# Digital Education in the Post-Covid Era: Challenges and Opportunities to Explore

Kleopatra Nikolopoulou

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Kleopatra Nikolopoulou. Digital Education in the Post-Covid Era: Challenges and Opportunities to Explore. IFIP World Conference on Computers in Education (WCCE), Aug 2022, Hiroshima, Japan. pp.3-14, 10.1007/978-3-031-43393-1_1. hal-05533319

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# Digital Education in the Post-Covid Era: Challenges and Opportunities to Explore

Kleopatra Nikolopoulou✉ ID

National and Kapodistrian University of Athens, Athens, Greece

klnikolop@ecd.uoa.gr

**Abstract.** The COVID-19 pandemic (from mid-March 2020) took most educational systems by surprise, forcing million educators and students to radically change how they teach and learn. Online teaching was forced for about 1.5 years and, during this period, digital technology played a major role in enabling teachers to teach students at a distance using various digital platforms and tools. The purpose of this paper is to explore the challenges and opportunities that come with online-digital education, in the post-COVID era. Opportunities to explore include the integration of digital education in the educational system, adoption of appropriate (mobile) pedagogies, more flexible and mobile forms of teaching and learning, reconsideration of National policies, redesign of curricula, improvement of institutional infrastructure, creation of educational resources, and enhancement of students' and teachers' digital technology (and online pedagogy) skills. With regard to learning from the crisis and moving forward in the post-pandemic normal, some recommendations are finally addressed.

**Keywords:** Digital Education · Post-Covid · Challenges · Opportunities

## 1 Introduction

Overnight, the educational process became virtual; schools, universities, and other education institutions had to adapt quickly and moved entirely online. Covid-19 outbreak was declared, by the World Health Organization to be a global pandemic on March 2020 [1]. Educational institutions were forced to close and there was a sudden switch to online teaching and learning in many countries worldwide [2]. The pandemic, with the consecutive lockdowns, affected all levels of education, while digital technology played an important role in enabling teachers to teach students at a distance using digital platforms, tools for synchronous and asynchronous communication, accessing learning materials, and interactive collaborative activities [3, 4]. The pandemic crisis may have had more impact on the adoption of digital technologies than many previous research projects together. The rapid and forced transition from face-to-face to online teaching has revealed problems/barriers, has posed challenges, but it is also associated with opportunities worth being investigated.
The purpose of this paper is to investigate challenges and opportunities that come with digital online education, in the post-COVID era. It first describes the digital learning from a pedagogical perspective, challenges/barriers, followed by the identification of opportunities to explore in the post-pandemic era. Finally, considering aspects of digital education that had been advantageously delivered during the pandemic, it summarizes major recommendations. For the purpose of this paper, some clarifications are presented: (i) the term ‘digital technology’ is used as synonymous to ‘ICT’ (Information and Communication Technology). Digital education/learning refers to the educational process that includes digital technology in any form (e.g., online courses or use of digital tools in class), (ii) ‘mobile learning’ (m-learning) is defined as the process of learning mediated by mobile devices, anytime and anywhere with no restrictions on time and location [5]; considering the mobility of technology, learners and learning, (iii) ‘online learning’ (e-learning) is conducted via the internet and is distinct from distance learning, although these terms are increasingly used interchangeably. Also, ‘online teaching’ and ‘emergency remote teaching’ (a new concept proposed by Hodges et al. [6]) are different concepts; however, both terms refer to the spatial distance between students and teachers, and they include the use of technology to provide education. Finally, hybrid/blended education takes place partially on the internet; this may include some students being in class while others are online or all students meeting part of the time online and part of the time face-to-face [7].

## 2 Digital (Mobile) Learning from a Pedagogical Perspective

Since mobile technology was extensively used during the pandemic [8] it is argued that digital learning, in many cases, can be considered as equivalent to digital mobile learning. M-learning has many benefits: continuous, ongoing, flexible learning; it enables time for reflection; it facilitates informal and formal learning; it supports personalization; it is readily available; ubiquitous; contextual and relevant [9, 10]. Traxler, Read, Kukulska-Hulme, & Barcena [11] reported that personal digital mobile technologies have permeated societies; consequently, affecting education. The pedagogical potential of mobile learning is essential because this could be utilized-exploited when teachers implement innovative pedagogical practices. Earlier research [12] presented a pedagogical perspective of m-learning, which highlighted three central and distinctive pedagogical features of m-learning: authenticity (highlights opportunities for contextualised and participatory learning), collaboration (relates to connected aspects of m-learning), and personalization (it has implications for ownership and autonomous learning). How learners experience these features is influenced by the organization of m-learning environment, including face-to-face strategies. That is, teachers’ m-learning practices in the classroom strongly affect students’ experiences.

