Digital transformation in German higher education: student and teacher perceptions and usage of digital media

Abstract

Digitalization in Higher Education (HE) institutions is an issue that concerns many educational stakeholders. ICT skills are becoming increasingly relevant in every context, especially in the workplace, therefore one of the prime objectives for universities has become preparing future professionals to be able to deal with problems and search for solutions, including digital competence as a vital skill set. Different policies, initiatives and strategies are currently being proposed in Germany, addressing educational technology innovations in HE. The University of Oldenburg is presented as an example, in an endeavour to gain an understanding of what is being proposed and what is actually happening in teaching and learning in German university classrooms. Two datasets were examined regarding the use and perceptions of students (n = 200) and teachers (n = 381) on the use of digital tools. Findings reveal that both teachers and students use a limited number of digital technology for predominantly assimilative tasks, with the Learning Management System being perceived as the most useful tool. In order to support the broader use of educational technology for teaching and learning purposes, strategies for HE institutions are suggested.

Facilitating Student Engagement Through Educational Technology: Towards a Conceptual Framework

“…The rapid onset of digitalisation is having, and will continue to have, a profound effect on governmental policy and educational institutions (EDUCAUSE, 2018). Each country is reacting to digital transformation in different ways, with some, e.g., Germany (see Bond et al 2018), investing heavily in research and development, including specific funding calls for research projects. The German government sponsored higher education think tank, Hochschulforum Digitalisierung, has recognised that "the use of digital media contributes to the improvement of higher education teaching"; however, "there is no shortage of digital teaching and learning innovations at universities but their structural and strategic advancement is deficient" (Hochschulforum Digitalisierung, 2016: n.p.).…”

Do Students have the Means to Learn During the Coronavirus Pandemic? Student Demands for Distance Learning in a Suddenly Digital Landscape

“…Formats and approaches such as the flipped classroom strategy (O'Flaherty & Phillips, 2015), lecture recordings, mobile learning, and the use of e-portfolios (e.g., Händel et al, 2020;Nguyen & Ikeda, 2015) complement (face-toface) teaching, and are also employed to varying degrees in the process of learning (Blaj-Ward and Winter 2019). However, the often assumed advantages as well as the possible added value that could result from the use of digital media for universities and especially for students can only be achieved if digital media are fundamentally accepted and effectively employed by all users (Bond et al, 2018;Iivari & Ervasti, 1994;Martínez-Torres et al, 2008).…”

Prerequisites for artificial intelligence in further education: identification of drivers, barriers, and business models of educational technology companies

“…Although there are currently no AI-based learning systems available on the observed market, another more fundamental problem emerged in the interviews: Neither data collection nor evaluation has yet been used for individualization. In this context, authors like Bond et al, (2018) and Collins and Halverson (2009) have already stated that technology as the sole driver of innovation in education is not enough. Rather, innovations in curricula, structures, organizations and companies are needed to make the digital revolution in education a reality.…”