Technical prerequisites from the perspective of teachers and students

1. Introduction

This activity examines the fundamental technical, infrastructural and organisational prerequisites that enable the successful planning and implementation of online and hybrid teaching in higher education. The digital environment requires reliable network connectivity, the availability of appropriate e-learning platforms and tools, as well as security mechanisms that protect user data and enable stable operation. In addition to technical solutions, an institutional organisation that provides clear support for teachers and students is also necessary.

Special emphasis is placed on the dual perspective: that of the teacher and that of the student. Effective digital teaching depends not only on the available tools, but also on the competencies, habits and expectations of all participants. Teachers need access to reliable tools, pedagogical support and adapted training models, while students must have the conditions ensured for following classes, participating in activities and using digital content.

The key to successful implementation of digital learning is alignment between resources, support and organizational expectations. This includes clearly defined roles, coordination between technical and teaching services, and continuous assessment and adjustment of the educational process. Only with an integrated approach can a quality and inclusive digital learning environment be achieved.
Below we will talk a little more about:

• teacher's perspective
• students' perspectives
• access to content and virtual infrastructure, and
• inclusivity and digital accessibility
• ensuring technical prerequisites for teachers and students.

Finally, most of these measures require financial resources. Since this sometimes represents an insurmountable obstacle (especially for the student population), it is necessary to find those measures that can help as many teachers and students as possible with the same investment.

2. Teacher's perspective

For teachers, the basic prerequisites include a stable internet connection, appropriate computer equipment (laptop, camera, microphone, headphones) and access to digital tools and platforms for teaching. Many teachers in Croatia use platforms such as Moodle (Loomen, Merlin), Microsoft Teams, Zoom or BigBlueButton. The availability of technical equipment often depends on institutional capacities, while some universities or constituents (e.g. the University of Rijeka and the FOI in Varaždin) provide their own equipment for teachers, in other cases teachers rely on personal equipment, which can be a problem for older employees or external collaborators.

Effective digital teaching also requires access to a virtual environment for storing, editing and distributing materials. This includes the ability to regularly back up and archive data to ensure continuity of teaching and information protection. Some universities use local server systems, others, for example, the infrastructure provided by SRCE, while some rely on cloud solutions such as Microsoft OneDrive and Google Workspace.

3. Student perspective

For students, key prerequisites include quality internet access, a personal computer or tablet, and constant access to educational content via learning platforms. Problems with access most often occur among students who come from rural areas or from families of lower socioeconomic status. Research conducted during the COVID-19 pandemic showed that as many as 30% of students in Croatia did not have optimal conditions for following online classes from home.

At the institutional level, some faculties have recognised these challenges and have provided students with equipment for loan (e.g. FOI or the Faculty of Electrical Engineering and Computing in Zagreb), while others have increased the number of workstations in reading rooms and computer labs. Internet access in faculty premises, reading rooms and common areas must be uninterrupted and stable, and learning platforms must be functional, clear and adapted to mobile devices.

4. Access to content and virtual infrastructure

To enable quality education in a digital environment, students and teachers must have unhindered access to a variety of digital resources and virtual infrastructure. This includes digital libraries, academic databases and repositories of scholarly works, such as Hrčak (the Croatian portal of scholarly and professional journals), Scopus and JSTOR, which enable searching for relevant scholarly literature. Access to these resources is essential for developing research competencies, writing seminars, thesis papers and publishing scholarly works.

In addition, many higher education institutions in Croatia are developing their own systems for managing and distributing educational content. Some components of our universities stand out by implementing their own e-repositories, which not only store teaching materials, but also offer access to digital textbooks, video lessons, tests and multimedia teaching units. These systems are often integrated with the national authentication framework AAI@EduHr, which provides students and teachers with easy and secure access to a personalised educational environment.

Virtual laboratories and simulation tools play a particularly important role in higher education, especially in the fields of technical (for example, the Faculty of Mechanical Engineering and Naval Architecture of the University of Zagreb), natural sciences and biomedical sciences. They enable the performance of experiments, exercises and analyses in a simulated digital environment, thus compensating for limited access to physical laboratories and equipment. By using virtual experiments, students can safely learn from their own mistakes, develop analytical thinking and understanding of complex processes without the need for expensive equipment or laboratory space. In this way, active learning and individual work at one's own pace are encouraged, which further increases the accessibility and flexibility of education.

