#3 Impact Analysis
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The broad-based qualitative and quantitative impact and effectiveness analyses were conducted in collaboration between the action research team of the Centre for Cooperative Teaching and Learning (Zentrum für kooperatives Lehren und Lernen, ZekoLL) at Technische Hochschule Mittelhessen, led by Prof. Silke Bock, and the evaluation team at Philipps-Universität Marburg, led by Prof. Malte Schwinger (eduValuation+). The aim was to build on existing project results, to further improve the quality of outcomes, and thereby to make a sustainable contribution to high-quality digital and international teaching offerings at universities. Within the NIDIT joint project, the focus areas lay on effectiveness analysis at Philipps-Universität Marburg and on impact analysis at the ZekoLL of Technische Hochschule Mittelhessen, University of Applied Sciences.
Joint publication of task #3 (Effectiveness and Impact Analysis)Schwinger, M., Steffgen, S. T., Dreßler, D., Opelt, F., Weigand, K., & Bock, S. (2025). Working methods and goals within our quantitative analysisWithin the quantitative analysis, the project aimed to secure project results and outcome quality and thereby to contribute in the long term to high-quality digital and international teaching offerings at universities. Based on the quantitative results obtained and on prior experience from earlier evaluation projects, theoretically sound and evidence-based quality criteria and success conditions for digital teaching were derived. These criteria served as a basis for implementing internal and cross-university professional development measures within the NIDIT project. A systematic, theory-driven and longitudinal approach was central to this work. In order to systematically and continuously support lecturers in their competence development, a self-assessment questionnaire was developed during the course of the NIDIT project. This instrument was intended to help university lecturers assess their digital competences and competences related to the internationalisation of teaching. In addition, the self-assessment captured predictors of the intention to implement digital teaching, such as concerns regarding digital teaching, self-related beliefs, and attitudes towards the use of digital media. The online questionnaire and the associated individual feedback reports, presented in the form of competence levels for university lecturers, were available in both German and English.
Working methods and goals within our qualitativ analysisThe impact analysis, conducted within the framework of Action Research at Technische Hochschule Mittelhessen (THM), University of Applied Sciences, was conceptualised for higher education lecturers who sought to formulate research questions related to their own teaching practice. The interdisciplinary team of the Centre for Cooperative Teaching and Learning (ZekoLL) provided support for teaching staff in addressing these questions using empirical scientific methods and in exchange with experts in higher education didactics. In this way, lecturers determined their own research processes and became researchers within the context of higher education didactics (Huber 2011, 2014). As a further development of the Scholarship of Teaching and Learning (SoTL) approach, professional methodological expertise, particularly from the social sciences, was integrated into the joint development work (cf. Huber 2011; Huber 2014). Action Research contributed to a scientifically guided reflection on individual teaching and learning processes, to the exploration of student perspectives on newly implemented teaching and learning formats, and, in the long term, to the further development and enhancement of teaching and learning concepts. At the same time, this approach represented a contribution to academic staff development by enabling lecturers, supported by higher education didactic expertise, to systematically and research-based reflect on and further develop their own teaching practice. This approach fostered lecturers’ competences to critically reflect on teaching and learning situations beyond individual projects (cf. Grassl 2016). This inductive perspective, characterised by openness to outcomes, enabled impact analyses in the sense of developmental practice research, meaning that changes could, should, and were intended to be initiated (cf. Cendon, Mörth & Pellert 2016). Literature:
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In this video you will get a small insight into package of measures #3 from our kick-off event in German and English: |
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