Tese (doutorado)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2018. / Esta pesquisa, orientada pelos estudos sobre transmidiação – na perspectiva teórica da semiótica e da ecologia das mídias –, teve por objetivo geral analisar elementos suscetíveis de explicar como os MOOCs de universidades brasileiras estariam transmidiando os sentidos de docência por meio da atualização de práticas didático-pedagógicas para o contexto da cibercultura. O estudo foi delimitado pela tese de que há um pensamento pedagógico transmídia, e que este, quando aplicado ao ensino na modalidade online, atualiza os sentidos de docência e as práticas didático-pedagógicas para o contexto da cibercultura. Com base na abordagem qualitativa, a pesquisa foi orientada pelo estudo de caso único e integrado, composto por múltiplas unidades de análise, para responder à seguinte questão problema: Como as práticas didático-pedagógicas desenvolvidas em MOOCs de universidades brasileiras estão transmidiando os sentidos de docência para o contexto da cibercultura? O motivo para a escolha dos MOOCs, como objeto de pesquisa, derivou do seu potencial disruptivo em relação às fronteiras socioculturais, institucionais e pedagógicas mediadas pelas Tecnologias Digitais de Informação, Comunicação e Expressão (TICE) derivadas da Web 2.0. Tendo por contexto de pesquisa a plataforma Miríada X, as unidades de análise que compuseram este estudo de caso foram os MOOCs: Responsabilidade social e sustentabilidade das organizações; e Introdução aos processadores Multicore, ambos da PUCRS; Língua Portuguesa, da Anhembi Morumbi; Português para estrangeiros, da FURB; Inovação orientada pelo Design, da UNISINOS; Química Geral I: Sistemas, Materiais, Estequiometria, Soluções e Gases; e Leitura, Análise e Método: Anton Tchékhov e Liev Tolstói, ambos da UFRGS. A primeira etapa do estudo de caso buscou identificar sob que aspectos as transmidiações praticadas nos MOOCs estariam atualizando os sentidos de docência para o contexto da cibercultura. Nessa lógica, foram descritos os processos de tradução intersemiótica que configuraram os conteúdos das videoaulas autorais de cada unidade de análise. A segunda etapa buscou compreender em que medida os processos de transmidiação (estratégias e conteúdos transmídias) identificados nas unidades de análise sinalizariam pressupostos para uma metodologia de ensino transmídia. Na sequência, foram esquematizadas as correlações entre os conteúdos que organizaram os processos didático-pedagógico das unidades de análise e as estratégias e conteúdos transmídias derivadas do recorte teórico conceitual. Desse processo, a primeira etapa do estudo indicou que os MOOCs analisados transpuseram os sentidos de docência na representação do sujeito docente nas videoaulas, em um conjunto de padrões compositivos, sinalizando a presença dos sentidos informativo, nômade, cotidiano, poético e colaborativo. Também, foram identificadas características que indicaram transcriações dos ambientes de ensino, sinalizando que os sentidos de docência estão sendo atualizados nesta prática. De igual maneira, a segunda etapa indicou, no conjunto das correlações com as estratégias e conteúdos transmídia, que os sentidos de docência praticados nos desenhos didático-pedagógico dos MOOCs estão transmidiando os sentidos de docência, apontando experiências concretas que podem ser compreendidas enquanto uma metodologia de ensino transmídia. O estudo foi concluído pela confirmação da tese que o delimitou e pela indicação de novas perspectivas de pesquisa a partir das conclusões apontadas. / This research, oriented by studies on transmediation – in the theoretical perspective of semiotics and media ecology –, had as a general objective to analyze elements capable of explaining how the MOOCs of Brazilian universities would be transmediating the senses of teaching through the updating of didactic-pedagogical practices for the context of cyberculture. The study was delimited by the thesis that there is pedagogical transmedia thinking, wich one, when applied to online teaching, updates the teaching meanings and didactic-pedagogical practices for the cyberculture context. Based on the qualitative approach, the research was guided by the single case study and integrated, composed of multiple units of analysis, to answer the following question: How do the didactic-pedagogical practices developed in MOOCs of Brazilian universities are transmediating the senses of teaching to the context of cyberculture? The reason for the choice of MOOCs as an object of research was derived from their disruptive potential in relation to sociocultural, institutional and pedagogical boundaries mediated by the Digital Technologies of Communication, Information and Expression derived from Web 2.0. Based on the research context of the Miríada X platform, the units of analysis that composed this case study were the MOOCs: Social responsibility and sustainability of organizations; and Introduction to Multicore processors, both from PUCRS; Portuguese Language, from Anhembi Morumbi; Portuguese for foreigners, from FURB; Innovation guided by the Design, of UNISINOS; General Chemistry I: Systems, Materials, Stoichiometry, Solutions and Gases; and Reading, Analysis and Method: Anton Tchékhov and Liev Tolstói, both from UFRGS. The first stage of the case study sought to identify in which aspects the