Digitalisierung als Chance für eine diversitätssensible Hochschullehre im Rahmen berufs- und wirtschaftspädagogischer Studiengänge?

Teacher training students for vocational education at Leibniz Universität Hannover (LUH) have specific study behaviour that can be traced back to the diversity characteristics of age, family background, socioeconomic status and individual educational prerequisites, among others. The plabs learning platform was set up in the 2020/21 winter term in order to implement a study infrastructure for this group of students that is appropriate for the target group. The central component of this learning platform is a digitized basic module in the Bachelor's degree study programs in Technical Education, which was designed based on the flipped classroom concept. The synchronous and asynchronous learning units of the module follow a three-step didactic approach: 1. self-learning phases and portfolio work, 2. professional exchange with the lecturers, 3. break-out sessions for exchange among students. The teaching offer is flanked by individualising measures, e.g. coaching.
Initial evaluation results lead to the conclusion that a targeted expansion of competences for self-directed learning is necessary for the student group under consideration in order to counteract the social selectivity of digitized educational offers.

Subjects

Digitalisierung

diversitätssensible Hochschullehre

Individualisierung

Lernplattform

Selbstorganisation

DDC Class

370: Education

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publishedVersion

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https://creativecommons.org/licenses/by-sa/4.0/

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gillen_etal_bwpat40.pdf

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897.43 KB

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Digitalisierung als Chance für eine diversitätssensible Hochschullehre im Rahmen berufs- und wirtschaftspädagogischer Studiengänge?