The Benefits of Training Virtually

We created this for a client as sort of a "thought piece" - and we thought you'd like to see it too...

Too many organizations look at offering virtual learning simply from a cost-savings perspective. And while virtual learning can save both time and money – the most important reason for incorporating it in to your learning delivery methodologies is because it has significantly better learning outcomes for the learner.

Adult learning principles, tell us, among other things, that adults prefer to learn collaboratively, prefer to learn things with immediate applicability to the work that they do, prefer their learning delivered in chunks, and learn best through application and reflection.  Each  of these outcomes are achieved via virtual training because participants can  join a group of learners, even if they are the only person at their location who needs a particular training topic (collaboration), and, since the training is offered in smaller chunks than a classroom based course would be, participants have the ability to immediately apply their new knowledge or skills and bring back their experiences to the next session with a better understanding of the topic due to having the time to apply and reflect between virtual sessions.

Classroom Asynchronous Synchronous

Small group work often wastes time due to physically needing to move people together; if all small groups are in the same room, the volume can be overbearing; the facilitator can move to only one group at a time to monitor or assist. No collaboration.

Small group work occurs seamlessly by moving participants to ‘breakout rooms’ with their own audio lines; the facilitator and producer can easily move between rooms to assist instructionally or technically, as needed; all groups can be monitored simultaneously from the host/presenter view

Typically 4 or 8 hours, one class session. 

Often what is taught at the beginning of the session is “lost” by the end Smaller (20 – 30 minute) chunks for better retention and the ability to review Typically 1 – 2 hour chunks which allows  for between-session application and better retention Can teach knowledge and skills Typically only teaches knowledge Can teach knowledge and skills BUT knowledge is typically relegated to offline work so that the online time is focused solely on application and collaboration among the learners in attendance Limited time for reflection and analysis Allows for reflection and analysis but one is limited to what one knows – no ability to test one’s ideas against others Reflection and analysis occurs defacto due to multiple sessions.

Participants are able to come back (in the next session) to the facilitator and their peers with experience and questions Most group activities occur serially. For example, when participants introduce themselves only one person can speak at a time and the activity can take 40 minutes or more.  Those who speak first become disinterested and impatient

No group activities

Group activities can occur concurrently which speeds up the amount of time needed to conduct the activity and ensures participation and collaboration from all.  For example, during introductions participants can be asked to share their years on the job or their experience with the topic by answering a poll, responding in chat, or writing on the whiteboard –all of which can be done concurrently, and the responses can be reviewed in three minutes or less Often attendance is limited to who is ‘on site’ – participants often work with peers they already know No collaboration with others Participants can come from any area of the globe which broadens learner’s insight and perspective in to the company as well as creating broader networks of peers / colleagues