The Virtual Classroom

Wow, people are interested in the new frontiers of workplace learning.  Really, really interested.  As luck would have it, those new frontiers are where Forum is going!  So, let’s go.

As we like to do, we’ll use this blog space to answer questions from our recent webinar on advanced workplace learning.    The questions fell into one of  two categories: those on virtual classroom (this blog post), and those on learning beyond the classroom (next post).  Special thanks to which Elizabeth Griep, Forum’s Practice Leader of Advanced Workplace Learning, for her insightful answers to these questions.

We also want to hear from you on these topics.  Please add your own comments, and come to our LinkedIn page to discuss the questions that seem to be at the root of all of the other questions:

• What are the most effective ways to increase people’s intent to learn?
• How are soft skills best learned in virtual classrooms?

Question#1: How do you use virtual classrooms for skill building?  In an effort to keep learning costs down, how do you recommend teaching salespeople skills in a virtual classroom, when part of the learning includes body language that salespeople would encounter?

Ideally, we include some in-person practice and feedback sessions in a virtual solution.  For example, a subset of virtual classroom group members who are co-located with a coach or manager might do some “real” practice and get feedback.  We might also use standard conferencing technologies, as many sales conversations take place over the phone.

In the cases in which fewer than three people are co-located, we have had some success using webcam technology either via Adobe Connect (our preferred platform) or Skype.  With Adobe Connect we put people in breakouts that leverage real-time webcam video.  They then practice and give feedback.  .  What tools and techniques are you using in your organizations to effectively develop “soft skills” in a virtual environment?

Question #2: Do you offer virtual classroom training for sales reps?

We do.  Most of our traditional classroom offerings can be delivered using a virtual classroom approach.

Question #3: Can you give an example of how breakout rooms work in virtual classrooms?

We use breakout rooms in a virtual environment very much as we use them with a traditional classroom—for small-group work and practice.  It has been interesting to observe the similarity of behaviors in virtual and traditional breakout rooms:  Participants arrive, chat a bit to get to know one another, play a bit with tools, then get down to the work.  The facilitator can “visit” the virtual breakout rooms to check in on progress and can make announcements to all rooms, providing time checks and additional instructions using a broadcast feature.  At the end of a breakout, small groups return to the “main room,” where the facilitator runs a debrief—taking the large group into each breakout room in turn to view the work of the small groups.

Question #4: What type of technology platforms are you using for these webinars/virtual classrooms—especially with the video component?

We currently use Adobe Connect, whose Flash-based platform increases the reliability of video, screen sharing, and functionality on a global basis.  In our virtual classrooms we conduct breakouts, run multiple web cameras for participants and the facilitator, share documents, and show Flash-based video.  We have also found that it’s important to be flexible with technology platforms, as some organizations have their own platforms or preferred technologies (LMSs, web-conferencing systems, and so on).  And new technologies are rolling out almost monthly.  The key is knowing what functionality is required for the learning to be effective and then engaging facilitators who can work effectively in this environment.

Question #5: You said that engagement is increased by 80 percent when you put participants (in addition to presenters) on video.  How have you managed this in large groups?

We have not used video in groups larger than 15.  Not everyone may be on webcam in every session, but when people can be seen by others (even if they are seen in only a very small screen area!) they tend to do less multi-tasking and become more engaged in conversations.  When participant webcams have been unavailable, we have put up photos to encourage personal connection between participants.  Using video is not the only way to increase engagement; what creative things have you done to ensure that participants stay engaged?

Question #6: Did people join virtual classrooms from their desks, or were they required to be away from their normal work environments?

Participants joined from various locations including home offices, airports, office cubicles, and conference rooms.  Many who joined from an open-floor-plan environment (for example customer-service employees) found it less distracting to move to a conference room or private office instead.

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