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| − | |Booktitle=DeLFI 2017 | + | |Booktitle=Die 15. e-Learning Fachtagung Informatik der Gesellschaft für Informatik (DeLFI 2017) |
| − | |Publisher= | + | |Pages=99-110 |
| + | |Publisher=Köllen-Verlag | ||
| + | |Series=Lecture Notes in Informatics | ||
| + | |Volume=273 | ||
|Note=(to appear) | |Note=(to appear) | ||
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{{Publikation Details | {{Publikation Details | ||
| − | |Abstract=Usually students consume learning material and write an exam at the end of the lecture. Such a process follows a summative learning pattern, which can be considered a standard approach at Universities. Studies in educational theory indicate, however, that active involvement – instead of passive consumption – should be fostered in learning since active learning proved to be superior to passive learning. To benefit from active learning arrangements, we implemented an active involvement of students into the exam preparation for an introduction to Information Systems course at the University of Cologne. Students were asked to design exercises and provide solutions to selected topics. An empirical evaluation shows general agreement for such active involvement and also indicates that students participating in the task creation are more likely to pass an exam than students denying the participation. This paper presents our crowdsourcing-based learning approach and discusses challenges for its implementation. | + | |Abstract=Usually students consume learning material and write an exam at the end of the lecture. Such a process follows a summative learning pattern, which can be considered a standard approach at Universities. Studies in educational theory indicate, however, that active involvement – instead of passive consumption – should be fostered in learning since active learning proved to be superior to passive learning. To benefit from active learning arrangements, we implemented an active involvement of students into the exam preparation for an introduction to Information Systems course at the University of Cologne. Students were asked to design exercises and provide solutions to selected topics. An empirical evaluation shows general agreement for such active involvement and also indicates that students participating in the task creation are more likely to pass an exam than students denying the participation. This paper presents our crowdsourcing-based learning approach and discusses challenges for its implementation. |
|Forschungsgruppe=Betriebliche Informationssysteme | |Forschungsgruppe=Betriebliche Informationssysteme | ||
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Aktuelle Version vom 7. September 2017, 14:16 Uhr
A Crowdsourcing-based Learning Approach to activate Active Learning
A Crowdsourcing-based Learning Approach to activate Active Learning
Published: 2017
September
Buchtitel: Die 15. e-Learning Fachtagung Informatik der Gesellschaft für Informatik (DeLFI 2017)
Ausgabe: 273
Reihe: Lecture Notes in Informatics
Seiten: 99-110
Verlag: Köllen-Verlag
Nicht-referierte Veröffentlichung
Note: (to appear)
BibTeX
Kurzfassung
Usually students consume learning material and write an exam at the end of the lecture. Such a process follows a summative learning pattern, which can be considered a standard approach at Universities. Studies in educational theory indicate, however, that active involvement – instead of passive consumption – should be fostered in learning since active learning proved to be superior to passive learning. To benefit from active learning arrangements, we implemented an active involvement of students into the exam preparation for an introduction to Information Systems course at the University of Cologne. Students were asked to design exercises and provide solutions to selected topics. An empirical evaluation shows general agreement for such active involvement and also indicates that students participating in the task creation are more likely to pass an exam than students denying the participation. This paper presents our crowdsourcing-based learning approach and discusses challenges for its implementation.
Betriebliche Informationssysteme