Jörg Zumbach

Influence of Feedback on Distributed Problem Based Learning

This research examines two different kinds of feedback-mechanism to scaffold problem solving as well as interaction in an asynchronous PBL course. An automated feedback mechanism has been used to enhance interaction and group well-being during computer supported collaborative learning. We tracked individual contribution behavior as well as learners’ motivation during collaborative problem-solving by means of an asynchronous communication platform. These data have been used to automatically generate visual aids, providing feedback about group members’ participation as well as motivational clues. A second feedback mechanism has been applied by aggregating learners’ problem solving discourse into a meta-document. This document revealed groups’ problem-solving strategies as well as their progress during different problem solving stages. We examined how this scaffolding methodology based on a group’s own behavior enhanced problem-solving outcomes. Results suggest positive influences of feedback mechanisms on problem-solving as well as motivational parameters.

Enhancing learning from hypertext by inducing a goal orientation: Comparing different approaches

As learning from hypertext requires a highdegree of self-monitoring, having a clearlearning goal in mind should enhance learning.Our concern in this study was to investigatethree different kinds of approaches forinducing learning goals: A Tutorial providedexternal and specific learning objectives, aGoal-Based Scenario (GBS) for inducing externaland general learning goals, and a Strategytraining leading to internal goal generation. Ahypertext resource was combined with each ofthese three learning arrangements. The threeconditions were compared regarding learningoutcomes and motivational effects. A total of 60adults participated in our study.Results suggest that GBS students are moremotivated, acquire a better overview and arebetter able to apply their knowledge in anargumentation task. Students in the Tutorialperformed better in fact-relatedknowledge-tests as a result of their directaccomplishment of learning objectives, butfailed to create a coherent overview on thetopic and were less motivated. Participantsthat received a strategy training onself-questioning failed to apply thismeta-cognitive strategy in order to formulatetheir own learning goals when working with thehypertext.

Constructive Alignment in the Field of Educational Psychology: Development and Application of a Questionnaire for Assessing Constructive Alignment

Teaching of Psychology includes a great variety of topics, course formats, and assessment approaches. A central concept that incorporated the interface between teaching goals, instructional methods, and examination modalities is referred to as Constructive Alignment (CA). This model addresses possible designs of teaching to improve students’ learning outcomes as well as enhance their learning experiences, and claims to be applicable independent of disciplinary culture or content. Despite the importance of this approach from an instructional point of view, there is hardly any research, so far, that has been concerned with capturing the three dimensions of CA. As a consequence, the aim of our study was to create an instrument to assess the quality of CA within psychology classes. A questionnaire was designed and was additionally analyzed with regard to students’ judgements about overall course evaluation. The questionnaire was employed in two lectures within the field of educational psychology for teacher training students. Results reveal that overall course evaluation can be predicted by the match between course objectives and instructional methods whereas other course evaluation factors failed as predictors. With a high internal consistency, the instrument provides an alternative or a supplement for traditional course evaluation instruments.

Wie beurteilen Studierende CBT-Module? Evaluation von CBT-Programmen in der Chirurgischen Ausbildung

In der Softwareentwicklung, insbesondere im Bereich des computerunterstutzten Lernens, bildet neben der summativen Evaluation die formative Bewertung neu entwickelter Produkte einen essentiellen Bestandteil zur Qualitatssicherung und -Optimierung. In dieser Studie wurde eine solche formative Evaluation durchgefuhrt.