Prof. Dr. Dirk Ifenthaler
Lehrstuhl für Wirtschaftspädagogik – Learning, Design & Technology
Bild: Anna Logue
Forschungsschwerpunkte
- Digitalisierung in Schule und Unterricht
- Learning Analytics
- Lernkultur in Organisationen und Unternehmen
- Studieneingangsphase im Hochschulkontext
- Game-based Learning
- Change Management
- Technology Integration
- Automatisierte Evaluierung und Feedback
- Adaptives und personalisiertes Lernen
- Schulentwicklung
Lebenslauf
| 2006 | Doctorate (Ph.D.) in Education Science, University of Freiburg |
| 2011 | Habilitation in Education Science, University of Freiburg |
| 2010–2011 | Interim Professor of Education Science, Universität Mannheim |
| 2012 | Fulbright Scholar-in-Residence, University of Oklahoma, USA |
| 2013 | Applied Research Manager, Open Universities Australia |
| 2013–2014 | Professor and Director of Research in Digital Learning, Deakin University |
| 2014 | Professor of Applied Teaching and Learning Research, University of Potsdam |
| Seit 2014 | Adjunct Professor, Deakin University, Australia |
| Seit 2015 | Professor of Economic and Business Education, Universität Mannheim |
| Seit 2018 | UNESCO Deputy Chair of Data Science in Higher Education Learning and Teaching, Curtin University, Australia |
Ausgewählte Mitgliedschaften
- AERA (American Educational Research Association)
- AECT (Association for Educational Communications and Technology)
- AEPF (Arbeitsgruppe für Empirisch Pädagogische Forschung)
- ASCILITE (Australasian Society for Computers in Learning in Tertiary Education)
- EARLI (European Association for Research on Learning and Instruction)
Preise, Auszeichnungen, Ehrungen
- 2016 Outstanding International Research Collaboration Award, American Educational Research Association (AERA)
- 2016 Outstanding Concurrent Session Award, Association for Educational Communications and Technology (AECT)
- 2015 Presidential Service Award, Association for Educational Communications and Technology (AECT)
- 2014 Outstanding Journal Article Award, Association for Educational Communications and Technology (AECT)
- 2012 Outstanding Journal Article Award, Association for Educational Communications and Technology (AECT)
- 2009 Outstanding Reviewer Award (Educational Technology Research and Development)
- 2009 Best Paper Award (CELDA Conference, Rome, Italy)
Ausgewählte Herausgeber-Aktivitäten
- Editor-in-Chief of Technology, Knowledge and Learning (www.springer.com/10758)
- Editor of the Book Series “Advances in Game-based Learning” and “Educational Communications and Technology: Issues and Innovations”
Ausgewählte Publikationen
- (2024). Assessment analytics in education : designs, methods and solutions. Cham, Switzerland: Springer (forthcoming).
- (2024). Smart learning environments in the post pandemic era : selected papers from the CELDA 2022 conference. Cham, Switzerland: Springer (forthcoming).
- Chen, L., Ifenthaler, D., Yau, J. Y.-K. und Sun, W. (2024). Artificial intelligence in entrepreneurship education: a scoping review. Education + Training : ET.
- Delcker, J., Heil, J., Ifenthaler, D., Seufert, S. und Spirgi, L. (2024). First-year students AI-competence as a predictor for intended and de facto use of AI-tools for supporting learning processes in higher education. International Journal of Educational Technology in Higher Education, 21, 1–13.
- Hemmler, Y. und Ifenthaler, D. (2024). Adaptive Lernumgebungen für die Weiterbildung – Möglichkeiten, Chancen und Herausforderungen. Berufsbildung in Wissenschaft und Praxis : BWP, 53, 28–29.
- Ifenthaler, D. und Heil, J. (2024). Designing online assessments. In The SAGE handbook of online higher education (S. 248–257). London: Sage Publications.
- (2023). Open and inclusive educational practice in the digital world. Cham, Switzerland: Springer.
- (2023). Unobtrusive observations of learning in digital environments : examining behavior, cognition, emotion, metacognition and social processes using learning analytics. Cham: Springer.
- Chen, L. und Ifenthaler, D. (2023). Investigating digital entrepreneurship competence in an online practical training program. The International Journal of Management Education, 21.
- Egloffstein, M., Şahin, M., Bothe, M., Schenk, N., Schwerer, F. und Ifenthaler, D. (2023). Behavioral patterns and learner interactions in enterprise MOOCs. In Open and inclusive educational practice in the digital world (S. 3–14). Cham: Springer.
- Egloffstein, M., Şahin, M. und Ifenthaler, D. (2023). Course design approaches and behavioral patterns in massive open online courses for professional learning. Online Learning : OLJ = Online Learning Journal, 27, 48–68.
