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selves, they felt a lack of digital training and of free tools provided, also they have ex-
perienced language barrier. Talking about learners, teachers have noticed that they
lack motivation and digital skills, and some of them had shortcomings from previous
academic years. Another problem regarding students was the lack of tools to make
their learning engaging, which, unfortunately, led to the loss of interest from both par-
ties.
Educators consider the model of user interface for presenting educational e-learning
contents to be the most important challenge in the current situation in terms of pro-
moting online learning among vulnerable adult learners.

3.6 DIGITAL RESOURCES TO MATCH LEARNERS´ PREREQ-
UISITES – THE CASE OF DENMARK

It was stated in the research among teachers that 36 pct of teachers in Denmark are
solely or primarily using digital teaching materials in their work. This figure reflects a
relatively high level of digital routines, and interviewed teachers a.o. referred to vari-
ous Danish material sources such as: Clioonline.dk / Gyldendal.dk / Personalintra.dk /
Moodle and Momando, itslearning and Microsoft teams digital blackboards, virtual
writing pads etc. One teacher added:

“Here in Denmark, there are many platforms that provide schools with such
resources like cliooline.dk and gyldendal.dk – and I use them…”

A part from the selections of relevant portals, some teachers informed that they are
experiences in making lessons and learning exercises, especially in google forms and
itslearning, including the use of screencasts.

On blackboard teachers may for instance upload youtube videos and record instruction
videos themselves as supportive materials for the online sessions:

“Then we have the online meetings. These are the sessions where I go
through curriculum with the learners, who also have the opportunity to
work in small groups, where I provide small rooms that they can join…”

3.6.1 DIGITAL TEACHING MUST BE CAREFULLY PREPARED

Some teachers claimed that teaching online is very time consuming for both teachers
and learners, and it calls for a strong clarification and visibility of goals, contents and
methods in the individual session as well as the connection between previous and fu-
ture sessions etc. This may be done through a preparation, in which goals, methods
and materials are timely uploaded for the learners to review before the session.