Filiz Keser Aschenberger | Danube University Krems (original) (raw)

Papers by Filiz Keser Aschenberger

Gesundheitswesen, Sep 30, 2023

Magazin erwachsenenbildung.at, 2019

mit Masterabschluss nicht auf Personen mit akademischem Erstabschluss beschränkt. Wie aber können... more mit Masterabschluss nicht auf Personen mit akademischem Erstabschluss beschränkt. Wie aber können non-formal und im Arbeitskontext erworbene Kompetenzen der StudienwerberInnen auf eine transpa rente Art und Weise validiert und anerkannt werden? Und vor allem: Wie gestaltet sich der Studienverlauf dieser Studierendengruppe und erweist sich der erworbene Masterabschluss letztlich auch als karriereförderlich? Der vorliegende Beitrag gibt detaillierte Einblicke in die Zulassungsprozesse der Donau-Universität Krems, in die Zusammensetzung der Studierendengruppe und diskutiert die Ergebnisse einer Befragung von AbsolventInnen. Auch wird ein Blick auf den Masterlehrgang Bildungsmanagement und dessen Studierende geworfen. Hier zeigt sich, dass überproportional viele Studierenden ohne Erstabschluss den Lehrgang in Mindeststudien dauer abschließen konnten, ganz besonders jene ohne Matura. Auch profitieren AbsolventInnen ohne akademischen Erstabschluss in ihrer Berufslaufbahn stärker von einem Studium. (Red.

Learning Environments Research, Feb 24, 2022

Since the outbreak of the COVID-19 pandemic in 2020, digital technologies for distance learning h... more Since the outbreak of the COVID-19 pandemic in 2020, digital technologies for distance learning have been used in educational institutions worldwide, raising issues about social implications, technological development, and teaching and learning strategies. While disparities regarding access to technical equipment and the internet ('the digital divide') have been the subject of previous research, the physical learning environment of learners participating in online learning activities has hardly been investigated. In this study, the physical-spatial conditions of learning environments, including technical equipment for distance learning activities and their influence on adult learners in academic continuing education during initial COVID-19 restrictions, were examined. Data were collected with an online survey sent to all students enrolled in an Austrian continuing education university, together with a small number of semi-structured interviews. A total of 257 students participated in the survey during the 2020 summer semester. Our findings provide insights in two infrequently-studied areas in learning environment research: the physical learning environment for online learning and the learning environment in academic continuing education. The study illustrates that students in academic continuing education have spacious living conditions and almost all the equipment necessary for digitally-supported learning. According to gender and household structure, significant differences were found regarding technical equipment, ergonomic furniture and availability of a dedicated learning place. In their learning sessions during the restrictions, students reported low stress levels and positive well-being. The more that they perceived that their physical learning environment was meeting their needs, the higher were their motivation and well-being and the lower was their stress. Their learning experience was further improved by the extent to which they had a separate and fixed learning place that did not need to be coordinated or shared with others. The study contributes to the literature on creating conducive learning environments for digitally-supported online learning for adult learners.

