Refine
Year of publication
Document Type
- Article (22)
- Part of a Book (4)
- Postprint (3)
- Monograph/Edited Volume (2)
- Conference Proceeding (1)
- Doctoral Thesis (1)
Is part of the Bibliography
- yes (33)
Keywords
- digital learning (4)
- COVID-19 (3)
- Industrie 4.0 (2)
- SME (2)
- TAM (2)
- benefits (2)
- capabilities (2)
- design thinking (2)
- digital technologies (2)
- digital transformation (2)
- discipline differences (2)
- e-learning (2)
- open innovation (2)
- pharmaceutical industry (2)
- risks (2)
- skills (2)
- technology acceptance (2)
- technology-mediated teaching (2)
- university teaching (2)
- Assistenzsysteme (1)
- Competence development (1)
- Data Privacy (1)
- Digital competences (1)
- Digital learning (1)
- Digital transformation (1)
- Digitale Transformation (1)
- Further education (1)
- Higher education (1)
- IP management (1)
- IP strategy (1)
- IPR (1)
- Independent learning (1)
- Industry 4.0 (1)
- Innovation (1)
- Innovationsprozess (1)
- KMU (1)
- Kompetenzentwicklung (1)
- Lernfabrik (1)
- Online Dating (1)
- Online behavior (1)
- Open Innovation (1)
- Open innovation (1)
- Personal service (1)
- Personalisierung (1)
- Personalization (1)
- Personennahe Dienstleistungen (1)
- Prozesswissen (1)
- SMEs (1)
- Self-esteem (1)
- Self-organization (1)
- Technology acceptance model (1)
- Tinder (1)
- Weiterbildung (1)
- action problems (1)
- advances in teaching and learning technologies (1)
- assistance systems (1)
- decision-making (1)
- didactic concept (1)
- didactic framework (1)
- digital teaching (1)
- entrepreneurship (1)
- experience; (1)
- experimental design (1)
- higher education (1)
- industry 4.0 (1)
- innovation process (1)
- intellectual property rights (1)
- intermediaries (1)
- kleine und mittlere Unternehmen (1)
- learning factory (1)
- learning scenario for manufacturing (1)
- open innovation participation (1)
- patents (1)
- personalised learning (1)
- pharmazeutische Industrie (1)
- practice theory (1)
- process knowledge (1)
- self-assessment tool (1)
- small and medium-sized enterprise (1)
- small and medium-sized enterprises (1)
- subject differences (1)
- subject-oriented learning (1)
- teaching and learning model (1)
- virtual learning (1)
Yes, we can (?)
(2021)
The COVID-19 crisis has caused an extreme situation for higher education institutions around the world, where exclusively virtual teaching and learning has become obligatory rather than an additional supporting feature. This has created opportunities to explore the potential and limitations of virtual learning formats. This paper presents four theses on virtual classroom teaching and learning that are discussed critically. We use existing theoretical insights extended by empirical evidence from a survey of more than 850 students on acceptance, expectations, and attitudes regarding the positive and negative aspects of virtual teaching. The survey responses were gathered from students at different universities during the first completely digital semester (Spring-Summer 2020) in Germany. We discuss similarities and differences between the subjects being studied and highlight the advantages and disadvantages of virtual teaching and learning. Against the background of existing theory and the gathered data, we emphasize the importance of social interaction, the combination of different learning formats, and thus context-sensitive hybrid learning as the learning form of the future.
Neben der vorherrschenden Unternehmenskultur existieren innerhalb der Organisationen unterschiedliche Subkulturen. Eine solche Subkultur - die berufliche - ist im Kontext dieser Arbeit von Bedeutung. Ihr Einfluss auf das Individuum in Form einer sekundären Sozialisation fängt in der Regel noch vor dem Eintritt im Unternehmen an und kann je nach Dauer der Einflussnahme und Stärke der Unternehmens- und der Subkulturen unterschiedlich sein. Im Mittelpunkt des Buches steht die Untersuchung der Abhängigkeiten zwischen der beruflichen kulturellen Prägung der Mitarbeiter und dem Umgang mit Wissen im Unternehmenskontext. Das Buch bietet einen theoretischen Überblick über die relevanten Themenfelder, stellt die Entwicklung eines Modells der Interdependenzen zwischen Wissensmanagement, Unternehmenskultur und beruflicher Subkultur vor und diskutiert erste Ergebnisse zur empirischen Untersuchung der Interdependenzen sowie das hierzu entwickelte Instrument.
