The DOI matches its Crossref record; 32 of the 35 references it cites were found in a registry or an index.
The current state and impact of Covid‐19 on digital higher education in Germany
Open accessAbstract
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.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The check wasn’t confident either way, so it gives no verdict — never disputed.
In the citing paper
“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]
Experimental — accuracy not yet measured
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
The Difference between Emergency Remote Teaching and Online Learning
Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2024) · Handbook of Research in Online Learning · doi:10.1163/9789004702813_021 · Cited by 6,253
The ECAR Study of Undergraduate Students and Information Technology, 2007
Salaway, G., & Caruso, J. B. (2007) · Cited by 981
Designing Effective Instruction
Duncan, S. F., & Goddard, H. W. (2017) · Sage eBooks · doi:10.4135/9781071801017.n4 · Cited by 940
Henderson, M., Selwyn, N., & Aston, R. (2017) · Studies in Higher Education · doi:10.1080/03075079.2015.1007946 · Cited by 863
Grade Increase: Tracking Distance Education in the United States.
Seaman, J. E., Allen, I. E., & Seaman, J. (2018) · Cited by 810
Handbook of Distance Education
(2018) · doi:10.4324/9781315296135 · Cited by 795
On defining distance education
Keegan, D. J. (1980) · Distance Education · doi:10.1080/0158791800010102 · Cited by 352
Designing Effective Instruction
Kaufman, R., & Wandberg, R. (2010) · Corwin Press eBooks · doi:10.4135/9781483350455.n5 · Cited by 322
Against All Odds: Education in Germany Coping with Covid-19
Kerres, M. (2020) · Postdigital Science and Education · doi:10.1007/s42438-020-00130-7 · Cited by 298
Online Distance Education: Towards a Research Agenda
Zawacki‐Richter, O., & Anderson, T. D. (2014) · Athabasca University Press eBooks · doi:10.15215/aupress/9781927356623.01 · Cited by 232
Self-citation
Flagged first, then by citations
3 of the 35 references couldn’t be matched to a known paper.
Research works printed but not linked: 27
- Allen N. H., 2001, Lessons learned on the road to the virtual university, Continuing Higher Education Review, 65, 60
- Brindley J. E., 1996, Supporting the learner in open and distance learning, 43
- COL, 2020, Guidelines on distance education during COVID‐19
- Delling R. M., 1971, Grundzüge einer Wissenschaft vom Fernstudium, Epistolodidaktika, 1, 14
- Dieckmann H., 2017, Geschichte des Fernunterrichts
- e‐teaching.org, 2019, E‐Learning‐Förderung in Deutschland
- Gierdowski D. C., 2019, ECAR Study of Undergraduate Students and Information Technology
- Ginder S. A., 2018, Enrollment and employees in postsecondary institutions
- Grosch M., 2011, Mediennutzungsgewohnheiten im Wandel
- Hanft A., 2013, Offene Hochschulen—Die Neuausrichtung der Hochschulen auf Lebenslanges Lernen
- Hanft A., 2015, Herausforderung Heterogenität beim Übergang in die Hochschule
- HFD, 2016, The Digital Turn—Hochschulbildung im digitalen Zeitalter
- Hülsmann T., 2003, Reflections on teaching and learning in an online master program—A case study (pp. 75–120)
- Kennepohl D. K., 2016, Teaching science online: Practical guidance for effective instruction and lab work
- Kerres M., 2012, Studium 2020—Positionen und Perspektiven zum lebenslangen Lernen an Hochschulen
- Khan B. H., 2015, International handbook of E‐learning
- Langer‐Crame M., 2019, Digital experience insights survey 2019: Findings from students in UK further and higher education
- Lee C. E., 2019, New Media and Digital Inclusion: Embracing the 4th Industrial Revolution, 152
- Marinoni G., 2020, The impact of COVID‐19 on higher education around the world
- Peters O., 1997, Didaktik des Fernstudiums—Erfahrungen und Diskussionsstand in nationaler und internationaler Sicht
- Rampelt F., 2019, Bologna digital 2020: white paper on digitalisation in the european higher education area
- Röbken H., 2017, Entwicklung von weiterbildenden Studienangeboten im MINT‐Bereich
- Schünemann I., 2018, Hochschulstrategien für die Lehre im digitalen Zeitalter (No. 38)
- Stalder F., 2016, Kultur der Digitalität (1st Edition)
- Wilkesmann U., 2012, Studium 2020—Positionen und Perspektiven zum lebenslangen Lernen an Hochschulen (pp. 59–81)
- Zawacki‐Richter O., 2004, Support im Online Studium—Die Entstehung eines neuen pädagogischen Aktivitätsfeldes [Student support in online distance education]
- Zawacki‐Richter O., 2017, Weniger ist mehr? Studentische Mediennutzung im Wandel [Less is more? Students' media usage patterns in transition], Synergie ‐ Fachmagazin für Digitalisierung in der Lehre, 2, 70
Cited by
Sorted by citations
Understanding the role of digital technologies in education: A review
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022) · Sustainable Operations and Computers · doi:10.1016/j.susoc.2022.05.004 · Cited by 2,647
Fabriz, S., Mendzheritskaya, J., & Stehle, S. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.733554 · Cited by 453
“In ERT, almost all face-to-face teaching was substituted through online teaching formats (Zawacki-Richter, 2020; Cicha et al., 2021; Goertz and Hense, 2021).”
MethodKeržič, D., Alex, J. K., Balbontín-Alvarado, R., Bezerra, D. D. S., Cheraghi, M., Dobrowolska, B. B., Fagbamigbe, A. F., Faris, M. E., França, T., González-Fernández, B., et al. (2021) · PLoS ONE · doi:10.1371/journal.pone.0258807 · Cited by 236
Response of educational institutions to COVID-19 pandemic: An inter-country comparison
Babbar, M., & Gupta, T. (2021) · Policy Futures in Education · doi:10.1177/14782103211021937 · Cited by 163
Learning and teaching sustainable business in the digital era: a connectivism theory approach
Dziubaniuk, O., Ivanova-Gongne, M., & Nyholm, M. (2023) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-023-00390-w · Cited by 149
Metadata
- Authors
- Zawacki‐Richter, O.
- Affiliations
- Carl von Ossietzky Universität Oldenburg (DE)
- Corresponding author
- 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)
- 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
- 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
- Social Sciences › Education › Digital Transformation of Higher Education
- 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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
