COVID‐19 as an accelerator for digitalization at a German university: Establishing hybrid campuses in times of crisis

As a result of the COVID‐19 outbreak, teaching in universities needed to be quickly transitioned from regular on‐campus classes into technology‐enhanced teaching formats. In this article, we present the case study of Chemnitz University of Technology (Germany), where digital classes were introduced...

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Vydáno v:Human behavior and emerging technologies Ročník 2; číslo 3; s. 212 - 216
Hlavní autoři: Skulmowski, Alexander, Rey, Günter Daniel
Médium: Journal Article
Jazyk:angličtina
Vydáno: Hoboken, USA John Wiley & Sons, Inc 01.07.2020
Témata:
Campuses
Case studies
Case Study
Classes
College campuses
Colleges & universities
COVID-19
Crises
digitalization
Educational technology
Emergencies
e‐learning
Higher education
human cognition
human‐computer interaction
hybrid campus
internet
Learning
multimodal learning
Multimodality
Psychology
Social media
social networking
Social psychology
Teaching
Technology
Video conferencing
ISSN:2578-1863, 2578-1863
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Abstract As a result of the COVID‐19 outbreak, teaching in universities needed to be quickly transitioned from regular on‐campus classes into technology‐enhanced teaching formats. In this article, we present the case study of Chemnitz University of Technology (Germany), where digital classes were introduced in a matter of weeks. By analyzing syllabus data, we found that the use of video and video conferencing is an important current development. Related to these findings, we present evidence from instructional psychology and social media research that can help in the design of teaching during this crisis. We highlight the need for multimodal learning, that is, learning settings that use multiple sensory modalities. Importantly, we present a strategy of hybrid campuses for this and potential future emergencies. This approach describes how the social distancing measures currently in effect can be used to re‐think higher education based on a reasonable use of technology. Taken together, the COVID‐19 crisis can be a time of major reform in higher education that will accelerate the process of digitalization in an unprecedented way.
AbstractList As a result of the COVID‐19 outbreak, teaching in universities needed to be quickly transitioned from regular on‐campus classes into technology‐enhanced teaching formats. In this article, we present the case study of Chemnitz University of Technology (Germany), where digital classes were introduced in a matter of weeks. By analyzing syllabus data, we found that the use of video and video conferencing is an important current development. Related to these findings, we present evidence from instructional psychology and social media research that can help in the design of teaching during this crisis. We highlight the need for multimodal learning, that is, learning settings that use multiple sensory modalities. Importantly, we present a strategy of hybrid campuses for this and potential future emergencies. This approach describes how the social distancing measures currently in effect can be used to re‐think higher education based on a reasonable use of technology. Taken together, the COVID‐19 crisis can be a time of major reform in higher education that will accelerate the process of digitalization in an unprecedented way.
As a result of the COVID-19 outbreak, teaching in universities needed to be quickly transitioned from regular on-campus classes into technology-enhanced teaching formats. In this article, we present the case study of Chemnitz University of Technology (Germany), where digital classes were introduced in a matter of weeks. By analyzing syllabus data, we found that the use of video and video conferencing is an important current development. Related to these findings, we present evidence from instructional psychology and social media research that can help in the design of teaching during this crisis. We highlight the need for multimodal learning, that is, learning settings that use multiple sensory modalities. Importantly, we present a strategy of hybrid campuses for this and potential future emergencies. This approach describes how the social distancing measures currently in effect can be used to re-think higher education based on a reasonable use of technology. Taken together, the COVID-19 crisis can be a time of major reform in higher education that will accelerate the process of digitalization in an unprecedented way.As a result of the COVID-19 outbreak, teaching in universities needed to be quickly transitioned from regular on-campus classes into technology-enhanced teaching formats. In this article, we present the case study of Chemnitz University of Technology (Germany), where digital classes were introduced in a matter of weeks. By analyzing syllabus data, we found that the use of video and video conferencing is an important current development. Related to these findings, we present evidence from instructional psychology and social media research that can help in the design of teaching during this crisis. We highlight the need for multimodal learning, that is, learning settings that use multiple sensory modalities. Importantly, we present a strategy of hybrid campuses for this and potential future emergencies. This approach describes how the social distancing measures currently in effect can be used to re-think higher education based on a reasonable use of technology. Taken together, the COVID-19 crisis can be a time of major reform in higher education that will accelerate the process of digitalization in an unprecedented way.
Author Skulmowski, Alexander
Rey, Günter Daniel
AuthorAffiliation 1 Psychology of Learning with Digital Media Chemnitz University of Technology Chemnitz Germany
AuthorAffiliation_xml – name: 1 Psychology of Learning with Digital Media Chemnitz University of Technology Chemnitz Germany
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  fullname: Rey, Günter Daniel
  organization: Chemnitz University of Technology
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Snippet As a result of the COVID‐19 outbreak, teaching in universities needed to be quickly transitioned from regular on‐campus classes into technology‐enhanced...
As a result of the COVID-19 outbreak, teaching in universities needed to be quickly transitioned from regular on-campus classes into technology-enhanced...
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SubjectTerms Campuses
Case studies
Case Study
Classes
College campuses
Colleges & universities
COVID-19
Crises
digitalization
Educational technology
Emergencies
e‐learning
Higher education
human cognition
human‐computer interaction
hybrid campus
internet
Learning
multimodal learning
Multimodality
Psychology
Social media
social networking
Social psychology
Teaching
Technology
Video conferencing
Title COVID‐19 as an accelerator for digitalization at a German university: Establishing hybrid campuses in times of crisis
URI https://onlinelibrary.wiley.com/doi/abs/10.1002%2Fhbe2.201
https://www.proquest.com/docview/2427235830
https://www.proquest.com/docview/2437118460
https://pubmed.ncbi.nlm.nih.gov/PMC7283701
Volume 2
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