- Feng, S., Qiu, S., Gibson, D. und Ifenthaler, D. (2023). The effect of social closeness on perceived satisfaction of collaborative learning. In Open and inclusive educational practice in the digital world (S. 101–113). Cham: Springer.
- Gibson, D., Kovanovic, V., Ifenthaler, D., Dexter, S. und Feng, S. (2023). Learning theories for artificial intelligence promoting learning processes. British Journal of Educational Technology, 54, 1125-1146.
- Heil, J. und Ifenthaler, D. (2023). Online assessment in higher education: a systematic review. Online Learning : OLJ = Online Learning Journal, 27, 187–218.
- Hemmler, Y., Rasch, J. und Ifenthaler, D. (2023). A categorization of workplace learning goals for multi-stakeholder recommender systems: A systematic review. TechTrends, 67, 98–111.
- Ifenthaler, D. (2023). Ethische Perspektiven auf künstliche Intelligenz im Kontext der Hochschule. In Künstliche Intelligenz in der Hochschulbildung : Chancen und Grenzen des KI-gestützten Lernens und Lehrens (S. 71–86). Bielefeld: transcript.
- Ifenthaler, D. (2023). Gelingensbedingungen für produktive Learning-Analytics-Systeme. In Bildung und Medien : Theorien, Konzepte und Innovationen (S. 205–221). Wiesbaden: Springer VS.
- Ifenthaler, D., Cooper, M., Daniela, L. und Şahin, M. (2023). Social anxiety in digital learning environments: an international perspective and call to action. International Journal of Educational Technology in Higher Education, 20, 1–18.
- Ifenthaler, D., Heil, J. und Greiff, S. (2023). Toward a categorisation of indicators for assessment analytics. Learning Letters, 1, 1–8.
- Ifenthaler, D. und Schumacher, C. (2023). Reciprocal issues of artificial and human intelligence in education. Journal of Research on Technology in Education : JRTE, 55, 1–6.
- Ifenthaler, D., Schumacher, C. und Kuzilek, J. (2023). Investigating students' use of self-assessments in higher education using learning analytics. Journal of Computer Assisted Learning, 39, 255–268.
- Ifenthaler, D. und Şahin, M. (2023). Empowering higher education students to monitor their learning progress: opportunities of computerised classification testing. Interactive Technology and Smart Education : ITSE, 20, 350–366.
- Joksimovic, S., Ifenthaler, D., Marrone, R., de Laat, M. und Siemens, G. (2023). Opportunities of artificial intelligence for supporting complex problem-solving: findings from a scoping review. Computers and Education: Artificial Intelligence, 4, 1–12.
- Juhaňák, L., Joksimovic, S. und Ifenthaler, D. (2023). Learning analytics to study and support self-regulated learning. Studia paedagogica, 28, 5–8.
- Kovanovic, V., Azevedo, R., Gibson, D. und Ifenthaler, D. (2023). Data for unobtrusive observations of learning: from trace data to multimodal data. In Unobtrusive observations of learning in digital environments : examining behavior, cognition, emotion, metacognition and social processes using learning analytics (S. 119–121). Cham: Springer.
- Kovanovic, V., Azevedo, R., Gibson, D. und Ifenthaler, D. (2023). Unobtrusive observations of learning processes. In Unobtrusive observations of learning in digital environments : examining behavior, cognition, emotion, metacognition and social processes using learning analytics (S. 3–6). Cham: Springer.
- Mougiakou, S., Vinatsella, D., Sampson, D. G., Papamitsiou, Z., Giannakos, M. und Ifenthaler, D. (2023). Educational data analytics for teachers and school leaders. Cham: Springer.
- Nicolay, B., Krieger, F., Kuhn, J.-T., Graesser, A. C., Ifenthaler, D., Baker, R. und Greiff, S. (2023). Unsuccessful and successful complex problem solvers – a log file analysis of complex problem solving strategies across multiple tasks. Intelligence, 101, 1–14.
- Park, E., Ifenthaler, D. und Clariana, R. B. (2023). Adaptive or adapted to: Sequence and reflexive thematic analysis to understand learners' self-regulated learning in an adaptive learning analytics dashboard. British Journal of Educational Technology, 54, 98–125.
- (2022). Artificial intelligence education in the context of work. Cham, Switzerland: Springer.
- (2022). Global perspectives on educational innovations for emergency situations. Cham: Springer International Publishing.
- (2022). Orchestration of learning environments in the digital world. Cham: Springer.
- (2022). Proceedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022) : Lisbon, Portugal, 8–9 [8–10] November, 2022. Lisbon: IADIS Press.
- Chen, L., Ifenthaler, D., Sun, W., Xu, T. und Yan, G. (2022). Effectiveness of virtual team learning in entrepreneurship education: a survey study. Entrepreneurship education, 5, 69–95.
