachhaltigkeit gestalten lerne.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QT4VS7FW/Grimm et al. - 2023 - Digitalisierung und Nachhaltigkeit gestalten lerne.pdf:application/pdf;Grimm et al. - 2023 - Digitalisierung und Nachhaltigkeit gestalten lerne.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PKM2NWVF/Grimm et al. - 2023 - Digitalisierung und Nachhaltigkeit gestalten lerne.pdf:application/pdf}, } -@incollection{herzig_ambivalenzen_nodate, +@incollection{herzig_ambivalenzen_2023, title = {Ambivalenzen schulischen {Lehrens} und {Lernens} in der {Digitalität} – forschungs-, entwicklungs- und praxisbezogene {Perspektiven}}, language = {de-DE}, + booktitle = {Bildung und {Medien}: {Theorien}, {Konzepte} und {Innovationen}}, author = {Herzig, Bardo}, + year = {2023}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen}, + pages = {89--108}, file = {Herzig - 2023 - Ambivalenzen schulischen Lehrens und Lernens in de.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RMZPXJ6Y/Herzig - 2023 - Ambivalenzen schulischen Lehrens und Lernens in de.pdf:application/pdf;Herzig - Ambivalenzen schulischen Lehrens und Lernens in de.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KXVUSY9J/Herzig - Ambivalenzen schulischen Lehrens und Lernens in de.pdf:application/pdf}, } @@ -49353,11 +49520,12 @@ Die Studienkurse der Reihe „Heterogenität in der Lehrer:innenbildung“ sind file = {Reichwein - 2021 - Unterricht digital gestalten - Rahmenbedingungen u.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SFKB6AYB/Reichwein - 2021 - Unterricht digital gestalten - Rahmenbedingungen u.pdf:application/pdf;Reichwein - 2021 - Unterricht digital gestalten - Rahmenbedingungen u.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q5YNDL6N/Reichwein - 2021 - Unterricht digital gestalten - Rahmenbedingungen u.pdf:application/pdf}, } -@incollection{diffler_vorn_nodate, +@incollection{diffler_vorn_2024, title = {Vorn traditionellen {Prasenztrainer} zurn {Tele}-{Trainer} {Die} erweiterte {Rolle} von {Trainern} in {Blended} {Learning}- {Szenarien}}, abstract = {Durch die Integration von elektronischen Lehr- und Lernfonnen in Prasenzseminare andern sich der Ablauf von BildungsmaBnahmen und die Anforderungen, die an die beteiligten Personengruppen - vor allem an die Trainer - gestellt werden erheblich: Zusatzlich zu den Kernaufgaben eines Trainers werden beim Einsatz von Blended Learning-Szenarien weitere Kompetenzen fUr die Betreuung der Selbstlernphasen erforderlich, die das Kompetenzspektrum der Trainer erheblich erweitern.}, language = {de-DE}, author = {Diffler, Ullrich}, + year = {2024}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#8:Buchteil:blended:learning}, file = {Diffler - Vorn traditionellen Prasenztrainer zurn Tele-Train.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q4T9Z2XN/Diffler - Vorn traditionellen Prasenztrainer zurn Tele-Train.pdf:application/pdf}, } @@ -50172,7 +50340,7 @@ CONCLUSIONS AND RELEVANCE: The findings of this diagnostic study suggest that fe keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Training, Digital, Professional Development, Programs, Videos}, } -@article{viberg_exploring_nodate, +@article{viberg_exploring_2024, title = {Exploring teachers' (future) digital assessment practices in higher education: {Instrument} and model development}, volume = {n/a}, issn = {1467-8535}, @@ -50185,12 +50353,14 @@ CONCLUSIONS AND RELEVANCE: The findings of this diagnostic study suggest that fe urldate = {2024-05-14}, journal = {British Journal of Educational Technology}, author = {Viberg, Olga and Mutimukwe, Chantal and Hrastinski, Stefan and Cerratto-Pargman, Teresa and Lilliesköld, Joakim}, + year = {2024}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13462}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, teachers, digital assessment, higher education, instrument development, responsible practice, TPACK}, + keywords = {\#0:Zeitschriftenartikel:digital:learning, Charité:Promotion, digital assessment, higher education, instrument development, Promotion:Literaturanalyse, responsible practice, teachers, TPACK}, + pages = {1--20}, file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/EBDRQWHP/Viberg et al. - Exploring teachers' (future) digital assessment pr.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/LHKGYVCX/bjet.html:text/html}, } -@article{matz_viewing_nodate, +@article{matz_viewing_2024, title = {Viewing tailored nudges is correlated with improved mastery-based assessment scores}, volume = {n/a}, issn = {1467-8535}, @@ -50202,12 +50372,14 @@ CONCLUSIONS AND RELEVANCE: The findings of this diagnostic study suggest that fe urldate = {2024-05-14}, journal = {British Journal of Educational Technology}, author = {Matz, Rebecca L. and Mills, Mark and Derry, Holly A. and Hayward, Benjamin T. and Hayward, Caitlin}, + year = {2024}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13451}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, tailoring, higher education, alternative grading, mastery-based assessment, multilevel modelling, nudging, STEM}, + keywords = {\#0:Zeitschriftenartikel:digital:learning, alternative grading, Charité:Promotion, higher education, mastery-based assessment, multilevel modelling, nudging, Promotion:Literaturanalyse, STEM, tailoring}, + pages = {1--19}, file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/KUW4MB29/Matz et al. - Viewing tailored nudges is correlated with improve.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/J6IZ76VE/bjet.html:text/html}, } -@article{chen_effects_nodate, +@article{chen_effects_2024-1, title = {Effects of integrating a role-playing game into a virtual reality-based learning approach on students' perceptions of immersion, self-efficacy, learning motivation and achievements}, volume = {n/a}, issn = {1467-8535}, @@ -50219,6 +50391,8 @@ CONCLUSIONS AND RELEVANCE: The findings of this diagnostic study suggest that fe urldate = {2024-05-14}, journal = {British Journal of Educational Technology}, author = {Chen, Chih-Hung and Syu, Jia-Yu}, + month = jan, + year = {2024}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13436}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, self-efficacy, virtual reality, game-based learning, immersion, learning motivation}, file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/SB446FWI/bjet.html:text/html}, @@ -50239,12 +50413,12 @@ CONCLUSIONS AND RELEVANCE: The findings of this diagnostic study suggest that fe month = mar, year = {2024}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13457}, - keywords = {\#0:Zeitschriftenartikel:digital:learning, Charité:Promotion, digital parenting attitudes, digital parenting awareness, digital parenting self-efficacy, families with special needs children, Promotion:Literaturanalyse}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, digital parenting attitudes, digital parenting awareness, digital parenting self-efficacy, families with special needs children}, pages = {1--16}, file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/YU7J4WWL/Altindağ Kumaş und Sardohan Yildirim - Exploring digital parenting awareness, self-effica.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/FP4K8Q2L/bjet.html:text/html}, } -@article{srivastava_geosolvar_nodate, +@article{srivastava_geosolvar_2024, title = {{GeoSolvAR}: {Scaffolding} spatial perspective-taking ability of middle-school students using {AR}-enhanced inquiry learning environment}, volume = {n/a}, issn = {1467-8535}, @@ -50257,12 +50431,14 @@ CONCLUSIONS AND RELEVANCE: The findings of this diagnostic study suggest that fe urldate = {2024-05-14}, journal = {British Journal of Educational Technology}, author = {Srivastava, Anveshna and Vaidya, Vihang and Murthy, Sahana and Dasgupta, Chandan}, + month = apr, + year = {2024}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13456}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, augmented reality, 3D geometry, augmented reality enhanced learning environment, embodied cognition, inquiry, learning scaffolds, middle-school students, spatial perspective-taking ability}, + keywords = {\#0:Zeitschriftenartikel:digital:learning, 3D geometry, augmented reality, augmented reality enhanced learning environment, Charité:Promotion, embodied cognition, inquiry, learning scaffolds, middle-school students, Promotion:Literaturanalyse, spatial perspective-taking ability}, file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/59XFJCR5/bjet.html:text/html}, } -@article{ng_empowering_nodate, +@article{ng_empowering_2024, title = {Empowering student self-regulated learning and science education through {ChatGPT}: {A} pioneering pilot study}, volume = {n/a}, issn = {1467-8535}, @@ -50275,8 +50451,10 @@ CONCLUSIONS AND RELEVANCE: The findings of this diagnostic study suggest that fe urldate = {2024-05-14}, journal = {British Journal of Educational Technology}, author = {Ng, Davy Tsz Kit and Tan, Chee Wei and Leung, Jac Ka Lok}, + year = {2024}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13454}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, generative AI, ChatGPT, self-regulated learning, large language model, chatbot, science education}, + keywords = {\#0:Zeitschriftenartikel:digital:learning, Charité:Promotion, chatbot, ChatGPT, generative AI, large language model, Promotion:Literaturanalyse, science education, self-regulated learning}, + pages = {1--26}, file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/46ATL8IG/Ng et al. - Empowering student self-regulated learning and sci.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/RXD3BNZ2/bjet.html:text/html}, } @@ -50295,16 +50473,19 @@ CONCLUSIONS AND RELEVANCE: The findings of this diagnostic study suggest that fe month = oct, year = {2023}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13399}, - keywords = {\#0:Zeitschriftenartikel:digital:learning, Charité:Promotion, game-based learning, intelligent tutoring systems, multi-modal conversational artificial intelligence, online learning, Promotion:Literaturanalyse}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, online learning, game-based learning, intelligent tutoring systems, multi-modal conversational artificial intelligence}, pages = {1625--1650}, file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/U83QFIW5/bjet.html:text/html}, } -@article{cusi_design_nodate, +@article{cusi_design_2024, title = {Design of digital environments aimed at fostering asynchronous working group activities: emerging categories of students' collaborative processes}, + url = {https://air.unimi.it/handle/2434/1111013}, abstract = {In this study we focus on the collaborative processes developed within an asynchronous small group activity carried out through an instant messaging platform. To investigate the ways students communicate and collaborate during the asynchronous activity, we refer to the theoretical lenses provided by the dimensions introduced by Weinberger and Fischer (2006) to study the processes realised within computer-supported collaborative learning environments. In particular, we develop a combined analysis that takes into account both the quantity of students’ interventions and their social modes of co-construction. This analysis has revealed two main macro-categories of collaborative processes activated by the groups of students who participated in the study, which mainly differ in the level of sharing and comparison within the groups and in the aim that guided their work.