International Higher Education Teacher Award ^2024/25

Fostering student activation and interactivity in asynchronous online learning environments, where students never meet in person or via video, poses significant challenges. To address this, we developed a theory- and research-based activating and interactive learning environment for master students, enabling them to build a Community of Inquiry (CoI), which is essential for higher-order critical thinking, even when studying fully asynchronously. Our project contributes to SDG4. We successfully designed, piloted, and fully implemented a 100% asynchronous module on “Professional Project Management” (6 weeks, 6 ECTS) as part of the online master program “Health Information Management” (120 ECTS). Participants, all healthcare professionals (e.g., physicians, nurses, and computer scientists) from various countries (Germany, Austria, Switzerland, etc.), work collaboratively within this program while not meeting in person. The instructional design is grounded in socio-constructivism and student-centeredness, emphasizing the instructor’s role as a “learning coach” rather than an expert. Active learning and interactivity are promoted through tailored activities based on the concept of Etivities. Constructive alignment of learning objectives, learning tasks, and assessments forms the foundation of this concept. Individual learning paths are supported through a selection of optional Etivities. Etivities offer a structured framework for meaningful and interactive activities, including an activating title, spark/motivation, competence-oriented objectives, specific tasks with materials, communication expectations, additional resources, and the instructor’s guidance. Typical tasks involve getting to know each other, sharing experiences, analyzing case studies, comparing options, developing concepts, and presenting solutions. Etivities not only foster critical thinking but also require group communication and discussion. In summary, the module effectively established a Community of Inquiry among a diverse student group in a 100% asynchronous environment. Students performed well in competence-oriented assessments and evaluated the module highly. Graduates emphasized the applicability of the competencies in their professional roles.

Methodology

We created an innovative teaching and learning environment that foster activation and interactivy in 100% asynchronous online learning to build a Community of Inquiry through the following steps: Planning: The planning phase was firmly grounded in theoretical frameworks such as andragogy, self-regulation, Community of Practice, Community of Inquiry, constructive alignment, complemented by a needs analysis of the target student group. To enhance these efforts, the team attended multiple educational conferences in Austria and internationally. Additionally, Elske Ammenwerth as program director completed a Master in Educational Technology (MET) at the University of Victoria to gain insights into the latest advances in online education. Based on these activities and insights, the final instructional design was built on socio-constructivism, the Community of Inquiry framework, and the concept of Etivities. A comprehensive instructional design were developed for the overall master’s program and piloted in the first module, Professional Project Management. Piloting: A stepwise piloting process was initiated, starting with a group of around 10 students and then expanding to 15 students. Systematic evaluation methods were applied, including documentation of student workload (inside and outside Moodle), applying the Community of Inquiry (CoI) survey that we translated into German, written student evaluations, oral student feedback, teachers’ feedback, and competency level analyses. Based on these findings, the instructional design was refined. A training concept for instructors was also developed and implemented, which included in-house training, regular instructor workshops, a peer-to-peer mentoring program for new instructors, and mandatory online moderation training at another university. Implementation: Following the successful pilot and formal accreditation of the overall master’s program through an international accreditation process, the Professional Project Management module is now offered regularly as part of the online Master’s program Health Information Management. To date, approximately 120 students have completed this module. The Module’s dropout rate remains impressively low, at less than 5%. Review: The review process was an integral part of our quality management strategy, ensuring continuous improvement of the module. This included systematic evaluations such as workload tracking, student surveys (including a German-translated Community of Inquiry survey), competency assessments, and instructor feedback. These insights were used to refine instructional design, clarify task descriptions, and enhance teaching strategies, ensuring alignment with both student needs and institutional quality standards.

Tools, equipment, technology used

The following digital tools are used in our 100% asynchronous online-based Module. They support high-quality learning & teaching and also help to increase digital competencies of the students. We encourage our students throughout the module to use and share further digital tools for project management with their peers, to further support building digital competencies and knowledge sharing: • Moodle as learning management system; all information, materials, activities, discussions and examinations are provided in the structured E-tivity format via Moodle. • Zoom as videoconferencing system for the oral examination that is conducted as Zoom meeting at the end of the Module. • ScreenPal as tool for recording teacher and student videos. • MS Project and ProjectLibre for developing own project plans. • Kanban for organizing project tasks. • xMind, MindManager for developing own learning maps that can be submitted as part of the final reflection. • GoogleDocs, GoogleSheets: For joint working on some tasks, e.g. the stakeholder matrix (Etivity 4.2). • ChatGPT (for bonus tasks, see explanation below) Some Etivities included a 'bonus task' related to the use of Artificial Intelligence (AI). For example, students were invited to test how large language models (LLMs) like ChatGPT could assist in developing the project work breakdown structure. Similarly, students explored whether LLMs could be useful for risk management tasks. Discussion prompts for these tasks focused on the usefulness and limitations of LLMs for similar applications.

