{"id":1352,"date":"2026-08-28T10:00:00","date_gmt":"2026-08-28T08:00:00","guid":{"rendered":"https:\/\/www.aprendizajeactivo.es\/que-necesitan-los-formadores-de-adultos-para-mejorar-el-aprendizaje-online\/"},"modified":"2026-09-21T11:26:12","modified_gmt":"2026-09-21T09:26:12","slug":"que-necesitan-los-formadores-de-adultos-para-mejorar-el-aprendizaje-online","status":"publish","type":"post","link":"https:\/\/www.aprendizajeactivo.es\/en\/que-necesitan-los-formadores-de-adultos-para-mejorar-el-aprendizaje-online\/","title":{"rendered":"What do adult trainers need to improve online learning?"},"content":{"rendered":"\"SEFOC\n

What do adult trainers need to improve online learning?<\/h1>\n

Published on 28 August 2026<\/em><\/p>\n

\"SEFOC<\/figure>\n\n\n\n

As part of the launch of the SEFOC<\/strong>project, we carried out a needs analysis with adult trainers from Bulgaria, Norway and Spain<\/strong>, combining 32 questionnaire responses and 10 interviews<\/strong> with educators.<\/p>\n\n\n\n

The results point to a clear conclusion: the main challenge in online adult education is not simply the technology, but how learning is designed around it.<\/strong><\/p>\n\n\n\n

Digital competence is not enough<\/h2>\n\n\n\n

Most participants reported a relatively high level of confidence in using digital tools. However, meaningful interaction between learners remained a challenge. Trainers highlighted the difficulties of sustaining participation, collaboration and engagement, showing that digital competence alone does not guarantee effective online learning.<\/p>\n\n\n\n

The challenge of course completion<\/h2>\n\n\n\n

Another important issue is course completion. Adult learners often combine training with work, family and other responsibilities. However, trainers also linked low engagement to overly long theoretical content, unclear instructions, limited feedback and a lack of practical relevance. Shorter learning units, clear milestones, regular support and visible progress can make a big difference.<\/p>\n\n\n\n

Learning by doing: practical and meaningful activities<\/h2>\n\n\n\n

The importance of practical and meaningful activities also came through strongly. Adult learners tend to engage more when learning connects to real professional or personal situations. Interactive learning should therefore go beyond simply using digital tools and involve learners in reflection, discussion, problem-solving and applying knowledge.<\/p>\n\n\n\n

From research to practice<\/h2>\n\n\n\n

Finally, trainers expressed a strong need for practical, evidence-based support. They value research, but want it translated into resources they can use directly: templates, checklists, examples, video tutorials and clear recommendations<\/strong>.<\/p>\n\n\n\n

What does this mean for SEFOC?<\/h2>\n\n\n\n

The needs analysis confirms that SEFOC should follow an approach in which pedagogy comes before technology<\/strong>. The project will focus on helping educators design online learning that is:<\/p>\n\n\n\n