The research project, launched in 2021, aims to optimize online learning using learner profiles. This research project was funded by Agence France Erasmus + Education & Training. How can LMS (Learning Management Systems), powerful tools, enable teaching teams to create tailor-made training courses to help learners progress? ​

The study was carried out by a consortium including the Haikara design office specializing in the creation and formatting of digital training content in Paris, two CFAs, one in Bavaria BBW and the other in Occitanie Purple Campus and the University of Latvia department of educational sciences. The project followed the following planning, with in 2021 the documentary research on the subject and the definition of the research strategy, the creation of content in 2021-2022, the formatting of the modules in 2023, and the tests and the study in 2024. ​ The collection of results was completed in September 2024, with the end of the project set for November 30, 2024. ​

The study sample included 1754 participants of various training levels, sectors of activity and ages from CFA BBW and Purple Campus. First, the study profiled the participants by highlighting their learning preferences. We discover that learners would prefer to learn through practical work or even study math with video supports. Their main motivations for following training vary depending on the training levels ​ Secondly, the study asked each learner to take a positioning quiz on one of the cross-cutting themes: digital culture, media culture or mathematical culture. Then the learner followed the training on the theme in text or video or gaming format. Finally, he took the same quiz again which resulted in a calculation of the progress made. The results were extracted and analyzed by the University of Latvia.

The findings of the study indicate that the text is effective in transmitting basic knowledge and for learners who need a solid theoretical understanding. The text format must be careful to facilitate learner engagement. ​The video format must be reworked, in fact it provides too moderate progress. In some cases the results are worse after viewing the module than before. The video is not suitable for the mathematics module nor for transmitting abstract concepts. The video is suitable for presenting skills: e.g. welding, carpentry, digital media productions…The interactive training or gaming format produces a good effectiveness, particularly for those who have a low initial level or those who have little experience in digital training: Implement interactive simulations, Develop edutainment, Practice virtual tasks

For effective digital teaching, it is recommended to combine text and interactivity, and to allow learners to choose their preferred modality. ​ Adaptive learning and individualization of pathways are essential to maximize learner progress. ​

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Optimizing online learning: discover the results of collaborative research!

Since 2021, an ambitious project led by a European consortium (Haikara, Purple Campus, BBW in Bavaria and the University of Latvia) has been exploring how to adapt digital training to learner profiles. This research project was funded by Agence France Erasmus + Education & Training. After three years of research and experiments with 1754 participants, here are the main lessons:

Educational formats and effectiveness:

• Text: ideal for acquiring basic knowledge, but learner engagement will be effective if the writing is appealing
• Video : effective for practical demonstrations (e.g. welding, carpentry, digital tutorials), but unsuitable for abstract concepts such as mathematics.
• Gaming/Interactive: excellent for stimulating learning , especially among beginners or in as part of training on digital culture.

Key to success: combine text and interactivity while letting learners choose the format.

Towards personalized digital pedagogy: Adaptive learning and individualized paths are the way forward to maximize progress.

Thank you to all the teams and participants who contributed to this progress!

And you, how do you adapt your training to the needs of your learners?