The Evaluation and Impact Research team focuses on providing academic support for research-based learning at the University of Oldenburg and examines the impact of such forms of teaching and learning.

In addition to general questions about research-based learning that form an integral part of all internal evaluation surveys, we also conduct special surveys for students and lecturers that ask specific questions about this type of teaching and learning. The results are used to further improve teaching and learning formats, for quality assurance, and to highlight research-based learning as a hallmark of teaching at the University of Oldenburg.

We also cooperate closely with the Standing Group on Research-Based Learning (AG Forschendes Lernen) within the dghd (Deutsche Gesellschaft für Hochschuldidaktik – German Association for Educational and Academic Staff Development in Higher Education).

The Evaluation and Impact Research team is also involved in editing the Working Paper series, whose editorial board is part of the Standing Group on Research-Based Learning within the dghd.

• Marín, V. I., & Schirmer, C. (2018): Design of a teacher-training workshop to support research-based learning processes with digital media. In: Nils, N., Walther, P., & Martin, S. (Ed.): Forschendes Lernen. The Wider View. Eine Tagung des Zentrums für Lehrerbildung der Westfälischen Wilhelms-Universität Münster vom 25. bis 27.09.2017. Schriften zur Allgemeinen Hochschuldidaktik. Band 3. (99-111). Münster: WTM-Verlag.
• Marín, V. I. (2018): Research-based Learning enhanced by Technology in Higher Education: a comparative analysis of tools. XXI Congreso Internacional Edutec 2018. En: Carrera, F. X., Martínez Sánchez, F., Coiduras, J. L., Brescó, E., & Vaquero, E. (Ed.): EDUcación con TECnología: un compromiso social. Aproximaciones desde la investigación y la innovación (76-80). Lleida: Edicions de la Universitat de Lleida, Palma de Mallorca: Asociación EDUTEC. (Digitale edition).
• Riewerts, K., Weiß, P., Wimmelmann, S., Saunders, C., Beyerlin, S., Gotzen, S., Linnartz, D., Thiem, J., & Gess, C. (2018): Forschendes Lernen entdecken, entwickeln, erforschen und evaluieren. die Hochschullehre 4, 389-406. (PDF)
• Marín, V. I. (2019): Research-based Learning enhanced by Technology in Higher Education: a Comparative Analysis of Tools. En: Vaquero, E., Brescó, E., Coiduras, J. L., & Carrera, F. X. (Ed.): EDUcación con TECnología: un compromiso social. Iniciativas y resultados de investigaciones y experiencias de innovación educativa (459-471). Lleida: Edicions de la Universitat de Lleida, Palma de Mallorca: Asociación EDUTEC. (Digitale edition)
• Wulf. C. (2019): “From Teaching to Learning”: Characteristics and Challenges of a Student-Centered Learning Culture. In: Mieg, H. A. (Ed.): Inquiry-based learning — undergraduate research: The German multidisciplinary experience (47-55). Cham: Springer. (Translation of Mieg & Lehmann, 2017).
• Haberstroh, S., & Petersen, M. (2020): Publikationsformate im Forschenden Lernen. In: Wulf, C., Haberstroh, S., & Petersen, M. (Ed.): Forschendes Lernen. Theorie, Empirie, Praxis (290-297). Wiesbaden: Springer VS. (Link to open access publication)
• Marín, V. I. (2020): Research-based learning in education studies: Design inquiry using group e-Portfolios based on blogs. Australasian Journal of Educational Technology, 36(1), 1-19. (Digitale edition)
   
• Marín, V. I. (2020): Technology-enhanced Learning Design of a Pre-service Teacher Training Course in a Research-based Learning context. Universitas Tarraconensis. Revista de Ciències de l’Educació, 1(3), 14-26. (Digitale edition)
• Schirmer C., & Marín V. (2020): Die Gestaltung Forschenden Lernens mit digitalen Medien. In: Wulf, C., Haberstroh, S., Petersen, M. (Ed.): Forschendes Lernen. Theorie. Emperie. Praxis. (280-288). Wiesbaden: Springer VS. (Link to open access publication)
   
• Thiem, J., & Gess, C. (2020): Wie kann Forschendes Lernen evaluiert werden? In: Wulf, C., Haberstroh, S., Petersen, M. (Ed.): Forschendes Lernen. Theorie, Empirie, Praxis (190-206). Wiesbaden: Springer VS. (Link to open access publication)
   
• Thiem, J., Preetz, R., & Haberstroh, S. (2020): Forschendes Lernen im Student Life-Cycle. Eine Panelstudie zur Weiterentwicklung des Lehrprofils der Universität Oldenburg. In Pohlenz, P., Mitterauer, L., & Harris-Huemmert, S. (Ed.): Qualitätssicherung im Student Life-Cycle (81-93). Münster: Waxman.
   
• Thiem, J., Preetz, R., & Haberstroh, S. (2020): ‘Warum soll ich forschen?’ - Wirkungen Forschenden Lernens bei Lehramtsstudierenden. Zeitschrift für Hochschulentwicklung 15 (2): 187–207. (Digitale edition)
   
• Wulf, C., Haberstroh, S., & Petersen, M. (Ed.) (2020): Forschendes Lernen. Theorie, Empirie, Praxis. Wiesbaden: Springer VS. (Link to open access publication)
   
• Wulf, C., Haberstroh, S., & Petersen, M. (Hrsg.) (2020): Überblick. In: Forschendes Lernen. Theorie, Empirie, Praxis (1-7). Wiesbaden: Springer VS. (Link to open access publication)
   
• Wulf, C., Thiem, J., & Gess, C. (2020): Motivationale Faktoren im Wirkungskontext von Forschendem Lernen. In: Wulf, C., Haberstroh, S., & Petersen, M. (Hrsg.): Forschendes Lernen. Theorie, Empirie, Praxis (132-147). Wiesbaden: Springer VS. (Link to open access publication)
• Marín, V. I. (2021): Using concept maps to structure a small-scale literature review: an approach to research-based learning in pre-service teacher education. Research in Education and Learning Innovation Archives, 27,1-18.
• Thiem, J., Preetz, R., & Haberstroh, S. (submitted): How research-based learning affect student’s research competences. Evidence from a multidisciplinary longitudinal study.