Outcomes and outputs, main results

Students demonstrated significant improvement across various competency areas, supported by numerous studies detailed in the electronic appendix. These outcomes align with EHEA goals, as outlined in the Paris/Rome Communiqués, highlighting innovative higher education, digital transformation, and quality assurance. Through a fully asynchronous approach fostering a Community of Inquiry, students engaged in advanced academic learning. Flexible learning paths were achieved via optional Etivities tailored to individual needs, while digital skills were enhanced through a 100% online learning model. Continuous quality management, studies, and instructor training ensured high teaching standards, demonstrating our commitment to EHEA priorities. Professional Competencies: Students gained expertise in project management, including initiating, planning, and executing projects. They developed technical skills in tools like Gantt charts, work breakdown structures, and risk management. They applied theoretical frameworks to real-world case studies and improved critical thinking by analyzing complex scenarios and evaluating solutions. The integration of transversal competencies, such as critical thinking, communication, and decision-making, further enhanced the students’ readiness for p Social Competencies: Students fostered collaboration through discussions and peer feedback, improved communication skills in asynchronous environments, built trust within the learning community, and mastered stakeholder management. Methodological Competencies: Time management and problem-solving were emphasized, alongside self-evaluation through quizzes and progress tracking. Students demonstrated flexibility in adapting methods to diverse scenarios, enhanced their ability to analyze literature, and improved presentation skills. Practical digital tool usage, such as project management software, further supported competency development. Personal Competencies: Students enhanced self-regulation by setting and reflecting on learning goals, embraced autonomy in task completion, and demonstrated creativity through unique solutions. They built resilience by overcoming project challenges and gained confidence in managing complex tasks. All these achievements reflect the program’s ability to deliver high-quality, competency-oriented learning, fully aligned with modern educational priorities.

Lessons learnt

Based on our experience, instructor discussions, and evaluations, we identified key challenges to avoid when designing 100% asynchronous online courses: Overloading Students: Too much information can overwhelm students, reducing engagement. We addressed this by setting clear goals and limiting workload to approximately 15 hours per week, using a workload plan. Unclear Instructions: Ambiguity frustrates students. We provided detailed instructions, rubrics, and examples for each task and used the Etivity framework to structure content. An additional instructor reviewed the module for clarity and rhythm. Passive Learning: Courses relying solely on lectures fail to engage students. We incorporated active learning through problem-solving, case studies, and discussions to foster participation. Neglecting Social Presence: Isolation can occur without interaction. We encouraged community building through collaborative tasks, peer feedback, and introductory activities from week 1. Discussion prompts and peer activities were graded and monitored, with agreed-upon “online netiquette” fostering a respectful, constructive environment. Lack of Instructor Presence: Inactive instructors reduce student support. We ensured high instructor visibility through active participation, timely feedback, and weekly goal summaries. Regular instructor workshops on e-moderation enhanced teaching presence. Ignoring Higher-Order Cognitive Skills: Focusing only on recall impedes critical thinking. We designed tasks aligned with Bloom’s taxonomy levels 4-6, emphasizing analysis, evaluation, and synthesis. Overemphasizing Independence Without Support: Self-regulation without guidance can disengage students. We provided tools for goal-setting, structured timelines, and progress tracking, along with ongoing teacher support and motivation. Technical Barriers: Assuming tech-savviness limits participation. We provided clear tool instructions, support, and forums for mutual assistance. Insufficient Feedback: Delayed or generic feedback reduces its impact. We gave timely, tailored feedback and facilitated peer reviews, supplemented with weekly summaries and individual input. Lack of Consistency Across Modules: Variations in structure confuse students. We standardized formats for activities, assignments, and communication, ensuring consistency across the entire program.

Adaptability and sustainability of the best practice (for other institutions)

The sustainability of our online course lies in its robust, adaptable design and its potential for replication in diverse educational contexts. Based on our fully asynchronous module on Professional Project Management, we propose several strategies for Higher Education Institutions (HEIs) to create high-quality, engaging online learning environments: Structured Frameworks: The Etivities model and Community of Inquiry framework foster cognitive, social, and teaching presence, ensuring higher-order learning activities applicable across disciplines.This approach can be adoptes by HIEs across disciplines. Quality Assurance: Using the four-eyes principle for content review ensures clarity in instructions and assessments. Peer-review mechanisms, instructor workshops, and training further enhance scalability and consistency. Scalability: Our module served as a template for standardizing the master’s program, ensuring uniformity in course structure, workload, and communication. HEIs can replicate this approach for efficient program implementation. Flexibility and Self-Regulation: Tools like goal-setting exercises and reflections empower students to take ownership of their learning, accommodating diverse preferences and schedules. They can be copied by other HIEs. Innovative Assessments: Methods like reflections, project plans, and peer evaluations assess real-world competencies and are especially effective in many professional fields. Social Learning: Collaborative tasks, peer discussions, and feedback loops foster interaction, counteracting isolation in asynchronous learning within and across disciplines. Continuous Improvement: Iterative refinements based on evaluations and feedback ensure ongoing quality. Our validated German Community of Inquiry survey measures student engagement in online settings. All these strategies are particularly suited for master’s programs focusing on higher-order thinking and constructivist designs. Piloted and disseminated at institutions like Mannheim and Heidelberg, it demonstrates broad impact and adaptability.

