Exploring the transition to the digital age in higher education teaching

Maria Tulis*, Eline Leen-Thomele, Julius Möller, Martina Feldhammer-Kahr, Manuela Paechter, Eva Jonas

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

The global Covid 19-pandemic led to many challenges for higher education (HE) teachers. However, it also provided an opportunity to not only re-evaluate a previously unquestioned teaching culture, but also to fundamentally question the capabilities of HE institutions and teachers to implement digitally supported education at the organizational, teaching, and learning levels. In this study, we analyzed data from 1,339 HE teachers’ conclusions for post-pandemic teaching terms of instructional course quality. Our findings shed light on HE teachers’ mindsets toward traditional face-to-face and online teaching, as well as (im)probable changes in academic teaching culture. Our results offer a “bottom-up” basis for recommendations on how institutions can support their faculty for digital transformations in HE based on teachers’ expertise and perceptions of the advantages and hindrances of HE online teaching
Original languageEnglish
Pages (from-to)127-147
Number of pages21
JournalZeitschrift für Hochschulentwicklung
Volume17
Issue number3
DOIs
Publication statusPublished - 31 Oct 2022

Keywords

  • academic teaching
  • blended learning
  • online teaching
  • face-to-face teaching
  • higher education teachers

Fields of Science and Technology Classification 2012

  • 501 Psychology

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