Later on, Schuck, Kearney, and Burden [13] explored mobile technologies as facilitators of learning in the Third Space (a site where formal and informal learning may occur, a transition of learning across contexts – often between formal and informal learning spaces). Implications of learning in the Third Space include new roles for teachers (e.g., as learners themselves) and students, teacher dispositions (openness to change) and possible broadening of the curriculum (more flexibility). Mobile pedagogies for innovative teaching and learning (innovative mobile pedagogies) employ the features/functions
and educational affordances of mobile technology to enhance learning [14]. Effective-innovative m-learning is expected to impact positively on learners. Burden, Kearney, Schuck, and Hall [15] investigated innovative m-learning pedagogies for school-aged learners, by adopting a systematic literature review. They found low to medium degrees of innovation in most studies. Intrinsic values of online pedagogy mean that digital technologies can be used to create distinctive learning environments, increase inclusion, and help improve learning experiences, making them more personalized and better tailored to the needs of individual learners [16].

## 3 Challenges and Opportunities to Explore in the Post-Covid Era

The switch to online learning has had consequences for the accessibility, quality, and equity of education. Countries and education sectors were affected differently due to a variety of factors, such as the age of learners and their ability to learn independently, the nature of pedagogies used at each particular level, and the extent of the integration of distance and online learning into usual education provision [17]. Different problems-barriers were revealed during the two waves of the pandemic [18–23], indicatively: technical and organizational obstacles such as infrastructure, bad internet connection, and inadequate interactive resources; limited or decreased levels of interactions/communication between students – students/teachers; low student engagement and participation; insufficient school/institutional support (e.g., guidelines on acceptable means of communication or platform use); lack of practical or laboratory sessions; negative feelings of anxiety and isolation; concerns about equity issues; health problems, for both students and teachers. Most of the barriers were identified across all educational levels and, in particular, those related to technical obstacles and institutional support. A barrier linked to young students was the low student engagement-participation due to lack of support at home [22]. In parallel, the lack of practical or laboratory sessions is predominantly linked to practical academic fields/specializations in the higher education sector [21, 24]. For example, university students’ perceived challenges regarding adaptability issues, lack of practical work, and time-management issues [24]. Many teachers were unprepared for online education/practices, indicated limited readiness to engage with mobile technologies, and lacked appropriate pedagogical or digital skills; many teachers expressed concerns about students’ learning progress. School/institutional support was often informal, self-organized, or insufficient. Lack of funding/infrastructure, lack of time (to prepare/plan/design learning activities), and limited student participation, were also reported as barriers. Researchers reported on the digital gap between students during the pandemic, and stressed the sustainability of learners’ education into education systems to ensure educational continuity for all learners in times of disruption [25]. According to Longman and Younie [26], social inequality in the UK has been negatively affected with disadvantaged students gaining much less benefit from online provision. In parallel, a review on research trends indicated issues such as developing new online resources, providing free access to online resources, and enhancing teachers’ and students’ digital skills as future possibilities for education [27]. Taken into account the barriers identified during the pandemic, potential opportunities noteworthy to be explored are discussed below.
## 3.1 Digital Education Integrated in the Educational System

Digital teaching and learning, by applying appropriate pedagogical practices, is a core part of the educational process, rather than a novelty add-on. There are different ways for incorporating digital education into everyday teaching and learning processes [28]; and this depends on various factors such as the educational level, the school context/policy, teachers' skills, subject taught, learning objectives, etc. Integration of digital tools is a challenge for all student age groups and, in particular, for the younger ones. Is means that pedagogical approaches need to consider adopting age-appropriate digital/virtual tools of interaction and learning. It is essential to (continue to) investigate the effectiveness of technology-mediated activities and, broadly, the impact of the digital technologies on teaching and learning. For example, Ross [29] indicated that digital technology is most effective when it provides students with opportunities to engage in activities focused on higher-order thinking.

