Technical requirements for online education

Background from survey

When being asked about their needs regarding the technical side of online education, almost half of the educators skipped the question and about 1/3 of those who answered stated they have no needs. Others frequently mentioned that they need equipment or better equipment, training for teachers, reliable and fast internet connection, educational applications or a unified environment for the learning activities. Some mentioned also specific apps and tools that would be useful such as MS Teams, breakout rooms in MS Teams, Zoom, Grammarly etc.

The most dominant platform is MS Teams followed by Zoom. This, however, was influence by the recommendation and support of particular platforms in the participating universities. MS Teams is the most frequently used platform, 82% of the respondents use it daily. Other platforms such as Zoom, Google Meet or WebEx are used on less regular basis.

Among other applications educators use presentation/screen recording software, software for creating quizzes, tests, interactivity and video recording software.

The problems that occurred during real-time online education and were most frequently mentioned by teachers relate to internet connection (78% of teachers). The other problems were mentioned in this order: problems with screen sharing (52%), microphone problems (41%), problems logging in to the platform (35%), “no students could be heard” (30%), problems using available applications in the platform (25%) and rarely interruption during teaching and video playback (1%), poor technique of students (2%), and camera problems (1%). Most of the educators (65%) who responded to the question focused on the use of the online learning platform, however, evaluated its use as always trouble-free or almost trouble-free.

The students reported that the most often problem that occurred during real-time online education was the internet connection problem (34%), followed by microphone problems (21%) and problems logging in to the platform (18%) and screen sharing (11%). Rarely, problem with the teacher's sound (1%); lack of information on how to participate (1%), and accidental disconnection (1%) were mentioned. Other problems were extremely rare and reported by only 1 out of 306 students (too strict time for tests, some documents load longer and MS Teams global outages). 51% of students had no worries to use the online learning platform as they experience it almost trouble-free or always trouble-free.

The educators also evaluated the students' IT literacy using the platform. The ones who responded evaluated it as excellent and good in 91%. On the other hand, the students evaluated the teachers’ IT literacy as good or excellent in 68% of their responses.

Software used for online education

• Most of the universities provide a list of supported and recommended computing software that is widely compatible and in broad use across the university. Furthermore, they continue updating it according to the needs and requirements from the staff, technical facilities, and the availability of the updates or new software tools or platforms.
  • This list should contain also the links for safe download of particular products and the links for both the remote support guides and helplines/ helpdesks support available for particular programs/products. Teachers/ students should be aware that the use of recommended products provides them the certainty of relevant technical support available.
• Most of the software products listed here (or even all of them) are paid by the university and thus are available for free for the staff and/or students.
• The departments, centres or individuals who consider use a new software tool should speak to their IT support staff to determine what products are supported for particular purpose before performing any selection. If no suitable products are supported, the IT department should at least check the safety and compatibility of the software product considered. The teacher should always consider the accessibility of the new software tool for the students to prevent disadvantaging some students from the online education.
• This list usually contains also the minimum supported and recommended versions of the operation systems (usual requirements are Windows 10 version 2004 or above, macOS 11.x Big Sur or above), which again is continuously updated.

