Item Type | Journal Article |
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Author | Emily Howell |
URL | https://doi.org/10.1108/OTH-04-2022-0019 |
Volume | 30 |
Issue | 4 |
Pages | 173-181 |
Publication | On the Horizon: The International Journal of Learning Futures |
ISSN | 1074-8121 |
Date | 2022-01-01 |
Extra | Publisher: Emerald Publishing Limited |
DOI | 10.1108/OTH-04-2022-0019 |
Accessed | 2024-03-28 10:47:39 |
Library Catalog | Emerald Insight |
Abstract | Purpose The purpose of this paper aims to answer the research question: How is the HyFlex model being implemented in higher education, and is it leading to greater access and equity?. Design/methodology/approach This comprehensive literature review covers 19 sources, 11 studies and 8 practitioner or literature reflections, studying HyFlex. Findings Seven focused codes formed from 23 initial codes: definition and alignment, implementation, successes, challenges, research, theory, and access and equity. Originality/value The HyFlex model arose to address the need of both leaner budgets in higher education and increased demands from students for varied learning options, and this paper addresses the status of this mode and a gap in the research on hybrid forms of higher education. |
Short Title | HyFlex model of higher education |
Item Type | Report |
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Author | Jennifer Preiß |
Author | Mareike Bartels |
Author | Julia Niemann-Lenz |
Author | Julia Pawlowski |
Author | Kai-Uwe Schnapp |
URL | https://www.fdr.uni-hamburg.de/record/13403 |
Date | 2023-09-26 |
Extra | DOI: 10.25592/uhhfdm.13403 |
Accessed | 2024-03-25 12:46:47 |
Library Catalog | InvenioRDM |
Language | deu |
Abstract | Im Kontext des Digital and Data Literacy in Teaching Projektes (DDLitLab) wurde im Juli eine Online-Umfrage zum Einsatz generativer KI an der Universität Hamburg durchgeführt. Über 1.500 Mitglieder der Universität Hamburg haben sich beteiligt und dadurch erste Einblicke in die neue Lebensrealität mit generativer KI an der Hochschule ermöglicht. Der vorliegende Forschungsbericht enthält die Auswertung der quantitativen Daten. Einstellungen und Nutzungsverhalten werden nach den unterschiedlichen Personengruppen „Studierende“, „Lehrende“ und „Sonstige“ aufgeschlüsselt präsentiert, weiterhin wird auf Unterschiede von Altersgruppen und Fakultätszugehörigkeiten eingegangen. |
Item Type | Journal Article |
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Author | Stefanie Witter |
Author | Bozana Meinhardt-Injac |
Author | Lutz Siemer |
Author | Julius Späte |
URL | https://opus4.kobv.de/opus4-fhpotsdam/frontdoor/index/index/docId/3382 |
Rights | https://creativecommons.org/licenses/by-nc-sa/4.0/deed.de |
Date | 2024 |
DOI | 10.34678/opus4-3382 |
Accessed | 2024-03-25 11:29:31 |
Library Catalog | opus4.kobv.de |
Language | deu |
Abstract | Künstliche-Intelligenz-Systeme beeinflussen fundamental die Bildungslandschaft und werden voraussichtlich immer relevanter werden. Besonders das Large Language Model ChatGPT hat zu einer tiefgreifenden Perturbation der Hochschullandschaft geführt. Auch im Studium der Sozialen Arbeit hat ChatGPT Einzug gehalten und Hochschulangehörige stehen vor der Herausforderung, einen adäquaten Umgang damit zu entwickeln. Ein wesentlicher Ausgangspunkt, um einen Umgang mit solchen Systemen zu entwickeln, kann in einer Beschreibung des aktuellen Nutzungsverhaltens von Studierenden zu finden sein. Die vorliegende quantitative Studie widmete sich dieser Aufgabe und bietet einen solchen Ausgangspunkt konkret für das Studienfeld der Sozialen Arbeit. Es wurden deutschlandweit und semesterübergreifend 875 Sozialarbeitstudierende verschiedener Hochschulen zu ihrem Nutzungsverhalten von ChatGPT befragt. Neben dem Nutzungsverhalten wurden in der Studie auch die Bewertung des KI-Tools, dessen Thematisierung im Studium und die Technikaffinität der Studierenden erhoben. Die Ergebnisse der vorliegenden Forschung zeigen eine hohe Nutzung des Tools mit über 80% und betonen somit die Relevanz einer Thematisierung im Studium der Sozialen Arbeit zur Nutzung von KI-Tools wie ChatGPT und bieten eine Grundlage für zukünftige Forschungen sowie didaktische Innovationen. |
