Case studyACADEMIC RESEARCH AND WRITINGImplementation of the Inverted Classroom Model (ICM) at the University of Applied Sciences (UAS) Hamburg

Dr. Christian DeckerProfessor, UAS Hamburg

Stephan Beier, M.A.Associate lecturer, UAS Hamburg

Observations from previous courses New syllabus

1. Academic research in theory and practice2. Research principles3. Research logic4. Research process5.Identificationofatopic6.Sourcingofinformation7.Elementsofaresearchpaper8.Interpretationofatopic9. Structuring technique10.Referencing11. Academic language and writing style12. Project management13. Technical aspects14. Academic presentation

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Term paper project (5 weeks) Presentations

Hamburg University of Applied SciencesFacultyofBusiness&SocialAffairsDepartmentofBusinessBerlinerTor520099 Hamburg, Germany

Photo: © Christian Decker, 2013

Academic research

Conceptual elements of redesigned course

Literature researchDetlev Dannenberg

Academic presentation

Academic writing

Activities

• Students watch e-learning videos and receive research exercises

Field trip and guided tour

DeutscheZentralbibliothekfürWirt-schaftswissenschaftenLeibniz-In-formationszentrumWirtschaft,Ham-burg

Objective: Familiarising students withaprofessionallibrary

In-class presentation

Settings

• Academicpresentation,“freestyle”intermsofpersonalpresentation style

• Smallgroupsof6-8studentsplusinstructor• Medium: PowerPoint© plus beamer• Nogradingofpresentation

Objectives

• Gainingconfidenceandovercomingpossibleanxieties• Receivingindividualfeedbackfrompeersandinstructor

Poster conference

Recapitulationofselectedtopicsfrome-learning mixed with ...

... in-class exercises (group work, think-pair-share etc.).

• Every student has the option to register in Moodle foruptotwoone-on-onesessionswiththecourseinstructor

• Objectivesession1:Clarifyingresearchdesign(research question, outline etc.)

• Objectivesession2:Clarifyingindividualques-tions

Walk-in writing lab

Term paper project Presentation-lab and poster-lab• Designofacademic

presentations and posters with Power-Point©

• Smallgroupsofapprox. 20 students in PC lab

• Two instructors sup-port students

• Students are provided with masterfiles

• Term paper projectsformbasisforlabwork

Preliminary findings

Winter term 2012/2013

• 64studentsregisteredforthecourse• 46 students handed in term papers (72%)

Summer term 2013

• 70studentsregisteredforthecourse• 58 students handed in term papers (83%)

Winter term 2013/2014

• 61studentsregisteredforthecourse• 46 students handed in term papers (75%)

Summer term 2014

• 40studentsregisteredforthecourse• 40 students took the written examination

(100%)• 38 students handed in term papers (95%)

• One student had to postpone her term paper due to illness

• Onestudentwasnotabletofinishherterm paper on time

• 38 students handed in presentations• 36 students presented their presenta-

tions in-class• Two students had to postpone their

presentations due to illness• 38 students handed in posters• Students submit a mid-term research protocol and receive individual sug-

gestionsfrominstructor(librarian)• Studentssubmitafinalresearchprotocolthatwillbegraded(weighting5%offinalgrade)

• Studentsareabletogiveexamplesofgenerally accepted academic principles andtoidentifyacademicmisbehaviour(comprehension, knowledge).

• Students are able to distinguish acade-micresearchprocessesfromrandomapproachesofproblemsolving(com-prehension).

• Studentsareabletoidentifyatopic/titleand to develop a corresponding rese-arch aim (synthesis).

• Students are able to conduct a litera-ture research and to evaluate the qua-lityofsourcesofinformation(evaluati-on).

• Students are able to deduce an inter-pretationofatopicfromatheoreticalperspectiveand/oragainsttheback-groundofagivenproblemsetting(ana-lysis).

• Students are able to develop a struc-tureofaresearchpaperthatcorres-ponds with the interpretation (synthe-sis).

• Students are able to paraphrase litera-tureandtoapplyrulesofreferencingand citation in a consistent way (com-prehension, application).

• Students are able to apply the princip-lesofacademiclanguageandwriting(application).

• Students are able to organise their research project and to present and todebatetheirfindingswithotherstu-dents and the instructor (application).

Competencies

E-learning (online phase)

• Learning videos • Available on LMS (Moodle)

• Graphical elements• Informationchunking• Clear phrasing and wording

Topics• Research logic• Elementsofarese-

arch paper• Interpretationofa

topic• Structuring

technique• Referencing• Academic language

and writing style

In-class phase Main topic summer term 2014Entrepreneurship

• 40 topics addres-sing a diverse set ofaspectsrelatedto entrepreneurship

• Academicleveloftopics adjusted to 2nd semester stu-dents

• Individualtopicforevery student (ran-domly distributed)

• Topicswithpotentialforintrinsicmotivation

Next steps• Additional e-learning videos• Formativeassessments(electronicquizzes

and tests)• Exercices linked to individual student

research projects • Mobile versions• Videosofstudentpresentations

Photo:©StephanBeier,2013

Photo:©StephanBeier,2013

Photo:©ZBW,SönkeWurr,Münchow-Industrie-Fotos

Illustration: CCO 1.0 Openclipart

Photos: © Christian Decker, 2014

Self-direction

Cognition and informationprocessing

Motivation

Handlingofresources (flexi-ble regarding time and place)

Onlinephase

Active learning

Problem-based learning

Collaborative learning

In-class phase

Theoretical framework for implementation of the ICM

Traditional classroom

1. In-class phase

Presentation of learning content

2. Individual phase

Review of learning content, exercising

Inverted classroom

1. Individual online phase

Presentation of learning content

2. In-class phase

Review of learning content, discussion,

exercising

Learner-centring with ICM

Constructivist learning environments

• Lackofawarenessofre-levanceofacademicrese-arch and writing skills

• Lackofcompliancewithformalrules

• Lackofawarenessofpla-giarism and collusion

• Lackofintrinsicmotivation• Poorperformance• ProcrastinationEnglish course lan-guage increases problemsfornon-native participants !

Kick-off

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Blendedlearning&exercicesPreparationoftermpaper project D

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Academicresearch

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Applied literatureresearch

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Academic writing

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Observations were used for the redevelopment of the module ACADEMIC RESEARCH AND WRITING.

3. Tag der Lehre, Lernraum der Zukunft: Neue Technologien - Kollaboration - Personalisierung, Fachhochschule St. Pölten, Österreich, 16. Oktober 2014