}, language = {en-GB}, + urldate = {2025-07-17}, author = {Cusi, Annalisa and Caputo, Sara Gagliani}, + year = {2024}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning}, file = {Cusi und Caputo - DESIGN OF DIGITAL ENVIRONMENTS AIMED AT FOSTERING .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/272R5XMM/Cusi und Caputo - DESIGN OF DIGITAL ENVIRONMENTS AIMED AT FOSTERING .pdf:application/pdf}, } @@ -50353,7 +50534,7 @@ CONCLUSIONS AND RELEVANCE: The findings of this diagnostic study suggest that fe file = {null - 2020 - Berufsbildung am Bau digital. Hintergründe - Praxi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/379H6YA4/null - 2020 - Berufsbildung am Bau digital. Hintergründe - Praxi.pdf:application/pdf}, } -@article{chen_effects_2024-1, +@article{chen_effects_2024-2, title = {Effects of digitalization in preschool education on the creative and cognitive development of children}, issn = {1360-2357, 1573-7608}, url = {https://link.springer.com/10.1007/s10639-024-12730-y}, @@ -50705,15 +50886,6 @@ CONCLUSIONS AND RELEVANCE: The findings of this diagnostic study suggest that fe file = {Chang-Tik et al. - 2024 - A framework informing the interplay of physical, d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PSTPJFWU/Chang-Tik et al. - 2024 - A framework informing the interplay of physical, d.pdf:application/pdf}, } -@article{soliyevich_bedeutung_nodate, - title = {{DIE} {BEDEUTUNG} {DER} {ORGANISATION} {SELBSTÄNDIGER} {AUSILDUNG} {MITHILFE} {DIGITALER} {TECHNOLOGIEN}}, - abstract = {In this article, we will discuss the organization of independent learning with the help of digital technologies, the purpose of independent learning, the tasks of the student and teacher in self-study. In addition, we will focus separately on the elements of organizing independent work of students in the credit module system, forms of independent work and other topics.}, - language = {de-DE}, - author = {Soliyevich, Xolmatov Shokirjon}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning}, - file = {Soliyevich - DIE BEDEUTUNG DER ORGANISATION SELBSTÄNDIGER AUSIL.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C98DZDWP/Soliyevich - DIE BEDEUTUNG DER ORGANISATION SELBSTÄNDIGER AUSIL.pdf:application/pdf}, -} - @article{huang_mobile-assisted_2024, title = {Mobile-assisted {English} learning beyond the classroom: {Understanding} the effects of language proficiency on {Chinese} undergraduate students’ behavioral engagement}, volume = {29}, @@ -51031,7 +51203,7 @@ Conclusions:  This investigation evaluated a newly introduced app to optimize author = {Breitschwerdt, Lisa and Egetenmeyer, Regina}, editor = {Heinemann, Alisha and Karakaşoğlu, Yasemin and Linnemann, Tobias and Rose, Nadine and Sturm, Tanja}, year = {2023}, - keywords = {\#0:Konfernenz-Paper:digital:learning, ⛔ No DOI found, Charité:Promotion, Promotion:Literaturanalyse}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, ⛔ No DOI found, \#0:Konfernenz-Paper:digital:learning}, file = {Breitschwerdt und Egetenmeyer - Dialog- und gestaltungsorientierte Forschung in de.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SMAZ72XD/Breitschwerdt und Egetenmeyer - Dialog- und gestaltungsorientierte Forschung in de.pdf:application/pdf}, } @@ -51044,7 +51216,7 @@ Conclusions:  This investigation evaluated a newly introduced app to optimize author = {Breiwe, René and Liegmann, Anke B and Racherbäumer, Kathrin and Schwehr, Marion and Bau, Jessica}, editor = {Heinemann, Alisha and Karakaşoğlu, Yasemin and Linnemann, Tobias and Rose, Nadine and Sturm, Tanja}, year = {2023}, - keywords = {\#0:Konferenz-Paper:digital:learning, ⛔ No DOI found, Charité:Promotion, Promotion:Literaturanalyse}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, ⛔ No DOI found, \#0:Konferenz-Paper:digital:learning}, file = {Breiwe et al. - „Die, die zu Hause sind Übt einfach weiter.“.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZN3WDQNM/Breiwe et al. - „Die, die zu Hause sind Übt einfach weiter.“.pdf:application/pdf}, } @@ -51570,16 +51742,21 @@ Publisher: Graz University Library Publishing}, file = {Sansone et al. - 2023 - Collaborative peer-feedback practices in hybrid le.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7PTPY47N/Sansone et al. - 2023 - Collaborative peer-feedback practices in hybrid le.pdf:application/pdf}, } -@article{pasterk_digifit4all_nodate, +@article{pasterk_digifit4all_2023, + series = {Sonderheft {Hochschullehre}}, title = {{DigiFit4All} - {Competencies} as the basis for digitisation in {teachingDigiFit4All} – {Kompetenzen} als {Basis} für {Digitalisierung} in der {Lehre}}, + volume = {18}, url = {https://zfhe.at/index.php/zfhe/article/view/1752}, doi = {10/gskbsf}, abstract = {Digital technologies enable new teaching and learning formats in hybrid or purely virtual forms. The project “DigiFit4All” aims to create Personalised Open Online Courses (POOCs) in computer science and digital education based on competency models and learner testing. One challenge is the broad scope of the project, since at least the following four target groups are considered: pupils, students, teachers and administrative staff. For each target group, a specific competency model will be selected to form the basis for developing digital learning materials. This paper describes the target groups, the content selection process and the individual models.}, language = {de-DE}, urldate = {2023-07-31}, + journal = {Zeitschrift für Hochschulentwicklung}, author = {Pasterk, Stefan and Lobnig, Nina and Kuka, Lisa and Rottenhofer, Marina and Oppl, Stefan and Futschek, Gerald and Hörmanseder, Michael and Tiefenthaller, Franziska and Bollin, Andreas}, + year = {2023}, note = {Publisher: Verlag der Technischen Universität Graz \& Verein Forum neue Medien in der Lehre Austria}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning}, + pages = {137--157}, file = {Pasterk et al. - DigiFit4All - Competencies as the basis for digiti.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C4BBE9L3/Pasterk et al. - DigiFit4All - Competencies as the basis for digiti.pdf:application/pdf}, } @@ -51620,7 +51797,7 @@ Publisher: Graz University Library Publishing}, file = {Mørch et al. - 2023 - Makerspace activities in a school setting Top-dow.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z2ZID8PF/Mørch et al. - 2023 - Makerspace activities in a school setting Top-dow.pdf:application/pdf}, } -@article{max_pedagogical_nodate, +@article{max_pedagogical_2023, title = {The pedagogical makerspace: {Learning} opportunity and challenge for prospective teachers' growth of {TPACK}}, volume = {n/a}, issn = {1467-8535}, @@ -51633,8 +51810,10 @@ Publisher: Graz University Library Publishing}, urldate = {2023-05-26}, journal = {British Journal of Educational Technology}, author = {Max, Anna-Lisa and Lukas, Sarah and Weitzel, Holger}, + year = {2023}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13324}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, digital literacy, TPACK, pedagogical makerspace, project-based learning, technology acceptance}, + keywords = {\#0:Zeitschriftenartikel:digital:learning, Charité:Promotion, digital literacy, pedagogical makerspace, project-based learning, Promotion:Literaturanalyse, technology acceptance, TPACK}, + pages = {1--23}, file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/PNY593PJ/Max et al. - The pedagogical makerspace Learning opportunity a.pdf:application/pdf}, } @@ -52889,12 +53068,17 @@ Conclusion  Microlearning and simulation-based sessions were effective instruc file = {Liew et al. - 2023 - Microlearning and online simulation-based virtual .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T2T99RT7/Liew et al. - 2023 - Microlearning and online simulation-based virtual .pdf:application/pdf}, } -@article{kiesler_open_nodate, +@inproceedings{kiesler_open_2023, + address = {Aachen}, title = {Open {Science} in den {Bildungstechnologien}: {Zur} {Publikation} und {Begutachtung} von {Forschungsdaten} inklusive {Software} im {Rahmen} der {DELFI}}, + url = {https://www.researchgate.net/publication/374553808_Open_Science_in_den_Bildungstechnologien_Zur_Publikation_und_Begutachtung_von_Forschungsdaten_inklusive_Software_im_Rahmen_der_DELFI}, abstract = {Der Workshop des Arbeitskreises Open Science zielte darauf ab, gemeinsam mit der Fachcommunity mögliche Verfahren zur Begutachtung von Forschungsdaten (inklusive Software) aus dem Kontext Bildungstechnologien zu erörtern. Dazu gehören sowohl die Entwicklung realistischer und nachvollziehbarer Anforderung an die Publikation von Forschungsdaten, als auch Review Richtlinien für zukünftige DELFI Programmkomitees. Weiterhin war es das Ziel, die Vorund Nachteile neuer Publikationsformate gegeneinander abzuwiegen und zu diskutieren. Methodisch wurde im Workshop vor allem die Diskussion mit den Teilnehmenden angestrebt, sodass die Umsetzbarkeit neuer Anforderungen im Fokus blieb. In dem vorliegenden Beitrag werden die Ergebnisse des halbtägigen Workshops zusammengefasst.}, language = {de-DE}, + urldate = {2025-07-17}, author = {Kiesler, Natalie and Schiffner, Daniel}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU5, Datenschutz und IT-Sicherheit}, + month = oct, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Promotion:Argumentation, Promotion:FU5, Datenschutz und IT-Sicherheit, \#6:Konfernez-Paper:Bildung:Technologie}, file = {Kiesler und Schiffner - Open Science in den Bildungstechnologien Zur Publ.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XGDJ2RKP/Kiesler und Schiffner - Open Science in den Bildungstechnologien Zur Publ.pdf:application/pdf}, } @@ -55359,10 +55543,12 @@ Conclusions: Our findings suggest that DPBL is as effective as traditional PBL a file = {Tribukait und Becker - 2023 - The Basement – ein Klassenraum der Zukunft am Leib.