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#3 Impact Analysis

     

The broad qualitative and quantitative impact analyses are being realized in collaboration between the action research team of the “Zentrum für kooperatives Lehren und Lernen” (ZekoLL) at the Technische Hochschule Mittelhessen, led by Prof. Silke Bock, and the evaluation team at Philipps-Universität Marburg, led by Prof. Malte Schwinger (“eduValuation+”). The aim is to build on existing project results, to further improve the quality of outcomes, and in this way to make a sustainable contribution to high-quality digital and international teaching offerings at universities. In the NIDIT joint project, the focus areas are on the effectiveness analysis at Philipps University Marburg and the impact analysis at the ZEKOLL of the Technische Hochschule Mittelhessen University of Applied Sciences.

 Working methods and goals within our quantitative analysis

Within the quantitative analysis, we aim to secure the project results and quality of outcomes and in this way contribute to high-quality digital and international teaching offers at universities in the long term. Based on our quantitative work results and previous experience from other evaluation projects, theoretically sound and evidence-based quality criteria and conditions for the success of digital teaching are to be derived in order to be able to implement internal and cross-university trainings in the NIDIT project. A systematic, theoretically based and longitudinal approach is central to this. In order to systematically and continuously accompany teachers in their competence development, we have created a self-assessment questionnaire during the NIDIT project so far, which is intended to help university teachers to assess their digital competences and competences for the internationalization of teaching. In addition, we use this self-assessment to capture predictors of intention to realize digital teaching such as fears about digital teaching, self-related beliefs, and attitudes toward the use of digital media. The online questionnaire and associated individual feedback reports in the form of competence levels for university teachers are available in German and English. We invite you as university teachers to participate! Take advantage of this unique opportunity to reflect on your competence experience and receive recommendations for continuing education programs based on the results by following the links below!

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Videos: 

Working methods and goals within our qualitativ analysis

Impact analysis, conducted within the framework of Action Research at Technische Hochschule Mittelhessen (THM), University of Applied Sciences, is conceptualized for higher education teachers who would like to raise their own research questions about their teaching. The interdisciplinary team of the Centre for cooperative Teaching and Learning (ZekoLL) offers support for teaching staff when they are aiming to address these questions by means of scientific empirical methods and in exchange with didactics experts. This way, university teachers conduct their own research process, thus becoming researchers within the context of higher education didactics (see Huber 2011, 2014). As an advancement of SoTL (Scholarship of Teaching and Learning), we integrate professional methodical­ expertise, primarily from the social sciences, in our joint development work (see Huber 2011, p. 15 or Huber 2014, p. 30).

Action Research contributes to a scientifically guided reflection of individual teaching and learning processes both, of students and teaching staff, an examination of student perspectives on new teaching and learning offers and in the long run, a further development and enhancement of teaching and learning concepts.

At the same time, this is an important contribution to academic staff development, by providing higher education expertise for cooperation with teachers while reflecting and developing their own action in higher education systematically and research-guided. This approach fosters the development of teacher’s competencies to reflect teaching and learning situations beyond specific projects (see Grassl 2016, p. 52ff).

This inductive perspective, with its openness to results, enables impact analyses in the sense of developing practical research, i.e. changes can, should and will be initiated (cf. Cendon, Mörth and Pellert, 2016, p. 52ff).

Literature:

  • Bortz, J.; Döring, N. (2006). Forschungsmethoden und Evaluation für Human- und Sozial¬wissen¬-schaftler. 3., überarb. Aufl., Nachdruck, Berlin: Springer.
  • Cendon, Mörth & Pellert (2016). In: Theorie und Praxis verzahnen. Lebenslanges Lernen an Hochschulen. Münster: Waxmann.
  • Grassl, R. (2016). Veränderung durch Fragen. Die sokratische Methode als Instrument der Aktionsforschung. In E. Cendon, A. Mörth & A. Pellert (Hrsg.), Theorie und Praxis verzahnen. Lebenslanges Lernen an Hochschulen, Band 3, S. 51-66. Münster: Waxmann.
  • Huber, L. (2011). Scholarship of Teaching and Learning – Forschung zum (eigenen) Lehren. In B. Berendt, B. Szczyrba, H.-P. Voss & J. Wildt (Hrsg.), Neues Handbuch Hochschullehre. Lehren und Lernen effizient gestalten. 51. Ergänzungslieferung, J 1.11. Stuttgart: Raabe.
  • Huber, L. (2014). Scholarship of Teaching and Learning. Konzept, Geschichte, Formen, Entwicklungsaufgaben. In L. Huber, A. Pilniok, R. Sethe, B. Szczyrba & M. P. Vogel (Hrsg.), Forschendes Lehren im eigenen Fach. Scholarship of teaching and learning in Beispielen. Blickpunkt Hochschuldidaktik. 125, S. 19-36. Bielefeld: Bertelsmann.

 

 

  

In this video you will get a small insight into package of measures #3 from our kick-off event in German and English: