Skip to main content
  • 717 Accesses

Zusammenfassung

Es gibt unzählige Möglichkeiten, verschiedene Tools oder Anwendungen zu kombinieren oder zusammenzubringen, um die Art der Wissensvermittlung zu ergänzen. Von WhatsApp über Gamification bis hin zu Simulation und virtueller Realität wurde in dieser Zeit viel ausprobiert und getestet. In dieser Anfangsphase wurde viel experimentiert, um die praktikable Methode sowie die Vorteile und Risiken der verschiedenen Verfahren zu verstehen.

So stoßen wir auf eine Fülle von Optionen, von denen wir in diesem Kapitel einige vorstellen. Einige von ihnen sind leicht zugänglich und verfügbar, so dass sie ungehindert in den Lehrplan aufgenommen werden können, während andere große Investitionen und Infrastruktur erfordern.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 69.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 89.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

Literatur

  1. Woo, M., Chu, S.K.-W., Ho, A., Li, X.: Using a wiki to scaffold primary-school students’ collaborative writing. Educ. Technol. Soc. 14(1), 43–54 (2011)

    Google Scholar 

  2. Ebner, M., Kickmeier-Rust, M., Holzinger, A.: Utilizing Wiki-systems in higher education classes: a chance for universal access? Univ. Access Inf. Soc. 7(4), 199–207 (2008). https://doi.org/10.1007/s10209-008-0115-2

    Article  Google Scholar 

  3. Strauss, A., Corbin, J.: Basics of Qualitative Research: Procedures and Techniques for Developing Grounded Theory. Sage, Thousand Oaks (1998)

    Google Scholar 

  4. Zheng, B., Niiya, M., Warschauer, M.: Wikis and collaborative learning in higher education. Technol. Pedag. Educ. 24(3), 357–374 (2015). https://doi.org/10.1080/1475939X.2014.948041

    Article  Google Scholar 

  5. Barron, B. (2004). Learning ecologies for technological fluency in a technology-rich community. Journal of Educational Computing Research, 31, 1–37.

    Article  Google Scholar 

  6. Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49(4), 193–224.

    Article  Google Scholar 

  7. Corin, E. N., Jones, M. G., Andre, T., Childers, G. M., & Stevens, V. (2017). Science hobbyists: Active users of the science-learning ecosystem. International Journal of Science Education, Part B, 7(2), 161–180.

    Article  Google Scholar 

  8. Falk, J. H., Dierking, L. D., Staus, N., Wyld, J., Bailey, D., & Penuel, W. (2016). Taking an ecosystem approach to STEM learning. Connected Science Learning, 1, 1–11.

    Google Scholar 

  9. Jackson, N. J. (2013). Learning ecology narratives. Lifewide Learning, Education and Personal Development e-book (1–26). Recuperado de http://www.bcucreatives.uk/uploads/1/3/5/4/13542890/___chapter_c4.pdf.

  10. Staus, N. L., Falk, J. H., Price, A., Tai, R. H., & Dierking, L. D. (2021). Measuring the long-term effects of informal science education experiences: Challenges and potential solutions. Disciplinary and Interdisciplinary Science Education Research, 3(1), 1–15.

    Article  Google Scholar 

  11. Traphagen, K., & Traill, S. (2014). How cross-sector collaborations are advancing STEM learning. Los Altos: Noyce Foundation.

    Google Scholar 

  12. O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education, 25, 85–95. https://doi.org/10.1016/j.iheduc.2015.02.002.

    Article  Google Scholar 

  13. Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171–193. https://doi.org/10.1007/s10984-012-9108-4.

    Article  Google Scholar 

  14. Nizal, I., Shaharanee, M., Jamil, J. M., Syamimi, S., & Rodzi, M. (2016). The application of Google Classroom as a tool for teaching and learning. Journal of Telecommunication, Electronic and Computer Engineering, 8(10), 8–11.

    Google Scholar 

  15. Yarbro, J., Arfstrom, K. M., McKnight, K., & McKnight, P. (2014). Extension of a review of flipped learning. Retrieved December 6, 2019 from http://flippedlearning.org/wp-content/uploads/2016/07/Extension-of-FLipped-Learning-LIt-Review-June-2014.pdf.

