PhD defense presentation about the potential subject-matter contextual differences while integrating eLearning practices into higher education.

1. eLearning in Diverse Subject-Matter Contexts
Dissertation
Damla Yildirim (M.A.)
Supervision
Prof. Dr. Paul Klimsa
Prof. Dr. Heidi Krömker
Prof. Dr. Ludwig Issing

2. OUTLINE
Problem & Objectives
Research Question
Theoretical Framework
A Conceptual Framework
Method
Analysis
Synthesis
Limitations
Further Research
Questions
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3. PROBLEM
Rather conducting product evaluation researches about eLearning,
it is important to look at content and field-specific teaching and
learning aspects.
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(Baumgartner, 2003)

4. Do subject-matter contextual differences are indeed appearent within
the framework of eLearning?
What are the major characteristics of subject-matter contexts in order
to create more effective and efficient eLearning environments to
enhance quality in higher education?
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PROBLEM

5. • Explore the eLearning practices of diverse subject-matter
contexts,
• Widen interdisciplinary practice of eLearning,
• Enhance the quality of eLearning offerings,
• Reduce gaps
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OBJECTIVE

6. Problem & Objectives
Research Question
Theoretical Framework
A Conceptual Framework
Method
Analysis
Synthesis
Limitations
Further Research
Questions
23/10/2014 eLearning in diverse subject-matter contexts 6
OUTLINE

7. How do diverse subject-matter contexts practice
eLearning in terms of technological, instructional, and
organizational aspects in higher education?
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RESEARCH QUESTION

8. Problem & Objectives
Research Question
Theoretical Framework
A Conceptual Framework
Method
Analysis
Synthesis
Limitations
Further Research
Questions
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OUTLINE

9. • Development of Learning with Educational Technologies
• Philosophy of Education
• Learning Theories
• "Didaktik" and "Instructional Design"
• Subject-Matter Contextual Differences
• A Conceptual Framework of eLearning Instruction
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THEORETICAL FRAMEWORK

10. Problem & Objectives
Research Question
Theoretical Framework
A Conceptual Framework
Method
Analysis
Synthesis
Limitations
Further Research
Questions
23/10/2014 eLearning in diverse subject-matter contexts 10
OUTLINE

11. 23/10/2014 eLearning in diverse subject-matter contexts 11
A Conceptual Framework
of eLearning Instruction
Flexible
Non-linear
Andragogy
Self-directed
Autonomous
Context-specific
Content-specific
Technology-based
A CONCEPTUAL FRAMEWORK

12. Problem?
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A CONCEPTUAL FRAMEWORK

13. 23/10/2014 eLearning in diverse subject-matter contexts 13
What is required to solve the problem?

14. 23/10/2014 eLearning in diverse subject-matter contexts 14
Why eLearning should be practiced to solve
the determined problem?

15. 23/10/2014 eLearning in diverse subject-matter contexts 15
In which ways could eLearning provide a
solution for the problem in the certain context?

16. A Conceptual Framework of eLearning Instruction
Subject-matter context &
content
Adult learners
Didactical Design
Patterns & Emerging
Technologies
The Criteria of Success
• Learning theory
• Aim
• Scenarios/Methods
• Technologies
• Social forms
• Communication &
collaboration
• Learner
profiles
• Content
• Context
• Assessment &
Evaluation
• Feedback &
Reconstruction
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A CONCEPTUAL FRAMEWORK

17. Problem & Objectives
Research question
Theoretical framework
A conceptual framework
Method
Analysis
Synthesis
Limitations
Further research
Questions
23/10/2014 eLearning in diverse subject-matter contexts 17
OUTLINE

18. 23/10/2014 eLearning in diverse subject-matter contexts 18
• Qualitative Research
• In-dept semi-structured interviews
• eLearning experts (primary group)
• Lecturers from diverse subject-matter contexts (secondary group)
• Qualitative semi-structured surveys
• Development of codebooks
• Review of experience reports
METHOD

