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N. Husenbeth and M. K. Tegeler
material. However, if the quality of the materials or that of the lecture is poor, the
student needs longer to learn the knowledge. Carroll emphasized in his model that
the student must be explicitly told what he has to learn and how he has to structure
the workload so that he has optimal conditions to acquire the knowledge. Nowadays
it is often discussed whether lectures are still a good way to pass on knowledge. It
is often said that the more complex the lecture is, the less students understand the
material to be learned (Bender 2019). In addition, the question arises as to whether,
in the course of digitisation, the presence of students on site is still relevant or can
be newly implemented through online courses.
Field 2: Consolidation (disciplinary—reflexive)
This field is mainly concerned with the teaching method in seminars. The structure
of a seminar is often similar to school lessons, therefore the Offer- and Use-Model
by Helmke (2008) can be used as an explanation. According to Helmke, the offer
is defined in such a way that knowledge is presented to the student in class. This
knowledge is processed and reflected upon together with the lecturer. The lecturer
defines goals and demands on the student, but also gives the student a framework in
which he or she wants to use the material. The variable of benefit is described in such
a way that the student can expand and reflect on his knowledge in the seminar as well
as outside of the seminar, if they want to. Students should learn better in this way,
as they have to teach and develop knowledge themselves. The benefit variable of the
offer and use model is also supported by psychological motivation theories. The fact
that students can choose what they want to use for learning and what they do not want
to use increases their intrinsic motivation (Deci and Ryan 1993). It is also important
to note here that students’ self-determined learning is enhanced by learning methods
such as the seminar. Self-determined learning is an important intrinsic motivation
for successful knowledge absorption (Ryan et al. 1990).
Field 3: The extension to inter- and transdisciplinary knowledge Examples of
this would be courses of study that have different subject combinations, such as
business psychology or business informatics. In this way, students from two different
basic courses of study come together to acquire a greater wealth of knowledge through
the exchange of knowledge. Psychological theories speak here of knowledge expansion through training of neural networks (Braun 2013). The basic knowledge that the
students have acquired in their basic courses of study is passed on and at the same
time new knowledge is acquired, which leads to an exchange of experts. In the theory
of neural networks it is described that knowledge is best stored when it is linked to
existing knowledge (Ritter et al. 1991). Our brain works even more efficiently if old
networks can be eliminated. This is known in science as synapse elimination and
describes the destruction of old knowledge stores to create new ones (Frey 2017).
Students in courses of study that are combined from transdisciplinary areas often
do not need some sub-areas from their basic studies any further and can thus clear
out existing knowledge in the brain to make room for new neural connections. Eric
Kandel (Kandel and Bischoff 2012) describes this form of knowledge optimization
in his book. He assumes that by reducing neural networks, new ones can be created.
N. Husenbeth and M. K. Tegeler
material. However, if the quality of the materials or that of the lecture is poor, the
student needs longer to learn the knowledge. Carroll emphasized in his model that
the student must be explicitly told what he has to learn and how he has to structure
the workload so that he has optimal conditions to acquire the knowledge. Nowadays
it is often discussed whether lectures are still a good way to pass on knowledge. It
is often said that the more complex the lecture is, the less students understand the
material to be learned (Bender 2019). In addition, the question arises as to whether,
in the course of digitisation, the presence of students on site is still relevant or can
be newly implemented through online courses.
Field 2: Consolidation (disciplinary—reflexive)
This field is mainly concerned with the teaching method in seminars. The structure
of a seminar is often similar to school lessons, therefore the Offer- and Use-Model
by Helmke (2008) can be used as an explanation. According to Helmke, the offer
is defined in such a way that knowledge is presented to the student in class. This
knowledge is processed and reflected upon together with the lecturer. The lecturer
defines goals and demands on the student, but also gives the student a framework in
which he or she wants to use the material. The variable of benefit is described in such
a way that the student can expand and reflect on his knowledge in the seminar as well
as outside of the seminar, if they want to. Students should learn better in this way,
as they have to teach and develop knowledge themselves. The benefit variable of the
offer and use model is also supported by psychological motivation theories. The fact
that students can choose what they want to use for learning and what they do not want
to use increases their intrinsic motivation (Deci and Ryan 1993). It is also important
to note here that students’ self-determined learning is enhanced by learning methods
such as the seminar. Self-determined learning is an important intrinsic motivation
for successful knowledge absorption (Ryan et al. 1990).
Field 3: The extension to inter- and transdisciplinary knowledge Examples of
this would be courses of study that have different subject combinations, such as
business psychology or business informatics. In this way, students from two different
basic courses of study come together to acquire a greater wealth of knowledge through
the exchange of knowledge. Psychological theories speak here of knowledge expansion through training of neural networks (Braun 2013). The basic knowledge that the
students have acquired in their basic courses of study is passed on and at the same
time new knowledge is acquired, which leads to an exchange of experts. In the theory
of neural networks it is described that knowledge is best stored when it is linked to
existing knowledge (Ritter et al. 1991). Our brain works even more efficiently if old
networks can be eliminated. This is known in science as synapse elimination and
describes the destruction of old knowledge stores to create new ones (Frey 2017).
Students in courses of study that are combined from transdisciplinary areas often
do not need some sub-areas from their basic studies any further and can thus clear
out existing knowledge in the brain to make room for new neural connections. Eric
Kandel (Kandel and Bischoff 2012) describes this form of knowledge optimization
in his book. He assumes that by reducing neural networks, new ones can be created.