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Air Training is the easiest way to discover a new way of learning and building your future.

Our platform arises from the need to improve the training process inside and outside the company, to optimize costs, times, and results, without being limited by physical presence.

Air Training sets itself the training objectives for the issue of licenses, refresh of already qualified personnel, and control of the performance and quality of internal personnel.

The platform is easy to use and set up, and there is the possibility of delivering theoretical courses without full-time deployment of the instructor, while still allowing control over the frequency and the quality of the received training. In fact, the instructor and the course manager can monitor all students, as well as the student, can see his/her data.
There is also an active control on the performance of those taking the course, for example by carrying out simple, but targeted and engaging, one-off preparatory tests to assess whether the student is actually following the course.
You can check all the answers to the questions by simply clicking on a dedicated button.

Air Training develops its own LMS through the Moodle platform.

Air Dreams is not currently authorized to issue certificates recognized by the authorities, but thanks to the presence of highly qualified personnel and our platform, we can provide all the necessary tools for complete and quality training in the aviation sector, while remaining in the areas defined by the responsibilities and the customer management system (subcontracting).


Due to COVID-19, the aviation training industry is currently experiencing a major shift to on-line learning, such as distance learning and virtual classroom instruction. Nonetheless, on-line teaching requires careful thinking about how students and teachers are equipped for the change and serious consideration about whether the teaching style is still effective when taken out from the classroom and mixed with technological devices.
An increasing number of European aviation training providers need to shift more of their theoretical knowledge instruction footprint to a remote/virtual environment to enable continuity of the planned training.

When deciding to allow distance learning, if applicable, or virtual classroom instruction, the NCAs should require training providers to perform a risk assessment that, as a minimum, carefully evaluates whether Students and theoretical knowledge instructors will have access to appropriate equipment to support remote learning/instruction or the shift from face-toface
to virtual classroom training.
The teaching style shall remain effective in achieving the training objectives.
Computer Based Training can also be available online outside of the training provider’s material.
When introducing distance learning, due consideration should be given to students’ evaluation. For this reason, after finishing the distance-learning course, the training provider should have an evaluation meeting with the students at the training centre.

During distance learning, the progress needs to be more closely monitored. This can be done by additional (online) tests.
The training provider should guarantee that students make satisfactory academic progress and maintain reliable records for the
completion of training.

An acceptable level of communication should meet all the following criteria:

  • Maintain a “video and audio” interactive communication by considering non-verbal communication cues. We offer a tool for a synchronous teaching, to be used alongside with a conferencing service, to deliver better quality courseware material, in evidence of tools and user capabilities, as well as an asynchronous capability, for nonapproved courses
  • The instructor shall be able to share relevant training material as specified for the appropriate lesson, unit or course in the training manual. We offer dedicated courses, to train your instructors to build effective and efficient web-based courses
  • The maximum number of students should be established considering the capability of the tool and it should be adapted to the training objectives. Ideally, it should avoid exceeding a maximum number of 12 students
  • Training design should take into account that students may find virtual classroom training more tiring than traditional classroom training and the daily training hours may therefore need to be reduced. In order to avoid it, we offer a gamification aspect, to engage student’s attention, through levels and achievements during courses and activities, as well as mini questions at the end of each section of a presentation.