5. Inclusivity and digital accessibility

Inclusivity and digital accessibility are fundamental prerequisites for ensuring equal educational opportunities for all students, especially in the context of online and hybrid learning. Although often relegated to the background of technical and infrastructural aspects, accessibility and inclusive design are essential for creating an educational environment in which all students, regardless of their abilities, can participate equally. This includes ensuring that all digital content, platforms and tools are compatible with the diverse needs of users, including students with disabilities, visual or hearing impairments, reading difficulties, neurodiversions (e.g. dyslexia, ADHD, autism) and other forms of specific educational needs.

Unfortunately, many students still face barriers in the form of inaccessible learning materials. These include videos without subtitles or sign language, texts in inappropriate formats, images without alternative descriptions (alt text), poor colour contrast, the use of unstructured documents that are not readable by screen readers and unadapted platforms that require complex interactions. The lack of universal design affects not only people with disabilities, but also a wider range of users, including those who use mobile devices, have poor internet connections or study in difficult conditions.

There are positive examples of practice in the Croatian higher education system. The umbrella document is the CARNET Digital Accessibility Guidelines. The Faculty of Education and Rehabilitation and the Faculty of Humanities and Social Sciences, University of Zagreb, have recognised the importance of accessibility and, in cooperation with the Offices for Students with Disabilities, have developed specific guidelines and resources for creating adapted teaching materials. This includes creating digital courses in accordance with WCAG (Web Content Accessibility Guidelines) standards, educating teachers on the basics of inclusive design and collaborating with teaching assistants. The Library of the Faculty of Humanities and Social Sciences of the University of Zagreb, the Office for Students with Disabilities, and the Centre for e-Learning Support of the Faculty of Humanities and Social Sciences have been running a project to adapt literature for blind and visually impaired people since 2015. However, such a practice has not yet been systematically established at the level of all universities and higher education institutions, which leads to uneven support and experiences among students. Systematic integration of accessibility into all phases of digital education, from curriculum planning to evaluation, is necessary for the achievement of inclusive and equitable higher education.

MOODLE LMS and accessibility

Within Moodle LMS-based systems (such as Loomen and Merlin), there are a number of tools and features available that support accessibility and inclusive learning. Built-in validation within the built-in text editor allows teachers to check content to ensure that materials meet accessibility standards. Text editors also offer options for adding alternative text to images, structuring titles and using semantically correct content formatting. Students can also use contrast mode or increase font size for easier reading and navigation if the teacher includes an accessibility block in their e-course. Additionally, integration with tools such as the Brickfield Accessibility Toolkit (a commercial solution) allows for systematic monitoring and improvement of the accessibility of all teaching materials in Moodle e-courses. We strongly recommend that teachers test all online activities that are graded or require active student work in a timely manner so that students with certain difficulties have an equal starting position.

6. Quality internet network

Measures that could help teachers are:

• subsidising home internet connections (fixed and mobile internet) for teaching purposes
• access to secure and stable connections in faculty premises and teaching centres (wired connections, Wi-Fi 6)
• the ability to use VPN access for secure connection to the internal systems of a higher education institution
• priority access to technical support for solving connection problems in the context of online teaching.

Measures that could help students are:

• enabling student data packages in cooperation with telecom operators (as institutions did during the pandemic)
• access to Wi-Fi and computer labs in university premises, libraries and student dormitories
• opening access points (e.g. local communities, schools, cities) for learning in case of poor internet at home
• consulting on connection optimisation and configuration of home devices.

Work devices

When it comes to work devices, teachers can assist through the procurement and distribution of laptops, tablets and additional equipment (headphones, cameras, graphic tablets) using project or institutional funds. Technical assistance with device configuration and maintenance (program installation, security settings, updates) is also essential.

