Model for Pedagogical-Digital Competence Development in e-Learning

In this study requirements and preferences of educators regarding the implementation of technology-enhanced learning approaches were determined. Learning materials were developed, and instructional formats were selected based on the gathered insights. Participants then took part in an online course and were required to participate in synchronous meetings, engage in self-directed learning tailored to their individualized learning objectives and utilizing provided support materials, collaborate within learning support groups, and apply acquired knowledge and skills in practical contexts with their students or colleagues over a span of up to two consecutive years. The developed online course underwent evaluation with 1347 educators across four distinct cohorts, each consisting of 173–501 educators, with minor adjustments made for subsequent cohorts. Data on participant learning experiences was collected through evaluation forms, learning reflection exercises, and participant contributions within a customized virtual learning environment. The effectiveness of the e-learning components was assessed based on participant feedback and the extent to which acquired knowledge and skills were implemented in practice. Leveraging the accumulated data a model for organizing e-learning to enhance educator pedagogical-digital competence in an online setting is proposed.