Promotion of best practice

We have gained national and international recognition for our innovative, student-centered, and activating 100% asynchronous instructional designs. Over the years, we have shared our expertise through publications, presentations, and consultancy, resulting in awards and invitations from institutions such as FH Vorarlberg, the Medical University Innsbruck, and the Miracum Consortium in Germany. EU/EHEA/International Level: We have published peer-reviewed articles in journals like the Ireland Journal of Teaching and Learning in Higher Education and Zeitschrift für Hochschulentwicklung (ZFHE), and presented at international conferences such as Medical Informatics Europe and dHealth. In 2018, we received the Mantas’ Prize for Best Paper on Education in Biomedical and Health Informatics and an eLearning Award for our Community of Inquiry-based course concept. National Level (Austria and Germany): Our contributions include White Papers on online learning and analytics (e.g., DVMD and FNMA) and articles in journals like Medical Tribune, Pflegewissenschaft, and Krankenhaus IT Journal. We have presented at national conferences such as GMDS, GMW, and DVMD, and shared our approach at eLearning conferences. Consultancy activities include workshops and presentations for other HIEs. Several modules of our online program are included in the Austrian Ministry of Education’s Atlas der guten Lehre database. Institutional Level: We organized workshops and presentations on online teaching for faculty at UMIT TIROL and disseminated insights via institutional research magazines. Our sustained efforts have built a strong foundation for sharing best practices and enhancing online education across academic and professional settings.

Scope and impact

• Course/department level
• Faculty level
• Institutional level
• Cross-institutional level
• National level
• EU/EHEA/International level

Course Level: This online module has strengthened the faculty’s ability to address challenges in online and blended education through workshops, training sessions, and cross-program discussions. Faculty Level: It aligns with UMIT TIROL’s mission of high-quality, student-centered learning and has inspired other programs like Public Health and Healthcare Management to adopt blended-learning strategies. Institution Level: The module serves as a model for innovative education, driving consistent and scalable online teaching strategies across the institution. Cross-Institutional Level: Our expertise, shared through publications, workshops, and consultancy, has influenced medical informatics programs in Germany, extending its reach. National Level: Contributions to FNMA White Papers and the LACOI project (FWF P32915-G) have advanced online learning design and fostered collaboration within Austria. International Level: Aligned with EHEA and EU priorities, Erasmus+ project NURIC supports blended-learning nursing informatics courses, promoting lifelong learning across institutions.

6.1 Digitalization

• Outstanding, innovative, excellent practices of online / blended / hybrid learning
• Digital skills development and assessment both general and profession-related, embedded in course design, in teaching and assessment

Reasoning: 1. Tools like xMind, MS Project, and Kanban enhanced engagement and practical application, while the mobile-friendly design ensured flexibility. Moodle ensured structured, accessible content delivery with features like screen reader compatibility and customizable text. Bonus tasks with AI tools, such as ChatGPT, fostered exploration and critical thinking. 2. Online etivities emphasized cognitive, social, and teaching presence. Asynchronous discussions, collaborative online tasks, and peer feedback fostered a strong sense of community. 3. Students gained skills with tools like MS Project and Kanban, while AI-focused tasks developed ethical use and critical digital literacy. 4. Online assessments aligned with objectives, offering immediate feedback via self-tests and reflective tasks and deeper evaluation through summative methods.

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6.2 Internationalization

• Outstanding practices of international online collaborative learning

Reasoning: Internationalization is a key feature of this module, demonstrated through outstanding practices in international online collaborative learning. German-speaking Students from diverse countries (mostly Germany, Austria, Switzerland, but also Brazil and Saudi-Arabia) collaborate asynchronously, engaging in discussions and joint projects that foster cross-cultural communication and global perspectives.

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6.3 Inclusion and diversity, universal design

• Inclusive course design, universally designed divers activities to meet special students' needs

Reasoning: Our module exemplifies inclusive course design by leveraging Moodle's accessibility features, ensuring equitable access for all online learners. Additionally, the integration of diverse digital learning tools (text, video, podcast) allows students to tailor their learning experience to individual needs, promoting engagement and comprehension. This approach aligns with Universal Design for Learning (UDL) principles, fostering an inclusive and supportive educational environment.

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6.4 Sustainability

• Teaching material contains profession related sustainability aspects
• Other:

  Our fully online module eliminates the need for travel, reducing CO₂ emissions, and minimizes paper use through digital materials, conserving resources and reducing waste.

Reasoning: In week 6, students present on sustainability in project management, fostering discussions on its relevance to their field. These practices combine quality education with a strong contribution to sustainability.

3.3 Public contact datas

Name	Email address	Website
Elske Ammenwerth	elske.ammenwerth@umit-tirol.at	http://www.umit-tirol.at/him