Blended-Learning, Online-Didaktik und Heterogenität in der Berufsbildung: Designbasiertes Entwicklungspotenzial berufsbegleitender Masterstudien

Abstract

Blended learning formats and online teaching methods are becoming increasingly important in part-time master's programmes in light of digital transformation processes and university strategies in the context of lifelong learning. They enable flexible learning arrangements and address the complex life and work situations of adult students. This article examines how blended learning structures and online teaching can be designed in such a way that they are both pedagogically effective and do justice to the diversity of heterogeneous learning groups. The theoretical framework is a model of digitally transformative education that conceptualises digitalisation, digital education and digital transformation as intertwined dimensions. The development of the master's programme follows an iterative design research approach in which design and review phases are systematically interrelated and based on empirical data from mixed-method surveys. The synthesis of the theoretical and empirical results points to key conditions for success and leads to targeted adaptations of the blended learning structure and online didactics. These include a coherent module sequence, extended quality standards for asynchronous lectures, alternating study days and specific qualification offers for teachers. In addition, flexibility, differentiation and individualisation emerge as highly relevant in the context of diversity-sensitive digital didactics.