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Bellmer S, Riegler P, Kortemeyer G, von Cölln G (2009). Project Report: VITA. eleed, Vol. 5. (urn:nbn:de:0009-5-19140)

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%0 Journal Article
%T Project Report: VITA
%A Bellmer, Susanne
%A Riegler, Peter
%A Kortemeyer, Gerd
%A von Cölln, Gerd
%J eleed
%D 2009
%V 5
%N 1
%@ 1860-7470
%F bellmer2009
%X In traditional recitation arrangements (e.g. manually graded homework and recitation sessions that are aligned with the lecture), students receive their results with some time delay while the lecture venue progresses. An inherent danger is that potential deficits are neither detected nor corrected. For traditional recitations to be effective (foremost to have small sessions) they require personnel, which, particularly for German universities of applied sciences, do not exist. A second problem, which in part occurs due to lack of practice, is, that many students do not review the lectures. Instead, many students attempt to cram the lecture material close to the exams, which, if successful at all, does not lead to long-term mastery of the content. Therefore, base knowledge is missing for subsequent curricular venues, which should have been established in earlier venues.
%L 370
%K Management von verteilten Lehrinhalten
%K computer aided assessment
%K computer aided grading
%K computerunterstützes Bewerten
%K computerunterstütztes Üben
%K e-learning
%U http://nbn-resolving.de/urn:nbn:de:0009-5-19140

Bibtex

@Article{bellmer2009,
  author = 	"Bellmer, Susanne
		and Riegler, Peter
		and Kortemeyer, Gerd
		and von C{\"o}lln, Gerd",
  title = 	"Project Report: VITA",
  journal = 	"eleed",
  year = 	"2009",
  volume = 	"5",
  number = 	"1",
  keywords = 	"Management von verteilten Lehrinhalten",
  keywords = 	"computer aided assessment",
  keywords = 	"computer aided grading",
  keywords = 	"computerunterst{\"u}tzes Bewerten",
  keywords = 	"computerunterst{\"u}tztes {\"U}ben",
  keywords = 	"e-learning",
  abstract = 	"In traditional recitation arrangements (e.g. manually graded homework and recitation sessions that are aligned with the lecture), students receive their results with some time delay while the lecture venue progresses. An inherent danger is that potential deficits are neither detected nor corrected. For traditional recitations to be effective (foremost to have small sessions) they require personnel, which, particularly for German universities of applied sciences, do not exist. A second problem, which in part occurs due to lack of practice, is, that many students do not review the lectures. Instead, many students attempt to cram the lecture material close to the exams, which, if successful at all, does not lead to long-term mastery of the content. Therefore, base knowledge is missing for subsequent curricular venues, which should have been established in earlier venues.",
  issn = 	"1860-7470",
  url = 	"http://nbn-resolving.de/urn:nbn:de:0009-5-19140"
}

RIS

TY  - JOUR
AU  - Bellmer, Susanne
AU  - Riegler, Peter
AU  - Kortemeyer, Gerd
AU  - von Cölln, Gerd
PY  - 2009//
TI  - Project Report: VITA
JO  - eleed
VL  - 5
IS  - 1
KW  - Management von verteilten Lehrinhalten
KW  - computer aided assessment
KW  - computer aided grading
KW  - computerunterstützes Bewerten
KW  - computerunterstütztes Üben
KW  - e-learning
N2  - In traditional recitation arrangements (e.g. manually graded homework and recitation sessions that are aligned with the lecture), students receive their results with some time delay while the lecture venue progresses. An inherent danger is that potential deficits are neither detected nor corrected. For traditional recitations to be effective (foremost to have small sessions) they require personnel, which, particularly for German universities of applied sciences, do not exist. A second problem, which in part occurs due to lack of practice, is, that many students do not review the lectures. Instead, many students attempt to cram the lecture material close to the exams, which, if successful at all, does not lead to long-term mastery of the content. Therefore, base knowledge is missing for subsequent curricular venues, which should have been established in earlier venues.
SN  - 1860-7470
UR  - http://nbn-resolving.de/urn:nbn:de:0009-5-19140
ID  - bellmer2009
ER  -

