I. Introduction
The COVID-19 pandemic has led to a global rethinking, how teaching - at schools as well as at universities - can be done in a way that presence is no longer necessary while keeping simultaneously sufficient supervision and support. Most of the countries worldwide closed schools and universities for several weeks beginning from March or April 2020. All in all, 1.2 billion children in 186 countries were affected by school closures due to the pandemic [1]. From their perspective, digital learning is only possible with a reliable internet connection and a computer at home. In developed countries this is usually not a problem, but in Indonesia for example only 34% of the students have access to computers. However, for the students who can participate in learning online there are also positive effects such as being able to learn at their own pace and re-reading or skipping learning material [1]. Lecturers and teachers, on the other hand, had to rapidly adapt their traditional course concepts to digital ones. This can be easily done for lectures, which require no participation from the students, but is very problematic in practical courses were students need to have an active role as well as access to physical tools.