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How do students deal with forced digitalisation in teaching and learning? Implications for quality assurance

How do students deal with forced digitalisation in teaching and learning? Implications for... This paper aims to investigate student subgroups’ responses to the coercive digitalisation of teaching and learning processes during the pandemic. Respective variance is discussed in terms of digital inequality and is interpreted as a need to individualise teaching and learning and quality assurance practices.Design/methodology/approachThis study uses data from surveys (N = 955) on student perceptions of the introduction of emergency digitalisation – an important aspect of higher education. The authors perform latent class analyses to identify student subgroups. The students were asked to rate digital learning processes and their overall learning experiences.FindingsThe identified student subgroups are proponents, pragmatics and sceptics of digitalised teaching and learning processes. These subgroups have different preferences with regard to teaching and learning modes of delivery, which implies the relevance of individualised educational services and respective quality assurance practices to reflections on improvement needs.Research limitations/implicationsThe data are from a single, typical German university; therefore, the scope of the results may be limited. However, this study enriches future research on the traits of student subgroups and students’ coping strategies in an ever-changing learning environment.Practical implicationsThe findings may help individualise universities’ counselling services to enhance overall teaching performance and quality assurance practices in a digitalised environment.Originality/valueThe findings provide insights into students’ responses to the COVID-19 pandemic and its impact on teaching and learning. This paper enriches the research on student heterogeneity and relates this to development needs of quality assurance practice. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Quality Assurance in Education Emerald Publishing

How do students deal with forced digitalisation in teaching and learning? Implications for quality assurance

How do students deal with forced digitalisation in teaching and learning? Implications for quality assurance

Quality Assurance in Education , Volume 31 (1): 15 – Jan 10, 2023

Abstract

This paper aims to investigate student subgroups’ responses to the coercive digitalisation of teaching and learning processes during the pandemic. Respective variance is discussed in terms of digital inequality and is interpreted as a need to individualise teaching and learning and quality assurance practices.Design/methodology/approachThis study uses data from surveys (N = 955) on student perceptions of the introduction of emergency digitalisation – an important aspect of higher education. The authors perform latent class analyses to identify student subgroups. The students were asked to rate digital learning processes and their overall learning experiences.FindingsThe identified student subgroups are proponents, pragmatics and sceptics of digitalised teaching and learning processes. These subgroups have different preferences with regard to teaching and learning modes of delivery, which implies the relevance of individualised educational services and respective quality assurance practices to reflections on improvement needs.Research limitations/implicationsThe data are from a single, typical German university; therefore, the scope of the results may be limited. However, this study enriches future research on the traits of student subgroups and students’ coping strategies in an ever-changing learning environment.Practical implicationsThe findings may help individualise universities’ counselling services to enhance overall teaching performance and quality assurance practices in a digitalised environment.Originality/valueThe findings provide insights into students’ responses to the COVID-19 pandemic and its impact on teaching and learning. This paper enriches the research on student heterogeneity and relates this to development needs of quality assurance practice.

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References (61)

Publisher
Emerald Publishing
Copyright
© Philipp Pohlenz, Annika Felix, Sarah Berndt and Markus Seyfried.
ISSN
0968-4883
eISSN
0968-4883
DOI
10.1108/qae-02-2022-0041
Publisher site
See Article on Publisher Site

Abstract

This paper aims to investigate student subgroups’ responses to the coercive digitalisation of teaching and learning processes during the pandemic. Respective variance is discussed in terms of digital inequality and is interpreted as a need to individualise teaching and learning and quality assurance practices.Design/methodology/approachThis study uses data from surveys (N = 955) on student perceptions of the introduction of emergency digitalisation – an important aspect of higher education. The authors perform latent class analyses to identify student subgroups. The students were asked to rate digital learning processes and their overall learning experiences.FindingsThe identified student subgroups are proponents, pragmatics and sceptics of digitalised teaching and learning processes. These subgroups have different preferences with regard to teaching and learning modes of delivery, which implies the relevance of individualised educational services and respective quality assurance practices to reflections on improvement needs.Research limitations/implicationsThe data are from a single, typical German university; therefore, the scope of the results may be limited. However, this study enriches future research on the traits of student subgroups and students’ coping strategies in an ever-changing learning environment.Practical implicationsThe findings may help individualise universities’ counselling services to enhance overall teaching performance and quality assurance practices in a digitalised environment.Originality/valueThe findings provide insights into students’ responses to the COVID-19 pandemic and its impact on teaching and learning. This paper enriches the research on student heterogeneity and relates this to development needs of quality assurance practice.

Journal

Quality Assurance in EducationEmerald Publishing

Published: Jan 10, 2023

Keywords: Coercive digitalisation; Latent class analysis; Teaching and learning; Individualisation; Latent class analyses

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