What Factors Contribute to the Success of Adult Training in Distance Learning? A Multi-dimensional Analysis

As part of a Morocco-French cooperation aimed at strengthening distance education at the Moroccan university, a training of trainers on the subject of «Open Education Resources» OER, was conducted for the benefit of Moroccan professors, researchers and PhD students. Throughout the training, a strong commitment expressed by active involvement was expressed by the participants opening the debate to a reflection to understand the factors leading to the success of this training. Thus, with this article, we seek to define the factors that led to its success. In order to answer our question, we based our research on the tetrahedron presented by «Faeber 2003» with an emphasis on the motivation of the learners, the roles provided by the trainers, the interactions within the group as well as the learning environment (platform). Based on a quantitative research methodology, a questionnaire on self-determined motivation (Deci & Ryan, 2000) and the roles of trainers (Charlier & Peraya, 2002) was administered to the participants (n = 53). The main results of the research confirmed that the success of a distance training is based on a high motivation of the learners, a real commitment of the trainers, a quality in the knowledge provided and a group dynamic built around the digital learning environment. Such results help to define the model of distance learning to be followed for an optimal learning experience.