Short Title | ChatGPT im Studium der Sozialen Arbeit |
Item Type | Journal Article |
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Author | Itai Yanai |
Author | Martin J. Lercher |
URL | https://www.nature.com/articles/s41587-023-02074-2 |
Rights | 2024 The Author(s), under exclusive licence to Springer Nature America, Inc. |
Volume | 42 |
Issue | 1 |
Pages | 18-19 |
Publication | Nature Biotechnology |
ISSN | 1546-1696 |
Date | 2024-01 |
Extra | Publisher: Nature Publishing Group |
Journal Abbr | Nat Biotechnol |
DOI | 10.1038/s41587-023-02074-2 |
Accessed | 2024-03-25 11:25:25 |
Library Catalog | www.nature.com |
Language | en |
Item Type | Journal Article |
---|---|
Author | Richard F. Schmid |
Author | Eugene Borokhovski |
Author | Robert M. Bernard |
Author | David I. Pickup |
Author | Phillip C. Abrami |
URL | https://www.sciencedirect.com/science/article/pii/S2666557323000204 |
Volume | 5 |
Pages | 100142 |
Publication | Computers and Education Open |
ISSN | 2666-5573 |
Date | 2023-12-15 |
Journal Abbr | Computers and Education Open |
DOI | 10.1016/j.caeo.2023.100142 |
Accessed | 2024-03-20 11:31:56 |
Library Catalog | ScienceDirect |
Abstract | This is a study of two populations of learners/teachers: Pre-service teacher students (i.e., formal education for teaching certification) and In-service teachers (i.e., engaged in professional development), and involves an examination of their use of internet-based instructional applications. In these studies, the technologies are: a) Online Learning [OL]; b) Blended Learning [BL] and c) Flipped Classrooms [FC]. Treatments were compared to standard face-to-face classroom instruction (CI) on three dependent measures analysed separately to produce 77 achievement measures in the first meta-analysis, 21 attitude/satisfaction measures in the second, and 22 studies of self-efficacy in the third. Achievement data yielded a statistically significant, moderate effect size (i.e., g+= 0.44) in favor of the combined OL, BL and FC approaches versus CI, although OL showed only a small positive effect versus CI. Attitude yielded a non-significant effect size comparing CI with technology-supported strategies (g+= 0.12). Interestingly, self-efficacy produced a significant and moderate average random effect size of g+ = 0.45. Perhaps the most impactful finding of this analysis is related to improved performance of BL/FC when contrasted with OL, yielding significantly positive differences in all three measures. This confirms that improved outcomes are the result of better pedagogy, not the mere presence of technology. Finally, self-efficacy was found to be meaningfully improved when using BL/FC. This is the first meta-analysis with this target population implicating self-efficacy. These two outcomes offer important implications for institutions regarding the future design of instructional delivery for both pre- and in-service teachers. |
Item Type | Journal Article |
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Author | Christian Spannagel |
Volume | 31 |
Issue | 3 |
Pages | 168–172 |
Publication | Mitteilungen der Deutschen Mathematikervereinigung |
Date | 2023 |
Item Type | Journal Article |
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Author | Christian Spannagel |
Volume | 4 |
Issue | 2 |
Pages | 12–19 |
Publication | Lehre. Lernen. Digital. |
Date | 2023 |
Item Type | Journal Article |
---|---|
Author | Alexander Skulmowski |
Volume | 35 |
Issue | 4 |
Pages | 1–21 |
Publication | Educational Psychology Review |
Date | 2023 |
Item Type | Journal Article |
---|---|
Author | Yinghui Shi |
Author | Yanqiong Ma |
Author | Jason MacLeod |
Author | Harrison Hao Yang |
Volume | 7 |
Issue | 1 |
Pages | 79–103 |
