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What Is Virtual Training?

If you ask 10 different trainers to define virtual training, you will probably get 10 different responses. To one person it might mean a self-paced e-learning course, and to another it might mean a video conference. Virtual training is a broad term with many different interpretations.

In some ways, it’s like the word health. When you tell someone that you want to “get healthy,” they might think you will be changing your eating habits. To someone else, it might mean exercising, getting more sleep, or losing weight. In reality, the full scope of the word health encompasses all aspects of a person’s well-being: physical, social, emotional, and spiritual. Yet when people talk about their health, they are usually referring to just one specific aspect of it.

It’s the same with virtual training. Virtual training is multifaceted, and could mean many things depending upon the context and who is talking about it. Because this book’s definition of virtual training might not be your definition of virtual training, let’s spend some time clarifying various elements of it and defining some terms.

Starting With the Basics

Training classes help people learn new skills. Traditional training classes have predefined learning objectives, are held at a set time and place, and are taught by a trainer. Participants register for the class, show up at the preassigned time, and leave with new knowledge and skills they can apply back on the job.

These traditional training classes vary in style, length, and format. They may be highly participatory or lecture based. The class size may be small enough for intimate discussion around a table or large enough to fill an auditorium. The class may be two hours or two days in length. It may be contained in a single meeting or span several months.

Virtual training has the same types of options. It can vary in style, length, and format.

The most common terms associated with virtual training include:

•  online learning

•  e-learning

•  synchronous virtual classroom

•  asynchronous training

•  webcast

•  webinar

•  blended learning

•  web 2.0 and social learning

•  informal learning

•  virtual instructor-led training (vILT).

Let’s review each one in context, so that we can establish the boundaries for our definition of virtual training.

Online Learning Versus E-Learning

When computers were introduced into the workplace and our daily lives, we used them to automate processes and simplify routines. It was natural for training to follow suit. Trainers began looking for ways to automate learning, and traditional training adopted the computer.

At first it was called electronic learning, or e-learning for short, because it was learning using a computer. The term e-learning has since evolved to refer to any type of training that requires a computer. Some people use the hyphenated spelling—e-learning—while others run it together—eLearning. Both versions are still widely accepted.

After the introduction of the Internet and web browsers, trainers took advantage of this new technology. When you accessed training through the Internet, it was called online learning.

Many people consider online learning and e-learning to be the same thing. Online learning naturally requires a computer and therefore uses electronic tools. However, you can distinguish between online learning and e-learning by looking at learner interaction. It’s a subtle yet important distinction.

Some online learning is self-paced, completed individually without any interaction with others. However, most types of online learning occur in conjunction with other learners. Learners collaborate with one another and with a trainer. Online learning is an umbrella term that refers to all types of interactive training that use an Internet-connected computer.

On the other hand, e-learning more commonly refers only to self-paced or self-directed individual training. Participants taking an e-learning course would log in to a website and complete an assignment on their own. There is usually no interaction with other learners, or with a trainer. While the e-learning course uses a website, it is distinguished by its individual, self-directed nature.

Virtual training requires a computer with Internet access and has interactivity between the learners and a trainer. Because it’s so similar to an in-person classroom event, it’s often called live, online learning. Therefore, throughout this book, I will use the terms virtual training and online training interchangeably.

Synchronous Versus Asynchronous

Synchronous and asynchronous refer to the meeting time of the training session. In a synchronous training event, the participants and trainer meet at a set day and time. Synchronous training events normally use an Internet-based software program specifically created to host online meetings, events, and training. A participant in a synchronous training class would receive a welcome announcement such as, “Class begins at 9 a.m. Eastern Time on Thursday, August 20. See below for location information and directions for accessing the online classroom.”

In asynchronous training, the participants and trainer do not meet at the same time. Asynchronous refers to self-paced learning that occurs over time as the participants’ schedules allow. Common tools used in an online asynchronous training event include threaded discussion boards, email messages, on-demand videos, podcasts, and wikis. A participant in an asynchronous training class would receive a welcome announcement that might say something like, “Sometime before Friday, August 14, log on to our class website discussion board and post an introduction. Your first class assignment will be due by Thursday, August 20. Send an email to your trainer with any questions or concerns.”

