This is the fourth installment in a four-part series that explores actionable approaches facilitators can use to improve learner engagement through purposeful facilitation using InSync's InQuire Engagement Framework™ .
Virtual classroom facilitation and hybrid learning present unique challenges when it comes to learner engagement. This infographic neatly summarizes how you can influence the learner experience in virtual training. Based on InSync's InQuire Engagement Framework™ , it shares actions you can do (or not do!) in the moment.
As a virtual classroom facilitator, you have a great deal of control over environmental, intellectual and emotional engagement of your learners. Your goal is to establish and maintain an environment where learners will engage with the learning experience by optimizing the experience for each learner.
InSync's research has identified 3 dimensions of learner engagement:
- ENVIRONMENTAL ENGAGEMENT: How the learner’s interaction with the learning environment changes both the environment and learner’s perception of the experience. With environmental engagement, the facilitators goal is to create a place where people can, and want to, learn.
- INTELLECTUAL ENGAGEMENT: What the learner thinks about the information presented in the learning experience. With intellectual engagement, the facilitators’ goal is to stimulate learner curiosity and emphasize relevance and applicability.
- EMOTIONAL ENGAGEMENT: How the learner feels about the learning experience. With emotional engagement, the facilitators’ goal is to enable learners to feel good about the experience, nurture a sense of community, and create psychological safety.
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InSync's InQuire Engagement Framework™ , developed by InSync’s Dr. Charles Dye, is based on an operationalized situated cognition model and neuroscience, and optimizes learner trajectory by considering the learner, the learning environment, and the learner-environment interaction through measurable and well-defined measures of effect. Access the original research here: https://opencommons.uconn.edu/dissertations/2403/