Technical support for teachers

1. Introduction

The successful implementation of digital teaching in higher education depends on the availability and quality of technical support that is systematically planned, clearly organised and focused on the needs of teachers. Technical support is a key element that affects the reliability of the system, the motivation of teaching staff and the overall quality of the educational experience.

In the context of the digital transformation of higher education, it is clearly recognised that technical support is no longer a secondary administrative function, but a strategic resource without which it is not possible to ensure a stable, secure and inclusive digital educational environment. It allows teachers to focus on pedagogical work, without unnecessary downtime caused by technical problems, while at the same time providing students with consistent and reliable experience of using digital platforms.

Higher education institutions that are serious about developing digital teaching invest in professionalising technical support, developing internal procedures for rapid response to technical challenges, and connecting with national infrastructure services and communities of practice. Such an approach enables not only the functionality of the system, but also the long-term sustainability of all processes that form the backbone of modern education.

Below are key aspects of technical support for teachers, which include:

• e-infrastructure and server maintenance
• creating instructions and FAQs (frequently asked questions)
• helpdesk support: email, phone, chat
• testing equipment and space
• proactive system monitoring
• webinars and instructions for using ICT.

2. E-infrastructure and server maintenance

A stable, secure and reliable e-infrastructure is essential for the daily functioning of digital tools in higher education. This includes regular maintenance and monitoring of servers supporting learning management systems (LMS), videoconferencing systems, digital repositories and assessment systems. Regular software upgrades, implementation of security patches and ensuring high availability of services (e.g. redundancy, automatic backup) are the foundation of a stable digital environment.

For example, implementing a system such as Moodle LMS on your own servers requires regular performance checks, database optimisation and integration with authentication systems, and the engagement of IT experts to maintain such a system. Tools such as BigBlueButton, as open source solutions for videoconferencing, need a stable network infrastructure, high speed and bandwidth of the institutional connection to the Internet, and optimisation for increasing the number of participants. Also, Nextcloud can be used as a secure solution for sharing teaching materials and collaborating within courses, but care should be taken to ensure sufficient server space for all users, especially if it is a HEI with several thousand students. Therefore, some HEIs should use the resources of CARNET and SRCE and host their systems on centrally maintained MOODLE LMS servers (Loomen and Merlin systems).

Examples of good practice

An example of good practice would be for HEIs to have clearly defined server maintenance schedules, with minimal downtime announced in advance and planned for periods outside of the teaching load (while still considering exam deadlines). Also, some HEIs should implement an automatic data integrity control system and redundant storage of key educational resources, which increases resilience to data loss and disruptions.

3. Creating instructions and FAQs

To enable teachers to quickly and independently solve technical problems, it is essential to create clear, concise and frequently updated instructions for using digital tools. These should be available in a variety of formats, such as text guides, visual infographics and short videos. The FAQ section further simplifies finding solutions to common problems.

For example, PDF guides with illustrations can be created for opening e-courses in Moodle LMS, videos created in OpenCast can be created and shared or instructions on how to set up Nextcloud file sharing space. Video tutorials can show the process of setting up online exams or registering for webinars. Infographics can be used to explain the basic steps in accessing systems.

Examples of good practice

Examples of good practice include higher education institutions that have an accessible section with technical instructions and FAQ documents tailored to specific teaching, such as the Faculty of Humanities and Social Sciences, University of Zagreb. Some universities create centralised knowledge bases that are regularly updated in collaboration with teachers and students, ensuring the relevance and accessibility of information.

4. Helpdesk support: email, phone, chat

Fast and reliable communication with technical support is essential when a teacher encounters a problem that he cannot solve on his own. The establishment of a helpdesk with multi-channel support (e-mail, phone calls, real-time chat) enables different users to access help in the way that suits them best. Preparation of answers to the most common questions faced by teachers and students in the form of a Frequently asked questions (FAQ) page are very helpful both for users and for support providers in finding solutions faster and easier.

For example, open-source platforms like Zammad can be used to manage user queries via a web interface. Additionally, ticketing systems should enable tracking the status of reported issues and their timely escalation.