For the student population, the loan of old laptops owned by the HEI can be organised (if available and functional), and then devices can be provided for work as part of national or EU projects (e.g. equipping socially disadvantaged students) or by giving students access to computer labs with extended working hours.

7. Recommendations for teachers

1. Improving digital competences

Teachers need to continuously develop their digital skills to be able to use e-learning tools effectively. Regular participation in training and workshops allows them to keep up with new trends and technologies. This increases the quality of teaching and provides students with modern educational experience.

2. Pedagogical planning

In a digital environment, it is crucial to clearly structure content and activities in line with learning outcomes. Teachers should use a variety of materials, including open educational resources (OER), to enrich the teaching process. Good planning on the part of teachers helps students navigate later and encourages active participation.

3. Combination of methods

Combining different teaching methods makes classes more dynamic and interesting. Digital tools enable interaction through forums, quizzes, virtual workshops and team projects. In this way, students develop different competencies and remain engaged throughout the learning process.

4. Using available support

HEIs offer technical and pedagogical support to teachers through helpdesks, e-learning centers or professional workshops. Teachers should use these resources to improve the quality of their course delivery. This reduces the stress caused by technology and new solutions and increases the focus on the pedagogical aspect of teaching.

5. Adaptation and inclusiveness

Digital content should be accessible to all students, including those with specific educational needs. This means using transcripts, subtitles, accessible formats and adaptations for different devices. Inclusivity in teaching contributes to equality and a better-quality experience for all participants. Offices for students with disabilities at the university level and at the HEI itself play a major role in this.

Recommendations for students

1. Ensuring technical conditions

Students need to have basic technical equipment: a computer or tablet, a camera, and headphones with a microphone. A reliable internet connection is essential for following online lectures and participating in activities. Without these prerequisites, equal participation in classes is difficult. Often, students cannot provide this on their own, and HEIs should try to accommodate them (either by organising financing lines or reducing the price of equipment in agreement with suppliers, etc.).

2. Developing digital skills

Students should master tools for distance learning, such as LMS systems, e-portfolios or collaborative tools and applications. This includes knowing how to submit assignments, communicate in forums and use digital resources. Developing digital skills increases independence and success in learning and, similarly to the situation with teachers, reduces stress from using technology and unfamiliar solutions.

3. Active participation

In a digital environment, active participation is just as important as physical presence. Students should regularly follow the lessons, participate in discussions, and use the communication channels provided. This strengthens their own understanding of the content and contributes to shared learning.

4. Self-regulation and organisation

In online and hybrid learning, the student is more responsible for organising his own time. Following deadlines, planning learning and repeating the material independently are key elements of success. Students who develop these skills are better able to cope with the challenges of flexible education. HEI should organise workshops aimed at organising time and ways of motivation (usually this is done by centres for psychological support at HEI).

5. Seeking support

If they encounter technical or pedagogical difficulties, students should contact teachers or support services in a timely manner. Procrastination can lead to bigger problems and delays in learning. Timely communication shows proactivity and contributes to a more effective educational process. The teacher's role is to recognise such patterns and try to help their students overcome them as painlessly as possible.

8. Conclusion

The successful implementation of online and hybrid teaching in higher education depends on the alignment of technical, organisational and pedagogical prerequisites, as well as on understanding the different perspectives of teachers and students. Teachers need stable and functional tools, the training to use them effectively and the support of professional services that will facilitate their planning and implementation of teaching in a digital environment. On the other hand, students need to be provided with minimal technical conditions for following the teaching, including reliable connectivity, access to platforms and devices that enable participation in all activities.

It is crucial to ensure a balance between available resources and the real needs of the academic community. This includes developing virtual infrastructure, ensuring digital accessibility and fostering inclusivity, so that all students have equal opportunities to participate in the educational process. Continuous monitoring and adaptation of teaching according to feedback are necessary to maintain quality and relevance.

Since financial constraints often pose a challenge, especially for the student population, institutions must strive to find sustainable solutions that can support the largest number of users with the same investment. Only with an integrated approach is it possible to build a digital educational environment that is high-quality, equitable and accessible to all.