Digital studying in times of COVID-19: teacher- and student-related aspects of learning success in german higher education

Abstract

In the wake of COVID-19, study conditions in Europe have changed dramatically. To limit contact between students and teachers, since March 2020 teaching has largely taken place digitally (remotely via digital means) and in private. Because the success of digital learning likely relies on many factors beyond good digital infrastructure conditions, this article focuses on which aspects, at both the teacher and the student levels, promote digital learning success. The large-scale student survey “Studying in Times of the Corona Pandemic” conducted at German universities and universities of applied sciences in the summer semester of 2020 offers data on how COVID-19 has affected several aspects of university studying in Germany. Here, we consider this data within the theoretical framework “theory of transactional distance” introduced by Moore (in: Moore (ed) Handbook of distance education, Routledge, 2018), according to which the success of digital teaching is influenced by dialogue, structure, and learner autonomy. Based on various regression analyses, our results show that several (digital) framework conditions must be created on both the teacher and student levels to achieve sufficient digital learning success. In this sense, our findings provide guidance on which aspects institutions of higher education should focus on when developing or updating their digitalization strategies. In accordance with collaborative learning approaches a key factor for learning success appears to be enabling peer-to-peer interactions. This finding supports our prediction that the possibility of engaging in interactive learning activities is crucial for students’ learning experience, as it might reduce the perception of transactional distance and allow for social exchange. The strongest predictor of students’ learning success turned out to be the (perceived) digital competencies of the teachers. This finding clearly emphasizes that teachers must be qualified to address the very specific challenges of teaching in digital contexts and indicates that universities may need to implement more teacher qualification programs.

Development of Media Competence of Future Teachers in the Conditions of Digital Education

“…The contemporary media environment serves as a set of settings that enable a person to accomplish a variety of tasks, including professional and practical ones as well as those involving self-improvement, self-expression, and self-knowledge. Future teachers must be ready for ongoing selfimprovement, information processing skills, the study of new technologies, and the pursuit of strategies for integrating them into the teaching process in order to carry out their professional responsibilities successfully (Mok 2021;Engel et al, 2023;Cuisle & Annie 2022). A number of universal, general professional, and professional competences represent such graduation requirements.…”

Having it both ways: learning communication skills in face-to-face and online environments

“…However, due to the pandemic, all courses, even those traditionally conducted face-to-face, were forced to transition online. Under these circumstances, educators have extensively discussed whether highquality teaching and learning is possible (e.g., Bernardo et al, 2021;Lemay et al, 2021;Allaire and Killham, 2022;Guzzo et al, 2022;Engel et al, 2023;Fütterer et al, 2023). Online education has generated numerous and diverse beliefs, feelings, and experiences concerning its effectiveness, quality, and educational best practices.…”

Unveiling the path to sustainable online learning: addressing challenges and proposing solutions in Pakistan

“…Especially, in this age, when the educational structure is undergoing profound change as a result of rapid growth in digital education, the ultimate goal of higher education is to assist students in developing the necessary knowledge, skills and attitudes to live a fulfilling life in their respective societies. With this theoretical stance, teachers' methodologies must emphasize the process of knowledge construction through investigation, argumentation, communication and problem-solving skills (Engel et al, 2023). Hence, the pedagogy that fosters long-lasting outcomes such as problem-solving skills and innovation will not only address the issues of employability but also improve the graduates' role as responsible and engaged citizens.…”