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Copyright of Public Health Forum is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Public Health Forum is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Public Health Forum is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Public Health Forum is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Die wahren Beschützer der Universitäten.

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Copyright of Public Health Forum is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Public Health Forum is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Swiss Journal of Educational Research / Schweizerische Zeitschrift für Bildungswissenschaften is the property of University Library of Bern and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Public Health Forum is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Public Health Forum is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Prävention und Gesundheitsförderung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract: This paper critically reflects on the current situation of students with neurocognitive deficiencies regarding their participation in the academic setting. After providing a brief summary of the relevant judicial frameworks implemented at universities in Germany, Austria, and Switzerland, we (1) present single-case histories to delineate characteristic difficulties encountered by students with attention and/or specific learning disorders; and (2) formulate a desirable target state regarding successful participation and equal opportunities for students with neurocognitive deficiencies. We suggest a tentative model targeted at fostering students' participation and discuss the necessity to provide effective basic parameters at different levels both within and outside the academic setting which go beyond the currently offered disadvantage compensation. [ABSTRACT FROM AUTHOR]

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Ende Mai 2020 wurden die Studierenden der Technischen Universität Graz im Rahmen einer studentischen Qualifizierungsarbeit zu guten Lehrerfahrungen in der der Notfall-Online-Lehre durch die CoViD-19-Pandemie im Sommersemester 2020 befragt. 137 Beispiele für gute Lehre von unterschiedlichen Teilnehmenden werden für den Beitrag ausgewertet. Die Analyse der Antworten zeigen, dass in einem Gros der Lehrveranstaltungen die als gelungen erlebt wurden, (auch) Videotechnik zum Einsatz kommt (90 %), bei mehr als der Hälfte (auch) Videos zur Verfügung gestellt werden und bei der Hälfte Live-, d. h. synchrone Veranstaltungen angeboten werden. Ein wesentliches Merkmal für gute Lehrbeispiele ist, dass Studierende etwas gelernt haben (77 % «trifft voll zu») und bei Beschreibungen der Lehrbeispiele erwähnen rund ein Drittel, dass die Umstellung der Lehrveranstaltung, die sie als gute Lehre erlebten, zügig erfolgte. Methodisch-didaktische Besonderheiten werden damit in der frühen Phase des Distance Learning eher selten (12 %) von den befragten Studierenden benannt.

Digitaler Hochschulschullehre kommt seit dem Sommersemester 2020 eine gesteigerte Bedeutung zu, auch von Seiten der Medienpädagogik. Verschiedene Akteure haben in dieser Zeit ihren Studierenden dabei ähnliche Fragen zu Lernerfahrungen gestellt, meist mit dem Ziel auf die für diese schwierige Situation hinzuweisen und politische Entscheidungsträger zum Handeln zu bewegen. Dieser Artikel soll weitergehen: Studienteilnehmende sollen mittels eines hierarchischen Clusteringverfahrens auf Grundlage einer multiplen Korrespondenzanalyse bezüglich ihrer zentralen Eigenschaften gruppiert werden, und so dazu dienen, zentrale Tendenzen gruppenspezifischer zu fassen. Zudem ist es so besser mög­lich, Personengruppen zu identifizieren, die besondere Eigenschaften und unter Umstän­den Bedarfe aufweisen. Hierfür werden die Daten einer Online-Befragung aller Studierenden der Fakultät Humanwissenschaften der Universität Bamberg aus dem Mai / Juni 2020 genutzt (N = 233). Es zeigt sich, dass die Studierenden grob in vier Cluster unterschieden werden können: «junge Belastete», «ältere Masterstudierende», «motivierte Studienanfänger» und «passive Optimisten». Die tiefergehende Betrachtung der einzelnen Cluster legt nahe, dass, obwohl einige Studierende sehr gut mit der Online-Lehre zurechtzukommen scheinen, noch grosser Nachholbedarf hinsichtlich der Ermöglichung besteht: Zentrale Entwicklungsdimensionen sind das methodische Wissen der Lehrenden sowie eine Verbesserung der individuellen Infrastruktur, um allen betrachteten Gruppen den Zugang zu digitaler Lehre zu ermöglichen.

Die wachsende gesellschaftliche Bedeutung von Digitalisierung zeigt sich in den letzten Jahren auch durch die zunehmende Etablierung digitaler Strukturen innerhalb der deutschen Hochschulen. Dieser Prozess hat nicht zuletzt bedingt durch die Corona-Pandemie eine Beschleunigung erfahren. Abgesehen von infrastrukturellen Voraussetzungen kommt in diesem Kontext neben der Hochschulleitung gerade den Dozierenden durch die Implementierung digitaler Lehr- und Lernformate innerhalb von Lehrveranstaltungen eine zentrale Funktion hinsichtlich der Umsetzung und Ausgestaltung von Digitalisierung an Hochschulen zu. An diese Prämisse anknüpfend ist es Ziel des vorliegenden Beitrags, auf Basis einer Befragung 171 Studierender deren studienbezogene Mediennutzung zum Zeitpunkt vor der Pandemie zu erfassen. Darüber hinaus soll das lehrveranstaltungsbezogene Medienhandeln von Dozierenden, erfasst durch eine Fremdeinschätzung der Studierenden, untersucht werden, um anschliessend mittels Korrelationsanalysen auf mögliche Zusammenhänge zwischen der Nutzung digitaler Anwendungen beider Akteursgruppen zu schliessen. Dazu soll insbesondere der Einbezug forschungs- und literaturbezogener Anwendungen in den Blick genommen werden. Die Ergebnisse werden abschliessend vor dem Hintergrund der veränderten Lehrsituation durch die Corona-Pandemie diskutiert.

Die pandemiebedingte, kurzfristige Umstellung der Hochschullehre auf ausschliesslich digitale Veranstaltungsangebote stellte Lehrende und Studierende im Frühjahr 2020 vor grosse Herausforderungen. Unter enormem Zeitdruck mussten bewährte Präsenzlehrformate transformiert und für Lehrende wie Studierende organisationale Unterstützungssysteme etabliert werden. Dieser forcierte Digitalisierungsprozess beinhaltet für hiesige Hochschulen die Chance, die Weiterentwicklung der Lehre agil und evidenzbasiert voranzutreiben und dabei nicht zuletzt auch die Herausforderungen und Grenzen digitalen Lernens zu identifizieren. Nachhaltige Digitalisierungsstrategien sollten ganzheitlich und mehrperspektivisch sein, hier bietet insbesondere der Einbezug der Perspektive von Studierenden wichtige Einsichten für den Digitalisierungsprozess und die Qualitätsentwicklung der Hochschullehre. Diesem Beitrag liegen die Fragen zugrunde, wie Studierende die Rahmenbedingungen, Qualität und Effekte der digitalen Hochschullehre im ersten Corona-Semester 2020 bewerten und mit welchen spezifischen Herausforderungen sie sich konfrontiert sehen. Erkenntnisse dazu wurden an der Universität Stuttgart im Rahmen einer Fragebogenerhebung in drei Wellen gewonnen. Es zeigt sich etwa, dass die Strukturierung der Arbeit zuhause vielen Studierenden schwerfällt und die gefühlte Arbeitsbelastung gestiegen ist. Besonders Bachelorstudierende wünschen sich mehr Unterstützung bei der Vorbereitung auf Prüfungen und der Koordination von Lerngruppen. Neben der Ableitung von konkreten Optimierungsempfehlungen stehen insbesondere die Konsequenzen im Fokus, die sich für die strategische Qualitätsentwicklung der Hochschullehre und den weiteren Digitalisierungsprozess ergeben.