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SJ9TQ72C/Tribukait und Becker - 2023 - The Basement – ein Klassenraum der Zukunft am Leib.pdf:application/pdf}, } -@incollection{leineweber_einleitung_nodate, +@incollection{leineweber_einleitung_2023, title = {Einleitung: {Theorie}(n) der {Bildung} und digitale {Medien}}, language = {de-DE}, + booktitle = {Bildung und {Medien}: {Theorien}, {Konzepte} und {Innovationen}}, author = {Leineweber, Christian}, + year = {2023}, keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, ⛔ No DOI found}, file = {Leineweber - 2023 - Einleitung Theorie(n) der Bildung und digitale Me.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CETXGGG2/Leineweber - 2023 - Einleitung Theorie(n) der Bildung und digitale Me.pdf:application/pdf;Leineweber - Einleitung Theorie(n) der Bildung und digitale Me.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R4N8ULZP/Leineweber - Einleitung Theorie(n) der Bildung und digitale Me.pdf:application/pdf}, } @@ -57148,11 +57334,13 @@ Series Title: Digitalitätsforschung / Digitality Research}, file = {Seiter et al. - 2023 - Lernen in der digitalisierten Arbeitswelt (LidA).pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SZBKQD73/Seiter et al. - 2023 - Lernen in der digitalisierten Arbeitswelt (LidA).pdf:application/pdf}, } -@incollection{mayrberger_mediendidaktik_nodate, +@incollection{mayrberger_mediendidaktik_2023, title = {Mediendidaktik als {Didaktik} in der {Digitalität} – praxistheoretisch informierte {Betrachtung} von {Handlungsfähigkeit} in der {Hochschulbildung} in der digitalen {Transformation}}, language = {de-DE}, + booktitle = {Bildung und {Medien}: {Theorien}, {Konzepte} und {Innovationen}}, author = {Mayrberger, Kerstin}, - keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, ⛔ No DOI found}, + year = {2023}, + keywords = {\#7:Buchteil:digital:Medien, ⛔ No DOI found, Charité:Promotion, Promotion:Literaturanalyse}, file = {Mayrberger - 2023 - Mediendidaktik als Didaktik in der Digitalität – p.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PYEZWZYK/Mayrberger - 2023 - Mediendidaktik als Didaktik in der Digitalität – p.pdf:application/pdf;Mayrberger - Mediendidaktik als Didaktik in der Digitalität – p.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AS2DR25P/Mayrberger - Mediendidaktik als Didaktik in der Digitalität – p.pdf:application/pdf}, } @@ -57335,47 +57523,57 @@ Series Title: Digitalitätsforschung / Digitality Research}, author = {Bauer, Karl-Oswald}, editor = {Graf, Ulrike and Iwers, Telse and Altner, Nils and Staudinger, Katja}, year = {2024}, - keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Corporealtity, COVID-19, Digitale Medien, Digitalisierung, Digitalization, Humanistische Pädagogik, Humanistische Psychologie, Körper {\textless}Biol{\textgreater}, Leiblichkeit, Pandemie, Personality development, Persönlichkeitsbildung, Persönlichkeitsentwicklung, Promotion:Literaturanalyse, Psychic development, Psychische Gesundheit, Psychological development, Selbstdarstellung, Selbstfindung, Selbstwertgefühl, Selbstwirksamkeit, Self efficacy, Self-representation, Social networks, Soziales Netzwerk}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Digitalisierung, Digitalization, COVID-19, Pandemie, Digitale Medien, Humanistische Pädagogik, Humanistische Psychologie, Personality development, Persönlichkeitsbildung, Selbstwertgefühl, Körper {\textless}Biol{\textgreater}, Selbstwirksamkeit, Self efficacy, Persönlichkeitsentwicklung, Psychische Gesundheit, Corporealtity, Leiblichkeit, Selbstdarstellung, Self-representation, Social networks, Soziales Netzwerk, Psychic development, Psychological development, Selbstfindung}, pages = {21--32}, file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/SX8MB7KD/Bauer - Entleiblichung und digitalisierte Selbstdarstellun.pdf:application/pdf}, } -@incollection{rank_moglichkeiten_nodate, +@incollection{rank_moglichkeiten_2022, title = {Möglichkeiten der {Leistungserhebung}, -bewertung und -rückmeldung mit digitalen {Medien}}, isbn = {978-3-7815-5938-7 978-3-7815-2498-9}, url = {http://nbn-resolving.de/urn:nbn:de:0111-pedocs-242515}, abstract = {Eine der Hauptaufgaben von Lehrkräften der Grundschule ist es, die Leistungen der Schülerinnen und Schüler wahrzunehmen, zu erheben, zu bewerten und rückzumelden. Digitale Medien bieten hierfür neue Möglichkeiten. Welche Veränderungen digitale Medien in den Phasen der Leistungserhebung, -bewertung und -rückmeldung eröffnen, wird im Folgenden an Beispielen aus verschiedenen Fächern und Anwendungsbereichen der Grundschule verdeutlicht. (DIPF/Orig.)}, language = {de-DE}, urldate = {2024-05-14}, + booktitle = {Digitalisierung in der {Grundschule}. {Grundlagen}, {Gelingensbedingungen} und didaktische {Konzeptionen} am {Beispiel} des {Fachs} {Sachunterricht}}, publisher = {pedocs}, author = {Rank, Astrid}, - keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Digitalisierung, Digitalization, Media pedagogics, Medienpädagogik, Primarbereich, Primary level, Digitale Medien, Pupil achievement, Schülerleistung, Student achievement, Individual support, Individuelle Förderung, Media education, Primary education, Achievement, Leistung, Achievement measurement, Achievement test, Leistungsbeurteilung, Pupil Evaluation, Leistungsmessung, Performance measurement, Grundschulpädagogik, Primary school education, Primary school pedagogics, Leistungsrückmeldung, Bezugsnorm, Leistungsbegriff}, + year = {2022}, + keywords = {\#7:Buchteil:digital:Medien, Achievement, Achievement measurement, Achievement test, Bezugsnorm, Charité:Promotion, Digitale Medien, Digitalisierung, Digitalization, Grundschulpädagogik, Individual support, Individuelle Förderung, Leistung, Leistungsbegriff, Leistungsbeurteilung, Leistungsmessung, Leistungsrückmeldung, Media education, Media pedagogics, Medienpädagogik, Performance measurement, Primarbereich, Primary education, Primary level, Primary school education, Primary school pedagogics, Promotion:Literaturanalyse, Pupil achievement, Pupil Evaluation, Schülerleistung, Student achievement}, + pages = {73--84}, file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/M93EAEYT/Rank - Möglichkeiten der Leistungserhebung, -bewertung un.pdf:application/pdf}, } -@incollection{reisenhofer_fur_nodate, +@incollection{reisenhofer_fur_2024, title = {"{Für} mich ist {Computerspielen} gerade einfach ein sehr, sehr großer {Teil} von meinem {Leben}". {Eine} qualitative {Analyse} zur persönlichkeitsbildenden {Bedeutung} des {Computerspielens} {Adoleszenter} im {Zuge} von {COVID}-19}, isbn = {978-3-7815-6073-4 978-3-7815-2619-8}, url = {http://nbn-resolving.de/urn:nbn:de:0111-pedocs-289455}, abstract = {Die Basis des Beitrags bildet die qualitative Studie „Ich Zocke“, in der die Belastungen und Bewältigungsstrategien Adoleszenter während der Pandemie unter Fokussierung auf das Computerspielen untersucht wurden. Adoleszente gelten im Zuge einer Pandemie entwicklungsbedingt als vulnerable Gruppe, die dementsprechend besonders unter den Auswirkungen der Maßnahmen zu deren Eindämmung leiden (Kaman et al., 2021). Während der Corona-Pandemie stieg der Spielkonsum von Adoleszenten seit Beginn der Krise, wie aktuelle Studien nachweisen (YouGov, 2020). In der Studie „Ich Zocke“ wurden vor diesem Hintergrund 15 Adoleszente im Alter von 11 bis 21 Jahren mittels einer Kombination aus narrativen und problemzentrierten Interviews zu ihrem Erleben der Pandemie in Zusammenhang mit ihrem Computerspielverhalten zwischen Juni und Juli 2021 interviewt. In welcher Hinsicht Computerspiele als Möglichkeitsräume für Entwicklung, Veränderung und Bildungsanlässe (Fromme, Jörissen \& Unger, 2008; Fromme \& Könitz, 2014; Fritz, 2009) in Zeiten einer Krise gelten können sowie die Frage, welche zusätzlichen Belastungen mit dem Computerspielen einhergehen, werden in dem geplanten Beitrag diskutiert. Dabei verstehen wir Computerspiele als Erfahrungsräume (Mittlböck, 2020), die das Potenzial zur Formung und Umformung der Art und Weise, wie wir uns und unsere Welt wahrnehmen (Fromme \& Könitz, 2014), beinhalten. (DIPF/Orig.)}, language = {de-DE}, urldate = {2024-05-14}, + booktitle = {Persönlichkeitsbildung in {Zeiten} von {Digitalisierung}}, publisher = {pedocs}, author = {Reisenhofer, Christin and Gruber, Andreas}, - keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Digitalisierung, Digitalization, Adolescent, Belastung, Jugendlicher, Humanistic pedagogics, COVID-19, Pandemie, Mediennutzung, Social interaction, Soziale Interaktion, Utilisation of media, Utilization of media, Qualitative Analyse, Qualitative analysis, Humanistische Pädagogik, Humanistische Psychologie, Personality development, Persönlichkeitsbildung, Computer game, Computerspiel, Adolescence, Adoleszenz, Playing behavior, Saving habit, Spielverhalten, Videospiel}, + year = {2024}, + keywords = {\#7:Buchteil:digital:Medien, Adolescence, Adolescent, Adoleszenz, Belastung, Charité:Promotion, Computer game, Computerspiel, COVID-19, Digitalisierung, Digitalization, Humanistic pedagogics, Humanistische Pädagogik, Humanistische Psychologie, Jugendlicher, Mediennutzung, Pandemie, Personality development, Persönlichkeitsbildung, Playing behavior, Promotion:Literaturanalyse, Qualitative Analyse, Qualitative analysis, Saving habit, Social interaction, Soziale Interaktion, Spielverhalten, Utilisation of media, Utilization of media, Videospiel}, + pages = {67--77}, file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/TPQB6VEE/Reisenhofer und Gruber - Für mich ist Computerspielen gerade einfach ein s.pdf:application/pdf}, } -@incollection{volschow_zwischen_nodate, +@incollection{volschow_zwischen_2024, + series = {Schriftenreihe zur {Humanistischen} {Pädagogik} und {Psychologie}}, title = {Zwischen {Persönlichkeitsbildung} und {Digitalisierung}. {Optionen} und {Grenzen} elektronischer {Portfolioarbeit} zur {Reflexionsunterstützung} im {Lehramtsstudium}}, isbn = {978-3-7815-6073-4 978-3-7815-2619-8}, url = {http://nbn-resolving.de/urn:nbn:de:0111-pedocs-289530}, abstract = {Der Konzeptbeitrag befasst sich mit der Reflexionsunterstützung im Lehramtsstudium unter besonderer Fokussierung elektronischer Portfolioarbeit. Dabei wird u. a. verdeutlicht, warum Reflexion grundlegend für den persönlichkeitsbildenden Anteil des Professionalisierungsprozesses ist (Schön, 1983). Gerade mit Blick auf die verstärkten Digitalisierungsforderungen im Studium ist dabei auch die digital unterstützte Reflexionsanregung zu thematisieren. Im Rahmen von zwei BMBF geförderten Qualitätsoffensive Lehrerbildung Projekten wurde an der Universität Vechta seit 2016 ein digitales Portfolio-Tool entwickelt, das aktuell implementiert und evaluiert wird. Das Tool verfolgt insbesondere das Ziel der Reflexion eigener Lern- und Entwicklungsprozesse und dient damit dem Professionalisierungsprozess (Bauer, 2012). In diesem Beitrag wird nach einer theoriegeleiteten Betrachtung digitaler Reflexionsförderung zur Unterstützung professionsbezogener Persönlichkeitsbildung auf die Methode Portfolioarbeit (u.a. Bräuer, 2014) eingegangen. Abschließend werden Gelingensbedingungen und Grenzen reflexionsfördernder elektronischer Portfolioarbeit zur Unterstützung der Persönlichkeitsbildung angehender Lehrkräfte verdeutlicht. (DIPF/Orig.)