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Fryer, Tom

Do the political attitudes of students change during their time in higher education? Artikel

In: Higher Education, Bd. 86, S. 563–590, 2022, ISSN: 1573-174X.

Abstract | Links | BibTeX

@article{nokey,

title = {Do the political attitudes of students change during their time in higher education?},

author = {Tom Fryer},

url = {https://doi.org/10.1007/s10734-022-00915-8},

doi = {10.1007/s10734-022-00915-8},

issn = {1573-174X},

year = {2022},

date = {2022-09-13},

journal = {Higher Education},

volume = {86},

pages = {563–590},

abstract = {Experience of higher education (HE) has come to characterise many contemporary political divisions, including those related to Brexit, Trump and coronavirus policy. However, the academic literature is unclear whether HE plays a causal role in changing peoples’ political attitudes or is simply a proxy. Furthermore, in many contexts, there is limited descriptive evidence on whether students’ political attitudes change during HE. This paper focuses on the UK, using data from the British Election Study, to make a twofold contribution. Firstly, the paper introduces recent political science theorising on the nature of contemporary political divisions, which has remained largely outside the HE literature to date. This theorising is illustrated through a cross-sectional analysis, comparing the political attitudes of those with and without experience of HE, showing that the former tend to be more left-leaning and less ethnocentric. Secondly, a longitudinal analysis is performed to assess how students’ political attitudes change during their time in HE. While in HE, students tend to make small movements to the left and become less ethnocentric, representing approximately 20–33% of the overall division between those with and without experience of HE. These findings are interpreted through a critical realist lens—they evidence that HE could have a causal role to play in creating contemporary political divisions. However, to establish whether HE does play a causal role, further intensive research is needed to explore how particular aspects of HE might bring about these changes and how this varies for different students in different contexts.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

Schließen

Experience of higher education (HE) has come to characterise many contemporary political divisions, including those related to Brexit, Trump and coronavirus policy. However, the academic literature is unclear whether HE plays a causal role in changing peoples’ political attitudes or is simply a proxy. Furthermore, in many contexts, there is limited descriptive evidence on whether students’ political attitudes change during HE. This paper focuses on the UK, using data from the British Election Study, to make a twofold contribution. Firstly, the paper introduces recent political science theorising on the nature of contemporary political divisions, which has remained largely outside the HE literature to date. This theorising is illustrated through a cross-sectional analysis, comparing the political attitudes of those with and without experience of HE, showing that the former tend to be more left-leaning and less ethnocentric. Secondly, a longitudinal analysis is performed to assess how students’ political attitudes change during their time in HE. While in HE, students tend to make small movements to the left and become less ethnocentric, representing approximately 20–33% of the overall division between those with and without experience of HE. These findings are interpreted through a critical realist lens—they evidence that HE could have a causal role to play in creating contemporary political divisions. However, to establish whether HE does play a causal role, further intensive research is needed to explore how particular aspects of HE might bring about these changes and how this varies for different students in different contexts.

Schließen

• https://doi.org/10.1007/s10734-022-00915-8
• doi:10.1007/s10734-022-00915-8

Schließen

Paper+A: Gut ist gut, aber sonst eher nicht gut

Eickhoff, Verena

Didaktische Gestaltung von MOOCs: Forschungsstand und Empfehlungen Artikel

In: Zeitschrift für Hochschulentwicklung (ZFHE), Bd. 18, Ausg. 1, S. 57–75, 2023, ISSN: 2219-6994.

Abstract | Links | BibTeX

@article{Eickhoff2023,

title = {Didaktische Gestaltung von MOOCs: Forschungsstand und Empfehlungen},

author = {Verena Eickhoff},

editor = {Martin Ebner and Thomas Staubitz and Markus Koschutnig-Ebner and Sebastian Serth},

url = {https://doi.org/10.3217/zfhe-18-01/04},

doi = {10.3217/zfhe-18-01/04},

issn = {2219-6994},

year = {2023},

date = {2023-03-01},

journal = {Zeitschrift für Hochschulentwicklung (ZFHE)},

volume = {18},

issue = {1},

pages = {57–75},

abstract = {Vor dem Hintergrund der steigenden Bedeutung digitaler Lehre und dem Bedarf nach Good Practice und Gestaltungsempfehlungen fragt der Beitrag nach der didaktischen Qualität von MOOCs sowie didaktischen Prinzipien und Maßnahmen, die erfolgreiches Lernen in MOOCs fördern. Unter Bezug auf aktuelle Forschungsergebnisse wird gezeigt, dass die didaktische Qualität von MOOCs als unzureichend zu bewerten ist. Anschließend werden mehrere didaktische Prinzipien auf ihre Eignung zur didaktischen Gestaltung von MOOCs geprüft und danach Maßnahmen vorgestellt, die sich als geeignet erwiesen haben, um das für den Lernerfolg in MOOCs wichtige selbstregulierte Lernen zu fördern.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

Schließen

Vor dem Hintergrund der steigenden Bedeutung digitaler Lehre und dem Bedarf nach Good Practice und Gestaltungsempfehlungen fragt der Beitrag nach der didaktischen Qualität von MOOCs sowie didaktischen Prinzipien und Maßnahmen, die erfolgreiches Lernen in MOOCs fördern. Unter Bezug auf aktuelle Forschungsergebnisse wird gezeigt, dass die didaktische Qualität von MOOCs als unzureichend zu bewerten ist. Anschließend werden mehrere didaktische Prinzipien auf ihre Eignung zur didaktischen Gestaltung von MOOCs geprüft und danach Maßnahmen vorgestellt, die sich als geeignet erwiesen haben, um das für den Lernerfolg in MOOCs wichtige selbstregulierte Lernen zu fördern.

Schließen

• https://doi.org/10.3217/zfhe-18-01/04
• doi:10.3217/zfhe-18-01/04

Schließen

Wiesner, Heike

Mehr Diversity und mehr Gender wagen: Herausforderungen im E-Learning und MOOC-Kontext Buchkapitel

In: Kempf, Ute; Wrede, Brigitta (Hrsg.): Bd. 19, Interdisziplinäres Zentrum für Geschlechterforschung (IZG), Bielefeld, 2017, ISBN: 978-3-932869-19-8.

BibTeX

@inbook{nokey,

title = {Mehr Diversity und mehr Gender wagen: Herausforderungen im E-Learning und MOOC-Kontext},

author = {Heike Wiesner},

editor = {Ute Kempf and Brigitta Wrede},

isbn = {978-3-932869-19-8},

year = {2017},

date = {2017-01-01},

urldate = {2017-01-01},

volume = {19},

publisher = {Interdisziplinäres Zentrum für Geschlechterforschung (IZG)},

address = {Bielefeld},

series = {IZG-Forschungsreihe},

keywords = {},

pubstate = {published},

tppubtype = {inbook}

}

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Die Fachgesellschaft für Medien in der Wissenschaft (oder alles, was früher mal E-Learning hieß).

Es gibt auch schon ein Programm!

O ist auch da.

Tickets werden vermutlich wieder begehrt sein, mehr in den Episoden mit Berichten von A zum 35c3 oder 36c3

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