Adaptation of E-Learning in Higher Education After 2020 Covid19 Crisis: Designing Principles and Digital Competences

The Impact of Digitalisation of Higher Education: The Case of Latvia and Nordic-Baltic Region

“…IN LATVIA There is evidence that the level of pedagogical digital competence of academic staff after the experience gained in the implementation of distance learning during the Covid-19 pandemic has increased significantly [28], [31]. However, the technical support for implementing the technology-enriched study process and the level of pedagogical digital competence of academic staff vary between institutions and study program thematic fields depending on previous experience, course specifics, teachers' age, and other factors [66]. Due to the replacement of traditional teaching and communication methods with digital tools, the skill level required from academics to keep up with the changes and demand for technology use is higher than ever before [66].…”

“…However, the technical support for implementing the technology-enriched study process and the level of pedagogical digital competence of academic staff vary between institutions and study program thematic fields depending on previous experience, course specifics, teachers' age, and other factors [66]. Due to the replacement of traditional teaching and communication methods with digital tools, the skill level required from academics to keep up with the changes and demand for technology use is higher than ever before [66]. Regarding the required skills and competences for remote teaching, academic staff still lack specific high-level technical skills in design development and video editing, which affect the content and visual quality of study materials [28].…”