Virtual Classroom Design FAQ
What types of content can I use?
Most virtual classroom tools support PowerPoint and most Web-friendly content such as HTML, Flash, video, audio, and various types of self-paced WBT (in some cases an appropriate plug-in or player needs to be installed on participant’s machine).
What collaboration tools are available in most virtual classroom products?
Voice over the Internet (VoIP), whiteboard, slide and image markup, application sharing, survey or polling question, text chat, evaluations, live video, and in some cases, breakout rooms.
How long can you keep someone online (how long should an online session last)?
It depends, but a good guideline is 60-120 minutes. Well-designed sessions with high learner motivation can last longer.
Is there a formula to determine how much content to include for a specific period of time?
It depends on the complexity of the content. General rule of thumb: about 20 – 30 PowerPoint slides equal a 1-hour presentation.
What is the best class size for the virtual classroom?
Whatever a leader can handle in the physical classroom minus a few. For instance, if a leader can comfortably manage 15 students in the physical classroom, aim for around 10-12 students in the virtual classroom.
How do you estimate how long a lesson will take in the virtual classroom
Estimate how long it will take in the physical classroom and then add a little more time as the virtual classroom may progress a bit slower. For instance, if a module takes 60 minutes in the physical classroom, allot about 75 minutes in the virtual classroom.
Is there a guideline for how long a Breakout room session should last?
Use the physical classroom times as a guideline and then add a bit more time especially if participants are new to the virtual classroom.
When a lot of information needs to be communicated and time is limited, what do you recommend?
Consider complementing your virtual classroom content with self-paced content. For example, include job aids, handouts, documents, or URLs to additional information. Use class time to focus on the most important topics.
What are your recommendations about the use of pictures, video, and music in presentations?
Meaningful pictures and graphics are essential.
Live video (seeing a “talking head”) is overrated and many participants say it is distracting. Also, live video can be problematic from a bandwidth point of view.
Pre-recorded video clips related to your topics can be effective and stimulate dialog. Bandwidth can be an issue. Developing good scenario-based video can be time consuming and expensive.
Music can help create an enjoyable environment and can be a bandwidth issue.
What do you recommend to overcome resistance to change from instructors used to lecturing in the physical classroom?
Motivate resistant instructors to move to the virtual classroom and provide incentives. Have resistant instructors attend virtual classes to get accustomed to the participant experience. Team them with experienced virtual classroom leaders and help make their first experiences a success. If instructors are still resistant, then leave them instructors in the physical classroom.
Do you have suggestions for including interactivity for global audience, taking into consideration cultural differences?
My experience has been that a cross-cultural audience is more reluctant to participate through audio. Use text chat to prime a discussion. Provide opportunities for participation that do not require the participant to speak (such as marking up a slide). Also provide opportunities for reflection and quiet activities (self-paced exercises in a workbook or hands-on labs).
Will the virtual classroom work well to train soft skills like sales, customer service, or leadership?
It depends. Are reading non-verbal cues important? If yes, the virtual classroom is not a good choice. For instance, if you train customer service representatives how to deal with irate customers in a face-to-face situation, then use the physical classroom (or add video scenarios to your virtual classroom). If your customer service representatives interact with customers on the telephone, then the virtual classroom can simulate the on-the-job environment well.
How do you try to overcome initial user techno-phobia?
Have first-time users attend a check in session before their first class. The purpose of the check in session is to identify and resolve any technical issues and to familiarize the user with the virtual classroom interface.
Can you have too much interactivity and not enough content presented in a virtual classroom session?
Absolutely. What are your objectives? If you are presenting for awareness only, interactivity can be annoying and slow the class down. If you are presenting for comprehension and competence, learner activity is essential.
What are the characteristics of a good e-Trainer?