Author:
Kay Berkling
Affiliation:
Cooperative State University Baden-Württemberg, Germany
Keyword(s):
Blended Learning, Problem based Learning, Software Engineering, Education, Ecosystem of Learning, Self-directed Learning, Gamification, Scaffolding, Self-directed Learning.
Related
Ontology
Subjects/Areas/Topics:
Blended Learning
;
Collaborative Learning
;
Computer-Supported Education
;
Information Technologies Supporting Learning
;
Learning/Teaching Methodologies and Assessment
;
Social Context and Learning Environments
Abstract:
This paper evaluates the onboarding phase for students who are exposed to a blended and open learning
environment for the first time, where self-directed learning is key to success. The study was undertaken in a
very restricted environment, where the primary motivation of students is the achievement of good grades in
the most efficient manner due to extreme time constraints. In past research, we have shown that students
have difficulty to move from the traditional setting of frontal lecture and final exam to an open learning
environment that focuses more on self-directed learning and peer created content than grades. This work
builds on findings that blended learning environment should be adaptive to learner types and gamification
features need to be implicit. Adaptivity is not guaranteed through a single platform but instead by involving
students in constructing their learning environment. This paper reports on the final set up of the course and
the student evaluation thereof. We sh
ow that the current environment with student involvement leads to
mostly positive attitudes towards most aspects of the course across virtually all students. Forums are
perceived as a barrier as are individual contributions to the class content and are not appropriate features for
onboarding. In contrast and despite being difficult, effective use of peer reviews can be shown to match
student motivation across all learners. Their use is understood as a means to obtaining a good grade and
learning.
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