http://dl.gi.de/handle/20.500.12116/34862 Tue, 21 Jul 2026 13:30:29 GMT 2026-07-21T13:30:29Z http://dl.gi.de/handle/20.500.12116/35003 Virtual International Learning Experience in Formal Higher Education – A Case Study from Jordan Tawileh, Wissam International experience is important to prepare university students for successful career in the globalized knowledge economy. However, learners in developing countries have limited access to international educational experiences due to travel costs and constrains, political instability that prohibit academic visits from foreign students and instructors, societal restrictions on certain groups like female students, or old educational systems that resist didactical and organizational changes. The emergence of Social Media enabled the development of interactive learnercentered virtual learning environments that enable collaborative knowledge building in online social communities.This empirical study aims to explore how to provide Jordanian university students with international academic experience during their regular study programs without travelling abroad. Virtual Collaborative Learning has been introduced and examined in this specific context due to its reported high potential for developing countries. Design/methodology/approach – Following an educational design based approach, a Virtual Collaborative Learning arrangement has been re-designed to involve Jordanian students in a formal masters’ course with German students at the Technische Universität Dresden. Factors that affect participated Jordanian students’ perception of this experience have been examined using deep interviews and qualitative content analyses methods. Originality/value – The value of this study lays in the innovative approach to provide Jordanian university students with international learning experience by integrating them in a virtual community with peers from Germany using Social Media application. Practical implications – This study delivers empirical evidence on the potential of welldesigned Virtual Collaborative Learning arrangements to provide students with enjoyable, high-impact, immersive international learning experience at their home university. This helps universities, especially in Arab and developing countries, to grant their students a new learning experience using affordable easy-to-use Social Media solutions. Fri, 01 Jan 2016 00:00:00 GMT http://dl.gi.de/handle/20.500.12116/35003 2016-01-01T00:00:00Z http://dl.gi.de/handle/20.500.12116/34999 How to treat the troll? An empirical analysis of counterproductive online behavior, personality traits and organizational behavior Grothe, Maik; Staar, Henning; Janneck, Monique Online environments, such as social networks and online forums, offer new possibilities and a wide variety of identity and social relationship management for the users. However, besides functional contributions like mutual support and easy ways of establishing contacts there are critical perspectives on computer-mediated communication (CMC) regarding detrimental behavior like provoking, overbearing, attacking and insulting other users, especially when anonymity is high. Recent research has shown that these kinds of online behavior are associated with personality traits like sadism, machiavellianism, narcissism, and psychopathy (Buckels, Trapnell & Paulhus, 2014) and can lead to severe trouble, negative affect and dysfunction in online communities (Cheng, Danescu-Niculescu-Mitzil & Leskovec, 2015). As such, in the public perception “trolls“ have become a synonym for counterproductive and dysfunctional behavior (Bishop, 2014a, 2014b). Our research aim was to shed more light on trolling and counterproductive online behavior theoretically as well as empirically. In other words: We wanted to know who is behind the troll? How can he or she be characterized in terms of personality traits and what can be expected from trolls when it comes to the organizational context and job performance? Design/methodology/approach – In a first step, we formulated a theoretical framework on counterproductive online behavior. On that ground, two online surveys (N = 122; N = 133) were conducted. The first study’s goal was to develop and validate a questionnaire on counterproductive online behavior. The second study analyzed counterproductive online behavior and tested for possible interrelations to personality traits and work-related outcomes. Originality/value – Using explanatory factor analyses we developed a 40-item questionnaire with two higher dimensions: Constructiveness and destructiveness. 15 subscales focus on different communication styles and trolling strategies. The second study tested the two dimensions of counterproductive online behavior on work-related outcomes such as work engagement, task-related performance and interpersonal facilitation. As was expected, destructiveness revealed significant negative correlations with all work-related outcomes as well as deviant work behavior. Constructiveness, in contrast, showed positive associations with interpersonal facilitation. Practical implications – So far, research on trolling and counterproductive online behavior has been limited to theoretical or anecdotal approaches in most cases (cf. Bishop, 2013a, 2013b). Our study aimed at a more systematic examination of this CMCspecific phenomenon. However, our study design, acquisition of the samples and the formulation of the questionnaire suggest that the results are valid indeed. On that note, our research is a first step for a deeper understanding on people showing counterproductive online behavior. Fri, 01 Jan 2016 00:00:00 GMT http://dl.gi.de/handle/20.500.12116/34999 2016-01-01T00:00:00Z http://dl.gi.de/handle/20.500.12116/35002 