transmissions practiced in the MOOCs would be updating the teaching senses for the context of cyberculture. In this logic, we described the intersemiotic translation processes that configured the contents of the video lesson of each author unit analysis. The second stage sought to understand the extent to which the processes of transmediation (transmedia strategies and contents) identified in the units of analysis would signal assumptions for a transmedia teaching methodology. In the sequence, the correlations between the contents that organized the didactic-pedagogical processes of the units of analysis and the transmedia strategies and contents derived from the theoretical conceptual cut. From this process, the first stage of the study indicated that the MOOCs analyzed transposed the senses of teaching into the representation of the teaching subject in video lesson, in a set of compositional patterns, signaling the presence of the senses informative, nomadic, everyday, poetic and collaborative. Also features were identified which indicated transcreations of learning environments, signaling that the senses of teaching are being updated in this practice. Similarly, the second stage indicated in the set of correlations with the transmedia strategies and content, that the senses of teaching practiced in the didactic-pedagogical designs of the MOOCs are transmediating the senses of teaching, pointing concrete experiences that can be understood while a transmedia teaching methodology. The study was concluded by confirming the thesis that delimited it and by indicating new research perspectives based on the conclusions pointed. / Esta investigación, orientada por los estudios sobre trasmediación – en la perspectiva teórica de la semiótica y de la ecología de los medios –, tuvo por objetivo general analisar elementos susceptibles de explicar cómo los MOOCs de universidades brasileñas estarían trasmitiendo los sentidos de docencia por medio de la actualización de prácticas didácticas-pedagógicas para el contexto de la cibercultura. El estudio fue delimitado por la tesis de que hay un pensamiento pedagógico transmedia, y que éste, cuando se aplica a la enseñanza en la modalidad online, actualiza los sentidos de docencia y las prácticas didáctico-pedagógicas para el contexto de la cibercultura. Con base en el abordaje cualitativo, la investigación fue orientada por el estudio de caso único e integrado, compuesto por múltiples unidades de análisis, para responder a la siguiente cuestión problema: ¿Cómo las prácticas didáctico-pedagógicas desarrolladas en MOOCs de universidades brasileñas están transmediando los sentidos de docencia hacia el contexto de la cibercultura? El motivo para la elección de los MOOC, como objeto de investigación, derivó de su potencial disruptivo en relación a las fronteras socioculturales, institucionales y pedagógicas mediadas por las Tecnologías Digitales de la Comunicación, de la Información y Expresión derivadas de la Web 2.0. Teniendo por contexto de investigación la plataforma Miriada X, las unidades de análisis que compusieron este estudio de caso fueron los MOOC: Responsabilidad social y sostenibilidad de las organizaciones; e Introducción a los procesadores Multicore, ambos de la PUCRS; Portugués, el Anhembi Morumbi; Portugués para extranjeros, la FURB; Innovación orientada por el diseño, de UNISINOS; Química General I: Sistemas, Materiales, Estequiometría, Soluciones y Gases; y Lectura, Análisis y Método: Anton Tchékhov y Liev Tolstói, ambos de la UFRGS. La primera etapa del estudio de caso buscó identificar bajo qué aspectos las transmisiones practicadas en los MOOCs estarían actualizando los sentidos de docencia hacia el contexto de la cibercultura. En esta lógica, se describieron los procesos de traducción intersemiótica que configuraron los contenidos de las videoconferencias de cada unidad de análisis. La segunda etapa buscó comprender en qué medida los procesos de transmisión (estrategias y contenidos transmiios) identificados en las unidades de análisis señalar presupuestos para una metodología de enseñanza transmedia. En la secuencia, se esquematizaron las correlaciones entre los contenidos que organizaron los procesos didáctico-pedagógico de las unidades de análisis y las estrategias y contenidos transmedias derivados del recorte teórico conceptual. De este proceso, la primera etapa del estudio indicó que los MOOCs analizados transpusieron los sentidos de docencia en la representación del sujeto docente en las video clases, en un conjunto de patrones compositivos, señalando la presencia de los sentidos informativo, nómada, cotidiano, poético y colaborativo. También se identificaron características que indicaba transcreaciones de entornos de aprendizaje, lo que indica que los sentidos de enseñanza están siendo actualizadas en esta práctica. De igual manera, la segunda etapa indicó, en el conjunto de las correlaciones con las estrategias y contenidos transmedia, que los sentidos de docencia practicados en los dibujos didáctico-pedagógico de los MOOCs están transmediando los sentidos de docencia, apuntando experiencias concretas que pueden ser comprendidas como una metodología de enseñanza transmedia. El estudio fue concluido por la confirmación de la tesis que lo delimitó y por la indicación de nuevas perspectivas de investigación a partir de las conclusiones apuntadas.

