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3.4.1 THE PANDEMIC ACCELERATED THE USE OF ONLINE TOOLS – BUT
ON FACE-TO-FACE CONDITIONS

Obviously, each of them was forced to change their teaching methods when pandemic
started and all of their teaching activities were transferred to the web. That created
huge problem for many educators as they were not familiar with using online tools.
Majority of their teaching methods did not include any online tool at all, and the tradi-
tional tools become irrelevant in those conditions. The issue had to be addressed im-
mediately, but a lot of educators had no previous experience or knowledge how to
prepare proper teaching program for that situation and in result they’ve been using
same methods online as in face-to-face condition. They were usually ineffective and
results in low engagement of learners.

3.4.2 DIFFERENT LEVELS OF DIGITAL LITERACY AMONG ADULT LEARNERS
LOWERED LEARNING MOTIVATION AND EFFECTIVENESS OF TEACHING

The other problem was that the level of digital literacy of learners was hugely varied
and it creates a need to address these issues to those who are struggling to catch up
with new tools and allowing the rest of them to get bored and decrease their motiva-
tion.
In general, educators noticed that the motivation and engagement of their learners
has decreased dramatically. Like mentioned before, level of their digital literacy has a
lot to do with it, but there are also other reasons. As the educators has no previous
experience with this kind of learning, they know very little or sometimes nothing about
what tools they should use. As they didn’t have that knowledge, they could not allow
learners to practically apply what they learnt. That decreased the effectiveness of
teaching and motivation. Educators had no guidance in terms of how to prepare them
selves to teaching so they weren’t even aware of what aspects of teaching should be
emphasizes.

3.4.3 TEACHERS ARE FAMILIAR WITH FLIPPED LEARNING AND INVERTED
CLASSROOM – ALSO WITHOUT DIGITAL TOOLS
Terms like flipped learning or inverted classroom are generally well know within our
sample group. Those methods were implemented into their classrooms on several oc-
casions and the outcomes were usually great. Although no digital tools were used and
when ask about implementation of these into their digital classes no good examples
were found. Most of opinions were critical and it was easy to conclude that no proper
introduction was presented to them about how to implement and develop these
methods to be effective online as well. There is common conclusion that digital tools
can add great value to those methods but the proper training and some list of re-
sources needs to be introduced.