Publication | Journal of Computers in Education |
Date | 2020 |
Item Type | Book Section |
---|---|
Author | Jörn Loviscach |
Editor | Reinhard Bauer |
Editor | Jörg Hafer |
Editor | Sandra Hofhues |
Editor | Mandy Schiefner-Rohs |
Editor | Anne Thillosen |
Editor | Benno Volk |
Editor | Klaus Wannemacher |
Publisher | Münster, New York: Waxmann |
Pages | 84–100 |
Date | 2020 |
Book Title | Vom E-Learning zur Digitalisierung. Mythen, Realitäten, Perspektiven |
Item Type | Book |
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Author | John A. C. Hattie |
Publisher | London, New York: Routledge |
Date | 2009 |
Item Type | Book Section |
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Author | Jürgen Handke |
Editor | Jürgen Handke |
Editor | Natalie Kiesler |
Editor | Leonie Wiemeyer |
Publisher | München: Oldenbourg |
Pages | 15–21 |
Date | 2013 |
Book Title | The Inverted Classroom Model. The 2nd German ICM-Conference – Proceedings |
Item Type | Journal Article |
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Author | Qing Zhang |
Author | Elizabeth S. T. Cheung |
Author | Christian S. T. Cheung |
Volume | 8 |
Issue | 2 |
Pages | 1059–1080 |
Publication | Science Insights Education Frontiers |
Date | 2021 |
Item Type | Book Section |
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Author | Katharina Zickwolf |
Author | Simone Kauffeld |
Editor | Simone Kauffeld |
Editor | Julius Othmer |
Publisher | Wiesbaden: Springer Fachmedien |
Pages | 45–51 |
Date | 2019 |
Book Title | Handbuch Innovative Lehre |
Item Type | Journal Article |
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Author | Joseph P. Vitta |
Author | Ali H. Al-Hoorie |
Pages | 1–25 |
Publication | Language Teaching Research |
Date | 2020 |
Item Type | Journal Article |
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Author | Tamara van Gog |
Author | John Sweller |
Volume | 27 |
Issue | 2 |
Pages | 247–264 |
Publication | Educational Psychology Review |
Date | 2015 |
Item Type | Journal Article |
---|---|
Author | Ulf Teichgräber |
Author | Birger Mensel |
Author | Tobias Franiel |
Author | Aimée Herzog |
Author | Chie-Hee Cho-Nöth |
Author | Hans-Joachim Mentzel |
Author | Maja Ingwersen |
Author | René Aschenbach |
Volume | 21 |
Issue | 611 |
Pages | 1–10 |
Publication | BMC Medical Education |
Date | 2021 |
DOI | https://doi.org/10.1186/s12909-021-03061-4 |
Item Type | Journal Article |
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Author | Hien M. Vo |
Author | Chang Zhu |
Author | Nguyet A. Diep |
Volume | 53 |
Pages | 17–28 |
Publication | Studies in Educational Evaluation |
Date | 2017 |
Item Type | Book |
---|---|
Author | Ulrich Viebahn |
Edition | 6. Auflage |
Publisher | Berlin, Heidelberg: Springer |
Date | 2007 |
Item Type | Journal Article |
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Author | Bill Tucker |
Volume | 12 |
Issue | 1 |
Pages | 82–83 |
Publication | Education next |
Date | 2012 |
Item Type | Document |
---|---|
Author | Christian Terwiesch |
Date | 2023 |
Item Type | Journal Article |
---|---|
Author | Peter Strelan |
Author | Amanda Osborn |
Author | Edward Palmer |
Volume | 30 |
Pages | 100314 |
Publication | Educational Research Review |
Date | 2020 |
Item Type | Journal Article |
---|---|
Author | Andreas Zendler |
Author | Christian Spannagel |
Volume | 2 |
Issue | 1 |
Pages | 1–12 |
Publication | Notes on Educational Informatics — Section A: Concepts and Techniques |
Date | 2006 |
Item Type | Journal Article |
---|---|
Author | Andreas Zendler |
Author | Christian Spannagel |
Author | Dieter Klaudt |
Volume | 4 |
Issue | 2 |
Pages | 1–18 |
Publication | Notes on Educational Informatics — Section A: Concepts and Techniques |
Date | 2008 |
Item Type | Journal Article |
---|---|
Author | Chunliang Yang |
Author | Liang Luo |
Author | Miguel A. Vadillo |
Author | Rongjun Yu |
Author | David R. Shanks |
Volume | 147 |
Issue | 4 |
Pages | 399-435 |
Publication | Psychological Bulletin |
Date | 2021 |