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Recently, rescue worker resources have not been sufficient to meet the regular response time during large-scale catastrophic events in every case. However, many volunteers supported official forces in different disaster situations, often self-organized through social media. In this paper, a system will be introduced which allows the coordination of trained volunteers by a professional control center with the objective of a more efficient distribution of human resources and technical equipment. Volunteers are contacted via app on their private smartphone. The design of this app is based on user requirements gathered in focus group discussions. The feedback of the potential users includes privacy aspects, low energy consumption, and mechanisms for long-term motivation and training. The authors present the results of the focus group analyses as well as the transfer to their app design concept.
Massive open online courses (MOOCs) become more and more popular. These course formats are typically highly flexible and attract large groups of learners from heterogeneous backgrounds. So far research in this area concentrating on success factors for low dropout rates and high satisfaction on the side of the learners in MOOCs is scarce. In this chapter, we describe experiences of a large online course offered to students of two large German universities. Based on theory drawn from a social psychological perspective on the relevance of social interaction for learning, we describe the background, structure, and specific elements of the MOOC-like course. We outline evaluation results of both small group collaboration (in workshops) and mass interaction (via forum and wiki usage) as well as results of the general evaluation of the overall course concept. We argue that the specific mixture of small and large group interaction as well as teacher- and learner-generated content is especially promising with regard to satisfaction, learning outcomes, and course completion rates.
Resource Usage in Online Courses: Analyzing Learner’s Active and Passive Participation Patterns
(2015)
The paper analyzes the experience with an open university course for a very heterogeneous target group in which MOOC-like materials and activities were used. The course was conducted in a specifically prepared and extended Moodle environment. The analysis involves questionnaires as well as performance data that reflect the resource access on the learning platform. A special focus is put on the participants’ acceptance and usage of student-generated versus teacher-provided learning content. Network analysis techniques have been used to identify "interest clusters" of students around certain resources.
Women are still underrepresented at the highest management levels. The think-manager-think-male phenomenon suggests that leadership is associated with male rather than female attributes. Although styling has been shown to influence the evaluation of women's leadership abilities, the relevant specific features have been left remarkably unaddressed. In a 2 × 2 × 2 × 2 (skirt/pants, with/without jewelry, loose hair/braid, with/without makeup) between-subjects design, 354 participants evaluated a woman in a photograph. Women with makeup, pants, or with jewelry were rated as more competent than women without makeup, with skirts, or without jewelry. A combination of loose hair and no makeup was perceived as warmest, and women with loose hair were more likely to be hired than those with braids. In sum, even subtle changes in styling have a strong impact on how women's leadership abilities are evaluated.