COVID-19 as an Accelerator for eLearning Solutions in German Universities
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2021
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Abstract
The current lockdown situation as the result of coronavirus has proven to be severely impactful to businesses and the education industry alike. Many educational institutions have found technical and organizational solutions to continue their studies so that the students are not affected as much by the prevailing situation. The eLearning industry has experienced significant growth and has proven to be the backbone of the education industry. Germany has also learned the importance of eLearning in the face of COVID-19 and has shown great improvements compared to the pre-pandemic situation. Germany has identified the gap in digital learning and is gradually taking the necessary steps to upgrade the academic infrastructure. The lack of learning resources and tools to enhance digital learning was a great challenge. The technical eLearning platforms have come across multiple opportunities during this situation to expand their business and introduce new features in their platforms that can support the development of online learning needs for students. Microsoft has upgraded its Microsoft Teams App to allow a simple learning process for students by collaborating and communicating easily. At the same time, this App has been used frequently by businesses for internal and external meetings. The addition of this feature has increased the share price of the company and its usage has increased by 78% during COVID-19. Students in Germany have positively responded to online learning solutions, although predisposed in general to conventional classroom-style teaching. The positive experiences from online study mechanisms have influenced the trend. Overall students have shown high levels of satisfaction and simply reveal that online learning systems are a great enhancement to traditional learning approaches. Amongst other topics, this study analyzes the communication behavior of students via digital devices and how the rise of COVID-19 has propagated eLearning in Germany. Although the focus is on the technical aspects especially in Germany, this thesis also highlights social and psychological challenges with the adoption of eLearning in general for recommended further studies