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What helped German students learn online in COVID?
In Germany’s first digital semester, teacher digital competence and interactive online courses strongly predicted students’ satisfaction with what they learned.
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Which theory framed the study’s view of online teaching success?
Moore’s theory of transactional distance, emphasizing dialogue, structure, and learner autonomy.
Source: Digital studying in times of COVID-19: teacher- and student-related aspects of learning success in german higher education · DOI · quote verified
What outcome did the regressions mainly predict?
Students’ satisfaction with their acquired knowledge and competencies (perceived learning success).
Source: Digital studying in times of COVID-19: teacher- and student-related aspects of learning success in german higher education · DOI · quote verified
What teacher-level factor had especially high explanatory power?
Students’ satisfaction with their teacher’s digital competencies.
Source: Digital studying in times of COVID-19: teacher- and student-related aspects of learning success in german higher education · DOI · quote verified
How was the digital teaching situation operationalized?
As the share of courses that took place as a videoconference/webinar.
Source: Digital studying in times of COVID-19: teacher- and student-related aspects of learning success in german higher education · DOI · quote verified
What happened when more courses offered active interaction?
Students reported higher satisfaction with their learning success.
Source: Digital studying in times of COVID-19: teacher- and student-related aspects of learning success in german higher education · DOI · quote verified
When was the survey fielded?
Between June and August 2020, covering the summer semester of 2020.
Source: Digital studying in times of COVID-19: teacher- and student-related aspects of learning success in german higher education · DOI · quote verified
Who ran the survey?
DZHW and the Research Group on Higher Education at the University of Konstanz.
Source: Digital studying in times of COVID-19: teacher- and student-related aspects of learning success in german higher education · DOI · quote verified
What regression coefficient was reported for teacher digital competencies?
0.39, described as a relatively strong association.
Source: Digital studying in times of COVID-19: teacher- and student-related aspects of learning success in german higher education · DOI · quote verified
What share of explained variance was tied to teacher digital competencies in that model?
13.1%.
Source: Digital studying in times of COVID-19: teacher- and student-related aspects of learning success in german higher education · DOI · quote verified
Why use transactional distance theory here?
It suggests digital teaching success depends on facilitating dialogue, structure, and learner autonomy.
Source: Digital studying in times of COVID-19: teacher- and student-related aspects of learning success in german higher education · DOI · quote verified
Did teacher-level predictors matter when entered separately?
Yes; videoconference share, interaction opportunities, and teacher digital-competence satisfaction each had positive, highly significant effects.
Source: Digital studying in times of COVID-19: teacher- and student-related aspects of learning success in german higher education · DOI · quote verified
What practical implication do the authors emphasize?
Identifying which teacher- and student-related conditions support successful digital teaching.
Source: Digital studying in times of COVID-19: teacher- and student-related aspects of learning success in german higher education · DOI · quote verified