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  • × theme_ss:"Computer Based Training"
  1. E-Learning weltweit : Lernen und Lehren (2005) 0.01 
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    Content
    Bundesweite Förderprogramme und Landesinitiativen zur Verbreitung des computergestützten Lernens in der Aus- und Weiterbildung gaben den Ausschlag für eine Untersuchung des Einsatzes von E-Learning an deutschen Hochschulen. Durchgeführt wurde sie vom Institut für Medien- und Kompetenzforschung und dem Multimedia Kontor Hamburg. Gegründet wurde das Kontor von den staatlichen Hochschulen in Hamburg, die sich in einem gemeinsamen E-Learning-Consortium . zusammengeschlossen hallen. Das Kernergebnis der Studie, an der sich vor allem Hochschulen beteiligt haben, die diese neue Lernform tatsächlich einsetzen, lautet: E-LearnIng ist Bestandteil, aber nicht Alltag in der Hochschule. Danach setzt die Mehrheit von 86 der 95 befragten Hochschulen Computer in Lehrveranstal- tungen ein. Vor allem an großen und staatlichen Einrichtungen werden computergestützte Lernformen angeboten. Bei den Lernangeboten handelt es sich an 63 Hochschulen um Präsenzveranstaltungen mit Online-Unterstützung. Blended-Learning-Arrangements, also allgemein netzgestützte Angebote, und reine Online-Studiengänge werden nur an 40 beziehungsweise 22 Lehrstätten angeboten. Durchschnittlich setzen neun von zehn befragten Hochschulen aktuell E-Learning in ihren Lehrveranstaltungen ein. Ziel der Untersuchung war es auch, zu ermitteln, wie E-Learning-Angebote innerhalb verschiedener Studiengänge genutzt werden. Die Verfasser kommen zu dem Schluss, dass die Differenzierung der E-Learning-Angebote nach Fächergruppen deutliche Schwerpunkte erkennen lässt. So sind Disziplinen mit ausgeprägter Computeraffinität wie Informatik und Ingenieurwissenschaften neben Fächern mit hohen Studierendenzahlen wie etwa Wirtschafts- und Sozialwissenschaften klare Vorreiter in der neuen computergestützten Hochschullehre. Im Mittelfeld finden sich dagegen kreativ-gestalterische Studiengänge wie Kunst, Design und Mediengestaltung sowie Sprach- und Kulturwissenschaften, aber auch Natur- und Umweltwissenschaften. Für diese lässt sich vermuten, dass aufgrund ihres hohen Praxisanteils der Computer hier nur bedingt zum Einsatz kommen kann. Dass Rechtswissenschaften und Technikstudiengänge auf den hinteren Plätzen rangieren, kann kaum überraschen. Denn hier wird der Computer nur selten als LehrLern-Medium eingesetzt. Anders sieht es aus in den medizinisch-pharmazeutischen Disziplinen. Denn in der Medizinerausbildung und -praxis kommen Computer häufig zum Einsatz. Die niedrigen Einsatzzahlen müssen daher erstaunen. Neben der Ermittlung des Umfangs und der Verteilung auf unterschiedliche Studiengänge analysierten die Autoren die Akzeptanzwerte von E-Learning-Angeboten. Befragt wurden, Hochschulvertreter. Die waren selbst weniger im Hochschulbetrieb eingebunden, sondern bekleideten Leitungspositionen. Rund die Hälfte von ihnen denkt, dass Lehrende gegenüber dem Einsatz von E-Learning-Angeboten positiv eingestellt sind. Jeder Neunte glaubt hingegen an eine Befürwortung klassischer Präsenzveranstaltungen. Eine höhere Akzeptanz vermuten die Befragten dabei bei den Lehrenden von Fachhochschulen. Auch den Studierenden insgesamt werden höhere Akzeptanzwerte bescheinigt. Die Befragten schätzen dabei aber, dass nur bis zu fünf Prozent aller Studierenden gegenwärtig mit E-Learning arbeiten. Die Befragten geben ferner Auskunft darüber, wie sie die Lernergebnisse unter Einsatz neuer Techniken einschätzen. Nur ein Viertel schätzt dabei die Qualität von Prüfungsergebnissen beim E-Learning im Vergleich zu Präsenzveranstaltungen als besser ein. Jeder Zweite kann keinen Qualitätsunterschied ausmachen. Allerdings geht die Hälfte der befragten Hochschulmitarbeiter davon aus, dass die Nutzer den neuen Technologie bis 2007 bessere Eregbnisse in Tests erzielen werden. Entsprechend prognostizieren die Befragten einen Anstieg der studentischen E-Learning-Nutzer innerhalb der nächsten Jahre: Drei von vier Hochschulvertretern kommen zu dem Schluss, dass künftig mehr Studierende mit Hilfe des Computers lernen werden."
    Source
    Frankfurter Rundschau. Nr.44 vom 22.2.2005, S.24-25
  2. Baumgartner, P.; Payr, S.: Lernen mit Software (1994) 0.00 
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    Pages
    268 S
  3. Computerunterstütztes Lernen (2000) 0.00 
