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Figure from:Virtual Education at German Institutions of Higher Learning in Alliance

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the time being, the educational flexibility that all sides desire with the integration of new media appears to only be attainable via an increasing effort on the part of instuctors and students.

Figure 15 the time being, the educational flexibility that all sides desire with the integration of new media appears to only be attainable via an increasing effort on the part of instuctors and students.

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Fig. 1: Product distribution by disciplinary group
Fig. 1: Product distribution by disciplinary group
n relation to the naming of platforms and portals 55.4%), a qualification must be noted: these are self-assessments and terms are not used uni- ormly. Already in the analysis of the project outli- nes, it became clear that detailed websites on a opic area were already being designated as ,,por- als“ and simple databases as , learning platforms“ see Fig. 2).
n relation to the naming of platforms and portals 55.4%), a qualification must be noted: these are self-assessments and terms are not used uni- ormly. Already in the analysis of the project outli- nes, it became clear that detailed websites on a opic area were already being designated as ,,por- als“ and simple databases as , learning platforms“ see Fig. 2).
An essential goal of the funding program is the improvement of the quality of education (see BMBF, 2000). This is also reflected in the inten- tions of projects: improvement of the quality o education as a project goal is given the highes rating (4.7%). Increasing student motivation (4.5), achieving temporal and physical independence o study (4.2) and the improvement of the quality o student supervision (4.1) are all in second place. The development of new groups of study is stil classified as important (3.5), whereas the accele- ration of the course of study (2.9), cost efficiency (2.4) and targeting proceeds from marketing (2.0) are assessed as being less important (see Fig. 4).
An essential goal of the funding program is the improvement of the quality of education (see BMBF, 2000). This is also reflected in the inten- tions of projects: improvement of the quality o education as a project goal is given the highes rating (4.7%). Increasing student motivation (4.5), achieving temporal and physical independence o study (4.2) and the improvement of the quality o student supervision (4.1) are all in second place. The development of new groups of study is stil classified as important (3.5), whereas the accele- ration of the course of study (2.9), cost efficiency (2.4) and targeting proceeds from marketing (2.0) are assessed as being less important (see Fig. 4).
(3.5) (see Fig. 5). In comparison, in the first sur- vey (see Rinn et al., 2004), document formats, which rarely exploit multimedia options, were only named in sixth place. Instead, there was a greater emphasis on forms that exhaust the potential of multimedia usage more fully.
(3.5) (see Fig. 5). In comparison, in the first sur- vey (see Rinn et al., 2004), document formats, which rarely exploit multimedia options, were only named in sixth place. Instead, there was a greater emphasis on forms that exhaust the potential of multimedia usage more fully.
tion (3.6) and distribution (3.6); coordination/ organization (3.2) are attached less importance.
tion (3.6) and distribution (3.6); coordination/ organization (3.2) are attached less importance.
forms concurs with the analysis of the project out- lines drawn up before the project start with one exception (see Rinn et al., 2004): whereas partner work is scarcely mentioned in the project outlines, it is assessed in the online questionnaire as having almost the same level of importance as group work Overall, it appears that cooperative instructional forms in (partial-)virtual scenarios have increased in importance as compared to ,traditional“study. This could point to a methodolo- gical transformation resulting from new media usage.
forms concurs with the analysis of the project out- lines drawn up before the project start with one exception (see Rinn et al., 2004): whereas partner work is scarcely mentioned in the project outlines, it is assessed in the online questionnaire as having almost the same level of importance as group work Overall, it appears that cooperative instructional forms in (partial-)virtual scenarios have increased in importance as compared to ,traditional“study. This could point to a methodolo- gical transformation resulting from new media usage.
Fig. 10: Use of insructional concepts by disciplinary group
Fig. 10: Use of insructional concepts by disciplinary group
Fig. 11: Disciplinary background of interviewees These 266 persons were 73.3 percent male and 26.7 percent female. The most common discipli- nary background among the interviewees is that of ,computer science/mathematics“ (25.2%); a distant second is split fairly equally among the dis- ciplinary groups ,,engineering* (16.5%), ,psycholo- gy/education (14.3%), ,medicine, pharmaceutics and health services“ (13.9%) and ,legal studies and business administration“ (12.4%). Then come ,natural sciences* (10.9%), linguistics, humani- ties and the arts“ (10.5%), and ,social sciences“ (excluding education and psychology) (8.3%). »oport sciences“ (4.1%) and ,art, design and media sciences“ (2.3%) were least common.
Fig. 11: Disciplinary background of interviewees These 266 persons were 73.3 percent male and 26.7 percent female. The most common discipli- nary background among the interviewees is that of ,computer science/mathematics“ (25.2%); a distant second is split fairly equally among the dis- ciplinary groups ,,engineering* (16.5%), ,psycholo- gy/education (14.3%), ,medicine, pharmaceutics and health services“ (13.9%) and ,legal studies and business administration“ (12.4%). Then come ,natural sciences* (10.9%), linguistics, humani- ties and the arts“ (10.5%), and ,social sciences“ (excluding education and psychology) (8.3%). »oport sciences“ (4.1%) and ,art, design and media sciences“ (2.3%) were least common.
