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O. Ahel and K. Lingenau
ing scenarios is increasing and new active and collaborative formats, like inverted
classroom models or blended learning scenarios, are continuously developed (HfD
2016). Apart from engaged lecturers, who have a personal interest in digital media,
there are socio-political factors (e.g. the Bologna-Process and the guiding concept of
lifelong learning) which contributed to the promotion of digital teaching at European
universities (Pietrass 2011).
2.2 Opportunities Associated with Digitalization
After many discussions and years of research and development, the transformation
towards and implementation of digital media in classrooms is now widely considered as a meaningful development (Mayrberger 2015). A trusted publication as the
Horizon Report: 2015 Higher Education Edition of the New Media Consortium
(NMC) (NMC 2015), which surveys short, mid and long term trends, technologies
and developments in higher education, underlines the numerous advantages of the
digital transformation. In this particular publication, virtual education is referred
to as a meaningful alternative to attendance teaching. In addition to that, specific
advantages as flexibility, accessibility and practical relevance are mentioned (NMC
2015).
Online lectures in particular give students the opportunity to study in a flexible
way. Students get the opportunity to study at any time, at any place and at their own
pace. To get access to content (e.g. learning material or videos of lectures) and process
it in a self-guided way, fits the needs of students who have other obligations besides
their studies and provides solutions for some of the everyday problems of modern
society, such as full work programs and other time-related issues. Moreover, a specific
advantage of digital teaching and learning is that it is oriented towards future job
requirements. Most emerging markets provide several opportunities for jobs directly
related to digital media (The World Economic Forum 2016). It is anticipated that
occupations will progressively increase the use of digital media—also occupations
in which it is not used as intensively yet (Ibid).
The use of digital media during learning prepares students to work in interdisciplinary contexts, which is useful for occupations based on digital formats. A positive
social factor is that digital media provides the opportunity for the creation of collaborative learning platforms, which enable students and researchers to work together and
experiment with new techniques. Furthermore, the use of digital media can increase
the motivation to learn, the learning efficiency and the learning success of young
people (Kerres 2016). Even though digital teaching cannot (and should not) necessarily replace attendance teaching, it can be a useful tool, which can assist lecturers in
imparting knowledge and help students to prepare themselves for future challenges
(Dräger and Müller-Eiselt 2015).
O. Ahel and K. Lingenau
ing scenarios is increasing and new active and collaborative formats, like inverted
classroom models or blended learning scenarios, are continuously developed (HfD
2016). Apart from engaged lecturers, who have a personal interest in digital media,
there are socio-political factors (e.g. the Bologna-Process and the guiding concept of
lifelong learning) which contributed to the promotion of digital teaching at European
universities (Pietrass 2011).
2.2 Opportunities Associated with Digitalization
After many discussions and years of research and development, the transformation
towards and implementation of digital media in classrooms is now widely considered as a meaningful development (Mayrberger 2015). A trusted publication as the
Horizon Report: 2015 Higher Education Edition of the New Media Consortium
(NMC) (NMC 2015), which surveys short, mid and long term trends, technologies
and developments in higher education, underlines the numerous advantages of the
digital transformation. In this particular publication, virtual education is referred
to as a meaningful alternative to attendance teaching. In addition to that, specific
advantages as flexibility, accessibility and practical relevance are mentioned (NMC
2015).
Online lectures in particular give students the opportunity to study in a flexible
way. Students get the opportunity to study at any time, at any place and at their own
pace. To get access to content (e.g. learning material or videos of lectures) and process
it in a self-guided way, fits the needs of students who have other obligations besides
their studies and provides solutions for some of the everyday problems of modern
society, such as full work programs and other time-related issues. Moreover, a specific
advantage of digital teaching and learning is that it is oriented towards future job
requirements. Most emerging markets provide several opportunities for jobs directly
related to digital media (The World Economic Forum 2016). It is anticipated that
occupations will progressively increase the use of digital media—also occupations
in which it is not used as intensively yet (Ibid).
The use of digital media during learning prepares students to work in interdisciplinary contexts, which is useful for occupations based on digital formats. A positive
social factor is that digital media provides the opportunity for the creation of collaborative learning platforms, which enable students and researchers to work together and
experiment with new techniques. Furthermore, the use of digital media can increase
the motivation to learn, the learning efficiency and the learning success of young
people (Kerres 2016). Even though digital teaching cannot (and should not) necessarily replace attendance teaching, it can be a useful tool, which can assist lecturers in
imparting knowledge and help students to prepare themselves for future challenges
(Dräger and Müller-Eiselt 2015).