Both synchronous and asynchronous training events usually include opportunities for collaboration and interaction between participants. In a synchronous event, the collaboration happens together in real time; in asynchronous training, the collaboration occurs intermittently over time. The two main differences between them are the software tools used to conduct the training and the timing of the events.

This book’s definition of virtual training applies to synchronous online events only.

Face-to-Face Training Versus Virtual Training

When the participants are together with the trainer in the same room, it’s called in-person or face-to-face training (sometimes abbreviated as F2F). When participants are separated by distance and meet online, it’s called virtual training.

Virtual training can be audio-only by conference call. A training colleague recently told me that one of his clients wanted to do “virtual training.” He assumed they meant an online synchronous delivery, only to find out they simply meant training using a conference call. However, most virtual training also includes a visual connection through a shared website or collaboration software program.

Some might consider videoconferencing to be a type of virtual training. Participants are separated by distance yet are able to see one another on a video screen. Sophisticated videoconferencing systems may be used in a corporate boardroom. Or a simple video connection on a mobile device could be used. One distinguishing factor between videoconferencing and virtual training is the audiovisual platform required to make a videoconference happen. In addition, videoconferencing usually has a group of people gathered around a shared screen, while virtual training has only one person per online connection.

The type of virtual training covered in this book does not include videoconferencing. Virtual training may or may not include video, and instead uses a computer’s Internet connection and web browser to connect to a virtual classroom software platform.

In addition to the distinction between face-to-face and virtual training, “hybrid” classes are becoming more common. A hybrid class mixes in-person and virtual participants; some participants are in person and others are remote. The remote participants may be connected individually or they may be together, sharing a computer connection. Hybrid classes combine two types of programs—instructor-led training and virtual training.

Hybrid classes create a challenge for virtual trainers because some participants are hands-on with their computer, while others are not. That means the participants will have different learning experiences, and therefore may have different learning results. Some participants may be neglected because the trainer—consciously or not—focuses on one group over the other.

While hybrid training may be efficient in some cases, it’s not a recommended solution because of its challenges. If you have to do it, take extra time and consideration when putting together the program design so that both audiences will be accommodated and the expected learning outcomes achieved.

Online Presentations, Meetings, and Webcasts

An online presentation, sometimes called a webcast, could be compared to an in-person seminar, where a presenter speaks to the attendees. There is little interaction between the presenter and participants, except for possible Q&A opportunities during the program.

I once attended a webcast sponsored by a well-known financial institution. At the designated start time, I logged on to a website and saw the speakers and their presentation slides. I estimate there were at least a thousand other participants logged in as well. There was limited interaction between the speakers and attendees, except for the ability for attendees to submit questions electronically. The speakers addressed a few of the questions during the program, but the rest went unanswered.

It was an expertly produced, informative webcast, but I would not consider it to be virtual training. If we had met face-to-face instead of online, this webcast would probably have been called a meeting. It would have been held in a large auditorium, with the speakers on stage behind a podium and screens hanging overhead to display the visual aids.

While it is possible to create limited interactivity in this type of event, it’s mostly just a talking head who is sharing information. This is not considered training in a face-to-face environment, and therefore would not be considered training in the virtual environment. A webcast is not the same as a virtual training class.

While many of the tips contained in this book will help you be more effective at leading webcasts and online meetings, our focus is specifically on virtual training.

Webinars and Virtual Training

Most people use webinars and virtual training interchangeably. The word webinar sounds like seminar, and it has become the word du jour for synchronous online training.

While most people do not distinguish between webinars and virtual instructor-led training, in my experience they have different intended outcomes and therefore are not the same thing. The goal of a webinar is to impart knowledge, while the goal of virtual training is to improve performance. This difference may seem slight, but it is significant enough to warrant discussion.

Webinars raise participant awareness of a topic. They are used to impart information to the attendees. For example, if a corporate human resources department needed to share information with employees about an upcoming annual benefit enrollment period, it may choose to share that information in a webinar. This webinar could include interactivity, with polling questions and chat, but it would not be considered a training class. While webinars may have two-way communication between presenter and participants, they may or may not ultimately result in the participants’ behavior changing or have an impact on participants’ performance after the event. Webinars are simply an online opportunity to interactively share information.

