Virtual Training – Cindy Huggett, CPTD
Meaningful involvement helps create engagement
For nearly 20 years, I’ve taught virtual facilitators to invite frequent interaction in online classes — at least every 4 to 5 minutes. This works out to approximately 12 to 15 activities every 60 minutes.
Participants could be asked to respond to a poll question, draw on a whiteboard, type in chat, choose an emoji reaction, move to a breakout room or engage with one of the other available classroom tools. All these items count as “interactions” that contribute to online engagement.
The initial, high-level reasoning for this recommended frequency is that if participants are interacting, then they are engaged, and if they are engaged, then they are learning. And if the program is well-designed, then this learning will lead to on-the-job application.
To this day, some express surprise upon hearing this recommended frequency. On the surface, this recommendation may seem cumbersome to facilitators who have a lot of content to cover. And taken out of context, it could be seen like a rigid, unattainable standard.
So, let’s take a closer look at this recommendation, including the more detailed reasons behind it and how to implement it correctly.
What’s Interaction?
In virtual training, the words interaction and engagement are often used interchangeably, however they are not the same thing. Interaction refers to a reciprocal act of communication, such as responding to a discussion question. It’s the mechanical part of connecting with another person or with the virtual classroom tools.
In comparison, engagement goes beyond interaction to include an emotional component. It’s a deeper level of commitment.
Think of it this way: Interaction is someone just going through the motions, while engagement is someone who wants to go through the motions. Interaction is usually the first step that leads to engagement.
The biggest challenge of virtual training is distracted participants who multitask. If they’re not listening, then they aren’t learning. They may be physically present in the virtual classroom but mentally absent, which leads to wasted time and resources.
A virtual class that’s full of interaction can help keep participant attention, inviting them to engage with the tools, the facilitator and their colleagues.
Which Activities?
A key point to remember is that a virtual class should never include interaction just for the sake of activity and attention. Meaningless tasks can be a big turn-off for participants, having the opposite effect of engagement.
For example, there’s a difference between asking, “Who has used this process before, click on the raise hand button” and “Who’s still listening, click on raise hand.” The former can further the discussion; the latter can just cause frustration.
Likewise, facilitators should always invite but never force interaction. They can set participation expectations at the start and share the benefits of engaging with and applying the content. They can create a collaborative environment and then let participants take responsibility for their own learning.
In addition, the best virtual class activities feel smooth and seamless, as if they are built into the learning experience. They don’t interrupt the agenda flow. They can be quick touchpoints using the reactions, chatting or polling, or they could be longer exercises like case study discussions or breakout room collaboration.
Either way, they should lead toward the learning outcomes.
Fortunately, most virtual platforms include a robust selection of tools that allow for a wide variety of learning activities.
Why So Often?
Returning to the idea of interaction frequency, most assume that it’s because of attention span, or lack thereof. But everyone has varying levels of interest in any given topic.
One person may be enthralled by something that another couldn’t care less about. Or someone may be motivated to pay attention until another priority comes along. There are simply too many unknown factors to unilaterally declare that short attention spans hinder virtual learning.
What we do know, however, is that a virtual training participant doesn’t have to leave their workspace to attend an online class. They are likely surrounded by distractions. Most will find it easy to multitask unless they are drawn into the learning experience from start to finish.
A continuous invitation to stay involved helps keep attention. And meaningful interactions help create engagement.
Also, consider the trend toward shorter and shorter video content on social sites and other forms of media. Most current videos and commercials are told in stories lasting only a few minutes, and often much less than that. So you might think of virtual training classes in the same way.
There’s a time and place for long-form stories, but most virtual participants will respond better — staying more engaged — when an online class is broken into short chunks strung together with interactions.
In Closing
If the idea of frequent interaction still makes you a bit uncomfortable, here’s something to try the next time you design or deliver a virtual class: Start immediately with an activity.
For example, open a poll to gauge experience with the topic, and ask for introductions via chat. Then place participants into breakout groups for a short discussion related to the topic.
By including these three initial activities at the very beginning of the program, you will have set the tone for interaction. Give it a try and watch your engagement —and learning — soar.
Cindy Huggett, CPTD, is a consultant and author whose books include The Facilitator’s Guide to Immersive, Blended and Hybrid Learning and Virtual Training Tools and Templates. Email her at Cindy@CindyHuggett.com.
