AKWI-Tagungsband zur 35. AKWI-Jahrestagung, 2022, S. 117–131
AKWI 2022
Digital Transformation in Educational Institutions: Scrutinizing the Debate and Highlighting Success Factors: A qualitative study on the current use of learning management systems and learning analytics in Germany

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Cite as text

						@Inbook{Mai+Schmodde+Wehner,
							Cite-key = "mai2022", 
							Year= "2022", 
							 
							 Volume= "AKWI-Tagungsband zur 35. AKWI-Jahrestagung", 
							Pages= "S. 117–131", 
							Journal   = "Monographien",
							 Title= "Digital Transformation in Educational Institutions: Scrutinizing the Debate and Highlighting Success Factors: A qualitative study on the current use of learning management systems and learning  analytics in Germany", 
							Author= "Linda Mai, Lynn Schmodde, Marius C. Wehner
", 
							Doi= "https://doi.org/10.30844/AKWI_2022_08", 
							 Abstract= "In German education, digitalization is evolving, and the COVID-19 pandemic has accelerated this process due to closed schools and universities. While these external conditions were almost 
the same for all institutions, they have dealt with remote teaching in different ways and developed 
various new learning concepts. We conducted 27 interviews with headmasters, e-learning managers, 
and  teachers  from  Germany  to  gain  insights  into  varying  attitudes  towards  learning  management  
systems, as well as the motivations and concerns about future teaching with digital support. Using an 
inductive method, we identify different obstacles, including lack of digital competencies, necessity 
of  technical  equipment,  concerns  about  replacing  traditional  lessons,  but  also  enthusiasm  for  new  
opportunities. We  argue  that  a  meaningful  use  of  learning  management  systems  and  learning  analytics depends on an open and impartial debate on data protection and equal opportunities. Overall, 
this  paper  contributes  to  current  research  with  proposition  development  about  privacy  rights  and  inequalities.", 
							 Keywords= "Data protection, learning analytics, digital transformation, personalized learning, emergency remote teaching", 
							}
					
Linda Mai, Lynn Schmodde, Marius C. Wehner(2022): Digital Transformation in Educational Institutions: Scrutinizing the Debate and Highlighting Success Factors: A qualitative study on the current use of learning management systems and learning  analytics in Germany. AKWI-Tagungsband zur 35. AKWI-Jahrestagung(2022), S. S. 117–131. Online: https://doi.org/10.30844/AKWI_2022_08 (Abgerufen 03.02.23)

Abstract

Abstract

In German education, digitalization is evolving, and the COVID-19 pandemic has accelerated this process due to closed schools and universities. While these external conditions were almost the same for all institutions, they have dealt with remote teaching in different ways and developed various new learning concepts. We conducted 27 interviews with headmasters, e-learning managers, and teachers from Germany to gain insights into varying attitudes towards learning management systems, as well as the motivations and concerns about future teaching with digital support. Using an inductive method, we identify different obstacles, including lack of digital competencies, necessity of technical equipment, concerns about replacing traditional lessons, but also enthusiasm for new opportunities. We argue that a meaningful use of learning management systems and learning analytics depends on an open and impartial debate on data protection and equal opportunities. Overall, this paper contributes to current research with proposition development about privacy rights and inequalities.

Keywords

Schlüsselwörter

Data protection, learning analytics, digital transformation, personalized learning, emergency remote teaching

References

Referenzen

 

 

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