The positive aspects of open innovation projects are widely discussed in innovation management research and practice by means of case studies and best practices. However, enterprises, particularly small and medium-sized enterprises (SMEs) also face miscellaneous challenges in open innovation practice, leading to uncertainty and even renunciation of open innovation project participation. Thus, it is essential for SMEs to find the right balance between possible positive effects and negative consequences - the latter being the less studied "dark sides" of open innovation. However, appropriate methods of finding this balance are still lacking. In this article, we discuss the assessment of open innovation project participation by presenting a weighing and decision process framework as a conceivable solution approach. The framework includes an internal, external, and integrated analysis as well as a recommendation and decision phase. Piece by piece, we investigate the current situation and the innovation goals of the enterprise as an initial point for a decision for or against engaging in open innovation. Furthermore, we discuss the development of a software tool that automatically applies this framework and allows self-assessment by SMEs.
Die Bedeutung der Ressource Wissen für die Unternehmensentwicklung ist heutzutage unumstritten. Um wettbewerbsfähig bleiben zu können, müssen Unternehmen die Erzeugung, Teilung und systematische Nutzung von Wissen fördern. Dabei stehen sowohl die individuelle Wissensbasis (und damit jeder Mitarbeiter) als auch die kollektive Wissensbasis (und damit das ganze Unternehmen) im Vordergrund. Der Faktor Kultur gewinnt in diesem Zusammenhang zunehmend an Bedeutung: Er beeinflusst alle drei Ebenen des Wissensmanagements - Mensch, Organisation und Technologie. Neben den Besonderheiten der Organisationskultur und der Kultur unterschiedlicher Mitarbeitergruppen sind in international agierenden Unternehmen auch die spezifischen Merkmale der jeweiligen Landeskultur zu berücksichtigen. Gemeinsam mit dem Lehrstuhl für Wirtschaftsinformatik und Electronic Government der Universität Potsdam hat acatech im Mai 2008 einen Workshop mit Vertretern aus Wirtschaft, Politik und Wissenschaft zum Umgang mit Wissen im interkulturellen Vergleich veranstaltet. Vor diesem Hintergrund entstand der acatech diskutiert-Band "Umgang mit Wissen im interkulturellen Vergleich - Beiträge aus Forschung und Unternehmenspraxis". Darin enthalten sind Beiträge, die u. a. danach fragen, welche wechselseitigen Beziehungen zwischen Technik und Kultur bestehen, inwieweit Experten- und Wissensnetzwerke als interkulturelles Instrument zum Umgang mit Wissen geeignet sind, wie Unternehmen ihre Mitarbeiter auf Auslandseinsätze und die Begegnung mit fremden Kulturen vorbereiten können und welche Rolle Kommunikation als Methode des Wissenstransfers spielt.
With the latest technological developments and associated new possibilities in teaching, the personalisation of learning is gaining more and more importance. It assumes that individual learning experiences and results could generally be improved when personal learning preferences are considered. To do justice to the complexity of the personalisation possibilities of teaching and learning processes, we illustrate the components of learning and teaching in the digital environment and their interdependencies in an initial model. Furthermore, in a pre-study, we investigate the relationships between the learner's ability to (digital) self-organise, the learner’s prior- knowledge learning in different variants of mode and learning outcomes as one part of this model. With this pre-study, we are taking the first step towards a holistic model of teaching and learning in digital environments.
Despite digital learning disrupting traditional learning concepts and activities in higher education, for the successful integration of digital learning, the use and acceptance of the students are essential. This acceptance depends in turn on students’ characteristics and dispositions, among other factors. In our study, we investigated the influence of digital competences, self-organization, and independent learning abilities on students’ acceptance of digital learning and the influence of their acceptance on the resistance to the change from face-to-face to digital learning. To do so, we surveyed 350 students and analyzed the impact of the different dispositions using ordinary least squares regression analysis. We could confirm a significant positive influence of all the tested dispositions on the acceptance of digital learning. With the results, we can contribute to further investigating the underlying factors that can lead to more positive student perceptions of digital learning and build a foundation for future strategies of implementing digital learning into higher education successfully.
In response to the impending spread of COVID-19, universities worldwide abruptly stopped face-to-face teaching and switched to technology-mediated teaching. As a result, the use of technology in the learning processes of students of different disciplines became essential and the only way to teach, communicate and collaborate for months. In this crisis context, we conducted a longitudinal study in four German universities, in which we collected a total of 875 responses from students of information systems and music and arts at four points in time during the spring–summer 2020 semester. Our study focused on (1) the students’ acceptance of technology-mediated learning, (2) any change in this acceptance during the semester and (3) the differences in acceptance between the two disciplines. We applied the Technology Acceptance Model and were able to validate it for the extreme situation of the COVID-19 pandemic. We extended the model with three new variables (time flexibility, learning flexibility and social isolation) that influenced the construct of perceived usefulness. Furthermore, we detected differences between the disciplines and over time. In this paper, we present and discuss our study’s results and derive short- and long-term implications for science and practice.