Virtual instructor-led training (vILT) has become one of the fastest growing modalities of online learning. Despite its popularity, there is a right way—and a wrong way—to create vILT experiences, which can make or break a training program. Taking a strategic perspective with defined goals will lead to well-designed training programs.
There are five key factors to consider when developing a vILT training program that will help steer clear of failure:
- Program goals
- Environment
- Engagement
- Delivery
- Content
Program Goals
Not every instructor-led-training program will translate to vILT, as it requires a very different design, approach, and level of interactivity. This involves developing goals around the curriculum itself, as well as goals that will foster dynamic learning in a virtual environment. Keeping this in mind, you should ask yourself the following:
- What should the students take away from the class that they can apply at work?
- Can the curriculum be broken down logically into short, incremental modules (what is not enough and what is too much?)?
- Is the class designed for individual students or a team?
- Should it simulate the traditional classroom or should it have a unique, customized design and experience?
- Are students engaged before, during, and after the class?
- Is the organization’s technology ready to support vILT?
- Have technical readiness expectations been discussed with the sponsor?
Environment
Instructional designers have to be aware of both the classroom setting, as well as the student’s virtual environment when developing a vILT curriculum, with technology acting as the bridge between the two.
For the classroom, technology should encourage collaboration, interaction, and participation. The trick is making it invisible. Instructors should be thoroughly trained on the collaboration software and be able to effortlessly guide the virtual conversation through user-friendly video, audio, and collaboration controls. Designers also should ensure that the technology can be easily scaled to fit any size classroom.
Complementing the technology platform, a virtual classroom assistant (VCA) plays an important role in delivering a smooth experience for both instructor and student. The VCA brings the technical knowledge of the platform and should be included in planning the virtual classroom structure in addition to providing behind-the-scenes technical support during class. The VCA enables the instructor to focus on course delivery, ensures everything works smoothly, and is available to quickly address technical issues should they arise.
For the student, technology can act as a major distraction in the learning environment if not used properly. E-mail, phone calls, texts, and social media are major diversions while in class.
Prepare students ahead of time by setting up guidelines that will ensure they are engaged when class begins:
- Turn off your phone/mobile devices.
- Test your technology in advance (Internet connection, security settings, software downloads, etc.).
- Become familiar with collaboration tools that will be used during the course.
Engagement
Technology also promotes engagement before, during, and after the training program. Chat features, whiteboards, polling, file sharing, and virtual breakout rooms empower instructors as if they are there in-person with their students and should be leveraged throughout the learning process to keep students engaged.
- Use polling to gauge understanding of the material presented before, during, and after the class.
- Use whiteboards instead of slides to increase participation and put theories and concepts to work.
- Use chat rooms, virtual breakout sessions, and file sharing during the session to encourage students to share their experiences and knowledge with each other, as well as formulate questions.
- Use other tools such as learning management systems, shared document hosting, and social tools to provide documents and instructions before and after the engagement.
Incorporating the right combination of engagement and interaction will keep students involved at all stages of the program and increase knowledge retention.
Delivery
While technology enables vILT, it’s the instructor who delivers it. vILT requires instructors to be facilitators of learning, not professors who lecture. Instructors must be skilled communicators, personable, and animated in order to deliver successful vILT. They should be aware of their students’ understanding of the content so they don’t get ahead, which causes confusion and can negatively affect participation. Proper training on the technology platform, as well as appropriate teaching methods, for the virtual classroom also should be required. In the end, good instructors create a positive, productive learning environment, which leads to satisfied students and returning clients.
Content
Lecture-structured content may not work in a vILT program, which requires that learning be distilled into salient points and be engaging. Visuals and interaction should be balanced so the class flows logically, not chaotically, and fosters a continual, natural conversation between the instructor and his or her students. Small group exercises and activities should be built into the design to increase engagement. Achieving this balance is difficult, but can be done by avoiding the following pitfalls:
- Content designed for the wrong audience: individuals versus groups
- Poorly planned structure that does not allow enough time to complete exercises
- Lack of variety in multimedia (videos, images, animations, etc.)
- Long classes that cause students to burn out and disengage
- Copy-heavy materials and visuals
vILT is here to stay and will continue to evolve as technology allows. The key to success is proper planning, preparation, and talent to bring it all to life.
Thelma Michelle Moore, MA, PMP, has more than 25 years of combined teaching, training, technology, project/program management, management, and leadership experience. She currently works for TwentyEighty Strategy Execution as the manager of Blended and Online Learning. Moore has a Master of Arts in Instructional Systems Development from the University of Maryland, Baltimore County and a Bachelor of Science in Chemical Engineering from Johns Hopkins University, Baltimore.
Renu Sharma has more than a decade of experience planning, managing, and implementing learning technologies in both corporate and academic settings. In her current role as director of Online Learning, TwentyEighty Strategy Execution, she works closely with the organization’s leaders to recommend and execute the company’s learning technology strategy. Her areas of expertise include live-virtual classroom training, learning management systems, learning measurement, and communities of practice. She holds a Bachelor’s degree in Computer Science and a Master’s in Education in Learning Technologies. For more information, visit www.strategyex.com
