Abstract:

A large number of digital tools are available for deployment in university teaching. Highly diverse in nature, they can support a wide range of objectives. This investigation analyzes the extent to which students accept the use of digital tools and how suitable they find them for university teaching. Students’ experiences and personal opinions are considered particularly relevant in this regard, as such input provides a clear indication of the appropriateness of the digitized teaching concept. A look at the research literature shows that students appreciate the benefits of face-to-face sessions and e-learning resources alike, with academic analysis also pointing to the advantages of a suitable mixed approach featuring digital and non-digital teaching elements. However, the findings detailed in the research literature additionally demonstrate that students frequently offer differing opinions on digital tools and that a given tool may receive a variety of positive and negative assessments. The MathEdu Digital teaching concept forms the basis of this investigation and comprises two learning phases per specialist topic in accordance with the blended learning format: While learning phase 1 focuses on video demos (audio slide shows), learning phase 2 consists of face-to-face sessions or an alternating series of face-to-face sessions, webinars, and forum-based exchanges. Surveys indicate widespread acceptance of this concept among students, and this paper duly provides nuanced explanations of these findings.

Keywords:

Digitization of University Teaching, e-learning, Blended Learning, LMS, Digital Tools in University Lectures.