}, language = {de-DE}, urldate = {2024-05-14}, + booktitle = {Persönlichkeitsbildung in {Zeiten} von {Digitalisierung}}, publisher = {pedocs}, author = {Völschow, Yvette and Warrelmann, Julia-Nadine}, - keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Digitalisierung, Digitalization, Lehrerbildung, Professionalisierung, Professionalization, Teachers' training, Humanistic pedagogics, Teacher education, Lehramtsstudent, Student teachers, Digitale Medien, Humanistische Pädagogik, Humanistische Psychologie, Personality development, Persönlichkeitsbildung, Portfolio, Lehrerpersönlichkeit, Reflexion {\textless}Phil{\textgreater}}, + editor = {Graf, Ulrike and Iwers, Telse and Altner, Nils and Staudinger, Katja}, + year = {2024}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Digitale Medien, Digitalisierung, Digitalization, Humanistic pedagogics, Humanistische Pädagogik, Humanistische Psychologie, Lehramtsstudent, Lehrerbildung, Lehrerpersönlichkeit, Personality development, Persönlichkeitsbildung, Portfolio, Professionalisierung, Professionalization, Promotion:Literaturanalyse, Reflexion {\textless}Phil{\textgreater}, Student teachers, Teacher education, Teachers' training}, file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/T785ZMZ7/Völschow und Warrelmann - Zwischen Persönlichkeitsbildung und Digitalisierun.pdf:application/pdf}, } @@ -59588,12 +59786,12 @@ Publisher: Waxmann : Münster ; New York}, author = {Khalil, Mohammad and Wong, Jacqueline and Wasson, Barbara and Paas, Fred}, month = apr, year = {2024}, - keywords = {\#0:Zeitschriftenartikel:digital:learning, Charité:Promotion, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:5, Technologieintegration}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, \#0:Zeitschriftenartikel:digital:learning}, pages = {1281--1289}, file = {Adaptive support for self‐regulated learning in di.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T2J9TR32/Adaptive support for self‐regulated learning in di.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/C77IFGSI/bjet.html:text/html}, } -@article{sharma_self-regulation_nodate, +@article{sharma_self-regulation_2024, title = {Self-regulation and shared regulation in collaborative learning in adaptive digital learning environments: {A} systematic review of empirical studies}, volume = {n/a}, issn = {1467-8535}, @@ -59606,8 +59804,10 @@ Publisher: Waxmann : Münster ; New York}, urldate = {2024-05-14}, journal = {British Journal of Educational Technology}, author = {Sharma, Kshitij and Nguyen, Andy and Hong, Yvonne}, + year = {2024}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13459}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU4b, self-regulated learning, adaptive learning environments, collaborative learning, adaptive learning, socially shared regulation, SRL, SSRL}, + keywords = {\#0:Zeitschriftenartikel:digital:learning, adaptive learning, adaptive learning environments, Charité:Promotion, collaborative learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4b, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:5, self-regulated learning, socially shared regulation, SRL, SSRL, Technologieintegration}, + pages = {1--39}, file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/ZJVZ7YNH/Sharma et al. - Self-regulation and shared regulation in collabora.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/8XHS9C2W/bjet.html:text/html}, } @@ -59847,7 +60047,7 @@ Conclusions: Implementing a blended-learning approach to EBM teaching promotes g @inproceedings{lean_rise_2023, address = {Valencia, Spain}, - title = {{THE} {RISE} {IN} {LEARNIFICATION} {AND} {SELF}-{EXPLOITATION} {IN} {ONLINE} {LEARNING}}, + title = {The rise in learnification and self-exploitation in online learning}, url = {https://library.iated.org/view/LEAN2023RIS}, doi = {10/gr3wxd}, abstract = {The pursuit of student-centred lifelong learning and its subsidiary goals of self-regulated learning and selfdirection have often been pitted in direct opposition to notions of the teacher and teacher-centred education and learning. While the push towards student-centred learning signals a movement away from top-down, dictatorial teaching towards allowing students to focus on their own needs and goals, it is also part of a greater social shift away from traditional forms of authority in terms of both power and knowledge. This development has been expedited by digital technology use and can be seen in the adoption of online learning-specific teaching and learning frameworks, Computer Supported Collaborative Learning systems, and other platforms. The development of student-centred pedagogies is partly a result of educational institutions' emphasis on the demands of the fourth industrial revolution. Therefore, a critical analysis of the adoption and adaptation of frameworks for student-centred learning is paramount in order to understand how student-centred learning may impact adult education in practice. This paper initially draws from Biesta's (1, 2) critique of "learnification" in education and Han's (3, 4) notion of the self-exploiting individual to argue that the role of the student is changing, that students are becoming self-exploiting individuals that decreasingly require teachers' facilitation of learning and leadership acts to move forward in learning as they are increasingly capable of self-discipline, self-regulation, and self-direction. It then argues that this process is supported by digital tools and online learning, highlighting the development of particular online learning frameworks and tools. Finally, it argues for critical reflection on frameworks for online learning, making the point that educators should step back and evaluate the ways in which allegedly emancipatory approaches and tools are being utilised in higher education.}, @@ -60015,12 +60215,18 @@ Conclusions: Implementing a blended-learning approach to EBM teaching promotes g file = {Frischauf und Slanovc - 2020 - Digitalisierung als Chance für individuelle Förder.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H7K3Z5ED/Frischauf und Slanovc - 2020 - Digitalisierung als Chance für individuelle Förder.pdf:application/pdf}, } -@article{gottburgsen_digitale_nodate, +@incollection{gottburgsen_digitale_2023, title = {Digitale {Lernumwelten}, studentische {Diversität} und {Learning} {Outcomes}: {Empirische} {Befunde} und {Implikationen} für die digitale {Hochschulbildung}}, + url = {https://www.pedocs.de/frontdoor.php?source_opus=27834}, abstract = {Digitalen Lernumwelten, die Künstliche Intelligenz (KI) einsetzen, wird zugeschrieben, dass sie der Diversität Studierender, ihren unterschiedlichen Lebenslagen und differierenden Lernvoraussetzungen sowie -erfahrungen besser gerecht werden, indem sie flexibles, zeit- und ortsunabhängiges sowie personalisiertes Lernen ermöglichen und somit zum individuellen Lern- und Studienerfolg beitragen können. Dieser Beitrag gibt einen Überblick, in welcher Weise die Vielfalt der Studierenden bisher in die empirische Forschung zur digitalen Hochschulbildung (unter Einbeziehung von KI) Eingang gefunden hat. Während diversitätsorientierte Studien zur ICT-Literacy sowie zu Mediennutzung und -präferenzen diverser Studierendengruppen international vorhanden sind, werden die Effekte digitaler Lernumwelten bzw. Lernformate oder die Auswirkungen von KI auf die Learning Outcomes einer divers zusammengesetzten Studierendenschaft (z.B. Lernerfolge, Mobilität) auch international selten thematisiert. Der vorliegende Beitrag stellt daher exemplarisch aktuelle Befunde zum Einfluss digitaler Lernumwelten auf die Mobilität diverser Studierender vor und zeigt, welche Ansatzpunkte und Herausforderungen für künftige Forschung zur digitalen Hochschulbildung bestehen.}, language = {de-DE}, + urldate = {2025-07-17}, + booktitle = {Künstliche {Intelligenz} in der {Hochschulbildung}. {Chancen} und {Grenzen} des {KI}-gestützten {Lernens} und {Lehrens}}, author = {Gottburgsen, Anja and Hofmann, Yvette E and Willige, Janka}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen}, + editor = {Schmohl, Tobias, Tobias and Watanabe, Alice and Schelling, Kathrin}, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen, Forschungsansätze, Technologieintegration, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, Promotion:FU3}, + pages = {119--144}, file = {Gottburgsen et al. - Digitale Lernumwelten, studentische Diversität und.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LRSNQXU9/Gottburgsen et al. - Digitale Lernumwelten, studentische Diversität und.pdf:application/pdf}, } @@ -60866,13 +61072,18 @@ Publisher: PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Profe file = {schob_2020_lernen_mit_medien_–_(k)ein_nachhaltiger_ansatz_fur_die_kompetenzentwicklung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QR3ICWCA/schob_2020_lernen_mit_medien_–_(k)ein_nachhaltiger_ansatz_fur_die_kompetenzentwicklung.pdf:application/pdf}, } -@article{lucke_personliche_nodate, +@article{lucke_personliche_2021, title = {Persönliche {Lernumgebungen} von {Studierenden} im {Corona}-{Semester}}, + url = {https://dl.gi.de/items/86faf239-00c7-4201-b8b6-45ed1686bb1a}, + doi = {10.18420/inf2020_45}, abstract = {Das Lernen in der heimischen Umgebung birgt eine Reihe von Herausforderungen und Chancen, die in diesem Beitrag anhand der Einreichungen zu einem Fotowettbewerb an der Universität Potsdam sichtbar gemacht werden. Die Fotos und Texte der Studierenden veranschaulichen schlaglichtartig, wie diese Mischung aus physischen und virtuellen Lernorten aussehen kann, welche Schwierigkeiten damit verbunden sind und welche Auswege gefunden wurden. Dabei sind organisatorische und psychologische Fragen ebenso betroffen wie pädagogische und technische Aspekte. Eine Interpretation dieser direkt dokumentierten Erfahrungen der Studierenden entlang verschiedener Kriterien liefert wertvolle Hinweise für analoge und digitale Ansätze zur Gestaltung von Blended Learning auch nach der Pandemie.}, language = {de-DE}, + urldate = {2025-07-17}, + journal = {Informatik}, author = {Lucke, Ulrike}, + year = {2021}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Bildung, Multimedia, Krisenreaktion im Bildungsbereich, Promotion:FU3}, - pages = {12}, + pages = {495--506}, file = {Persönliche_Lernumgebungen_von_Studierenden_im_Corona-Semester_HS2030.