Ein didaktischer Wandel mit Hattie? Zum erwachsenenpädagogischen Umgang mit John Hatties Studie »Lernen sichtbar machen«

Hattie‘s study »Visible Learning« is no reason to call for didactic changes in adult education - this is this article’s conclusion of the New Zealander’s meta-study from a continuing educational perspective. Nontheless, Hattie provides significant suggestions for the didactic debate. These suggestions include guidelines for suitable teaching activities as well as his rather provocative findings on the positive effects of actively guided lessons, which do not contradict adult educational considerations on the challenges of the educational framework of self-directed learning. This article also discusses the possible transferability of his findings from school to adult education. If Hattie indicates only a small impact of structural reforms in schools on learning, a smaller significance of structural issues in adult education cannot automatically be assumed.