Marchwacka Maria A, Kugler Joachim, Schaal Tom, Tolks Daniel
Lehrstuhl Gesundheits- und Pflegedidaktik, Fakultät für Pflegewissenschaft, Vinzenz Pallotti University, Vallendar, Deutschland.
Lehrstuhl Gesundheitswissenschaften/Public Health, Institut für Arbeits- und Sozialmedizin, Medizinische Fakultät, TU Dresden, Dresden, Deutschland.
Pravent Gesundh. 2023;18(1):22-29. doi: 10.1007/s11553-022-00937-1. Epub 2022 Mar 20.
The coronavirus disease 2019 (COVID-19) pandemic has driven the digitisation in higher education institutions. At the same time, digital higher education teaching faced the challenge of designing teaching in the context of pre-existing resources, digital and didactic skills, and available technical infrastructure.
The aim of the survey was to assess the assessment/evaluation of digital teaching, which has largely or completely replaced face-to-face teaching as a result of the COVID-19 pandemic, from the perspective of lecturers in public health, medicine and nursing.
The cross-sectional survey took place online from June to August 2020 and data were collected via www.soscisurvey. The written survey was conducted among members of the German Society for Public Health (DGPH) and the Digitisation Committee of the Society for Medical Education (GMA) and the Education and Counselling Sections of the German Society for Nursing Science (DGP), and the Teaching Working Group of the German Society for Medical Sociology (DGMS) ( = 100).
In terms of the use of digital technologies in the courses, presentation tools ranked first, followed by learning management systems, video content and digital texts. With regard to the use of tools, participants most frequently mentioned various video conference tools). The creation of instructional videos was affirmed by 53% of the respondents; voting tools were mentioned as unknown by over 50%. Digital infrastructure of the universities, lack of didactic advice/support and legal questions (rights of use, data protection) were cited as challenges.
New technology is mainly used for knowledge acquisition, knowledge transfer, rarely for activating students and designing collaborative teaching and learning arrangements as well as redesigning learning tasks and learning processes (individualised learning). Which of the currently tested digital teaching and learning formats will be increasingly used in university teaching in the future depends on many factors, including digital competence and the willingness of teachers and students to help develop the digital learning culture.
2019年冠状病毒病（COVID-19）大流行推动了高等教育机构的数字化。与此同时，数字化高等教育教学面临着在既有资源、数字和教学技能以及可用技术基础设施的背景下设计教学的挑战。
该调查的目的是从公共卫生、医学和护理领域讲师的角度，评估因COVID-19大流行而在很大程度上或完全取代面对面教学的数字化教学的评估情况。
横断面调查于2020年6月至8月在线进行，数据通过www.soscisurvey收集。书面调查针对德国公共卫生协会（DGPH）、医学教育协会（GMA）数字化委员会、德国护理科学协会（DGP）教育与咨询部门以及德国医学社会学协会（DGMS）教学工作组的成员开展（共100人）。
在课程中数字技术的使用方面，演示工具排名第一，其次是学习管理系统、视频内容和数字文本。在工具的使用方面，参与者最常提及各种视频会议工具。53%的受访者认可制作教学视频；超过50%的人表示不了解投票工具。大学的数字基础设施、缺乏教学建议/支持以及法律问题（使用权、数据保护）被视为挑战。
新技术主要用于知识获取、知识传授，很少用于激发学生以及设计协作式教学安排以及重新设计学习任务和学习过程（个性化学习）。未来大学教学中哪些当前测试的数字化教学形式会被越来越多地使用，取决于许多因素，包括数字能力以及教师和学生助力发展数字学习文化的意愿。