Webinars are helpful and useful in the right context. They have their place and purpose. There are times when participants simply need to gain awareness of new information, and interactivity will help communicate it. Most of the tips covered in this book will be as useful to a webinar facilitator as to a trainer leading a virtual class.

A virtual training class is different from a webinar because it has predefined learning objectives. These objectives are tied to performance outcomes. And ideally, these performance outcomes will have a positive impact on business results. During a virtual training class, the trainer will check for knowledge transfer. In addition, participants will have an opportunity to practice and apply their new skills.

Even though webinar is a popular term and many people use it to describe virtual training, this book will distinguish between them and focus on virtual training.

Refer to Table 1-1 to help you distinguish between a webcast, a webinar, and virtual training.

Blended Learning

When a training class combines multiple delivery methods, it’s considered blended learning. A blended learning solution might include a mix of traditional face-to-face classes, coaching, and participation in a discussion board. Or, it could be a series of synchronous online training events with self-paced assignments in between. Even assigning a reading before coming to class could be considered blended learning. It is a “blend” of various activities to achieve a learning outcome.

Blended learning usually takes place over time—several weeks or even several months. For instance, if a new employee orientation program took place in a blended format, it might look like this: Employees receive a packet in the mail containing materials to read prior to class. They are directed to log on to a website and post an introduction message on the company’s new hire discussion board. On their first day of work, they attend a face-to-face, instructor-led class. Afterward, they are given two homework assignments to complete. These activities make up the overall blended new hire orientation.

Many years ago, I facilitated a leadership class for a group of managers who were dispersed in many locations. I used a blended format for the program. It spanned six months and included a series of self-paced e-learning courses with assignments in between. In addition, we met every three weeks in a synchronous virtual classroom so the managers could collaborate to practice new skills and compare their notes. By the end of the program, the managers had completed approximately 26 hours of training through the various activities.

Virtual training is frequently one component of a larger blended learning curriculum.

Web 2.0 and Social Learning

The Internet was originally called the World Wide Web because it allowed computers to connect to one another in patterns reminiscent of a spider web (notice the www at the beginning of many Internet addresses). It was commonly referred to in its abbreviated form, the web.

Even though the underlying technology of the Internet has not changed much since its inception, the way we use the Internet has evolved. In the early 2000s, as functionality increased and Internet usage spread, people started sharing content and interacting with one another. Websites and programs that allowed this type of user-generated content became known as the second generation of Internet, or web 2.0.

Internet sites like Facebook, Twitter, and YouTube allow users to share content and comment on one another’s posts. Internal corporate sites like Yammer and Chatter allow for similar sharing, but behind greater security protections. These types of sites have changed the way we use the Internet. It has shifted from viewing static information pages to collaborating and sharing among users.

Because of their collaboration and information-sharing properties, web programs that can be used for social learning are a fertile source of learning possibilities. For example, a class could have a sharing site set up, and ask participants to introduce themselves to one another before attending a virtual training class. Or, during a virtual class series, participants could ask questions and collaborate in between sessions. One of my colleagues regularly uses a social collaboration site to post discussion and reflection questions after her virtual training classes to help participants apply what they’ve learned. The possibilities for shared social learning using these Internet collaboration tools is endless.

Informal Learning

Much of what someone learns takes place outside the formal classroom. This is called informal learning, which can be on-the-job training, where someone learns by doing; reading a book; or asking a colleague for assistance. Most informal learning is not captured or recorded as training. It simply happens out of necessity. In fact, it’s estimated that more than 80 percent of the way people learn their jobs is informal (Cross 2015).

Informal learning is in our virtual training vocabulary because of its relationship to the Internet. Much of it takes place online as learners visit websites and collaborate with one another.

For example, I once needed to learn more about digital audio recording devices. I searched the web for information and learned a little about them in the process. I also found a tweet about a recording device, and contacted the person who wrote it. He recommended one of his colleagues with expertise in these types of devices, so I followed up with that person. We connected first on Twitter and then by telephone. Through these connections, I learned enough about the devices to complete the task I needed to do without ever participating in a formal training event.

