On powerpointers, clickerers, and digital pros: Investigating the initiation of digital learning activities by teachers in higher education

Anne Lohr,Matthias Stadler,Florian Schultz-Pernice,Olga Chernikova,Maximilian Sailer,Frank Fischer,Michael Sailer

doi:10.1016/j.chb.2021.106715

Anne Lohr, Matthias Stadler + Show 5 more

Open Access

https://doi.org/10.1016/j.chb.2021.106715

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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.

Highlights

The task of designing effective teaching scenarios with digital tech nology has been of great importance in the light of the ongoing process of digital transformation in higher education
We found three levels of teacher-initiated digital learning activities that occur in courses of higher education teachers, namely a low level, a moderate level, and a high level of initiated digital learning activities
The investigated factors digitalization policy and commitment of the university administration, insti tutional equipment, technical and educational support, self-assessed basic digital skills, and self-assessed technology-related teaching skills explained a substantial amount of variance in teacher-initiated digital learning ac tivities and can be seen as relevant parameters of digital teaching and learning in higher education

Summary

Introduction

The task of designing effective teaching scenarios with digital tech nology has been of great importance in the light of the ongoing process of digital transformation in higher education (see Redecker & Punie, 2017). The C♭-model suggests students’ learning outcomes as the central benchmark of higher education It places students’ digital learning activities at the center by assuming that they are directly and causally related to students’ knowledge and skill acquisition. The aim of this study is to address the lack of systematic research on digitally supported learning activities and the institutional and personal factors associated with their occurrence in higher education. Using the C♭-model (Sailer et al, 2021), we aim to assess which types of digital learning activities higher education teachers initiate. Using the C♭-model (Sailer et al, 2021), we aim to assess how higher education teachers’ sets of skills, as well as the institutional en vironments that higher education teachers work in, are associated with their initiation of digital learning activities. Data collection for this study took place in 2018 and before the Covid-19 pandemic

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