- Delcker, J. und Ifenthaler, D. (2022). Digital distance learning and the transformation of vocational schools from a qualitative perspective. Frontiers in Education, 1–15.
- Delcker, J. und Ifenthaler, D. (2022). Distance learning and the influence of schools' organizational characteristics on the students perceived learning success. In Global perspectives on educational innovations for emergency situations (S. 241–250). Cham: Springer International Publishing.
- Gibson, D., Ifenthaler, D. und Greiff, S. (2022). Teaching of general psychology: problem solving. In International handbook of psychology learning and teaching (S. 1–19). Cham: Springer International Publishing.
- Hemmler, Y. und Ifenthaler, D. (2022). Four perspectives on personalized and adaptive learning environments for workplace learning. In Artificial intelligence education in the context of work (S. 27–39). Cham: Springer.
- Hemmler, Y. und Ifenthaler, D. (2022). Personalisierte und adaptive Lernumgebungen für Onlineweiterbildungen. In Digitale Transformation in der Berufsbildung : Konzepte, Befunde und Herausforderungen (S. 145–164). Bielefeld: wbv.
- Ifenthaler, D. (2022). A systems perspective on data and analytics for distance education. Distance Education, 43, 333–341.
- Ifenthaler, D. (2022). Automated essay scoring systems. In Handbook of open, distance and digital education (S. 1–15). Singapore: Springer.
- Ifenthaler, D. (2022). Data mining and analytics in the context of workplace learning: benefits and affordances. In Methods for researching professional learning and development : challenges, applications and empirical illustrations (S. 313–327). Cham: Springer.
- Ifenthaler, D. (2022). Learning Analytics : Grundlagen im Kontext der Schule. Seminar : bak-Vierteljahresschrift, 28, 52–63.
- Ifenthaler, D. und Greiff, S. (2022). Learning Analytics: Analyse von Bildungsdaten in der Berufsbildung. Berufsbildung in Wissenschaft und Praxis : BWP, 51, 13–17.
- Ifenthaler, D. und Greiff, S. (2022). Leveraging learning analytics for assessment and feedback. In Online learning analytics (S. 1–18). Boca Raton ; London ; New York, NY: CRC Press.
- Kim, Y. J., Ruipérez Valiente, J. A., Ifenthaler, D., Harpstead, E. und Rowe, E. (2022). Analytics for game-based learning. Journal of Learning Analytics, 9, 8–10.
- Li, M. X., Nadj, M., Maedche, A., Ifenthaler, D. und Wöhler, J. (2022). Towards a physiological computing infrastructure for researching students' flow in remote learning : Preliminary results from a field study. Technology, Knowledge and Learning, 27, 365–384.
- Sampson, D. G., Papamitsiou, Z., Ifenthaler, D., Giannakos, M., Mougiakou, S. und Vinatsella, D. (2022). Educational data literacy. Cham, Switzerland: Springer.
- Staring, F., Brown, M., Bacsich, P. und Ifenthaler, D. (2022). Digital higher education: emerging quality standards, practices and supports. OECD Education Working Papers, 281. Paris: OECD.
- Şahin, M. und Ifenthaler, D. (2022). Interaction preferences in digital learning environments: does gender and achievement matter? In Orchestration of learning environments in the digital world (S. 231–244). Cham: Springer.
- (2021). Balancing the tension between digital technologies and learning sciences. Cham: Springer.
- (2021). Digital transformation of learning organizations. Cham: Springer International Publishing.
- Aprea, C. und Ifenthaler, D. (Hrsg.) (2021). Game-based learning across the disciplines. Cham: Springer.
- Seufert, S., Guggemos, J., Ifenthaler, D., Ertl, H. und Seifried, J. (Hrsg.) (2021). Künstliche Intelligenz in der beruflichen Bildung : Zukunft der Arbeit und Bildung mit intelligenten Maschinen?!. Stuttgart: Franz Steiner Verlag.
- (2021). Proceedings of the 18th IADIS International Conference Cognition and Exploratory Learning in the Digital Age (CELDA 2021) : October 13–15, 2021. Lisbon: IADIS Press.
- (2021). Visualizations and dashboards for learning analytics. Cham: Springer.
- Aprea, C. und Ifenthaler, D. (2021). Looking back and moving forward with game-based learning across the disciplines. In Game-based learning across the disciplines (S. 395–407). Cham: Springer.
- Chen, L., Ifenthaler, D. und Yau, J. Y.-K. (2021). Online and blended entrepreneurship education: A systematic review of applied educational technologies. Entrepreneurship education, 4, 191–232.
- Delcker, J. und Ifenthaler, D. (2021). Teachers' perspective on school development at German vocational schools during the Covid-19 pandemic. Technology, Pedagogy and Education, 30, 125–139.
