Article 1
ENHANCING VIRTUAL LEARNING IN THE “NEW NORMAL”
Introduction
Virtually, every noun these days has the adjective ‘virtual’ that precedes it. The Covid-19 outbreak has heightened its usage; thus, presently, we see virtual meetings, training, graduation, interviews, and even dates, to name a few. I have been receiving a virtual hug from an acquaintance, which was not very comforting I must add, and last but not least, I have received a virtual wedding invitation, something unheard of just a year or so ago.
The Covid-19 crisis has necessitated virtual learning in a bid to keep ourselves safe from the virus. Everyone has to adapt to this new environment, which is not without its challenges, although the plus points seem to outweigh setbacks.
Definition
In the simplest terms, ‘virtual’ means not existing physically but made by software to appear to be so or something carried out by computer, especially over a network. Hence, virtual learning is one that is not carried out in a traditional classroom. Instructors and learners are physically separated where time and place are concerned.
Benefits
Before giving pointers on how to enhance virtual learning, I opine it apt to highlight its benefits so that readers are able to see why enhancing it is crucial. Topping the list of advantages is one has access to first-rate trainers or instructors anywhere on the planet, on the condition that both parties have a reliable internet connection. This leads to reduced travel, time and expenses which are usually involved in the traditional environment, for both parties.
Furthermore, virtual sessions can be recorded so that there are lesser issues on missed sessions. These recordings can also be a source of references for many that may require clarification and illustration. Besides, the subject is usually set in a very comprehensive and organised manner to ensure thorough comprehension.
Besides, virtual learning would allow learners from all over the world to participate and interact with one another. Hence, this shall promote the exchange of ideas and approaches from various backgrounds and cultures.
Challenges
As I have outlined the benefits, virtual learning comes with its challenges involved mainly in the lack of effective interaction between fellow learners and instructors. Moreover, there is failing technology which can inevitably lead to frustrations. Also, learners may find too many platforms overwhelming, resulting in demotivation to proceed with learning. At the same time, there may be exasperation in not getting the much-needed feedback or support.
Enhancing virtual learning
Therefore, how do we enhance virtual learning to not only further strengthen the merits but also resolve the downsides? The following is by no means an exhaustive list of tips, but they should provide further insights into virtual learning.
- Educate learners on the platforms used
The instructor should explain on how to respond to questions, write on virtual whiteboards or raise virtual hands, for instance. Assuming that all learners are tech-savvy is a grave mistake. - State learning outcome(s) clearly
Learners must be informed on the learning objective and how effectively they can apply the knowledge after the session. When learners are able to apply their newly- acquired knowledge in real life, therein lies the success of virtual training and trainers. The more immediately applicable, the better. - Analyse learners’ needs
The last thing you want to do is to disappoint or demotivate your learners as there are different needs to consider on top of different learning styles. Thorough planning, as well as design, must be executed to cater to different needs. - Make your session learner-centred
This improves participation, increases retention of knowledge, makes learning fun, develops problem-solving skills for real-life problems on top of encouraging collaborative learning as learners work together to, say, complete a task. - Have virtual icebreakers
They need not be complicated and should differ, to a certain extent, from traditional classroom activities. Learners could check-in by a one-word description of their feelings or using an emoji, do a “tour guide” of their surroundings, or play the clichéd game of “Two Truths One Lie”. - Create impressive slides
Avoid clutter or paragraphs. Use bullet points and images that evoke interest but must be relevant to the topic. - Have breakout groups
Breakout rooms allow learners to meet for further smaller group discussions. The groups will later present the outcome of their discussion to everyone. This promotes creativity as learners need to apply what has been taught and also improve communication between learners. - Create a poll
Polls would ensure that learners are involved as they need to give feedback on the spot. You can create competitions, tests or quizzes to gauge their understanding of the topic. To inject more fun, award virtual incentives or rewards. - Use a virtual whiteboard
This is where learners can type, write or draw on the screen. The whiteboard is very versatile so that various formats can be used to share information. Participants can see or even edit a presentation.
Conclusion
Without a doubt, there are reservations on the effectiveness as well as the value of virtual learning. While many feel that it lacks the human touch thus depriving learners of the “right” educational ambience and experience, equally many believe that on the contrary, this virtual learning actually brings people from all walks of life and different parts of the world together.
It can be safely said that the huge success of virtual learning depends very much not only on the virtual platform but also on the course contents and the way the learning process is conducted. The instructor’s creativity and versatility certainly play a significant role as well, in engaging with different types of learners. The learning process must be very interactive, stimulating, engaging on top of being smooth flowing to ensure optimum absorption of newly acquired knowledge which in turn must enable the learners to apply it in real-life situations. With many uncertainties shrouding this worldwide outbreak, there is a need to shift our mindset where technology and its benefits are concerned.
Written By :
David Lau,
Group Managing Director,
GEM Consultancy Sdn Bhd
* The views and opinions expressed in this article are those of the authors and do not reflect the official policy or position of HRD Corp.
Article 2
STARTING & SHARING A CONVERSATION ON VIRTUAL-INSTRUCTOR-LED-TRAINING (VILT)
Let’s begin the conversation
Have you ever tried something new? Most of the time, there is someone – a coach, instructor, or trainer – to guide you in some programmatic, thoughtful and deliberate way, right? Virtual-Instructor-Led-Training (VILT) is no different for those that are new to using a virtual platform to conduct remote training. The purpose of this conversation is not to debate the pros and cons of VILT versus Instructor-Led-Training (ILT) but to kick-start a conversation on VILT with HRD-TEE on how to future-proof ILT trainers.
