News

Ioana Jivet - Wie Studierende über personalisiertes Feedback mit Learning-Analytics in großen Lehrveranstaltungen reflektieren

Providing students with personalized feedback on their performance is difficult in large lectures. In order to support students and to reduce the burden on teachers, dashboards have been developed as feedback tools in the field of learning analytics. They are made up of data and findings that are collected using learning analytics on online learning platforms such as Moodle. The question now is: Can differences in self-regulated learning be recognized at all? What actions and learning strategies do students pursue after receiving personalized and non-personalized feedback?

Laura Froehlich - Perceived Gender Inequality Predicts Gender Stereotypes Regarding Agency and Communion Across 25 Countries

Men are dominant, women are interested in the community? Are these stereotypes true? And are they true in different countries? In a study conducted in 25 countries around the world with over 6,000 participants, perceived gender inequality was examined in various areas, including the labour market, unpaid work in the home and care activities. In 23 of the 25 countries, men were more strongly associated with "agentic" traits, e.g. competitive or aggressive, while women were more strongly associated with "communal" traits, e.g. honest and understanding, than men. And: the greater the perceived inequality between the genders was in favor of women, the more strongly men and women were associated with the corresponding traits.

Nathalie Bick - Generalizability of stereotype facets and their predictions about migrant and
occupational groups in Germany

Can different facets of stereotypes, such as friendliness, morality and conscientiousness, be generalized? Stereotype content predicts emotions and behavioural intentions and is of great importance in a variety of social contexts. However, studies on the facets of stereotype content have provided contradictory findings on the composition of stereotype facets in different contexts. The present study aimed to contribute to this debate by investigating whether the facets of kindness, morality, ability, and assertiveness/conscientiousness are applicable in different contexts. We found that in most cases, status, i.e. positive stereotyping, predicted all facets positively and threat, i.e. negative stereotyping, predicted all facets negatively. We conclude that the stereotype facets are comparable across different social contexts when all groups with implausible parameter estimates are removed.

Mai Grundmann - Student diversity and satisfaction of basic psychological needs in higher distance education

Reducing dropout rates and strengthening motivation and a sense of belonging - scientific findings can help to counteract this. Student groups such as women, ethnic minorities or those from low socio-economic backgrounds in particular can benefit from this. One possible way to empower female students: Tasks that emphasize not only autonomy but also relatedness could promote intrinsic motivation. Ethnic minorities and students from low socio-economic backgrounds, on the other hand, are more at risk of discrimination, more specifically social identity threat. By providing insights for the development of targeted interventions that reduce this threat and increase intrinsic motivation in distance learning environments, the study contributes to more equitable education. How such interventions can be designed in online learning environments with the help of learning analytics is part of the discussion.

Martin Schulze - Group cohesion and performance in computer-supported collaborative learning (CSCL)

Many online learning environments offer opportunities for computer-supported collaborative learning (CSCL). Although the effectiveness of CSCL has been studied extensively, researchers have only recently begun to systematically examine the diversity of students in CSCL. A characteristic feature of CSCL groups is the multi-attribute diversity of learners, i.e. a combination of diversity in terms of socio-demographic characteristics as well as task-relevant attributes and competences. In our studies with more than 4,000 distance learners in more than 900 groups, we used social network analyses with digital behavioral data. A key finding was that socio-demographic and task diversity have a consistent negative interactive effect on social cohesion. This suggests that the combination of sociodemographic and task-related diversity is a risk factor for CSCL groups. Building on these findings, the researchers show the design and results of interventions that strengthen a shared group identity among CSCL students.