If one inquires about the social forms that are covered by the virtual educational products (Fig. 13), it becomes clear that a ,revolution* in higher education is not the goal. Universal changes pre- sented through the various multimedia and tele- media options can be recognized, since the pro-
If one inquires about the social forms that are covered by the virtual educational products (Fig. 13), it becomes clear that a ,revolution* in higher education is not the goal. Universal changes pre- sented through the various multimedia and tele- media options can be recognized, since the pro-
tnan side-etfects, since there Is no strong appro- val for this area. Even the assessment of whether the number of qualified contributions to ongoing discussions on the part of the students has increased through telemedia usage does no appear to be so clearly positive as in the case o the didactic questions. The response behavior can point to the fact that the socialization into changed communication structures must firs occur in this area. However, in this case, it is also possible that the contributions to discussions made within the framework of the courses do no play a central role, since most of the educationa programs do not contain purely virtual seminars. play a central role, since most of the educational
tnan side-etfects, since there Is no strong appro- val for this area. Even the assessment of whether the number of qualified contributions to ongoing discussions on the part of the students has increased through telemedia usage does no appear to be so clearly positive as in the case o the didactic questions. The response behavior can point to the fact that the socialization into changed communication structures must firs occur in this area. However, in this case, it is also possible that the contributions to discussions made within the framework of the courses do no play a central role, since most of the educationa programs do not contain purely virtual seminars. play a central role, since most of the educational
The project participants cast a predominantly positive vote as to whether the proportion of self- directed study has increased. Over 46 percent believe this proportion has ,greatly increased“, whereas more than 47 percent indicate it has ,increased“. This agreement by more than 90 per- cent of the project participants also clearly indica- tes that the students are being assigned more res- ponsibility and requirements, which is shown by the simultaneous increase in study length for a specific subject area. The price paid in terms of more effort and demands is apparently rewarded in that students are offered greater freedoms and fields of engagement. Not only have the content- related options greatly increased (27.6%), but also the extent of the involvement (28.4%), of one’s own needs being considered (26.8%) or of being able to have content-related exchanges with other students (14.5%).
The project participants cast a predominantly positive vote as to whether the proportion of self- directed study has increased. Over 46 percent believe this proportion has ,greatly increased“, whereas more than 47 percent indicate it has ,increased“. This agreement by more than 90 per- cent of the project participants also clearly indica- tes that the students are being assigned more res- ponsibility and requirements, which is shown by the simultaneous increase in study length for a specific subject area. The price paid in terms of more effort and demands is apparently rewarded in that students are offered greater freedoms and fields of engagement. Not only have the content- related options greatly increased (27.6%), but also the extent of the involvement (28.4%), of one’s own needs being considered (26.8%) or of being able to have content-related exchanges with other students (14.5%).
If one asks which content the virtual programs have to offer as compared to traditional studies, it is clear that the tendency is not to convey really new content, but rather a mixture of traditional and new (see Fig. 15). First, these programs will remain in line with the faculty curriculum. Second, due to the interstate nature of the projects, there is certainly the option to integrate the focal points of other colleagues at other universities into the projects and thereby cover a broad content area. Third, the integration of new media opens up new possibilities for conveying content. Fig. 15: Instructional programs Third, the integration of new media opens up new
If one asks which content the virtual programs have to offer as compared to traditional studies, it is clear that the tendency is not to convey really new content, but rather a mixture of traditional and new (see Fig. 15). First, these programs will remain in line with the faculty curriculum. Second, due to the interstate nature of the projects, there is certainly the option to integrate the focal points of other colleagues at other universities into the projects and thereby cover a broad content area. Third, the integration of new media opens up new possibilities for conveying content. Fig. 15: Instructional programs Third, the integration of new media opens up new
Fig. 19: Support for the integration of media in education
Fig. 19: Support for the integration of media in education
Fig. 20: Significance of virtual education The necessity of an organizational development also points to the significance assigned to virtual education by the faculty (see Fig. 20). Only 19.2% of the interviewees stated that the integration of virtual elements in education was supported by their faculty in accordance with a media concept. The data indicate that the integration is a rather sporadic concern for the faculty (22.7%), since 52.7 percent of the interviewees merely cite sup- port for certain points. For a considerable number of faculties (22.7%), the integration of virtual ele- ments is apparently not on the agenda, since the work performed by committed individuals within the framework of the funding program is neither supported nor hindered. In these cases, the facul- ty does not appear to have any media or future conception.
