Abstract:

Digital and networked technologies infiltrate all aspects of our lives, and thus also how we are consuming and providing knowledge. In particular, digital learning platforms connect the real with the digital place for learning and teaching. They allow for an innovative combination of different learning concepts and learning structures through the consistent use of the possibilities of digitalization. Furthermore, digital learning platforms democratize education because they ensure equal access by heterogeneous user groups through interaction, communication, and sharing of knowledge.

Our paper investigates which factors affect the successful use of such platforms for both knowledge consumers and knowledge providers. For this purpose, we consider the complete life cycle of the learning process which consists of course preparation, learning action, and feedback. If all participants are taken into consideration, there are various supporting factors but also obstacles to the successful implementation of knowledge transfer. Our methodological approach uses Self-Determination Theory in order to examine the motivations of learners and teachers based on survey data and a literature review.

The main goal behind our approach is to understand and describe what contributes to a successful participation in such platforms. Subsequently, these success factors can be translated into concrete requirements for a digital learning platform. This provides a basis for a discussion that can be applied to different forms of teaching and learning platforms such as learning management systems and MOOCs.

Keywords:

Digital learning platform, extrinsic and intrinsic motivation, learning process lifecycle, success factors.