Digital transformation in German higher educationstudent and teacher perceptions and usage of digital media

  1. Melissa Bond
  2. Victoria I. Marín
  3. Carina Dolch
  4. Svenja Bedenlier
  5. Olaf Zawacki-Richter
Revista:
International Journal of Educational Technology in Higher Education

ISSN: 2365-9440

Año de publicación: 2018

Número: 15

Tipo: Artículo

DOI: 10.1186/S41239-018-0130-1 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: International Journal of Educational Technology in Higher Education

Resumen

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.

€ Ver financiación

Información de financiación

Financiadores

  • BMBF

Referencias bibliográficas

  • Akçayır, M., Dündar, H., & Akçayır, G. (2016). What makes you a digital native? Is it enough to be born after 1980? Computers in Human Behavior, 60, 435–440. https://doi.org/10.1016/j.chb.2016.02.089.
  • Barak, M. (2018). Are digital natives open to change? Examining flexible thinking and resistance to change. Computers & Education, 121, 115–123. https://doi.org/10.1016/j.compedu.2018.01.016.
  • Biasutti, M. (2017). A comparative analysis of forums and wikis as tools for online collaborative learning. Computers & Education, 111, 158–171. https://doi.org/10.1016/j.compedu.2017.04.006.
  • Blaschke, L. M., & Hase, S. (2015). Heutagogy: A holistic framework for creating twenty-first-century self-determined learners. In B. Gros et al. (Eds.), The future of ubiquitous learning, lecture notes in educational technology, (pp. 25–40). Berlin Heidelberg: Springer. https://doi.org/10.1007/978-3-662-47724-3_2.
  • Bowe, B. J., & Wohn, D. Y. (2015). Are there generational differences?: Social media use and perceived shared reality. Proceedings of the 2015 International Conference on Social Media & Society, 1–5. https://doi.org/10.1145/2789187.2789200.
  • Bullen, M., Morgan, T., & Qayyum, A. (2011). Digital learners in higher education: Generation is not the issue. Canadian Journal of Learning and Technology / La Revue Canadienne de L’apprentissage et de La Technologie, 37(1). https://doi.org/10.21432/ T2NC7B.
  • Bundesministerium für Bildung und Forschung, Referat Digitaler Wandel in der Bildung [Ministry of Education and Research] (2016). Bildungsoffensive für die digitale Wissensgesellschaft Strategie des Bundesministeriums für Bildung und Forschung. Berlin: BMBF Retrieved from https://www.bmbf.de/files/Bildungsoffensive_fuer_die_digitale_Wissensgesellschaft.pdf.
  • Bundesministerium für Bildung und Forschung, Referat Digitaler Wandel in der Bildung [Ministry of Education and Research]. (2018). Bildung digital. Digitale Hochschulbildung. Retrieved April 20, 2018, from https://www.bmbf.de/de/digitalehochschullehre-2417.html
  • Casquero, O., Portillo, J., Benito, M., Ovelar, R., & Romo, J. (2010). Strategy approach for eLearning 2.0 deployment in Universities. Digital Education Review, 18, 1–8 Retrieved from https://dialnet.unirioja.es/descarga/articulo/3633703.pdf.
  • Castañeda, L., & Selwyn, N. (2018). More than tools? Making sense of the ongoing digitzations of higher education. International Journal of Educational Technology in Higher Education, 15(22), 1–10. https://doi.org/10.1186/s41239-018- 0109-y.
  • Choi, M., Cristol, D., & Gimbert, B. (2018). Teachers as digital citizens: The influence of individual backgrounds, internet use and psychological characteristics on teachers’ levels of digital citizenship. Computers & Education, 121, 143–161. https:// doi.org/10.1016/j.compedu.2018.03.005.
  • Claro, M., & Ananiadou, K. (2009). 21st Century Skills and Competences for New Millennium Learners in OECD Countries (OECD Education Working Papers No. 41). https://doi.org/10.1787/218525261154.
  • Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3–8. https://doi.org/10. 1016/j.iheduc.2011.06.002.
  • Die Bundesregierung [German Federal Government] (2014). Digitale Agenda 2014–2017. München: Retrieved from https:// www.bmwi.de/Redaktion/DE/Publikationen/Digitale-Welt/digitale-agenda-legislaturbericht.html. Accessed 20 April 2018.
