Abstract:

The pandemic Covid-19 pandemic changed the way classes are held in March 2020 when teaching and learning moved fully online and lasted during spring, summer and autumn exam periods at most universities. The University of Mostar did the same and in the winter semester of the academic year 2020/21 moved to the combined model, where one part of the teaching was held remotely, and the other part of the teaching was in the classic model. During the pandemic, universities defined various approaches for interaction and communication with students, and various e-learning tools, systems and applications were available to the teaching staff to hold classes and create digital learning material. These were ad-hoc solutions, done at that moment and in the possible circumstances.
After the pandemic and the return to a new normal state, the universities were able to analyse the positive and negative characteristics of the teaching process during the pandemic and based on this define new strategic documents in order to ensure resilient education in the future. In this paper, we will present the results of research on the teachers’ attitude towards e-learning technologies in higher education and what digital competencies they need in order to be able to apply e-learning in a quality way in the educational process. The research was conducted in April 2022 at the University of Mostar and in this paper, we will compare it with research conducted at the University of Zagreb and the University of the North. The results will help in the further development of strategic documents and policies related to the digital education.

Keywords:

Digital education, e-learning, Digital learning material, COVID-19 pandemic.