Publication type: Conference poster
Type of review: Peer review (abstract)
Title: Transforming degree programs to flexible learning
Authors: Müller Werder, Claude
Stahl, Michael
Proceedings: Book of abstracts
Conference details: 16th Biennial Conference (EARLI 2015), Limassol, Cyprus, 25.-29. August 2015
Issue Date: 2015
Publisher / Ed. Institution: European Association for Research in Learning and Instruction (EARLI)
Publisher / Ed. Institution: Leuven
Language: English
Subjects: Higher education; Comparative study; Computer assisted learning; Design based research; Instructional design; Learning analytics
Subject (DDC): 378: Higher education
Abstract: Many universities are looking for a coherent response to higher education dynamics, such as technological innovations (MOOCs) and increasing competition. This paper analyses such an initiative from a learner’s perspective and depicts its effectiveness. In the new flex program, classroom learning time will be reduced by half and replaced by a self-study e-learning environment that includes instructional videos. In this paper, the strategy and processes of the transformation of the courses are discussed, and the results of the empirical research of the pilot module are presented. To analyze the effectiveness of learning, we used a quasi-experimental, posttest-only design in which the final exam scores of the students in the experimental flex group (N=165) and the control group (N=428) were compared. Regarding the learning process and the perceptions of the learning design, the students completed two questionnaires in the term and a post-questionnaire. The preliminary findings of the process study revealed that the students could adapt to the flex learning and teaching approach: 60% of the students assessed the self-study phase as motivating or very motivating, 83% of students found the content structure of the self-study phase to be logical and comprehensible, and 70% considered the usability of the e-learning platform as positive and technically simple. The qualitative analysis showed that students recognized in particular the value of studying independently of location and time. The exam results are currently under analysis and will be available for presentation at the EARLI 2015 conference.
Fulltext version: Published version
License (according to publishing contract): Licence according to publishing contract
Departement: School of Management and Law
Organisational Unit: Center for Innovative Teaching and Learning (ZID)
Published as part of the ZHAW project: Flexibles Lernen Research
Appears in collections:Publikationen School of Management and Law

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