A survey across the European Union [30] found that 67% of teachers provided distance education for the first time in the spring of 2020; not all teachers possessed sufficient digital skills to provide distance online education. Thus, an opportunity arises for online learning approaches to be integrated into education as a cohesive component of learning and teaching. Of course, the degree and the way of integration will differ among different educational sectors. More specifically, this approach is more suitable for older students (higher education sector) rather than for young children who learn via hands-on experiences (experiential learning). Pedagogical practices are essential; such practices might include creation of lesson resources, presentation of information, provision of learning support, and application of inquiry-based learning practices.

## 3.2 Opportunities to Engage in More Flexible and Mobile Forms of Teaching and Learning

Another opportunity to be explored is the engagement with more flexible forms of teaching and learning. The rapid worldwide adoption of affordable personal mobile devices (e.g., tablets and smartphones) should be exploited for access to quality educational material. Technology or investment in mobile technology, might lead to a more flexible-resilient educational system. Learning via mobile devices allows for learning to occur anytime and anywhere, and across contexts (e.g., formal, semi-formal and informal), while there are encouraging research results for mobile technology utilization in schools and universities [3, 11, 31, 32]. During the pandemic, mobile learning enabled learners to continue their education from any location [8], while students and teachers could access online learning resources and communicate via (mobile) technology. Mobile technology supported teaching-learning is recommended in the post-pandemic era.

## 3.3 National Policies Reconsideration – Digital Mobile Technology Utilization

Adequate policy responses facilitate the management of education in times of crises. After the pandemic, an opportunity arises for national policies to be re-considered and evaluated, and develop guidelines, so as to cope more efficiently in future crises; i.e., for stronger public educational systems. Such policies should become more favorable
towards the utilization of digital mobile technologies for educational purposes; mobile technology was used during the pandemic and many students are familiar with it [33]. Educational policy makers are suggested to plan in-service training programs that support online education, stress the role of mobile technologies, and emphasize the pedagogy of online education [22]. School leaders/principals can set directions for using m-learning; e.g., to actively monitor and evaluate implementation of pedagogical changes [23]. Communication among stakeholders, exchange of good educational (digital) practices, and support for teachers implementing digital innovative practices/pedagogies (including mobile pedagogies) are important. Changes and re-design of curricula could incorporate the concept of online/blended education as part of the institution's developmental strategy. Improvement of curricula need to assure resilience and sustainability in the future. Effective remote learning policies need to be reconsidered.

## 3.4 Improvement of Institutional/School Infrastructure - Creation of Educational Resources

Another opportunity linked to the pandemic concerns the up-to-date equipment and educational resources, and the provision of tablet/laptop vouchers for socially disadvantaged students. Appropriate and reliable learning devices, and digital citizenship tools that keep families and teachers connected are essential to the future of education [34]. Funding and investment in technological infrastructure could minimize the digital divide to ensure access to education for all students (irrespective of gender, age, or background). Inclusive and forward-looking digital education and training that support all learners is related to financial resources to optimize students' internet use.

Currently, most compulsory education materials are designed for classroom use and classroom pedagogies. Saikat et al. [8] indicated that during the pandemic some of the learning materials presented via m-learning were well organized and useful to the students. Thus, it is useful to develop tools to facilitate video collaboration, discussion and communication (e.g., student-student/-teacher collaboration). Online, open-access and high quality educational resources (e.g., virtual experiments, worksheets) could facilitate communication. Indicatively, virtual laboratories enable learners to create and conduct experiments remotely (experiments that would otherwise be dangerous, or time consuming to access), while among the benefits are flexibility of access, and cost reduction [35]. It is noted that an evaluation of digital platforms and their characteristics [36] is necessary, before their usage by teachers or students.