Wordbib

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ISI

PT Journal
AU Bellmer, S
   Riegler, P
   Kortemeyer, G
   von Cölln, G
TI Project Report: VITA
SO eleed
PY 2009
VL 5
IS 1
DE Management von verteilten Lehrinhalten; computer aided assessment; computer aided grading; computerunterstützes Bewerten; computerunterstütztes Üben; e-learning
AB In traditional recitation arrangements (e.g. manually graded homework and recitation sessions that are aligned with the lecture), students receive their results with some time delay while the lecture venue progresses. An inherent danger is that potential deficits are neither detected nor corrected. For traditional recitations to be effective (foremost to have small sessions) they require personnel, which, particularly for German universities of applied sciences, do not exist. A second problem, which in part occurs due to lack of practice, is, that many students do not review the lectures. Instead, many students attempt to cram the lecture material close to the exams, which, if successful at all, does not lead to long-term mastery of the content. Therefore, base knowledge is missing for subsequent curricular venues, which should have been established in earlier venues.
ER

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  <abstract>In traditional recitation arrangements (e.g. manually graded homework and recitation sessions that are aligned with the lecture), students receive their results with some time delay while the lecture venue progresses. An inherent danger is that potential deficits are neither detected nor corrected. For traditional recitations to be effective (foremost to have small sessions) they require personnel, which, particularly for German universities of applied sciences, do not exist. A second problem, which in part occurs due to lack of practice, is, that many students do not review the lectures. Instead, many students attempt to cram the lecture material close to the exams, which, if successful at all, does not lead to long-term mastery of the content. Therefore, base knowledge is missing for subsequent curricular venues, which should have been established in earlier venues.</abstract>
  <subject>
    <topic>Management von verteilten Lehrinhalten</topic>
    <topic>computer aided assessment</topic>
    <topic>computer aided grading</topic>
    <topic>computerunterstützes Bewerten</topic>
    <topic>computerunterstütztes Üben</topic>
    <topic>e-learning</topic>
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  <identifier type="citekey">bellmer2009</identifier>
</mods>

Full Metadata

Bibliographic Citation eleed, Vol. 5, Iss. 1
Title Project Report: VITA (eng)
Author Susanne Bellmer, Peter Riegler, Gerd Kortemeyer, Gerd von Cölln
Language eng
Abstract In traditional recitation arrangements (e.g. manually graded homework and recitation sessions that are aligned with the lecture), students receive their results with some time delay while the lecture venue progresses. An inherent danger is that potential deficits are neither detected nor corrected. For traditional recitations to be effective (foremost to have small sessions) they require personnel, which, particularly for German universities of applied sciences, do not exist. A second problem, which in part occurs due to lack of practice, is, that many students do not review the lectures. Instead, many students attempt to cram the lecture material close to the exams, which, if successful at all, does not lead to long-term mastery of the content. Therefore, base knowledge is missing for subsequent curricular venues, which should have been established in earlier venues.
Subject Management von verteilten Lehrinhalten, computer aided assessment, computer aided grading, computerunterstützes Bewerten, computerunterstütztes Üben, e-learning
Classified Subjects
ddc
  • 153.15, learning
  • 371.358, electronic distance education
pacs
  • C6130M, multimedia
  • C6155, computer communications software
  • C7210N, information networks
DDC 370
Rights fDPPL
URN: urn:nbn:de:0009-5-19140
Language
  1. Deutsch
  2. English
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3D MUVES academic research accreditation of prior learning activity tracking adaptivity administrative authorities adult education agent ambient computing apl artifical neural network assessment Aufsatzsammlung Ausstattung Australien authoring Authoring Tool avatar barrier-free e-learning Behörden berufliche Bildung Berufliche Fortbildung betriebliche Fortbildung Bildung Bildungseinrichtung Bildungsplattform blended learning Business Plan CampusContent CampusSource Engine central actors CMS Cognitive learning collaboration collaborative filtering communication communication task competence development computer aided assessment computer aided grading computer literacy computer networks computer science education Computer security computer simulation Computer-assisted instruction computer-based-training Computersimulationen computerunterstützes Bewerten computerunterstütztes Üben congress content management content sharing context controlling CopperCore cost accounting cost management 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Management von verteilten Lehrinhalten market orientation mash-up mathematical application mathematical problem solving mathematische Anwendung Medienautor Mediendidaktik Medienpädagogik medium sized enterprise metadata middle east MOA-model Mobile Learning Model Driven Architecture (MDA) Modellversuch Moodle motivation multilinguality multimedia multimedia documents Multimedia-Autor multivariate Methoden multivariate methods Nachhaltigkeit von Inhaltsentwicklungen navigation support negotiation of meaning net-based pedagogy new media in technical education nursing education nursing skills and competences online course online survey Onlinestudie open content open course open source Open University Support System (OpenUSS) OpEN.SC OpenFUXML OpenUSS organisation model Organisationsforschung Organisationsmodell Organizational learning PACE paradigms peer-support performance of blended learning Personal Competence Manager personalization personalized recommendation phenomenography pilot 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