Gamifying Higher Education. Beyond Badges, Points and Leaderboards Fischer, Helge; Heinz, Matthias; Schlenker, Lars; Follert, Fabiane Gamification or related concepts such as serious games and playful design are discussed intensively in the field of academic education. Since 2011, gamification has continuously been recorded as a medium-term trend of online education in the annually published Horizon Report. In all areas in which engagement, participation, and motivation of individuals are the key success factors, strategies of gamification are considered. But, what are potentials of gamification in the field of higher education? How can educational technologies such as learning management systems be gamified? An essential part of this article is a study regarding the gamification of the learning management system OPAL. Design/methodology/approach – Based on a master thesis at the faculty of educational sciences, a study was conducted in order to investigate how the use of game elements can increase the attractiveness of OPAL for students. OPAL is the central learning management system at the Technische Universität Dresden. The study should answer the question: Which game design elements increase the attractiveness of OPAL for students? The research question was answered with a qualitative approach, while the collection of data was carried out by a focus group and expert interviews. The sample included six master’s students and one expert. The findings provide recommendations for redesigning OPAL. Originality/value – Often gamification is related to tools like points, badges, and leaderboards. But what elements exist beyond these? The contribution initially provides conceptual foundations and refers to game mechanics as the specifics of games. Based on this, the potential of gamification in higher education teaching was discussed. Practical implications – The article describes the concept of gamification and how this approach can be used in university teaching, especially for designing Learning Management Systems. Fri, 01 Jan 2016 00:00:00 GMT http://dl.gi.de/handle/20.500.12116/35002 2016-01-01T00:00:00Z http://dl.gi.de/handle/20.500.12116/34998 Consolidating eLearning in a Higher Education Institution: An Organisational Issue integrating Didactics, Technology, and People by the Means of an eLearning Strategy Schoop, Eric; Köhler, Thomas; Börner, Claudia; Schulz, Jens Back in the year 2000, the European Council (2000) declared in its Lisbon Agenda that the European Union should become “[…] the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs and greater social cohesion.” This vision encompassed far more than just societal and economic growth in a global world; it also included educational strategies and an e-learning action plan. For example, in 2011, the European Commission mentioned the following as a key policy issue (Communication 2011): to “better exploit the potential of ICTs to enable more effective and personalised learning experiences, teaching and research methods (e.g. [sic] eLearning and blended learning) and increase the use of virtual learning platforms.” In accordance with this roadmap, higher education institutions are called on to reflect and re-engineer their educational systems, adapt them to current and future technological and didactical demands and address new generations of teachers and students. New concepts like connectivism (Siemens 2004) and the recognition of non-formal and informal learning (OECD 2016) enhance traditional formal learning settings and lead far beyond the provision of mere learning content management systems. New e-learning and blended learning arrangements like MOOCs (Cormier & Siemens 2010), collaborative learning in the virtual classroom (Tawileh, Bukvova & Schoop 2013) and flipped classroom approaches (Hussey, Fleck & Richmond 2014) are evolving and must be explored, evaluated and then strategically implemented into everyday teaching and learning processes. A comprehensive e-learning strategy should therefore address four fields: didactics, technology, organisation and economy and culture (Seufert & Euler 2004). Besides orientation on the actual trends, the strategy development should also recognise and integrate practical local experiences of early adopters and actors of e-learning in the field. Therefore, a community of knowledge experts in e-learning application has been involved in the strategy development. Design/methodology/approach – Best practice report of a comprehensive quality initiative for the sustainable improvement of everyday teaching and learning processes at a large university. The challenges of current and future trends in formal and informal learning, collaboration in virtual classrooms and internationalisation of research and teaching processes are analysed and addressed by the strategy implementation plan and a regular evaluation and improvement concept is presented and discussed. Originality/value – The e-learning strategy presented was developed, discussed and adopted in 2015. Its implementation plan is currently at the final discussion stage, having been due for adoption in January 2016. Practical implications – The e-learning strategy’s implementation plan lists targets and sub-targets, underlined by concrete measures, tools and methods, responsible institutions and persons and financial sources. Regular evaluations and improvements will give elearning providers a set of proven instruments to further improve their activities and provide the broad range of students and teachers with a set of best practices to follow, enabling them to discover the benefits of e-learning for their everyday processes. Fri, 01 Jan 2016 00:00:00 GMT http://dl.gi.de/handle/20.500.12116/34998 2016-01-01T00:00:00Z