E-learning platforms

• The online learning using learning management systems, video-communication and collaboration software applications, online learning platforms, or virtual learning environments have become increasingly common, especially due to the sweeping educational changes that became necessary due to the pandemic.
• The term “e-learning platform” is generically used to describe a range of integrated web-based applications that provide teachers, learners, parents and others involved in education with information, tools, and resources to support and enhance educational delivery and management. The applications that form part of these online services can include web pages, email, message boards, and discussion forums, text and video conferencing, shared diaries, online social areas, as well as assessment, management, and tracking tools.
• All the terms mentioned above are often used interchangeably, but their exact meaning is slightly different:
  • A learning management system is a software-based app that facilitates a user making, designing and delivering their own self-created course content.
  • The term online learning platform in the narrow sense is a web-based learning platform for a user to both design the online course, and then deliver this content to the audience of students. With an online learning platform there is the option for the creation of the content by the educator, but it can also incorporate previously created content. The availability of a range of previously created content represents the major difference to the learning management system. In the broader sense, however, the term online learning platform is used as a superordinate interchangeable with e-learning platform.
  • The video-communication and collaboration software applications (Zoom, Google Meet, MS Teams, WebEx) are frequently used as the learning management system or e-learning platforms.
  • A virtual learning environment in educational technology is a web-based platform for the digital aspects of courses of study, usually within educational institutions. They present resources, activities, and interactions within a course structure and provide for the different stages of assessment.
• There are many e-learning platforms currently available with many shared features, but they may differ in many aspects (availability of particular tools or assistive technologies, possibility to use the platform as a mobile app, availability for students/ teachers, technical requirements, specific features provided, costs etc.).
• Tips how to choose the most appropriate online learning platform:
  • In most universities, one online learning platform is supported and the multi-licence is paid by the university. In such situation, teachers are highly recommended to use this platform, since it usually means the same platform is available for free to all students and teachers, which makes the online education easier and more comfortable.
  • If no platform is directly recommended by the university, there are several features to be considered when choosing the most appropriate one:
    • Price: Some online learning platforms are available for free, or have a low cost entry tier. Others offer more features, but at a higher price point. Besides the purchase price, further costs of operation, additional fees required by the platform and possibly also the salaries for experienced administrators and operators to keep it running. A total cost of ownership (TCO), i.e. an estimation of the expenses associated with purchasing, deploying, using and retiring a product, should always be considered. Pricing models are also different with some providers charging only by each student, while others having the price based on the plan, and then a lower additional cost for each additional learner.
    • Many platforms or learning environments are currently available as so called Software as a service (SaaS). This term refers to a software distribution model in which a cloud provider hosts applications and makes them available to end users over the internet. The user thus doesn´t need to install, maintain and update the software on his/her own, which makes the use easier and less demanding.
    • Availability in mobile application: Especially younger learners prefer to use these apps. Furthermore, it allows the possibility to join the educational activities from anywhere at any time. It’s thus recommended to choose the platforms available for both Android and iOS.
    • Specific tools, assistive technologies and educational aids: Many platforms provide a wide range of tools or services, which allow making the educational process more informative, interactive and attractive for students and may be very helpful for teachers. For effective teaching of the students with visual, hearing or learning disabilities, the availability of the assistive technologies represents an important requirement. Among others, the following tools are available in most platforms:
      • Screen sharing: the tool allows teachers or students to share their desktop or any open application or browser window with others.
      • Whiteboards: this tool represents a digital version of the classroom whiteboard where the teachers and/or students can write or draw and share it with the rest of the class.
      • Asking questions: as in a traditional classroom, students can raise their hand to ask a question and unmute their microphone if they are called upon.
      • Speaker highlighting: this feature makes the current speaker larger and more visible to other participants, so that students can better focus on the educator.
      • Breakout rooms: this tool allows teachers to break up the class into smaller groups, as they would in a physical classroom. Teachers can do this by assigning students to different virtual rooms or “breakout rooms”, where they can take advantage of the smaller group size. This tool was also mentioned among teachers needs in the survey and is thus important at least for some of them and may not be widely available.
      • Recording the session for later distribution: this tool allows to record the lecture or meeting and distribute the record to the participants or other students. This provides students the option to review the lecture repeatedly. It’s also very important for students with no internet access at home or those who were not able to attend the online course in real-time for any reason.
      • Transcription of the sessions: the tool allows to create a machine-created transcript of any lecture and distribute it to students. This option may partly substitute the session recordings and may be particularly important for students with unreliable internet.
      • Live captions: the tool which supports live captioning during video conference meetings or teaching sessions. This helps student stay focused and is extremely helpful for those with hearing disabilities, dyslexia and autism.
      • Low Vision Support: the accessibility features for users with low-vision, e.g. the high-contrast mode or the resizing and zoom features.
      • Audio descriptions of visuals: this tool allows the transfer of visual content to audio description, which helps students with visual or learning disabilities.
      • Keyboard shortcuts: this feature provides users with limited mobility an alternative to using a mouse for navigation and accessing features. Keyboard shortcuts can also save time and reduce mouse clicks.
      • Subtitles in the videos: it can help the students learning in foreign language to understand better and to learn the vocabulary and it enables students to watch the video without the sound (e.g. when travelling).
    • Most frequently used e-learning platforms: according to the survey, common and widely available video-communication and collaboration software applications (MS Teams, Zoom, Google Meet) are the most frequently used platforms for online education by the teachers across all the universities involved in the survey:
      • MS Teams (https://www.microsoft.com): a cloud-based team collaboration software that is part of the Microsoft 365 and Office 365 suite of applications.
        • Basic version is available for free. Several extended paid versions with broader options are also available (providing longer or even unlimited meeting duration, increased or even unlimited number of participants per meeting, expanded cloud storage, attendee registration and reporting tools etc.)
        • The core capabilities in Microsoft Teams include business messaging, calling, video meetings and file sharing.
        • It provides most of the important tools required by teachers and students (screen sharing, asking questions by hand rising, whiteboard, breakout rooms). It also allows to mute channels, manage notifications and set user’s status and many other useful features.
        • It’s compatible with many assistive technologies, like:
          • Screen readers
          • Dictation software
          • Eye control (on Windows 10)
          • Voice control (on iOS and Android)
          • Screen magnifiers
          • Switch access (on iOS and Android)
        • For video meetings, the recommended download/upload speed in this platform is 4 Mbps/2.5 Mbps.
      • Zoom (https://zoom.us/): a cloud-based video communications app that allows users to set up virtual video and audio conferencing, webinars, live chats, screen-sharing, and other collaborative capabilities.
        • Similarly to the MS Teams, basic version is available for free. Several extended paid versions with broader options are also available (providing longer group meeting duration, increased number of participants per meeting, expanded cloud storage, and many additional tools etc.)