19. Problem & Objectives
Research Question
Theoretical Framework
A Conceptual Framework
Method
Analysis
Synthesis
Limitations
Further Research
Questions
23/10/2014 eLearning in diverse subject-matter contexts 19
OUTLINE

20. 23/10/2014 eLearning in diverse subject-matter contexts 20
A theory-oriented approach
Issues
Engineering sciences’ subject-
matter contexts
Humanities/social sciences’
subject-matter contexts
Research > Teaching + -
Course design-related considerations - +
Document exchange + +
Deliberate development of essential technology + -
Reflection on web 2.0 - +
Encouragement of communication,
collaboration, interpretation, discussion,
interaction
- +
Media competency and literacy + -
Use of university offerings - +
Technical support - +
eLearning paradox + +

21. A practice-oriented approach
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Issues
Engineering sciences’ subject-
matter contexts
Humanities/social sciences’
subject-matter contexts
Theoretical content + +
Document exchange & course organization + +
Research > Teaching + +
Focus on course design - +
Creative knowledge construction - +
Communication, collaboration, interaction - +
Use the power of visualizations + -
Flexibility + +
Job trainning - +
Use of what university offers - +
eLearning paradox + +

22. Problem & Objectives
Research Question
Theoretical Framework
A Conceptual Framework
Method
Analysis
Synthesis
Limitations
Further Research
Questions
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OUTLINE

23. 23/10/2014 eLearning in diverse subject-matter contexts 23
A conceptual framework of
eLearning Instruction
Engineering sciences’
subject-matter contexts
Humanities/social sciences’
subject-matter contexts
Subject-matter content & context ≠ ≠
Aim = =
Learning Theory ≠ ≠
Scenarios / Methods =/≠ =/≠
Technologies =/≠ =/≠
Social Forms = =
Communication & Collaboration ≠ ≠
Feedback & Reconstruction =/≠ =/≠
Synthesis of theory and practice-oriented approaches

24. What are the benefits and challenges of eLearning
instruction for diverse subject-matter contexts?
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25. 23/10/2014 eLearning in diverse subject-matter contexts 25
Benefits
Engineering sciences’ subject-
matter contexts
Humanities/social sciences’
subject-matter contexts
Ease of document exchange + +
Power of visualizations + -
Communication, collaboration, interaction - +
Flexibility & mobility + +
Learning communities & networking - +
Remote laboratories + -
Simulation + +
Open Educational Resources + -
Active learners + +
Creation of essential technologies + -
Socialization of man - +
Quality improvement - +

26. 23/10/2014 eLearning in diverse subject-matter contexts 26
Challenges
Engineering sciences’ subject-
matter contexts
Humanities/social sciences’
subject-matter contexts
Educational design related considerations + -
Handling technology - +
Reflect upon web 2.0 + -
Higher cost of production + -
Use of university offerings - +
Complex context structures - +
Time constrains + +
Decreasing number of learners in
classroom
+ -
Lack of interpersonal communication and
extra verbal cues
- +
Focus on technology rather than didactical
design
- +

27. What are the attitudes of instructors from
diverse subject-matter contexts toward
eLearning?
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28. 23/10/2014 eLearning in diverse subject-matter contexts 28
Document
exchange
Research >
teaching
Added-
value
= for both subject-matter contexts
ATTITUDES

29. How would an eLearning environment look like
which meets the requirements of diverse subject-
matter contexts?
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30. 23/10/2014 eLearning in diverse subject-matter contexts 30
Imaginary eLearning environment Engineering sciences’ subject-
matter contexts
Humanities/social sciences’
subject-matter contexts
Enhanced visualization + -
One system for all + -
High interoperability + +
Facilitation of document exchange + -
Improve efficacy of teaching & learning + -
Social networking - +
ePortfolio - +
A personal coach - +
Opportunity to realize new educational
scenarios
- +
Enhaced usability alike in web 2.0 - +
Participant Group I

