Conference paper on research-based learning (in German)

New article:

Decker, C., & Mucha, A. (2018).
Bridging the Gap: Vom passiven Lesen zum aktiven Forschen.
In N. Neuber, W. Paravicini, & M. Stein (Hrsg.), Schriften zur allgemeinen Hochschuldidaktik Band 3. Forschendes Lernen. The Wider View (S. 201 – 204). Münster: WTM-Verlag.

Conference proceedings

New publication on research-based learning (in German)

New article:

Decker, C., & Mucha, A. (2018).
Forschendes Lernen lernen. Zu den didaktischen und emotionalen Herausforderungen der Integration von Lernen über, für und durch Forschung.
In die hochschullehre 4, 143 – 160.

Link to article (open access):

New publication on learning without fear and shame (in German)

New article:

Mucha, A., & Decker, C. (2018).
Lernen ohne Angst vor Scham – wie geht das?
In: DUZ. Deutsche Universitätszeitung (2), 69 – 71.

Link to article (restricted access):


New publication on explorative learning settings in higher education (in German)

New article:

Mucha, A., & Decker, C. (2018).
Explorative Lernumgebungen in der Hochschullehre: Eine Zumutung? In: Die Neue Hochschule (1), 28 – 29.

Die Neue Hochschule

Workshop on Digital Mastery Learning Model (DMLM)

On 2 and 3 February, Anna Mucha and I held a workshop on online courses based on the Digital Mastery Learning Model (DMLM) at HAW Hamburg, Hamburg.

Anna Mucha

The DMLM is a time-independent and decentralized virtual educational setting based on the concept of mastery learning (Bloom 1968) and modern digital learning designs. Among others, we addressed theoretical foundations, practical examples, self-concept aspects and operational implementation in Moodle.

A number of colleagues will adapt the concept in order to rework their courses and to test the new design during the summer term 2018. An evaluation will accompany the transformation process.

New publication on doctoral studies as explorative learning environments (in German)

New article:

Mucha, A., & Decker, C. (2017)

Der Dissertationsprozess als explorative Lernumgebung: Warum erfolgreiches Promovieren (auch) eine Frage der sozialen Herkunft ist. In: ZDfm. Zeitschrift für Diversitätsforschung und -management 2(2), 29 – 34.

Link to article (restricted access)


New publication on Learning-how-to-learn (in German)

New article:

Mucha, A., Decker, C., & Szmigielski, D. (2017).
Learning-how-to-learn oder Sich selbst eine gute Lehrperson sein. Zu mehr Selbstkompetenz durch Selbstreflexion. In J. Haag, J. Weißenböck, W. Gruber, & C. F. Freisleben-Teutscher (Hrsg.), Deeper Learning – (wie) geht das?!: Tagungsband zum 6. Tag der Lehre an der FH St. Pölten am 19.10.2017 (S. 37 – 47). St. Pölten: Fachhochschule St. Pölten.

TDL17 FH St. Pölten

Pre-conference interview “Geförderte Reflexion als Form von Deeper Learning”, Tag der Lehre 2017, FH St. Pölten, Austria (in German)

The pre-conference interview on “Geförderte Reflexion als Form von Deeper Learning” with Christian F. Freisleben-Teutscher as well as Dr. Anna Mucha and me is now available on YouTube:

More information can be found on the website of “SKILL – Service und Kompetenzzentrum für Innovatives Lehren und Lernen” @ FH St.Pölten.

@ Christian: Thank you very much!

New publication on learning styles and instructional design (in German)

New article:

Decker, C., & Mucha, A. (2017).
Der Lernstilansatz als Inspiration für die universitäre Lehre: Theoretische Grundlagen und exemplarische Anwendung. In B. Berendt, A. Fleischmann, N. Schaper, B. Szczyrba, & J. Wildt (Hrsg.), Neues Handbuch Hochschullehre (Griffmarke A 3.25). Berlin: DUZ.

Conference presentation on research-based learning in corporate finance

Forschendes Lernen

On 27 September 2017, Anna Mucha and I presented our findings on a research-based learning intervention at the research conference “Forschendes Lernen – The Wider View” which took place at Wilhelms-Universität Münster.  In our presentation entitled “Bridging the Gap – From Passive Reading to Active Research”, we elaborated on an instructional design that was introduced in the Corporate Finance course of the Master of International Business Programme (M. Sc.) at HAW Hamburg. The instructional design consists of five core phases:

Phase 1: Transparent explanation of instructional design to students
Phase 2: Reception and reflection of selected seminal papers of Nobel laureates in groups of two students
Phase 3: Development of a new (own) research question
Phase 4: Exploration of the new problem
Phase 5: Presentation of (i) seminal paper and (ii) own research findings to other course participants

The instructional design helps to overcome the gap between reception of research findings (and underlying methods) on the one hand side and production (derivation) of new research findings (using newly acquired research methods) on the other hand side. Thereby, students are guided from “learning about research” via “learning for research” to “learning through research”.

In 2018, a summary of our findings will be published in the conference proceedings.

New publication on SoTL and agile (dynamic) digital higher education (in German)

New article:

Mucha, A., & Decker, C. (2017).
Scholarship of Teaching and Learning für eine agile digitale Hochschuldidaktik. In Synergie. Fachmagazin für Digitalisierung in der Lehre 3(2), 20 – 23.


Workshop on “Online courses” at Universität zu Lübeck, 12 & 13 June 2017

On 12 and 13 June 2017, I held a workshop on “Online courses in higher education” at Dozierenden-Service-Center (DSC), Universität zu Lübeck. Together with seven participants, I was exploring selected facets of online teaching.

Among others, we did a card assisted brainstorming on identifying characteristics of “online courses”. It still seems to be a challenge to find a consistent idea among a group of informed participants about what characterises an “online course”. Maybe this should not come as a surprise since the term carries many connotations. Moreover, I observed that discussions tend to become more fruitful when moving away from technological aspects while approaching higher education issues (i.e. instructional design aspects).

@ Dr. Bettina Jansen-Schulz: Thank you very much for the invitation and your sympathy and support!

New publication on shame and failure in problem- and research-based learning scenarios (in German)

New article:

Mucha, A. & Decker, C. (2017).
(Die Angst vor) Scheitern und Scham in problemorientierten und forschenden Lehr-/Lernszenarien.
In B. Berendt, A. Fleischmann, N. Schaper, B. Szczyrba, & J. Wildt (Hrsg.), Neues Handbuch Hochschullehre. Berlin: DUZ.

Scham und Scheiter

Link to article (restricted access)