| Kommentar |
This seminar provides an in-depth introduction to key findings from empirical research on self-directed learning and relates them to current societal and technological transformations. It is based on the assumption that learning processes must be re-examined and redesigned in the context of a rapidly evolving, AI-driven society, particularly with regard to self-regulated and adaptive learning. The seminar focuses on the analysis and interpretation of empirical studies on individualized learning approaches. Participants are systematically introduced to the design, accompaniment, and evaluation of empirical research and acquire foundational competencies in analyzing both qualitative and quantitative data. Based on these analyses, pedagogical, didactic, and organizational implications for educational practice are derived and critically discussed.A central focus of the seminar is Inquiry-Based Learning as a key model of individualized learning. This approach integrates self-directed learning with research-oriented processes, enabling learners to formulate their own questions, pursue individualized learning pathways, and reflect on their learning outcomes in a structured manner. As part of the seminar, participants visit schools that are actively transforming their learning cultures toward individualized and inquiry-oriented learning environments. These schools serve as authentic research settings in which processes of educational change are empirically examined, reflected upon, and discussed. This close integration of theory, research, and educational practice supports a deeper understanding of learning processes under changing societal and technological conditions. Overall, the seminar contributes to the professional development of future educators by strengthening their ability to design, analyze, and reflect on individualized learning processes in contemporary educational contexts. Dates Introduction: 13.04.2026 16:00-18:00 Uhr ELP3/2.14 1. Field session: 20.04.2026 6:30-15:00 Uhr Kooperative Gesamtschule Altentreptow 2. Field session: 04.05.2026 6:30-15:00 Uhr Regionale Schule Anklam 3. Field session: 18.05. 2026 6:30-15:00 Uhr Bernsteinschule Ribnitz-Damgarten Reflexion: 08.06. 2026 16:00-18:00 Uhr ELP3/2.14 |
| Literatur |
Schweder, S., Hagenauer, G., Grahl, L., & Raufelder, D. (2025). Achievement goal profiles and profile transitions in teacher- and self-directed learning and the association with self-efficacy and interest. Motivation and Emotion. https://doi.org/10.1007/s11031-025-10142-0
Schweder, S., Hagenauer, G., Grahl, L., & Raufelder, D. (2025). Transitions in motivation across self-directed and teacher-directed learning: A self-determination theory perspective. Teaching and Teacher Education, 159, 105001. https://doi.org/10.1016/j.tate.2025.105001
Schweder, S., Grahl, L., & Raufelder, D. (2025). Examining self-directed and teacher-directed learning’s impact on achievement goals and learning strategies. The Journal of Experimental Education. https://doi.org/10.1080/00220973.2025.2459382
Schweder, S., & Raufelder, D. (2024). Why does a self-learning environment matter? Motivational support of teachers and peers, enjoyment and learning strategies. Learning and Motivation, 88, 102067. https://doi.org/10.1016/j.lmot.2024.102067
Schweder, S., & Raufelder, D. (2024). Does changing learning environments affect student motivation? Learning and Instruction, 89, 101829. https://doi.org/10.1016/j.learninstruc.2023.101829
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