  16. Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st Century Classroom. Theory Into Practice, 47(3), 220–228. https://doi.org/10.1080/00405840802153916

    Article  Google Scholar 

  17. Cross, C. T., Woods, T. A., & Schweingruber, H. (2009). Mathematics learning in early childhood: Paths toward excellence and equity. New York: National Academies Press.

    Google Scholar 

  18. Blackwell, C. K., Lauricella, A. R., & Wartella, E. (2014). Factors influencing digital technology use in early childhood education. Computers and Education, 77, 82–90. https://doi.org/10.1016/j.compedu.2014.04.013

    Article  Google Scholar 

  19. Enrique Hinostroza, J. (2018). New challenges for ICT in education policies in developing countries: The need to account for the widespread use of ICT for teaching and learning outside the school. In ICT-supported innovations in small countries and developing regions (pp. 99–119). Springer International Publishing. https://doi.org/10.1007/978-3-319-67657-9_5

    Chapter  Google Scholar 

  20. O’Byrne, W. I., Houser, K., Stone, R., & White, M. (2018). Digital storytelling in early childhood: Student illustrations shaping social interactions. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2018.01800

  21. Aitken, S. C. (1994). I’d rather watch the movie than read the book. Journal of Geography in Higher Education, 18(3), 291–307.

    Article  Google Scholar 

  22. Algeo, K. (2007). Teaching cultural geography with bend it like Beckham. Journal of Geography, 106(3), 133–143. https://doi.org/10.1080/00221340701632781

    Article  Google Scholar 

  23. Ansell, N. (2002). Using films in teaching about Africa. Journal of Geography in Higher Education, 26(3), 355–368.

    Article  Google Scholar 

  24. Barrance, T. (2010). Using film in schools: A practical guide. UK Film Council. Film: 21st Century Literacy. http://www.filmeducation.org/pdf/misc/C21_Using_film_in_schools.pdf

  25. Cresswell, T., & Dixon, D. (2002). Introduction: Engaging film. In T. A. Cresswell & D. Dixon (Eds.), Engaging film: Geographies of mobility and identity (pp. 1–10). Lanham.

    Google Scholar 

  26. Hintermann, C., Bergmeister, F. M., & Kessel, V. A. (2020). Critical geographic media literacy in geography education: Findings from the MiDENTITY project in Austria. Journal of Geography, 119(4), 115–126. https://doi.org/10.1080/00221341.2020.1761430

    Article  Google Scholar 

  27. Lukinbeal, C. (2014). Geographic media literacy. Journal of Geography, 113(2), 41–46. https://doi.org/10.1080/00221341.2013.846395

    Article  Google Scholar 

  28. Palma, M. T. D. (2009). Teaching geography using films: A proposal. Journal of Geography, 108(2), 47–56. https://doi.org/10.1080/00221340902967325

    Article  Google Scholar 

  29. Patel, P. P. (2021). Exploring geotools and geomedia to augment the classroom curriculum: A brief overview. In S. Mukherjee & S. Sarkar (Eds.), Population health and regional development: Issues and challenges. Orangebooks Publication.

    Google Scholar 

  30. Tuan, Y. (1979). Sight and pictures. Geographical Review, 69(4), 413–422. https://doi.org/10.2307/214804

    Article  Google Scholar 

  31. Mangal, S. K., & Mangal, U. (2012). Essentials of educational technology. PNI Private Limited.

    Google Scholar 

  32. Costa, J. C. (2013). Spatial representations of squatter settlement in visual narratives of Brazilian films: a comparative cinematic landscape analysis of Black Orpheus, City of God and Elite Squad I & II. In A.F.de Azevedo, R. N. Martins, M. Rodrigues, & M. Santos (Eds.), Geographical imaginations. Book of proceedings of IV international meeting in cultural geography. Geographical imagination (Vol. 3, pp. 185–208). ISBN: 978-989-97394-2-0.

    Google Scholar 

  33. Kennedy, C., & Lukinbeal, C. (1997). Towards a holistic approach to geographic research on film. Progress in Human Geography, 21(1), 33–50.