        • The users don’t need an account to attend a Zoom meeting.
        • The platform is compatible with Mac, Windows, Linux, iOS, and Android, meaning nearly anyone can access it.
        • Similarly to MS Teams, it provides most of the important features required by teachers and students (screen sharing, asking questions by hand rising, whiteboard, breakout rooms, mute channels, manage notifications etc.).
        • It, again, provides many assistive technologies:
          • Auto-generated captions
          • Manual captions
          • Screen-reader support
          • Voicemail transcription
          • Focus mode and many others
        • For HD group video calls, the recommended download/upload speed is 3 Mbps/ 2.5 Mbps.
      • Google Meet (https://meet.google.com/): a video-communication service developed by Google.
        • Similarly to the previous platforms, basic version is available for free. Several extended paid version with broader options (Google Workspace Individual, Google Workspace Enterprise) are also available (providing increased number of participants per meeting, meeting recording saved to organizers' Google Drive , breakout rooms, hand raise, intelligent noise cancelation and many other additional tools)
        • Provides two-way and multi-way audio and video calls with a resolution up to 720p with an accompanying chat available.
        • Connection with Google Calendar and Google Classroom.
        • Similarly to previous platforms, provides many features required for successful online teaching or learning by both students and teachers (screen sharing, breakout rooms, whiteboards, hosts are able to deny entry and remove users during a call, ability to raise and lower hand etc.).
        • Provides assistive technologies:
          • Live captions
          • Screen readers and magnifiers
          • Keyboard shortcuts
          • Voicemail transcription
        • The absence of direct contact to the support might be mentioned among the disadvantages.
        • For HD group video meeting, following download/upload speed is recommended:
          • 2 participants: 2.6 Mbps/3.2 Mbps
          • 10 participants: 4 Mbps/3.2 Mbps
        • WebEx (https://www.webex.com/): an application sharing and conferencing service that is widely used for presentations, demos and training.
          • Same as the previous platforms, WebEx provides basic version for free. Several extended paid versions with broader options are also available (providing longer meeting duration, increased number of participants per meeting, expanded cloud storage, attendee registration and reporting tools and many other additional tools)
          • Similarly to previous platforms, provides many features required for successful online teaching or learning by both students and teachers (screen sharing, breakout rooms, whiteboards, ability to raise and lower hand etc.).
          • Provides assistive technologies:
            • Closed Captioning
            • Sign language interpreters
            • Screen Reader Support
            • Low vision support
            • Keyboard shortcuts
          • For HD video chats, recommended download/upload speed is 2.5 Mbps/ 3 Mbps.
        • Other platforms: there are currently many learning management system or specific online learning or testing platforms available, which can be illustrated by a few examples, as follows:
          • Docebo (https://www.docebo.com/) (Licensing fee is required. Docebo is mainly aimed at industries: it works best with medium to large enterprises that need to train their customers, partners, and employees)
          • Adobe Captivate (https://www.adobe.com/cz/products/captivate.html) (Licensing fee is required. Adobe Captivate is available in the form of incividual or team subscription or enterprise licenses. Limited free trial is provided for the individual customers).
          • Blackboard Learn (https://www.blackboard.com/teaching-learning/learning-management/blackboard-learn) (Licensing fee is required).
          • Acorn LMS (https://acornlms.com/) (Licensing fee is required. Similarly to Docebo, this LMS is mainly aimed at industries).
          • Moodle LMS (https://moodle.com/solutions/lms/) (Moodle is an open source solution, which means organizations are free to download it. Pricing plans are also available for additional services and features, as well as cloud hosting. 45-day free trial is available. Moodle is built for universities and schools, but it’s also used by companies for training programs).
          • Thinkific LMS (https://lms.thinkific.com/) (Licensing fee is required, but limited 30-day free trial is offered).