Systematic Reviews, Aug 8, 2017

Background: Because of the enormous social and economic burden of disease, the prevention of mild... more Background: Because of the enormous social and economic burden of disease, the prevention of mild cognitive impairment and Alzheimer's-type dementia has become a major global public health priority. Studies show that cognitively stimulating activities during middle adulthood might have a protective effect on the brain by boosting the cognitive reserve. The aim of this review is to identify evidence investigating the effects of continuing education for the prevention of mild cognitive impairment and Alzheimer's-type dementia in late life. Methods: Our approach employs a two-stage design: First, we will conduct a systematic review to assess the preventive effects of continuing education on mild cognitive impairment and Alzheimer's-type dementia. Second, because we expect to find few studies, we will perform a review of systematic reviews on leisure activities that mimic formal continuing education to determine their effects on the prevention of mild cognitive impairment and Alzheimer's-type dementia. We will search electronic databases (e.g., MEDLINE, PsycINFO, EMBASE, CENTRAL, CINAHL, and Scopus) for published studies and gray literature databases (e.g., trial registries) for unpublished studies. Two authors will independently screen abstracts and full-texts using pre-defined eligibility criteria, select studies, extract data, and assess the quality of included studies or reviews. Outcomes of interest include the incidence of mild cognitive impairment or Alzheimer's-type dementia, quality of life, functional capacity, and psychological wellbeing. Intermediate outcomes are cognitive (test) performance, cognitive functioning, and social inclusion. The review team is a multidisciplinary group consisting of methodological experts and dementia, geriatrics, and continuing education researchers. Discussion: We anticipate that our review will highlight serious gaps in the current evidence. Results will build the basis for further research regarding the relation of continuing education and cognitive decline and dementia. Systematic review registration: PROSPERO CRD42017063944

Smart Learning Environments, Jan 20, 2023

When the COVID-19 pandemic forced higher education institutions to implement their programs in an... more When the COVID-19 pandemic forced higher education institutions to implement their programs in an online setting, different groups of students were influenced to different extents. In many cases, the main locus of learning moved to students' homes, and their learning experiences were suddenly contextualized in their residential situation and immediate physical learning environment. The present study consequently examines the role of physical learning environments on different factors influencing students' learning when pursuing their study from at home. It contrasts the situation of traditional students in a higher education institution and non-traditional students in an academic continuing education institution, which address target groups with different living conditions and needs in learning support. Data were collected via an online survey sent to students enrolled in these two institutions, with a total of 353 students participating during a timeframe impacted by COVID-related lockdowns. We found that stress and well-being is strongly linked to the quality of the surrounding environment of the learning place, whereas perceived motivation is more strongly related to the quality of the learning place itself. How strongly students are affected by these factors is moderated by their overall socio-spatial context. Academic continuing education students are more resilient to sub-optimal physical learning environment than traditional students. Altering the design of the immediate learning environment consequently can help to mitigate factors that negatively impact students' well-being and learning motivation, which is particularly important for traditional students, who primarily dedicate their time to pursuing their studies.

BMJ Open, Jul 1, 2019

et al. Continuing education for the prevention of mild cognitive impairment and Alzheimer'stype d... more et al. Continuing education for the prevention of mild cognitive impairment and Alzheimer'stype dementia: a systematic review and overview of systematic reviews. BMJ Open 2019;9:e027719.

Learning Environments Research, Jun 22, 2022

In the original publication of the article, some of the paragraphs under the sections "Characteri... more In the original publication of the article, some of the paragraphs under the sections "Characteristics of home learning environments'' and "Perception of home learning environment for digitally-supported learning" were unknowingly deleted by mistake. The complete sections are provided in this correction. Hence, Table 4 and 5 citations are missed in the article. Also, Tables 4 to 11 were wrongly located, and table 6 header correction also missed. The original article has been corrected.

