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Auflistung nach Autor:in "Jantos, Anne"

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  • Konferenzbeitrag
    Digitalisation in Higher Education
    (Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2019, 2019) Altmann, Mattis; Clauss, Alexander; Jantos, Anne; Lenk, Florian; Reeb, Samuel; Safavi, Ali Akbar; Schoop, Eric
    This practical paper presents a successful international teaching & learning project in Higher Education (HE), which can be used as blue print for similar international HE teaching/learning cooperations. A virtual module, delivering 5 ECTS to participants from Germany and Iran, was organized as flipped classroom (FC), consisting of 2 phases: (1) online phase of 7 weeks, having started at April 12, 2019, with 15 students from Shiraz University, Iran, and 23 students from TU Dresden, Germany, collaborating in mixed teams of 5–6 participants each on a complex business case under tight guidance by qualified learning community managers, and (2) a follow-up on-site meeting at TU Dresden in the first week of July with 3 intensive workshops applying different techniques to consolidate the prior online collaboration results.
  • Konferenzbeitrag
    Fairness in Blended Assessment in Higher Education – A Quantitative Analysis of Students’ Perception
    (Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2022, 2022) Jantos, Anne; Hüttemann, Sebastian
    In higher education, the current method of awarding grades and degrees through summative evaluation is didactically outmoded, leaving students frustrated and dissatisfied (Jantos 2021; Traub & MacRury 1990). Educators in higher education have been reprimanded for failing to adequately address new challenges while continuing to model traditional lecture-based knowledge transfer instruction (Alt 2018; Assen et al. 2016; Alt 2014). As a result, there is a demand for teacher education programs to provide didactics that will improve teachers’ abilities to apply sensible course design and assessment strategies, and so provide their future students with lifetime learning skills that they can use throughout their careers (Major & Mulvihill 2018). ... [Aus: Introduction]
  • Konferenzbeitrag
    Limitations in Written Summative E-Assessment in Higher Education – An Analysis of a Student Survey
    (Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2021, 2021) Jantos, Anne; Jung, Charlotte; Kohl, Alexander
    Written summative online examinations are usually conducted virtually from remote locations (Bloh, 2006) and ofer various advantages and challenges like high fexibility, low travelling cost and lower climate impact due to less paper consumption (Alruwais et al., 2018; Guàrdia et al.,2017). But virtual methods will not necessarily simplify the examination process at universities (Broadfoot, 2016). Observations at Technische Universität Dresden (TUD) have shown that even with a high level of efort in creating summative e-assessment online, it is hardly possible to develop a widely accepted method for implementation of written online exams mostly because it is technically complicated and leaves not enough room for various didactical approaches. Summative e-assessment has been the exception before 2020 (Riedel & Möbius, 2018) and the rush to digitize written exams due to the pandemic leaves both students and teachers dissatisfed with the outcome of the many written online exam approaches (Handke & Schäfer, 2012). Research shows how socio-demographics infuence the success of e-assessment (Bahar & Asi, 2018) or address security issues for users (Uotinen et al., 2020). But there is no research so far on specifc technical limitations that infuence students’ performance in written online exams. This paper addresses that gap with a quantitative analysis of a survey of business and economics students at TUD in the winter semester 2020/2021, who were examined exclusively virtually due to the pandemic. With these fndings, new technical and didactical methods for the implementation of summative e-assessment can be developed. [Aus: Introduction]
  • Konferenzbeitrag
    Migration to the Flipped Classroom – Applying a Scalable Flipped Classroom Arrangement
    (Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2016, 2016) Jantos, Anne; Heinz, Matthias; Schoop, Eric; Sonntag, Ralph
    This paper is part of an extensive project1 which focusses on creating and implementing a scalable flipped classroom framework to broaden information and media competencies in university staff in Saxony. A flipped classroom arrangement with a sensible mix of multimedia tools promotes meaningful learning and lowers travel costs by avoiding content consumption in face-to-face time and instead offers content beforehand using various sources. This paper will in particular focus on the approach to gradually apply a flipped classroom arrangement to a B2B-Marketing course specifically designed for part-time students and use the implications to promote this method and further the step-by-step migration to the flipped classroom at universities in Saxony. Design/methodology/approach – Gathering information by reviewing previous experiences in E-Learning over the past decade, we were able to create an overview of how to approach part-time students and identified various concepts to create a more flexible and meaningful learning environment. We decided on a flipped classroom arrangement which offers time sensible teaching and promotes meaningful learning. A flipped classroom framework has been created which can be adjusted freely. Finally, we implemented the framework to a B2B-Marketing course by adapting it to the course content, time frame and attendance number. This procedure is designed to gradually increase usage of multi media tools and self efficacy and thereby steadily migrates the course to the flipped classroom. Originality/value – Focussing on part-time students’ needs and satisfying them with a flipped classroom arrangement is an entirely new approach. This project connects parttime- learning with online learning in a yet unprecedented manner. Practical implications – This paper describes the project’s two main outcomes. Firstly, an independent scalable framework which can be adapted to different learners’ and teachers’ needs. Secondly, the application strategy is described in detail and offers explicit indications and methods to implement the flipped classroom gradually. Also, there will be an evaluation which will be interpreted and summarized in a guideline as well as patterns and lessons learned. In general, this project aims to broaden media and information competencies and encourage and strengthen collaboration in higher education in Saxony.