This study investigated the initiation of digitally supported learning activities and personal and institutional factors associated with them in different higher education courses, based on the C♭-model. The C♭-model is a theoretical framework that systematizes contextual factors, which influence students‘ learning activities as the most important facilitator of students’ learning success. Using a self-assessment instrument with anchored scenarios in a sample of 1625 higher education teachers, we were able to identify three levels at which higher education teachers initiated digital learning activities: a low level (powerpointers), a moderate level (clickerers), and a high level (digital pros). The findings also support the relevance of the contextual factors specified in the C♭-model for initiating a high level of digital learning activities, namely digitalization policy and commitment of university administration, institutional equipment, technical and educational support, self-assessed basic digital skills, and self-assessed technology-related teaching skills. All of these factors explain a substantial amount of variance in the level of initiated digital learning activities. We conclude that a comprehensive approach rather than isolated measures might contribute to successful teaching and learning in higher education.

这项研究基于C♭模型，研究了在不同的高等教育课程中数字化支持的学习活动的启动以及与之相关的个人和机构因素。C♭-模型是一个将上下文因素系统化的理论框架，这些因素影响学生的学习活动，是学生学习成功的最重要推动者。通过在1625名高等教育教师的样本中使用具有锚定场景的自我评估工具，我们能够确定高等教育教师启动数字学习活动的三个层次：低层次（powerpointers），中层次（clickerer）和高水平（数字专业人士）。研究结果还支持在C♭模型中指定的上下文因素与启动高水平数字学习活动的相关性，即数字化政策和大学行政管理的承诺，机构设备，技术和教育支持，自我评估的基本数字技能，以及与技术相关的自我评估的教学技能。所有这些因素都说明了发起的数字学习活动水平的巨大差异。我们得出的结论是，综合方法而不是孤立的措施可能有助于高等教育的成功教学。