- Egloffstein, M. und Ifenthaler, D. (2021). Tracing digital transformation in educational organizations. In Digital transformation of learning organizations (S. 41–57). Cham: Springer International Publishing.
- Ertl, H. und Seifried, J. (2021). Auswirkungen künstlicher Intelligenz auf Arbeitsprozesse und Qualifikationsanforderungen in verschiedenen Berufsfeldern – Ein Kommentar zu Teil A des Beihefts. Zeitschrift für Berufs- und Wirtschaftspädagogik : ZBW. Beiheft, 31, 153–160.
- Ertl, H. und Seifried, J. (2021). Forschungsrichtungen zur künstlichen Intelligenz in der beruflichen Bildung – Ein Kommentar zu Teil B des Beihefts. Zeitschrift für Berufs- und Wirtschaftspädagogik : ZBW. Beiheft, 31, 341–347.
- Helbig, C., Hofhues, S., Egloffstein, M. und Ifenthaler, D. (2021). Digital transformation in learning organizations. In Digital transformation of learning organizations (S. 237–244). Cham: Springer International Publishing.
- Ifenthaler, D. (2021). Indikatoren für Learning-Analytics-Anwendungen. In Handbuch E-Learning : Expertenwissen aus Wissenschaft und Praxis (S. 1–10). Köln: Wolters Kluwer.
- Ifenthaler, D. (2021). Learning analytics for school and system management. In OECD Digital Education Outlook 2021 : pushing the frontiers with artificial intelligence, blockchain and robots (S. 161–172). Paris: OECD Publishing.
- Ifenthaler, D. und Delcker, J. (2021). Check-up Distance Learning. Datengestützte Schul- und Unterrichtsentwicklung für berufliche Schulen vor Ort. Schulverwaltung / Baden-Württemberg, 30, 296–299.
- Ifenthaler, D., Gibson, D., Prasse, D., Shimada, A. und Yamada, M. (2021). Putting learning back into learning analytics: Actions for policy makers, researchers, and practitioners. Educational Technology Research and Development : ET R & D, 69, 2131-2150.
- Ifenthaler, D. und Yau, J. Y.-K. (2021). Learning Analytics zur Unterstützung von Lernerfolg. Ausgewählte Ergebnisse einer systematischen Übersichtsarbeit. In Künstliche Intelligenz in der beruflichen Bildung : Zukunft der Arbeit und Bildung mit intelligenten Maschinen?! (S. 215–235). Stuttgart: Franz Steiner Verlag.
- Kerrigan, S., Feng, S., Vuthaluru, R., Ifenthaler, D. und Gibson, D. (2021). Network analytics of collaborative problem-solving. In Balancing the tension between digital technologies and learning sciences (S. 53–76). Cham, Switzerland: Springer International Publishing.
- Papamitsiou, Z., Filippakis, M. E., Poulou, M., Sampson, D. G., Ifenthaler, D. und Giannakos, M. (2021). Towards an educational data literacy framework: enhancing the profiles of instructional designers and e-tutors of online and blended courses with new competences. Smart Learning Environments, 8, 1–26.
- Roll, M. und Ifenthaler, D. (2021). Learning Factories 4.0 in technical vocational schools: can they foster competence development? Empirical Research in Vocational Education and Training, 13, 1–23.
- Roll, M. und Ifenthaler, D. (2021). Multidisciplinary digital competencies of pre-service vocational teachers. Empirical Research in Vocational Education and Training, 13, 1–25.
- Schultheis, J. und Aprea, C. (2021). Applying insights from behavioral finance and learning theory in designing a financial education serious game for secondary school students. In Game-based learning across the disciplines (S. 3–24). Cham, Switzerland: Springer.
- Schumacher, C. und Ifenthaler, D. (2021). Investigating prompts for supporting students' self-regulation – A remaining challenge for learning analytics approaches? The Internet and Higher Education, 49, 1–12.
- Seufert, S., Guggemos, J. und Ifenthaler, D. (2021). Zukunft der Arbeit mit intelligenten Maschinen : Implikationen der Künstlichen Intelligenz für die Berufsbildung : Einleitung zum Beiheft. In Künstliche Intelligenz in der beruflichen Bildung : Zukunft der Arbeit und Bildung mit intelligenten Maschinen?! (S. 9–27). Stuttgart: Franz Steiner Verlag.
- Şahin, M. und Ifenthaler, D. (2021). Visualization and dashboards: challenges and future directions. In Visualizations and dashboards for learning analytics (S. 585–597). Cham: Springer.
- Şahin, M. und Ifenthaler, D. (2021). Visualizations and dashboards for learning analytics: a systematic literature review. In Visualizations and dashboards for learning analytics (S. 3–22). Cham: Springer.