Joshua Weidlich

Joshua Weidlich
DIPF - Leibniz Institute for Research and Information in Education · Educational Technologies

PhD
Working as a PostDoc in Hendrik Drachsler's Educational Technologies & Learning Analytics Group https://edutec.science

About

32
Publications
14,325
Reads
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347
Citations
Introduction
I am a PostDoc with the Educational Technologies group at Leibniz Institute for Research and Information in Education (DIPF) in Frankfurt, Germany.
Additional affiliations
March 2019 - present
Pädagogische Hochschule Heidelberg
Position
  • Research staff
November 2013 - February 2019
FernUniversität in Hagen
Position
  • Research Assistant
Education
August 2015 - February 2021
FernUniversität in Hagen
Field of study
  • Educational Technology

Publications

Publications (32)
Article
Full-text available
Social presence is an important construct in online group learning. It influences the way how social interaction unfolds online and affects learning and social outcomes. However, what precisely social presence is has been under debate, as presently a plethora of different definitions and measures exist preventing the development of a coherent resea...
Article
Full-text available
Social presence is an important concept for understanding psychosocial processes in learning scenarios that make extensive use of mediated communication like online distance learning. Despite this centrality, a coherent and nuanced theory of social presence is yet to emerge from the literature. Past research has shown associations with desirable af...
Article
Full-text available
Due to the pervasiveness of online technology, especially social media and social networking sites (SNS) like Twitter and Facebook were are surrounded by a constant stream of information about other individuals. On the other hand, even though distance and online learning has become mainstream, there are still concerns leveled at many of these educa...
Article
Full-text available
Creativity is an increasingly recognized construct in technology-enhanced learning. However, our understanding of how creativity interacts with the design of online learning environments to affect learning experiences is still limited. For example, do creative students benefit from different learning environment designs than those benefitting their...
Article
Full-text available
In 2020, Higher Education institutions were pressed to swiftly implement online-based teaching. Among many challenges associated with this, lecturers in Higher Education needed to promptly and flexibly adapt their teaching to these circumstances. This investigation adopts a resilience framing in order to shed light on which specific challenges were...
Conference Paper
Full-text available
In recent years, Learning Analytics (LA) has become a very heterogeneous research field due to the diversity in the data generated by the Learning Management Systems (LMS) as well as the researchers in a variety of disciplines, who analyze this data from a range of perspectives. In this paper, we present the evaluation of a LA tool that helps cours...
Conference Paper
Full-text available
The current research on computer-supported collaborative learning (CSCL) point to the many benefits of group learning. However, these benefits can only be achieved when groups are productive and attaining productivity within CSCL groups is not easy. Assigning students to groups and asking them to collaborate does not guarantee that productive socia...
Article
Full-text available
This article contributes to the debate on the growing number of interdisciplinary study programs in learning and technology, and aims to understand the diversity of programs as well as curricula structure in an international landscape. Scientific fields share their knowledge and recruit young researchers by offering discipline-specific study progra...
Article
Full-text available
Research shows that various contextual factors can have an impact on learning. Some of these factors can originate from the physical learning environment (PLE) in this regard. When learning from home, learners have to organize their PLE by themselves. This paper is concerned with identifying, measuring, and collecting factors from the PLE that may...
Article
Full-text available
Social presence is a central concept relating to interpersonal aspects in online distance learning. However, the conditions and determinants of its emergence are not yet fully understood. As a construct rooted in social psychology, the potential of individual differences predicting perceptions of social presence has been largely neglected, thus, co...
Conference Paper
Full-text available
Currently, there is much interest of higher education institutions including distance education institutions, to integrate group learning in their online courses. However, online group learning faces a number of challenges. Group members experience that it is much more difficult to become a performing group and to maintain this critical status. The...
Conference Paper
Full-text available
Gamification is a popular instructional approach to foster students’ motivation in distance education. However, there are still open questions regarding the effectiveness of different gamification designs. The aim of this study (N=145) was to compare three gamified designs with different levels of competition in relation to intrinsic motivation. We...
Article
Full-text available
Chatbots are a promising technology with the potential to enhance workplaces and everyday life. In terms of scalability and accessibility, they also offer unique possibilities as communication and information tools for digital learning. In this paper, we present a systematic literature review investigating the areas of education where chatbots have...
Thesis
Full-text available
In a technology-rich world, human relations are increasingly mediated through the interfaces of our digital devices. This is also true for certain arenas of the educational sector, like online/distance education, where students may traverse a full learning trajectory without ever physically meeting their instructors or fellow students, as is the ca...
Article
Full-text available
Background Communication is a core competence in medical care. Failure of physicians to properly communicate inherent risks of medical interventions has been linked with inadequate training at school. This study analyses a medical curriculum for assessing the content and quality of teaching risk communication to students. Methods A checklist based...
Chapter
Full-text available
Social presence theory was developed by Short et al. (The social psychology of telecommunications. Wiley, London, 1976) to explain the impact of different media such as text, audio, or video on interpersonal communication. They defined social presence as “the salience of the other person in the interaction,” which was interpreted as the degree to w...
Conference Paper
Full-text available
The following study compared the influence of two different gamified learning environments on intrinsic motivation, relatedness, effort, and perceived value of a bachelor's degree program in educational science in distance online learning. In the individualist gamified learning environment, students were awarded with badges as individual acknowledg...
Article
Full-text available
Medical schools are often blamed for inadequately training doctors on delirium. This study assesses the knowledge of medical students about delirium and evaluates different teaching methods for comparing learning outcomes. A video, a handout, and video+handout were used as three different teaching methods. Students were assigned randomly to three...
Article
Objective: Skilful communication by doctors is necessary for healthcare delivery during emotionally challenging situations. This study analyses a medical curriculum for the frequency and intensity of teaching content on communication in emotionally challenging situations. Methods: A questionnaire with 31 questions ("EmotCog31") was used to evalu...
Presentation
Full-text available
Students in distance education often study under conditions of relative social isolation. This is also reflected in online learning environments that are not sociable but aloof. This session will first introduce the SIPS model and then report on a field-setting quasi-experiment conducted at FernUniversität in Hagen, Germany. It will describe an "ec...
Article
Full-text available
Gamification has gained a lot of attention in recent years as a possible way to foster students’ motivation and learning behavior. As a high drop-out rate is associated with distance learning, in particular with students often struggling to engage with the material, the implementation of gamification may support and enhance more successful online l...
Article
Full-text available
Transactional distance (TD), the perception of psychological distance between the student and his peers, his instructor/teacher, and the learning content, has long been a prominent construct in research on distance education. Today, distance education primarily takes place over the internet, with technology mediating engagement and communication. B...
Conference Paper
Full-text available
In educational settings that rely in large part on computer-mediated communication, like online learning and computer-supported collaborative learning, social presence is considered an important aspect of the learning experience. However, because there are many definitions and operationalizations in the literature, there is confusion as to what soc...
Conference Paper
This study explores the effect of integrating a Questioning Advance Organizer (QAO) into a web-based learning object on the basics of research and academic skills on perceived learning success, student attitudes and learning outcomes. Traditional Descriptive Advance Organizers (DAO), as originally developed by Ausubel (1960) present expository info...
Presentation
Full-text available
In educational settings that rely in large part on computer-mediated communication, like online learning and computer-supported collaborative learning, social presence is considered an important aspect of the learning experience. However, because there are many definitions and operationalizations in the literature, there is confusion as to what soc...
Conference Paper
Full-text available
The Flipped Classroom approach to teaching has become popular in recent years, with applications in K-12 and Higher Education. However, the approach may also be extended to more niche educational settings, like private tutoring. This case study reports on the development, implementation and evaluation of a Flipped Classroom approach to private tuto...
Preprint
Full-text available
Transactional distance (TD), the perception of psychological distance between the student and his peers, his instructor/teacher, and the learning content, has long been a prominent construct in research on distance education. Today, distance education primarily takes place over the internet, with technology mediating engagement and communication. B...
Article
Full-text available
This quasi-experimental study compares preferences for the amount of instructional guidance between creative and non-creative learners. Instructional guidance is implemented as a two-level factor represented as two variants of a visual design task, only differing in the amount of verbal guidance they gave. Dependent preference outcomes were measure...
Article
Full-text available
The concept of Social Presence is often cited by researchers trying to understand the mechanisms governing beneficial learning climates and interpersonal connections among online learners. However, convoluted definitions and problematic measurements of social presence have made it difficult to understand how exactly social presence and related soci...
Conference Paper
Full-text available
Im Flipped Classroom oder Inverted Classroom bereiten sich Studierende in der Regel mit Hilfe von Vorlesungsvideos auf die Präsenzveranstaltungen vor. Problematisch daran ist, dass Videos oft nur beiläufig geschaut und oberflächlich verarbeitet werden. In der aufgabenbasierten Vorbereitungsphase befassen sich die Studierenden mit geeigneten Aufgabe...

