Abstract:

The proposed contribution tackles experiences gained throughout a publicly funded project for digitally supported university teaching that is being conducted at Hamm-Lippstadt University of Applied Sciences (Germany). During the course of the project we used different e-learning modules plus eventually other literature and respective instructions (e.g. "have a critical look at Locke & Lathams goal setting theory and summarise your findings“) and combined it with virtual debriefing. Our experience has shown that students tend to show higher attendance rates in virtual lectures than in face-to-face classroom lectures, thus we chose a debriefing within the course of a virtual lecture that could be attended by students from the university premises but also from any other place with access to the internet. We provide samples that show blended-learning instructions and virtual debriefing in the course of a lecture given in a undergraduate class on (self)-management techniques that is mandatory for Technical Management and Marketing students. The experience shows high student involvement and an oppenness to experiment with different virtual or blended settings. Learnings for further use of the blended learning formats are summarised and further possibilities for optimisation are discussed. The difference between Master level Blended Learning and undergraduate Blended Learning in their use and guiding instruction is beeing reflected and discussed with examples from practice.

Keywords:

New projects and innovations, Learning and Teaching Methodologies, Blended Learning.