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Background <p>The COVID-19 pandemic has had a&#xa0;lasting impact on higher education, particularly with regard to digitality. This study examined how students at the University of Education Schwäbisch Gmünd experienced and evaluated digital environments and infrastructures between 2021 and 2024. The research was conducted as part of the third-party-funded institutional development project “Professionalization for a&#xa0;Culture of Digitality.”</p> Methods <p>Three quantitative online surveys were conducted as full-population surveys among all enrolled students. The culture of digitality was operationalized using three indicators: (1)&#xa0;utilization and (2)&#xa0;evaluation of digital environments and infrastructures as well as (3)&#xa0;their perceived impact. Data were analyzed descriptively and inferentially.</p> Results <p>The use of digital environments and infrastructures evolved differently over time; for example, Moodle was used more frequently, whereas videoconferencing systems were used less often. In the evaluations, increased temporal flexibility gained importance, while the lack of social contact was mentioned less often as a&#xa0;central disadvantage. Negative effects such as fatigue and increased workload declined, and positive experiences such as greater enjoyment of learning and teaching increased.</p> Conclusion <p>Over time, the findings indicate a&#xa0;continuing process toward establishing a&#xa0;culture of digitality. Digital environments and infrastructures are used by students and are largely evaluated positively, although technical barriers, health-related strains, and the need for social interaction persist. For the future of higher education, it will be important to support development of the culture of digitality in a&#xa0;sensitive and reflective manner and to further develop teaching practices and institutional structures through participatory processes.</p>

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Digitale Hochschullehre aus Studierendenperspektive

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月4日

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  • Jessica Dieudonné,
  • Lotta Jahl,
  • Julia Schifano,
  • Marlen Niederberger

摘要

Background

The COVID-19 pandemic has had a lasting impact on higher education, particularly with regard to digitality. This study examined how students at the University of Education Schwäbisch Gmünd experienced and evaluated digital environments and infrastructures between 2021 and 2024. The research was conducted as part of the third-party-funded institutional development project “Professionalization for a Culture of Digitality.”

Methods

Three quantitative online surveys were conducted as full-population surveys among all enrolled students. The culture of digitality was operationalized using three indicators: (1) utilization and (2) evaluation of digital environments and infrastructures as well as (3) their perceived impact. Data were analyzed descriptively and inferentially.

Results

The use of digital environments and infrastructures evolved differently over time; for example, Moodle was used more frequently, whereas videoconferencing systems were used less often. In the evaluations, increased temporal flexibility gained importance, while the lack of social contact was mentioned less often as a central disadvantage. Negative effects such as fatigue and increased workload declined, and positive experiences such as greater enjoyment of learning and teaching increased.

Conclusion

Over time, the findings indicate a continuing process toward establishing a culture of digitality. Digital environments and infrastructures are used by students and are largely evaluated positively, although technical barriers, health-related strains, and the need for social interaction persist. For the future of higher education, it will be important to support development of the culture of digitality in a sensitive and reflective manner and to further develop teaching practices and institutional structures through participatory processes.