Analyse der Effizienz und Effektivität von Blended-Learning-Lernverfahren in der beruflichen Weiterbildung in Deutschland aus der Sicht der Lernenden

This thesis investigates with the efficiency and effectiveness of learning procedures in blended learning courses. They should be revised due to far-reaching adaptations related to digitalization during the learning processes. The existing learning procedures are often still in analog style and are not adapted to today's conditions of digital media or are ultimately not geared to the participants.
By means of an explicit quantitative survey of more than 200 blended learning participants, the learning procedures could be structured according to the individual influencing factors such as workload, technical competencies as well as support, interest and acceptance of the participants. Also of interest is the influence of the individual learning type of the participants on the efficiency and the effectiveness, since these factors the choice of the learning procedures in a training course.
It has been shown, that the influencing factors have different strengths of influences on efficiency and effectiveness, which can be decisive for the entire learning process. Especially old-fashioned/customary and well-worn learning procedures like face-to-face teaching as well as offered learning modules should undergo a revision in the direction of new media, while the scripts should be mapped within digital media.
Online conferencing as a counterpart or supplement to face-to-face instruction is a significant aspect for participants when choosing continuing education courses, which can certainly be explained by digitalization.
Through an additional qualitative survey of the participants, it was also possible to identify many contents beyond the quantitative survey that should undergo optimization. Therefore, the work offers through the quantitative but also qualitative research is a good basis for focusing the influencing factors on the efficiency and effectiveness for learners, which is especially interesting for education providers who have already established blended learning courses. Furthermore, the research is of particular importance for training providers who are thinking about offering blended learning courses or are already in the development phase of a concept for blended learning.