The training does not take place in the physical absence of participants in a common space, and not via the Internet. The most common means are media such as television broadcasting, radio broadcasting, communication by telephone or e-mail, CD, etc.
Published in Chapter:
Digital Competencies in Online Education: Challenges for Now
Silvia Matúšová (Vysoká škola ekonómie a manažmentu verejnej správy, Slovakia)
Copyright: © 2022
|Pages: 23
DOI: 10.4018/978-1-7998-8339-5.ch004
Abstract
The chapter will explore some aspects of online education such as digital skills, digital competences, and innovations in education, which the COVID-19 pandemic put into the foreground of the processes of learning and education at universities. The ability to apply digital skills and develop them into digital competencies is a basic prerequisite for learners and educators. The author analyses and evaluates the current state and challenges posed by online education, especially at colleges and universities. The concepts and terminology in the field of education in cyberspace, models of digital competencies of educators, scientific and educational policy documents defining the requirements for university teachers in online education were considered. The investigation was supported by the results of a questionnaire survey. The author points out the possibilities and ultimate requirements of online education at universities in terms of students, teachers, innovations, evaluation, advantages, and barriers in online education.