Digital technology has vastly increased the ability of individuals to copy, produce and distribute information, making the behavior of individuals a far more significant factor in the enforcement of copyright and fair use laws than in the past. This research investigates the resources used by university faculty and their knowledge of fair use regarding web-based course materials. Specifically, the research A) identifies prevailing trends in faculty use of resource materials in the development of web-based courses including digital images, text, video and sound; B) determines how faculty members have gained and applied their fair use knowledge; and C) interprets any differences based on demographic data. To obtain data for this study, the researcher designed, developed and posted online an IRB-approved survey instrument. In addition, the researcher used an online focus group within Blackboard to obtain qualitative data to assist in guiding interpretation of the quantitative results from the survey. Quantitative findings indicated that aside from the small percentage of faculty members who have had web design training or copyright training, very few are aware of this institution's specific copyright and fair use policies. Qualitatively, this study pointed to the themes of lack of training, a desire to comply, and urgency in designing online course materials in time for the start of a new semester as a major decision-making factor in whether to include/exclude copyrighted content. Despite these difficulties, most focus group participants reported they knew the appropriate person or department to ask for guidance, pointing to the role of deterrence theory in their decision-making.

With the advances in technology, there has been a steady and unstoppable expansion in online education, and as technology has kept changing, so has online education. These changes have impacted the experiences of the faculty members, which has led to a growing interest in examining what online faculty members’ lived experiences are. To have a better understanding of the prior status of the research conducted on online education, this dissertation included a systematic literature review between the years 2000-2018. The systematic review of the literature demonstrated that the major issues examined in prior studies included online faculty motivation, inhibitors, online faculty course design, implementation practices and roles, and online faculty satisfaction. Researchers have attempted to explain online faculty motivation, satisfaction, workload and role changes mostly through quantitative studies. Some researchers also implemented mixed methods and qualitative research to examine online faculty members’ perceptions of online education, best practices in designing and implementing online courses. These studies were limited in terms of their data relying mostly on context bounded self-reports. Moreover, as technology evolves swiftly, so does the online education due to the changing affordances of available technology. Therefore, this study aims to describe the lived experiences of the online faculty members through a qualitative research design, namely multiple descriptive case study, collecting data from two rounds of interviews and an online course observation. In addition, a review of the literature demonstrated that only one study attempted to examine online faculty experiences through the lens of a distance learning theory (Bair & Bair, 2011). Therefore, there was also a need to analyze and explain the experiences of the online faculty members through a distance learning theory. While depicting the lived experiences of the online faculty members, the current study aims to portray a detailed picture of the online faculty members’ course design and implementation strategies in relation to Michael Moore’s (1989) Three Types of Interaction Framework. The findings of the study demonstrate that online faculty motivation and satisfaction are dynamic. As the initial experiences of the faculty members wear out, the factors impacting their motivation and satisfaction change. The factors impacting faculty members’ motivation and satisfaction also vary from one faculty member to another faculty member. In addition, the experiences of the faculty members in designing and implementing online courses change as they become more experienced. The faculty members implement several strategies to facilitate student interaction with other students, the course content and the course instructor while they design and teach online courses. They also improve their strategies as they face challenges while they teach online. The findings of the study in relation to Michael Moore’s (1989) Three Types of Interaction Framework demonstrate that while the faculty members design their online courses, they pay utmost attention to having a consistent structure of their online courses in order to avoid student disorientation. They use a variety of content materials to cater for the needs of their online students, and design several activities to enhance student interaction with the content. They prefer to chunk the content into modules, in which they design a consistent pattern of course activities. The faculty members while designing the course activities also pay attention to creating opportunities for learner-learner interaction such as discussion boards and group projects. The study also show that faculty design their online courses in ways help them communicate with the students, for instance, they design home pages, orientation modules, or provide several alternative ways of contact. The study also indicates that while the faculty teach online courses, they use different strategies to facilitate student interaction with their classmates, the course content and the instructor. The strategies implemented to enhance learner-learner interaction include mostly discussion forums. The faculty members paid attention to provide variety of assignments for discussions such as reflecting on peer’s work, discussing case studies as well as checking if the students read the assigned materials. Due to student complaints about the challenges faced while completing group projects, they were rarely used. Some faculty chose to drop the group projects completely whereas some faculty used them sparingly. As for the student interaction with the content, most faculty members prefer to roll out the whole course upfront and allow students to see the whole course, be able to make connections and see the expected outcomes. Some faculty, however, also prefer releasing the course content module by module and using pre-requisites to control student interaction with the content as well as their peers. As for student interaction with the course instructor, the faculty members implement various strategies such as on-campus course orientations, announcements, e-mails, discussion boards, one-on-one synchronous sessions and phone calls to communicate with their students. Finally, the study presents a more detailed picture of the lived experiences of the online faculty through the lens of distance learning theoretical framework. It helps to better understand how the online faculty design and facilitate student interaction with their classmates, course content as well as the course instructor. It provides several pedagogical and empirical implications in line with and addition to prior research.