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    Footnote
    Rez. in: nfd 51(2000) H.5, S.302-303 (A. Baumgartner)
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    256 S
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  4. Baumgartner, P.; Payr, S.: Wie Lernen am Computer funktioniert (1994) 0.00 
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    Source
    c't. 1994, H.8, S.138-142
  5. Palmeter, S.; Elkerton, J.; Baggett, P.: Animated demonstrations vs written instructions for learning procedural tasks : a preliminary investigation (1991) 0.00 
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    Source
    International journal of man-machine studies. 34(1991), S.687-701
  6. Seufert, S.; Mayr, P.: Fachlexikon e-le(at)rning : Wegweiser durch das e-Vokabular (2002) 0.00 
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    Pages
    143 S
  7. Hypermedia in der Aus- und Weiterbildung : Dresdner Symposium zum computerunterstützten Lernen (1995) 0.00 
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    316 S
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  8. Information und Lernen mit Multimedia (1995) 0.00 
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    XIX,446 S
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  9. Perspectives on ... distance independent education (1996) 0.00 
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    Source
    Journal of the American Society for Information Science. 47(1996) no.11, S.801-883
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  10. Special section on intelligent tutoring systems and gaming-simulation (1995) 0.00 
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    Source
    CIT - Journal of computing and information technology. 3(1995) no.1, S.19-58
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  11. Feierabend, J.; Gödert, W.: Computer Based Training zur Einführung in die Benutzung elektronischer Informationsmittel (1996) 0.00 
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    Pages
    S.39-50
    Source
    85. Deutscher Bibliothekartag in Göttingen 1995: Die Herausforderung der Bibliotheken durch elektronische Medien und neue Organisationsformen. Hrsg.: S. Wefers
  12. Barron, A.E.; Orwig, G.W.: Multimedia technologies for training : an introduction (1995) 0.00 
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    Footnote
    Rez. in: Education for information 13(1995) no.4, S.371-372 (J. Martin)
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    xxx S
  13. Burgess, W.E.: ¬The Oryx guide to distance learning (1994) 0.00 
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    Rez. in: Journal of library and information science 21(1995) no.2, S.88-89 (G.W. Huang)
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    424 S
  14. Stachelsky, F. von: Lernen auf Distanz (1994) 0.00 
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    Source
    Bertelsmann Briefe. 1994, H.131, S.55-57
  15. Kozma, R.B.: Learning with media (1991) 0.00 
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    Source
    Review of educational research. 61(1991) no.2, S.179-211
  16. Turner, A.: Computer-assisted-instruction in academic libraries (1990) 0.00 
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    Journal of academic librarianship. 15(1990) no.6, S.352-354
  17. Wilson, W.: Computer-assisted-instruction in an academic library (1983) 0.00 
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    Information technology and libraries. 2(1983) no.4, S.389-393
  18. Aken, R.; Olson, L.: Application report : Computer-assisted-instruction in academic libraries (1986) 0.00 
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    Journal of computer-based instruction. 13(1986), S.94-97
  19. Tallon, J.L.: Computer-assisted-instruction and the university library (1982) 0.00 
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    Canadian journal of information science. 7(1982) June, S.49-55
  20. Rieber, L.P.: Using computer animated graphics in science instruction with children (1990) 0.00 
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  0.5 = coord(1/2)
    Source
    Journal of educational psychology. 82(1990), S.135-140

Authors

Years

Languages

  • e 183
  • d 130

Types

  • a 250
  • m 48
  • s 19
  • el 6
  • x 6
  • b 1
  • r 1
  • More… Less…

Themes

Subjects

Classifications