Verfügbarkeit: Leveraging the potentials of peer learning

Leveraging the potentials of peer learning: conceptual foundations and reference processes for peer learning

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Bibliographische Detailangaben
1. Verfasser:	Oeste-Reiß, Sarah (VerfasserIn)
Format:	Abschlussarbeit Buch
Sprache:	English
Veröffentlicht:	Kassel Kassel University Press [2018]
Schriftenreihe:	Research on IT, service, innovation, collaboration Band 15
Schlagworte:	Umgedrehter Unterricht Hochschulbildung Problemlösender Unterricht Peer Learning Kooperatives Lernen Kritisches Denken Collaboration Collaboration Engineering Design Science Reference Processes Learning / (DLC)sh85075520 / http://id.loc.gov/authorities/subjects/sh85075520 Hochschulschrift
Online-Zugang:	Inhaltstext Inhaltsverzeichnis Inhaltsverzeichnis
Beschreibung:	XXXII, 288 Seiten Illustrationen 21 cm, 420 g
ISBN:	9783737603300 3737603308

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Datensatz im Suchindex

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adam_text	TABLE OF CONTENTS GELEITWORT......................................................................................................................V VORWORT.......................................................................................................................VII ZUSAMMENFASSUNG.................................................................................................... VIII ABSTRACT..................................................................................................................... XIII FULL LIST OF PUBLICATIONS..........................................................................................XVII LIST OF FIGURES........................................................................................................ XXVI LIST OF TABLES...................................................................................................... XXVIII LIST OF ABBREVIATIONS............................................................................................ XXXI 1 INTRODUCTION..................................................................................................1 1.1 PROBLEM STATEMENT..........................................................................................1 1.2 SOLUTION STATEMENT AND RESEARCH QUESTIONS.................................................S 1.3 STRUCTURE OF THE THESIS..................................................................................11 1.3.1 THESIS OUTLINE AND SUMMARY OF CHAPTERS...............................................11 1.3.2 CHAPTERS IN RELATION TO RESEARCH QUESTIONS AND PUBLICATIONS .............. 15 2 THEORETICAL FOUNDATIONS....................................................................17 2.1 PEDAGOGICAL FOUNDATIONS OF PEER LEARNING................................................17 2.1.1 CONSTRUCTIVIST LEARNING THEORY...............................................................17 2.1.2 PEER LEARNING AND RELATED APPROACHES...................................................19 2.1.3 BLOOM*S REVISED TAXONOMY AND HIGHER-LEVEL LEARNING ..................... 21 2.1.4 EXPERTISE AS AN INDICATOR OF KNOWLEDGE INCREASES ................................. 22 2.2 CONCEPTUAL FOUNDATIONS OF COLLABORATION ENGINEERING ........................... 24 2.2.1 CONCEPTUAL FOUNDATIONS AND DEFINITIONS ............................................... 25 2.2.2 ROLES IN COLLABORATION ENGINEERING ....................................................... 27 2.2.3 SIX-LAYER MODEL OF COLLABORATION ......................................................... 28 2.2.4 DOCUMENTATION OF COLLABORATIVE PROCESSES DESIGNS .............................. 30 2.2.5 PROCESS RESTRICTIONS OF COLLABORATIVE WORK PRACTICES ........................... 32 2.2.6 INDICATORS TO MEASURE THE QUALITY OF A COLLABORATIVE WORK PRACTICE .... 32 3 RESEARCH STRATEGY AND METHDOLOLOY ...................................... 