Aufsätze

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https://www.weizenbaum-library.de/handle/id/33
Wissenschaftliche Aufsätze

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Auflistung Aufsätze nach Autor:in "Bender, Benedict"

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    Chancen und Grenzen digitaler Lehre an Hochschulen aus Studierendenperspektive. Empirische Befunde und Gestaltungshinweise
    (2021) Vladova, Gergana; Ullrich, André; Bender, Benedict
    The design of qualitative, excellent teaching requires collaboration between teachers and learners. For this purpose, face-to-face teaching benefits from a long-standing tradition, while digital teaching is comparatively still at the beginning of its dissemination. A major developmental step toward the digitization of teaching was achieved in the context of university teaching during the Covid 19 pandemic in spring 2020, when face-to-face teaching was interrupted for months. During this time, important insights into the opportunities and limitations of digital teaching were gained. This paper presents selected results of a study conducted at four German universities and with 875 responses in spring 2020. The study uncovers opportunities and limitations of digital teaching from the students’ perspective and against the background of their experience in the completely digital semester. The results are used as a basis for deriving design guidelines for digital teaching and learning offerings. Based on a model for analyzing the design of teaching and learning formats, these indications are structured according to the elements learners, teachers, teaching content, environment and teaching style.
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    Students’ Acceptance of Technology-Mediated Teaching – How It Was Influenced During the COVID-19 Pandemic in 2020. A Study From Germany
    (2021) Vladova, Gergana; Ullrich, André; Bender, Benedict; Gronau, Norbert
    In response to the impending spread of COVID-19, universities worldwide abruptly stopped face-to-face teaching and switched to technology-mediated teaching. As a result, the use of technology in the learning processes of students of different disciplines became essential and the only way to teach, communicate and collaborate for months. In this crisis context, we conducted a longitudinal study in four German universities, in which we collected a total of 875 responses from students of information systems and music and arts at four points in time during the spring–summer 2020 semester. Our study focused on (1) the students’ acceptance of technology-mediated learning, (2) any change in this acceptance during the semester and (3) the differences in acceptance between the two disciplines. We applied the Technology Acceptance Model and were able to validate it for the extreme situation of the COVID-19 pandemic. We extended the model with three new variables (time flexibility, learning flexibility and social isolation) that influenced the construct of perceived usefulness. Furthermore, we detected differences between the disciplines and over time. In this paper, we present and discuss our study’s results and derive short- and long-term implications for science and practice.