A critical element to learning is retrieval practice; the opportunity to revisit and apply new material. Such practice, coupled with meaningful feedback, can help ensure that learners understand material correctly, that they can find it - retrieve it - when needed, even after time has passed, and that they can apply it to real-world situations. Offering meaningful practice opportunities and providing good feedback can also contribute to a sense of social presence, discussed in my last post, Facilitation Tips Series, Part 1: Presence.

In the recent rush to move so much training from face-to-face to the virtual setting, there’s a great deal of conversation about the technology: which platform, dealing with security settings, how to create backgrounds. There’s less conversation, though, about the role of the facilitator and the skills needed to bring the energy and feeling of connectedness of the live event to the live online one.

Social presence refers to the collection of behaviors that help participants in a virtual environment see the facilitator -- and each other -- as human. Is this a ‘real’ person? Do I feel that they are really there, now?

We often encounter some version of the following story when working with corporate teams and individual learners: “Well, my organization has made the leap to the virtual classroom. I’m now supporting live online sessions, but I don’t know how to use my existing skills while managing the technology.”

This kind of quandary results in the accidental virtual classroom producer. Trainers or learning professionals used to working face-to-face now have to support subject matter experts or experienced virtual facilitators in a completely different, though very dynamic, environment. So. what can you do if you find yourself, whether by circumstance or choice, working as a producer in the virtual classroom?

Recently, learners have flocked to the virtual classroom to continue their professional development. Organizations have started embracing the flexibility and dynamism of this learning environment as a viable option for programs ranging from new-hire onboarding to informational webinar-style updates to complex technical trainings.

We believe in the power of the virtual classroom. But, truthfully, despite its varied functionality and useful tools, learners experience a, well, learning curve when learning virtually.

To help learners – both new and experienced – adapt and thrive in the virtual classroom, our team compiled a list of obstacles to look out for and ways to preemptively overcome them.

In August, we celebrate virtual classroom facilitators. And this year, you all REALLY deserve applause. You’ve been teaching marathon sessions that weren’t designed for the virtual environment, often in platforms you haven’t used before.

So, KUDOS to you, and thanks for all you have been doing. I know it hasn’t been easy.

When I wrote this blog back in January 2020, none of us had any idea how the world was about to change.  Virtual facilitation isn’t a ‘nice to know’ skill anymore – it’s critical! InSync’s clients tell us they expect near 100% of their training to be conducted virtually for the foreseeable future.  So, with thousands of hours of Zoom, Webex, Adobe Connect, and MS Teams training on the horizon, it seems a good time to revisit the basics.

No - virtual facilitation is NOT the same as face to face training. Own it. Embrace it. Your learners are depending on you.

Like in all professions, Learning & Development faces its fair share of challenges. Changing global dynamics, evolving business needs, and a diverse audience all contribute to a complex, and confusing, pathway forward.

The virtual classroom offers a solution to many of the broad obstacles training functions face. This learning environment supports organizations of all sizes and types, while seamlessly integrating into comprehensive, personalized, easily updated blends. And while the live online training environment provides flexibility and results, it does come with obstacles. By considering them ahead of time, you can avoid the pitfalls that will derail desired progress.

Learner Engagement – defining and enhancing it have remained critically important in the modern classroom for years. If content design and delivery do not capture attention, demand participation, and encourage ongoing application, training programs inherently become less effective.

Exclusive research conducted by the InSync Training team focused on the long-standing question, “What is learner engagement?” and uncovered a surprising answer: it is not one single thing. Rather, learner engagement actually includes three separate learner factors: their environment, their emotions, and their intellect. We know that when instructional designers thoughtfully organize content and create activities that consider and generate these three types of engagement, learners benefit.

Summary: As it turns out, evaluating a virtual training program is just like evaluating any other instructional program. The challenges lie in what you measure and how you interpret the results. The good news is that current modern virtual classroom platforms give you a variety of tools you can use to assess the effectiveness of your instructional delivery and its effect on learners.

Anyone familiar with ADDIE can tell you that the last step (the “E”) is evaluation. The challenges that people misinterpret what that step means-not seeking to evaluate the learner, but rather the learning program. Effective program evaluation requires careful planning prior to design to identify key data measures and means to collect the data prior to implementation.

Moving great face-to-face learning to the virtual classroom includes a multi-step process. The first step involves making an effort to understand the value of the learning environment. Next, facilitators and instructional designers have to adapt their approach to maximize engagement and effectiveness.

Underlying these positive attitudes, dazzling designs, and enthralling facilitation approaches lies an important question that requires an answer: who are our key players?

Those leading and managing the change to live online learning have to get to the bottom of this question, as well as the consequences of the resulting answer. Think about three main categories: Learners, Facilitators, and Designers.

Everyday thousands of virtual classroom sessions take place – meetings, webinars, comprehensive training programs. In fact, Microsoft Teams set a one-day record for their platform and hosted 2.7 BILLION meeting minutes in a single 24-hour period this year.

This trend does not surprise us - the world, and our classrooms, have changed. And while instructional design and facilitation approaches need updating, learners also have to adapt to this learning environment. Participation, collaboration, interaction, and contribution look different in the virtual classroom.