  • EDUCAUSE. (2018). Report from the 2018 EDUCAUSE Task Force on Digital Transformation. Retrieved from https://library. educause.edu/~/media/files/library/2018/11/dxtaskforcereport.pdf. Accessed 29 Nov 2018.
  • Englund, C., Olofsson, A. D., & Price, L. (2017). Teaching with technology in higher education: Understanding conceptual change and development in practice. Higher Education Research and Development, 36(1), 73–87. https://doi.org/10.1080/ 07294360.2016.1171300.
  • Falck, O., Wiederhold, S., & Heimisch, A. (2016). Returns to ICT Skills (OECD Education Working Papers No. 134). https://doi.org/ 10.1787/5jlzfl2p5rzq-en.
  • García-Peñalvo, F. J., Alier, M., Casany, M. J., & Conde, M. Á. (2011). Opening learning management systems to personal learning environments. Journal of Universal Computer Science, 9. https://doi.org/10.3217/jucs-017-09-1222.
  • Glud, N., Buus, L., Ryberg, T., Georgsen, M., & Davidsen, J. (2010). Contributing to a learning methodology for web 2.0 learning identifying central tensions in educational use of web 2.0 technologies. In Proceedings of the Seventh International Conference on Networked Learning, (pp. 934–942) Retrieved from https://www.researchgate. net/publication/242601556_Contributing_to_a_Learning_Methodology_for_Web_20_Learning_-_Identifying_ Central_Tensions_in_Educational_Use_of_web_20_Technologies.
  • Gosper, M., Green, D., McNeill, M., Phillips, R., Preston, G., Woo, K. (2008). The impact of web-based lecture technologies on current and future practices in learning and teaching. Retrieved from https://www.mq.edu.au/lih/altc/wblt/docs/report/ ce6-22_final2.pdf.
  • Hajkowicz, S., Reeson, A., Rudd, L., Bratanova, A., Hodgers, L., Mason, C., & Boughen, N. (2016). Tomorrow’s Digitally Enabled Workforce. Brisbane: CSIRO Retrieved from http://www.csiro.au/~/media/D61/Files/16-0026_DATA61_REPORT_ TomorrowsDigiallyEnabledWorkforce_WEB_160204.pdf?la=en.
  • Henderson, M., Selwyn, N., & Aston, R. (2017). What works and why? Student perceptions of “useful” digital technology in university teaching and learning. Studies in Higher Education, 42(8), 1567–1579. https://doi.org/10.1080/03075079.2015.1007946.
  • Hochschulforum Digitalisierung [The German Forum for Higher Education in the Digital Age)]. (2018). Strategien für Hochschulbildung im digitalen Zeitalter. Retrieved April 20, 2018, from https://hochschulforumdigitalisierung.de/de/peer2peer.
  • Hochschulforum Digitalisierung [The German Forum for Higher Education in the Digital Age] (2016). Discussion paper. 20 theses on digital teaching and learning in higher education. Working paper no. 18. Berlin: Hochschulforum Digitalisierung Retrieved from https://hochschulforumdigitalisierung.de/sites/default/files/dateien/HFD_AP_Nr%2018_Discussion_Paper.pdf.
  • IBM. (2016). Transforming different Likert scales to a common scale. IBM Support. Retrieved from http://www-01.ibm.com/ support/docview.wss?uid=swg21482329. Accessed 9 July 2018.
  • Initiative D21. (2015). D21-Digital-Index 2015: Die Gesellschaft in der digitalen Transformation. Retrieved from https:// initiatived21.de/app/uploads/2017/01/d21_digital-index2015_web2.pdf. Accessed 15 Apr 2018.
  • International Society for Technology Education. (2016). ISTE standards for students. ISTE. Retrieved from https://www.iste.org/ standards/for-students. Accessed 27 Mar 2018.
  • International Society for Technology Education. (2017). ISTE standards for educators. ISTE. Retrieved from https://www.iste. org/standards/for-educators. Accessed 27 Mar 2018.
  • Jääskelä, P., Häkkinen, P., & Rasku-Puttonen, H. (2017). Teacher beliefs regarding learning, pedagogy, and the use of technology in higher education. Journal of Research on Technology in Education, 49(3–4), 198–211. https://doi.org/10. 1080/15391523.2017.1343691.
  • Jamieson, S. (2004). Likert scales: How to (ab)use them. Medical Education, 38(12), 1217–1218. https://doi.org/10.1111/j.1365- 2929.2004.02012.x.