Questions

Questions (6)
Question
Survey is now closed. Thank you for your participation!
If you are teaching in Higher Education, please consider participating in our study on Instructional Resilience during Emergency Remote Teaching. We want to learn about which factors have contributed to HE teachers maintaining teaching quality during challenging times. Data collection has been pretty slow and we desperately need some more voices. So if you have 10-15 minutes, please consider participating. Any help is greatly appreciated!
Thank you,
Josh
Question
Survey is now closed. Thank you for your participation!!
If you are teaching in Higher Education, please consider participating in our study on Instructional Resilience during Emergency Remote Teaching. Data collection has been pretty slow and we desperately need some more voices. So if you have approx. 15 minutes, please consider participating. Any help is greatly appreciated!
Thank you,
Josh
Question
Dear colleagues,
my name is Joshua Weidlich and I work at Heidelberg University of Education.
The sudden switch to emergency remote teaching has been challenging for many HE teachers. Others, however, have adapted quite well and were able to mostly maintain their usual teaching quality. We would really like to better understand which individual (e.g. personality, experience) or institutional (e.g. technical support) factors account for these differences. For this reason, my colleagues and me have taken up investigating the notion of "Instructional Resilience" in HE.
In a first step, we are conducting this investigation via online questionnaire. We are specifically looking for lecturers in Higher Education, i.e. anybody who has conducted any type of HE teaching in the last few months. Please consider participating, the survey takes about 10-15 minutes:
With this data we hope that we can better understand how HE teachers around the world have fared in this crisis and which factors are most important for instructional resilience. We therefore aim to reach as many people as possible and would be extremely grateful for your participation.
If any questions remain, please contact me via ResearchGate or weidlich@ph-heidelberg.de
Thank you,
Joshua Weidlich
Question
Emergency remote teaching in spring/summer 2020 has been a challenging time for teaching in higher education. At the same, we know that many were ably to adapt quickly, maintaining their usual teaching quality, others had a more difficult time. We want to learn more about these differences.
Please share your experiences and insights in our survey (max. 15 mins)
If you want to know more about the research, don't hesitate to contact me via my ResearchGate profile. Also, please feel free to share this survey!
Thank you so much!
Best,
Josh

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Projects

Projects (3)
Project
Identify relevant individual differences and investigate implications for learning and teaching with technology
Project
Further developing and extending ideas from my PhD.
Project
This PhD project will explore the emergence of social presence in online learning environments and aims to find empirically sound design recommendations in this regard. To achieve this, psychological processes governing social presence as well as learning environments design features that are conducive to these processes will be explored.