Politika oluşturma süreci, dekor, senaryo ve aktörler gibi çeşitli ogelerin etkileşimi sonucu şek... more Politika oluşturma süreci, dekor, senaryo ve aktörler gibi çeşitli ogelerin etkileşimi sonucu şekillendirilen bir sahnede ortaya konulan bir dram olarak tanımlanabilir. Bu dramda rol alan, politika oluşturma sürecine birebir katılmış, senaryoyu birebir şekillendirmiş bu baş aktörler, süreci anlamakta kilit öneme sahiptirler. Bu nedenle bu çalışma Türkiye'deki eğitim politikası oluşturma sürecinde yer alan aktörleri ve bu aktörlerin sürece etkilerini yine politika oluşturma sürecinde etkin rol almış kişilerin bakış açısından ve deneyimlerinden faydalanarak incelemeyi amaçlamaktadır. Çalışma nitel durum analizi şeklinde yapılandırılmıştır ve Öğretmenlik Kariyer Basamaklarında Yükselme Yönetmeliği (ÖKBYY) analiz edilmiştir. Araştırmada özellikle politika basamakları modeli içerisinde, gündem belirleme ve politika oluşturma süreçleri analiz edilmiştir. Durum analizi desenine ve araştırmanın amacına uygun olarak; "veri çeşitlemesi" sağlayabilmek için iki temel veri kaynağı kullanılmıştır: derinlemesine görüşme ve doküman analizi. Araştırma bulguları ÖKBYY'ini oluşturan aktörlerin tamamının kamu kurum ve kuruluşlarından gelen politik ve bürokratik elitler olduğunu ortaya koymuştur. ÖKBYY Milli Eğitim Bakanlığı içerisinde sadece bakanlık personelinin katılımı ile oluşturulmuştur, politika oluşturma süreçlerine öğretmen yetiştiren yükseköğretim kurumlarından, sendikalardan, diğer eğitim örgütlerinden veya sivil toplum kuruluşlarından herhangi bir şekilde katılım olmamasıdır. Demokratik ve katılımcı politika oluşturma süreçleri bakımından böyle bir politikada öğretmenlerin ve diğer eğitim örgütlerinin sürece dâhil edilmemesi önemli bir eksikli olarak ortaya çıkmaktadır.

Uluslararası eğitim programları ve öğretim çalışmaları dergisi, Jun 1, 2016

The aim of this study was to provide a descriptive framework for patterns of civic knowledge; att... more The aim of this study was to provide a descriptive framework for patterns of civic knowledge; attitudes toward democracy and citizenship; and the civic school environment of lower-secondary-school students by examining the case of a private school in Ankara from an international comparative perspective. The student questionnaire utilized in the IEA 1999 Study was adapted and used to collect data from a sample of 196 adolescents attending a private school. In general, Turkish students scored higher than the international mean in terms of civic knowledge related to political rights, the function of laws, free elections and gender discrimination. In addition, when compared to their international counterparts, the Turkish study group appeared to have a more conventional concept of citizenship, with a particularly strong emphasis on secularity.

SAGE Publications Ltd eBooks, 2023

European journal of university lifelong learning, Sep 3, 2021

The number of students participating in academic continuing education programmes has steadily inc... more The number of students participating in academic continuing education programmes has steadily increased over recent years. However, currently, little is known about the experiences and learning conditions of adult students. This study examines students' experiences of physical learning environments on an academic continuing education university campus. To gain a comprehensive insight, an interdisciplinary approach combining the fields of architecture, education, and psychology was chosen. In a case study, we used a mix of qualitative and quantitative data-collection methods including a questionnaire, a semantic differential scale, walking interviews and facilitated focus groups, as well as technical measurements and photo protocols. Our results demonstrate that spatial characteristics such as acoustics, air quality, visual comfort, furniture and equipment, plants and greenspaces were essential factors in creating a conducive learning environment. Furthermore, students specified a strong need for appropriate spaces for collaborative work and individual and informal exchanges on campus. Noise disturbance and the lack of favourable design features were the most frequently mentioned characteristics perceived negatively. Our findings indicate that the design of informal learning spaces on campus that align with appropriate learning activities based on students' experiences and expectations is crucial for continuing education students.

Smart Learning Environments

Istanbul University - DergiPark, May 1, 2013

Uluslararası eğitim programları ve öğretim çalışmaları dergisi, 2016

Learning Environments Research

Learning Environments Research, 2022

The equal appreciation of vocational training and higher education leads to university admissions... more The equal appreciation of vocational training and higher education leads to university admissions for professionals without classical academic educational qualifications. For this purpose the applicants have to go through a process of validation and formal recognition of their prior learnings. However, the format of this approach remains largely unclear; this is not surprising, as it is up to universities how the authorization procedures for these types of admissions are carried out. In this paper, the approach for the validation of the proficiency level 6 in EQF of the Danube University Krems forms the basis for the analysis of the previously acquired qualifications. We aim at providing an example for recognition and validation process of prior learnings, formal and non-formal gained through professional life in addition to educational qualifications.

