Abstract
Since the beginning of the Corona pandemic, students have had to rely more than ever on technology to manage their courses. So far, it is unclear what differential effects emerge from interindividual differences in technical equipment, and the willingness to use technology for coping with study requirements, and how both resources are related to student satisfaction with the learning media. Using structural equation models with survey data (N = 3332), we show that technical equipment and technology commitment explain interindividual differences in dealing with learning activities (ΔR(2) = 0.11), study organization (ΔR(2) = 0.16), and in satisfaction with digital learning media (ΔR(2) = 0.13). Technical equipment and technology commitment prove to be of comparable relevance for coping with the study requirements investigated. In contrast, satisfaction with digital learning media appears to be linked more strongly to technical equipment. Our results extend the discourse currently taking place in higher education about good teaching and they highlight the need to adapt teaching and learning to student resources.