34 3.1 SCIENTIFIC EPISTEMOLOGY.................................................................................34 XX 3.2 DESIGN SCIENCE RESEARCH...............................................................................36 3.2.1 THREE CYCLE VIEW OF DESIGN SCIENCE RESEARCH .................................... 36 3.2.2 THEORY IN INFORMATION SYSTEMS RESEARCH .............................................. 38 3.2.3 DESIGN ARTIFACTS AND ITS KNOWLEDGE CONTRIBUTIONS .................................. 39 3.3 METHODS TO CREATE AND EVALUATE DESIGN ARTIFACTS ................................... 42 4 APPLICATION DOMAIN OF PEER LEARNING: ......................................... FLIPPED-CLASSROOM CONCEPT - REDESIGNING LARGE CLASSES ............................... TO ACTIVATE THE LEARNER AND TO CREATE CONDITIONS FOR PEER LEARNING .......... 44 4.1 FLIPPED-CLASSROOM CONCEPT IN THE CONTEXT OF THE THESIS ........................ 44 4.2 STUDY OUTLINE AND RESEARCH APPROACH ..................................................... 45 4.3 RELEVANCE AND OBJECTIVE OF THE STUDY ........................................................ 47 4.3.1 CHALLENGES OF THE APPLICATION DOMAIN OF LARGE UNIVERSITY CLASSES ..... 47 4.3.2 OBJECTIVE OF THE STUDY AND DESIGN GOALS ............................................... 49 4.4 THEORETICAL FOUNDATIONS: FLIPPED CLASSROOM, MOOC, AND SPOC ....... 50 4.5 THE FLIPPED-CLASSROOM CONCEPT ................................................................ 52 4.5.1 GENERALIZABLE REQUIREMENTS FOR THE FLIPPED-CLASSROOM CONCEPT ......... 52 4.5.2 THEORY-DRIVEN DESIGN PRINCIPLES FROM PEER LEARNING .......................... 53 4.5.3 THE FLIPPED-CLASSROOM CONCEPT AS A GENERALIZABLE SOLUTION ............... 57 4.5.3.1 OVERVIEW: THE TEACHING-LEARNING CYCLE .......................................... 57 4.5.3.2 PHASE 1: SELF-LEARNING (ONLINE) ......................................................... 59 4.5.3.3 PHASE 2: PEER LEARNING (ONLINE) ......................................................... 60 4.5.3.4 PHASE 3: TRANSFER PHASE (PRESENCE) .................................................... 62 4.5.3.5 PHASE 4: APPLICATION PHASE (PRESENCE) ............................................... 63 4.6 FLIPPED-CLASSROOM PROTOTYPE AS EXEMPLARY INSTANCE ............................ 64 4.6.1 CONTEXT OF THE FLIPPED-CLASSROOM PROTOTYPE...........................................64 4.6.2 PHASE 1: SELF-LEARNING (ONLINE).............................................................. 66 4.6.3 PHASE 2: PEER LEARNING (ONLINE).............................................................. 67 4.6.4 PHASE 3: TRANSFER PHASE (PRESENCE)......................................................... 69 4.6.5 PHASE 4: APPLICATION PHASE (PRESENCE)....................................................69 4.7 EVALUATION OF THE FLIPPED-CLASSROOM PROTOTYPE ...................................... 70 4.7.1 STUDY STRUCTURE AND DATA TRIANGULATION...................................................70 4.7.1.1 CONTEXT AND PARTICIPANTS BACKGROUND.................................................70 4.7.1.2 SELECTION OF PARTICIPANTS AND DATA COLLECTION....................................70 4.7.2 QUALITATIVE CONTENT ANALYSIS...................................................................71 4.7.3 RESULTS......................................................................................................75 4.7.3.1 CATEGORY - TEACHING LEARNING APPROACH...........................................75 4.7.3.2 CATEGORY - PHASE 1: SELF-LEARNING (ONLINE) ....................................... 77 4.7.3.3 CATEGORY - PHASE 2: PEER LEARNING (ONLINE) ...................................... 77 4.7.3.4 CATEGORY - PHASE 3: TRANSFER PHASE (PRESENCE) .................................. 80 4.7.3.5 CATEGORY - PHASE 4: APPLICATION PHASE (PRESENCE) ............................ 81 4.8 DISCUSSION, RECOMMENDATIONS FOR ACTION, AND FUTURE RESEARCH ........... 