Institut für Informatik und Wirtschaftsinformatik (ICB)
Comparing Learners’ perceptions and expectations in professional
training and HE: the German perspective
Thomas Richter
University of Duisburg-Essen Picture right: Winding- tower, Essen
EDEN 2014 Annual Conference, Zagreb From Education to Employment and Meaningful Work with ICTs
Thomas Richter @EDEN 2014, Zagreb Comparing Learners’ perceptions and expectations in AE and HE: The German perspective
2
Learning Culture Survey
n since 2008, international survey on learners’ perceptions of and attitudes in Higher Education
n investigating culture-specific perceptions and expectations of learners towards education
n Aim: Conflict reduction in international e-Learning & support for international adaptation of learning resources
n based on standardized questionnaire (Likert style, 102 items; available in 11 languages)
n study results so far available from n 2010 Germany (1817, 3 universities, online), n 2011 South Korea (286, 39 universities, paper), and n 2013 Ghana (352, 1 university, paper)
n “test” studies in (questionnaire translated through students) n 2012 Bulgaria (30, 1 university) n 2012 Cameroon (French, 30 & British, 30, each 1 university) n 2012/13 Turkey (40, 1 university) n 2012/13 Ukraine (53, 1 university) n 2014 France (73, 1 university)
Thomas Richter @EDEN 2014, Zagreb Comparing Learners’ perceptions and expectations in AE and HE: The German perspective
3
Learning Culture: Investigated Issues
• the role of professor and tutor • tasks and responsibilities of professor and tutor • perception of feedback • motivation/de-motivation • group work related issues • group building processes • time management • experiences with group work in education • general gender-specific issues
Thomas Richter @EDEN 2014, Zagreb Comparing Learners’ perceptions and expectations in AE and HE: The German perspective
4
Culture Research in Education and IS: Status quo
n over 70% of research bases on Hofstede’s dimensions n IBM value-based management-study from 1970s, over
115.000 sample elements from 40 countries n 4 dimensions resulted: PDI, IDV, MAS, UAI n (relative) national key-values based on data from IBM study n comprehensive discussions on results and consequences,
e.g. in relation to general education
n Preconditions: n concept of national culture generally is valid n value systems are persistent over time n key-values are transferable to all contexts
Thomas Richter @EDEN 2014, Zagreb Comparing Learners’ perceptions and expectations in AE and HE: The German perspective
5
Appropriateness of Method … Positions
n Hofstede: n national culture generally exists (Montesquieu’s “Spirit of a
Nation”) n key-values generally valid across subcultures (basic values) n values persistent because basic values are slowly changing
If above assumptions are valid, it would be very comfortable … à rarely changing parameters: persistent research results, à generalization of results and experiences on cultural issues to
all educational contexts within a nation à but …
Several further doubts expressed in literature but no empiric studies available investigating the issue …
10 20 30 40 50 60 70 80 90 100 0
Impact significant
Germany (35)
Austria (11)
South Korea (60)
China (80)
Impact not
significant
Impact not
significant
Thomas Richter @EDEN 2014, Zagreb Comparing Learners’ perceptions and expectations in AE and HE: The German perspective
6
Learning Culture Survey in Professional Training
n 30+ German stock-noted enterprises invited for participation (providing in-house professional training)
n 5 enterprises offered support, each with 25 sample elements n 2 enterprises actually delivered 7+ sample elements n choice of sample elements by enterprises (no influence)
n study took place in 2012, paper based n questionnaire was slightly adopted to context (e.g.,
“professor” became “instructor”)
n results not representative but fully sound according to particular character of each context
Thomas Richter @EDEN 2014, Zagreb Comparing Learners’ perceptions and expectations in AE and HE: The German perspective
7
Comparing Results from LC: Role of the Lecturer
Thomas Richter @EDEN 2014, Zagreb Comparing Learners’ perceptions and expectations in AE and HE: The German perspective
8
Comparing Results from LC: Tasks of the Lecturer
Thomas Richter @EDEN 2014, Zagreb Comparing Learners’ perceptions and expectations in AE and HE: The German perspective
9
Comparing Results from LC: Gender Issues
Thomas Richter @EDEN 2014, Zagreb Comparing Learners’ perceptions and expectations in AE and HE: The German perspective
10
Comparing Results from LC: Group Work (perceived support)
Thomas Richter @EDEN 2014, Zagreb Comparing Learners’ perceptions and expectations in AE and HE: The German perspective
11
Comparing Results from LC: Group Work (perceived support)
Thomas Richter @EDEN 2014, Zagreb Comparing Learners’ perceptions and expectations in AE and HE: The German perspective
12
Findings and Conclusions
n Learners’ perceptions of education and expectations are basically different between learners in Adult and Higher Education
n The concept of national culture cannot be applied in the context of Education
n Organizations appear to establish own and quite distinguished educational cultures, significantly inflicting the learners’ perception of usefulness and appropriateness
à The national values and dimensions of Hofstede are not easily applicable
à Research is required to differentiate between different learning contexts: Transferring results from one to another educational context even within a national context appears inappropriate
à We cannot simply transfer didactics, courses and educational services from HE to AE: Adaptation of educational design appears to be required according to the general
à Development of educational contents for a particular enterprise should reflect its specific educational culture
Thomas Richter @EDEN 2014, Zagreb Comparing Learners’ perceptions and expectations in AE and HE: The German perspective
13
Are there any open questions? Contact: [email protected]
