Scheel Laura, Vladova Gergana, Ullrich André
Chair of Business Informatics, Processes and Systems, University of Potsdam, August-Bebel-Str. 89, 14482 Potsdam, Germany.
Research Group Education and Advanced Training in the Digital Society, Weizenbaum Institute for the Networked Society, Hardenbergstraße 32, 10623 Berlin, Germany.
Int J Educ Technol High Educ. 2022;19(1):44. doi: 10.1186/s41239-022-00350-w. Epub 2022 Aug 26.
Despite digital learning disrupting traditional learning concepts and activities in higher education, for the successful integration of digital learning, the use and acceptance of the students are essential. This acceptance depends in turn on students' characteristics and dispositions, among other factors. In our study, we investigated the influence of digital competences, self-organization, and independent learning abilities on students' acceptance of digital learning and the influence of their acceptance on the resistance to the change from face-to-face to digital learning. To do so, we surveyed 350 students and analyzed the impact of the different dispositions using ordinary least squares regression analysis. We could confirm a significant positive influence of all the tested dispositions on the acceptance of digital learning. With the results, we can contribute to further investigating the underlying factors that can lead to more positive student perceptions of digital learning and build a foundation for future strategies of implementing digital learning into higher education successfully.
尽管数字学习扰乱了高等教育中的传统学习概念和活动，但为了数字学习的成功整合，学生的使用和接受至关重要。这种接受反过来又取决于学生的特征和性格等因素。在我们的研究中，我们调查了数字能力、自我组织能力和自主学习能力对学生接受数字学习的影响，以及他们的接受对从面对面学习转变为数字学习的抵触情绪的影响。为此，我们对350名学生进行了调查，并使用普通最小二乘法回归分析来分析不同性格的影响。我们可以确认所有测试的性格对数字学习的接受都有显著的积极影响。通过这些结果，我们可以为进一步研究能够使学生对数字学习产生更积极看法的潜在因素做出贡献，并为未来成功将数字学习应用于高等教育的策略奠定基础。
