Digital University Teaching and Learning in Management—The Gini from the COVID-19 Bottle and Its Empirical Representations in Germany

Digitalization of teaching, learning, and assessment in higher education has gained increasing attention in research in the recent years. While previous research investigated issues of effectiveness, course attendance, and course evaluation from a long-term perspective, the current COVID-19 pandemic...

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Autores principales:	Tobias Witt, Matthias Klumpp, Beatriz Beyer
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	digital teaching digital learning COVID-19 university teaching management teaching Education L
Acceso en línea:	https://doaj.org/article/e20187ff96374e15a30725492a887266
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spelling	oai:doaj.org-article:e20187ff96374e15a30725492a8872662021-11-25T17:23:42ZDigital University Teaching and Learning in Management—The Gini from the COVID-19 Bottle and Its Empirical Representations in Germany10.3390/educsci111107282227-7102https://doaj.org/article/e20187ff96374e15a30725492a8872662021-11-01T00:00:00Zhttps://www.mdpi.com/2227-7102/11/11/728https://doaj.org/toc/2227-7102Digitalization of teaching, learning, and assessment in higher education has gained increasing attention in research in the recent years. While previous research investigated issues of effectiveness, course attendance, and course evaluation from a long-term perspective, the current COVID-19 pandemic forced higher education institutions to digitalize teaching, learning, and assessment in a very short time. In this context, we investigate the effects of the digitalization of three courses from operations research and management science in the summer term 2020, namely two large lectures and tutorials for undergraduate, and a seminar for graduate students. To that end, student performance, course and exam attendance rates, and course evaluations are compared to the setting of the same courses in the previous year 2019 with a traditional, non-digitalized setting. Next to the quantitative data, qualitative statements from the course evaluations and students’ expectations expressed during the term are investigated. Findings indicate that the lecturers’ understanding of learning behavior has to develop further as interaction is required in any format, on-site or digital. Absenteeism and procrastination are important risk areas especially in digital management education. Instruments would have to be adapted to digital settings, but with care and relating to course specifics (including digital evaluation). Digital education does not make learning per se easier or harder, but we observed that the students’ understanding and performance gap increased in digital teaching times. As an outlook, we propose the longitudinal investigation of the ongoing digitalization during the COVID-19 pandemic, and going beyond, investigate opportunities of the current crisis situation for implementing the long-term transition to digital education in higher institution institutions.Tobias WittMatthias KlumppBeatriz BeyerMDPI AGarticledigital teachingdigital learningCOVID-19university teachingmanagement teachingEducationLENEducation Sciences, Vol 11, Iss 728, p 728 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	digital teaching digital learning COVID-19 university teaching management teaching Education L
spellingShingle	digital teaching digital learning COVID-19 university teaching management teaching Education L Tobias Witt Matthias Klumpp Beatriz Beyer Digital University Teaching and Learning in Management—The Gini from the COVID-19 Bottle and Its Empirical Representations in Germany
description	Digitalization of teaching, learning, and assessment in higher education has gained increasing attention in research in the recent years. While previous research investigated issues of effectiveness, course attendance, and course evaluation from a long-term perspective, the current COVID-19 pandemic forced higher education institutions to digitalize teaching, learning, and assessment in a very short time. In this context, we investigate the effects of the digitalization of three courses from operations research and management science in the summer term 2020, namely two large lectures and tutorials for undergraduate, and a seminar for graduate students. To that end, student performance, course and exam attendance rates, and course evaluations are compared to the setting of the same courses in the previous year 2019 with a traditional, non-digitalized setting. Next to the quantitative data, qualitative statements from the course evaluations and students’ expectations expressed during the term are investigated. Findings indicate that the lecturers’ understanding of learning behavior has to develop further as interaction is required in any format, on-site or digital. Absenteeism and procrastination are important risk areas especially in digital management education. Instruments would have to be adapted to digital settings, but with care and relating to course specifics (including digital evaluation). Digital education does not make learning per se easier or harder, but we observed that the students’ understanding and performance gap increased in digital teaching times. As an outlook, we propose the longitudinal investigation of the ongoing digitalization during the COVID-19 pandemic, and going beyond, investigate opportunities of the current crisis situation for implementing the long-term transition to digital education in higher institution institutions.
format	article
author	Tobias Witt Matthias Klumpp Beatriz Beyer
author_facet	Tobias Witt Matthias Klumpp Beatriz Beyer
author_sort	Tobias Witt
title	Digital University Teaching and Learning in Management—The Gini from the COVID-19 Bottle and Its Empirical Representations in Germany
title_short	Digital University Teaching and Learning in Management—The Gini from the COVID-19 Bottle and Its Empirical Representations in Germany
title_full	Digital University Teaching and Learning in Management—The Gini from the COVID-19 Bottle and Its Empirical Representations in Germany
title_fullStr	Digital University Teaching and Learning in Management—The Gini from the COVID-19 Bottle and Its Empirical Representations in Germany
title_full_unstemmed	Digital University Teaching and Learning in Management—The Gini from the COVID-19 Bottle and Its Empirical Representations in Germany
title_sort	digital university teaching and learning in management—the gini from the covid-19 bottle and its empirical representations in germany
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/e20187ff96374e15a30725492a887266
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Digital University Teaching and Learning in Management—The Gini from the COVID-19 Bottle and Its Empirical Representations in Germany

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