Digital Learning and Usage Practices of German Students in a Continuum of Formal and Informal Contexts—Results of a Diary Study

In the “culture of digitality”, new (digital) spaces of opportunity in the contested field of formal and informal learning contexts are constantly emerging, forcing students to orient themselves and take responsibility for selecting information. To deal with the associated challenges (e.g., cognitive overload) this brings, digital skills are required, which can be acquired through various learning and usage practices. The aim of this study is to examine the interplay between students’ individual (digital) learning environments and their (digital) learning and usage practices, which are shaped by the culture of digitality, to derive actionable recommendations for the promotion of digital competencies. Thus, the multivariate results of a quantitative 10-day diary study with 70 students from a German University demonstrate that merely owning digital media is not sufficient to stimulate processes for developing digital competencies. Instead, students need to be encouraged to use these media in a way that actively promotes learning and reflection. Against the backdrop of these findings, there is a discussion about how learning environments can be designed to support and accompany students’ individual digital learning practices.