This study examined the electronic discourse in an online course to investigate if culture exhibited itself in the communication of students. The researcher also sought to find out if a third culture was built in this course and if so, what design features facilitated the emergence of this third culture. A graduate-level online course at a Southwestern university was examined in a case study. Computer-mediated discourse analysis was used as the method. The students were administered an online demographic survey to collect information about their background. The online communication of the students, the instructor, and the assistants were analyzed. A semantic analysis matrix was developed based on the pilot study that was used to investigate the content of the messages posted in the discussion conferences. The results showed that culture did not exhibit itself in the discourse. A third culture, however, was formed by the students. The discourse characteristics of this third culture are producing timely and intelligent comments and equal levels of participation; use of materials from both cultures; constant interaction among participants; creating a side conversation between two different cultures; a common discourse accent; words, expressions, acronyms created in the course; curiosity, sensitivity, openness towards otherness, critical engagement with others; and ability to understand and tolerate different perspectives and cultural phenomena. The design features of the particular online course were discussed. The design features that may have helped create a third culture among students are face-to-face meetings and introductions conference in the course; instructor’s teaching strategies such as creating expectations for participation and her scaffolding and mentoring throughout the course; and features of the course communication platform such as the ability to embellish the thoughts through the use of fonts, colors, and quoting.

The purpose of this study is to investigate the effect of gender, CGPA and amount of weekly Internet use on the acceptance of CMS (Course Management System). Specifically, the purpose is to investigate METU-ONLINE in a course given in PSPA (Political Science and Public Administration) department at METU. One questionnaire has been used in the study. The questionnaires have been distributed to 63 PSPA students who were enrolled to POLITICAL HISTORY (ADM3106) course during spring semester of 2007-2008 year. The data gathered from the students with questionnaires has been analyzed in SPSS 16.0 program with ANOVA method using descriptive and inferential statistics. The results showed that students&rsquo / Cumulative GPA and amount of weekly Internet use have an effect on the perceived usefulness of METU-ONLINE.

Physical Geology is a popular general education course at Hillsborough Community College (HCC) as at many other colleges and universities. Unlike many science courses, most students taking Physical Geology are not majoring in a STEM (Science, Technology, Engineering, and Mathematics) discipline. Typically most students enrolled in Physical Geology are majoring in business, education, or pursuing a general A.A degree for transfer to a four-year university. The class is likely to be one of the few, if not the only, physical science classes that many of these students will take in their academic career. Therefore, this class takes on increased importance, as it will provide students with the foundation for scientific knowledge to be applied throughout their working careers. Student performance in an online general education physical geology course was examined and compared in this three and a half-year study involving over 700 students. Student performance was compared on the basis of term length (sixteen week semester versus nine week summer term) and delivery method (online versus face-to-face). Four identical tests were given each term; the average score of four tests was used to evaluate overall student performance. Neither term length or delivery method has a significant influence on student test scores as demonstrated by similar average score per term, similar standard deviation, and similar distribution pattern. Student score distribution follows a normal distribution reasonably well. The commonly used ANOVA tests were conducted to confirm that there is no statistically significant difference in student performance. A concept inventory of the geosciences can be valuable in providing a means to test if students are indeed learning geological concepts and to identify which misconceptions students are likely to enter class with so they can be addressed. Based on a set of 16 Geoscience Concept Inventory questions selected by the instructor, no difference in student performance was found between pre-test and post-test in terms of average score and score distribution. Some misconceptions were identified by the GCI, however little to no improvement was noted in the post-test. In contrast to the GCI, remarkable improvement in student learning is illustrated by the instructor-specific test. Possible reasons for this result are as follows, students may have adapted more to the individual instructor's test writing style and teaching style throughout the semester. The pre-test and post-test for the instructor given tests were assigned as a grade, perhaps prompting the student to take the test more seriously and consider the answers more carefully. The questions written are instructor-specific and course-specific, meaning that the students likely were introduced to the concept more thoroughly and multiple times.

