Prof. Dr. Klaus Stiller

Distance Education | Online Education

Distance/Online learning methods are well established in the areas of continuing and higher education alongside the traditional ways of learning and teaching (e.g., Allen & Seaman, 2016). Although 30 years of ample empirical studies have provided sound theoretical and practical knowledge, we still need more insights on how to deal with the persistent problem of high dropout rates (e.g., Lee & Choi, 2011) and to foster successful student learning (Jo, Park, Yoon, & Sang, 2016). One empirical approach is to explore the extent that learners’ characteristics and skills determine (1) the decision to persist or dropout from an online course and (2) the learning outcomes, and to use critical characteristics as starting points for interventions (Akçapınar et al., 2015; Yukselturk & Bulut, 2007). Although these approaches often start with diagnostics of learner characteristics before learning (e.g., Yukselturk & Bulut, 2007), diagnostic methods applied while learning have become popular (Kinnebrew et al., 2013; Lile, 2011). Modern approaches use data mining and learning analytics to identify learners that have problems. These methods attempt to benefit from objective data that are provided by various types of log systems that record online traces (Akçapınar, 2015). Data mining methods might result in better online diagnostics and intervention methods when the mechanisms that underlie usage patterns are known. Hence, relating usage patterns to student characteristics has been recommended to render them meaningful (Akçapınar, 2015).

Game-Based Learning & Educational Games

Game-based learning means using games in educational contexts to reach educational objectives (Connolly et al., 2012 (externer Link, öffnet neues Fenster)). These games could be entertaining games or educational games. While entertaining games are mainly designed for fun, entertainment, and recreation, educational games are a subgroup of games that are designed for educational purposes (Connolly et al., 2012 (externer Link, öffnet neues Fenster)). The main goal of game-based learning is learning and behavioral change (Connolly et al., 2012 (externer Link, öffnet neues Fenster)). Game-based learning is often used in the same context as serious games (Boyle et al., 2016 (externer Link, öffnet neues Fenster)), but serious games are often comprehended in a broader sense. Djaouti et al. (2011 (externer Link, öffnet neues Fenster), p. 120), for example, defined serious games as “any piece of software that merges a non-entertaining purpose (serious) with a video game structure (game).” This definition includes also purposes that have both non-entertaining and non-educational purposes. More often, the broader purposes of serious games are scratched by naming (1) markets like government and non-governmental organization, defense, healthcare, marketing and communication, corporate, industry and education, and (2) purposes like games for health, advergames, games for training, games for education, games for science and research, production, and games as work (Sawyer and Smith, 2008 (externer Link, öffnet neues Fenster)).

I am primarily interested in educational games and their motivational, affective, and cognitive outcomes when playing/learning with them, as well as learner characteristics that influence the success of gameplay and learning. 

Teaching Experience

If you want to get an overview of my whole teaching experience, please download the excerpt from my curriculum vitae via "Teaching Experience" (externer Link, öffnet neues Fenster) as a PDF file.

Regensburg University, Chair of Pedagogy I, since 2013

Since the winter semester 2013/2014, I have been teaching in the Bachelor of Arts and Master of Arts programs in Educational Science, Educational Science as a minor subject, and in teacher training. In particular, I have been involved for years in the extension course Media Education according to LPO I § 110b (old LPO) and § 114 (new LPO) as a lecturer and examiner (see also courses at the Chair of Psychology VI at the University of Regensburg). Media didactics is accordingly part of this training. In addition to the established teaching methods, more modern methods from the field of e-learning are also used.

Regensburg University, Chair of Psychology IV, 1996-2013

I can prove relevant knowledge in the training of psychology and pedagogy students (in diploma and since winter semester 2010/2011 BA programs), teacher trainees and minor students in psychology (e.g. information scientists). The chair was responsible for the teacher training as well as for the psychology training in the main studies in the diploma program as well as in the BA/MA programs. All courses mentioned were furthermore involved in other branches of education, e.g. the EDP supplementary education of the Computer Center of the University of Regensburg, the study unit "Stage, Film and Media" in the freely combinable minor of the Faculty of Philosophy IV, the study unit "Gender Studies" of the Faculty of Philosophy II or the study unit "Information Literacy" in the freely combinable minor of the Faculty of Philosophy IV and the University Library of Regensburg. In addition, I had been involved for years in the extension study course Media Education according to LPO I § 110b (old LPO) or § 114 (new LPO) as a lecturer and examiner (see also Academy for Teacher Training and Personnel Management, further education measure Media Education). Media didactics is accordingly part of this training. In addition to the established teaching methods, more modern methods from the field of e-learning were also used.

Dortmund Technical University, Chair of Educational Psychology, 2007-2010

I can prove relevant knowledge in the teacher training according to LPO 2003 in North Rhine-Westphalia, in the teacher training of Bachelor and Master students (pilot project "Gestufte Studiengänge in der Lehramtsausbildung" at the TU Dortmund University) and in the training of minor students in psychology (e.g. computer science, journalism, rehabilitation sciences, educational sciences). The chair at the Psychological Institute of the Technical University of Dortmund was responsible for teacher training as well as for the minor subject training in psychology in diploma as well as BA/MA courses. In addition to the established teaching methods, modern methods from the field of e-learning were also used.

Regensburg University, Medical Psychology Unit, 1995-1996

At the beginning of my university career, I held exercises on psychological topics (team building, client-centered interviewing, etc.) for preclinical medical students. The exercises accompanied the lectures in medical psychology.