The research conducted in IO1 consisted of desk research, online questionnaire and interviews.
In the first phase of the stocktaking, a research framework was established. It showed that digital learning and digital literacy are perceived as a very important aspects in all countries, but approaches for fostering related competences, as well as validating them, differ between countries, and even within countries. The same applies to the connected facilitation competences in connection with digital learning technologies. The use of technologies has been increasing during the ongoing Corona Crises, for instance in regard to asynchronous (LMS) and also synchronous online communication and learning instruments, but almost all respondents reported that they are not yet used up to their full potential. All countries make efforts, but also see room for improvement in educational offers for creativity and innovation.
To enlarge the scope an online questionnaire was distributed to learners in formalised education to inquire about success factors and learners’ experiences during online learning.
Eventually, interviews were carried out with 25 experts in 6 countries. It can also be deducted from the answers that the digital competence of the teachers and trainers is considered as THE decisive factor for the satisfaction with online learning formats. According to our research results, online learning can add to, but not replace face-to-face learning, course learning projects – which mainly affects the social component of learning – but could contribute significantly to flexibility and the compatibility of (“formal”) learning programmes and private life. Combining both face-to-face and online courses and learning offers in adult education would allow for an individual didactic design that is beneficial for the content and the target group at the same time.