This dissertation reports on the key findings of an exploratory study of online education in anthropology. The study was designed to collect information on the extent and types of online offerings at four-year and above degree-granting public institutions in the US. It was also designed to report on the teaching strategies and methods that anthropologists employ online, and to inquire into the conditions and institutional structures that encourage or discourage the development of online education in anthropology. Recent growth in online education has been explosive in many disciplines, but little is known about anthropology's participation in the trend, or lack thereof. An exploratory research design was used to examine this little-understood topic. Because participation in online education relies upon collaboration within departments, the perspectives of both department chairs and online instructors were collected. Both qualitative and quantitative research methods were used to gather these perspectives. In particular, an online survey of department chairs and semi-structured e-mail interviews with online instructors were conducted. The research findings indicate that the participation of anthropology departments in online education is fairly low, and plans for future growth are limited. The findings also show that the primary barrier to online education is a lack of faculty interest or technical expertise, although concerns surrounding the efficacy of online pedagogy and increased workloads appear to limit its growth as well. Significant differences of opinion between online instructors and department chairs regarding the efficacy of online pedagogy were revealed, but there was general agreement that online education is an important educational resource for nontraditional students.The contrasting, and sometimes conflicting, perspectives that the research revealed point to a need for a conversation about online education in anthropology departments, whether or not they have plans to participate in the larger trend. In the concluding chapter, these divergent views inform a framework for conducting such a conversation. Finally, the research findings are applied to an outline for the development of a department-specific "best practices" guide to online teaching and course design in departments that wish to initiate or increase their participation in online education.

Dissertação (mestrado)—Universidade de Brasília, Instituto de Artes, Departamento de Música, Programa de Pós-Graduação Música em Contexto, 2017. / Submitted by Raquel Almeida (raquel.df13@gmail.com) on 2018-04-13T20:05:32Z No. of bitstreams: 1 2017_TomásTeixeiradeSouza.pdf: 3828640 bytes, checksum: b0c7897c510e546308e18c7e9cc20b0b (MD5) / Approved for entry into archive by Raquel Viana (raquelviana@bce.unb.br) on 2018-05-08T20:42:10Z (GMT) No. of bitstreams: 1 2017_TomásTeixeiradeSouza.pdf: 3828640 bytes, checksum: b0c7897c510e546308e18c7e9cc20b0b (MD5) / Made available in DSpace on 2018-05-08T20:42:10Z (GMT). No. of bitstreams: 1 2017_TomásTeixeiradeSouza.pdf: 3828640 bytes, checksum: b0c7897c510e546308e18c7e9cc20b0b (MD5) Previous issue date: 2018-05-08 / Fundação de Apoio à Pesquisa do Distrito Federal (FAP-DF). / MOOCs (Massive Open Online Course) são cursos online, abertos e massivos. O objetivo da presente pesquisa é planejar e implementar o MOOC Laboratório Online de Música e Tecnologia (LOMT), um ambiente virtual de aprendizagem (AVA) criado para os alunos do curso de Licenciatura em Música da UnB, na modalidade à distância. O referencial teórico é o modelo C(L)A(S)P, uma proposta de educação musical do educador Keith Swanwick. Foram associados módulos do MOOC LOMT a cada uma das atividades do modelo C(L)A(S)P (composição, literatura, apreciação musical, desenvolvimento da técnica e performance/execução) para avaliar como essas atividades poderiam ser aplicadas online de forma integrada. O estudo foi desenvolvido através de uma pesquisa-ação que, a partir de uma abordagem qualitativa, teve como técnicas de coleta de dados a observação participante, um questionário e a extração de dados textuais do sistema de postagem do MOOC LOMT. Como resultado, com o uso de recursos como os softwares online, o Gráfico de Percepção Espacial e o MOOC LOMT, associados às atividades de composição, leitura, apreciação, técnica e performance, foi possível planejar e implementar o MOOC LOMT com base na proposta pedagógica integrada do modelo C(L)A(S)P. Com o resultado da pesquisa, espera-se, que sejam trabalhadas novas formas de aplicar o modelo C(L)A(S)P no ensino musical online; novas