The dissertation by Damla Yildirim investigates eLearning practices across various subject-matter contexts in higher education, aiming to enhance the effectiveness and efficiency of eLearning environments. It explores the technological, instructional, and organizational aspects of eLearning and identifies key characteristics that can improve quality in education, while addressing the challenges faced in different disciplines. The research highlights the need for interdisciplinary cooperation and evidence-based practices to overcome barriers and improve eLearning strategies.

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