Digital learning and teaching – students' need for (new) tools and their extension

Together with seven other universities and the E-Learning Academic Network (ELAN e.V.) the University of Veterinary Medicine Hannover (TiHo) is working closely in the joint project SOUVER@N (Sovereign digital teaching and learning in Lower Saxony), funded by “Stiftung Innovation in der Hochschullehre” to pool their expertise, resources and experience in a coordinated way.

The aim of the project is to promote digital teaching and learning through competent and learning goaloriented use of digital tools, through professional development of new digital teaching and learning concepts, and through targeted networking among the partner universities. The project's target group includes both students and teachers.

As part of the project, a survey of student needs was conducted at the TiHo to analyze which digital applications and tools should be further expanded.

According to initial results over 60 % of the participating students (n = 172) see a need for optimization in the fields of image databases, virtual barn tours, and virtual labs – especially through an extension to other subject areas. Over 60 % of the participants would like to see more frequent use of virtual microscopes, instructional videos, and lecture recordings and over 50 % would like more use of gamebased learning, audience response and feedback systems, and interactive materials.

The virtual microscope – as asked by 61.54 % of the students - has already been extended to the field of histopathology as part of the project and other tools or applications will be implemented in the future.

During the COVID-19 pandemic, examinations could be held in a large congress center under special hygiene rules. However, solutions for online open book and closed book examinations were sought due to the pandemic situation.

Methods: In addition to researching best practices and appropriate exam question formats, settings and options within the examination management platform were reviewed. A new exam design was piloted in formative tests.

Results: Settings such as blocks of items, hidden items and fixed sequences were tried out, as well as the use of many but very similar items. Furthermore a guide with suitable examination scenarios and question formats for online open and closed book examinations has been produced.

Conclusions: With the described examination management platform all assessment processes at the TiHo can be organized and the quality of items and examination procedures can be continuously increased and developed. In addition, solutions for open and closed book examinations are feasible.