Details

Autor(en) / Beteiligte

• Dietrich, Julia
• Greiner, Franziska
• Weber-Liel, Dorit
• Berweger, Belinda
• Kämpfe, Nicole
• Kracke, Bärbel

Titel

Does an individualized learning design improve university student online learning? A randomized field experiment

Ist Teil von

• Computers in human behavior, 2021-09, Vol.122, p.106819, Article 106819

Ort / Verlag

Elmsford: Elsevier Ltd

Erscheinungsjahr

2021

Link zum Volltext

Quelle

Elsevier ScienceDirect Journals Complete

Beschreibungen/Notizen

• University courses often employ “one-size-fits-all” approaches, disregarding the heterogeneity in students' cognitive and motivational characteristics. This intervention study reports on an individualized learning design for online teaching in higher education. In a randomized field experiment with N = 438 university students (57% female, mean age M = 20.96 years), we investigated the effects of the learning design on students' motivation (self-concept, self-efficacy, intrinsic and utility task values), on their performance, and, because our sample consisted of teacher students, on their professional development with regard to inclusive education. Employing structural equation modeling, we found that the intervention positively affected the self-concepts of effort avoidant students. The intervention also positively impacted students' attitudes and self-efficacy towards inclusive education, but had no effect on course performance, course-related self-efficacy and task values. Moreover, learning analytics data revealed in-depth information on students’ learning behavior. Results are discussed regarding possible intervention strategies to be implemented in future versions of the learning design. •University courses often ignore student heterogeneity.•This intervention study reports on an individualized learning design for online teaching in higher education.•We investigate effects on motivation, performance, and professional development in teacher students.•The intervention positively affected the self-concepts of effort avoidant students.•The intervention also positively impacted students' attitudes and self-efficacy towards inclusive education.