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COVID-19 pandemic there wasn’t such an urgent need or interest in the flipped class-
room methodology.

From the interviews we found out that the common practice was that in the first 3-4
weeks of online classes, teachers could slowly blend little by little digital tools and new
technologies into their teaching practices but without making significant changes to
classical teaching methodology. For example, they continued to use PowerPoint
presentations containing graphical images and examples, to read or to do controlled
exercises.

In time, teachers tried and have succeeded to adapt the learning content and their
digital skills through a more humanistic approach, by showing their vulnerability and
asking students to be patient.

3.3.3 LEARNERS´ MOTIVATION THROUGH LEARNING-BY-DOING
Finally, an important aspect from the our research is the fact that all interviewed
teachers mentioned their struggle with the lack of consumables when they transi-
tioned to online teaching and how important it is for a teacher to know exactly what to

invest in:
good internet access, good computer, speakers and microphone, etc.
Regarding used methodologies in digital classes, the interviewed teachers admitted
that motivation in online courses is an important element but is still affected by indi-
vidual traits and specific contexts in each course. Unanimously, they all agreed that the
best way to motivate learners to use the digital tools for further autonomous learning
was to invite students to learn by doing. Also, teachers can create and offer students
meaningful and relevant tasks in order to engage students in learning. Interviewed
teachers discovered that a dynamic interplay between learners’ motivation and a posi-
tive classroom experience is the best way to have a successful online course.

3.3.4 TRANSVERSAL COMPETENCES TO SUPPORT DIGITAL EDUCATIONAL
SETTINGS
It is known that the pandemic situation and the contextualised need to move courses
in an online environment showed a general lack of knowledge and information regard-
ing the effective digital learning languages delivery.
Therefore, in the beginning organisations relied mainly on their teachers’ ability to
cater for the learners’ needs and try to make this new online learning experience as
enjoyable as possible.

Teachers’ experience together with the direct feedback from the learners showed
some directions organisations had to focus on in order to maintain the number of
learners who continued to participate in online classes. It was soon clear that the main
reason for the number of dropouts was the lack of motivation and digital skills of
some categories of learners, mainly adults of 50 + or people who didn’t have the min-
imum digital skills to connect online to classes.