  • Kirkwood, A. (2009). E-learning: You don’t always get what you hope for. Technology, Pedagogy and Education, 18(2), 107–121. https://doi.org/10.1080/14759390902992576.
  • Kirkwood, A., & Price, L. (2005). Learners and learning in the twenty-first century: What do we know about students’ attitudes towards and experiences of information and communication technologies that will help us design courses? Studies in Higher Education, 30(3), 257–274. https://doi.org/10.1080/03075070500095689.
  • Kuhn, C. (2017). Are students ready to (re)-design their personal learning environment? The case of the e-dynamic.space. Journal of New Approaches in Educational Research, 6(1), 11–19. https://doi.org/10.7821/naer.2017.1.185.
  • Kühn Hildebrandt, C. (2019). Whose interest is educational technology serving? Who is included and who is excluded? Revista Iberoamericana de Educación a Distancia, 22(1), (version preprint). https://doi.org/10.5944/ried.22.1.22293.
  • Lai, K.-W., & Hong, K.-S. (2015). Technology use and learning characteristics of students in higher education: Do generational differences exist?: Technology use and learning characteristics of students. British Journal of Educational Technology, 46(4), 725–738. https://doi.org/10.1111/bjet.12161.
  • Marcelo, C., & Yot-Domínguez, C. (2018). From chalk to keyboard in higher education classrooms: Changes and coherence when integrating technological knowledge into pedagogical content knowledge. Journal of Further and Higher Education, 1–14. https://doi.org/10.1080/0309877X.2018.1429584.
  • Marcelo-García, C., Yot-Domínguez, C., & Mayor-Ruiz, C. (2015). University teaching with digital technologies. Comunicar, 23(45), 117–124. https://doi.org/10.3916/C45-2015-12.
  • Margaryan, A., Littlejohn, A., & Vojt, G. (2011). Are digital natives a myth or reality? University students’ use of digital technologies. Computers & Education, 56(2), 429–440. https://doi.org/10.1016/j.compedu.2010.09.004.
  • Marín, V. I., Negre, F., & Pérez Garcias, A. (2014). Construction of the foundations of the PLE and PLN for collaborative learning. Comunicar, 21(42), 35–43. https://doi.org/10.3916/C42-2014-03.
  • Newman, T., & Beetham, H. (2017). Student digital experience tracker 2017: The voice of 22,000 UK learners. Jisc. Retrieved from http://repository.jisc.ac.uk/6662/1/Jiscdigitalstudenttracker2017.pdf. Accessed 15 Apr 2018.
  • Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065–1078. https://doi.org/10.1016/j. compedu.2012.04.016.
  • O’Callaghan, F. V., Neumann, D. L., Jones, L., & Creed, P. A. (2017). The use of lecture recordings in higher education: A review of institutional, student, and lecturer issues. Education and Information Technologies, 22(1), 399–415. https://doi.org/10. 1007/s10639-015-9451-z.
  • OECD (2015a). Schooling redesigned. OECD Publishing. https://doi.org/10.1787/9789264245914-en.
  • OECD (2015b). Students, computers and learning. OECD Publishing. https://doi.org/10.1787/9789264239555-en.
  • OECD (2018a). Teaching for the future : Effective classroom practices to transform education. OECD. https://doi.org/10.1787/9789264293243-en.
  • OECD (2018b). The future of education and skills: Education 2030. OECD Retrieved from http://www.oecd.org/education/2030/
  • OECD%20Education%202030%20Position%20Paper.pdf. Accessed 16 Apr 2018.
  • Oliver, B., & Jorre de St Jorre, T. (2018). Graduate attributes for 2020 and beyond: Recommendations for Australian higher education providers. Higher Education Research and Development, 1–16. https://doi.org/10.1080/07294360.2018.1446415.
  • Parkes, M., Stein, S., & Reading, C. (2015). Student preparedness for university e-learning environments. The Internet and Higher Education, 25, 1–10. https://doi.org/10.1016/j.iheduc.2014.10.002.
  • Pensel, S., & Hofhues, S. (2017). Digitale Lerninfrastrukturen an Hochschulen. Systematisches Review zu den Rahmenbedingungen für das Lehren und Lernen mit Medien an deutschen Hochschulen. Retrieved from http://yourstudy.info/wp-content/uploads/2018/01/Review_Pensel_Hofhues.pdf. Accessed 24 Apr 2018.