Examples of good practice

Examples of good practice include helpdesk services that provide extended working hours during the first weeks of classes or exam periods, when support is most needed. Some HEIs have permanent e-learning support working hours from 8 am to 8 pm every weekday, which makes it easier for students and teachers who have classes in the afternoon (E-Learning Support Centre, Faculty of Humanities and Social Sciences, University of Zagreb). Some HEIs also use systems that enable automatic categorisation and priority resolution of queries to ensure efficiency and faster response times.

5. Testing equipment and space

Ensuring the functionality of audiovisual and computer equipment in teaching spaces is crucial for the quality of digital teaching. The IT Service and e-learning support centres at a HEI should ensure the possibility of testing the equipment before the start of the semester, as well as throughout the year ahead of important events (interim exams, exam deadlines, etc.).

For example, checking the functionality of cameras and microphones in classrooms, testing projectors and sound systems in hybrid classrooms, or assisting with connecting teachers' mobile devices to classroom systems can prevent technical difficulties that would disrupt teaching. Also, regularly checking computers and access rights on workstations in IT classrooms is essential for the readiness of these classrooms for uninterrupted work and learning.

Examples of good practice

Examples of good practice include organising technical testing sessions before the start of each semester, during which teachers can book appointments to check equipment and software in their classrooms. In addition, some institutions are developing an internal fault reporting system with a rapid response from the IT department within 24 hours or the e-learning support centre within 2 to 3 hours.

6. Proactive system monitoring

Quality technical support includes not only reacting to problems but also preventing them in a timely manner. Proactive monitoring includes continuous monitoring of key systems, identifying slowdowns or security threats, and informing teachers about upcoming work and changes.

For example, implementing open source tools like Prometheus and Grafana provides insight into LMS system performance, the number of active users, or server load. In addition, higher education institutions in Croatia can use network monitoring services offered by national institutions such as Srce and CARNET, which enable monitoring of network infrastructure, timely identification of security threats, and support in crisis situations.

Examples of good practice

Examples of good practice include the introduction of dashboards available to technical staff that display key system load parameters and security threats in real time.

7. Conclusion

From a teacher's perspective, quality technical support means less time spent solving technical problems and more time to focus on pedagogical work. Increased availability of information, easy communication with the IT service and e-learning support centre at a HEI, and regular education directly affect the level of safety, self-confidence and quality of teaching.

Teachers who have support in testing equipment, timely assistance in case of technical difficulties as well as clearly structured and accessible instructions feel more confident and motivated in their daily work. This reduces the stress associated with the use of technology and increases the quality of the teaching process. In the long term, technical support contributes to the development of teachers' digital competences and their greater openness to innovations in teaching.

From an institutional perspective, investing in technical support contributes to system stability, teacher and student satisfaction, and strengthens the digital identity of an institution of higher education. When technical support is structured, proactive and aligned with the educational goals of the institution, it becomes crucial in the implementation of modern and quality education.

In addition, quality technical infrastructure and support created the foundation for the strategic development of digital teaching, including the implementation of a hybrid teaching model, e-learning and adaptation to the individualised educational needs of students. A higher education institution that systematically invests in technical support demonstrates a readiness for transformation and competitiveness in the modern educational context.

8. Webinars and instructions for using ICT

Along with technical assistance in solving problems, continuous education of teachers in the use of ICT tools is equally important. The organisation of webinars, thematic workshops and demonstrations of user scenarios helps teachers in the development of digital competences.

For example, online workshops can be organised on using H5P tools to create interactive teaching content in Moodle LMS, sessions on lesson planning via Etherpad tools or Joplin digital note-taking tutorials. Webinars can be conducted via BigBlueButton and Jitsi Meet, videoconferencing systems, which enable secure and stable online meetings in an open source environment. New teachers should undergo a digital orientation programme that covers basic educational platforms and resources of higher education institutions.

Examples of good practice

Examples of good practice include a training schedule published at the beginning of the academic year, which allows teachers to plan their own professional development. Some universities are also introducing certification programmes for digital competences for teachers, which further motivates the active acquisition of ICT skills.