Impact analysis
The impact analysis conducted as part of action research at the THM is intended as an offer for lecturers who ask questions about their own teaching and want to approach them with scientific methods and in exchange with university didactics experts. In this way, the lecturers themselves determine the process of knowledge. At the same time, their teaching becomes their own object of research. The lecturers become researchers in the context of higher education didactics (Huber 2011, 2014). In a continuation of SoTL (Scholarship of Teaching and Learning), we at the ZekoLL integrate subject-specific methodological competence, primarily from empirical social research, into joint research and development work (cf. Huber 2011, p. 15 or also Huber 2014, p. 30).
Results from action research help to reflect on one's own teaching in a science-led way, to research the perspective of students on newly tested teaching/learning offers and thereby to further develop teaching/learning concepts in a way that is beneficial to learning in the long term. At the same time, this is a contribution to staff development in that teachers, with the support of expertise in higher education didactics, systematically and question-led reflect on their own teaching activities. This process promotes the competence of teachers to question teaching/learning situations above and beyond concrete projects (cf. Grassl 2016, p. 52ff).
Sources:
Huber, L. (2011). Scholarship of Teaching and Learning – Forschung zum (eigenen) Lehren. In B. Berendt, B. Szczyrba, H.-P. Voss & J. Wildt (Hrsg.), Neues Handbuch Hochschullehre. Lehren und Lernen effizient gestalten. 51. Ergänzungslieferung, J 1.11. Stuttgart: Raabe.
Huber, L. (2014). Scholarship of Teaching and Learning. Konzept, Geschichte, Formen, Entwicklungsaufgaben. In L. Huber, A. Pilniok, R. Sethe, B. Szczyrba & M. P. Vogel (Hrsg.), Forschendes Lehren im eigenen Fach. Scholarship of teaching and learning in Beispielen. Blickpunkt Hochschuldidaktik. 125, S. 19-36. Bielefeld: Bertelsmann.
Grassl, R. (2016). Veränderung durch Fragen. Die sokratische Methode als Instrument der Aktionsforschung. In E. Cendon, A. Mörth & A. Pellert (Hrsg.), Theorie und Praxis verzahnen. Lebenslanges Lernen an Hochschulen, Band 3, S. 51-66. Münster: Waxmann.