Online learning
What made digital distance teaching worth students’ effort?
Open access · cc by · source: Europe PMC
For German ninth graders, richer observed learning activities predicted more effort via cognitive activation, while prior tablet familiarity mattered less than expected.
Key findings
In both subjects, student-observed learning activities related to effort, mediated by perceived cognitive activation. Tools were used mostly for passive/active activities and rarely for constructive/interactive ones. Prior face-to-face technology familiarity played a weaker role than expected and was not found to relate to instructed activities, perceived quality, or effort.
Methodology
Researchers surveyed 729 ninth graders in mathematics and German during COVID school closures in Baden-Württemberg schools that had joined a tablet initiative. Students reported learning activities with digital tools, perceived cognitive activation, effort, and prior familiarity with technology-enhanced teaching.
Limitations
Self-reports from one German state initiative cannot prove causality, and rare constructive/interactive activity use means the study observes limited ICAP-high practice rather than a full test of interactive digital pedagogy.
How this study connects
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