Zusammenfassung
Online- und Blended Learning-Formate bieten viele Vorteile für den Einsatz in Lehrkräftefortbildungen. Gleichzeitig fehlt es an einem systematischen Überblick über den Forschungsstand zur Gestaltung und Evaluation dieser webbasierten Formate. In diesem Systematic Review werden auf der Grundlage von empirischen Studien Empfehlungen für die Gestaltung und Evaluation dieser Formate bereitgestellt. Dazu wurde eine Literaturrecherche in PsycInfo, ERIC, LearnTechLib und FIS Bildung durchgeführt und mit zwei weiteren Suchstrategien verknüpft (Schneeballsuche, Citation Pearl Growing). Aufgenommen wurden in peer-reviewten Zeitschriften erschienene qualitative und quantitative Studien mit dem Fokus auf Online- oder Blended Learning-Formaten in formalen Lehrkräftefortbildungen. Durch das kriteriengeleitete Vorgehen wurden 16 Studien identifiziert, die auf Grundlage des Community of Inquiry-Modells und des Angebot-Nutzungs-Modells analysiert wurden. Die Analyse zeigt, wie bestimmte Gestaltungsmerkmale (z. B. aktive Lernphasen, Interaktivität) in webbasierten Fortbildungen umgesetzt werden und mithilfe welcher Instrumente sich webbasierte Fortbildungen auf verschiedenen Ebenen evaluieren lassen. Darüber hinaus wird festgestellt, dass webbasierte Formate in den aufgenommenen Studien positive Effekte auf das Wissen, die Selbstwirksamkeit, die Einstellungen und die Unterrichtspraxis von Lehrkräften haben. Aus den Ergebnissen dieses Systematic Review lassen sich Implikationen für die Forschung und die Fortbildungspraxis ableiten.
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Notes
- 1.
Im Systematic Review enthaltene Studien sind mit einem Stern gekennzeichnet.
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Im Systematic Review enthaltene Studien sind mit einem Stern gekennzeichnet.
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Capparozza, M., Fröhlich, N., Dehmel, A., Fauth, B. (2023). Gestaltung und Evaluation von webbasierten Lehrkräftefortbildungen: Ein Systematic Review. In: Scheiter, K., Gogolin, I. (eds) Bildung für eine digitale Zukunft. Edition ZfE, vol 15. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-37895-0_15
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