          • Absorb LMS (https://www.absorblms.com/) (Licensing fee is required, but limited free trial is offered. Similarly to Docebo or Acorn LMS, Absorb LMS is mainly aimed at industries)
          • 360Learning (https://360learning.com/) (Licensing fee is required, but limited free trial is offered).
          • Canvas LMS (https://www.canvas.net/) (Licensing fee is required, but the individual users can try the free version by signing up for their own account. This LMS has been developed for universities and educational institutions.).
          • Big Blue Button /BBB (https://bigbluebutton.org/) (Licensing fee is required, but limited free trial is offered)
          • MOOC (https://www.mooc.org/) A massive open online course (MOOC) is a model for delivering learning content online to any person who wants to take a course, with no limit on attendance This platform, in fact, is not a LMS, but a tool which brings many courses from many schools to millions of learners around the world.
          • TAO (https://www.taotesting.com/solutions/higher-education/) represents a reliable, secure digital assessment platform, that conforms to most of the secure online assessment environment constraints. It comes in both open source (free of charge) and paid versions. Similarly to the MOOC, TAO is not a LMS platform, but provides several tools shared with the previously mentioned LMSs.
          • Most of them share the main features with the commonly used video-conferencing platforms mentioned above. Furthermore, they support several other tools like shared diaries, online social areas, assessment, management, and tracking tools and other.
          • Some may provide an extra features e.g.:
            • Virtual reality support (Adobe Captivate)
            • In software image editing (Adobe Captivate)
            • Trackable progress (Blackboard Learn)
            • Fostering student and teacher interaction (Blackboard Learn)
            • Including text editor (Moodle LMS)
            • Integrating website builder (Thinkific LMS)
            • Integrate in polls and surveys (Absorb LMS)
            • Extensive knowledge base (360Learning)
            • Automated grading (Canvas LMS)
            • Assistance with learners´ enrollment and retention (Blackboard LMS)
          • Some of them are mostly aimed at enterprises and industrial companies (Docebo, Acorn LMS, Absorb LMS) And many others… Considering the survey results, the common and most frequently used video-communication platforms are, however, fully sufficient in most cases and unless the teachers need the extra features, there is no need to use learning management system and online specific platforms.
        • Problems with using e-learning platforms during the real-time online education:
          • According to the survey, about 90% of the teachers and students didn’t face any major problem when using the e-learning platforms.
            • Among teachers, 93% reported the real-time use of these platforms as always trouble-free, almost trouble-free, or had only minor concerns. Only 7% educators reported concerns in each use of the platform.
            • Among students, the experience was quite similar: 86% of students reported the use of platform as always trouble-free, almost trouble-free, or had only minor concerns.
          • If any, the most frequently reported problems in both groups were:
            • Internet connection problems (which points out the importance of stable and fact internet connection as the key pre-condition for online teaching and learning)
            • Problems with screen sharing
            • Microphone problems
            • Problems logging into the platform
            • Problems to hear the teacher or students
            • Problems with the use of applications available in the platform
            • Interruption during teaching and video playback, accidental disconnection
            • Camera problems
            • Lack of information on how to participate
          • The e-learning platform users thus may face several problems mainly at the beginning of the use. Considering the overall positive evaluation of the e-learning platforms by both teachers and students, all these problems were probably only rare and solvable in most the cases.
          • Most of the problems experienced by the teachers and students are related to the hardware and internet issues and lack of experience with the platforms and information how to use them. These problems thus underline the importance of:
            • Stable and secure high-speed internet connection.
            • High-quality hardware equipment (microphones, camera, etc.).
            • Education and training of the students and teachers in the use of the platform (or availability of the guides on this and/or technical support).
            • For details, please see appropriate sections.

