Nevertheless, a considerable proportion of individuals who express active interest in eLearning courses encounter significant obstacles. These include locating suitable online offers, developing trust in the effectiveness of eLearning courses, dealing with high course prices, and problems posed by the inadequacies of their own computer equipment.


To remedy this situation, European governments should intervene both on the supply side (improving market transparency and transferability of certificates) and on the user side (developing digital literacy and self-management skills).


Most adult learners (54%) already make use of the Internet as it increases flexibility in regard to when, where, and how to learn. Moreover, eight percent adult learners already make use of online eLearning courses, according to the eUser survey.


For the near future, the evidence from eUser suggests that eLearning participation will increase among those who have a basic willingness to engage in learning activities but rarely do so today because of time and distance related constraints. At the same time, as eLearning supply becomes increasingly attractive, the learning-oriented group - which comprises 28% of all adults - will increase their engagement in lifelong learning.


The majority of non-learners (people who are not currently engaged in adult education of any type), however, do not show any interest in lifelong learning - regardless of whether this takes place online or in traditional ways. This group comprises more than one in three adults (36%).

European education systems will need to step up their efforts to develop services targeted at hard-to-reach groups. If eLearning is to contribute towards the EU policy goal of universal participation in lifelong learning, it will need to be embedded in a wider lifelong learning strategy. This needs to take in all possible delivery channels and methods of learning and must receive strong support from all levels of policy.