E21PE: Video - Teachers' Experiences in Implementing E-learning

Watch the video Teachers' Experiences in Implementing E-learning.

In the following minutes, we explore insights from experienced teachers on e-learning. What do you perceive the greatest challenge for educators in digital settings?

The shift to a digital environment presents numerous challenges, primarily because it introduces a completely new setting and a different , traditional classroom teachers may not be accustomed to. question transition synchronously or asynchronously. If an asynchronous approach is adopted, the change is even more significant than the synchronous model. In asynchronous , students are largely left to own pace process the material a high degree of and motivation, factors that teachers must monitor closely. This, I believe, one of the for educators in the future.

Another , particularly for teachers who synchronous and asynchronous, is the frequent of feedback. In a traditional lecture setting, teachers receive immediate feedback, allowing them to respond promptly to students' needs. lacks this quick feedback , making it quite challenging for teachers and something must be in the future. Adapting to this new model is a significant hurdle. The most substantial challenge for teachers in a digital environment is undoubtedly the change in the setting. In a traditional classroom, we with students both verbally and non-verbally, which greatly enhances the teaching process. Nonverbal cues, such as facial expressions and gestures, provide valuable insights. In a digital environment, especially when cameras are off synchronous , , leading to uncertainties and potential issues in maintaining students' attention and motivation. Because we not perceive in this manner, we overlook their nonverbal signals. Consequently, I argue that .What advice would you offer to teachers who are new to e-learning? I believe it is for newcomers transitioning to e-learning to put themselves . Enrolling in an online course can provide firsthand experience . This serve as a valuable introduction to the . Another crucial aspect is staying update technology. Technology is essential for optimising the e-learning process teachers must familiarise themselves with it, learn it, and master it. As technology evolves, it requires lifelong learning and continuous engagement. In my opinion, these are the two primary considerations. Additionally, it is important to recognise that e-learning is not a solution to every problem. Sometimes, traditional in-person teaching is more effective, or it may be necessary to integrate e-learning.

Forcing e-learning in areas where traditional methods are more efficient does not make sense. We must carefully consider this and always return to the core objective of subject, striving to achieve in the most efficient way possible using minimal time and resources. For those just starting with e-learning, I . should decide whether to use synchronous or asynchronous methods and thoughtfully design the materials and examples. Although these two environments are similar, they also have distinct differences. Therefore, it is crucial to carefully consider the instructions given to students, the preparation and use of teaching materials, and adherence to deadlines, especially in an asynchronous setting.

What digital competencies are essential for teachers today? When considering digital competencies, it is evident that the tools available to us can the learning process. However, these tools have significantly evolved and improved. For teachers, especially those utilising these tools, it is crucial to understand the basic technology they will employ.

Digital competencies are particularly in the context of e-learning, as they a higher level of engagement from teachers and students. Why is this important? collaboration can motivate and connect participants, making the organisation, implementation, and of one of the fundamental competencies for successful e-learning. Many people often assume that simply recording videos and materials to a platform is sufficient for effective teaching. However, this approach is unlikely to succeed because it is essential to engage students and motivate them to complete their work. Research has consistently highlighted the challenge of maintaining student motivation to complete a course. I believe that cooperation is a key strategy for sustaining students’ motivation. This aspect is often overlooked. In a classroom, cooperation does not necessarily mean working on a specific task together; it can involve gathering in one place to motivate each other, collaborating on seminar papers, projects, and so on. Ultimately, when it is time for exams, students can support and encourage each other to attend, pass, and succeed. In the online world, particularly in asynchronous settings where individuals are left to their own devices, everyone becomes their own leader, expressing their thoughts spontaneously. In my view, this collaboration among them to form a cohesive group of students who work and learn together is a kind of assurance of success that facilitates further successful learning in this new environment. Regarding teachers and their digital competencies, the European ramework for ducators that pedagogical competencies remain central. We begin with pedagogical competencies, which must be applied our modern digital environment. Therefore, I would argue that teachers who utilise or create digital educational materials should be well-versed in digital educational tools and the methods for integrating them into their teaching processes. Consequently, teachers' digital competencies are to digital educational content itself.

Teachers' experiences with the introduction of e-learning reveal both challenges and opportunities for growth. After hearing their stories, you are encouraged to reflect on how you will embark on your own journey in digital education.