Sabine Hoidn

Lernkompetenzen an Hochschulen fördern

Gesellschaftliche, okonomische und technologische Veranderungen erfordern die Entwicklung von Lernkompetenzen als Voraussetzung fur ein lebenslanges selbstorganisiertes Lernen. Vor diesem Hintergrund geht dieser Beitrag der Frage nach, wie Lernkompetenzen als padagogisch-didaktische Zieldimension theoretisch und empirisch fundiert und im Hochschulkontext praktisch gefordert werden konnen. Es wird ein Lernmodell zur Forderung von Lernkompetenzen entwickelt, das den Prozess des selbstorganisierten Lernens von Studierenden umfassend abbildet und die Ableitung vielfaltiger Kompetenzanforderungen ermoglicht. Die gewonnenen theoretischen und empirischen Erkenntnisse werden in ein konkretes Handlungskonzept in Form eines eigenen Seminars auf der Bachelor-Stufe an der Universitat St. Gallen uberfuhrt und praktisch umgesetzt. Der Beitrag setzt sich eingehend mit dem selbstorganisierten Lernprozess auseinander und deckt wichtige Kompetenzanforderungen sowie forderliche und hinderliche Lernbedingungen auf. Die aktive Rolle von Lehrenden und Lernenden bei der Forderung von Lernkompetenzen in technologiegestutzten Seminaren wird betont. Fostering learning competencies in higher education Social, economic and technological changes require the development of learning competencies as a precondition for lifelong self-directed learning. Against this background, this contribution investigates how learning competencies can be theoretically and practically justified as a pedagogic-didactical objective and fostered in the university context. As a result, a learning model fostering learning competencies has been developed in the theory-building part, comprehensively indicating the self-directed learning process of students deducing multifaceted competencies required. The findings are transformed into a practical concept, i.e. a course was designed and conducted several times at the bachelor level at the University of St. Gallen. The study investigates the self-directed learning process in depth and uncovers crucial competencies as well as supportive and hindering learning conditions. It emphasizes the active part of both, the learner and the instructor when it comes to fostering learning competencies in technology-enhanced environments in higher education.

Learning and teaching research methods in management education: development of a curriculum to combine theory and practice - a Swiss case

Purpose – In the context of the creation of a two-year Master of Science in Business Administration programme to offer a scientifically sound and practice-related management education in Switzerland, a curriculum for learning and teaching research methods had to be designed. Major pedagogic challenges were identified and addressed by curricular responses in terms of pluralism in knowledge production forms, a holistic approach to competence development and a learner-centred course design. The resulting design of the part of the curriculum on research methods is presented. The paper aims to discuss these issues. Design/methodology/approach – To assess the outcomes and its response to the given challenges, the feedback from existing regular evaluations was used and additional surveys were conducted. Students’ perceptions and those of their teachers were combined to form a balanced view. Findings – The results indicate that the new curriculum is an appropriate approach- it led to gains in research methods kno...

Characteristic Curricular Design Elements and (Deeper-Level) Quality Features of the Student-Centered Classrooms Under Study

This chapter presents the results of the cross-case analysis comparing and synthesizing the empirical findings of each case study. The chapter provides a rich data-based outline of the curricular design elements characteristic of the three selected courses, including students’ perceptions based on course evaluation data from several cohorts. Moreover, the instructors’ scaffolding of students’ participation in the prevalent course activities is analyzed in terms of both the content of interaction and the interactional processes in which knowledge is constructed elucidating deeper-level quality dimensions and features that are embodied in these classrooms. Apart from that, the classroom community of learners that was cultivated over time as well as the teaching and learning challenges of each classroom as perceived by instructors and/or students are discussed.

Situative Educational Model for the Design of Powerful Student-Centered Learning Environments

This chapter introduces a situative educational model that involves the following core components: (1) aligned curricular design elements that allow the students to engage with relevant and challenging content to achieve high-level learning outcomes (i.e., performances of understanding, self-regulation, identity development); (2) students are positioned for active participation in knowledge construction and interactions—as accountable authors, active and vocal participants, and responsible co-designers; (3) instructors apply various adaptive instructional strategies to support students’ participatory processes of knowledge construction and to cultivate a productive and supportive classroom community of learners. The chapter concludes, drawing implications for higher education classrooms and institutions, reflecting on potential limitations of this research project and summarizing its main results and contributions.

