Joshua Weidlich
Joshua Weidlich is as Research Assistant at the Department of Instructional Technology and Media since November 2013.
He studied Educational Science, B.A., with an emphasis on E-Learning and New Media at the Chemnitz University of Technology and E-Learning and Media Education, M.A. at Heidelberg University of Education. In his Masters thesis he developed and tested a instructional concept based on Flipped Classroom.
In his PhD project, he investigates social presence in online distance learning as well as the development of socio-emotional aspects in online learning environments in general.
Supervision & Mentoring
- Online Internship for B.A. “Educational Science”
- Mentoring of Bachelor- & Master-Theses
Research Interests
- Higher Education
- Educational Technology
- Instructional Design
- Social Presence in Online-Learning
- Student-Student (social) Interaction in Online Learning Environments
Dissertation
Topic: Enhancing Social Presence in Online Learning through the use of Social Software
mehr Infos
- Kreijns K., Weidlich J., Rajagopal K. (2018) The Psychometric Properties of a Preliminary Social Presence Measure Using Rasch Analysis. In: Pammer-Schindler V., Pérez-Sanagustín M., Drachsler H., Elferink R., Scheffel M. (eds) Lifelong Technology-Enhanced Learning. EC-TEL 2018. Lecture Notes in Computer Science, vol 11082. Springer, Cham
- Bovermann, K., Weidlich, J., & Bastiaens, T.J. (2018). Online Learning Readiness and Attitudes towards gaming in gamified online learning – a mixed methods case study. International Journal of Educational Technology in Higher Education, 15: 27
- Weidlich, J., & Bastiaens, T.J. (2018). Technology matters – The impact of transactional distance on satisfaction in online distance learning. International Review of Research on Open and Distributed Learning, 19(3)
- Weidlich, J., Kreijns, K., Rajagopal, K., & Bastiaens, T. (2018, June). What Social Presence is, what it isn’t, and how to measure it: A work in progress. In EdMedia+ Innovate Learning (pp. 2142-2150). AACE.
- Brunn, C., Weidlich, J., & Bastiaens, T. (2018, June). Effects of questioning advance organizers on learning outcomes in a web-based learning object on research and academic skills. In EdMedia+ Innovate Learning (pp. 1951-1960). AACE.
- Gunkel, P., Weidlich, J. & Bastiaens, T. (2018). A Case Study in Flipped Tutoring Development, Implementation and Evaluation of a Flipped Classroom Approach to English Language Tutoring. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 781-786). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE).
- Rosar, M., Lipka, A., Weidlich, J. & Bastiaens, T. (2018). Do Creative Learners Prefer Inquiry-based Learning Instructions in Digital Education Programs?. International Journal on E-Learning, 17(1), 5-16
- Weidlich, J., & Bastiaens, T. J. (2017). Explaining social presence and the quality of online learning with the SIPS model. Computers in Human Behavior, 72, 479–487. DOI: 10.1016/j.chb.2017.03.016
- Weidlich, J. & Spannagel, C. (2014). Die Vorbereitungsphase im Flipped Classroom. Vorlesungsvideos versus Aufgaben. In K. Rummler (Hrsg.), Lernräume gestalten – Bildungskontexte vielfältig denken. (S. 237-248). Münster: Waxmann.
11.04.2024