  • Pérez Cascante, L., Salinas, J., & Marín, V. I. (2016). Use of an institutional personal learning environment to support learning actions in higher education. AtoZ: Novas Práticas Em Informação E Conhecimento, 5(1), 53. https://doi.org/10.5380/atoz. v5i1.46937.
  • Peterson, M. (2012). EFL learner collaborative interaction in second life. ReCALL, 24(1), 20–39. https://doi.org/10.1017/ S0958344011000279.
  • Prendes, M. P., Castañeda, L., Gutierrez, I., & Roman, M. (2016). Still far from personal learning: Key aspects and emergent topics about how future professionals’ PLEs are. Digital Education Review, 29, 15–30 Retrieved from https://files.eric.ed. gov/fulltext/EJ1106180.pdf.
  • Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/ 10748120110424816.
  • Redecker, C. (2017). European Framework for the Digital Competence of Educators. Luxembourg: Publications Office of the European Union. https://doi.org/10.2760/159770.
  • Riplinger, T., & Schiefner-Rohs, M. (2017). Medieneinsatz in der Hochschullehre. Akademische Lehr-Lernkonzepte zwischen Zumutung und Zu-Mutung. Retrieved from http://your-study.info/wp-content/uploads/2018/01/Review_Riplinger_ Schiefner_Rohs.pdf. Accessed 24 Apr 2018.
  • Selwyn, N. (2016a). Minding our language: Why education and technology is full of bullshit… and what might be done about it. Learning, Media and Technology. https://doi.org/10.1080/17439884.2015.1012523.
  • Selwyn, N. (2016b). Digital downsides: Exploring university students’ negative engagements with digital technology. Teaching in Higher Education, 21(8), 1006–1021. https://doi.org/10.1080/13562517.2016.1213229.
  • Sullivan, G., & Artino Jr., A. (2013). Analyzing and interpreting data from likert-type scales. Journal of Graduate Medical Education, 5(4), 541–542. https://doi.org/10.4300/JGME-5-4-18.
  • Sumuer, E. (2018). Factors related to college students’ self-directed learning with technology. Australasian Journal of Educational Technology, 34(4), 29–43. https://doi.org/10.14742/ajet.3142.
  • Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research, 81(1), 4–28. https://doi.org/10.3102/0034654310393361.
  • Thompson, P. (2013). The digital natives as learners: Technology use patterns and approaches to learning. Computers & Education, 65, 12–33. https://doi.org/10.1016/j.compedu.2012.12.022.
  • Thompson, P. (2015). How digital native learners describe themselves. Education and Information Technologies, 20(3), 467–484. https://doi.org/10.1007/s10639-013-9295-3.
  • Xiang, H., Coleman, S., Johannsson, M., & Bates, R. (2014). Workplace stress and job satisfaction among biologics development professionals. Health, 6, 1790–1802. https://doi.org/10.4236/health.2014.614211.
  • Zawacki-Richter, O. (2015). Zur Mediennutzung im Studium – unter besonderer Berücksichtigung heterogener Studierender. Zeitschrift Für Erziehungswissenschaft, 18(3), 527–549. https://doi.org/10.1007/s11618-015-0618-6.
  • Zawacki-Richter, O., Müskens, W., Krause, U., Alturki, U., & Aldraiweesh, A. (2015). Student media usage patterns and nontraditional learning in higher education. International Review of Research in Open and Distributed Learning, 16(2), 136– 170. Retrieved from https://files.eric.ed.gov/fulltext/EJ1061134.pdf.
  • Zawacki-Richter, O., Kramer, C., & Müskens, W. (2016). Studiumsbezogene Mediennutzung im Wandel. Querschnittdaten 2012 und 2015 im Vergleich. Schriftenreihe Zum BildungsUnd Wissenschaftsmanagement, 1, 1-42. Retrieved from http:// openjournal.uni-oldenburg.de/index.php/bildungsmanagement/article/view/101/PDF.
  • Zawacki-Richter, O., Dolch, C., & Müskens, W. (2017). Weniger ist mehr? Studentische Mediennutzung im Wandel. Synergie. Fachmagazin Für Digitalisierung in Der Lehre, 3, 70-73. Retrieved from https://www.researchgate.net/publication/ 317721766_Weniger_ist_mehr_Studentische_Mediennutzung_im_Wandel.
Fuente de los datos: Dialnet