    Article  Google Scholar 

  34. UIS (UNESCO Institute for Statistic). (2016). Diversity and the film industry: An analysis of the 2014 UIS survey on feature film statistics. UNESCO Institute for Statistic. https://doi.org/10.15220/978-92-9189-190-0-en

  35. Alamri Y. The combined medical/PhD degree: a global survey of physician-scientist training programmes. Clin Med (Lond) 2016;16(3):215–18.

    Article  Google Scholar 

  36. D’Angelo AD, D’Angelo JD, Rogers DA, Pugh CM. 2017. Faculty perceptions of resident skills decay during dedicated research fellowships. Am J Surg.

    Google Scholar 

  37. Dugdale A, Alexander H. Knowledge growth in medical education. Acad Med 2001;76(7):669–70.

    Article  Google Scholar 

  38. Goldberg C, Insel PA. Preparing MD-PhD students for clinical rotations: navigating the interface between PhD and MD training. Acad Med 2013;88(6):745–7.

    Article  Google Scholar 

  39. Custers EJ. Long-term retention of basic science knowledge: a review study. Adv Health Sci Educ Theory Pract 2010;15(1):109–28.

    Article  Google Scholar 

  40. Kerfoot BP, Fu Y, Baker H, Connelly D, Ritchey ML, Genega EM. Online spaced education generates transfer and improves long-term retention of diagnostic skills: a randomized controlled trial. J Am Coll Surg 2010;211(3):331–337 e331.

    Article  Google Scholar 

  41. Matos J, Petri CR, Mukamal KJ, Vanka A. Spaced education in medical residents: an electronic intervention to improve competency and retention of medical knowledge. PLoS One 2017;12(7):e0181418.

    Article  Google Scholar 

  42. Nevin CR, Westfall AO, Rodriguez JM, Dempsey DM, Cherrington A, Roy B, Patel M, Willig JH. Gamification as a tool for enhancing graduate medical education. Postgrad Med J 2014;90(1070):685–93.

    Article  Google Scholar 

  43. Roche CC, Wingo NP, Willig JH. Kaizen: An innovative team learning experience for first-semester nursing students. J Nurs Educ 2017;56(2):124.

    Article  Google Scholar 

  44. Beatty, B. (2014). Hybrid courses with flexible participation: The HyFlex course design. In L. Kyei-Blankson & E. Ntuli (Eds.), Practical applications and experiences in K-20 blended learning environments. (pp. 153–177). IGI Global.

    Chapter  Google Scholar 

  45. Centers for Disease Control and Prevention. (2020). Considerations for schools: Operating schools during COVID-19. Retrieved May 19, 2020, from https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/schools.html

  46. Brophy, J. (2006). History of research on classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 17–43). Lawrence Erlbaum Associates.

    Google Scholar 

  47. Garwood, J. D., & Vernon-Feagans, L. (2017). Classroom management affects literacy development of students with emotional and behavioral disorders. Exceptional Children, 83(2), 123–142. https://doi.org/10.1177/2F0014402916651846

    Article  Google Scholar 

  48. Federal Bureau of Investigation. (2020). FBI warns of teleconferencing and online classroom hijacking during COVID-19 pandemic. Retrieved from https://www.fbi.gov

  49. Stormont, M., Lewis, T. J., Beckner, R., & Johnson, N. W. (2008). Implementing positive behavior supports in early childhood and elementary settings. Corwin Press.

    Google Scholar 

  50. Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. Guilford Press.

    Google Scholar 

  51. Alberto, P. A., & Troutman, A. C. (2012). Applied behavior analysis for teachers (9th ed.). Prentice Hall.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2023 Der/die Autor(en), exklusiv lizenziert an Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Sinha, A. (2023). Tools für die Online-Bildung. In: Sinha, A. (eds) Neugestaltung der Pädagogik und der Lehrplanpraxis im Hinblick auf den Online-Unterricht. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-39609-1_5

Download citation

  • DOI: https://doi.org/10.1007/978-3-658-39609-1_5

  • Published:

  • Publisher Name: Springer VS, Wiesbaden

  • Print ISBN: 978-3-658-39608-4

  • Online ISBN: 978-3-658-39609-1

  • eBook Packages: Education and Social Work (German Language)

Publish with us

Policies and ethics