“The Value of Mixed Teaching Methods in the Context …
357
Summarizing, these types of tasks aim to enable a different approach to teaching
content and thus create incentives for new ways of thinking among students. The
aim of the tasks is not only to impart specialist knowledge to the students, but also
to enable them to independently answer and reflect on scientific questions and tasks.
5 Evaluation of the Seminar “Sustainable Management”
The evaluation of the seminar took place during the course via the learning platform in
form of three scaled questionnaires, which were linked to the Working Packages and
a further questionnaire with free text answers. Table 1 shows a part of the evaluation
of the free text answers.
The in-course evaluation of the seminar “Sustainable Management” leads to the
conclusion that students are confronted with an initial extra workload as soon as
they have to deal with an exam-relevant format such as the seminar. Despite this, it is
generally apparent that the students felt comfortable with the way in which academic
teaching was carried out. Especially the combination of present seminars, blended
learning and group work is perceived as helpful and goal-oriented to deal with the
topic of sustainability and in particular SDGs.
The different task types of the Working Packages were essentially seen as challenging and innovative. The evaluation of the free text answers nevertheless showed
that the students had difficulties with peer feedback. It should be considered here
that the students are in their bachelor’s studies and were confronted with such a task
for the first time. Nevertheless, for the future, it should be ensured that students need
good and close guidance on the procedure in order to be able to fully exploit the
potential of the peer feedback method.
Also, the evaluation of the free text answers shows that although there is a considerable additional coordinative effort due to the group work, the group work is perceived
by the majority as helpful when working on the Working Packages, since several
perspectives, opinions and knowledge are combined and discussed. The results of
the group work are described by the students as being of higher quality. This is also
clear from the distribution of the marks. For example, 81% of the students finished
with a grade of very good or excellent (Table 2).
It has been shown that the intensive theoretical and practical examination of
SDGs has a positive influence on the students’ understanding and view of the subject
of sustainability. (Table 3) In this context the seminar contributes to the development of ESD. ESD plays a major role in achieving the SDGs (UNESCO 2017).
“ESD is holistic and transformational education that addresses learning content
and outcomes, pedagogy and the learning environment. […] What ESD requires
is a shift from teaching to learning. It asks for an action-oriented, transformative pedagogy, which supports self-directed learning, participation and collaboration, problem-orientation, inter- and transdisciplinary and the linking of formal and
informal learning.” (UNESCO 2017, 7)
357
Summarizing, these types of tasks aim to enable a different approach to teaching
content and thus create incentives for new ways of thinking among students. The
aim of the tasks is not only to impart specialist knowledge to the students, but also
to enable them to independently answer and reflect on scientific questions and tasks.
5 Evaluation of the Seminar “Sustainable Management”
The evaluation of the seminar took place during the course via the learning platform in
form of three scaled questionnaires, which were linked to the Working Packages and
a further questionnaire with free text answers. Table 1 shows a part of the evaluation
of the free text answers.
The in-course evaluation of the seminar “Sustainable Management” leads to the
conclusion that students are confronted with an initial extra workload as soon as
they have to deal with an exam-relevant format such as the seminar. Despite this, it is
generally apparent that the students felt comfortable with the way in which academic
teaching was carried out. Especially the combination of present seminars, blended
learning and group work is perceived as helpful and goal-oriented to deal with the
topic of sustainability and in particular SDGs.
The different task types of the Working Packages were essentially seen as challenging and innovative. The evaluation of the free text answers nevertheless showed
that the students had difficulties with peer feedback. It should be considered here
that the students are in their bachelor’s studies and were confronted with such a task
for the first time. Nevertheless, for the future, it should be ensured that students need
good and close guidance on the procedure in order to be able to fully exploit the
potential of the peer feedback method.
Also, the evaluation of the free text answers shows that although there is a considerable additional coordinative effort due to the group work, the group work is perceived
by the majority as helpful when working on the Working Packages, since several
perspectives, opinions and knowledge are combined and discussed. The results of
the group work are described by the students as being of higher quality. This is also
clear from the distribution of the marks. For example, 81% of the students finished
with a grade of very good or excellent (Table 2).
It has been shown that the intensive theoretical and practical examination of
SDGs has a positive influence on the students’ understanding and view of the subject
of sustainability. (Table 3) In this context the seminar contributes to the development of ESD. ESD plays a major role in achieving the SDGs (UNESCO 2017).
“ESD is holistic and transformational education that addresses learning content
and outcomes, pedagogy and the learning environment. […] What ESD requires
is a shift from teaching to learning. It asks for an action-oriented, transformative pedagogy, which supports self-directed learning, participation and collaboration, problem-orientation, inter- and transdisciplinary and the linking of formal and
informal learning.” (UNESCO 2017, 7)