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3. DIGITAL RESOURCES, DIGITAL EXPERIENCE

AND UNMET NEEDS AMONG ADULT TEACH-

ERS

3.1 INTRODUCTION

The aim of the data collection among teachers was to provide first-hand information
about existing experiences from digital teaching programs applied to different groups
of vulnerable adult learners. Furthermore, the aim was to gain insight into the peda-
gogical-didactic benefits and challenges by using digital methodologies, in the light of
learning prerequisites, needs, motivation and retention among adult learners. This also
indicated the question of unmet needs in terms of relevant CPD as well as the need for
new digital methodologies, assessment tools, technology and equipment etc.

The AiDKiT project had its starting point in the experiences among educational institu-
tions and teachers during the lockdowns of the corona crisis:

Firstly, institutions and teachers in general had to convert their teaching to digital solu-
tions and online-based teaching.

Secondly, this situation generally led to the experience that digital teaching cannot in
practice be completely equated with teaching where all learners are physically present
in the same room. On the contrary, experiences confirmed that online-based teaching
in reality challenge many of the basic pedagogical-didactic principles that most teach-
ers know from the physical classroom. This applies both to the use of pedagogical
methods and learning materials - and to the organization of the teaching itself.

Thirdly, many teachers learned during the Corona era that especially adult learners
with limited learning prerequisites and learning experiences were challenged by the
digital approach. This applies both in terms of the pedagogical and physical learning
environments, where the lack of proximity to both the teacher and the other learners
has eroded both concentration and motivation. As a result, there has also been a clear
dropout among vulnerable adult learners in some teaching contexts.

Against this background, the partner organizations in the AiDKiT project conducted a
data collection among teachers in the national contexts, who in past years have carried
out digital teaching of adult learners with limited learning prerequisites in various insti-
tutional frameworks. The research and inquiries among teachers was aimed at collect-
ing first-hand impressions from the teachers' practical experiences with online teach-
ing. This particularly applies to the teachers' reflections on how their general pedagog-
ical-didactic methods have been affected in either a positive or negative direction by
the digital approach and practice. But this applies not least to the teachers' assessment