## 3.5 Enhancement of Students' and Teachers' Digital Technology Skills

The switch to online education and reliance on digital technology during the pandemic did not find all students and teachers with the necessary technology skills. However, as many teachers and students have further developed skills in using digital devices [37, 38], the enhancement of their digital skills is another opportunity. Students need such skills in order, for example, to access appropriate material and use efficiently the online platforms. Digital skills, in combination with other factors (such as access to digital technology, the internet and ability to contribute to knowledge production), are expected
to minimize the digital divide-gap between students. Studies indicated that even experi-
enced teachers struggled with making the switch to online education and, in particular,
on how to use platforms/tools in pedagogically effective ways [39]. For teachers, tech-
nology skills are useful for creation of teaching materials (e.g., multimedia) and for
familiarization with synchronous and asynchronous tools for teaching. Teacher training
can empower teachers to maintain and enhance their online teaching presence [22], while
in online environments the teachers must be more explicit regarding the design-structure
of the course [40]. Among others, training may help teachers develop/exercise skills to
design, adapt and implement interactive online content-activities, to organize the online
learning environment, to manage the virtual classroom (e.g. using resources, monitoring
activities and students), and to facilitate communication (e.g. by encouraging students'
participation). Advanced digital skills, as well as online meetings or digital engagements
will be useful for future crises.

4 Recommendations – Suggestions

Strengths-benefits and barriers, identified during the pandemic, can lead to opportunities.
Specific aspects of digital education that had been advantageously delivered during the
pandemic include mobile devices' utilization for educational purposes [8], students' and
teachers' exercise-development of digital skills [38], creation/adaptation of educational
material for online lessons and opportunities for teachers' professional development [8,
36, 41]. Suggestions as to how these might be capitalized on, with opportunities for
digital education are summarized in the subsequent sub-sections.

## 4.1 Digital Learning should be Integral to Good Teaching: Pedagogy is Essential

Digital teaching and learning should be integral with good pedagogical practices, rather than a novelty add-on. Examples of activities which were deployed during the pandemic include: (i) collaborative activities among university students such as group-work with the aim to produce a group result [21], by using the platform of the online courses; e.g., students have a common file in MS Teams and they can make changes online, and (ii) environmental activities for young children; e.g., to find flowers, photograph them and send/share their photos via the computer. The planning of in-service training programs that support online/blended teaching and learning is suggested. The development of such programs needs to emphasize the pedagogy of online education, so as to enhance online teaching presence. Flexible online learning should include mobile learning. Policy makers could also modify the existing ban of smartphones and tablets within classrooms. Mobile learning played a role during the pandemic, and there is a potential for mobile technology to support learning goals in different subjects [3]. Future research is suggested to explore how teachers use digital technology tools and improve pedagogy to support online environments that are inclusive of social interaction, and collaboration.

Opportunities that come with online education were often not realized by educational
institutions; e.g., better quality and accessible digital education for all students. When the
pandemic sent everyone home in mid-March 2020, families with school-age children,
teachers, and lower-income households without internet access were hit especially hard
[34] Sometimes students did not have appropriate technology and internet connectivity available at home (or the necessary technological skills) to work online. The issue of equal access for all students is important.

## 4.2 Support for Teachers and Students

Formal support and in-service training, regarding online teaching, are critical. The forced use of online platforms and tools contributed to the exercise/development of digital skills. Teacher professional development will facilitate teachers, for example, to improve digital teaching and learning skills, plan activities for specific groups of students, set operational learning objectives, provide feedback, and create age-appropriate online resources. Educational institutions should provide opportunities for teachers to further develop their digital skills, as well as their online pedagogical competencies. Teachers are facing new challenges by having to work in new ways (e.g., blended and online environments), and also in new contexts with much reduced control of their students' learning experiences [37]. The socio-emotional wellbeing of teachers and students, the exchange of good practices and resources, as well as facilitation of communication between school and families (in particular, those with a disadvantaged background), are all issues to be considered. In parallel, digital technology skills will aid students to access online/virtual learning environments outside of school location. Students will need extra support to be motivated and engaged with online learning activities, since there is a lack of face-to-face personal contact.

## 4.3 Sufficient Cooperation among Stakeholders and Teachers

Education systems and, in particular, stakeholders (policy makers, curricula developers, school/faculty principals, consultants, etc.) need to develop strategies to adjust to future crises. The role of school principals was indicated as important during the pandemic as, for example, they contribute to the establishment of a digital learning culture in their schools [37, 42]. School principals-leaders need to support teachers for online teaching practices. One suggestion is collaboration and cooperation among stakeholders, since learning from colleagues is important for the continuity of education. Innovative teaching practices and pedagogies should be shared within the educational community. Cooperation between policy makers and teachers is also important to understand how schools and institutions work.

