These platforms serve many purposes, from conference calls and meetings to social gatherings and formal learning or training.
While any videoconferencing platform can be used as a training platform, dedicated virtual classroom platforms can more fully meet the needs of formal instruction in a synchronous group setting.
Virtual classrooms differ from most digital or eLearning, which is asynchronous, meaning that learners complete training at their own pace and on their own schedule. Synchronous learning is what happens when multiple learners, usually with at least one instructor or facilitator, learn at the same time, in the same physical or virtual space.
A virtual classroom platform might offer more tools than a more business-oriented videoconferencing platform. Regardless of platform, though, the amount and type of interactivity an instructor uses is often determined by the number of participants and the goals of the session.
As instructors increasingly move their teaching into virtual classrooms, they seek to achieve the same goals as in instructor-led face-to-face training. They diverge from videoconferences or meetings in their learning goals and, often, in the way participants interact.
Learners attend training in a virtual classroom to learn new skills or gain knowledge. Virtual training sessions follow different formats, including:
The instructor presents material with minimal interactivity. Learners might see a shared screen with PowerPoint-type slides, the instructor on video, a white board, a video, or something else. In larger lectures or webinars, the participants’ video is usually off and their microphones are muted. Some allow learners to use chat.
Virtual training consultant Cindy Huggett distinguishes virtual training from webinars or large virtual “webcast” presentations based on the number of participants and amount of interactivity — and by the use of predefined, performance-based learning objectives.
Using a virtual classroom for corporate training offers many benefits, as companies are discovering in the COVID era of working from home.
When compared with conventional asynchronous eLearning, virtual classrooms offer learners the chance to interact with an expert instructor, as well as with fellow learners. Depending on what their platform supports, virtual classroom instructors might place learners into small-group breakout sessions, encourage chats among learners, conduct polls and discuss the results, and, especially with smaller groups, share a virtual whiteboard or allow learners to share their work on their own screens.
When compared with in-person instructor-led training (ILT), virtual training is generally far less expensive and requires less of a time commitment, especially if the instructor or learners would need to travel to the class location. A drawback of virtual classroom instruction is the need for all learners to be available (and therefore not working) during the same specific time periods when training occurs — as with conventional instructor-led training.
Instructors and learners in virtual classrooms face technical hurdles that conventional classrooms do not pose: All learners, as well as the instructor, need reliable internet access that can support video streaming. Each learner needs a computer or tablet — or possibly a smartphone — and access to the platform the instructor is using. The computer or phone must support audio and video streaming.
Whatever platform an organization uses, both learners and instructors are likely to need initial training on using the platform before they can focus on the training content. Popular virtual platforms include Zoom, Microsoft Teams, Adobe Connect, Cisco WebEx, GoToTraining, and others. Some, like Zoom and Teams, initially targeted business users but have expanded their virtual classroom functionality. These have the additional advantage of being familiar to many employees and therefore may be seen as posing less of a barrier to virtual training.
Virtual training experts tend to advise high levels of interaction in virtual classroom settings, about once every three to five minutes. “Interaction” in this context means many things, and can include:
For instructors, teaching virtually requires adjustments as well:
Simple games layered on top of content
Scenario-based games that use the content
Fan excessive competition among employees or teams by offering large prizes for top performers and/or shaming those with lower scores
Challenge employees to beat their own past performance, or design a leaderboard that shows each employee only the four scorers above and below them
Points, rewards, badges
Award points or levels for completing sections of training or playing for a set number of minutes
Award levels, badges or points for recalling or applying content correctly, demonstrating mastery
Whew. It takes some practice to get it right. Instructors and learners at all levels are scrambling to master virtual classroom platforms, though, because virtual classroom teaching is here to stay.
Many companies pivoted to virtual classrooms due to COVID-19 shutdowns. A research report produced by the Learning Guild found that only 4% of organizations did half or more of their training using virtual classrooms in 2019 — and 49% did so in the March-to-May period of 2020.
These organizations anticipate a long-term change, too, with 45% saying they will do significant virtual training in 2021, 2022, and beyond. Colleges and universities, too, are moving much instruction into virtual classrooms.
One respondent to the Learning Guild survey mentioned their frequent large, in-person speaker sessions, commenting that “we anticipate that we may never be able to hold those sessions again.” Their organization is moving to virtual sessions with the understanding that “there is a good chance they will stay that way.”
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Repeating content is just the first step in building retention; with interleaved learning, your learners receive a mixture of related content to improve effectiveness.