Digital and networked technologies infiltrate all aspects of our lives, and thus also how we are consuming and providing knowledge. In particular, digital learning platforms connect the real with the digital place for learning and teaching. They allow for an innovative combination of different learning concepts and learning structures through the consistent use of the possibilities of digitalization. Furthermore, digital learning platforms democratize education because they ensure equal access by heterogeneous user groups through interaction, communication, and sharing of knowledge. Our paper investigates which factors affect the successful use of such platforms for both knowledge consumers and knowledge providers. In particular, we examine the motivations of learners and teachers based on a literature review and an empirical study (N=486). If all participants are taken into consideration, there are various supporting factors but also obstacles to the successful implementation of digital learning platforms. The main goal behind our approach is to understand and describe what contributes to a successful participation in such platforms. As a next step, these success factors might be translated into a set of requirements for a digital learning platform.

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