Informal learning should be on the minds of trainers who are paying attention to trends in workplace talent development. Informal learning significantly influences organizational knowledge and employee performance. However, it is beyond the scope of what we’ll focus on in this book. Our definition of virtual training will stay in the synchronous online classroom.

Virtual Instructor-Led Training

So, what is virtual training? As I’ve mentioned, virtual training occurs as a synchronous online event, with participants and a trainer meeting together at the same time. Because a training professional facilitates the event, it is sometimes called virtual instructor-led training, or vILT.

Virtual training uses a software program specifically designed for real-time collaboration on the web. This software application is called a virtual classroom. We’ll cover the intricacies of virtual classroom programs in chapter 4. Some common virtual classroom programs are:

•  Adobe Connect

•  AirClass by Lenovo

•  Blackboard Collaborate

•  Cisco WebEx Training Center

•  GoToTraining

•  Jigsaw

•  Saba Virtual Classroom

•  Zoom.

Virtual training can be a one-time event or part of a blended learning solution. It has learning objectives and performance-driven outcomes. The participants attend to acquire new knowledge, close a performance gap, and practice new skills.

Remember, virtual training is not a meeting held over videoconference. Nor is it a webcast or a self-paced web course. Virtual training is also not traditional classroom training transferred to the web. It has more nuances than a face-to-face class and a different set of interaction dynamics.

Moving From Traditional to Virtual Training

If you are asked to take the material from a physical classroom training course and deliver it in the online classroom, make sure to do it properly. It’s not a matter of just moving slides from the classroom projector to the virtual platform, nor is it a one-to-one translation of activities or of time. Some face-to-face activities simply don’t make sense online. And one minute of classroom time does not equal one minute of virtual classroom time.

For more information about designing virtual classes, see chapter 11. See Table 1-2 for a comparison between a traditional face-to-face class and a synchronous virtual training class.

What Virtual Training Looks Like

When I describe virtual training to people not familiar with it, it’s hard for them to visualize the experience. Here’s a quick snapshot:

Michelle is a trainer for a large telecommunications company. She’s located in Cincinnati, Ohio. She schedules a 60-minute virtual class for Thursday at 11 a.m. ET. About a week prior to the training date, she sends a welcome email message with instructions and confirmation of logistics to her participants. About an hour prior to the start time, she sits at her office desk, logs in to the virtual classroom software, and gets ready for the event. She uploads her slides (if they were not set up already), opens the first polling question, and prepares the virtual whiteboard. She completes all her preclass preparation and waits for everyone to arrive.

Around 10:50 a.m., the participants start entering the classroom. They do this from the comfort of their respective offices: sitting at their desks, opening up Internet browsers, and clicking on the link from Michelle’s email message.

One participant, Moira, is in her office in Dallas, Texas. She clicks on the link and goes straight to the login page. She types in her name and email address, and waits for the classroom software to load on her screen. Once connected to the virtual classroom, she dials the telephone number seen in the onscreen dialog box, and enters the conference call passcode and her unique ID when prompted. Moira hears Michelle’s voice on the line, and says hello to greet her. The other participants follow the same steps to join the class.

The participants are able to see what Michelle has prepared for them on the screen (see Figure 1-1 for an example). They see the names of the other attendees, slides, and a chat area. They are also likely to see an introductory activity, inviting them to engage right away.

The participants speak with one another over the audio connection; they can also type in the chat area or use the drawing tools. Throughout the class, Michelle asks them to respond to poll questions, type onscreen for input, and participate in activities. At one point, Michelle assigns the participants into virtual breakout groups, and Moira is able to talk privately with her partner, Julie. They practice one of the new skills before returning to the large group for a brief discussion.

By 12 p.m., class finishes, and Michelle asks everyone to complete a follow-up assignment to apply what they’ve just learned.

As you can see, there seem to be many similarities between a virtual class and a face-to-face one. Each class is scheduled for a specific time, and participants are engaged through activities and exercises. However, participants in a virtual session typically don’t leave their workspace to attend, and they usually cannot see one another during class. Also, virtual classes tend to be shorter in length than their face-to-face counterparts.

Keep in mind that not every virtual training class is exactly like the one just described. This story simply illustrates a typical experience for the trainer and participants.

Is Going Virtual the Right Solution?