Solving all these problems would probably markedly reduce any problems with the e-learning platforms.

Other applications or software tools used for the purpose of online teaching activities

• Video- and/or audio editing software: creating the video records of the lectures and/or exercises and providing them to students represents one of the most efficient and highly appreciated approach in online education. Besides simple recording of the commented presentation, further video and/or audio editing may increase the quality and informative value of the presentation.
  • The video- and/or audio editing applications allow manipulation and arrangement of video/audio shots. They allow to cut and/or merge the video recordings, and resize the footage for different platforms. Some of them also allow adding automatic or editable subtitles in many languages, adding soundtrack or visual aids such as gifs, icons and many others. These tools thus help students keep focused and make the material more captivating and instructive.
  • Some video and/or audio editing tools might be recommended and supported by particular universities and listed together with all the other software available. In such case, their use should be sufficient and is highly recommended.
  • If no suitable software is supported and provided by the university, there are plenty commercially available tools (Apple iMovie, Windows Movie Maker, Adobe Premiere Pro, PowerDirector for Windows, iOS and Android, VideoPad, DaVinci Resolve, Lightworks, Pinnacle Studio, and many others).
    • Most of these platforms are paid, but many have basic versions for free or they allow free few-days trials.
    • Many of these apps are available even for smartphones.
    • They mostly allow to export the edited video straight to YouTube, Dropbox, and more.
    • All of the platforms are compatible with a high resolution, most of them offer 360° and 3D video editing.
  • Tools which may help using the already available multimedia resources: Teachers are also encouraged to integrate the multimedia resources (videos, audios, and podcasts) already available online into their course.
    • The use of the already published materials may be particularly important in case of sudden switch of learning to the online environment. In that situation, teachers may not have enough time to create their own new content and using the pre-existing online materials may help to reduce the burden.
      • The use of university library database for readings, link to websites and existing videos and podcasts is recommended for the search for media to be integrated into the course.
    • Several newly available interactive online tools or platforms which allow creating or sharing materials can be used. Among others:
      • Glogster (https://edu.glogster.com/), which is a library of teacher-created “glogs,” multimedia posters that combine images, text, and video. Teachers can build their own glogs or access more than 40,000 glogs on a range of subjects. Licensing fee is required. Personal or multilincences are available.
      • Wakelet (https://wakelet.com/), which is a content curation platform that helps teachers to share resources, build online portfolios, and share digital stories. It allows them embed YouTube videos, podcasts, music, articles, or original content into a collection that students can access across many devices. Wakelet is free to sign up for and use.
      • Flip (formerly Flipgrid) (https://info.flip.com/) is a platform, which allows teachers to create a topic for discussion and share it with their class. Students can then record short videos on this topic to share with their teacher and classmates. The platform is completely free.
      • Animoto (https://animoto.com/k/homepage) allows both students and teachers to create educational videos. The program lets users add text, create photo slideshows, stitch together several videos, and include images to deliver exciting presentations. Animoto offers 3 different payment plans, including a limited free option.
    • Platforms for creating interactive tests or quizzes: To keep the students´ attention and make the education more interactive, teachers may use the digital platforms which allow for creating the interactive online tests or quizzes.
      • Many universities provide their own platforms which provide better safety of the data.
        • The application KvIS (https://is.muni.cz/napoveda/elearning/kvis) available in Masaryk University represents typical example.
      • Several free or commercial platforms available for this purpose if no custom-made tool is available:
        • Microsoft Forms (https://forms.office.com/Pages/DesignPageV2.aspx) (MS Forms) allow teachers to create a form, such as a survey or quiz, invite others to respond to it using almost any web browser or mobile device, see real-time results as they're submitted, use built-in analytics to evaluate responses, and export results to Excel for additional analysis or grading. Microsoft Forms is free to use for anyone with a Microsoft account
        • Kahoot! (https://kahoot.com/) is a game-based learning platform, used as educational technology in schools and other educational institutions. Its learning games, "kahoots", are user-generated multiple-choice quizzes that can be accessed via a web browser or the Kahoot app. Kahoot! can be used to review students' knowledge, for formative assessment, or as a break from traditional classroom activities. Kahoot! is free for teachers and students.
        • Quizizz (https://quizizz.com/?fromBrowserLoad=true) is a gamified student engagement platform that offers multiple features to make a classroom fun, interactive and engaging. Teachers may use it to conduct formative assessments, assign homework, and have other interactions with your students (for all grades) in a captivating way. There are many ways how to use the platform: the whole class can go through each question together or each student progresses at their own pace on their own devices. It also provides an access to millions of already available public quizzes (which teachers may use as they are or edit and customize them). It allows to create a detailed class-level and student-level report for any quiz. Teachers may also share the quizzes they´ve created with others. Basic use is for free, but paid plan is also available. This gets the teachers the access to the Quizizz Super library of quizzes and the ability to create unlimited quizzes and lessons. There is ad-free use with game themes, answer explanations, interactive videos, and more.
        • Slido (https://www.slido.com/) is an easy-to-use question and answer and polling platform for live, remote or hybrid meetings, events, classes, and webinars. It allows the teachers to engage participants with live polls and quizzes, collect instant feedback with surveys or brainstorm ideas with upvotes about selected topic. Slido has a free version and offers a free trial. Several paid versions with more advanced options are available.

Glimkit (https://www.gimkit.com/) is a another digital learning tool which, in fact, gamifies learning. Using this platform, students respond to questions at their own pace in a game show fashion, learning new material or reviewing and practicing material they’ve already learned. Free version called Gimkit Basic is offered. Much more options in the paid version (Glimkit Pro). All free Educator accounts come with a 14-day trial of Gimkit Pro.