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FX8XRH8R/Persönliche_Lernumgebungen_von_Studierenden_im_Corona-Semester_HS2030.pdf:application/pdf}, } @@ -61685,7 +61896,7 @@ CONCLUSIONS: This study showcases encouraging outcomes in forecasting mortality file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/PSU95AD6/Hernández Guillamet et al. - 2023 - Machine Learning Model for Predicting Mortality Ri.pdf:application/pdf}, } -@article{lim_how_nodate, +@article{lim_how_2023, title = {How do students learn with real-time personalized scaffolds?}, volume = {n/a}, issn = {1467-8535}, @@ -61697,9 +61908,11 @@ CONCLUSIONS: This study showcases encouraging outcomes in forecasting mortality urldate = {2024-05-14}, journal = {British Journal of Educational Technology}, author = {Lim, Lyn and Bannert, Maria and van der Graaf, Joep and Fan, Yizhou and Rakovic, Mladen and Singh, Shaveen and Molenaar, Inge and Gašević, Dragan}, + year = {2023}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13414}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, educational technology, self-regulated learning, adaptive support, personalized scaffolds, real-time learning analytics, trace data}, - file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/YCJ8L7EY/Lim et al. - How do students learn with real-time personalized .pdf:application/pdf;Lim et al. - 2023 - How do students learn with real‐time personalized .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2X22TE8J/Lim et al. - 2023 - How do students learn with real‐time personalized .pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/RGG2I8MK/bjet.html:text/html}, + pages = {1--19}, + file = {Lim et al. - 2023 - How do students learn with real‐time personalized .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2X22TE8J/Lim et al. - 2023 - How do students learn with real‐time personalized .pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/RGG2I8MK/bjet.html:text/html}, } @article{zaidi_student_2024, @@ -62217,7 +62430,7 @@ Conclusion  The current study shows the positive impact of O2O combined with P author = {Ma, Qing and Lee, Hiu Tung Hubert and Gao, Xuesong (Andy) and Chai, Ching-sing}, year = {2024}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13458}, - keywords = {\#b:Zeitschriftenartikel:online:learning, Bewertungsmethoden, Charité:Promotion, corpus-based language pedagogy, Forschungsansätze, inter-group interactions, intra-group interactions, Kollaboratives Lernen, Lehr- und Lerneffektivität, online collaborative learning, Promotion:Argumentation, Promotion:FU2a, Promotion:Literaturanalyse, Promotion:Relevanz:4, Technologieintegration, TPACK}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Promotion:Argumentation, Promotion:Relevanz:4, TPACK, corpus-based language pedagogy, inter-group interactions, intra-group interactions, online collaborative learning}, pages = {1--29}, file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/WCGHKRIJ/Ma et al. - Learning by design Enhancing online collaboration.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/34CK3YHL/bjet.html:text/html}, } @@ -62653,12 +62866,14 @@ Conclusions: The results of this review suggest that online technologies (i.e., file = {Wang - 2024 - Online peer tutoring programs fostering community .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IYVH7EEX/Wang - 2024 - Online peer tutoring programs fostering community .pdf:application/pdf}, } -@article{lee_step_nodate, +@inproceedings{lee_step_2023, title = {A {Step} toward {Characterizing} {Student} {Collaboration} in {Online} {Knowledge} {Building} {Environments} with {Machine} {Learning}}, abstract = {Existing research has substantial progress in uncovering outcomes of collaborative learning in recent years, but more attention can be directed towards the better understanding of collaborative learning processes via quantitative frameworks and methods. Through the use of knowledge building as a collaborative learning pedagogical approach, it is possible for researchers to glean deeper insights into aspects of students’ collaboration within authentic learning environments. In this paper, the multimodal approach of data collection and analysis was conducted with a proposed conceptual analytical framework that can characterize constructs of collaborative activities in a knowledge building classroom using machine learning methods. The application in a pilot is discussed along with how this conceptual development can offer a summary of new insights into students’ individual and group collaborative trajectories during learning tasks.}, language = {en-GB}, + booktitle = {Proceedings of the 31st {International} {Conference} on {Computers} in {Education}}, author = {Lee, Alwyn Vwen Yen and Teo, Chew Lee and Ong, Aloysius}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Promotion:Argumentation}, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Promotion:Argumentation, \#b:Konfernez-Paper:online:learning}, file = {Lee et al. - A Step toward Characterizing Student Collaboration.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UXRNZAGQ/Lee et al. - A Step toward Characterizing Student Collaboration.pdf:application/pdf}, } @@ -62692,12 +62907,15 @@ Conclusions: The results of this review suggest that online technologies (i.e., file = {Feng und Zhang - 2023 - Peer Relationships in Hybrid Learning During COVID.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9N2DUEXM/Feng und Zhang - 2023 - Peer Relationships in Hybrid Learning During COVID.pdf:application/pdf}, } -@article{goswami_supporting_nodate, +@article{goswami_supporting_2023, title = {Supporting {Co}-{Regulation} and {Motivation} in {Learning} {Programming} in {Online} {Classrooms}}, volume = {7}, abstract = {Self-regulation of learning in programming has been extensively investigated, emphasising an individual’s metacognitive and motivational regulation components. However, learning often happens in socially situated contexts, and little emphasis has been paid to studying social modes of regulation in programming. We designed Thyone, a collaborative Jupyter Notebook extension to support learners’ programming regulation in an online classroom context with the overall aim to foster their intrinsic motivation toward programming. Thyone’s salient features - Flowchart, Discuss and Share Cell - incorporate affordances for learners to co-regulate their learning and drive their motivation. In an exploratory quasi-experimental study, we investigated learners’ engagement with Thyone’s features and assessed its influence on their learning motivation in an introductory programming course. We found that Thyone facilitated the co-regulation of programming learning and that the users’ engagement with Thyone appeared to positively influence components of their motivation: interest, autonomy, and relatedness. Our results inform the design of technological interventions to support co-regulation in programming learning. CCS Concepts: • Software and its engineering → Collaboration in software development; • Humancentered computing → Empirical studies in collaborative and social computing; • Social and professional topics → CS1.}, language = {en-GB}, + number = {2}, author = {Goswami, Lahari}, + month = oct, + year = {2023}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU2a}, file = {Goswami - Supporting Co-Regulation and Motivation in Learnin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I3WIX8ZM/Goswami - Supporting Co-Regulation and Motivation in Learnin.pdf:application/pdf}, } @@ -62748,7 +62966,7 @@ Conclusions: The results of this review suggest that online technologies (i.e., file = {Danzglock und Hänze - 2024 - Benefits of Problem-Solving First for the Success .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C6VXI8SM/Danzglock und Hänze - 2024 - Benefits of Problem-Solving First for the Success .pdf:application/pdf}, } -@article{viberg_exploring_2024, +@article{viberg_exploring_2024-1, title = {Exploring the nature of peer feedback: {An} epistemic network analysis approach}, issn = {0266-4909, 1365-2729}, shorttitle = {Exploring the nature of peer feedback}, @@ -62957,7 +63175,7 @@ Conclusions: This study contributes to the methodological advancements for study file = {Woo et al. - 2024 - Exploring EFL students’ prompt engineering in huma.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q69JL74Y/Woo et al. - 2024 - Exploring EFL students’ prompt engineering in huma.pdf:application/pdf}, } -@article{colliot_what_nodate, +@article{colliot_what_2024, title = {What makes tablet-based learning effective? {A} study of the role of real-time adaptive feedback}, volume = {n/a}, issn = {1467-8535}, @@ -62970,12 +63188,14 @@ Conclusions: This study contributes to the methodological advancements for study urldate = {2024-05-14}, journal = {British Journal of Educational Technology}, author = {Colliot, Tiphaine and Krichen, Omar and Girard, Nathalie and Anquetil, Éric and Jamet, Éric}, + year = {2024}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13439}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, artificial intelligence, tablet computer, intelligent tutoring system, adaptive feedback, geometry app, learning performances}, + pages = {1--18}, file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/SSCA9E6V/Colliot et al. - What makes tablet-based learning effective A stud.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/9DIVPYPK/bjet.html:text/html}, } -@article{buseyne_assessing_nodate, +@article{buseyne_assessing_2023, title = {Assessing verbal interaction of adult learners in computer-supported collaborative problem solving}, volume = {n/a}, issn = {1467-8535}, @@ -62987,8 +63207,10 @@ Conclusions: This study contributes to the methodological advancements for study urldate = {2024-05-14}, journal = {British Journal of Educational Technology}, author = {Buseyne, Siem and Rajagopal, Kamakshi and Danquigny, Thierry and Depaepe, Fien and Heutte, Jean and Raes, Annelies}, + year = {2023}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13391}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU2b, content analysis, audio data, collaborative problem solving, linguistic inquiry, linguistic style matching}, + pages = {1--21}, file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/DXNBKDHH/Buseyne et al. - Assessing verbal interaction of adult learners in .pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/DF7PMZG5/bjet.html:text/html}, } @@ -63360,7 +63582,7 @@ OCLC: 697485213}, pages = {165--178}, } -@article{kirubarajan_artificial_nodate, +@article{kirubarajan_artificial_2020, title = {Artificial intelligence in emergency medicine: {A} scoping review}, volume = {n/a}, issn = {2688-1152}, @@ -63373,12 +63595,14 @@ OCLC: 697485213}, urldate = {2020-11-11}, journal = {Journal of the American College of Emergency Physicians Open}, author = {Kirubarajan, Abirami and Taher, Ahmed and Khan, Shawn and Masood, Sameer}, + year = {2020}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/emp2.12277}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Notfallmedizin, artificial intelligence, technology, machine learning, algorithm, emergency department, artificial neural networks}, + pages = {1--12}, file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/PSRFHUID/Kirubarajan et al. - Artificial intelligence in emergency medicine A s.