Building on the outcomes of my PhD research, I am pleased to contribute to the E-FORCE project, which will allow for further development and dissemination of this work on a European level. In close collaboration with Prof. Dr. Bram De Wever from Ghent University, my former colleagues from d-teach, and the wider consortium, I look forward to supporting the enhancement of online teaching practices across Europe through evidence-based insights and joint expertise.
In recent years, online education has become an integral part of the educational landscape. One specific mode that is gaining increased attention is synchronous online education, where teachers and learners engage in real-time interaction through videoconferencing tools. While this form of teaching is becoming more accessible due to technological advancements, it remains relatively under-researched and inconsistently implemented.
Our research focused on several key areas. First, we developed a comprehensive competence framework for synchronous online teaching, based on a systematic literature review. This framework identifies the specific competences required for effective practice and supports the development of targeted professional learning.
Secondly, during the COVID-19 pandemic, we conducted a large-scale survey to map the training needs of teachers making the transition from face-to-face to online instruction. In addition, we developed a tool to assess the extent to which teachers already possess the competences necessary for high-quality synchronous online teaching in authentic classroom settings.
Finally, we designed, implemented, and evaluated an evidence-based professional development programme tailored to the unique demands of synchronous online teaching. The findings demonstrated not only an improvement in teachers’ competences, but also a significant increase in their confidence and self-efficacy.
Through the E-FORCE project, these insights and tools will now be further developed and disseminated at the European level. In addition to synchronous formats, we will also address asynchronous online education, where learners engage with content independently and at their own pace. This model provides greater flexibility and encourages self-regulated learning, making it an essential element of effective digital education.
E-FORCE, the European Teacher Academy for Online Teaching and Learning, aims to foster the readiness, resilience, and digital competences of teachers in early childhood, primary, and secondary education. The project supports both initial teacher education institutions and providers of continuing professional development.
- At the micro level, E-FORCE will empower teachers to meet the evolving needs of learners in a digitally connected society.
- At the meso level, the project seeks to establish sustainable collaborations between European teacher education providers and to foster communities of practice.
- At the macro level, E-FORCE aspires to become a leading European network for excellence in online education, promoting cross-border knowledge exchange and best practices.
The consortium, including partners such as Ghent University, d-teach, and several innovative practice schools, was carefully assembled based on complementary expertise, relevant experience, and extensive professional networks—ensuring a strong foundation for pan-European outreach and impact.
As a teacher myself, I’m really happy to work on this project and I strongly believe in the potential of this project and the meaningful impact it can have. Online education, when used effectively, can offer unique opportunities—such as bringing in specialized expertise, reaching students who face physical or mental health challenges, addressing individual learning needs, or connecting with pupils in geographically dispersed locations. With the right support, teachers can be empowered to fully leverage these possibilities and offer high-quality education that is inclusive, flexible, and future-proof.