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Dialog mit 200 Studierenden – geht das? Blended Learning in einer Vorlesung mit hoher Teilnehmerzahl.


Zimmermann, T; Hurtado, D; Berther, M; Winter, F (2008). Dialog mit 200 Studierenden – geht das? Blended Learning in einer Vorlesung mit hoher Teilnehmerzahl. Das Hochschulwesen, 2008(6):179-185.

Abstract

Last but not least because of the continuously deteriorating personnel relation in Higher Education Institutes, the number of lectures has increased since the 1970s. Looking at it from an educational-economic point of view, it appears unbeatable to have up to 1,200 students “served” by a single teacher (e. g. the AudiMax at Bielefeld University). At any rate, the learning success of the most frequent type of lecture, the basic lecture comprising a great deal of learning matter, is quite small. (Those who may not believe it should work up the courage and have students done a spontaneous exam on the past 90 minutes, provided they consider themselves psychically strong enough to cope with the results.) However, there are possibilities of increasing the learning effects of lectures. In their article, Tobias Zimmermann, Daniel Hurtade, Mirjam Berther & Felix Winter raise the question: Dialogue with 200 students – is that possible? Blended Learning in a lecture with a large number of participants. They successfully arranged a large lecture with the help of Dialogical Learning on learning platforms. Given present-day’s equipment, this concept is transferrable to many cases and deserves to be distributed, which is done here in a first step.

Abstract

Last but not least because of the continuously deteriorating personnel relation in Higher Education Institutes, the number of lectures has increased since the 1970s. Looking at it from an educational-economic point of view, it appears unbeatable to have up to 1,200 students “served” by a single teacher (e. g. the AudiMax at Bielefeld University). At any rate, the learning success of the most frequent type of lecture, the basic lecture comprising a great deal of learning matter, is quite small. (Those who may not believe it should work up the courage and have students done a spontaneous exam on the past 90 minutes, provided they consider themselves psychically strong enough to cope with the results.) However, there are possibilities of increasing the learning effects of lectures. In their article, Tobias Zimmermann, Daniel Hurtade, Mirjam Berther & Felix Winter raise the question: Dialogue with 200 students – is that possible? Blended Learning in a lecture with a large number of participants. They successfully arranged a large lecture with the help of Dialogical Learning on learning platforms. Given present-day’s equipment, this concept is transferrable to many cases and deserves to be distributed, which is done here in a first step.

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Education
Dewey Decimal Classification:370 Education
Language:German
Date:December 2008
Deposited On:29 Jan 2009 17:26
Last Modified:05 Apr 2016 12:53
Publisher:UniversitätsVerlagWebler
ISSN:0018-2974
Official URL:http://www.hochschulwesen.info/

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