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/XJ4ZIKY9/emp2.html:text/html}, } -@article{svellingen_effect_nodate, +@article{svellingen_effect_2020, title = {The effect of multiple exposures in scenario-based simulation—{A} mixed study systematic review}, volume = {n/a}, issn = {2054-1058}, @@ -63390,8 +63614,10 @@ OCLC: 697485213}, urldate = {2020-10-05}, journal = {Nursing Open}, author = {Svellingen, Alette H. and Søvik, Margrethe B. and Røykenes, Kari and Brattebø, Guttorm}, + year = {2020}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/nop2.639}, keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, education, learning, nursing students, clinical competence, mixed study systematic review}, + pages = {1--15}, file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/XJCJW7VY/nop2.html:text/html;svellingen_et_al_the_effect_of_multiple_exposures_in_scenario-based_simulation—a_mixed_study.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TCBMPYQP/svellingen_et_al_the_effect_of_multiple_exposures_in_scenario-based_simulation—a_mixed_study.pdf:application/pdf}, } @@ -63446,12 +63672,15 @@ OCLC: 697485213}, file = {Kirk Sullivan et al. - 2023 - Lighting the fire unleashing student agency in em.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8JQ5DII6/Kirk Sullivan et al. - 2023 - Lighting the fire unleashing student agency in em.pdf:application/pdf}, } -@article{werlen_think_nodate, +@inproceedings{werlen_think_2023, title = {Think, speak, and reflect! {Deeper} learning with self-control tasks and voice input}, + url = {https://eapril.org/assets/images/2023_Proceedingsfinal.pdf}, abstract = {In online learning environments, closed-ended questions, such as multiple-choice questions, allow learners to receive immediate feedback on their answers. Although open-ended questions may be more appropriate for some learning objectives and materials, providing immediate feedback on open-ended responses remains a challenge. Self-control tasks (SCT) provide students with instant feedback on answers to open-ended questions. The focus is on comparing the student's own answer with a sample answer and reflecting on differences between the answers. The tasks are designed in such a way that deeper learning can be achieved. SCT with oral answers adds another modality and should deepen learning even more. We received valuable feedback from qualitative interviews with undergraduate students from a project management course of a central European distance university. Some of the students reported benefits from the SCTs, others experienced difficulties with the selfdirected learning that the tasks require. In the case of the SCTs with verbal input, there were also problems with the transcription. Students are required to learn to speak their answers. We would like to discuss what interventions are appropriate to help students to learn the skills for self-evaluation and self-reflection, and what is the additional benefit of a voice input for deeper learning.}, language = {en-GB}, + urldate = {2025-07-17}, author = {Werlen, Egon and Laubscher, Dorothy}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning}, + year = {2023}, + keywords = {\#b:Konferenz-Paper:online:learning, Charité:Promotion, Promotion:Literaturanalyse}, file = {Werlen und Laubscher - Think, speak, and reflect! Deeper learning with se.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FQRQEU9V/Werlen und Laubscher - Think, speak, and reflect! Deeper learning with se.pdf:application/pdf;Werlen und Laubscher - Think, speak, and reflect! Deeper learning with se.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VP8ZDKS2/Werlen und Laubscher - Think, speak, and reflect! Deeper learning with se.pdf:application/pdf}, } @@ -63834,15 +64063,6 @@ Conclusions  The animation-supported e-PBL environment positively effects the file = {Kolmos et al. - 2023 - Interdisciplinary project types in engineering edu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MXX3DRJQ/Kolmos et al. - 2023 - Interdisciplinary project types in engineering edu.pdf:application/pdf}, } -@article{gombert_making_nodate, - title = {Making an {Online} {Whiteboard} {Ready} for {Multimodal} {Interaction}: {Integrating} {Text}- and {Voice} {Chat} into {Hyperchalk}}, - abstract = {Hyperchalk is an open-source online whiteboard aimed at use cases in education and has been developed with Learning Analytics in mind. It allows users to sketch and draw in a collaborative environment. Similar to commercial whiteboard tools, this allows the implementation of various collaborative learning tasks. However, unlike commercial solutions, in the background, the tool collects trace data, which can be used to study learners’ collaboration processes and calculate metrics that inform teachers about their learners’ collaboration processes. Collaboration, however, always involves communication between collaborators, and analyzing it is crucial for understanding emerging learning processes. So far, this was a dead spot of Hyperchalk as the tool was limited to collecting only what happened on the whiteboard itself. In this paper, we present an updated version of the tool, which allows users to communicate directly within Hyperchalk with the help of text and voice chat functionalities that have been added. In particular, we illustrate the technical architecture that is a basis for these added features.}, - language = {en-GB}, - author = {Gombert, Sebastian and Menzel, Lukas and Karademir, Onur and Mitri, Daniele Di and Drachsler, Hendrik}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, ⛔ No DOI found}, - file = {Gombert et al. - Making an Online Whiteboard Ready for Multimodal I.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D5QKR25J/Gombert et al. - Making an Online Whiteboard Ready for Multimodal I.pdf:application/pdf}, -} - @article{thommen_empirische_2023, title = {Empirische {Arbeit}: {Der} {Einfluss} des {Einsatzes} von {Breakout}-{Räumen} auf das {Erleben} von sozialer {Eingebundenheit} und intrinsischer {Motivation} von {Studierenden} im {Onlineunterricht}}, volume = {70}, @@ -64022,7 +64242,7 @@ Conclusions  The animation-supported e-PBL environment positively effects the file = {Wei et al. - 2023 - The effect of the emergency shift to virtual instr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RFXIX22I/Wei et al. - 2023 - The effect of the emergency shift to virtual instr.pdf:application/pdf}, } -@article{gibson_learning_nodate, +@article{gibson_learning_2023, title = {Learning theories for artificial intelligence promoting learning processes}, volume = {n/a}, issn = {1467-8535}, @@ -64034,8 +64254,10 @@ Conclusions  The animation-supported e-PBL environment positively effects the urldate = {2023-05-31}, journal = {British Journal of Educational Technology}, author = {Gibson, David and Kovanovic, Vitomir and Ifenthaler, Dirk and Dexter, Sara and Feng, Shihui}, + year = {2023}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13341}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, artificial intelligence, computational modelling, learning processes}, + pages = {1--22}, file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/B4S78AKM/Gibson et al. - Learning theories for artificial intelligence prom.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/UYYYIU3W/bjet.html:text/html}, } @@ -64272,7 +64494,7 @@ Conclusion: Precepting, continuous competence assessment and clear learning outc file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/BUE4V9X3/bjet.html:text/html}, } -@article{zhan_primary_nodate, +@article{zhan_primary_2024, title = {Primary school teachers' classroom-based e-assessment practices: {Insights} from the theory of planned behaviour}, volume = {n/a}, issn = {1467-8535}, @@ -64285,12 +64507,14 @@ Conclusion: Precepting, continuous competence assessment and clear learning outc urldate = {2024-05-14}, journal = {British Journal of Educational Technology}, author = {Zhan, Ying and Sun, Daner and Kong, Ho Man and Zeng, Ye}, + year = {2024}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13478}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, alternative e-assessment tasks, e-feedback, e-tests/exercises, primary school teachers, theory of planned behaviour}, + pages = {1--20}, file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/QUEJHUEW/Zhan et al. - Primary school teachers' classroom-based e-assessm.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/9MWN2SQJ/bjet.html:text/html}, } -@article{dayo_evaluating_nodate, +@article{dayo_evaluating_2024, title = {Evaluating technology enhanced learning by using single-case experimental design: {A} systematic review}, volume = {n/a}, issn = {1467-8535}, @@ -64303,12 +64527,14 @@ Conclusion: Precepting, continuous competence assessment and clear learning outc urldate = {2024-05-14}, journal = {British Journal of Educational Technology}, author = {Dayo, Nadira and Said Metwaly, Sameh and Van Den Noortgate, Wim}, + month = apr, + year = {2024}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13468}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, systematic review, technology-enhanced learning, single-case experimental design}, file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/3AQC8YEV/bjet.html:text/html}, } -@article{jiang_towards_nodate, +@article{jiang_towards_2024, title = {Towards inclusivity in {AI}: {A} comparative study of cognitive engagement between marginalized female students and peers}, volume = {n/a}, issn = {1467-8535}, @@ -64321,12 +64547,14 @@ Conclusion: Precepting, continuous competence assessment and clear learning outc urldate = {2024-05-14}, journal = {British Journal of Educational Technology}, author = {Jiang, Shiyan and McClure, Jeanne and Tatar, Cansu and Bickel, Franziska and Rosé, Carolyn P. and Chao, Jie}, + year = {2024}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13467}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, cognitive engagement, AI education, intersectionality, language-based AI, machine learning practices}, + pages = {1--17}, file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/AVDXII6P/Jiang et al. - Towards inclusivity in AI A comparative study of .pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/LLGWKWWB/bjet.html:text/html}, } -@article{zeng_exploring_nodate, +@article{zeng_exploring_2024, title = {Exploring the impact of gamification