Fig. 20: Significance of virtual education The necessity of an organizational development also points to the significance assigned to virtual education by the faculty (see Fig. 20). Only 19.2% of the interviewees stated that the integration of virtual elements in education was supported by their faculty in accordance with a media concept. The data indicate that the integration is a rather sporadic concern for the faculty (22.7%), since 52.7 percent of the interviewees merely cite sup- port for certain points. For a considerable number of faculties (22.7%), the integration of virtual ele- ments is apparently not on the agenda, since the work performed by committed individuals within the framework of the funding program is neither supported nor hindered. In these cases, the facul- ty does not appear to have any media or future conception.
Fig. 21: Sources of knowledge acquisition about instruction vant literature (50.8%). By taking continuing edu- cation courses (39.5%), the group of interviewees should certainly profit from the interdisciplinary associations of many alliance projects and from the special alliance programs. The indication o participation in certified continuing education pro grams (17.2%) is certainly above average in the surveyed group, simply measured by the lack o programs currently available nationwide (see Albrecht, 2004; Bremer, 2004, Schulmeister, & Merkt, 2004). By comparison, the rare mention o support provided by advisory facilities (7.8%) is not surprising, given that there are hardly any cor- responding structures or they are currently under construction (i.e., the eCompetence Teams at the Universities Duisburg-Essen and Wuppertal). The high level of interest in continuing education courses for instructional design is also apparent when one looks at the domains the project parti- cipants have chosen for their continuing educa- tion. Even though software tools is the number one continuing education topic (64.1%), it is clo- sely followed by instructional design (62.9%), media design (62.5%) and analysis (46.5%). Even the highly specialized topic e-Moderation/Tutoring is cited by almost one third of the interviewees. The need for respective programs was illustrated in ,New Media in Education“, which was funded by the project sponsor, as well as in the works- hops of the project ,kevih* and other alliance initi- atives, each charachterized by high demand and an intensive information exchange.
Fig. 21: Sources of knowledge acquisition about instruction vant literature (50.8%). By taking continuing edu- cation courses (39.5%), the group of interviewees should certainly profit from the interdisciplinary associations of many alliance projects and from the special alliance programs. The indication o participation in certified continuing education pro grams (17.2%) is certainly above average in the surveyed group, simply measured by the lack o programs currently available nationwide (see Albrecht, 2004; Bremer, 2004, Schulmeister, & Merkt, 2004). By comparison, the rare mention o support provided by advisory facilities (7.8%) is not surprising, given that there are hardly any cor- responding structures or they are currently under construction (i.e., the eCompetence Teams at the Universities Duisburg-Essen and Wuppertal). The high level of interest in continuing education courses for instructional design is also apparent when one looks at the domains the project parti- cipants have chosen for their continuing educa- tion. Even though software tools is the number one continuing education topic (64.1%), it is clo- sely followed by instructional design (62.9%), media design (62.5%) and analysis (46.5%). Even the highly specialized topic e-Moderation/Tutoring is cited by almost one third of the interviewees. The need for respective programs was illustrated in ,New Media in Education“, which was funded by the project sponsor, as well as in the works- hops of the project ,kevih* and other alliance initi- atives, each charachterized by high demand and an intensive information exchange.
Fig. 22: Forms of continuing education selected by project participants assumed that continuing education via literary studies (70.3%), the growing number of corre- sponding conference volumes, and thereby the access to practice-oriented, as well as conceptio- nal and analytical contributions, all play a signifi- cant role. Thus, the continuing education forms that are customary at universities/colleges are preferred. cant role. Thus, the continuing education forms 45.3 percent of the interviewees cite sample applications as a form of continuing education. This indicates the significance that project data- bases -- and thus access to ,examples of good practice“ -- can have. All projects can be accessed via the project sponsor’s Web page ,,New Media in Education“® — also via the Web pages of the Initiatives and Funding Programs of the German States. However, criteria-driven or annotated access to discipline-specific, usage form-specific or methodologically remarkable applications is not possible. The project databases, i.e., of the Medidaprix (See www.medidaprix.org), are more suitable, and are accessible via expert submis- sions or the emerging collection of annotated refe- rence examples in the portal e-teaching @ univer- sity.
Fig. 22: Forms of continuing education selected by project participants assumed that continuing education via literary studies (70.3%), the growing number of corre- sponding conference volumes, and thereby the access to practice-oriented, as well as conceptio- nal and analytical contributions, all play a signifi- cant role. Thus, the continuing education forms that are customary at universities/colleges are preferred. cant role. Thus, the continuing education forms 45.3 percent of the interviewees cite sample applications as a form of continuing education. This indicates the significance that project data- bases -- and thus access to ,examples of good practice“ -- can have. All projects can be accessed via the project sponsor’s Web page ,,New Media in Education“® — also via the Web pages of the Initiatives and Funding Programs of the German States. However, criteria-driven or annotated access to discipline-specific, usage form-specific or methodologically remarkable applications is not possible. The project databases, i.e., of the Medidaprix (See www.medidaprix.org), are more suitable, and are accessible via expert submis- sions or the emerging collection of annotated refe- rence examples in the portal e-teaching @ univer- sity.