82 4.8.1 DG 1 - OVERCOME THE LACK OF INTERACTION ............................................. 82 4.8.2 DG 2 - PROVIDE THE CONDITIONS FOR PEER LEARNING ................................. 84 4.8.3 IT SUPPORT IN THE FLIPPED-CLASSROOM CONCEPT ....................................... 85 4.8.4 RECOMMENDATIONS FOR ACTION TO USE THE FLIPPED-CLASSROOM CONCEPT.. 86 4.9 LIMITATIONS, CONCLUSION, AND CONTRIBUTION ........... . ..................................87 5 PEER-LEARNING REFERENCE-PROCESS APPROACH (PL-RPA): ENGINEERING PEER- LEARNING REFERENCE PROCESSES .............................................. FOR GENERATING HIGH-QUALITY LEARNING MATERIALS ........................................... 91 5.1 PEER-LEARNING REFERENCE-PROCESS APPROACH............................................... IN THE CONTEXT OF THE THESIS.........................................................................91 5.2 RESEARCH APPROACH AND STUDY OUTLINE.....................................................92 5.3 PROBLEM STATEMENT AND DESIGN G OAL.........................................................92 5.4 THEORETICAL BACKGROUND...............................................................................94 5.4.1 RELATED WORK IN PEER LEARNING ............................................................... 94 5.4.2 RELATED WORK IN COLLABORATION ENGINEERING .......................................... 97 5.5 THE PEER-LEARNING REFERENCE-PROCESS APPROACH ..................................... 98 5.5.1 GUIDING IDEA FOR PEER-LEARNING REFERENCE PROCESSES ............................ 98 5.5.2 PEER-LEARNING REFERENCE-PROCESS APPROACH.........................................100 5.6 CONTRIBUTION, CONCLUSION, LIMITATIONS, AND FUTURE RESEARCH ............. 104 6 REFRENCE PROCESSES FOR PEER LEARNING (I-III): DESIGN, IMPLEMENTATION, EVALUATION ......................................................... 106 6.1 PEER-LEARNING PROCESS DESIGN FOR KNOWLEDGE DOCUMENTATION TO LEVERAGE THE POWER OF COLLABORATIVE KNOWLEDGE TRANSFER (PL-PD).. 106 6.1.1 PEER-LEARNING PROCESS DESIGN IN THE CONTEXT OF THE THESIS ............... 106 6.1.2 STUDY OUTLINE AND RESEARCH APPROACH ................................................ 107 6.1.3 PROBLEM STATEMENT AND DESIGN GOALS ................................................. 109 6.1.4 RELATED WORK........................................................................................I L L 6.1.4.1 COLLABORATION ENGINEERING.................................................................I L L 6.1.4.2 PEER LEARNING..................................................................................... 113 6.1.4.3 WORKING DEFINITION OF KNOWLEDGE TRANSFER......................................114 6.1.5 THE PEER-LEARNING PROCESS DESIGN ...................................................... 116 6.1.5.1 GENERALIZABLE REQUIREMENTS FOR THE PEER-LEARNING PROCESS DESIGN 117 6.1.5.2 THE PEER-LEARNING PROCESS DESIGN AS GENERALIZABLE SOLUTION..........118 6.1.6 VALIDATING THE PEER-LEARNING PROCESS DESIGN ..................................... 126 6.1.6.1 METHODOLOGY...................................................................................... 126 6.1.6.2 RESULTS...............................................................................................130 6.1.7 DISCUSSION.............................................................................................133 6.1.8 LIMITATIONS AND FUTURE RESEARCH ......................................................... 136 6.1.9 CONCLUSION AND CONTRIBUTION ................................................ ...............137 6.2 PEER-LEARNING PATTERN APPROACH FOR EMPOWERING LECTURERS TO ............. ENHANCE COLLABORATION AMONG LEARNERS IN THE DISCIPLINES OF PROBLEM- SOLVING AND CRITICAL THINKING REGARDLESS OF CLASS SIZE (PL-PA) ........ 