on students’ academic performance: {A} comprehensive meta-analysis of studies from the year 2008 to 2023}, volume = {n/a}, issn = {1467-8535}, @@ -64339,12 +64567,14 @@ Conclusion: Precepting, continuous competence assessment and clear learning outc urldate = {2024-05-14}, journal = {British Journal of Educational Technology}, author = {Zeng, Jiyuan and Sun, Daner and Looi, Chee-Kit and Fan, Andy Chun Wai}, + month = apr, + year = {2024}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13471}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, meta-analysis, gamification, academic performance}, file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/VXAGXBYC/bjet.html:text/html}, } -@article{sun_pre-service_nodate, +@article{sun_pre-service_2024, title = {Pre-service teachers' inclination to integrate {AI} into {STEM} education: {Analysis} of influencing factors}, volume = {n/a}, issn = {1467-8535}, @@ -64357,12 +64587,14 @@ Conclusion: Precepting, continuous competence assessment and clear learning outc urldate = {2024-05-14}, journal = {British Journal of Educational Technology}, author = {Sun, Fengyao and Tian, Peiyao and Sun, Daner and Fan, Yanhua and Yang, Yuqin}, + month = may, + year = {2024}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13469}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, artificial intelligence, pre-service teachers, STEM education, teacher willingness}, + keywords = {\#b:Zeitschriftenartikel:online:learning, artificial intelligence, Charité:Promotion, pre-service teachers, Promotion:Literaturanalyse, STEM education, teacher willingness}, file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/LVACYIDD/bjet.html:text/html}, } -@article{shadiev_facilitating_nodate, +@article{shadiev_facilitating_2024, title = {Facilitating cognitive development and addressing stereotypes with a cross-cultural learning activity supported by interactive 360-degree video technology}, volume = {n/a}, issn = {1467-8535}, @@ -64374,8 +64606,10 @@ Conclusion: Precepting, continuous competence assessment and clear learning outc urldate = {2024-05-14}, journal = {British Journal of Educational Technology}, author = {Shadiev, Rustam and Chen, Xuan and Reynolds, Barry Lee and Song, Yanjie and Altinay, Fahriye}, + month = apr, + year = {2024}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13461}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, cognition, 360-degree video technology, interactive, learning activity, stereotype}, + keywords = {\#b:Zeitschriftenartikel:online:learning, 360-degree video technology, Charité:Promotion, cognition, interactive, learning activity, Promotion:Literaturanalyse, stereotype}, file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/T3HI6KY7/bjet.html:text/html}, } @@ -64393,12 +64627,12 @@ Conclusion: Precepting, continuous competence assessment and clear learning outc author = {D'Angelo, Cynthia M. and Rajarathinam, Robin Jephthah}, year = {2024}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13449}, - keywords = {\#b:Zeitschriftenartikel:online:learning, audio analytics, Charité:Promotion, collaborative problem solving, computer-supported collaborative learning, higher education, multimodal learning analytics, Promotion:Literaturanalyse, teacher orchestration}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, higher education, collaborative problem solving, audio analytics, computer-supported collaborative learning, multimodal learning analytics, teacher orchestration}, pages = {1--19}, file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/HCKD4IZR/D'Angelo und Rajarathinam - Speech analysis of teaching assistant intervention.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/DAKTVP22/bjet.html:text/html}, } -@article{cardenas_hernandez_beyond_nodate, +@article{cardenas_hernandez_beyond_2024, title = {Beyond hard workout: {A} multimodal framework for personalised running training with immersive technologies}, volume = {n/a}, issn = {1467-8535}, @@ -64411,12 +64645,14 @@ Conclusion: Precepting, continuous competence assessment and clear learning outc urldate = {2024-05-14}, journal = {British Journal of Educational Technology}, author = {Cardenas Hernandez, Fernando Pedro and Schneider, Jan and Di Mitri, Daniele and Jivet, Ioana and Drachsler, Hendrik}, + year = {2024}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13445}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, multimodal learning analytics, immersive technologies, mixed methods, running}, + pages = {1--32}, file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/PJNSQGLA/Cardenas Hernandez et al. - Beyond hard workout A multimodal framework for pe.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/JB5CEQYE/bjet.html:text/html}, } -@article{liu_assessing_nodate, +@article{liu_assessing_2024, title = {Assessing implicit computational thinking in game-based learning: {A} logical puzzle game study}, volume = {n/a}, issn = {1467-8535}, @@ -64429,6 +64665,8 @@ Conclusion: Precepting, continuous competence assessment and clear learning outc urldate = {2024-05-14}, journal = {British Journal of Educational Technology}, author = {Liu, Tongxi}, + month = feb, + year = {2024}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13443}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, computational thinking assessment, data science applications, game-based learning analytics, implicit computational thinking behaviours, learning behaviour patterns}, file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/KGKALIM6/bjet.html:text/html}, @@ -64449,11 +64687,11 @@ Conclusion: Precepting, continuous competence assessment and clear learning outc month = feb, year = {2024}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13438}, - keywords = {\#b:Zeitschriftenartikel:online:learning, Charité:Promotion, children with ASD, dynamic assessment, human–computer interactive games, language skills, mediated prompts, Promotion:Literaturanalyse}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, children with ASD, dynamic assessment, human–computer interactive games, language skills, mediated prompts}, file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/7JUTNL5Y/bjet.html:text/html}, } -@article{li_exploring_nodate, +@article{li_exploring_2024, title = {Exploring influential factors in peer upvoting within social annotation}, volume = {n/a}, issn = {1467-8535}, @@ -64465,12 +64703,14 @@ Conclusion: Precepting, continuous competence assessment and clear learning outc urldate = {2024-05-14}, journal = {British Journal of Educational Technology}, author = {Li, Shan and Huang, Xiaoshan and Lin, Lijia and Chen, Fu}, + year = {2024}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13455}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, machine learning, text mining, collaborative reading, social annotation, upvotes}, + pages = {1--14}, file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/NA6262T7/Li et al. - Exploring influential factors in peer upvoting wit.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/FE6758HL/bjet.html:text/html}, } -@article{liang_effect_nodate, +@article{liang_effect_2024, title = {Effect of an {AI}-based chatbot on students' learning performance in alternate reality game-based museum learning}, volume = {n/a}, issn = {1467-8535}, @@ -64482,12 +64722,14 @@ Conclusion: Precepting, continuous competence assessment and clear learning outc urldate = {2024-05-14}, journal = {British Journal of Educational Technology}, author = {Liang, Hsin-Yi and Hwang, Gwo-Jen and Hsu, Tien-Yu and Yeh, Jen-Yuan}, + month = feb, + year = {2024}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13448}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, game-based learning, chatbots, alternate reality games, computer-mediated feedback, museum learning}, file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/YWQ6J4IL/bjet.html:text/html}, } -@article{gandolfi_evaluating_nodate, +@article{gandolfi_evaluating_2024, title = {Evaluating how extended reality delivery device and preservice teacher major impact presence in immersive learning environments}, volume = {n/a}, issn = {1467-8535}, @@ -64499,12 +64741,14 @@ Conclusion: Precepting, continuous competence assessment and clear learning outc urldate = {2024-05-14}, journal = {British Journal of Educational Technology}, author = {Gandolfi, Enrico and Ferdig, Richard E. and Kosko, Karl W.}, + month = feb, + year = {2024}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13446}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, augmented and virtual reality, improving classroom teaching, presence, teacher professional development}, file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/59L2NSSA/bjet.html:text/html}, } -@article{huang_relationships_nodate, +@article{huang_relationships_2024, title = {Relationships among class climate, students' internal help-seeking inclinations, participation in peer help and achievement in an online class}, volume = {n/a}, issn = {1467-8535}, @@ -64516,12 +64760,14 @@ Conclusion: Precepting, continuous competence assessment and clear learning outc urldate = {2024-05-14}, journal = {British Journal of Educational Technology}, author = {Huang, Kun and Law, Victor and Lee-Post, Anita}, + month = feb, + year = {2024}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13437}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, online learning, learning analytics, self-regulated learning, class climate, help seeking}, file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/B6NK2LJF/bjet.html:text/html}, } -@article{chejara_how_nodate, +@article{chejara_how_2023, title = {How well do collaboration quality estimation models generalize across authentic school contexts?}, volume = {n/a}, issn = {1467-8535}, @@ -64533,12 +64779,14 @@ Conclusion: Precepting, continuous competence assessment and clear learning outc urldate = {2024-05-14}, journal = {British Journal of Educational Technology}, author = {Chejara, Pankaj and Kasepalu, Reet and Prieto, Luis P. and Rodríguez-Triana, María Jesús and Ruiz Calleja, Adolfo and Schneider, Bertrand}, + month = oct, + year = {2023}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13402}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, machine learning, generalizability, computer-supported collaborative learning, multimodal learning analytics, collaboration quality}, file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/YJH76KGF/bjet.html:text/html}, } -@article{kaplan-rakowski_impact_nodate, +@article{kaplan-rakowski_impact_2023, title = {The impact of sound and immersive experience on learners when using virtual reality and tablet: {A} mixed-method study}, volume = {n/a}, issn = {1467-8535}, @@ -64551,6 +64799,8 @@ Conclusion: Precepting, continuous competence assessment and clear learning outc urldate = {2024-05-14}, journal = {British Journal of Educational Technology}, author = {Kaplan-Rakowski, Regina and Cockerham, Deborah and Ferdig, Richard E.