Good modern learning facilitators possess virtual classroom literacy, are technically savvy, and practice good time management skills.

All three of these characteristics contribute to a solid foundational skillset.

But taking your competencies from good to great involves an advanced approach to learner engagement, platform management, and content delivery.

What makes a virtual classroom facilitator good at what they do? Clients and learners ask us this question regularly. Heck, we ask ourselves this question regularly since it speaks to the fundamental value we deliver through our work! Because facilitators deeply impact the overall blend, our answer addresses technical expertise AND those fuzzy soft skills. 

In our experience as both learners and experts, good virtual classroom facilitators….

• Demonstrate virtual classroom literacy.
• Are digitally literate.
• Manage time well.

In practice, these skillsets focus on the learner first, while the technology offers a way to achieve their goals.

There must be an instructional solution between a one-hour webinar and a six-week certificate…

The virtual classroom allows us to create learning experiences that weren’t available 20 years ago. We can space out lessons over days, weeks, and even months so that our learners can reflect on everything they’ve learned and practice those skills before returning to the virtual classroom to learn more. This is an instructionally sound approach, supported by research, that allows individuals to apply what they’ve learned and see a path forward towards mastery.

For example, InSync’s primary training audience consists of professional facilitators, instructional designers, and virtual classroom producers. Most of these individuals are experienced in supporting traditional classroom environments and have a need to add mastery of the virtual classroom to their existing skill sets. For this group of professionals, multiple-week blended learning experiences with rigorously assessed final projects makes sense. 

This intensive model works for most types of training when the intent is creating a path to mastery.

In modern blended learning, what learners think about information presented during the training experience matters. In fact, our research shows that this learner reaction perfectly defines the concept of intellectual engagement.

Intellectual engagement relies on intent. Did we design this content in a way that encourages learners perceive it as relevant, timely, and efficient? Did we deliver the information thoughtfully so that learners understand what the business expects of them?

This is the third installment in a series that explores actionable approaches virtual classroom facilitators can use to improve learner engagement through purposeful facilitation.

We often frame corporate training as a compulsory process: complete these requirements and move on to the next task. It's a reinforcement of a "Push" learning culture that is content-centric, and not a personal experience.

Effective learning involves an emotional component. Employees want to do well on the job. They hope to have the skills required to meet their goals. They stress about balancing their professional responsibilities while upskilling. The training function has an obligation to recognize these emotions, and facilitators can improve virtual training experiences by addressing them in their delivery approach.

This is the second installment in a three-part series that explores actionable approaches facilitators can use to improve learner engagement through purposeful facilitation.

Can the virtual classroom actually achieve the same learning results as a face-to-face approach? Or is it a ‘second best’ solution?

I believe that, if our approach is authentic and well-designed, facilitators can ensure that virtual learning is REAL learning. And help learners recognize this as well.

Competent virtual facilitators have quite a few enviable skills.

They’ve been trained on the nuances of how to teach virtually and have mastered their virtual classroom platform. (Zoom, Webex, Adobe Connect, etc.) They consider the principles of adult learning throughout every delivery. They manage the entire experience. And so much more!

The infographic associated with this post provides a pretty detailed list of the qualifications and responsibilities of a good virtual facilitator, in a “job posting” format. (Download here and feel free to adapt for your own use!)

But how does a facilitator go from good to great?

Jim Collins, author of Good To Great and Built To Last, reminds us that it is not possible for EVERYONE to be above average. Exceptional virtual facilitators need to learn and exhibit advanced facilitation skills.

But what are advanced facilitation skills?

We talk a lot about learning journeys. The modern learning landscape has evolved, and standalone programs no longer exist.

Learners reasonably expect personalized, relevant training experiences. Designers understand that their role has changed to accommodate complex perpetual learning programs that resemble winding pathways.

But what about facilitators? How has their responsibility shifted in the age of learning journeys?

Think back to the last webinar or virtual training session you attended. I’m willing to bet that you divided your attention between the event and other things like email, lunch, or a pressing project.

We don’t judge! Even the most committed learners and seasoned virtual classroom experts have a tendency to multitask in this learning environment. And for good reason – we all juggle an increasing number of competing priorities, and our organizations keep decreasing the amount of time available for learning.

The virtual classroom offers a flexible, dynamic learning environment for modern learning blends. We often think about questions such as:

• When can we most appropriately incorporate virtual classrooms into our instructional designs?
• How do we best leverage virtual classroom tools like chat, breakout rooms, and synchronized web browsing?
• What techniques can facilitators use to engage learners when we can’t see them face-to-face?

But one question often gets overlooked: How can the instructional team advocate for virtual learners?