Undeniably, the Covid-19 pandemic has made an impact on the way people learn and want to be trained. We might just be looking at the new normal for the training industry. Many ILT skills are transferrable, but good virtual facilitation also requires skills specific to the use of virtual platforms and their features.
Hence, the current pandemic is creating an urgent need to engage all the stakeholders – HRD Corp, Consultants, Trainers, Organisations, Trainees, Subject-Matter Experts, Educators, Course Developers and Designers – to join this conversation with the goal of establishing and maintaining future-ready, quality HRD Corp Certified VILT Trainers.
Let’s talk about the challenges in transitioning from ILT to VILT
Just because a training facilitator is an all-star in the classroom doesn’t necessarily mean he or she will make a smooth transition to VILT. Conducting virtual training and managing a learner’s learning in a virtual environment poses many challenges.
- Tech-Savvy Challenges
Choosing a virtual platform and getting to know their features may be challenging and awkward for some ILT’s training practitioners to adapt and use. The training delivery technologies and functions need integration to give the same learning impact as you would in classroom delivery. - VILT Content Conversion Challenges
One common misstep in the transition to virtual delivery is to take slides and materials from an existing classroom training program and attempt to deliver the program the same way virtually. A skilled instructional designer should repurpose the existing content to best leverage the interaction and engagement tools in a specific virtual platform. For example, a program designed for WebEx may not work as well in Adobe Connect or Zoom. Writing a design guide would be a useful first step in repurposing an existing training program. - VILT Delivery Challenges
For the delivery of compelling VILT, facilitators regardless of experience or expertise, must become skilled communicators. Mastering the technology, knowing the ins and outs of the virtual classroom, and moving seamlessly through the interface is the most basic requirement in running a VILT program. Keeping learners engaged in a VILT is not as simple as in ILT where one can rely upon non-verbal cues and body language. Additionally, distractions from other online devices and multitasking are hard to detect in a VILT environment.
Let’s talk about strategies to make VILT works!
The principal focus of ILT and VILT remains on the course objectives and learning outcomes.
If you want your VILT programme to work, you will need to rethink the whole training from a different perspective. The content needs to be designed and built around the challenge of an audience that may be spread across multiple time zones, interrupted by internet snags, talking over each other a lot, or multitasking (even shopping online on Amazon!) while attending the training. Therefore, designing VILT requires specific strategies.
- Presentation and Delivery Strategies for VILTs
Creating content for a VILT includes selecting the appropriate adult learning methodologies based on the features of the virtual platform, to create the most effective presentation strategy. The three (3) use of a modular-structure presentation content that may be easily adapted to the varying nuances of different virtual platforms should be a factor for consideration. Delivering a VILT course is not just taking an ILT and conducting it using a virtual platform or virtual conferencing facility. These elements such as Live Virtual Instruction, On-Demand Learning, Social Learning and Coaching may need to be incorporated for impact. - Engagement Strategy for VILTs
Participants engagement is one of the biggest challenges during a VILT session. The design of learner engagements strategies must include active participation from all the attendees as tried-and-tested engagement strategies used in ILT may not apply to VILT. So, rethink and re-strategise. By establishing elements like discussion breaks, live quizzes and polling, learners are already a part of the learning action. - Assessment Strategy for VILTs
In a VILT, you should move away from the traditional method distributing the assessment sheets while monitoring participants in taking the assessments. A learning designer must create an assessment strategy in a VILT which ensures authentic results and validate learning retention. A useful question to keep in mind as you develop your own assessment strategy: Is the ILT and VILT training cycle the same?
The moment of truth – Hold a live rehearsal
To prepare for a new course, especially as a newcomer to virtual training, it is important to be comfortable and confident in using the virtual platform, features and tools with your chosen content, resources and to iron out technical glitches before you go live!
Have a live rehearsal on all your materials, features and tools you are going to deploy with multiple audiences to prepare for your course.
My final thoughts
Clearly, the new normal of training is here to stay even with the passing of the pandemic. I know that I have to learn, unlearn and relearn in some instances – to stay relevant when offering my training services to the market that I wish and hope to continue serving. How about you?
Personally, I would not want to venture onto which one is better – ILT or VILT as I believe the best method is the merging of both. Imagine this. Just a few minutes ago (depending on how long it took you to read this piece), I engaged in a conversation through texts instead of face-to-face dialogue with you, the reader. Now, try throwing your voice onto a virtual screen with PowerPoint reading to them for hours. What kind of experiences would emerge between the facilitator and learners?
To end, I would like to leave readers with two questions –What you are going to do in future-proof yourself, and most importantly, what are your thoughts?
References
- McKinnie, R. (n.d.). Best Practices for Delivering Virtual Classroom Training. Retrieved November 8, 2020, from https://hr.utexas.edu/sites/hr.utexas.edu/files/Best%20Practices%20for%20Virtual%20Classrooms.pdf
- Vincent, A. (2020, May 01). Convert ILT To VILT. Retrieved November 8, 2020, from https://elearningindustry.com/convert-ilt-strategies-for-vilt
- Virtual Instructor-Led Training (VILT). (2013, February 21). Retrieved November 8, 2020, from https://trainingindustry.com/wiki/remote-learning/virtual-instructor-led-training-vilt/
Written By :
SK Wong,
Project Director,
Brownland HResources Sdn Bhd
* The views and opinions expressed in this article are those of the authors and do not reflect the official policy or position of HRD Corp.
