We all know good facilitation skills: Ask don't tell; encourage discussion among participants-not just between you and the participants; play devil's advocate to challenge people's thinking, etc.,

But when we move from the classroom to the virtual classroom we seem to revert immediately to lecture and presentation mode.  If you think straightforward lecture is a snoozer in the classroom, it’s ten times worse in the virtual classroom when the only thing participants have to keep them engaged is the sound of your voice.

In order to deliver online classes that are engaging, here are five keys to better facilitation in the virtual classroom.

.= = = = == = = = == = = = = = = = = = = = = =

2.  Use people's namesI

I once heard a new television actor comment on his profession by saying that one of the hardest things for him to get used to was how often one referred to the other characters in the first person.  For instance, Well Bob I think what Juan says is something that we should consider.  Especially in light of what Lucy has now brought to the table. He also stated that in a simple dialogue you might call Bob by his name, three or four times, while speaking to him. 

You may find this phenomenon to be similar in the virtual classroom.  Since you've lost the ability to use body language or make eye contact, the only way to engage people in conversation is to call on them specifically.  Rather than asking Who would like to comment on the case study?  You'll need to change your language to ask, I’d like to hear what you think of the case study - Alison?  You'll also find that you call on people randomly, usually based on whether you’ve heard from them recently or not, much more so than you would in the classroom.  In the classroom we almost always have an eager volunteer, but in the virtual classroom participants need to expect to be called on randomly (“volunteered” if you will).

3.  Be directive

Your language in the virtual classroom needs to be much more directive.  It's impossible to ask an open-ended question and not confuse your participants.  For instance, Who would like to comment on the case study, needs to be rephrased as, Who would like to comment on the case study?  Raise your hand.  In the classroom an open-ended question invites volunteers, in the virtual classroom an open-ended question invites confusion.  Participants will think to themselves, Should I raise my hand?  Should I just speak up?  How does she want me to respond? While your participants are thinking through all these options you are listening to dead air and wondering if they've understood the question, if no one has an answer, or if they just don't want to participate. 

As a general rule of thumb, all open-ended questions need to be rephrased as closed ended questions in order to keep the dialogue flowing and your class moving along.