Quality of digital education from teachers’ perspective

Thursday, November 10, 2022, 11:00 CET

Format: Presentations and discussions


For many educators, regardless of their teaching contexts, the first encounter with digital technologies happened in the transition to emergency remote teaching during the pandemic. Those who have already used these technologies often relied on them as an addition to in-person teaching.  However, such an extensive use of online solutions which characterized this period was unprecedented. Hence, coping with challenges, such as choosing appropriate technologies and learning to use these to ensure good teaching and learning, did not leave much space for engaging with the quality of the educational process. Nevertheless, in the post-pandemic period it is crucial to critically reflect on these experiences and to discuss lessons learned, for instance, by sharing our research on as well as practices of how digital technologies can enhance the quality of in-person teaching. Now is thus the time to use this experience for (re)designing teaching and learning with a perspective to quality in digital education – also in times of international crises. In this session therefore, researchers, teachers and practitioners will present their insights on how the quality of digitally supported teaching and learning could be maintained for the betterment of educating current and next generations of students. 


Helga Dorner (habil. PhD) is an Associate Professor and Director at the Institute of Research on Adult Education and Knowledge Management at the Faculty of Education and Psychology of Eötvös Loránd University (ELTE), Hungary. Before joining ELTE, she was a Senior Lecturer and Director of the Center for Teaching and Learning at the Central European University (CEU), Hungary. She became EDEN Fellow in 2015 and served as member of the EDEN Executive Committee in the period of 2016-2021. In 2021, she was elected as Board Member of the EDEN DLE. She is also a Fellow of the Higher Education Academy, UK and coordinator of the Sig4 Higher Education of the European Association for Research on Learning and Instruction (EARLI). Dr. Dorner researches teaching innovations, academic professionalism, and (online) mentoring in higher education. She acts as expert consultant on (online) higher and adult teaching and learning for international organizations, institutions, such as OECD. She is associate editor of Higher Education Pedagogies (Q2) (Routledge, UK) and editor-in-chief of the Journal for Adult Learning, Knowledge and Innovation (Akadémiai Kiadó, HU).


Snježana Babić, Ph.D., is an Assistant Professor at the Faculty of Informatics at the Juraj Dobrila University of Pula and a Senior Lecturer at the Polytechnic of Rijeka. She was awarded a Ph.D. degree at the Faculty of Organization and Informatics in Varaždin, the University of Zagreb for the thesis “The Factors of Teachers’ Acceptance of e-Learning and Competence for Its Implementation at Higher Education Institutions”. She is the author and co-author of over 70 scientific and professional papers published in national and international Conference Proceedings and Journals. Her main research fields are: teachers’ adoption and acceptance of e-learning, competencies of online teachers, integration of e-learning technologies into the teaching process, and human-computer interaction.

Laszlo Horvath is an assistant professor at the Institute of Education at ELTE Eötvös Loránd University, Budapest, Hungary. Among his responsibilities is the quality development of the Doctoral School of Education where he acts as a secretary. Recently, he participated as a national expert in OECD-led projects focusing on the labour market-relevant outcomes of doctoral education and the quality of digital teaching and learning in higher education. He is the principal investigator of a nationally-funded post-doctoral research project focusing on the impact of digital transformation on the education sector. He has master degrees in adult education and leadership and management, therefore his research interest lies in the nexus of these fields: emergence and diffusion of (digital) educational innovations, organizations as learning fields, and teacher education ecosystem.

Oksana Matiiash is a lawyer by training with a Master of Public Policy degree from Oxford University, Oksana has a combination of experiences in the public, private, and international development sectors. She is now the CEO of Teach For Ukraine, a Ukrainian education non-profit that is also part of the Teach For All global network in 60 countries. Teach For Ukraine has been working to eliminate education inequity in the country and is now providing emergency academic support to Ukrainian children. This year, Oksana was featured in the Forbes 30 Under 30 Europe list in the category of Social Impact. In 2021, the President of Ukraine appointed her to serve on the Board of the Presidential Fund on Support to Education, Science, and Sports.

Mirza Zizak is an associate professor at the Department of Physiology and Immunology, and Head of the Office for e-learning at the School of Medicine, University of Zagreb (MEF). For the last 20 years, I have been actively working and coordinating all necessary changes for transition of our school from a classical teaching approach into blended and online teaching methods. Currently I am one of the partners on two Erasmus+ projects: the RAPIDE project (Relevant assessment and pedagogies for inclusive digital education), which will end in February 2023, and the  iLED project (‘Innovating Learning Design in Higher Education) which just started and it will end in 2025. The second project aims to enhance digital readiness, resilience and capacity of HE through purposeful use of innovative digital pedagogies, tools and learning design (LD).