Empirical Education Research on the Effectiveness and Quality of Learning and Instruction

This chapter focuses on common deeper-level quality dimensions and features of instruction referring to both the quality of learning and teaching processes, and the quality of classroom interaction and climate. Process-outcome research, research on effective self-regulated learning, and research on the effectiveness of problem-based learning, mainly conducted in the context of higher education, are reviewed. Apart from that, state-of-the-art empirical instructional research on quality features of teaching and learning, mainly conducted in school environments and in the context of teacher education, is discussed. As a result, a conceptual framework is outlined as a starting point and point of reference for the subsequent empirical study comprising common design principles and instructional quality dimensions and features that have to be considered when designing powerful student-centered learning environments.

Multiple Ethnographic Case Study Research of Student-Centered Learning Environments in Higher Education Classrooms

This chapter elucidates the research objective, the approach to theory development, and the research design of this empirical study. The case study selection process, research methods, and instruments used for data collection and analysis, including ethical and human subjects’ protection issues, are explicated. Multiple ethnographic case study research was conducted investigating how expert instructors in the field of higher education design and bring to life student-centered learning environments that provide students with opportunities for deep learning. Three different university courses (cases) for prospective teachers enrolled in a one-year master’s program at the HGSE (USA) were selected. Each course was researched over the course of one semester, exploring authentic student-centered classroom learning, teaching, and interaction practices to advance theory building.

Constructivist Foundations and Common Design Principles of Student-Centered Learning Environments

The constructivist perspectives outlined in this chapter contribute important insights about knowing, learning, and instruction as well as epistemological and theoretical foundations for designing principles-based constructivist learning environments. Findings from learning science research are synthesized and aligned discussing various ways of constructivist thinking: cognitive constructivism, social constructivism, and situativity theory, including selected learning and instruction models with relevance to teacher education. In addition, current critiques of and misconceptions about constructivist perspectives are presented. This chapter also derives common design principles of student-centered learning environments, drawing on findings from several established design frameworks that are based on a situative constructivist view of learning and instruction.

Czech teachers’ beliefs and their students’ educational outcomes: Evidence from the Czech Republic in light of international education research

The Czech education system tends to be rather selective and exhibits a relatively high level of educational inequality in international comparison – especially when it comes to students from disadvantaged backgrounds. An estimated 30% of Roma children are educated in schools designed for pupils with mild mental disabilities, compared to 2% of their non-Roma counterparts, for example (e.g. Amnesty International, 2015; European Commission, 2014; Ivatts, Cada, Felcmanova, Greger & Strakova, 2015). Attempts to integrate Roma children and other disadvantaged student groups into mainstream education face a strong opposition from Czech compulsory school teachers. This study investigates whether Czech teachers’ beliefs differ from the beliefs of their foreign colleagues and whether Czech teachers’ beliefs can explain differences in their students’ educational outcomes – especially when it comes to students from disadvantaged backgrounds. Educational effectiveness research shows that teachers’ beliefs filter their perceptions of teaching situations and influence teachers’ interactions with their students (Hattie, 2012; Konig, 2012; Reusser & Pauli, 2014; Reynolds et al., 2015). A teacher’s interpersonal relationship styles, supportiveness, and mindset with regard to all students’ abilities to succeed were found to be predictive of students’ engagement in school, learning motivation, and academic achievement, as well as positive social development, and can “turn a child’s life from risk to resilience” (Benard, 2004). Academic optimism seems to be a powerful concept in explaining teachers’ beliefs towards their students. Academic optimism refers to teachers’ sense of efficacy, trust in students and parents, and emphasis on academic achievement (Boonen, Pinxten, Van Damme & Onghena, 2014; Strakova & Simonova, 2016). The concept is rooted in positive psychology focusing on potential rather than pathology (Pajares, 2001) and thus, emphasises the potential of schools and teachers to overcome the power of socioeconomic factors that impair students’ educational outcomes (Hoy, Tarter & Woolfolk Hoy, 2006a, 2006b; Woolfolk Hoy, Hoy & Kurz, 2008). This paper researches the concept of academic optimism based on empirical data collected in Czech basic schools in TIMSS 2011, TALIS 2013 and in the national survey Kalibro carried out in January 2016. Descriptive data are used to compare the beliefs of Czech teachers internationally. Hierarchical linear modeling techniques are applied to explain students’ educational outcomes against the academic optimism of their teachers. The results are discussed in the context of current political developments and compared with empirical studies with the participation of Switzerland and Germany – countries with similar educational traditions and experiences with regard to educating an increasingly diverse student body (Kunter et al., 2013; Tatto et al., 2012; Terhart, Bennewitz & Rothland, 2014). Preliminary results indicate that the academic optimism of Czech compulsory school teachers is low compared to other countries. Academic optimism does not change with school composition and seems to be rather characteristic of the teaching body independent of the students taught. We are currently analysing the relationship between academic optimism and the educational outcomes of disadvantaged students versus students without any disadvantage. Stronger relationship between teacher beliefs and student outcomes are expected in the former case.