Zusammenfassung: Tr otzder bereits2017f ormuliertenStrategie "Bildung in derdigitalen Welt"und demZiel derK ultusministerkonferenz, digitaleLernumgebungenimUnterrichteinzubinden,zeigten Studienergebnisse derv ergangenen Jahre, gerade währendd er COVID-19-Pandemie, dass zwischen demZ iele iner fundierten DigitalisierungimUnterrichtund derUnterrichtspraxis eine Diskrepanz besteht. In Anbetracht dieses Defizits wurdee ineO nline-Lernumgebungz ur Einführungd es differenziertenA tommodells entwickelt,i nd er Praxis erprobtund evaluiert. DerE insatz erfolgte sowohl im Präsenz-als auch im Distanzunterricht. Diee rhobenen Datenzur Benutzerfreundlichkeit undzur Meinungzum Unterricht mitder Lernumgebung zeigen signifikante, geschlechtsspezifische Unterschiede.Useofanonlinel earningenvironment in face-to-face andd istancelearning -c omparisonofsystemu sability andopinion on teaching Abstract: Despitet he strategy "Education in theD igital World",a lready formulated in 2017,a nd thea im of theStandingConferenceofthe MinistersofEducation andCulturalAffairs of theLänder in theFederal Republic of Germanytoinclude digitallearningenvironmentsinthe classroom, studyresults of thepastyears,especially during theCOVID 19 pandemic, showed that thereisadiscrepancybetweenthe aimofsound digitalization in theclassroom andclassroom practice.Inviewofthisdeficit,anonlinelearning environmentfor theintroduction of thed ifferentiatedatomicmodel wasd eveloped,t estedi npractice, ande valuated.Itwas used in face-to-face andd istancel earnings cenario. Thed atao btainedo nu sability ando pinion on learning with the learning environmentshowsignificant,gender-specific differences.
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