Bibtex
Cite as text
@Inbook{Mai+Schmodde+Wehner,
Cite-key = "mai2022",
Year= "2022",
Volume= "AKWI-Tagungsband zur 35. AKWI-Jahrestagung",
Pages= "S. 117–131",
Journal = "Monographs",
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 31.08.24)
Open Access
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.
Data protection, learning analytics, digital transformation, personalized learning, emergency remote teaching