The current state and impact of Covid‐19 on digital higher education in Germany

Zawacki‐Richter, Olaf

doi:10.1002/hbe2.238

Cited by 274Education during COVID-19 pandemicEducational Innovations and ChallengesE-Learning and COVID-19

The current state and impact of Covid‐19 on digital higher education in Germany

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Zawacki‐Richter, Olaf·2021·Human Behavior and Emerging Technologies

DOI 10.1002/hbe2.238PMC PMC7753568

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Abstract

This case study looks at the effects of the Covid-19 pandemic on teaching and learning at universities in Germany. It examines the question of whether the current practice of Emergency Remote Teaching in the online term 2020 will lead to an acceleration of the digitalization of teaching and learning, and on what we can build upon in this development. In the light of the state of digital higher education in Germany and international experience in the field of distance education, as well as organizational support structures, the results of a longitudinal study on the media use behavior of students will be presented. While the acceptance of e-learning tools was slightly declining before the Covid-19 outbreak, it is to be assumed that the demand for digital offers will rather increase. Despite some reluctant reactions, it can be assumed that the current situation will have a positive effect on digital innovations in university teaching in Germany due to the pressure of the crisis, the great commitment of many teachers, and raised expectations.

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Process-based assessments, which emphasise the development and documentation of learning over time, help ensure originality and deeper engagement.
“Process-based assessments, which emphasise the development and docu -mentation of learning over time, help ensure originality and deeper engagement [ 43 ].”
From Redefining student assessment in AI-infused learning environments: a systematic review of challenges and strategies for academic integrity (2026) · cites this paper as [43]
The passages from “International experience: Online Distance Education” discuss instructional design and support for learners, not process-based assessment. A search for assessment, originality, plagiarism, and documentation of learning over time found no passage in our copy addressing the claimed benefits. Page numbers were not available. (LLM, conf=0.76)
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Authors: Zawacki‐Richter, O.
Affiliations: Carl von Ossietzky Universität Oldenburg (DE)
Corresponding author: Zawacki‐Richter, Olaf
ORCID: Zawacki‐Richter, Olaf
Venue: Human Behavior and Emerging Technologies
Publisher: Wiley
Published: 2020-12-03
Volume: 3
Issue: 1
Pages: 218-226
ISSN: 2578-1863 (ISSN-L)
DOI: 10.1002/hbe2.238
PMC: PMC7753568
OpenAlex: W3109151985
Cited by: 249
References: 35
Citations by year: 2026: 18 · 2025: 23 · 2024: 29 · 2023: 68 · 2022: 69 · 2021: 41 · 2020: 1
FWCI: 67.82
Type: journal article
Language: en
Open access: hybrid
doi.org
Licence: cc-by-nc
creativecommons.org/licenses/by-nc/4.0/ (vor)
doi.wiley.com/10.1002/tdm_license_1.1 (tdm)
Locations: Human Behavior and Emerging Technologies (publishedVersion, cc-by-nc)
PubMed Central (publishedVersion, cc-by-nc)
PubMed (publishedVersion)
Funders: University of South Africa
Topics: Social Sciences › Education › Education during COVID-19 pandemic
Physical Sciences › Computer Science › Information Systems › Educational Innovations and Challenges
Social Sciences › Education › E-Learning and COVID-19
Keywords: COVID-19 pandemic, emergency remote teaching, digital higher education, digitalization of teaching, university teaching, online learning tools, distance education, Germany

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The current state and impact of Covid‐19 on digital higher education in Germany

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