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Barriers to Digital Higher Education Teaching and How to Overcome Them: Lessons Learned during the COVID-19 Pandemic
Department of Organization and Information Systems, Osnabrück University, Germany.
Malmö University, Faculty of Technology and Society (TS), Department of Computer Science and Media Technology (DVMT). Malmö University, Data Society.ORCID iD: 0000-0002-3488-708X
Department of Organization and Information Systems, Osnabrück University, Germany.ORCID iD: 0000-0003-4426-1790
2022 (English)In: Education Sciences, E-ISSN 2227-7102, Vol. 12, no 12, p. 1-15, article id 870Article in journal (Refereed) Published
Abstract [en]

The COVID-19 pandemic forced a transition to digital teaching in higher education institutions (HEIs) as it was the only safe method for higher education (HE) teaching during the pandemic. However, this crisis emphasized the barriers students face worldwide. For digital HE teaching to survive in the future, these barriers should be overcome. The present paper aimed to systematically identify these barriers and present recommendations to overcome them. For this purpose, a quantitative survey (n = 369) was conducted with students in three countries, and qualitative student statements were analyzed. Possible countermeasures for corresponding barriers are described, and related stakeholders are identified. Thus, the study provided an overview of recommendations for stakeholders to overcome the barriers. The recommendations to resolve most barriers entail offering hybrid formats, adjusting lecture design, and ensuring proper communication.

Place, publisher, year, edition, pages
MDPI, 2022. Vol. 12, no 12, p. 1-15, article id 870
Keywords [en]
digital teaching, barriers, higher education institutions, COVID-19 pandemic, recommendations
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:mau:diva-56421DOI: 10.3390/educsci12120870ISI: 000902479700001Scopus ID: 2-s2.0-85144721678OAI: oai:DiVA.org:mau-56421DiVA, id: diva2:1715804
Available from: 2022-12-02 Created: 2022-12-02 Last updated: 2024-02-05Bibliographically approved

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Packmohr, Sven

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