As mentioned earlier, many organizations see virtual training as an opportunity to save time and money. There’s no need for participants to travel or even leave their workspace to attend training. Virtual training is convenient and can be cost effective.

But is it really the right solution for your training need? This is a question that every training professional should ask before implementing a virtual training solution. To determine if virtual training is the correct delivery method, consider these questions:

1.   Are the participants centrally located or dispersed? If your organization is not going to save on travel expenses because everyone is in the same location, then stick with face-to-face training. It may be just as fast for them to walk down the hallway to your training room as it would be for them to log in to a virtual classroom.

2.   Do all participants speak the same language? Virtual training is a great way to provide training to an international population, as long as language barriers don’t get in the way.

3.   Will every participant have an appropriate learning environment? Participants need to have their own computer, Internet connection, and telephone line to attend the virtual event. They should be in a quiet area conducive to learning. If they are in an open space or cubicle environment, they will need headphones or another way to tune out external noise.

4.   What technology barriers will affect success? Participants need to have the appropriate technology available to them. The exact technology needed will vary depending upon the virtual software program used; however, a typical technology setup requires a high-speed Internet connection, a sound card and speakers to hear streaming media, and administrative privileges to install software.

When virtual training is done well, it can strengthen an organization because participants from various departments and multiple locations build relationships in the classroom. They might realize that other participants are dealing with the same types of problems they are, and therefore they might be able to more easily relate to one another. Virtual training can break down regional and departmental silos when participants from various locations collaborate. When virtual training is done well, it can lead to increased communication and, in turn, more effective business results.

Unfortunately, some trainers implement virtual training in situations that do not make sense. For instance, one organization wanted to save on conference-call costs by having everyone bring their laptop to a conference meeting room so they could share a speakerphone. This setup reduces participation because it prevents appropriate breakout groups and makes it difficult to hear anyone speak. Another organization had participants attend using a computer on an open table in the frequently used employee break room. Participants reported so many external distractions that they could not stay focused on the training session.

When such potentially disastrous implementations occur, it’s not always the trainer’s fault—sometimes it’s the organization that forces the decision, and sometimes it’s simply a lack of understanding about virtual training. Regardless, you should take steps to avoid these unfortunate situations.

Of course, in the face-to-face classroom, trainers frequently face implementation conditions that are not ideal. You might not have enough resources to properly execute a training plan. Or you might deal with participants who are not supported in their quest for training. In these situations, especially when things are beyond your control, manage them to the best of your ability. And it’s the same in the virtual classroom. Despite our best efforts, sometimes a virtual training solution is not well supported or well designed, but the trainer needs to make the best of it and manage the situation.

See Table 1-3 for a few ideas about conducting virtual training in scenarios that are not ideal.

Getting It Done

In your transition to delivering in the online classroom, you should be aware of the multiple definitions of virtual training. What one person considers to be virtual training may not be what someone else considers to be virtual training. Therefore, always take time to discuss training needs and intended outcomes so that everyone has a common understanding of the goal and the chosen method to get there. Once you are certain that the synchronous online classroom is part of the training solution, your next step is to learn how to transfer your training skills to this new platform.

Now that you have learned some of the basics about virtual training, use Worksheet 1-1 to help guide your journey. Then, use Worksheet 1-2 to assess your readiness.

In chapter 2, we’ll review the training skills needed to be a successful virtual facilitator.

Worksheet 1-1. Goal Setting

Use the following questions to guide your journey to virtual training success.

How will learning to be an effective virtual trainer benefit you personally?

How will learning to be an effective virtual trainer benefit your organization?

Why is learning to be an effective virtual trainer important to you right now? What are the short-term benefits?

How might learning to be an effective virtual trainer help you in the future? What are the long-term benefits?

Use SMART (specific, measurable, achievable, realistic, timely) goal-setting guidelines to create a learning plan for yourself.

Goal 1:

Goal 2:

Goal 3:

Revisit these goals frequently throughout your journey, adjusting them as necessary.

Bonus

What might get in the way of accomplishing your goals?

How can you overcome these obstacles?

Worksheet 1-2. Preparedness Checklist

Use this worksheet to assess your readiness for virtual training. The higher your overall score, the more prepared you will be for virtual training.