Evaluation Process and Quality Management in a Blended-learning Bachelor's Programme

AbstractIn this contribution an evaluation process for a blended-learning Bachelor's programme in electrical engineering and information technology is reported. The rather diverse group of students with limited contact time, due to the fact that they work alongside studying, made us design a dedicated and effective quality circle for continuous improvement. Various layers are used to open channels for information exchange: Self assessment is element of a bridging course in mathematics. Biographical data are retrieved in the beginning of the course programme for a better understanding of the cohort. For each module, summative evaluation by means of an electronic questionnaire is used in addition to a quick feedback channel during the semester. In order to enable improvement, the loop is closed. Additionally, the whole study programme undergoes external evaluation by an accreditation agency on a regular basis. The described quality management process has been developed and tested over the last three years. We suggest that this process can be easily used as a versatile blueprint for blended and distance-learning programmes

Dem Vertrauen auf der Spur: die Rekonstruktion von Vertrauensverhältnissen in unternehmensübergreifenden Kooperationen

Das Forschungsprojekt TRUST untersucht die Rolle von Vertrauen in unternehmensübergreifenden Kooperationen in der Automobilindustrie. In diesem Beitrag stellen wir eine spezifische methodologische Herangehensweise vor, die eine enge Verzahnung von Theorie und Empirie vorsieht und einen explorativen Charakter hat. Statt einen vordefinierten Begriff abzufragen, wird mittels eines dreistufigen Verfahrens die Entstehung, Bedeutung und Pflege von Vertrauen über die Kontexte erschlossen, in denen Vertrauen innerhalb der sozialen Praxis eingebunden und entfaltet wird.The research project TRUST seeks to analyse the impact of trust on cross-organisational engineering cooperations in the automotive industry. The paper presents a special methodological approach based on the interdependency of theoretical and empirical data. The analysis is explorative. We argue that analysing trust by exploring its socio-practical context with a three-step method gives deeper insight than to simply interrogate pre-defined terms of trust

Preparatory Mathematics Course for Non-Traditional Engineering Students

This paper reports the concept of a preparatory mathematics course for non-traditional students in electrical engineering, and its evaluation. The blended-learning course is part of the initial study phase smoothing the transition to learning at university level. The instructional design of the preparatory course is aligned with that of the Bachelor’s study program. However, it takes place prior to the beginning of the first semester. The initial phase additionally encompasses the whole first semester with different courses meant to help students getting ready for studying. Prospective students indicated that they needed to refresh their knowledge in mathematics. Thus, a preparatory mathematics course was given priority. This course serves several purposes: Students get an impression of the requirements in mathematics necessary for the study program; they refresh their basic knowledge; they make themselves familiar with self-organized learning and the blended-learning concept of the program. Design and implementation were evaluated with a questionnaire at the end of the course and after the first semester. The results show that the course is an appropriate instrument prior to engineering studies in order to prepare and support non-traditional students. In the conclusions potential for improvement is identified

Preparatory mathematics course for non-traditional engineering students

This paper reports the concept of a preparatory mathematics course for non-traditional students in electrical engineering, and its evaluation. The blended-learning course is part of the initial study phase smoothing the transition to learning at university level. The instructional design of the preparatory course is aligned with that of the Bachelor’s study program. However, it takes place prior to the beginning of the first semester. The initial phase additionally encompasses the whole first semester with different courses meant to help students getting ready for studying. Prospective students indicated that they needed to refresh their knowledge in mathematics. Thus, a preparatory mathematics course was given priority. This course serves several purposes: Students get an impression of the requirements in mathematics necessary for the study program; they refresh their basic knowledge; they make themselves familiar with self-organized learning and the blended-learning concept of the program. Design and implementation were evaluated with a questionnaire at the end of the course and after the first semester. The results show that the course is an appropriate instrument prior to engineering studies in order to prepare and support non-traditional students. In the conclusions potential for improvement is identified