Engel Ole, Zimmer Lena M, Lörz Markus, Mayweg-Paus Elisabeth
Department for Higher Education, Institute of Educational Studies, Humboldt-Universität Zu Berlin, Unter Den Linden 6, 10099 Berlin, Germany.
Office of Vice President for Academic Affairs, Humboldt-Universität Zu Berlin, Unter Den Linden 6, 10099 Berlin, Germany.
Int J Educ Technol High Educ. 2023;20(1):12. doi: 10.1186/s41239-023-00382-w. Epub 2023 Mar 3.
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.
The online version contains supplementary material available at 10.1186/s41239-023-00382-w.
在新冠疫情之后，欧洲的学习条件发生了巨大变化。为了限制学生与教师之间的接触，自2020年3月以来，教学主要通过数字化方式（通过数字手段远程进行）且在私下进行。由于数字化学习的成功可能依赖于许多超出良好数字基础设施条件的因素，本文重点关注在教师和学生层面上，哪些方面能够促进数字化学习的成功。2020年夏季学期在德国大学和应用科学大学进行的大规模学生调查“新冠疫情时期的学习”提供了关于新冠疫情如何影响德国大学学习多个方面的数据。在此，我们在摩尔（见：摩尔（编）《远程教育手册》，劳特利奇出版社，2018年）提出的“交易距离理论”这一理论框架内考虑这些数据，根据该理论，数字化教学的成功受对话、结构和学习者自主性的影响。基于各种回归分析，我们的结果表明，必须在教师和学生层面上创造若干（数字化）框架条件，以实现足够的数字化学习成功。从这个意义上说，我们的研究结果为高等教育机构在制定或更新其数字化战略时应关注哪些方面提供了指导。根据协作学习方法，学习成功的一个关键因素似乎是实现 peer-to-peer 互动。这一发现支持了我们的预测，即参与互动学习活动的可能性对学生的学习体验至关重要，因为它可能会减少对交易距离的感知并允许进行社会交流。学生学习成功的最强预测因素是教师的（感知到的）数字能力。这一发现明确强调教师必须有能力应对数字化教学的非常具体的挑战，并表明大学可能需要实施更多的教师资质认证项目。
在线版本包含可在10.1186/s41239-023-00382-w获取的补充材料。
