ORCID: https://orcid.org/0000-0002-3804-9358; Stadler, Matthias; Schultz-Pernice, Florian
ORCID: https://orcid.org/0000-0003-4557-5484; Chernikova, Olga
ORCID: https://orcid.org/0000-0002-0112-3665; Sailer, Maximilian; Fischer, Frank
ORCID: https://orcid.org/0000-0003-0253-659X and Sailer, Michael
ORCID: https://orcid.org/0000-0001-6831-5429
(June 2021):
On powerpointers, clickerers, and digital pros. Investigating the initiation of digital learning activities by teachers in higher education.
In: Computers in Human Behavior, Vol. 119, 106715
[PDF, 781kB]
Abstract
This study investigated the initiation of digitally supported learning activities and personal and institutional factors associated with them in different higher education courses, based on the C♭-model. The C♭-model is a theoretical framework that systematizes contextual factors, which influence students‘ learning activities as the most important facilitator of students’ learning success. Using a self-assessment instrument with anchored scenarios in a sample of 1625 higher education teachers, we were able to identify three levels at which higher education teachers initiated digital learning activities: a low level (powerpointers), a moderate level (clickerers), and a high level (digital pros). The findings also support the relevance of the contextual factors specified in the C♭-model for initiating a high level of digital learning activities, namely digitalization policy and commitment of university administration, institutional equipment, technical and educational support, self-assessed basic digital skills, and self-assessed technology-related teaching skills. All of these factors explain a substantial amount of variance in the level of initiated digital learning activities. We conclude that a comprehensive approach rather than isolated measures might contribute to successful teaching and learning in higher education.
Item Type: | Journal article |
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Faculties: | Psychology and Education Science > Department Psychology > Education and Educational Psychology |
Subjects: | 100 Philosophy and Psychology > 150 Psychology 300 Social sciences > 370 Education |
URN: | urn:nbn:de:bvb:19-epub-75697-6 |
ISSN: | 2451-9588 |
Language: | English |
Item ID: | 75697 |
Date Deposited: | 29. Apr 2021, 12:58 |
Last Modified: | 17. Jan 2022, 13:52 |