31. Engineering Sciences’ Subject-Matter Contexts
• Moodle and the offerings of the university is enough
• If not, self-development of tools and technologies
Humanities/Social Sciences’ Subject-Matter Contexts
• No idea
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Participant Group II

32. Problem & Objectives
Research Question
Theoretical Framework
A Conceptual Framework
Method
Analysis
Synthesis
Conclusion
Limitations
Further Research
Questions
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OUTLINE

33. 23/10/2014 eLearning in diverse subject-matter contexts 33
What is being achieved with the help of this dissertation?

34. 23/10/2014 eLearning in diverse subject-matter contexts 34
• A sophisticated eLearning practice is still not put into practice.
• No common understanding (technology vs. instructional strategy).
• Evidence-based practice is common
• eLearning paradox (dilemma between drives and drivers)
• Organizational & technical barriers
(Rolfe et al., 2008; Mayrberger, 2008)
(Rolfe et al. 2008)

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What kind of suggestions could be raised?

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• Diffusion of eLearning 2.0 and emerging technologies
• Development of interdisciplinary and transdsciplinary
collaboration and discourse
(Issing & Klimsa, 2009)

37. Problem & Objectives
Research Question
Theoretical Framework
A Conceptual Framework
Method
Analysis
Synthesis
Conclusion
Limitations
Further Research
Questions
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OUTLINE

38. • Subjectivity of research outcomes
• Participation rate and the level of saturation
• A few technical problems
• Lack of sophisticated eLearning practice
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LIMITATIONS

39. Problem & Objectives
Research Question
Theoretical Framework
A Conceptual Framework
Method
Analysis
Synthesis
Conclusion
Limitations
Further Research
Questions
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OUTLINE

40. • Reveal new dimensions to communicate and diffuse eLearning
2.0 in higher education institutions.
• Investigate eLearning course development processes of diverse
subject-matter contexts in order to overcome the gaps in
development of eLearning 2.0 in higher education.
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RECOMMENDATIONS

41. • Longitudunal evaluation of the extent of subject-matter context
diversity in order to adjust eLearning practices with best practice
cases (i.e. benchmarking).
• Disclose research over teaching phenomenon.
• Investigate the eLearning practices of emerging interdisciplinary
subject-matter contexts.
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RECOMMENDATIONS

42. Problem & Objectives
Research Question
Theoretical Framework
A Conceptual Framework
Method
Analysis
Synthesis
Conclusion
Limitations
Further Research
Questions
23/10/2014 eLearning in diverse subject-matter contexts 42
OUTLINE

43. 23/10/2014 eLearning in diverse subject-matter contexts 43
QUESTIONS

44. Baumgartner, P. (2003) Didaktik, E-Learning Strategien, Softwarewerkzeuge und Standards - Wie
passt das zusammen? In M. Franzen (Ed.). Mensch und E-Learning. Beiträge zur E-Didaktik
und darüber hinaus (pp. 9-25). Aarau: Sauerländer.
Rolfe, V.E., Alcocer, M., Bentley, E., Milne, D., and Meyer-Sahling, J. (2008). Academic staff attitudes
towards electronic learning in Arts and Sciences. European Journal of Distance Learning
(EURODL), 2008(1). Retrieved from http://www.eurodl.org/?article=313#Appendix_1
Mayrberger, K. (2008). Fachkulturen als Herauforderung für E-Learning 2.0. In S. Zauchner, P.
Baumgartner, E. Blaschitz, & A. Weissenbäck (Eds.). Offener Bildungsraum Hochschule.
Freiheiten und Notwendigkeiten (pp. 157-168). Münster ; New York; München; Berlin :
Waxmann.
Issing, L. J. & Klimsa, P. (Eds.). (2009). Online – Lernen: Handbuch für Wissenschaft und Praxis,
München: Oldenbourg Verlag.
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REFERENCES