Hardware, internet connection, other equipment needed

Obligatory equipment

• Stable and secure high-speed internet connection:
  • The most important condition for any online education. This statement is strongly supported by the survey: problems with internet connection represent the technical problem by far most frequently mentioned by teachers and students. Furthermore, faster and more reliable internet connection was mentioned among the teachers’ needs related to the online education.
  • Broadband/high-speed internet is recommended: The internet speed requirements differ vastly from company to company. For example:
    • Skype group videochat (7+ people): optimal download/upload speed 8 Mbps / 512 kbps.
    • MS teams (video meetings): recommended download/upload speed 4 Mbps/2.5 Mbps.
    • Zoom (HD group video call): recommended download/upload speed 3 Mbps/ 2.5 Mbps.
    • Google meet (HD group video meeting):
      • 2 participants: recommended download/upload speed 2.6 Mbps/3.2 Mbps.
      • 10 participants: recommended download/upload speed 4 Mbps/3.2 Mbps.
    • WebEx (HD video chats): recommended download/upload speed 2.5 Mbps/ 3 Mbps.
  • To sum up, for optimal teaching performance with the most commonly used platforms, the recommended uploading and downloading speed should be up to 10 Mbps. For sharing videos (records, live surgical transmissions etc.) 20-30 Mbps upload is recommended. The more participants are expected to connect, the higher speed is required.
  • Standard cable, satellite or DSL connection is mostly faster and more stable than a wireless connection, but both options are acceptable.
  • Teachers (and students) are also recommended to have a back-up plan when the internet goes down. Private hotspot using the data on smartphone represents usually the easiest and widely available solution, which allows for keeping the communication with students in such emergency situation.
• Fast and reliable computer:
  • For teachers, desktop or laptops represent optimal solutions. The use of smartphones for teaching process can’t be recommended with the exception of emergency situations with no better solution available.
  • Students may use a wider range of devices: desktop computer, laptop, tablet and smartphone. Desktops or laptops, however, provide clear advantage, particularly for long-term education.
  • The video-learning platforms mostly require at least a 1 GHz processor and a minimum of 256 MB of RAM (or more). However, the faster the system is, the more reliable the connection will be and minimum of 8 GB of RAM is highly recommended for an online teaching mainly in case of sharing video records or life-transmissions during the lectures. Computer CPU (central processing unit) is recommended to be minimum Intel i5 or equivalent.
  • Faster and better equipped computers allow many other functions useful for online teaching, e.g. editing videos or audio records, and have also much bigger storage.
• HD webcam:
  • In most of the new laptops or tablets (purchased within the last 5 years), the HD cameras are fully sufficient. External devices, however, frequently provide even better quality.
  • Some computers may not be equipped by camera and external webcam is needed.
  • In older devices, external webcam is recommended and may highly increase the quality of the transmission.
• Microphone:
  • The quality of microphones built in newer laptops or tablets is mostly sufficient. External USB devices may, however, provide better sound quality.
  • Some computers may not be equipped with a microphone and external device is needed.
  • In older computers, external microphone is recommended and may highly increase the quality of sound transmission.
• Speakers:
  • In most devices, built-in speakers are available and mostly sufficient. External speakers or headphones (see below) may, however, provide better sound quality.
  • Some computers may not be equipped by speakers and external device is needed.

Optional equipment

• These devices are not required but are highly recommended and may help enhance the lesson experience for both teachers and students.
  • Scanner and printer:
    • Scanners help teachers to convert all the materials to be shared with students from the paper to the digital form.
      • Nowadays, scanners are quite frequently replaced/substituted by smartphones.
    • For students, printers provide the option to print the practice sheets or other assignments. Scanner allows them to scan various types of printed, hand-written, drawn or otherwise created non-digital assignment and send it back to teachers in the digital form.
  • Headphones:
    • Many teachers use their computer or tablet's built-in speakers, but headphones can enhance the experience and allow them to clearly hear themselves and mainly the students with less interference.
  • Multiple cameras (incl. multi-camera software):
    • Multiple cameras might be useful mainly in exercises, demonstrations and practice lessons where teachers demonstrate patients or experiments, show models or use life transmissions of surgical procedures, intervention radiology, physical examination etc.
    • The use of multiple cameras can enhance a lesson by giving the student multiple views such as using an overhead-camera position in addition to a side-view or front-view camera.
  • Desk, office chair, laptop stand, adequate lighting and other equipment which allows comfortable sitting and helps organize the desk and workplace.