139 6.2.1 PEER-LEARNING PATTERN APPROACH IN THE CONTEXT OF THE THESIS..............139 6.2.2 STUDY OUTLINE AND RESEARCH APPROACH.................................................140 6.2.3 PROBLEM STATEMENT AND DESIGN GOALS..................................................141 6.2.4 THEORETICAL FOUNDATIONS OF PROBLEM-SOLVING AND CRITICAL THINKING... 144 6.2.5 THE PEER-LEARNING PATTERN APPROACH .................................................. 146 6.2.5.1 GENERALIZABLE REQUIREMENTS TO EMPOWER LECTURERS ............................ FOR STIMULATING PEER LEARNING .......................................................... 146 6.2.5.2 THE PEER-LEARNING PATTERN APPROACH AS GENERALIZABLE SOLUTION .... 147 6.2.6 VALIDATING THE PEER-LEARNING PATTERN APPROACH ................................. 154 6.2.6.1 METHODOLOGY ..................................................................................... 154 6 2 . 6.2 RESULTS.............................................................................................. 157 6.2.7 DISCUSSION............................................................................................ 161 6.2.8 LIMITATIONS AND FUTURE RESEARCH ............... ..........................................162 6.2.9 CONTRIBUTION, AND CONCLUSION ................................ ....................... . ......163 6.3 DESIGN THEORY FOR ENHANCING HIGHER-LEVEL LEARNING IN LARGE UNIVERSITY CLASSES (HLL DESIGN THEORY)................................................165 6.3.1 THE HLL DESIGN THEORY IN THE CONTEXT OF THE THESIS ......................... 165 6.3.2 STUDY OUTLINE AND RESEARCH APPROACH..................................................166 6.3.3 PROBLEM STATEMENT AND DESIGN GOALS...................................................167 6.3.4 KERNEL THEORIES FOR ACHIEVING HIGHER-LEVEL LEARNING ........................... BY COLLABORATION....................................................................................169 6.3.4.1 PHENOMENON OF INTEREST IN THE STUDY..................................................170 6.3.4.2 BASICS IN PEER LEARNING......................................................................171 6.3.4.3 BASICS IN COLLABORATION ENGINEERING..................................................172 6.3.5 GENERALIZABLE REQUIREMENTS FOR ENHANCING ............................................. HIGHER-LEVEL LEARNING IN LARGE UNIVERSITY CLASSES ........................... 173 6.3.6 THE HLL REFERENCE PROCESS (HLL PROCESS).........................................176 6.3.6.1 COLLABORATION GOAL.............................................................................177 6.3.6.2 STEP 1: REGISTRATION - INDIVIDUAL (ASYNCHRONOUS).............................178 63.63 STEP 2: KNOWLEDGE TEST - INDIVIDUAL (ASYNCHRONOUS).......................179 6.3.6.4 STEP 3: BRAINSTORMING - SUBGROUPS (SYNCHRONOUS)............................181 6.3.6.5 STEP 4: CONVERGING - BREAKOUT GROUPS (SYNCHRONOUS) ................... 183 6.3.6.6 STEP 5: REPORTING - BREAKOUT GROUPS (SYNCHRONOUS)........................185 6.3.7 THE HLL REFERENCE PROCESS METHODOLOGY (HLL METHODOLOGY) ....... 187 6.3.7.1 OVERVIEW OF THE HLL PROCESS.............................................................188 6.3.7.2 CONSTRAINTS OF THE HLL PROCESS TO BUILD A HLL-PSA........................188 6.3.7.3 SCOPE AND CONTENT OF THE HLL PROCESS TO BUILD A HLL-PSA ............ 190 6.3.8 THE HLL PROCESS SUPPORT APPLICATION (HLL-PSA) ............................ 192 6.3.8.1 CHARACTERISTICS OF THE CASE, LEARNING T ASKS, ........................................ AND LEARNER DELIVERABLE.....................................................................192 6.3.8.2 SPECIFICS OF THE BREAKDOWN STRUCTURE OF GROUPS ............................... 193 6.3.8.3 HLL-PSA - STEP 1: REGISTRATION - INDIVIDUAL (ASYNCHRONOUS) .......... 194 6.3.8.4 HLL-PSA - STEP 2: KNOWLEDGE TEST - INDIVIDUAL (ASYNCHRONOUS). 194 6.3.8.5 HLL-PSA - STEP 3: BRAINSTORMING - SUBGROUPS (SYNCHRONOUS) ........ 