Key prerequisites for implementing online and hybrid teaching

1. Key prerequisites for implementing online and hybrid teaching

Establishing an effective and sustainable e-learning system in educational institutions requires more than just the application of technology. It is necessary to develop a comprehensive framework that includes strategic planning, clearly defined policies, appropriate user support, availability of knowledge resources and continuous professional development of teachers. Such a framework enables the quality implementation of online and hybrid teaching, ensures equal conditions for all participants in the educational process and is aligned with European quality standards.

This activity provides an overview of the key elements that form the basis of an institutional approach to e-learning. In the first part, the concepts of institutional strategy and e-learning policy are presented, which define the vision, goals, standards and operational rules within the institution. In the following part, the importance of organised and accessible pedagogical and IT support, which provides technical and methodical assistance to teachers and students, is considered.

Special emphasis is placed on online access to the library and resources, which enables continuous access to quality information and scientific works in a digital environment. The success of digital teaching also depends on an accessible and stable digital infrastructure and proper software licensing, without which it is not possible to maintain a reliable and legal virtual learning environment.

Finally, the professional development program for teachers, which ensures the strengthening of digital and pedagogical competencies and the continuous monitoring of the quality of teaching work in the online environment, was also discussed.

The main topics covered in this activity include:

• institutional strategy and e-learning policy
• pedagogical and IT support provided
• online access to the library and resources
• digital infrastructure and licensing
• program of professional development and monitoring of teacher competencies.

2. Institutional e-learning strategy and policy

Institutional strategy and e-learning policy are key documents that enable the systematic, high-quality and sustainable development of digital education in higher education and other educational institutions. It is a planned approach by which institutions define their goals, development directions, operational procedures and standards in the field of online and hybrid teaching. These documents form the basis for the effective inclusion of technology in the educational process, and their importance grows with the increasing need for flexible, accessible and high-quality forms of teaching and learning.

Institutional e-learning strategy

An institutional e-learning strategy is a long-term planning document that sets out the vision, mission and goals of digital education within a particular institution, whether it is a university or a higher education institution. It defines the direction in which the institution wants to develop in order to provide modern forms of teaching that meet the needs of students and society.

The strategy includes a clearly defined vision and mission in the field of e-learning. The vision refers to the desired future state, for example, to become a leading institution in digitally supported education, while the mission describes the purpose and core values that guide activities in this area.

Such a document must include objectives such as increasing the accessibility and flexibility of teaching, strengthening the digital competences of teachers and students, and encouraging innovative forms of teaching. The strategy also sets priorities, such as the development of high-quality digital teaching materials, the implementation and integration of learning management systems (such as Moodle), and the promotion of open educational resources.

In addition, the strategy must provide for the necessary resources and infrastructure, from technical equipment, servers and software solutions to technical and pedagogical support. A monitoring and evaluation framework is also important, which determines how the effectiveness of the strategy will be measured, for example through the analysis of student success, the evaluation of e-courses or the level/number of teacher participation in professional development.

E-learning policy 

While the strategy sets goals and long-term direction, the e-learning policy elaborates concrete rules, procedures and guidelines that ensure consistent and high-quality implementation of e-learning in practice. It is based on a strategic framework and enables its operational implementation.

An e-learning policy usually includes rules for implementing online and hybrid teaching, including technical and pedagogical requirements, duration and dynamics of activities, and forms of communication. The document always lists quality standards, such as mandatory elements of e-courses, minimum technical requirements for teaching, and recommended teaching and assessment methods.

The policy also clearly defines the roles and responsibilities of all stakeholders, teachers, students, administrators and technical support. This includes, for example, the obligation of teachers to regularly update content, respond to student inquiries and provide interactive activities, while students take responsibility for active participation and independent learning.

The document must also include instructions for the protection of personal data (especially GDPR) and respect for copyright, which are particularly important in the digital environment, as well as guidelines for the evaluation and administration of distance exams, which must ensure academic integrity and reliability of learning outcomes.

Finally, the policy implies and encompasses support for the professional development of teachers through planned systematic training, workshops, mentoring programs and the possibility of acquiring certificates in the field of e-learning.

The importance of e-learning strategy and policy

Having a clear e-learning strategy and policy is key to ensuring quality and effective distance learning. Such documents help teachers understand what is expected of them, what options are available to them and how they can improve their teaching. They help students understand how classes will take place, what kind of support is available and what they can expect from the digital educational process.

In addition, the strategy and policy enable the efficient development of technical and pedagogical infrastructure, foster coordination within the institution and ensure compliance with national and European quality standards, such as the Quality Assurance Standards in the European Higher Education Area (ESG). Ultimately, these guidelines form the basis for a modern, inclusive and innovative education system that responds to the challenges of the digital age.

Examples of documents

• University of Zagreb e-learning strategy
• University of Pula online teaching strategy
• E-learning strategy of FOI UNIZG

3. Pedagogical and IT support provided

Quality implementation of e-learning requires reliable and accessible pedagogical and information technology (IT) support, which enables teachers and students to effectively use digital tools and methods in education. This support must be systematically organised and aligned with institutional goals and quality standards.

