A closer look at two teaching contexts. Im Psychologischen Forschungskolloquium berichten Wissenschaftler*innen der Universität Augsburg und Forscher*innen aus anderen Forschungseinrichtungen über ihre Arbeit.

This presentation focuses on two studies investigating the initiation of digital supported learning activities in higher education, as well as teacher-related and institutional factors that may be directly related to the initiation of these activities. Based on the C♭-model, which serves as a theoretical framework by emphasizing the importance of students’ learning activities and their contextual influences, two large-scale assessments (one in a regular teaching context, one in an online-only teaching context) from the same series of trend studies were conducted. These studies assessed higher education teachers’ initiation of digital learning activities as well as their technology-related knowledge and attitudes, institutional, organizational, and administrative factors, and information about courses and teaching settings. With the studies, we were, first, able to identify different profiles of higher education teachers’ initiation of digital learning activities (Powerpointers, Clickerers, Digital Pros, and - only in the online-only teaching context - Interactivators). Second, we found teacher-related and institutional factors to be positively related to digital learning activities (regular teaching context) and differences in higher education teachers’ technology-related knowledge and attitudes between the clusters (online-only teaching context). Our findings underline the relevance of researching digital learning activities and shed light on how a shift to online-only teaching changes digital teaching and learning. Future research might expand on these insights by focusing on future developments in online teaching.