}, + month = dec, + year = {2023}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13417}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, development of interest, enjoyment, high-immersion virtual reality, informal museum education, learning with tablets, multi-sensory VR, multimodal learning, sense of presence, sound in VR}, file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/XU77SVAJ/bjet.html:text/html}, @@ -66475,15 +66725,6 @@ Conclusion BOPPPS demonstrates significant potential for enhancing various dimen file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/DT2KY5BC/2025 - Zur Relevanz sozio-digitaler Bildung im Studium Soziale Arbeit.pdf:application/pdf}, } -@article{plch_exploring_nodate, - title = {Exploring {Healthcare} {Students}’ {Perceptions} of {Simulation}-{Based} {Learning}}, - abstract = {This dissertation explores how students in medical and healthcare disciplines perceive simulation-based learning (SBL), an educational approach increasingly used in medical education to enhance experiential learning. The research addresses three overarching questions through four studies that combine integrative and scoping reviews with empirical qualitative research. The first study examines medical students’ perceptions of Technology-Enhanced Learning (TEL), revealing strong preferences for blended formats and high engagement with simulation tools. The second study investigates how students perceive simulation-based first-aid training, identifying key factors such as team communication, emotional responses, fidelity, and the importance of structured debriefing. The third and fourth studies focus on healthcare students’ broader perceptions, beliefs, and attitudes toward SBL, analyzing 126 studies and 6 doctoral theses through the lens of the 4P model (Presage, Perception, Process, Product). Findings demonstrate that student perceptions are shaped not only by instructional design and simulation modality, but also by emotional responses, team dynamics, and hierarchical structures present in clinical training environments. Fidelity and debriefing emerged as critical factors influencing the perceived effectiveness of simulations. This dissertation also contributes methodologically by demonstrating the relevance of secondary research – particularly evidence synthesis – to theory development in educational sciences. An adapted 4P model is proposed, integrating student-centered insights to provide a more comprehensive framework for understanding simulation-based learning. The findings offer a deeper understanding of how healthcare students experience SBL and highlight areas for further investigation and reflection in medical education research.}, - language = {en}, - author = {Plch, Mgr Lukáš}, - keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Bewertungsmethoden, Promotion:FU2a, Notfallsanitäter, Promotion:Schlussfolgerung, Rettungsdienst, \#8:Zeitschriftenartikel:blended:learning}, - file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/NCJJNZ8E/Plch - Exploring Healthcare Students’ Perceptions of Simulation-Based Learning.pdf:application/pdf}, -} - @article{tam_implementation_2025, title = {Implementation of hybrid simulation training to promote collective and self-efficacy in medical students: a two-pronged approach}, volume = {57}, @@ -66504,14 +66745,16 @@ Conclusion: Hybrid SBT facilitated by virtual patient simulator and basic maniki month = dec, year = {2025}, note = {Publisher: Informa UK Limited}, - keywords = {\#b:Zeitschriftenartikel:online:learning, Bewertungsmethoden, Charité:Promotion, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU2a, Promotion:Literaturanalyse, Promotion:Relevanz:5, Promotion:Schlussfolgerung, Technologieintegration}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Promotion:Schlussfolgerung}, file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/UHAGVYP2/Tam et al. - 2025 - Implementation of hybrid simulation training to promote collective and self-efficacy in medical stud.pdf:application/pdf}, } -@article{schmidt-lauff_gedankensplitter_nodate, +@article{schmidt-lauff_gedankensplitter_2025, title = {Gedankensplitter zu temporalen, digitalen, virtuellen und hybriden {Phänomenen} von {Lehren} und {Lernen}.}, language = {de}, author = {Schmidt-Lauff, Sabine}, + month = jun, + year = {2025}, keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Systemanpassung, Bildungstheorien, Krisenreaktion im Bildungsbereich, \#9:Zeitschriftenartikel:digital:lernen}, file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/EN4QHGUF/Schmidt-Lauff - Gedankensplitter zu temporalen, digitalen, virtuellen und hybriden Phänomenen von Lehren und Lernen..pdf:application/pdf}, } @@ -66531,7 +66774,7 @@ Conclusion: Hybrid SBT facilitated by virtual patient simulator and basic maniki year = {2011}, doi = {10.1007/978-3-642-23783-6_34}, note = {ISSN: 0302-9743, 1611-3349}, - keywords = {\#b:Buchteil:online:learning, Charité:Promotion, Forschungsansätze, Promotion:FU7, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:3, Systemanpassung, Technologieintegration}, + 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}, } @@ -66551,7 +66794,7 @@ Conclusion: Hybrid SBT facilitated by virtual patient simulator and basic maniki year = {2011}, doi = {10.1007/978-3-642-23783-6_17}, note = {ISSN: 0302-9743, 1611-3349}, - keywords = {\#b:Buchteil:online:learning, Charité:Promotion, Forschungsansätze, Promotion:Argumentation, Promotion:FU4b, Promotion:Literaturanalyse, Promotion:Relevanz:4, Systemanpassung, Technologieintegration}, + 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}, } @@ -66571,7 +66814,7 @@ Conclusion: Hybrid SBT facilitated by virtual patient simulator and basic maniki year = {2011}, doi = {10.1007/978-3-642-23783-6_6}, note = {ISSN: 0302-9743, 1611-3349}, - keywords = {\#b:Buchteil:online:learning, Bewertungsmethoden, Charité:Promotion, Forschungsansätze, Promotion:FU7, Promotion:Literaturanalyse, Promotion:Relevanz:3, Promotion:Weiterführung, Technologieintegration}, + 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}, } @@ -66593,7 +66836,7 @@ Conclusion: Hybrid SBT facilitated by virtual patient simulator and basic maniki month = oct, year = {2021}, note = {Publisher: Springer Science and Business Media LLC}, - keywords = {\#7:Zeitschriftenartikel:digital:Medien, Bildungstheorien, Charité:Promotion, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:5, Systemanpassung, Technologieintegration}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Bildungstheorien, \#7:Zeitschriftenartikel:digital:Medien}, pages = {1039--1060}, file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/T8IK5F8D/Scheiter - 2021 - Lernen und Lehren mit digitalen Medien Eine Standortbestimmung.pdf:application/pdf}, } @@ -66615,15 +66858,19 @@ Conclusion: Hybrid SBT facilitated by virtual patient simulator and basic maniki month = jul, year = {2025}, note = {Publisher: Springer Science and Business Media LLC}, - keywords = {\#b:Zeitschriftenartikel:online:learning, Bildungstheorien, Charité:Promotion, Forschungsansätze, Lehr- und Lerneffektivität, PRomotion:Argumentation, Promotion:FU4a, Promotion:Literaturanalyse, Promotion:Relevanz:4}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Bildungstheorien, Promotion:Relevanz:4, PRomotion:Argumentation}, file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/ABFDQY3M/Zhou et al. - 2025 - Latent profiles of learning engagement and anxiety in high school students the mediating role of ac.pdf:application/pdf}, } -@article{payer_adaptives_nodate, +@article{payer_adaptives_2025, title = {Adaptives {Lernen} und {Usability} im {Fokus}. {Ein} ­{E}-{Learning}-{Kurs} zum {Aufbau} von {KI}-{Literacy}.}, language = {de}, + number = {55}, + journal = {erwachsenenbildung.at}, author = {Payer, Daniel and Worgatsch, Ronald}, - keywords = {\#5:Zeitschriftenartikel:e-learning, Charité:Promotion, Datenschutz und IT-Sicherheit, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Lernsystemarchitektur, Promotion:FU4b, Promotion:Literaturanalyse, Promotion:Relevanz:4, Promotion:Schlussfolgerung, Systemanpassung, Technologieintegration}, + year = {2025}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Relevanz:4, Datenschutz und IT-Sicherheit, Promotion:FU4b, Lernsystemarchitektur, Promotion:Schlussfolgerung, \#5:Zeitschriftenartikel:e-learning}, + pages = {96--105}, file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/HAADGBV6/Payer und Worgatsch - Adaptives Lernen und Usability im Fokus. Ein ­E-Learning-Kurs zum Aufbau von KI-Literacy..pdf:application/pdf}, } @@ -66641,7 +66888,7 @@ Conclusion: Hybrid SBT facilitated by virtual patient simulator and basic maniki month = jul, year = {2025}, note = {Publisher: Universidad del Norte}, - keywords = {\#b:Zeitschriftenartikel:online:learning, Bildungstheorien, Charité:Promotion, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:5, Systemanpassung}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Systemanpassung, Bildungstheorien}, pages = {89--109}, file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/SHST2NWT/Solano Guerrero et al. - 2025 - Interacciones entre regulación metacognitiva social y generación de la solución en aprendizaje colab.pdf:application/pdf}, } @@ -66659,6 +66906,6 @@ Conclusion: Hybrid SBT facilitated by virtual patient simulator and basic maniki author = {Romiti, Sara and Fabbro, Francesco and Ranieri, Maria}, month = jul, year = {2025}, - keywords = {\#b:Zeitschriftenartikel:online:learning, Bewertungsmethoden, Bildungstheorien, Charité:Promotion, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Lernsystemarchitektur, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:5, Technologieintegration}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Bildungstheorien, Lernsystemarchitektur}, file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/MPWLKWDC/Romiti et al. - 2025 - Online collaborative learning to promote teachers’ evaluative thinking.pdf:application/pdf}, } diff --git a/analyse_netzwerk.py b/analyse_netzwerk.py index 9ed0920..3586910 100644 --- a/analyse_netzwerk.py +++ b/analyse_netzwerk.py @@ -625,7 +625,7 @@ def visualize_time_series(bib_database): layout["title"] = {"font": {"size": 16}} layout["autosize"] = True fig.update_layout(**layout) - fig.update_traces(line=plot_styles['linie_secondaryLine']) + fig.update_traces(line=plot_styles['linie_primaryLine']) fig.show(config={"responsive": True}) export_figure(fig, "visualize_time_series", export_fig_visualize_time_series, bib_filename) else: