For the past 16 years it’s been an InSync tradition to offer a free “Holiday* Stressbusters” session in late November. It’s meant to be a helpful, mostly-lighthearted look at ways of coping with things particular to the holidays: too many parties with too much food and, ahem, beverage, the feeling of being overwhelmed by so much planning and buying and wrapping and whatnot, dealing with the tensions of family gatherings, etc.

*We specify that this is nondenominational and nonspecific. I like to note the day in December 2006 I finished graduate Statistics. However, most session conversation does tend to gravitate toward Christmas.

This month we’ve focused on the relationship between engagement and motivation. Chip Dye discussed how engagement is what keeps people in class, and I responded with a post that proposed learner motivation gets learners to class in the first place. 

This month I’ve read articles, listened to podcasts, and filled up my Kindle. What really stood out is that I learned so much from other fields about how to motivate modern learners. I found this self-guided learning process engaging 😊. 

This is the eleventh post in a series of eleven which will examine how to motivate the virtual learner. The first post introduces the series.

Motivation Category 10: Design for Virtual Learner Success.

Nothing succeeds like success! Give participants the opportunity to be successful and they will come back again and again. Do your best to create effective virtual learning environments, strong support systems, and well-designed programs and watch your virtual learners thrive!

This is the tenth post in a series of eleven which will examine how to motivate the virtual learner. The first post introduces the series.

Motivation Category 9: Publish Success Stories.

Publishing success stories about virtual learning in your organization is a great way to reassure tentative new participants that they can be successful learning in the virtual classroom. Use those success stories to supplement your marketing effort.

This is the ninth post in a series of eleven which will examine how to motivate the virtual learner. The first post introduces the series.

Motivation Category 8: Provide Rewards and Recognition for Virtual Learning Participation and Success.

It feels great to answer a question correctly, and to receive positive feedback from facilitators and peers. Participants often don't expect positive reinforcement from virtual courses. Find ways to build in opportunity for tangible rewards and recognition - even for asynchronous programs. Ensure participants know that the time they spend in virtual programs is recognized as a valuable contribution to their professional development.

This is the eighth post in a series of eleven which will examine how to motivate the virtual learner. The first post introduces the series.

Motivation Category 7: Establish, and Enforce, a Management Mandate.

If potential participants know that management is behind a virtual learning initiative, they'll be more inclined to sign up. Get management involved by inviting them to record short "welcome" presentations for participants and encourage them to participate throughout the curriculum. Management buy-in can be extraordinarily helpful in getting participants involved and motivated!

This is the seventh post in a series of eleven which will examine how to motivate the virtual learner. The first post introduces the series.

Motivation Category 6: Implement an Internal Marketing Plan to Encourage Adoption.

In our networked world, word gets around fast. Make sure the word about virtual learning is positive, and constantly being reinforced. An initial marketing burst without a continuing campaign will make your initiative seem like another passing fad. Regular news about what courses are coming up, and their importance to the organization, will help employees to understand that virtual learning is an integral part of the organization's learning culture. If virtual learning is "in," employees will demand to be part of the action.

This is the sixth post in a series of eleven which will examine how to motivate the virtual learner. The first post introduces the series.

Motivation Category 5: Provide Organizational Support for the Virtual Learning Process.

One of the most difficult parts about learning at one's desk is the constant interruptions by those working around you. There is a perception that virtual learning can be interrupted - but the reality is that once a participant has been interrupted several times, retention fails and the chances that the program will be completed is dramatically lessened. If participants feel they need to work after-hours in order to complete a program, they will grow to resent the virtual classroom. One of the most important things you can do is create an organization where virtual learning is valued and considered a "Do Not Disturb" activity.

This is the fifth post in a series of eleven which will examine how to motivate the virtual learner. The first post introduces the series.

Motivation Category 4: Assess Learning

When they know they will be tested, participants are motivated to learn. Don't focus solely on assessing the live interactions and activities. Use a variety of assessment techniques before, during, and after the curriculum.

I've had a lot of requests lately for sample "Course Maps," which visually lay out course requirements for blended learning.

I first discussed a Blended Learning Map in the ASTD Infoline titled Blended Learning.

The learning map provides an overview of the entire blended learning curriculum and can be used as a checklist by participants to track completion of the various modules and presentations, as well as serve as an effective time management aid. The map can potentially have several dimensions. A single-dimensional version can be printed for the participant guide, and a hyper-linked version can be created for a course website.