Zentrum für Akademische WeiterbildungZeitschriftenartikel
M. Gebhardt, J. DeVries, J. Jungjohann, G. Casale, Andreas Gegenfurtner, J.-T. Kuhn
Measurement invariance of a direct behavior rating multi-item scale
Social Sciences, vol. 8, no. 46, pp. 1-23
2019
DOI: 10.3390/socsci8020046
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Direct Behavior Rating (DBR) as a behavioral progress monitoring tool can be designed as longitudinal assessment with only short intervals between measurement points. The reliability of these instruments has been evaluated mostly in observational studies with small samples based on generalizability theory. However, for standardized use in the pedagogical field, a larger and broader sample is required in order to assess measurement invariance between different participant groups and over time. Therefore, we constructed a DBR with multiple items to measure the occurrence of specific externalizing and internalizing student classroom behaviors on a Likert scale (1 = never to 7 = always). In a pilot study, two trained raters observed 16 primary school students and rated the student behavior over all items with a satisfactory reliability. In the main study, 108 regular primary school students, 97 regular secondary school students and 14 students in a clinical setting were rated daily over one week (five measurement points). IRT analyses confirmed the instrument’s technical adequacy, and latent growth models demonstrated the instrument’s stability over time. Further development of the instrument and study designs to implement DBRs are discussed.
DigitalZentrum für Akademische WeiterbildungZeitschriftenartikel
A. Szulewski, R. Egan, Andreas Gegenfurtner, D. Howes, G. Dashi, N. McGraw, A. Hall, D. Dagnone, J.J.G. van Merriënboer
A new way to look at simulation-based assessment: the relationship between gaze-tracking and exam performance
Canadian Journal of Emergency Medicine (CJEM), vol. 21, no. 1, pp. 129-137
2019
DOI: 10.1017/cem.2018.391
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CLINICIAN'S CAPSULEWhat is known about this topic?Gathering visual information effectively is an important task of a physician leader when managing a resuscitation case.What did this study ask?Are there particular visual information-gathering patterns associated with performance in simulated resuscitation scenarios?What did this study find?Certain visual patterns (e.g., focusing on case-specific clinically relevant stimuli) are associated with better performance in a simulated resuscitation setting.Why does this study matter to clinicians?The ability to characterize physician visual patterns across a competence continuum has implications for trainee assessment and medical education.
Zentrum für Akademische WeiterbildungZeitschriftenartikel
L. Testers, Andreas Gegenfurtner, R. van Geel, S. Brand-Gruwel
From monocontextual to multicontextual transfer: Organizational determinants of the intention to transfer generic information literacy competences to multiple contexts
Frontline Learning Research, vol. 7, no. 1, pp. 23-42
2019
DOI: 10.14786/flr.v7i1.359
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An important goal of educational designers is to achieve long-term transfer of learning that is the learner's application of newly acquired competencies. Extensive research during more than a century shows that especially in formal educational settings this fundamental aspect of education often occurs poorly or not at all, leading to what is called a Transfer Problem. To address this transfer problem, the present study examines intentions to transfer learning to multiple contexts; this focus on multiple transfer contexts extends previous research focusing on a single transfer context, typically the workplace. The present study aimed to estimate the influence of five organizational variables (peer support, supervisor support, opportunity to use, openness to change, and feedback) on transfer intention in two different transfer contexts: study and work. Participants were 303 students at an open university attending a course in information literacy. The model was tested using structural equation modelling. The results indicated that before starting the course supervisor support and feedback were considered the strongest predictors of intention to transfer new learning in both the study and the work contexts. This research is amongst the first in the training literature to address multi-contextuality and examines intentions to transfer generic competences to the two transfer contexts study and work within one single study.
DigitalMobilDEG-DLM2Zentrum für Akademische WeiterbildungZeitschriftenartikel
Andreas Gegenfurtner, Nina Schwab, Christian Ebner
"There's no need to drive from A to B": Exploring the lived experience of students and lecturers with digital learning in higher education
Bavarian Journal of Applied Sciences, vol. 4, no. 1, pp. 310-322
2018
DOI: 10.25929/bjas.v4i1.50
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In vielen ländlichen Regionen weltweit nehmen Menschen den Bus oder das Auto, um zu Städten zu gelangen, in denen Bildungsangebote und Trainingsprogramme angeboten werden. In einer Zeit wachsender Digitalisierung werden Lernumgebungen und Weiterbildungen jedoch zunehmend auf Online-Plattformen zugänglich gemacht. Studierende haben so Zugang zu digitalem Lernmaterial oder können an technologiebasierten Veranstaltungen von jedem Ort weltweit partizipieren. Diese wachsende ubiquitäre Verfügbarkeit von Bildung ‒ zusammen mit einer geographischen Flexibilität, die Blended Learning in Form von LernCentern, Webkonferenzen und virtuellen Kursen ermöglicht ‒ reduziert die Notwendigkeit von (Auto-)Mobilität in vielen ländlichen Regionen. Der Zweck dieser Studie war, die Erfahrungen von nichttraditionellen Studierenden und deren Dozierenden hinsichtlich reduzierter mobiler Anforderungen zu explorieren. Basierend auf Gibsons Theory of Affordances und einem
Forschungsinteresse in der narrativen Interpretation lebensumweltlicher Erfahrung berichtet die Studie qualitative Analysen von reflexivem Interviewmaterial, das beschreibt, wie Teilnehmende und Dozierende die flexiblen, ubiquitär verfügbaren, synchron und asynchron angebotenen Weiterbildungsangebote wahrnehmen. Implikationen der Studie werden diskutiert hinsichtlich Theorieentwicklung und der praktischen Implementierung digitaler Bildung für nicht-traditionelle Studierende in ländlichen Regionen.
Version: 2.1.2-qf2