tecnologias musicais sejam exploradas para desenvolver as competências e habilidades musicais online, programas de capacitação de professores possam ser atualizados prevendo o uso de ferramentas online e tecnologias digitais para o ensino da música. / MOOCs (Massive open online course) are online, open and massive courses. The objective of this research is to plan and implement the MOOC Online Laboratory of Music and Technology (LOMT), a virtual learning environment (AVA) created for students of the undergraduate course in music of the University of Brasília, in the distance mode. The theoretical reference is the C(L)A(S)P model, a proposal of musical education of the educator Keith Swanwick. Modules of the MOOC LOMT were associated with each of the activities of the C(L)A(S)P model (composition, literature, musical appreciation, development of the technique and performance/execution) to evaluate how these activities could be applied online in an integrated way. The study was developed through a research-action that, from a qualitative approach, had as techniques of data collection the participant observation, a questionnaire and the extraction of textual data from the postage system of MOOC LOMT. As a result, with the use of resources such as online software, the spatial perception chart and the MOOC LOMT, associated with the activities of composition, reading, appreciation, technique and performance, it was possible to plan and implement the MOOC LOMT based on the C(L)A(S)P model integrated proposal. With the result of the research, it is hoped that new ways of applying the C(L)A(S)P in the online music education are expected to be worked, new musical technologies are explored to develop online music skills, teacher training programs can be upgraded by predicting the use of online tools and digital technologies for teaching music.

abstract: Long before “fake news” dominated the conversation within and about the media, media literacy advocates have championed the need for media literacy education that provides the tools for people to understand, analyze, and evaluate media messages. That the majority of U.S. adults now consume news on social media underscores the importance for students of all ages to be critical users of media. Furthermore, the affordances of social media to like, comment, and share news items within one’s network increases an individual’s responsibility to ascertain the veracity of news before using a social media megaphone to spread false information. Social media’s shareability can dictate how information spreads, increasing news consumers’ role as a gatekeeper of information and making media literacy education more important than ever. This research examines the media literacy practices that news consumers use to inform their gatekeeping decisions. Using a constant comparative coding method, the author conducted a qualitative analysis of hundreds of discussion board posts from adult participants in a digital media literacy Massive Open Online Course (MOOC) to identify major themes and examine growth in participants’ sense of responsibility related to sharing news information, their feeling of empowerment to make informed decisions about the media messages they receive, and how the media literacy tools and techniques garnered from the MOOC have affected their daily media interactions. Findings emphasize the personal and contextual nature of media literacy, and that those factors must be addressed to ensure the success of a media literacy education program. / Dissertation/Thesis / Doctoral Dissertation Journalism and Mass Communication 2018

In den letzten Jahren hat die Flüchtlingssituation erhebliche Beratungsbedarfe zu Studienangeboten und Bewerbungsverfahren für die Beratungsstellen und vor allem International Offices an Hochschulen generiert. Diese sprengten phasenweise die Kapazitäten der entsprechenden Beratungsstellen. Zudem stellt die Vielfalt der verschiedenen Studienangebote Hochschultypen, Bewerbungsverfahren und Zulassungsbedingungen Personen mit Fluchthintergrund, die Interesse an der Aufnahme oder Fortsetzung eines Studiums in Deutschland, vor massive Herausforderungen. Auch können bei Aufnahme oder Fortsetzung eines Studiums die stark heterogenen Vorkenntnisse, Lernvoraussetzungen und lernkulturellen Vorerfahrungen dieser Zielgruppe mit den vorhandenen Angeboten oft nicht ausreichend aufgefangen werden. Vor diesem Hintergrund hat die Bundesagentur für Arbeit (BA) 2015 die Entwicklung und Umsetzung eines online Kurses in Auftrag gegeben, der genau diesen Anforderungen begegnen soll. [... aus der Einleitung]