Logo des Repositoriums

Auflistung nach Autor:in "Altmann, Mattis"

1 - 6 von 6
  • Konferenzbeitrag
    Considering Team Development Stages in Virtual Collaboration for Feedback Optimization
    (Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2021, 2021) Weiß, Martin; Altmann, Mattis
    Learning collaboratively in virtual groups is seen as a promising alternative to the outcome of an individual (Breen,2013). However, working in a virtual group does not guarantee a good solution and performance of the individuals. Rather, working in groups presents several hurdles that need to be overcome to realize the full potential of the group and allow it to focus on performance (Peters & Manz, 2008). Franceschi et al. (2007) also state that learning in virtual groups has a positive impact on student learning and engagement, but that there is a lack of pedagogical concepts to guide the groups on their way to performance. Also Gabelica et al. 2012 state:” providing teams with adequate support is needed to secure teamwork. Research on team learning and performance has increased our understanding of how teams learn but is still in its development phase and in search for leverage points that can be used to trigger team learning” (Gabelica et al., 2012, p.124). Within this scope, Krause et al. (2009) make clear that groups use feedback more efectively than individuals and that this has a benefcial efect on the learning behavior of the group members. Concerning feedback research, it should be noted that feedback can have a positive efect on learning behavior and outcome, provided that it is implemented correctly (Shute,2007). ... To include multiple perspectives, an explanatory mixed methods approach from Hanson et al. (2005) with the support of Ivankova et al. (2006) has been chosen. In the frst step, a superordinate quantitative survey was conducted among the students of the virtual collaboration case study work in the virtual classroom. The results of the survey have then been examined and explained in more detail by e-tutors in a qualitative focus group discussion to deepen the understanding. Subsequently, the results were classifed and interpreted within the scope of recent feedback research. Based on the combination of a quantitative survey and the qualitative focus group discussion, seven concrete recommendations for the design of feedback guidelines in virtual group work were subsequently derived. ... [Aus: Introduction]
  • Konferenzbeitrag
    Designing Formative Feedback Guidelines for Group Development Stages in Virtual Collaboration
    (Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2021, 2021) Ukhova, Nelli; Rudolph, Katharina Sophia; Schiener, Amelie; Altmann, Mattis
    During the last decades, collaborative learning as a pedagogical strategy in HE has been attracting growing interest by both scholars and practitioners. However, its methodological potential is still insufciently used in practice, especially in the virtual context. This paper provides deeper insights into the challenges of designing formative feedback in virtual group work from an e-tutors perspective. Therefore, seven expert interviews were conducted to investigate how formative feedback can be designed in the group development phases according to Tuckman & Jensen (1977). The interviews were analyzed using qualitative content analysis according to Gläser & Laudel (2010). The applied codes were formed both deductively and inductively and discussed afterwards. In line with other studies like Johnson et al. (2002), the results have revealed that Tuckman’s group phase model is also applicable in virtual settings. In a further step, this paper derives practical implications for e-tutors by identifying specifc guidelines on how to structure formative feedback in each of the group development phases.
  • Konferenzbeitrag
    Digitalisation in Higher Education
    (Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2019, 2019) Altmann, Mattis; Clauss, Alexander; Jantos, Anne; Lenk, Florian; Reeb, Samuel; Safavi, Ali Akbar; Schoop, Eric
    This practical paper presents a successful international teaching & learning project in Higher Education (HE), which can be used as blue print for similar international HE teaching/learning cooperations. A virtual module, delivering 5 ECTS to participants from Germany and Iran, was organized as flipped classroom (FC), consisting of 2 phases: (1) online phase of 7 weeks, having started at April 12, 2019, with 15 students from Shiraz University, Iran, and 23 students from TU Dresden, Germany, collaborating in mixed teams of 5–6 participants each on a complex business case under tight guidance by qualified learning community managers, and (2) a follow-up on-site meeting at TU Dresden in the first week of July with 3 intensive workshops applying different techniques to consolidate the prior online collaboration results.
  • Konferenzbeitrag
    Ein Fall für zwei Hochschulen
    (Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2020, 2020) Clauss, Alexander; Altmann, Mattis; Dähne, Nils; Freier, Denny; Haubold, Anne-Katrin; Baierl, Ronny; Schoop, Eric
    Das Projekt „Ein Fall für zwei Hochschulen“ wird vom Sächsischen Staatsministerium für Wissenschaft, Kultur und Tourismus (SMWK) gefördert. Ziel des laufenden Projektes ist es ein bereits erprobtes didaktisch-methodisches Framework weiterzuentwickeln und in einem Manual aufzuarbeiten. Dieses Manual soll Lehrende unterschiedlicher Hochschultypen und Fachdisziplinen unterstützen, effizient Lehrmaterialien und Inhalte, sowie die organisatorische Struktur für eine fallstudienbasierte, hochschultypübergreifende und virtuelle Lehrveranstaltung zu erarbeiten und gewinnbringend in ihrer Lehre einzusetzen.
  • Konferenzbeitrag
    Lessons Learned aus der Iterativen Weiterentwicklung von Kollaborativer Online Lehre
    (Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2022, 2022) Berger, Victor; Langesee, Lisa-Marie; Altmann, Mattis; Schmidt, Sebastian
    Bereits vor der Pandemie stellten räumliche Distanz, fehlende Ausbildung im Bereich der Kollaborationskompetenzen, der Umgang mit digitalen Medien sowie in der interkulturellen Interaktion Hemmschwellen für die virtuelle Zusammenarbeit dar (Händel et al., 2021; Scherer et al., 2021). Potenziale für hochschul- und landesübergreifende Lehrangebote und Projekte zur Vernetzung werden weiterhin unzureichend umgesetzt. Existierende Projekte werden zumeist auf Basis von aufwändigen Reisen sowie Videokonferenzen abgehandelt. Der tatsächliche Austausch der Studierenden und der damit einhergehende Wissenstransfer durch Vernetzung rückt in diesen Umsetzungsvarianten in den Hintergrund. Einen alternativen Ansatz stellt die kollaborative Onlinelehre, mit starkem Fokus auf die Entwicklung der nötigen Kompetenzen, Vernetzungsaktivitäten, sowie asynchrone und synchrone Kollaborationstools, dar. In diesem Kontext stellt das Virtual Collaborative Learning (VCL) Framework erprobte Ansätze bereit, welche zur Entwicklung von Lehrangeboten genutzt werden können. Als Laborumgebung zur Weiterentwicklung des Frameworks werden Lehrangebote beforscht, durch iterative Weiterentwicklung neue Erkenntnisse gewonnen sowie bestehende Annahmen überprüft (Schoop et al., 2020). [Aus: Einführenden Beitrag]
  • Konferenzbeitrag
    Timing of formative feedback in a virtual learning environment from an E-tutors perspective
    (Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2022, 2022) Steinke, Hannah; Schmidt, Sebastian; Altmann, Mattis
    One of the most important learning activities of a student at the university are collaborative activities which have a positive effect on the learning skills of students. In the last decades and especially in the last years due to the COVID-19 pandemic, there has been a huge increase in offers to learn in virtual environments. This increase led to the need for professional pedagogical support within the unique environment, which can be addressed by E-tutors. This learning facilitation role becomes increasingly important. Nevertheless, the number of concrete recommendations when interventions are needed is rare. The aim of this study is to fill the gap in the literature when the E-tutor needs to give feedback to students in higher education. The results are derived from a systematic literature review and a qualitative content analysis. The findings indicate that feedback needs to be given in a close timeframe, at best within the first two hours after a question arises.