“Evolution of Knowledge Sharing of Education …
377
While the scope of this paper does not allow for further detailing on course
contents, research activities or showcasing of student results, the following section
will go into detail about the concluding evaluation and reflection.
6.2 Early Results of Evaluation
284 students completed the Sustainable Management module last semester. The aim
of the evaluation is to condense the students’ perspectives of experience by focusing
on three different major issues, regarding (1) the general acceptance of the digital
format of the course and the structuring of the module, (2) the quality of teaching
in relation to the topic of sustainability and (3) the evaluation of the experienced
intensity of the module. Based on a standardized questionnaire, the general topics
were operationalized into several question units. Each question unit of the evaluation
appeared as a five-level scale. In order to be able to include qualitative information in
the evaluation in addition to the descriptive analysis of the general tendencies of the
students, open fields of response were offered, in which criticism and suggestions
on the three main topics were requested.
In the following, the descriptive analysis of the questionnaire is presented first.
Afterwards, the qualitative statements are condensed into thematic areas in order to
derive implications with semantic content for the further development of the project.
General acceptance of the course: In relation to the acceptance of the module
design via a digital learning platform, 41% of all students state that the content
introduced them “well” to the topic of sustainability. More than 60% of the students
see a red thread, despite the structuring of the module via digital media combined
with a focus on self-organized learning.
Quality of teaching Sustainability: With regard to the quality of teaching the topic
sustainability, over 70% of the students assessed that they were able to gain “rather
many” or “many” new perspectives on the topic of sustainability, as they continued
to work with the results of others and exchanged views on the topic of sustainability
in groups (see Fig. 5).
Accordingly, more than half of the students (56%) state that they have been able
to benefit “very much” or “much” from the thoughts of the other students.
Experienced intensity of the workload: The relatively high evaluated benefit
related to the quality of teaching, however, does not come without a price, as the
students see an increased expenditure of time, which is caused by the use of new
digital editing formats (e.g. videos, concept map, video commentary). Accordingly,
over 70% of the students state that their workload has increased (40%) or greatly
increased (35%) due to the use of digital formats and the self-organized teaching
orientation.
Overall, the module sustainable management was evaluated by the students with
a relatively high expenditure of time, compared to other completed modules with a
scope of six Credit Points (CP), as Fig. 6 shows.
377
While the scope of this paper does not allow for further detailing on course
contents, research activities or showcasing of student results, the following section
will go into detail about the concluding evaluation and reflection.
6.2 Early Results of Evaluation
284 students completed the Sustainable Management module last semester. The aim
of the evaluation is to condense the students’ perspectives of experience by focusing
on three different major issues, regarding (1) the general acceptance of the digital
format of the course and the structuring of the module, (2) the quality of teaching
in relation to the topic of sustainability and (3) the evaluation of the experienced
intensity of the module. Based on a standardized questionnaire, the general topics
were operationalized into several question units. Each question unit of the evaluation
appeared as a five-level scale. In order to be able to include qualitative information in
the evaluation in addition to the descriptive analysis of the general tendencies of the
students, open fields of response were offered, in which criticism and suggestions
on the three main topics were requested.
In the following, the descriptive analysis of the questionnaire is presented first.
Afterwards, the qualitative statements are condensed into thematic areas in order to
derive implications with semantic content for the further development of the project.
General acceptance of the course: In relation to the acceptance of the module
design via a digital learning platform, 41% of all students state that the content
introduced them “well” to the topic of sustainability. More than 60% of the students
see a red thread, despite the structuring of the module via digital media combined
with a focus on self-organized learning.
Quality of teaching Sustainability: With regard to the quality of teaching the topic
sustainability, over 70% of the students assessed that they were able to gain “rather
many” or “many” new perspectives on the topic of sustainability, as they continued
to work with the results of others and exchanged views on the topic of sustainability
in groups (see Fig. 5).
Accordingly, more than half of the students (56%) state that they have been able
to benefit “very much” or “much” from the thoughts of the other students.
Experienced intensity of the workload: The relatively high evaluated benefit
related to the quality of teaching, however, does not come without a price, as the
students see an increased expenditure of time, which is caused by the use of new
digital editing formats (e.g. videos, concept map, video commentary). Accordingly,
over 70% of the students state that their workload has increased (40%) or greatly
increased (35%) due to the use of digital formats and the self-organized teaching
orientation.
Overall, the module sustainable management was evaluated by the students with
a relatively high expenditure of time, compared to other completed modules with a
scope of six Credit Points (CP), as Fig. 6 shows.