195 6.3.8.6 HLL-PSA - STEP 4: CONVERGING - BREAKOUT GROUPS (SYNCHRONOUS) 196 6.3.8.7 HLL-PSA - STEP 5: REPORTING - BREAKOUT GROUPS (SYNCHRONOUS).. 197 6.3.9 VALIDATING THE HLL DESIGN THEORY ...................................................... 198 6.3.9.1 REQUIREMENT-BASED EVALUATION.......................................................... 198 6.3.9.2 STUDY STRUCTURE OF THE ONLINE QUASI EXPERIMENT...............................200 6.3.9.3 DIFFERENCES BETWEEN THE CONTROL AND TREATMENT SAMPLE ............... 203 6.3.9.4 MEASURES ........................................................................................... 204 6.3.9.5 HYPOTHESIS AND EXPLORATORY RESEARCH QUESTIONS ............................ 208 6.3.10 RESULTS................................................................................................... 210 6.3.11 DISCUSSION..............................................................................................214 6.3.11.1 DESIGN GOAL 1 - ENHANCING HLL IN LARGE UNIVERSITY CLASSES ........ 214 6.3.11.2 DESIGN GOAL 2 - PACKAGING SUFFICIENT COLLABORATION EXPERTISE ...... 218 6.3.12 CONTRIBUTION, LIMITATIONS AND FUTURE RESEARCH ................................... 219 6.3.13 CONCLUSION............................................................................................ 222 7 LIMITATIONS AND SCOPE OF THE THESIS .......................................... 224 8 SUMMARY OF CONTRIBUTIONS .............................................................. 229 8.1 KNOWLEDGE CONTRIBUTIONS AND THE THREE SIEVES OF SOCRATES ................. 229 8.2 CONTRIBUTIONS TO THE KNOWLEDGE BASE OF PEER LEARNING AND COLLABORATION ENGINEERING ........................................................................ 230 8.2.1 THE FLIPPED-CLASSROOM CONCEPT .......................................................... 231 8.2.2 THE PEER-LEARNING REFERENCE-PROCESS APPROACH ................................. 232 8.2.3 REFERENCE PROCESS (I) - PEER-LEARNING PROCESS DESIGN ....................... 233 8.2.4 REFERENCE PROCESS (II) - PEER-LEARNING PATTERN APPROACH .................. 234 8.2.5 REFERENCE PROCESS (III) - HLL DESIGN THEORY .................................... 235 8.3 CONTRIBUTIONS TO PRACTICE .......................................................................... 237 9 DIRECTIONS FOR FUTURE RESEARCH .................................................. 240 REFERENCES.......................................................................................................... 244 APPENDIX................................................................................................................ 259 APPENDIX A. PEER-LEARNING PROCESS DESIGN ....................................................... 260 APPENDIX B. HLL DESIGN THEORY ........................................................................ 276
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author	Oeste-Reiß, Sarah
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genre	(DE-588)4113937-9 Hochschulschrift gnd-content
genre_facet	Hochschulschrift
id	DE-604.BV045872788
illustrated	Illustrated
indexdate	2024-07-10T08:29:03Z
institution	BVB
institution_GND	(DE-588)1066127425
isbn	9783737603300 3737603308
language	English
oai_aleph_id	oai:aleph.bib-bvb.de:BVB01-031256092
oclc_num	1085558961
open_access_boolean
owner	DE-29 DE-12
owner_facet	DE-29 DE-12
physical	XXXII, 288 Seiten Illustrationen 21 cm, 420 g
publishDate	2018
publishDateSearch	2018
publishDateSort	2018
publisher	Kassel University Press
record_format	marc
series	Research on IT, service, innovation, collaboration
series2	Research on IT, service, innovation, collaboration
