Luci Gommers
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Dr.
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Gommers
First name
Luci
Email
luci.gommers@unisg.ch
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+41 71 224 2634

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Seamless Learning als Ansatz zum Umgang mit flexiblem Lehren und Lernen – Erfahrungs-bericht aus dem Seamless Learning Lab

2019 , Dilger, Bernadette , Gommers, Luci , Rapp, Christian , Trippel, Marco , Butz, Andreas , Huff, Simon , Mueller, Rainer , Schimkat, Ralf

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Seamless Learning through students' eyes. A qualitative case study on students’ perception of seams in cross-contextual learning.

, Gommers, Luci

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Two of the same kind? Summative course evaluation and formative teaching analysis poll.

2019-02 , Dilger, Bernadette , Kordts-Freudinger, Robert , Gommers, Luci , Tinsner-Fuchs, Karen

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Die Enkulturation von Studierenden an der Hochschule – Ergebnisse einer längsschnittlichen qualitativen Untersuchung

2017-03-14 , Jenert, Tobias Johannes , Brahm, Taiga , Gommers, Luci

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How do they find their place? A typology of students' enculturation during the first year at a business school

2017-03-19 , Jenert, Tobias Johannes , Brahm, Taiga , Gommers, Luci , Kühner, Patrizia

Students' experiences of their first year of studying are of prime importance for their further development in Higher Education (HE). Consequently, the first year and the related phenomena of student performance, retention, and dropout have been extensively studied. Research shows that during the first year, the individual student's ability or failure to adapt to the new socio-cultural environment influences his/her academic success. Yet, surprisingly little is known about the actual processes through which students integrate into the socio-cultural context of HE. Applying a socio-cultural approach, our qualitative interview study followed 14 university students through their first year, investigating why some students experience an easier transition into HE compared to others. Our research results in a typology of four transition types characterized by their orientation towards the socio-cultural context of studying.

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Pedagogical patterns in Seamless Learning

2021 , Dilger, Bernadette , Gommers, Luci

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Seamless learning in higher education: binding together learning experiences in different contexts

2018-07-03 , Gommers, Luci , Dilger, Bernadette , Rapp, Christian

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Mapping processing strategies in learning from expository text: an exploratory eye tracking study followed by a cued recall.

2016-01-27 , Catrysse, Leen , Gijbels, David , Donche, Vincent , de Maeyer, Sven , van den Bossche, Piet , Gommers, Luci

This study starts from the observation that current empirical research on students’ processing strategies in higher education has mainly focused on the use of self-report instruments to measure students’ general preferences towards processing strategies. In contrast, there is a rather limited use of more direct and online observation techniques to uncover differences in processing strategies at a task specific level. We based our study on one of the most influential studies in the domain of Students’ Approaches to Learning (SAL) (Marton, Dahlgren, Säljö, & Svensson, 1975). In our exploratory experiment we used eye tracking followed by a cued recall to investigate how students use processing strategies in learning from expository text. Nineteen university students participated in the experiment. Results suggested that students in the deep condition did not look longer at the essentials in the text compared with students in the surface condition, but that they processed them in a more deep way. In our sample, students in the surface condition looked longer at facts and details and also reported repeating these facts and details more often. We suggest that the combination of eye tracking followed by a cued recall is a promising tool to investigate students’ processing strategies since not all differences in processing strategies are reflected in overt eye movement behaviour. The current methodology allows researchers in the domain of SAL to complement and extend the present knowledge base that has accumulated through years of research with self-report questionnaires and interviews on students’ general preferences towards processing strategies.

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Engaging students at a distance

2021 , Dilger, Bernadette , Gommers, Luci , Zellweger, Franziska

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Development and validation of the Reflection in Business Education Questionnaire (RIBEQ)

2017-08-30 , Gommers, Luci , Jenert, Tobias Johannes , Brahm, Taiga , Wagner, Dietrich

Student reflection is considered both a crucial feature of high-quality learning as well as an important objective in Higher Education. Despite its apparent relevance for educational practice, most of the research on reflection remains at a conceptual level (Boud & Walker, 1998; Mann, Gordon & MacLeod, 2007), whilst empirical research mainly focuses on measuring students’ reflection levels. Regarding the effectiveness of specific interventions (e.g. portfolios) to develop reflective skills, there is little empirical evidence going beyond case studies and qualitative accounts. Thus, the purpose of this research was to develop and validate an instrument for measuring student reflection in Higher Education in general and business schools in particular. The questionnaire is designed to measure students’ reflection in three dimensions: students’ reflection levels, their attitudes towards reflection, and supporting and hindering factors influencing students’ reflection processes. A pre-test was conducted at two different universities in Switzerland and Germany to validate the Reflection in Business Education Questionnaire (RIBEQ). In total, 64 students filled in the survey. Exploratory factor analyses and reliability tests showed satisfactory psychometric qualities of the RIBEQ. This study can support further research on student reflection and its development. Also, the questionnaire can be used as a diagnostic instrument for business schools to trace students’ development over time. From a practical point of view, it can also be applied to identify supporting and hindering factors at a particular higher education institution in order to develop practical interventions targeting these factors.

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