Pedagogical support involves professional assistance in planning, designing and implementing e-courses. This includes advice on online teaching methods, the application of active learning strategies, the design of tasks and assessments and the integration of various digital tools into teaching. Pedagogical advisors or e-learning centers at the university or faculty level often offer templates, guidelines and personalised consultations to help teachers transition to a digital environment.

IT support provides technical assistance in the use of learning management systems (eg Moodle), video conferencing platforms (eg BigBlueButton, JitsiMeet, Zoom, MS Teams), collaboration software solutions and knowledge assessment and communication tools. IT teams help solve technical problems, maintain the infrastructure, develop additional functionalities and provide support in the implementation of new technologies.

These two components of support must be available in a structured manner, via helpdesk, email, consultations or online guides, all to increase teaching effectiveness and user satisfaction.

Examples of activities

• The e-learning centre advises the teacher in designing an inclusive e-college and helps them create accessible multimedia materials according to UDL guidelines.
• The IT Service provides a "helpdesk" for technical problems during exam periods, allowing students to participate in online exams without interruption.

4. Online access to the library and resources

Digital library support is a key element of successful e-learning because it provides students and teachers with access to relevant and high-quality literature, databases and other educational resources, regardless of physical location.

Online library services include access to e-books, scientific journals, databases, repositories of theses and dissertations, as well as other digitised knowledge sources. In many cases, the institution also provides remote access to these resources through authentication systems (e.g. AAI@EduHr).

In addition to access, it is important to have instructions, workshops and tutorials on using online catalogs, citing sources correctly, searching academic databases and using reference management tools (e.g., Zotero, Mendeley). Librarians can also offer virtual consultations, interlibrary loan services and thematic resource reviews for specific courses.

The support of the library in the creation of open educational resources (OER) is essential because it provides expert assistance in copyright, licensing and management of digital content. With their knowledge of metadata, archiving and open access, libraries contribute to greater visibility, quality and sustainability of OER materials in higher education.

In this way, libraries become an important partner in supporting digital learning and the development of information skills.

Examples of activities

• A law student uses remote access to the HeinOnline database via AAI@EduHr user credentials to download legal articles and case law for term papers.
• The academic library organises a virtual workshop "How to use the Scopus database" via the BigBlueButton platform, which makes it easier for students to search and evaluate scientific sources.

5. Digital infrastructure and licensing

A functional and secure e-learning environment cannot exist without an appropriate digital infrastructure, which includes all the technical components necessary for conducting online and hybrid classes.

This includes servers, network resources/HEI internet connection, cloud services, wireless internet access within the HEI building, security protocols, communication and collaboration tools, digital educational services (ISVU, online library access), as well as learning management systems and videoconferencing systems. The institution must ensure that the infrastructure is scalable, reliable and accessible to all users, teachers and students, regardless of their physical location.

Equally important is the issue of software tool licensing. Educational institutions should provide licensed and updated versions of teaching tools (e.g. Microsoft Office 365, Adobe Creative Cloud, text authentication programs, e-testing systems) to enable legal and safe use of technology. Open tools can also play an important role, but it is necessary to provide support for their implementation.

In addition to commercial ones, there are also open-source solutions that are free to license, but the institution must provide certain funds for servers and equipment, as well as for paying IT professionals who will install and maintain them after installation (e.g. Moodle, BigBlueButton, JitsiMeet, Koha, etc.).

Quality infrastructure and licensed tools create the foundation for reliable teaching, data protection and a high level of user experience.

Examples of activities

• HEI installs a local Moodle server and connects it to BigBlueButton for integrated synchronous and asynchronous teaching (since these are open-source software solutions, licensing is free).
• HEI purchases multi-user licenses for MATLAB software, which are distributed to students via the student portal with secure activation and use of AAI@EduHr electronic identities.

6. Program of professional development and monitoring of teacher competencies

The introduction and development of e-learning require continuous professional development of teachers, especially in the area of digital competences, pedagogical application of technology and modern teaching methods.

Institutions should develop a structured professional development program that includes workshops, online courses, mentoring support, microcertificates and accredited training. Topics may include e-course design, distance assessment methods, interactive activities in online environments, use of digital tools and accessibility of digital content.

An important element of such a programme is the monitoring and evaluation of teacher competencies. This can be done through self-assessment, student feedback, analysis of LMS activity and formal evaluation through portfolios or course reviews. The results can be used for individual guidance of development, but also for institutional planning of additional education.

The goal of such a programme is not only training for the technical use of tools, but also encouraging pedagogical reflection, innovation and lifelong learning of teachers.

Examples of activities

• Teachers participate in a cycle of online workshops on digital assessment, creating tests in the Moodle LMS and documenting progress in a digital portfolio.
• The institution implements the DigCompEdu teacher self-assessment tool and offers personalised professional development plans based on the results.