Recognition from leadership and fair expectations are important for teachers. School leaders can play a role in strengthening digital teaching-learning, in supporting staff and student wellbeing, and in communicating objectives among stakeholders. School principals' experiences during the pandemic are expected to impact on school policy and practice [23]. It is interesting to identify and support existing educational networks, to encourage/promote cooperation and exchange beyond national contexts; e.g., exchange of experiences among different educational communities of practice.

## 4.4 Ensure Funding and Digitalization – Transformation of Education

A core principle of real education is adaptability. Resilient education systems should be responsive and adaptive to future crises; digitalization-transformation of education is a
relevant aspect. Digital learning may cover a variety of situations, and digital tools can be used differently in different education levels and contexts, both within and outside of classrooms. For example, online tasks/assignments may complement face-to-face learning or replace it entirely. Online assessment is probably complementary to traditional forms of assessment and more suitable for university students; In many countries worldwide, the K-12 sector was (and still is) less digitalized in comparison to the higher education sector. Funding is important to ensure the development of appropriate technology infrastructure and (online) learning resources. Recommendations reported by a systematic review on K-12 research during the pandemic [43], included provision of funding for professional development and equipment, designing collaborative activities, as well as clear policy and direct guidance for schools. Rubene et al. [44] explored how the COVID-19 crisis contributed to the digital transformation of education in Latvia; their recommendations for policy-makers include the digital transformation of education in relation to the digitalization and use of digital solutions at all levels of education.

The design of educational computer systems and apps is suggested to incorporate features that support online teaching and learning; e.g. clear teacher-student communication, one-to-one feedback-support, multitasks (online tests, forum, chat, etc.), and multiple student assessment. More open design of online tools and platforms could allow teachers make their own decisions on how to utilize the system during online teaching. Online teaching-learning tools are particularly useful when these support and encourage interactions, engagement, communication and collaboration [45]; these tools could be designed for different devices including smartphones and tablets.

## 4.5 Hybrid/Blended Education in the Post-Covid Era

After the pandemic and the forced full application of online education the way is paved for the hybrid-blended learning mode, in particular, in universities [21, 24, 37]; it is a practical solution and a viable option for providing education in times of disruption and crises, when face-to-face engagements are difficult. Blended learning approaches combine the convenience and flexibility of online courses with face-to-face interactions, and are associated with benefits such as flexible learning [24] and improved student self-directed learning [40]. As hybrid learning environments are challenging and under-researched [46], future research is suggested to explore their potential in teaching and learning.

## 5 Future Research

The COVID-19 pandemic can be considered as a turning point for many dimensions, including digital education [47]. Shutting down educational institutions was an unprecedented occurrence and it is possible that there might be circumstances in the future that will necessitate a similar situation. Limitations and possibilities of online education differ among different educational levels (i.e., from school to university level), so future research is useful to identify specific issues corresponding to different educational sectors/levels. Future research is suggested to explore the opportunities that digital technologies afford for online collaboration. Also, research is needed on recent educational
technology issues such as bring-your-own-device (BYOD) policy, artificial intelligence, and the cultural differences in the conceptualization and delivery of digital technology. These issues relate to policy makers’ interests in harnessing educational technologies to address national and international concerns such as improving attainment, supporting inclusive pedagogies, and skilling the workforce to meet the demands for digital expertise [48].

Online education (e-learning) cannot replace formal face-to-face classroom-based education, but it could be considered as a viable alternative for crises situations in the post-pandemic normal/era. Researchers suggest that blended and online learning environments are becoming the new norm for education worldwide after the pandemic [24, 49, 50]. In particular, these are suitable for the higher education sector where students are adults and more independent learners. As a consequence, the identification and exploration of opportunities of digital education is an ongoing research issue. Indicative research questions include: How effective can be the hybrid teaching and learning experiences, within the different educational levels? How are we moving to the age of online/blended teaching and learning?

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