Monitor Digital Education - Further Training in Digital Age - Learners

Schmid, Ulrich; Goertz, Lutz; Behrens, Julia; Bertelsmann Stiftung, Gütersloh
Use of digital learning forms and learning concepts in further education. Evaluation of digital learning. Assessments on the digitisation of the further training sector. Digital learning for specific target groups. Topics: 1. Participation in further training: role of digital ...
published 2018-01-31, Version 1.0.0

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Dataset : Numeric



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Monitor Digital Education - Further Training in Digital Age - Learners

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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
GESS Phone & Field Marktforschung, Hamburg
mmb-Institut - Gesellschaft für Medien- und Kompetenzforschung, Essen (coding of open questions)



Sampled Universe
Employable resident population of Germany aged 18 and over with sufficient German language skills Persons in initial education were not interviewed.
Probability: Multistage; Sampling Procedure Comment: Probability Sample: Multistage Sample

Time Dimension

  • Cross-section

Collection Mode

  • Telephone interview: CATI
  • Telephone interview: CATI (Computer Assisted Telephone Interview)

DataSets and Files

  • Unit Type: Individual
    Number of Units: 1003
    Number of Variables: 336


  • Abstract

    Use of digital learning forms and learning concepts in further education. Evaluation of digital learning. Assessments on the digitisation of the further training sector. Digital learning for specific target groups. Topics: 1. Participation in further training: role of digital media in everyday life, use of digital media for learning in the last 12 months; open description of up to three learning situations with digital media (name of the offer (content/topic), provider, Internet-based companies, duration of the offer, location, used devices, used applications or programs, reasons for learning; differentiation of the learning situation according to further training, course or independent learning. 2. Equipment: Equipment used: smartphone, tablet, Kindle, e-book reader, notebook, laptop, stationary computer, television with Internet connection, SmartTV, other (open); frequency of use of these devices for learning; private or third-party equipment; Learning locations and frequency: at home and at work/company, at the place of training (e. g. VHS, Academy), on the road, other (open); frequency of digital learning at these places. 3. Use of digital learning methods: knowledge and use of selected technologies and applications (chat services, e. g. WhatsApp, Snapchat, presentation programs, e. g. PowerPoint, electronic texts (e. g. e-books, PDF documents), digital learning games, simulations, electronic tests or exercises, forums, communities, blogs, learning apps, learning management systems, e. g. Moodle, MOOCs, WBT, web-based learning, DVDs, CDs, social networks, e. g. Facebook, Twitter, Instagram, Cloud services, e. g. Google Drive, Dropbox, video offers, e. g. YouTube, Media Library, Wikipedia or other wikis, websites with professional content, e. g. digital journals, webinars); intended use of these technologies and applications: Use for professional purposes for learning/further training, private use for leisure time for learning/further training (e. g. hobby), no use for learning/informing; free or chargeable use of these technologies. 4. Content and applications: opinion on the use of digital media and applications for further training (still good if trainers or teachers use classical teaching aids, e. g. blackboard, further training without the use of digital media are no longer conceivable, creative working and learning with digital media, e. g. creating your own learning videos is fun, learning apps or digital tests put under pressure, digital media offer more options, e. g.B. Videos and texts that overtax the supply of digital media, anonymous feedback from a learning program better than feedback from a person, trainers/teachers should try out something new with digital media more often, would like to use social media such as WhatsApp, Facebook etc. only for private purposes, so far no suitable digital learning content found. 5. Motivation for learning: motivating forms of learning (lecture with learning videos or presentation tools, pdf-documents, e-books, independent research on the Internet on specific contents, independent learning with explanatory videos and video tutorials, working with a learning platform such as Moodle, ILIAS, learning with creative work programs, e. g. music, creating your own videos, image editing programs, self-learning programs, such as simulations, learning apps, learning games, learning and sharing with social media, such as WhatsApp, Snapchat, Twitter, Facebook, independent familiarization with a topic (e. g. with the help of videos, Wikipedia), followed by a discussion in the learning group, circle training, station learning: different thematic blocks are worked out independently in small groups with the help of digital media, course consisting of learning in the classroom and e-learning, participation in a pure online course, e. g. webinar, creation of larger projects with the help of digital media. 6. General assessment of digital media: child should learn how to use digital media in school, feel dependent on digital developments, Internet makes it possible to get new knowledge, filter Ü65: people of my age should learn how to use digital media, filter Ü35 - U65: older people like my parents should learn how to use digital media, filter U35: older people like my grandparents should learn how to use digital media, again all of them: due to the internet I can keep in touch with many people better, internet connection and the devices are too expensive for me personally, I just don´t understand many things on the internet. Demography: sex; age (grouped); employment status and type of employment; branch; highest level of education. Additionally coded was: respondent ID; weighting factor.


The ´Monitor Digital Education - Further Training in Digital Age - Learners´ data set is part of an extensive study that examines the status and evaluation of digital learning in vocational education and training, in general schools, universities and further education. In each sector, different actors are interviewed, some of which can be compared with each other. The representative population survey included a filter question that asked´ digital learners´ in more detail about concrete learning situations with digital media.


Temporal Coverage

  • 2016-11-03 / 2016-12-12

Geographic Coverage

  • Germany (DE)


Alternative Identifiers

  • ZA6922 (Type: ZA-No.)


  • Januar 2018 durch die Bertelsmann Stiftung

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