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nology or the software to practice newly learned skills can render useless the time and
effort that trainers have put into learning the new skills. Situational barriers for the
teachers may involve lack of time for the teachers to attend professional development
sessions to learn new technologies. Low bandwidth, spotty reception, and other tech-
nical issues faced by both teachers and learners on these platforms. These problems
often require technical support to rectify, causing frequent disruption in the learning
flow. Some online course payment if they want full access to a course or certification.
Talking about the same issues but in terms of vulnerable adult learners, experts have
noticed lack of trainer’s readiness, language barriers, usage of only free tools, lack of
national digital training, lack of digital accessibility points, old digital tools, old equip-
ment, old knowledge – all are currently a problem.
In terms of promoting online learning among vulnerable adult learners, teaching online
has many challenges. Learning how to teach in an online classroom requires redesign-
ing course components using pedagogical methods, learning activities, and digital tools
to ensure that students gain valuable knowledge, understand the benefits of digital
learning, motivate them to use the tools, and encourage them to continue teaching.
One of the key challenges of online teaching is deciding on which tools and platforms
to use. Biggest problem – lack of available equipment and tools to use. Moreover,
feedback is not given appropriately, and as a result the connection between learner
and teacher is not being developed.

4.6 NATIONAL TRENDS IN DIGITAL PEDAGOGY, DIGITAL
LITERACY AND USE OF DIGITAL RESOURCES – THE CASE

OF DENMARK

In the Danish context, some pedagogical scientists have defined the concept and area
of digital pedagogy as follows:

“Digital pedagogy aims to create a strong connection between research,
development and practice, with a focal point in the potential and possibili-
ties of digital technologies. Digital pedagogy encompasses the study of the
role of digital technologies in pedagogical practice, for the development of
pedagogical practice and reflection on the value-base in pedagogical prac-
18
tice…”

The scientists add that studies of the role of technology in the development of educa-
tional practice deal with how digital technologies create new types of teaching as well
as new forms of organization of the learning environments. In doing so, the scientists
establish that digital pedagogy is not merely a question of including certain digital tools
in the pedagogical-didactic planning that otherwise form the framework of teaching.

18 Quoted from Hansen, Jens Jørgen & Nørgård, Rikke Toft (2022): ”What is Digital pedagogy - contours
of a new field of practice and research”. Danish article in Danish University Pedagogical Journal.