spelling	Oeste-Reiß, Sarah Verfasser aut Leveraging the potentials of peer learning conceptual foundations and reference processes for peer learning Sarah Oeste-Reiß Kassel Kassel University Press [2018] XXXII, 288 Seiten Illustrationen 21 cm, 420 g txt rdacontent n rdamedia nc rdacarrier Research on IT, service, innovation, collaboration Band 15 Dissertation University of Kassel 2017 Umgedrehter Unterricht (DE-588)104487452X gnd rswk-swf Hochschulbildung (DE-588)4160198-1 gnd rswk-swf Problemlösender Unterricht (DE-588)4175776-2 gnd rswk-swf Peer Learning (DE-588)1049169247 gnd rswk-swf Kooperatives Lernen (DE-588)4165245-9 gnd rswk-swf Kritisches Denken (DE-588)4231288-7 gnd rswk-swf Collaboration Collaboration Engineering Design Science Peer Learning Reference Processes Learning / (DLC)sh85075520 / http://id.loc.gov/authorities/subjects/sh85075520 (DE-588)4113937-9 Hochschulschrift gnd-content Peer Learning (DE-588)1049169247 s Problemlösender Unterricht (DE-588)4175776-2 s Kritisches Denken (DE-588)4231288-7 s Kooperatives Lernen (DE-588)4165245-9 s Umgedrehter Unterricht (DE-588)104487452X s Hochschulbildung (DE-588)4160198-1 s DE-604 kassel university press (DE-588)1066127425 pbl Erscheint auch als Online-Ausgabe Oeste-Reiß, Sarah Leveraging the Potentials of Peer Learning Kassel : Kassel University Press, 2018 Online-Ressource Research on IT, service, innovation, collaboration Band 15 (DE-604)BV042668701 15 X:MVB text/html http://www.upress.uni-kassel.de/katalog/abstract.php?978-3-7376-0330-0 Inhaltstext B:DE-101 application/pdf http://d-nb.info/1175980919/04 Inhaltsverzeichnis DNB Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=031256092&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis
spellingShingle	Oeste-Reiß, Sarah Leveraging the potentials of peer learning conceptual foundations and reference processes for peer learning Research on IT, service, innovation, collaboration Umgedrehter Unterricht (DE-588)104487452X gnd Hochschulbildung (DE-588)4160198-1 gnd Problemlösender Unterricht (DE-588)4175776-2 gnd Peer Learning (DE-588)1049169247 gnd Kooperatives Lernen (DE-588)4165245-9 gnd Kritisches Denken (DE-588)4231288-7 gnd
subject_GND	(DE-588)104487452X (DE-588)4160198-1 (DE-588)4175776-2 (DE-588)1049169247 (DE-588)4165245-9 (DE-588)4231288-7 (DE-588)4113937-9
title	Leveraging the potentials of peer learning conceptual foundations and reference processes for peer learning
title_auth	Leveraging the potentials of peer learning conceptual foundations and reference processes for peer learning
title_exact_search	Leveraging the potentials of peer learning conceptual foundations and reference processes for peer learning
title_full	Leveraging the potentials of peer learning conceptual foundations and reference processes for peer learning Sarah Oeste-Reiß
title_fullStr	Leveraging the potentials of peer learning conceptual foundations and reference processes for peer learning Sarah Oeste-Reiß
title_full_unstemmed	Leveraging the potentials of peer learning conceptual foundations and reference processes for peer learning Sarah Oeste-Reiß
title_short	Leveraging the potentials of peer learning
title_sort	leveraging the potentials of peer learning conceptual foundations and reference processes for peer learning
title_sub	conceptual foundations and reference processes for peer learning
topic	Umgedrehter Unterricht (DE-588)104487452X gnd Hochschulbildung (DE-588)4160198-1 gnd Problemlösender Unterricht (DE-588)4175776-2 gnd Peer Learning (DE-588)1049169247 gnd Kooperatives Lernen (DE-588)4165245-9 gnd Kritisches Denken (DE-588)4231288-7 gnd
topic_facet	Umgedrehter Unterricht Hochschulbildung Problemlösender Unterricht Peer Learning Kooperatives Lernen Kritisches Denken Hochschulschrift
url	http://www.upress.uni-kassel.de/katalog/abstract.php?978-3-7376-0330-0 http://d-nb.info/1175980919/04 http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=031256092&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
volume_link	(DE-604)BV042668701
work_keys_str_mv	AT oestereißsarah leveragingthepotentialsofpeerlearningconceptualfoundationsandreferenceprocessesforpeerlearning AT kasseluniversitypress leveragingthepotentialsofpeerlearningconceptualfoundationsandreferenceprocessesforpeerlearning

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