Gesundheitswesen, Sep 30, 2023

Magazin erwachsenenbildung.at, 2019

Learning Environments Research, Feb 24, 2022

Systematic Reviews, Aug 8, 2017

Smart Learning Environments, Jan 20, 2023

BMJ Open, Jul 1, 2019

Learning Environments Research, Jun 22, 2022

Uluslararası eğitim programları ve öğretim çalışmaları dergisi, Jun 1, 2016

SAGE Publications Ltd eBooks, 2023

European journal of university lifelong learning, Sep 3, 2021

Smart Learning Environments

Istanbul University - DergiPark, May 1, 2013

Uluslararası eğitim programları ve öğretim çalışmaları dergisi, 2016

Learning Environments Research

Learning Environments Research, 2022

Politika analizinde ve politika araştırmalarında son zamanlarda giderek yaygınlaşmaya başlayan ni... more Politika analizinde ve politika araştırmalarında son zamanlarda giderek yaygınlaşmaya başlayan nitel araştırma yöntemleri, karmaşık politika sorunlarına nicel analizlerden daha farklı ve daha geniş açılardan yaklaşmakta ve politika sürecini bütünsel ve kapsayıcı bir biçimde analiz etmeye çalışmaktadır. Özellikle de kaotik süreçlerde nitel politika analizi daha doğru bir yaklaşım olabilir. Sadece politika ve sonuçları ya da getirisi değil, içinde oluşturulduğu sosyal, politik, ekonomik ve siyasi bağlam ve politika aktörleri ve hedef kitleleri politika analizine dahil edilerek çok boyutlu bir analiz greçekleştirilebilir. Nitel araştırma yöntemlerinin politika analizine insan faktörünü getirdiğini söylemek yanlış olmaz. İnsanların politika metnine ve süreçlerine ilişkin duygu, düşünce ve etkinlikleri ve politikalara yüklenen anlam nitel araştırmaların temel vurgusunu oluşturmaktadır.
Bu bölümde nitel politika analizinde kullanılabilecek çerçeve analizi (frame analysis), postyapısalcılık, müzakereci politika analizi, durum analizi, tarihi analiz, yorumlayıcı analiz ve anlatı analizi, yöntemler arasından, en çok kullanılan iki yöntem, durum analizi ve yorumlayıcı politika analizi en önemli noktaları ile ele alınmış ve tartışılmıştır.

Constructing Modern Asian citizenship, Jan 1, 2015

In many non-Western contexts, modernization has tended to be equated with Westernization, and hen... more In many non-Western contexts, modernization has tended to be equated with Westernization, and hence with an abandonment of authentic indigenous identities and values. This is evident in the recent history of many Asian societies, where efforts to modernize -spurred on by the spectre of foreign domination -have often been accompanied by determined attempts to stamp national variants of modernity with the brand of local authenticity: 'Asian values', 'Chinese characteristics', a Japanese cultural 'essence' and so forth. Highlighting (or exaggerating) associations between the more unsettling consequences of modernization and alien influence has thus formed part of a strategy whereby elites in many Asian societies have sought to construct new forms of legitimacy for old patterns of dominance over the masses. The apparatus of modern systems of mass education, often inherited from colonial rulers, has been just one instrument in such campaigns of state legitimation.

This chapter aims at providing a closer look at the power structure embedded in the routines and ... more This chapter aims at providing a closer look at the power structure embedded in the routines and daily grind of the New Middle Schools (NMS Neue Mittelschule) in Lower ence of this participation through the perception of the students. Data was collected only participate in decision making within the restricted area allowed to them. Obviously, participation or having a voice, is not part of school culture as there is a lack of agreement on the level of participation and the amount of rights students have. Based tokenism, since opportunities the schools provide to their students are very limited and a far cry from genuine participation.