Monitor Digital Education - Further Training in Digital Age - Teachers

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 - Teachers

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



Sampled Universe
Persons with a teaching activity in continuing education institutions or self-employed in 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: 260
    Number of Variables: 370


  • 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. The questionnaire is available in a long version and a short version. Questions that are not included in the short questionnaire (KF) are marked accordingly. Topics: 1. Questions on the implementation of further training: frequency of the organisation of further training events; thematic areas; institutional context; type of teaching forms; implementation of online offers. 2. Technical equipment and organisation: frequency of use of media technology used for the preparation and follow-up of further education events, or Hardware (smartphone, tablet, Kindle/e-book reader, notebook, laptop, stationary computer, TV with internet connection, SmartTV, other - open) (not included in the KF); frequency of use of the devices during the training events (smartphone, tablet, Kindle/e-book reader, notebook, laptop, stationary computer, TV with internet connection, SmartTV (not included in the KF), interactive whiteboard, beamer, document camera/visualizer, overhead projector, other - open). 3. Equipment of learners, use of private mobile devices: assessment of the use of mobile devices by participants in further training events (disruptive, well applicable, e. g. for research, has a negative effect on concentration, increases participation); personal attitude towards the use of private mobile devices by participants (ignoring the use, actively involving smartphones, etc. in the training, basic recommendation to participants not to use devices). 4. Use of digital learning forms and learning concepts: use of various digital technologies and applications during a further training event, for preparation and follow-up, for communication (not included in the KF), no use, not known (not included in the KF): 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 trade journals, webinars, other applications - open. 5. Forms of learning content: use of materials and applications free of charge via the training provider or as a free version, liable to pay the costs, no use: CD-ROMs/DVDs, learning apps, e-books and learning programs, learning videos, e. g. YouTube, paid-for video portals, learning platform, LMS, office programs, e. g..B. Word, Excel, Open-Office, devices and programs for creative work, e. g. graphic programs, video production, music, digital examinations or tests, e-assessment systems, software, e. g. statistical and calculation programs (question not included in KF). 6. Open Educational Resources: evaluation of statements: assessing quality is difficult, OER relieve in the preparation of training, there is a lack of time to search for suitable OER offers, OER enrich events, there are no suitable OER offers in the field, OER is perceived as dubious, free training material from manufacturers/companies is well found (question not included in the KF). Self-developed forms of training or training materials with indication of the license model: training documents, books, e-books, videos, films, image and graphic materials, examination documents, other materials - open (question not included in KF). 7. The use of digital learning forms and learning concepts: preferences for the use of digital learning forms and learning concepts: Internet use to research content with participants; use of learning videos or presentation tools; use of texts, e. g. pdf-documents or e-books in the seminar, processing of specific tasks with specific programs or software by the participants, use of digital media for creative work e. g. to create music, videos, targeted use of social media (e. g. WhatsApp, Facebook) for preparation and post-processing, self-learning programs, e. g..B. Learning apps, learning games or simulations, instructing participants in the use of digital media for preparation and post-processing in order to build up their own lessons (Flipped Classroom), organising station learning / circuit training with digital media, instructing participants in the creation of project work or presentations with digital media, using blended learning concepts, learning takes place partly on site and online, conduct of e-learning events, other - open; assessment of how well the above-mentioned forms of learning have proven successful (question not included in KF). 8. Target groups and funding needs: groups of participants in own courses/training courses (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, elderly people (65 years and older), working persons, parents on parental leave, unemployed people/labour seekers, re-entrepreneurs, none of these groups, another participant group - open) (question not included in KF); digital learning for specific target groups: used or unused forms of support for participants with a particular need for support (assistive systems for balancing 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 that demonstrate complex facts and processes, texts that take into account native language competence, aptitude consulting and tests using digital media, other forms of support - openly) (question not included in the KF). 9. Evaluation of the use of digital media to support the work: contexts in further training 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 digital learning in general: Evaluation of digital learning (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 challenged learners, facilitates individual support, improves the quality of learning, facilitates access to rural areas and promotes the attractiveness of educational institutions). 10. Challenges: difficulties related to digital learning: overly high costs for the acquisition of learning content and technical equipment (hardware & software), overly expensive maintenance of equipment and applications, technical devices and systems do not always work reliably, concerns about health effects, e. g. WLAN, concerns about mental effects, e. g. cognitive development, internet addiction, other things/tasks leave the participants little time for digital learning, legal questions, e. g. concerning copyrights, data protection, represent a problem, lack of professional supervision of the digital infrastructure at the educational provider, offer for digital learning too confusing, questionable quality of the digital learning offers, missing media competence of the participants, missing media competence of the lecturers/trainers, increased personal expenditure with the use of digital media is not rewarded, in the context of the defaults of the clients only little leeway with the use of digital media, missing exemplary concepts to the didactic act are not rewarded. 11. Test and examination concepts: frequency of use of the digital test formats used (in percent): examination or test as an entrance examination for a further education, tasks and tests as an examination in between in order to optimise the course, tasks and (self-)tests to differentiate the participants (individualisation), examination or test 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, the results of which are evaluated by the teacher (question not included in the KF). 12. Qualification: qualification measures: offers in initial training (studies, vocational training), advanced training courses offered by external providers, inhouse training; training courses offered by the further training institution, informal exchange (e. g. among colleagues), self-study, other possibilities - open; initiator of the use of digital media (surveyors, participants, colleagues, education providers, clients, others - open); employer´s standards with regard to the use of digital media (open), comments on the subject of further training with digital media (open). Demography: sex; age (grouped); duration of teaching; professional status; field of activity. Additionally coded was: respondent ID; collector ID; questionnaire version (short-long).


The data set ´Monitor Digital Education - Further Training in Digital Age - Teachers´ 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 training. In each sector, different actors are interviewed, some of which can be compared with each other. The questionnaire was available in a long version and a short version. The aim was to generate more responses with the short version.


Temporal Coverage

  • 2016-12-15 / 2017-05-18

Geographic Coverage

  • Germany (DE)


Alternative Identifiers

  • ZA6921 (Type: ZA-No.)


  • Dezember 2017 durch die Bertelsmann Stiftung

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