Monitor Digital Education - Further Training in Digital Age - Training Providers

Schmid, Ulrich; Goertz, Lutz; Behrens, Julia; Bertelsmann Stiftung, Gütersloh
Use of digital learning forms and learning concepts in further education. Evaluation of digital learning. Strategic assessments on the digitisation of the further training sector. Digital learning for specific target groups. Challenges. Qualification measures for the use of di...
published 2018-01-31, Version 1.0.0

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Monitor Digital Education - Further Training in Digital Age - Training Providers

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A - Data and documents are released for academic research and teaching.


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Schmid, Ulrich
Goertz, Lutz
Behrens, Julia
mmb Institut - Gesellschaft für Medien- und Kompetenzforschung, Essen



Sampled Universe
Persons with managerial responsibilities in further training institutions of vocational, general, political and non-profit education
Probability: Cluster: Stratified random; Sampling Procedure Comment: Probability Sample: Stratified Cluster Sample

Time Dimension

  • Cross-section

Collection Mode

  • Self-administered questionnaire: Web-based
  • Self-administered questionnaire: CAWI (Computer Assisted Web Interview)

DataSets and Files

  • Unit Type: Individual
    Number of Units: 224
    Number of Variables: 188


  • Abstract

    Use of digital learning forms and learning concepts in further education. Evaluation of digital learning. Strategic assessments on the digitisation of the further training sector. Digital learning for specific target groups. Challenges. Qualification measures for the use of digital media. Topics: 1. Further training institution: institutional context of the institution; topics; number of employees. 2. Technical equipment: media technology available for use in further training events, or hardware (tablet, notebook, laptop, stationary computer, television with internet connection, SmartTV, interactive whiteboard, beamer, document camera (visualizer), overhead projector, other - open); planned purchase, available in small or sufficient quantities; available learning applications in outdated or current version (office programs, e. g. Word, Excel, PowerPoint, access to content, e. g. learning programs, e-books from publishers, learning platform, e. g. Moodle, ILIAS, devices and programs for creative work, e. g. Graphics programs, video production, music, internal collaboration platform (Intranet), other applications - open); (non-)availability and evaluation of the quality of technical equipment for digital learning, WLAN, support and supervision as well as further education and qualification of teachers at the own institution. 3. Equipment of the participants, use of private mobile devices: assessment of the use of mobile devices by participants in further training events (effects disturbing, good use, e. g. for research, has a negative effect on concentration, increases participation); own attitude or strategy of the institution with regard to the use of private mobile devices by participants (responsibility of the teacher, the institution´s recommendations or regulations apply, so far no regulation). 4. Assessments of digital learning: assessment of the strategy for the digitisation of teaching (no systematic use of digital learning media, institution participates in the implementation of digital learning as part of pilot projects, now well equipped with technical equipment and programmes, provision of advisory and support services for digital teaching, increased investments in hardware and software, customers are asking specifically for digital learning formats, financial possibilities for investment in digital media are hardly available, other providers are in a better position with regard to digital media than own institution, digital media will not be relevant to the institution in the future). 5. Introduction of digital learning: actors for the introduction of digital learning in the institution (teachers´ initiative, management initiative, needs / demand of participants, wish of (cooperation) partners, initiative of (funding) donors, no use of digital media in courses, other - open); importance of the introduction of digital learning forms within the framework of the strategic orientation of the institution. 6. Content and applications: regulations for the use of external materials and applications in courses: centrally regulated, use is in the hands of the individual teacher, not used (CD-ROMs/DVDs, learning apps, e-books and learning programs, learning videos, e. g. YouTube, paid video portals, learning platform, LMS, office programs, e. g. Word, Excel, Open Office, devices and programs for creative work (graphics programs, video production, music), digital examinations or tests, e-Assessments, software, e. g. statistical and calculation programs). 7. Target groups and special educational needs: participant groups in their own institution (weak participants, high-performing participants, mentally impaired participants, physically handicapped participants, participants with a mother tongue other than German, native speakers with reading and writing difficulties, older people (65 years of age and older), working people, parents on parental leave, unemployed/seeking jobseekers, re-entrepreneurs, none of these groups, and those who have not yet returned to work; digital learning for specific target groups: additionally employed at the institution or unused forms of support for participants with special educational needs (assistive systems to compensate for physical handicaps, contents adapted to mental and psychological handicaps (e. g. Texts in easy language), motivating playful offers, use of small evaluations, combined with short tasks (quests), support of self-determined learning, video offers demonstrating complex facts and processes, texts that take into account the native language competence, aptitude consulting and tests with the help of digital media, other forms of support - open). 8. Evaluating the use of digital media to support the work: contexts in the further training institution that are made easier or more difficult by digital media (foreign language teaching, German as a second language, computer science, scientific/mathematical topics, administrative tasks for teachers, preparation and follow-up of training courses, support for disadvantaged participants, promotion of efficient participants, individualisation, communication with participants, promotion of learning processes between learners (peer to peer), self-directed learning, balancing of heterogeneous learning groups, miscellaneous - open); Evaluation of learning with digital media (motivating, expensive, improves learning outcomes, difficult to check for success, eases the workload of teaching staff, facilitates access to learning for socially disadvantaged learners, facilitates access to learning for physically handicapped learners, facilitates individual support, improves the quality of learning, facilitates access to rural areas and promotes the attractiveness of educational institutions). 9. Challenges: difficulties and problems related to the use of digital learning in the further training institution (too high costs for the acquisition of learning content and for technical equipment, too expensive maintenance of equipment and applications, concerns about health effects, e. g. WLAN, concerns about mental effects, e. g. cognitive development, internet addiction, other things/tasks leave pupils with little time for digital learning, problematic legal questions, e. g. on copyright, data protection, lack of professional support for the digital infrastructure, confusing offers for digital learning, questionable quality of the digital learning offers, participants lack media competence, teachers lack media competence, increased efforts by teachers in the use of digital media are not rewarded, within the framework of the institution´s guidelines, teachers have little leeway in the use of digital media, lack of exemplary concepts for the use of digital media in didactic applications, others - open). 10. Test and examination concepts: percentage of digital examination formats used in the institution (exams or tests as entrance examinations for further training, tasks and tests as examinations in between in order to optimise the course, tasks and (self-)tests to differentiate the participants (individualisation), examinations or tests as a final examination of a course, examinations and (self-)tests, the result of which can only be seen by the learner himself, examinations and tests whose results are evaluated by the teacher). 11. Qualification: suitable measures to qualify teachers for the use of digital media (offers in initial training (studies, vocational training), further training and training courses offered by external providers, in-house training, qualification offers of the further training and training institution, informal exchange (e. g. training for teachers) and the use of digital media (e. g. among colleagues), self-study, other possibilities - open); existence and nature of an internal or cross-institutional working group on digital media; standards of the institution (open); comments (open). Demography: sex; age (grouped); length of service as leader; professional function.


The data set ´Monitor Digital Education - Further Training in Digital Age - Training Providers´ is part of an extensive study that examines the status and evaluation of digital learning in vocational education and training, in general education schools, in universities and in continuing education and training. In each sector, different actors are interviewed, some of which can be compared with each other.


Temporal Coverage

  • 2016-12-16 / 2017-04-26

Geographic Coverage

  • Germany (DE)


Alternative Identifiers

  • ZA6923 (Type: ZA-No.)

Update Metadata: 2021-12-10 | Issue Number: 21 | Registration Date: 2018-02-19