Last summer, the digitalisation project was launched under the leadership of Prof. Dr. Peter Scholz, Professor of Business Administration with a focus on Banking and Didactics Officer at HSBA. This project basically deals with how digital learning and teaching at HSBA can be integrated into the curricula in a meaningful way, even after the Corona pandemic. Blended learning combines traditional classroom lessons with lesssons that use computer technology and may be given over the internet.
Professor Scholz is working on developing a concept for a course with quantitative content that optimally combines self-study and attendance times as well as online formats in terms of didactics and content. The teaching should be as varied as possible in order to encourage and challenge students in the best possible way, even in virtual mode. This is because online tools such as videos or quizzes can be ideally used for the preparation of face-to-face formats: The essential part of the face-to-face sessions can then be used for the really exciting content: Impulse lectures, discussions or the analysis of current cases from practice.
Which digital formats are (not) suitable for self-study and online teaching?
For self-study, ideally recurring formats such as introductory events that convey basic knowledge can be well prepared digitally - in the form of videos for example. Basic knowledge means content that students can easily teach and memorise themselves.
Online tests and quizzes are also a good way to test and determine the students' knowledge. Teachers can thus see exactly where there is still need for explanation and decide which content needs to be dealt with in more detail in the classroom or during the live online lecture (targeted teaching). Furthermore, with the help of this format, teachers can see whether the way in which knowledge was imparted was clear and understandable or whether it needs to be readjusted. Online quizzes increase motivation and an incentive system (bonuses) can also be integrated.
When designing partial elements of a lecture that can be held online, other standards must be applied. In order to achieve lively student participation and create a motivating learning atmosphere, pull formats such as short question rounds, group tasks or, in general, formats in which the majority is involved have proven successful. Teacher-centered teaching or open questions to the entire group, on the other hand, are only suitable to a very limited extent and present both students and teachers with a particular challenge.